Advanced search options

Advanced Search Options 🞨

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

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for subject:( Cognitively). Showing records 1 – 30 of 37 total matches.

[1] [2]

Search Limiters

Last 2 Years | English Only

▼ Search Limiters


Texas State University – San Marcos

1. Hurdle, Zachariah. Aspects that Arise in the Transition from the Montessori Method to a Traditional Method: A Fourth Grade Mathematics View.

Degree: PhD, Mathematics Education, 2017, Texas State University – San Marcos

 The purpose of the dissertation is to investigate three particular aspects that may affect the transition between a third grade Montessori system and a fourth… (more)

Subjects/Keywords: Montessori; Cognitively Guided Instruction; Program transition

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hurdle, Z. (2017). Aspects that Arise in the Transition from the Montessori Method to a Traditional Method: A Fourth Grade Mathematics View. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/7004

Chicago Manual of Style (16th Edition):

Hurdle, Zachariah. “Aspects that Arise in the Transition from the Montessori Method to a Traditional Method: A Fourth Grade Mathematics View.” 2017. Doctoral Dissertation, Texas State University – San Marcos. Accessed December 04, 2020. https://digital.library.txstate.edu/handle/10877/7004.

MLA Handbook (7th Edition):

Hurdle, Zachariah. “Aspects that Arise in the Transition from the Montessori Method to a Traditional Method: A Fourth Grade Mathematics View.” 2017. Web. 04 Dec 2020.

Vancouver:

Hurdle Z. Aspects that Arise in the Transition from the Montessori Method to a Traditional Method: A Fourth Grade Mathematics View. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2017. [cited 2020 Dec 04]. Available from: https://digital.library.txstate.edu/handle/10877/7004.

Council of Science Editors:

Hurdle Z. Aspects that Arise in the Transition from the Montessori Method to a Traditional Method: A Fourth Grade Mathematics View. [Doctoral Dissertation]. Texas State University – San Marcos; 2017. Available from: https://digital.library.txstate.edu/handle/10877/7004


Universiteit Utrecht

2. Jeijsman, M. Seksespecifieke attituden en onderwijsgedrag.

Degree: 2013, Universiteit Utrecht

 Achtergrond: Socialisatieagenten hebben het idee dat meisjes slechter presteren op het gebied van wetenschap en techniek dan jongens. Als gevolg hiervan gaan meisjes hun eigen… (more)

Subjects/Keywords: Sociale Wetenschappen; seksespecifieke attituden; cognitively demanding speech; beurtverdeling; aanmoediging; domeinspecifiek woordgebruik

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Jeijsman, M. (2013). Seksespecifieke attituden en onderwijsgedrag. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/273121

Chicago Manual of Style (16th Edition):

Jeijsman, M. “Seksespecifieke attituden en onderwijsgedrag.” 2013. Masters Thesis, Universiteit Utrecht. Accessed December 04, 2020. http://dspace.library.uu.nl:8080/handle/1874/273121.

MLA Handbook (7th Edition):

Jeijsman, M. “Seksespecifieke attituden en onderwijsgedrag.” 2013. Web. 04 Dec 2020.

Vancouver:

Jeijsman M. Seksespecifieke attituden en onderwijsgedrag. [Internet] [Masters thesis]. Universiteit Utrecht; 2013. [cited 2020 Dec 04]. Available from: http://dspace.library.uu.nl:8080/handle/1874/273121.

Council of Science Editors:

Jeijsman M. Seksespecifieke attituden en onderwijsgedrag. [Masters Thesis]. Universiteit Utrecht; 2013. Available from: http://dspace.library.uu.nl:8080/handle/1874/273121

3. Reavis, Karen. The Respiratory Distress Observation Scale (RDOS), Pain, and Agitation.

Degree: PhD, Nursing, 2015, University of San Diego

 The Respiratory Distress Observation Scale (RDOS) is relatively new and has not been extensively evaluated. The purpose of this study was to, a) explore the… (more)

Subjects/Keywords: adult; cognitively impaired; critical care; dyspnea; RDOS; scale development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Reavis, K. (2015). The Respiratory Distress Observation Scale (RDOS), Pain, and Agitation. (Doctoral Dissertation). University of San Diego. Retrieved from https://digital.sandiego.edu/dissertations/19

Chicago Manual of Style (16th Edition):

Reavis, Karen. “The Respiratory Distress Observation Scale (RDOS), Pain, and Agitation.” 2015. Doctoral Dissertation, University of San Diego. Accessed December 04, 2020. https://digital.sandiego.edu/dissertations/19.

MLA Handbook (7th Edition):

Reavis, Karen. “The Respiratory Distress Observation Scale (RDOS), Pain, and Agitation.” 2015. Web. 04 Dec 2020.

Vancouver:

Reavis K. The Respiratory Distress Observation Scale (RDOS), Pain, and Agitation. [Internet] [Doctoral dissertation]. University of San Diego; 2015. [cited 2020 Dec 04]. Available from: https://digital.sandiego.edu/dissertations/19.

Council of Science Editors:

Reavis K. The Respiratory Distress Observation Scale (RDOS), Pain, and Agitation. [Doctoral Dissertation]. University of San Diego; 2015. Available from: https://digital.sandiego.edu/dissertations/19


Delft University of Technology

4. Lui, C.W. (author). The Green Lane: Visibilty and opportunities to participate in the society.

Degree: 2015, Delft University of Technology

Interior

Architecture

Architecture and The Built Environment

Advisors/Committee Members: Schreurs, E. (mentor), Stuhlmacher, M. (mentor), Fokkinga, J. (mentor).

Subjects/Keywords: healthcare; Rotterdam; cognitively challenged

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Lui, C. W. (. (2015). The Green Lane: Visibilty and opportunities to participate in the society. (Masters Thesis). Delft University of Technology. Retrieved from http://resolver.tudelft.nl/uuid:e4abc87a-1e97-4405-b05f-1acbf2ae781b

Chicago Manual of Style (16th Edition):

Lui, C W (author). “The Green Lane: Visibilty and opportunities to participate in the society.” 2015. Masters Thesis, Delft University of Technology. Accessed December 04, 2020. http://resolver.tudelft.nl/uuid:e4abc87a-1e97-4405-b05f-1acbf2ae781b.

MLA Handbook (7th Edition):

Lui, C W (author). “The Green Lane: Visibilty and opportunities to participate in the society.” 2015. Web. 04 Dec 2020.

Vancouver:

Lui CW(. The Green Lane: Visibilty and opportunities to participate in the society. [Internet] [Masters thesis]. Delft University of Technology; 2015. [cited 2020 Dec 04]. Available from: http://resolver.tudelft.nl/uuid:e4abc87a-1e97-4405-b05f-1acbf2ae781b.

Council of Science Editors:

Lui CW(. The Green Lane: Visibilty and opportunities to participate in the society. [Masters Thesis]. Delft University of Technology; 2015. Available from: http://resolver.tudelft.nl/uuid:e4abc87a-1e97-4405-b05f-1acbf2ae781b


University of Edinburgh

5. Frermann, Lea. Bayesian models of category acquisition and meaning development.

Degree: PhD, 2017, University of Edinburgh

 The ability to organize concepts (e.g., dog, chair) into efficient mental representations, i.e., categories (e.g., animal, furniture) is a fundamental mechanism which allows humans to… (more)

Subjects/Keywords: 004.01; Bayesian modeling; computational cognitively modelling; incremental learning; categorization; category acquisition

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Frermann, L. (2017). Bayesian models of category acquisition and meaning development. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/25379

Chicago Manual of Style (16th Edition):

Frermann, Lea. “Bayesian models of category acquisition and meaning development.” 2017. Doctoral Dissertation, University of Edinburgh. Accessed December 04, 2020. http://hdl.handle.net/1842/25379.

MLA Handbook (7th Edition):

Frermann, Lea. “Bayesian models of category acquisition and meaning development.” 2017. Web. 04 Dec 2020.

Vancouver:

Frermann L. Bayesian models of category acquisition and meaning development. [Internet] [Doctoral dissertation]. University of Edinburgh; 2017. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1842/25379.

Council of Science Editors:

Frermann L. Bayesian models of category acquisition and meaning development. [Doctoral Dissertation]. University of Edinburgh; 2017. Available from: http://hdl.handle.net/1842/25379


Universiteit Utrecht

6. Spoor, A.I. Cognitief uitdagend taalgebruik bij leerkrachten en leerlingen.

Degree: 2010, Universiteit Utrecht

 Abstract In the past years, more attention is directed towards science in kindergarten. Research suggests that science is a very important aspect of the development… (more)

Subjects/Keywords: Sociale Wetenschappen; Key words: Academic language, cognitively demanding speech, science in kindergarten, systemic functional linguistics.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Spoor, A. I. (2010). Cognitief uitdagend taalgebruik bij leerkrachten en leerlingen. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/187360

Chicago Manual of Style (16th Edition):

Spoor, A I. “Cognitief uitdagend taalgebruik bij leerkrachten en leerlingen.” 2010. Masters Thesis, Universiteit Utrecht. Accessed December 04, 2020. http://dspace.library.uu.nl:8080/handle/1874/187360.

MLA Handbook (7th Edition):

Spoor, A I. “Cognitief uitdagend taalgebruik bij leerkrachten en leerlingen.” 2010. Web. 04 Dec 2020.

Vancouver:

Spoor AI. Cognitief uitdagend taalgebruik bij leerkrachten en leerlingen. [Internet] [Masters thesis]. Universiteit Utrecht; 2010. [cited 2020 Dec 04]. Available from: http://dspace.library.uu.nl:8080/handle/1874/187360.

Council of Science Editors:

Spoor AI. Cognitief uitdagend taalgebruik bij leerkrachten en leerlingen. [Masters Thesis]. Universiteit Utrecht; 2010. Available from: http://dspace.library.uu.nl:8080/handle/1874/187360


University of Rochester

7. Zheng, Nan Tracy. End-of-life Care in Nursing Homes: Does Organization of Work Make a Difference?.

Degree: PhD, 2011, University of Rochester

 Nursing home residents are frequently transferred to hospitals at the end-of life and many die there. Furthermore, many residents with severe cognitive impairment receive feeding… (more)

Subjects/Keywords: End-of-life Care; Nursing Homes; Hospitalization; Feeding Tubes; Cognitively Impaired; Organization of Work

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Zheng, N. T. (2011). End-of-life Care in Nursing Homes: Does Organization of Work Make a Difference?. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/17699

Chicago Manual of Style (16th Edition):

Zheng, Nan Tracy. “End-of-life Care in Nursing Homes: Does Organization of Work Make a Difference?.” 2011. Doctoral Dissertation, University of Rochester. Accessed December 04, 2020. http://hdl.handle.net/1802/17699.

MLA Handbook (7th Edition):

Zheng, Nan Tracy. “End-of-life Care in Nursing Homes: Does Organization of Work Make a Difference?.” 2011. Web. 04 Dec 2020.

Vancouver:

Zheng NT. End-of-life Care in Nursing Homes: Does Organization of Work Make a Difference?. [Internet] [Doctoral dissertation]. University of Rochester; 2011. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1802/17699.

Council of Science Editors:

Zheng NT. End-of-life Care in Nursing Homes: Does Organization of Work Make a Difference?. [Doctoral Dissertation]. University of Rochester; 2011. Available from: http://hdl.handle.net/1802/17699


York University

8. Barlow-Krelina, Emily Marguerite. Functional Activation Patterns in Pediatric-Onset Multiple Selerosis: Does Physical Activity Play a Role in the Maintenance of Working Memory.

Degree: MA -MA, Psychology (Functional Area: Clinical-Developmental), 2016, York University

 Cognitive impairment occurs in only 30% of patients with pediatric-onset multiple sclerosis (POMS), despite significant brain pathology, suggesting that mechanisms facilitating adaptation to pathology may… (more)

Subjects/Keywords: Psychobiology; Pediatric; Juvenile; Multiple sclerosis; Cognitively preserved; fMRI; Working memory; Physical activity; Reserve; Executive demand

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Barlow-Krelina, E. M. (2016). Functional Activation Patterns in Pediatric-Onset Multiple Selerosis: Does Physical Activity Play a Role in the Maintenance of Working Memory. (Masters Thesis). York University. Retrieved from http://hdl.handle.net/10315/32713

Chicago Manual of Style (16th Edition):

Barlow-Krelina, Emily Marguerite. “Functional Activation Patterns in Pediatric-Onset Multiple Selerosis: Does Physical Activity Play a Role in the Maintenance of Working Memory.” 2016. Masters Thesis, York University. Accessed December 04, 2020. http://hdl.handle.net/10315/32713.

MLA Handbook (7th Edition):

Barlow-Krelina, Emily Marguerite. “Functional Activation Patterns in Pediatric-Onset Multiple Selerosis: Does Physical Activity Play a Role in the Maintenance of Working Memory.” 2016. Web. 04 Dec 2020.

Vancouver:

Barlow-Krelina EM. Functional Activation Patterns in Pediatric-Onset Multiple Selerosis: Does Physical Activity Play a Role in the Maintenance of Working Memory. [Internet] [Masters thesis]. York University; 2016. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10315/32713.

Council of Science Editors:

Barlow-Krelina EM. Functional Activation Patterns in Pediatric-Onset Multiple Selerosis: Does Physical Activity Play a Role in the Maintenance of Working Memory. [Masters Thesis]. York University; 2016. Available from: http://hdl.handle.net/10315/32713


University of Minnesota

9. Morrison, Timothy. A Lesson Plan Intervention for Preservice Elementary Teachers: Bridging Mathematical Content from a Methods Course to Student Teaching.

Degree: PhD, Education, Curriculum and Instruction, 2019, University of Minnesota

 When preservice elementary teachers (PSETs) begin their student teaching placements, they often encounter challenges in bridging from their mathematics methods course content and pedagogies to… (more)

Subjects/Keywords: Bridging methods courses; CGI; Cognitively Guided Instruction; Lesson plan intervention; Preservice elementary teachers

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Morrison, T. (2019). A Lesson Plan Intervention for Preservice Elementary Teachers: Bridging Mathematical Content from a Methods Course to Student Teaching. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/209114

Chicago Manual of Style (16th Edition):

Morrison, Timothy. “A Lesson Plan Intervention for Preservice Elementary Teachers: Bridging Mathematical Content from a Methods Course to Student Teaching.” 2019. Doctoral Dissertation, University of Minnesota. Accessed December 04, 2020. http://hdl.handle.net/11299/209114.

MLA Handbook (7th Edition):

Morrison, Timothy. “A Lesson Plan Intervention for Preservice Elementary Teachers: Bridging Mathematical Content from a Methods Course to Student Teaching.” 2019. Web. 04 Dec 2020.

Vancouver:

Morrison T. A Lesson Plan Intervention for Preservice Elementary Teachers: Bridging Mathematical Content from a Methods Course to Student Teaching. [Internet] [Doctoral dissertation]. University of Minnesota; 2019. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/11299/209114.

Council of Science Editors:

Morrison T. A Lesson Plan Intervention for Preservice Elementary Teachers: Bridging Mathematical Content from a Methods Course to Student Teaching. [Doctoral Dissertation]. University of Minnesota; 2019. Available from: http://hdl.handle.net/11299/209114


University of Minnesota

10. Brickwedde, James. Transitioning from additive to multiplicative thinking:a design and teaching experiment with third through fifth graders.

Degree: PhD, Education, Curriculum and Instruction, 2011, University of Minnesota

 The maturation of multiplicative thinking is key to student progress in middle school as rational number, ratio, and proportion concepts are encountered. But many students… (more)

Subjects/Keywords: Children's Thinking; Cognitively Guided Instruction; Multiplicative Thinking; Place Value; Unit Coordination; Education, Curriculum and Instruction

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Brickwedde, J. (2011). Transitioning from additive to multiplicative thinking:a design and teaching experiment with third through fifth graders. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/115899

Chicago Manual of Style (16th Edition):

Brickwedde, James. “Transitioning from additive to multiplicative thinking:a design and teaching experiment with third through fifth graders.” 2011. Doctoral Dissertation, University of Minnesota. Accessed December 04, 2020. http://purl.umn.edu/115899.

MLA Handbook (7th Edition):

Brickwedde, James. “Transitioning from additive to multiplicative thinking:a design and teaching experiment with third through fifth graders.” 2011. Web. 04 Dec 2020.

Vancouver:

Brickwedde J. Transitioning from additive to multiplicative thinking:a design and teaching experiment with third through fifth graders. [Internet] [Doctoral dissertation]. University of Minnesota; 2011. [cited 2020 Dec 04]. Available from: http://purl.umn.edu/115899.

Council of Science Editors:

Brickwedde J. Transitioning from additive to multiplicative thinking:a design and teaching experiment with third through fifth graders. [Doctoral Dissertation]. University of Minnesota; 2011. Available from: http://purl.umn.edu/115899


University of Southern California

11. Garfinkel, Kate. Cognitively guided instruction: A case study in two elementary schools.

Degree: EdD, Education, 2011, University of Southern California

 This study investigated the ways in which the elementary mathematics teaching philosophy, Cognitively Guided Instruction (CGI), was reflected in the teaching practice of a sample… (more)

Subjects/Keywords: Elementary mathematics; Cognitively Guided Instruction; CGI; professional development; teaching philosophy; mathematics instruction; mathematical thinking

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Garfinkel, K. (2011). Cognitively guided instruction: A case study in two elementary schools. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/446766/rec/1427

Chicago Manual of Style (16th Edition):

Garfinkel, Kate. “Cognitively guided instruction: A case study in two elementary schools.” 2011. Doctoral Dissertation, University of Southern California. Accessed December 04, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/446766/rec/1427.

MLA Handbook (7th Edition):

Garfinkel, Kate. “Cognitively guided instruction: A case study in two elementary schools.” 2011. Web. 04 Dec 2020.

Vancouver:

Garfinkel K. Cognitively guided instruction: A case study in two elementary schools. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Dec 04]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/446766/rec/1427.

Council of Science Editors:

Garfinkel K. Cognitively guided instruction: A case study in two elementary schools. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/446766/rec/1427


University of Southern California

12. Dowdy, William D.B. Cognitively guided instruction: an mplementation case study of a high performing school district.

Degree: EdD, Education (Leadership), 2011, University of Southern California

 No Child Left Behind legislation developed goals for every student to be proficient in each academic subject by 2014. California's students are far from meeting… (more)

Subjects/Keywords: elementary mathematics; mathematics instruction; CGI; cognitively guided instruction; program evaluation; professional development; principal leadership

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Dowdy, W. D. B. (2011). Cognitively guided instruction: an mplementation case study of a high performing school district. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/642512/rec/1428

Chicago Manual of Style (16th Edition):

Dowdy, William D B. “Cognitively guided instruction: an mplementation case study of a high performing school district.” 2011. Doctoral Dissertation, University of Southern California. Accessed December 04, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/642512/rec/1428.

MLA Handbook (7th Edition):

Dowdy, William D B. “Cognitively guided instruction: an mplementation case study of a high performing school district.” 2011. Web. 04 Dec 2020.

Vancouver:

Dowdy WDB. Cognitively guided instruction: an mplementation case study of a high performing school district. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Dec 04]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/642512/rec/1428.

Council of Science Editors:

Dowdy WDB. Cognitively guided instruction: an mplementation case study of a high performing school district. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/642512/rec/1428

13. Reale-Caldwell, AmberRose. The Relationship Between Neuropsychological Functioning, Biomarker AV-1451, and Subjective Memory Impairment in a Cognitively Normal Sample.

Degree: Psy.D. Doctor of Clinical Psychology, Clinical Psychology - Florida School of Professional Psychology, 2020, National-Louis University

  Mild cognitive impairment (MCI) is often a prodromal stage for Alzheimer’s disease (AD) development, with those diagnosed with MCI at increased risk for developing… (more)

Subjects/Keywords: Alzheimer's; Cognitively Normal; Tau; Neuropsychology; Subjective Memory Impairment; Clinical Psychology; Other Psychology

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Reale-Caldwell, A. (2020). The Relationship Between Neuropsychological Functioning, Biomarker AV-1451, and Subjective Memory Impairment in a Cognitively Normal Sample. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/447

Chicago Manual of Style (16th Edition):

Reale-Caldwell, AmberRose. “The Relationship Between Neuropsychological Functioning, Biomarker AV-1451, and Subjective Memory Impairment in a Cognitively Normal Sample.” 2020. Doctoral Dissertation, National-Louis University. Accessed December 04, 2020. https://digitalcommons.nl.edu/diss/447.

MLA Handbook (7th Edition):

Reale-Caldwell, AmberRose. “The Relationship Between Neuropsychological Functioning, Biomarker AV-1451, and Subjective Memory Impairment in a Cognitively Normal Sample.” 2020. Web. 04 Dec 2020.

Vancouver:

Reale-Caldwell A. The Relationship Between Neuropsychological Functioning, Biomarker AV-1451, and Subjective Memory Impairment in a Cognitively Normal Sample. [Internet] [Doctoral dissertation]. National-Louis University; 2020. [cited 2020 Dec 04]. Available from: https://digitalcommons.nl.edu/diss/447.

Council of Science Editors:

Reale-Caldwell A. The Relationship Between Neuropsychological Functioning, Biomarker AV-1451, and Subjective Memory Impairment in a Cognitively Normal Sample. [Doctoral Dissertation]. National-Louis University; 2020. Available from: https://digitalcommons.nl.edu/diss/447


University of Kentucky

14. Appiah, Frank. MIXTURE MODELING WITH APPLICATIONS IN ALZHEIMER'S DISEASE.

Degree: 2017, University of Kentucky

 This dissertation involves an application of mixture of regression models to 114 individuals who are cognitively intact (from the Alzheimer's Disease and Neuroimaging Initiative-ADNI, data).… (more)

Subjects/Keywords: Mixture models; cognitively intact; Alzheimer's disease; model complexity/component; selection criteria; Biostatistics; Epidemiology

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Appiah, F. (2017). MIXTURE MODELING WITH APPLICATIONS IN ALZHEIMER'S DISEASE. (Doctoral Dissertation). University of Kentucky. Retrieved from https://uknowledge.uky.edu/epb_etds/14

Chicago Manual of Style (16th Edition):

Appiah, Frank. “MIXTURE MODELING WITH APPLICATIONS IN ALZHEIMER'S DISEASE.” 2017. Doctoral Dissertation, University of Kentucky. Accessed December 04, 2020. https://uknowledge.uky.edu/epb_etds/14.

MLA Handbook (7th Edition):

Appiah, Frank. “MIXTURE MODELING WITH APPLICATIONS IN ALZHEIMER'S DISEASE.” 2017. Web. 04 Dec 2020.

Vancouver:

Appiah F. MIXTURE MODELING WITH APPLICATIONS IN ALZHEIMER'S DISEASE. [Internet] [Doctoral dissertation]. University of Kentucky; 2017. [cited 2020 Dec 04]. Available from: https://uknowledge.uky.edu/epb_etds/14.

Council of Science Editors:

Appiah F. MIXTURE MODELING WITH APPLICATIONS IN ALZHEIMER'S DISEASE. [Doctoral Dissertation]. University of Kentucky; 2017. Available from: https://uknowledge.uky.edu/epb_etds/14


University of Central Florida

15. Sahin, Nesrin. The Effect of Cognitively Guided Instruction on Students' Problem Solving Strategies and The Effect of Students' Use of Strategies on their Mathematics Achievement.

Degree: 2015, University of Central Florida

 The purpose of this study was to investigate the effect of teachers attending Cognitively Guided Instruction (CGI) professional development on students' problem solving strategies and… (more)

Subjects/Keywords: Education; cgi; cognitively guided instruction; elementary mathematics; mathematics instruction; professional development; problem solving strategies; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Sahin, N. (2015). The Effect of Cognitively Guided Instruction on Students' Problem Solving Strategies and The Effect of Students' Use of Strategies on their Mathematics Achievement. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/1303

Chicago Manual of Style (16th Edition):

Sahin, Nesrin. “The Effect of Cognitively Guided Instruction on Students' Problem Solving Strategies and The Effect of Students' Use of Strategies on their Mathematics Achievement.” 2015. Doctoral Dissertation, University of Central Florida. Accessed December 04, 2020. https://stars.library.ucf.edu/etd/1303.

MLA Handbook (7th Edition):

Sahin, Nesrin. “The Effect of Cognitively Guided Instruction on Students' Problem Solving Strategies and The Effect of Students' Use of Strategies on their Mathematics Achievement.” 2015. Web. 04 Dec 2020.

Vancouver:

Sahin N. The Effect of Cognitively Guided Instruction on Students' Problem Solving Strategies and The Effect of Students' Use of Strategies on their Mathematics Achievement. [Internet] [Doctoral dissertation]. University of Central Florida; 2015. [cited 2020 Dec 04]. Available from: https://stars.library.ucf.edu/etd/1303.

Council of Science Editors:

Sahin N. The Effect of Cognitively Guided Instruction on Students' Problem Solving Strategies and The Effect of Students' Use of Strategies on their Mathematics Achievement. [Doctoral Dissertation]. University of Central Florida; 2015. Available from: https://stars.library.ucf.edu/etd/1303


Universidade do Rio Grande do Sul

16. Santos, Anderson Roberto Santos dos. A computational investigation of verbs during aging with and without Alzheimer’s disease.

Degree: 2011, Universidade do Rio Grande do Sul

Alzheimer’s disease produces alterations of cognitive functions and of processes that are responsible for language and memory. In order to have a better understanding of… (more)

Subjects/Keywords: Natural language processing; Processamento : Linguagem natural; Informática médica; Cognitively based models; Mental lexicon; Decline of the verbal lexicon; Alzheimer

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Santos, A. R. S. d. (2011). A computational investigation of verbs during aging with and without Alzheimer’s disease. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/119124

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):

Santos, Anderson Roberto Santos dos. “A computational investigation of verbs during aging with and without Alzheimer’s disease.” 2011. Thesis, Universidade do Rio Grande do Sul. Accessed December 04, 2020. http://hdl.handle.net/10183/119124.

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

MLA Handbook (7th Edition):

Santos, Anderson Roberto Santos dos. “A computational investigation of verbs during aging with and without Alzheimer’s disease.” 2011. Web. 04 Dec 2020.

Vancouver:

Santos ARSd. A computational investigation of verbs during aging with and without Alzheimer’s disease. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2011. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10183/119124.

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

Council of Science Editors:

Santos ARSd. A computational investigation of verbs during aging with and without Alzheimer’s disease. [Thesis]. Universidade do Rio Grande do Sul; 2011. Available from: http://hdl.handle.net/10183/119124

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

17. Weisel, Derek. Examining the perceived impact of technology on teacher-student math discussions in early elementary classrooms.

Degree: Education, 2017, UCLA

 The quality of mathematics instruction has been the subject of greater scrutiny as an increasing number of external measures compare American students with students internationally.… (more)

Subjects/Keywords: Educational technology; Mathematics education; Elementary education; Cognitively Guided Instruction; Digital Tools; Educational Technology; Elementary Education; iPad; Mathematics Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Weisel, D. (2017). Examining the perceived impact of technology on teacher-student math discussions in early elementary classrooms. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/6md3j46t

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):

Weisel, Derek. “Examining the perceived impact of technology on teacher-student math discussions in early elementary classrooms.” 2017. Thesis, UCLA. Accessed December 04, 2020. http://www.escholarship.org/uc/item/6md3j46t.

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

MLA Handbook (7th Edition):

Weisel, Derek. “Examining the perceived impact of technology on teacher-student math discussions in early elementary classrooms.” 2017. Web. 04 Dec 2020.

Vancouver:

Weisel D. Examining the perceived impact of technology on teacher-student math discussions in early elementary classrooms. [Internet] [Thesis]. UCLA; 2017. [cited 2020 Dec 04]. Available from: http://www.escholarship.org/uc/item/6md3j46t.

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

Council of Science Editors:

Weisel D. Examining the perceived impact of technology on teacher-student math discussions in early elementary classrooms. [Thesis]. UCLA; 2017. Available from: http://www.escholarship.org/uc/item/6md3j46t

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


Brigham Young University

18. Fuentes, Debra Smith. A Validity Study of the Cognitively Guided Instruction Teacher Knowledge Assessment.

Degree: PhD, 2019, Brigham Young University

  This study reports the development of an instrument intended to measure mathematics teachers' knowledge of Cognitively Guided Instruction (CGI). CGI is a mathematics professional… (more)

Subjects/Keywords: cognitively guided instruction; mathematics education; teacher education; professional development; partial credit scoring; pedagogical content knowledge; teacher knowledge assessment

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Fuentes, D. S. (2019). A Validity Study of the Cognitively Guided Instruction Teacher Knowledge Assessment. (Doctoral Dissertation). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8773&context=etd

Chicago Manual of Style (16th Edition):

Fuentes, Debra Smith. “A Validity Study of the Cognitively Guided Instruction Teacher Knowledge Assessment.” 2019. Doctoral Dissertation, Brigham Young University. Accessed December 04, 2020. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8773&context=etd.

MLA Handbook (7th Edition):

Fuentes, Debra Smith. “A Validity Study of the Cognitively Guided Instruction Teacher Knowledge Assessment.” 2019. Web. 04 Dec 2020.

Vancouver:

Fuentes DS. A Validity Study of the Cognitively Guided Instruction Teacher Knowledge Assessment. [Internet] [Doctoral dissertation]. Brigham Young University; 2019. [cited 2020 Dec 04]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8773&context=etd.

Council of Science Editors:

Fuentes DS. A Validity Study of the Cognitively Guided Instruction Teacher Knowledge Assessment. [Doctoral Dissertation]. Brigham Young University; 2019. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8773&context=etd


University of New Mexico

19. Marshall, Mary Elisabeth. Exploring the Mathematical Thinking of Bilingual Primary-Grade Students: CGI Problem Solving From Kindergarten Through 2nd Grade.

Degree: Language, Literacy, and Sociocultural Studies, 2009, University of New Mexico

 This study explores the mathematical thinking of native Spanish-speaking, primary-grade Latina/o students learning in bilingual classrooms where the majority of their mathematics instruction has been… (more)

Subjects/Keywords: mathematics education; bilingual education; Latino students; Cognitively Guided Instruction

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Marshall, M. E. (2009). Exploring the Mathematical Thinking of Bilingual Primary-Grade Students: CGI Problem Solving From Kindergarten Through 2nd Grade. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/9840

Chicago Manual of Style (16th Edition):

Marshall, Mary Elisabeth. “Exploring the Mathematical Thinking of Bilingual Primary-Grade Students: CGI Problem Solving From Kindergarten Through 2nd Grade.” 2009. Doctoral Dissertation, University of New Mexico. Accessed December 04, 2020. http://hdl.handle.net/1928/9840.

MLA Handbook (7th Edition):

Marshall, Mary Elisabeth. “Exploring the Mathematical Thinking of Bilingual Primary-Grade Students: CGI Problem Solving From Kindergarten Through 2nd Grade.” 2009. Web. 04 Dec 2020.

Vancouver:

Marshall ME. Exploring the Mathematical Thinking of Bilingual Primary-Grade Students: CGI Problem Solving From Kindergarten Through 2nd Grade. [Internet] [Doctoral dissertation]. University of New Mexico; 2009. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1928/9840.

Council of Science Editors:

Marshall ME. Exploring the Mathematical Thinking of Bilingual Primary-Grade Students: CGI Problem Solving From Kindergarten Through 2nd Grade. [Doctoral Dissertation]. University of New Mexico; 2009. Available from: http://hdl.handle.net/1928/9840


University of Southern California

20. Cid, Luciano. Developing mathematical reasoning: a comparative study using student and teacher-centered pedagogies.

Degree: EdD, Education (Leadership), 2014, University of Southern California

 Focusing on the discrepancies that exist between student and teacher-centered pedagogies, this study analyzed the ability of two professional development (PD) models, Explicit Direct Instruction… (more)

Subjects/Keywords: Cognitively Guided Instruction; Explicit Direct Instruction; mathematical reasoning; teacher-centered instruction; student-centered instruction; inquiry based learning

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Cid, L. (2014). Developing mathematical reasoning: a comparative study using student and teacher-centered pedagogies. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/510035/rec/1911

Chicago Manual of Style (16th Edition):

Cid, Luciano. “Developing mathematical reasoning: a comparative study using student and teacher-centered pedagogies.” 2014. Doctoral Dissertation, University of Southern California. Accessed December 04, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/510035/rec/1911.

MLA Handbook (7th Edition):

Cid, Luciano. “Developing mathematical reasoning: a comparative study using student and teacher-centered pedagogies.” 2014. Web. 04 Dec 2020.

Vancouver:

Cid L. Developing mathematical reasoning: a comparative study using student and teacher-centered pedagogies. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2020 Dec 04]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/510035/rec/1911.

Council of Science Editors:

Cid L. Developing mathematical reasoning: a comparative study using student and teacher-centered pedagogies. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/510035/rec/1911


University of Southern California

21. Sher, Stephen Korb. Teacher implementation of reform-based mathematics and implications for algebra readiness: a qualitative study of 4th grade classrooms.

Degree: EdD, Education (Leadership), 2011, University of Southern California

 This study looked at 4th grade classrooms to see how teachers implement NCTM standards-based or reform-based mathematics instruction and then analyzed it for the capacity… (more)

Subjects/Keywords: algebra readiness; Cognitively Guided Instruction; Common Core State Standards for Mathematical Practice.; NCTM Process Standards; reform-based mathematics; standards-based mathematics

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Sher, S. K. (2011). Teacher implementation of reform-based mathematics and implications for algebra readiness: a qualitative study of 4th grade classrooms. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/655069/rec/6347

Chicago Manual of Style (16th Edition):

Sher, Stephen Korb. “Teacher implementation of reform-based mathematics and implications for algebra readiness: a qualitative study of 4th grade classrooms.” 2011. Doctoral Dissertation, University of Southern California. Accessed December 04, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/655069/rec/6347.

MLA Handbook (7th Edition):

Sher, Stephen Korb. “Teacher implementation of reform-based mathematics and implications for algebra readiness: a qualitative study of 4th grade classrooms.” 2011. Web. 04 Dec 2020.

Vancouver:

Sher SK. Teacher implementation of reform-based mathematics and implications for algebra readiness: a qualitative study of 4th grade classrooms. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Dec 04]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/655069/rec/6347.

Council of Science Editors:

Sher SK. Teacher implementation of reform-based mathematics and implications for algebra readiness: a qualitative study of 4th grade classrooms. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/655069/rec/6347


University of Arkansas

22. Wilson, Matthew Brandon. The Effects of Combining Looping, Cognitively Guided Instruction, and Ethnicity: How They Can Collectively Improve Academic Achievement.

Degree: PhD, 2014, University of Arkansas

  The purpose of this quantitative study is to gain an understanding of the powerful instructional potential of combining the practice of looping, Cognitively Guided… (more)

Subjects/Keywords: Chi-square; Cognitively Guided Instruction; Ethnicity; Hispanic; Logistic Regression; Looping; Curriculum and Instruction; Elementary Education; Ethnic Studies; Science and Mathematics Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Wilson, M. B. (2014). The Effects of Combining Looping, Cognitively Guided Instruction, and Ethnicity: How They Can Collectively Improve Academic Achievement. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2179

Chicago Manual of Style (16th Edition):

Wilson, Matthew Brandon. “The Effects of Combining Looping, Cognitively Guided Instruction, and Ethnicity: How They Can Collectively Improve Academic Achievement.” 2014. Doctoral Dissertation, University of Arkansas. Accessed December 04, 2020. https://scholarworks.uark.edu/etd/2179.

MLA Handbook (7th Edition):

Wilson, Matthew Brandon. “The Effects of Combining Looping, Cognitively Guided Instruction, and Ethnicity: How They Can Collectively Improve Academic Achievement.” 2014. Web. 04 Dec 2020.

Vancouver:

Wilson MB. The Effects of Combining Looping, Cognitively Guided Instruction, and Ethnicity: How They Can Collectively Improve Academic Achievement. [Internet] [Doctoral dissertation]. University of Arkansas; 2014. [cited 2020 Dec 04]. Available from: https://scholarworks.uark.edu/etd/2179.

Council of Science Editors:

Wilson MB. The Effects of Combining Looping, Cognitively Guided Instruction, and Ethnicity: How They Can Collectively Improve Academic Achievement. [Doctoral Dissertation]. University of Arkansas; 2014. Available from: https://scholarworks.uark.edu/etd/2179


University of Arkansas

23. McComas, Kim Krusen. Mathematically Gifted Students' Experiences of Challenge with Cognitively Guided Instruction.

Degree: PhD, 2011, University of Arkansas

  This study examined to what extent and in what ways mathematically gifted students were challenged in two elementary classrooms taught by exemplary teachers using… (more)

Subjects/Keywords: Education; CGI; Cognitively guided instruction; Elementary mathematics education; Gifted; Mathematically gifted; Mathematics education; Gifted Education; Science and Mathematics Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

McComas, K. K. (2011). Mathematically Gifted Students' Experiences of Challenge with Cognitively Guided Instruction. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/236

Chicago Manual of Style (16th Edition):

McComas, Kim Krusen. “Mathematically Gifted Students' Experiences of Challenge with Cognitively Guided Instruction.” 2011. Doctoral Dissertation, University of Arkansas. Accessed December 04, 2020. https://scholarworks.uark.edu/etd/236.

MLA Handbook (7th Edition):

McComas, Kim Krusen. “Mathematically Gifted Students' Experiences of Challenge with Cognitively Guided Instruction.” 2011. Web. 04 Dec 2020.

Vancouver:

McComas KK. Mathematically Gifted Students' Experiences of Challenge with Cognitively Guided Instruction. [Internet] [Doctoral dissertation]. University of Arkansas; 2011. [cited 2020 Dec 04]. Available from: https://scholarworks.uark.edu/etd/236.

Council of Science Editors:

McComas KK. Mathematically Gifted Students' Experiences of Challenge with Cognitively Guided Instruction. [Doctoral Dissertation]. University of Arkansas; 2011. Available from: https://scholarworks.uark.edu/etd/236


University of Saskatchewan

24. Duncan, Charles Randy. The development and validation of the screening test for the early prediction of school success (STEPSS) : a screen of cognitive functioning in four- and five-year old children with varying health conditions.

Degree: 2009, University of Saskatchewan

 The purpose of the present study was to construct and validate a brief screening instrument to support parent(s) and preschool/kindergarten teachers in monitoring and screening… (more)

Subjects/Keywords: cognitively at-risk preschoolers; establishing a cut score; cognitive screening instrument

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Duncan, C. R. (2009). The development and validation of the screening test for the early prediction of school success (STEPSS) : a screen of cognitive functioning in four- and five-year old children with varying health conditions. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/etd-04022009-131700

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):

Duncan, Charles Randy. “The development and validation of the screening test for the early prediction of school success (STEPSS) : a screen of cognitive functioning in four- and five-year old children with varying health conditions.” 2009. Thesis, University of Saskatchewan. Accessed December 04, 2020. http://hdl.handle.net/10388/etd-04022009-131700.

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

MLA Handbook (7th Edition):

Duncan, Charles Randy. “The development and validation of the screening test for the early prediction of school success (STEPSS) : a screen of cognitive functioning in four- and five-year old children with varying health conditions.” 2009. Web. 04 Dec 2020.

Vancouver:

Duncan CR. The development and validation of the screening test for the early prediction of school success (STEPSS) : a screen of cognitive functioning in four- and five-year old children with varying health conditions. [Internet] [Thesis]. University of Saskatchewan; 2009. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10388/etd-04022009-131700.

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

Council of Science Editors:

Duncan CR. The development and validation of the screening test for the early prediction of school success (STEPSS) : a screen of cognitive functioning in four- and five-year old children with varying health conditions. [Thesis]. University of Saskatchewan; 2009. Available from: http://hdl.handle.net/10388/etd-04022009-131700

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

25. Dudok, Stephanie A. Cognitively-demanding physical activity enhances resilience to anxiety and females are more resilient in some environments.

Degree: Psychology, 2018, University of Manitoba

 Physical activity induces plastic changes in the brain to enhance resilience to stress and anxiety, but unknown is whether quality of the activity matters. The… (more)

Subjects/Keywords: Anxiety; Resilience; Physical activity; Exercise; Plasticity; Cognition; Cognitively-demanding; Behaviours

…anxiety, and to determine any differential effects between cognitively-demanding physical… …skills requires cognitively-driven executive control, and neuronal changes in the brain may be… …running on unchanging terrain, are energetically optimal and much less cognitively-demanding… …regular physical activity and cognitively-demanding physical activity, respectively. Physical… …comparisons between subjects engaging in cognitively-demanding physical activity versus regular or… 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Dudok, S. A. (2018). Cognitively-demanding physical activity enhances resilience to anxiety and females are more resilient in some environments. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/33355

Chicago Manual of Style (16th Edition):

Dudok, Stephanie A. “Cognitively-demanding physical activity enhances resilience to anxiety and females are more resilient in some environments.” 2018. Masters Thesis, University of Manitoba. Accessed December 04, 2020. http://hdl.handle.net/1993/33355.

MLA Handbook (7th Edition):

Dudok, Stephanie A. “Cognitively-demanding physical activity enhances resilience to anxiety and females are more resilient in some environments.” 2018. Web. 04 Dec 2020.

Vancouver:

Dudok SA. Cognitively-demanding physical activity enhances resilience to anxiety and females are more resilient in some environments. [Internet] [Masters thesis]. University of Manitoba; 2018. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1993/33355.

Council of Science Editors:

Dudok SA. Cognitively-demanding physical activity enhances resilience to anxiety and females are more resilient in some environments. [Masters Thesis]. University of Manitoba; 2018. Available from: http://hdl.handle.net/1993/33355


Virginia Tech

26. Tupe, Sameer Vijay. A Cognitively Inspired Architecture for Wireless Sensor Networks: A Web Service Oriented Middleware for a Traffic Monitoring System.

Degree: MS, Computer Science, 2006, Virginia Tech

  We describe CoSMo, a Cognitively Inspired Service and Model Architecture for situational awareness and monitoring of vehicular traffic in urban transportation systems using a… (more)

Subjects/Keywords: Cognitively Inspired Architecture; Service Oriented Architectures; Web Services; UPnP; Traffic Monitoring System

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Tupe, S. V. (2006). A Cognitively Inspired Architecture for Wireless Sensor Networks: A Web Service Oriented Middleware for a Traffic Monitoring System. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/33624

Chicago Manual of Style (16th Edition):

Tupe, Sameer Vijay. “A Cognitively Inspired Architecture for Wireless Sensor Networks: A Web Service Oriented Middleware for a Traffic Monitoring System.” 2006. Masters Thesis, Virginia Tech. Accessed December 04, 2020. http://hdl.handle.net/10919/33624.

MLA Handbook (7th Edition):

Tupe, Sameer Vijay. “A Cognitively Inspired Architecture for Wireless Sensor Networks: A Web Service Oriented Middleware for a Traffic Monitoring System.” 2006. Web. 04 Dec 2020.

Vancouver:

Tupe SV. A Cognitively Inspired Architecture for Wireless Sensor Networks: A Web Service Oriented Middleware for a Traffic Monitoring System. [Internet] [Masters thesis]. Virginia Tech; 2006. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10919/33624.

Council of Science Editors:

Tupe SV. A Cognitively Inspired Architecture for Wireless Sensor Networks: A Web Service Oriented Middleware for a Traffic Monitoring System. [Masters Thesis]. Virginia Tech; 2006. Available from: http://hdl.handle.net/10919/33624


Universidade do Rio Grande do Sul

27. Machado, Mario Lúcio Mesquita. A verb learning model driven by syntactic constructions.

Degree: 2008, Universidade do Rio Grande do Sul

Desde a segunda metade do último século, as teorias cognitivas têm trazido algumas visões interessantes em relação ao aprendizado de linguagem. A aplicação destas teorias… (more)

Subjects/Keywords: Natural language processing; Teoria da computação; Linguagem natural; Cognitively based models; Linguística computacional; Mental lexicon

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Machado, M. L. M. (2008). A verb learning model driven by syntactic constructions. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/15508

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):

Machado, Mario Lúcio Mesquita. “A verb learning model driven by syntactic constructions.” 2008. Thesis, Universidade do Rio Grande do Sul. Accessed December 04, 2020. http://hdl.handle.net/10183/15508.

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

MLA Handbook (7th Edition):

Machado, Mario Lúcio Mesquita. “A verb learning model driven by syntactic constructions.” 2008. Web. 04 Dec 2020.

Vancouver:

Machado MLM. A verb learning model driven by syntactic constructions. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2008. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10183/15508.

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

Council of Science Editors:

Machado MLM. A verb learning model driven by syntactic constructions. [Thesis]. Universidade do Rio Grande do Sul; 2008. Available from: http://hdl.handle.net/10183/15508

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


Australian National University

28. Umbers, Lachlan. The Institutions of Democracy .

Degree: 2017, Australian National University

 My dissertation is devoted to the question of which political decision-making institutions real-world democratic societies ought to adopt. Following a brief introduction in chapter one,… (more)

Subjects/Keywords: Democratic Theory; Political Philosophy; Ethics; Applied Ethics; Voting; Compulsory Voting; Fairness; Vote Buying; Markets; Children; Enfranchisement; Deliberation; Mini-publics; Referenda; The Cognitively Disabled; Majority Rule; Universal Suffrage; The Ethics of Risk; Lotteries

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Umbers, L. (2017). The Institutions of Democracy . (Thesis). Australian National University. Retrieved from http://hdl.handle.net/1885/140533

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):

Umbers, Lachlan. “The Institutions of Democracy .” 2017. Thesis, Australian National University. Accessed December 04, 2020. http://hdl.handle.net/1885/140533.

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

MLA Handbook (7th Edition):

Umbers, Lachlan. “The Institutions of Democracy .” 2017. Web. 04 Dec 2020.

Vancouver:

Umbers L. The Institutions of Democracy . [Internet] [Thesis]. Australian National University; 2017. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1885/140533.

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

Council of Science Editors:

Umbers L. The Institutions of Democracy . [Thesis]. Australian National University; 2017. Available from: http://hdl.handle.net/1885/140533

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

29. Johnson, Nicholas Charles. Expanding Competence: Supporting Students to Engage with Each Other’s Mathematical Ideas.

Degree: Education, 2017, UCLA

 This case study examined competence in two third-grade classrooms where teachers centered children’s mathematical thinking in instructional decision-making. Offering a synthesis of sociocultural characterizations of… (more)

Subjects/Keywords: Mathematics education; Education; Classroom Practice; Cognitively Guided Instruction; Competence; Mathematics Education; Teaching and Learning; Urban Education

…A. (2017). Young children’s mathematics: Cognitively guided instruction in early… …conference for Cognitively Guided Instruction, Seattle, WA. Turrou, A.G. & Johnson, N.C. (2017… …conference for Cognitively Guided Instruction, Seattle, WA. Danielson, C., Hintz, A., Smith, T… …Keynote at the ninth biennial conference for Cognitively Guided Instruction, Seattle, WA… …x28;2016, May). Cognitively Guided Instruction: An introduction. Presentation at the… 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Johnson, N. C. (2017). Expanding Competence: Supporting Students to Engage with Each Other’s Mathematical Ideas. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/2s07d7fj

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):

Johnson, Nicholas Charles. “Expanding Competence: Supporting Students to Engage with Each Other’s Mathematical Ideas.” 2017. Thesis, UCLA. Accessed December 04, 2020. http://www.escholarship.org/uc/item/2s07d7fj.

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

MLA Handbook (7th Edition):

Johnson, Nicholas Charles. “Expanding Competence: Supporting Students to Engage with Each Other’s Mathematical Ideas.” 2017. Web. 04 Dec 2020.

Vancouver:

Johnson NC. Expanding Competence: Supporting Students to Engage with Each Other’s Mathematical Ideas. [Internet] [Thesis]. UCLA; 2017. [cited 2020 Dec 04]. Available from: http://www.escholarship.org/uc/item/2s07d7fj.

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

Council of Science Editors:

Johnson NC. Expanding Competence: Supporting Students to Engage with Each Other’s Mathematical Ideas. [Thesis]. UCLA; 2017. Available from: http://www.escholarship.org/uc/item/2s07d7fj

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


Kennesaw State University

30. Conowal, Teresa A. COGNITIVELY GUIDED INSTRUCTION IN ELEMENTARY MATHEMATICS: UNDERSTANDING FACTORS THAT INFLUENCE CLASSROOM IMPLEMENTATION.

Degree: Doctor of Education in Teacher Leadership (EdD), Educational Leadership, 2018, Kennesaw State University

  This study focused on the teaching technique known as cognitively guided instruction (CGI), through which teachers explore the individual learning styles of their students… (more)

Subjects/Keywords: Cognitively Guided Instruction in elementary; constructivist strategies in teaching mathematics; change theory; socially constructivism in elementary mathematics; Adult and Continuing Education; Curriculum and Instruction; Curriculum and Social Inquiry; Early Childhood Education; Educational Administration and Supervision; Educational Leadership; Elementary Education; Elementary Education and Teaching; Other Education; Other Teacher Education and Professional Development; Social and Philosophical Foundations of Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Conowal, T. A. (2018). COGNITIVELY GUIDED INSTRUCTION IN ELEMENTARY MATHEMATICS: UNDERSTANDING FACTORS THAT INFLUENCE CLASSROOM IMPLEMENTATION. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/teachleaddoc_etd/25

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):

Conowal, Teresa A. “COGNITIVELY GUIDED INSTRUCTION IN ELEMENTARY MATHEMATICS: UNDERSTANDING FACTORS THAT INFLUENCE CLASSROOM IMPLEMENTATION.” 2018. Thesis, Kennesaw State University. Accessed December 04, 2020. https://digitalcommons.kennesaw.edu/teachleaddoc_etd/25.

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

MLA Handbook (7th Edition):

Conowal, Teresa A. “COGNITIVELY GUIDED INSTRUCTION IN ELEMENTARY MATHEMATICS: UNDERSTANDING FACTORS THAT INFLUENCE CLASSROOM IMPLEMENTATION.” 2018. Web. 04 Dec 2020.

Vancouver:

Conowal TA. COGNITIVELY GUIDED INSTRUCTION IN ELEMENTARY MATHEMATICS: UNDERSTANDING FACTORS THAT INFLUENCE CLASSROOM IMPLEMENTATION. [Internet] [Thesis]. Kennesaw State University; 2018. [cited 2020 Dec 04]. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/25.

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

Council of Science Editors:

Conowal TA. COGNITIVELY GUIDED INSTRUCTION IN ELEMENTARY MATHEMATICS: UNDERSTANDING FACTORS THAT INFLUENCE CLASSROOM IMPLEMENTATION. [Thesis]. Kennesaw State University; 2018. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/25

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

[1] [2]

.