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You searched for subject:( Teaching Psychological aspects ). Showing records 1 – 30 of 77656 total matches.

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Florida Atlantic University

1. Rodriguez, Christine N. Teacher Expertise in Motion: A Theory of the Synergistic Gears That Shape and Sustain Teacher Expertise.

Degree: 2016, Florida Atlantic University

Summary: This study explored the factors expert teachers reported as influences in the development and sustainment of their expertise as well as those that challenge… (more)

Subjects/Keywords: Effective teaching; Expertise; Performance  – Psychological aspects; Teacher educators; Teachers  – Training of; Teaching  – Psychological aspects

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

APA (6th Edition):

Rodriguez, C. N. (2016). Teacher Expertise in Motion: A Theory of the Synergistic Gears That Shape and Sustain Teacher Expertise. (Thesis). Florida Atlantic University. Retrieved from http://purl.flvc.org/fau/fd/FA00004660 ; (URL) http://purl.flvc.org/fau/fd/FA00004660

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):

Rodriguez, Christine N. “Teacher Expertise in Motion: A Theory of the Synergistic Gears That Shape and Sustain Teacher Expertise.” 2016. Thesis, Florida Atlantic University. Accessed October 23, 2019. http://purl.flvc.org/fau/fd/FA00004660 ; (URL) http://purl.flvc.org/fau/fd/FA00004660.

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

MLA Handbook (7th Edition):

Rodriguez, Christine N. “Teacher Expertise in Motion: A Theory of the Synergistic Gears That Shape and Sustain Teacher Expertise.” 2016. Web. 23 Oct 2019.

Vancouver:

Rodriguez CN. Teacher Expertise in Motion: A Theory of the Synergistic Gears That Shape and Sustain Teacher Expertise. [Internet] [Thesis]. Florida Atlantic University; 2016. [cited 2019 Oct 23]. Available from: http://purl.flvc.org/fau/fd/FA00004660 ; (URL) http://purl.flvc.org/fau/fd/FA00004660.

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

Council of Science Editors:

Rodriguez CN. Teacher Expertise in Motion: A Theory of the Synergistic Gears That Shape and Sustain Teacher Expertise. [Thesis]. Florida Atlantic University; 2016. Available from: http://purl.flvc.org/fau/fd/FA00004660 ; (URL) http://purl.flvc.org/fau/fd/FA00004660

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


Florida Atlantic University

2. Onyejuruwa, Francesca I. Impact of an educational intervention on nurses’ knowledge and caring behavior for late preterm infants.

Degree: 2014, Florida Atlantic University

Summary: The purpose of this study was to examine the effect of an educational intervention using Swanson’s (1991) caring theory on (a) nurses’ knowledge and… (more)

Subjects/Keywords: Maternity nursing  – Psychological aspects; Neonatal nursing  – Psychological aspects; Nursing  – Study and teaching; Perinatal nursing  – Psychological aspects

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APA (6th Edition):

Onyejuruwa, F. I. (2014). Impact of an educational intervention on nurses’ knowledge and caring behavior for late preterm infants. (Thesis). Florida Atlantic University. Retrieved from http://purl.flvc.org/fau/fd/FA00004145 ; (URL) http://purl.flvc.org/fau/fd/FA00004145

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):

Onyejuruwa, Francesca I. “Impact of an educational intervention on nurses’ knowledge and caring behavior for late preterm infants.” 2014. Thesis, Florida Atlantic University. Accessed October 23, 2019. http://purl.flvc.org/fau/fd/FA00004145 ; (URL) http://purl.flvc.org/fau/fd/FA00004145.

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

MLA Handbook (7th Edition):

Onyejuruwa, Francesca I. “Impact of an educational intervention on nurses’ knowledge and caring behavior for late preterm infants.” 2014. Web. 23 Oct 2019.

Vancouver:

Onyejuruwa FI. Impact of an educational intervention on nurses’ knowledge and caring behavior for late preterm infants. [Internet] [Thesis]. Florida Atlantic University; 2014. [cited 2019 Oct 23]. Available from: http://purl.flvc.org/fau/fd/FA00004145 ; (URL) http://purl.flvc.org/fau/fd/FA00004145.

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

Council of Science Editors:

Onyejuruwa FI. Impact of an educational intervention on nurses’ knowledge and caring behavior for late preterm infants. [Thesis]. Florida Atlantic University; 2014. Available from: http://purl.flvc.org/fau/fd/FA00004145 ; (URL) http://purl.flvc.org/fau/fd/FA00004145

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


Brock University

3. Paquette, Kyle J. Canadian curling coaches' use of psychological skills training .

Degree: Applied Health Sciences Program, 2009, Brock University

 Hom's (2008) model of coaching effectiveness proposes a series of direct relationships between the beliefs and values of coaches, their behaviours, and the perceptions of… (more)

Subjects/Keywords: Coaching (Athletics) – Psychological aspects.; Curling – Canada – Psychological aspects.; Curling – Canada – Study and teaching.

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APA (6th Edition):

Paquette, K. J. (2009). Canadian curling coaches' use of psychological skills training . (Thesis). Brock University. Retrieved from http://hdl.handle.net/10464/2848

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):

Paquette, Kyle J. “Canadian curling coaches' use of psychological skills training .” 2009. Thesis, Brock University. Accessed October 23, 2019. http://hdl.handle.net/10464/2848.

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

MLA Handbook (7th Edition):

Paquette, Kyle J. “Canadian curling coaches' use of psychological skills training .” 2009. Web. 23 Oct 2019.

Vancouver:

Paquette KJ. Canadian curling coaches' use of psychological skills training . [Internet] [Thesis]. Brock University; 2009. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10464/2848.

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

Council of Science Editors:

Paquette KJ. Canadian curling coaches' use of psychological skills training . [Thesis]. Brock University; 2009. Available from: http://hdl.handle.net/10464/2848

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


University of New Mexico

4. Sanchez, Julie. Motivational Triggers of Faculty Members: The process of teaching practice transformation.

Degree: Individual, Family, and Community Education, 2012, University of New Mexico

 In recent years, there have been sizeable shifts in higher education. These shifts include more diverse student populations, advancements in pedagogy, and research progress within… (more)

Subjects/Keywords: College teachers – Psychology; Motivation (Psychology); College teaching – Psychological aspects; College teaching – Social aspects

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

APA (6th Edition):

Sanchez, J. (2012). Motivational Triggers of Faculty Members: The process of teaching practice transformation. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/17500

Chicago Manual of Style (16th Edition):

Sanchez, Julie. “Motivational Triggers of Faculty Members: The process of teaching practice transformation.” 2012. Doctoral Dissertation, University of New Mexico. Accessed October 23, 2019. http://hdl.handle.net/1928/17500.

MLA Handbook (7th Edition):

Sanchez, Julie. “Motivational Triggers of Faculty Members: The process of teaching practice transformation.” 2012. Web. 23 Oct 2019.

Vancouver:

Sanchez J. Motivational Triggers of Faculty Members: The process of teaching practice transformation. [Internet] [Doctoral dissertation]. University of New Mexico; 2012. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/1928/17500.

Council of Science Editors:

Sanchez J. Motivational Triggers of Faculty Members: The process of teaching practice transformation. [Doctoral Dissertation]. University of New Mexico; 2012. Available from: http://hdl.handle.net/1928/17500


University of Johannesburg

5. Van der Watt, Runa. Wiskunde-angs en die oorbrugging daarvan by leerlinge.

Degree: 2014, University of Johannesburg

M.Ed. (Subject Didactics of Mathematics)

The phenomenon commonly known as 'mathematics anxiety' has been discovered by researchers endeavouring to determine the cause of problems with… (more)

Subjects/Keywords: Math anxiety; Mathematics - Study and teaching - Psychological aspects; Problem solving - Study and teaching - Psychological aspects; Affect (Psychology)

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APA (6th Edition):

Van der Watt, R. (2014). Wiskunde-angs en die oorbrugging daarvan by leerlinge. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/10326

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):

Van der Watt, Runa. “Wiskunde-angs en die oorbrugging daarvan by leerlinge.” 2014. Thesis, University of Johannesburg. Accessed October 23, 2019. http://hdl.handle.net/10210/10326.

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

MLA Handbook (7th Edition):

Van der Watt, Runa. “Wiskunde-angs en die oorbrugging daarvan by leerlinge.” 2014. Web. 23 Oct 2019.

Vancouver:

Van der Watt R. Wiskunde-angs en die oorbrugging daarvan by leerlinge. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10210/10326.

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

Council of Science Editors:

Van der Watt R. Wiskunde-angs en die oorbrugging daarvan by leerlinge. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/10326

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


Florida Atlantic University

6. Pena-Lopez, Jessica. A study of persistence of undergraduate women majoring in engineering and math.

Degree: PhD, 2011, Florida Atlantic University

Summary: The purpose of this study was to identify factors that are associated with encourage the persistence of undergraduate women majoring in Engineering and Math… (more)

Subjects/Keywords: Women in engineering; Women in mathematics; Women – Education (Higher); Engineering – Study and teaching – Psychological aspects; Mathematics – Study and teaching – Psychological aspects

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

APA (6th Edition):

Pena-Lopez, J. (2011). A study of persistence of undergraduate women majoring in engineering and math. (Doctoral Dissertation). Florida Atlantic University. Retrieved from http://purl.flvc.org/FAU/3333307

Chicago Manual of Style (16th Edition):

Pena-Lopez, Jessica. “A study of persistence of undergraduate women majoring in engineering and math.” 2011. Doctoral Dissertation, Florida Atlantic University. Accessed October 23, 2019. http://purl.flvc.org/FAU/3333307.

MLA Handbook (7th Edition):

Pena-Lopez, Jessica. “A study of persistence of undergraduate women majoring in engineering and math.” 2011. Web. 23 Oct 2019.

Vancouver:

Pena-Lopez J. A study of persistence of undergraduate women majoring in engineering and math. [Internet] [Doctoral dissertation]. Florida Atlantic University; 2011. [cited 2019 Oct 23]. Available from: http://purl.flvc.org/FAU/3333307.

Council of Science Editors:

Pena-Lopez J. A study of persistence of undergraduate women majoring in engineering and math. [Doctoral Dissertation]. Florida Atlantic University; 2011. Available from: http://purl.flvc.org/FAU/3333307


University of Alberta

7. Hill, Anne. Pedagogical presence: an ethic of rhythmic relation in classrooms with young children.

Degree: PhD, Department of Elementary Education, 1996, University of Alberta

Subjects/Keywords: Elementary school teaching – Psychological aspects.

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APA (6th Edition):

Hill, A. (1996). Pedagogical presence: an ethic of rhythmic relation in classrooms with young children. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/1z40kw451

Chicago Manual of Style (16th Edition):

Hill, Anne. “Pedagogical presence: an ethic of rhythmic relation in classrooms with young children.” 1996. Doctoral Dissertation, University of Alberta. Accessed October 23, 2019. https://era.library.ualberta.ca/files/1z40kw451.

MLA Handbook (7th Edition):

Hill, Anne. “Pedagogical presence: an ethic of rhythmic relation in classrooms with young children.” 1996. Web. 23 Oct 2019.

Vancouver:

Hill A. Pedagogical presence: an ethic of rhythmic relation in classrooms with young children. [Internet] [Doctoral dissertation]. University of Alberta; 1996. [cited 2019 Oct 23]. Available from: https://era.library.ualberta.ca/files/1z40kw451.

Council of Science Editors:

Hill A. Pedagogical presence: an ethic of rhythmic relation in classrooms with young children. [Doctoral Dissertation]. University of Alberta; 1996. Available from: https://era.library.ualberta.ca/files/1z40kw451


University of Alberta

8. Daniel, Donna K. Teaching as hermeneutics.

Degree: PhD, Department of Educational Psychology, 1991, University of Alberta

Subjects/Keywords: Hermeneutics.; Teaching – Psychological aspects.

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APA (6th Edition):

Daniel, D. K. (1991). Teaching as hermeneutics. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/hq37vq69t

Chicago Manual of Style (16th Edition):

Daniel, Donna K. “Teaching as hermeneutics.” 1991. Doctoral Dissertation, University of Alberta. Accessed October 23, 2019. https://era.library.ualberta.ca/files/hq37vq69t.

MLA Handbook (7th Edition):

Daniel, Donna K. “Teaching as hermeneutics.” 1991. Web. 23 Oct 2019.

Vancouver:

Daniel DK. Teaching as hermeneutics. [Internet] [Doctoral dissertation]. University of Alberta; 1991. [cited 2019 Oct 23]. Available from: https://era.library.ualberta.ca/files/hq37vq69t.

Council of Science Editors:

Daniel DK. Teaching as hermeneutics. [Doctoral Dissertation]. University of Alberta; 1991. Available from: https://era.library.ualberta.ca/files/hq37vq69t


University of Zambia

9. Kalima, Kalima. Prevalence and nature of mathematical difficulties among grade 5 pupils in selected schools in Lusaka Province .

Degree: 2011, University of Zambia

 This study investigated the prevalence and nature of mathematical difficulties among grade five pupils in selected schools of Lusaka Province. The objectives of this study… (more)

Subjects/Keywords: Math anxiety – Zambia; Mathematics – Study and teaching – Psychological aspects

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APA (6th Edition):

Kalima, K. (2011). Prevalence and nature of mathematical difficulties among grade 5 pupils in selected schools in Lusaka Province . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/361

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):

Kalima, Kalima. “Prevalence and nature of mathematical difficulties among grade 5 pupils in selected schools in Lusaka Province .” 2011. Thesis, University of Zambia. Accessed October 23, 2019. http://hdl.handle.net/123456789/361.

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

MLA Handbook (7th Edition):

Kalima, Kalima. “Prevalence and nature of mathematical difficulties among grade 5 pupils in selected schools in Lusaka Province .” 2011. Web. 23 Oct 2019.

Vancouver:

Kalima K. Prevalence and nature of mathematical difficulties among grade 5 pupils in selected schools in Lusaka Province . [Internet] [Thesis]. University of Zambia; 2011. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/123456789/361.

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

Council of Science Editors:

Kalima K. Prevalence and nature of mathematical difficulties among grade 5 pupils in selected schools in Lusaka Province . [Thesis]. University of Zambia; 2011. Available from: http://hdl.handle.net/123456789/361

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


University of Hong Kong

10. 王天佑; Wong, Tin-yau. The roles of the approximate number system and number-numerosity mapping on the mathematics achievement in normally- and low-achieving children and children with mathematics learning disability.

Degree: PhD, 2014, University of Hong Kong

Humans are born with a basic sense of number. This number sense, which is now called the Approximate Number System (ANS), allows us to represent… (more)

Subjects/Keywords: Mathematics - Study and teaching - Psychological aspects; Number concept; Mathematical ability

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APA (6th Edition):

王天佑; Wong, T. (2014). The roles of the approximate number system and number-numerosity mapping on the mathematics achievement in normally- and low-achieving children and children with mathematics learning disability. (Doctoral Dissertation). University of Hong Kong. Retrieved from Wong, T. [王天佑]. (2014). The roles of the approximate number system and number-numerosity mapping on the mathematics achievement in normally- and low-achieving children and children with mathematics learning disability. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5334868 ; http://dx.doi.org/10.5353/th_b5334868 ; http://hdl.handle.net/10722/207200

Chicago Manual of Style (16th Edition):

王天佑; Wong, Tin-yau. “The roles of the approximate number system and number-numerosity mapping on the mathematics achievement in normally- and low-achieving children and children with mathematics learning disability.” 2014. Doctoral Dissertation, University of Hong Kong. Accessed October 23, 2019. Wong, T. [王天佑]. (2014). The roles of the approximate number system and number-numerosity mapping on the mathematics achievement in normally- and low-achieving children and children with mathematics learning disability. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5334868 ; http://dx.doi.org/10.5353/th_b5334868 ; http://hdl.handle.net/10722/207200.

MLA Handbook (7th Edition):

王天佑; Wong, Tin-yau. “The roles of the approximate number system and number-numerosity mapping on the mathematics achievement in normally- and low-achieving children and children with mathematics learning disability.” 2014. Web. 23 Oct 2019.

Vancouver:

王天佑; Wong T. The roles of the approximate number system and number-numerosity mapping on the mathematics achievement in normally- and low-achieving children and children with mathematics learning disability. [Internet] [Doctoral dissertation]. University of Hong Kong; 2014. [cited 2019 Oct 23]. Available from: Wong, T. [王天佑]. (2014). The roles of the approximate number system and number-numerosity mapping on the mathematics achievement in normally- and low-achieving children and children with mathematics learning disability. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5334868 ; http://dx.doi.org/10.5353/th_b5334868 ; http://hdl.handle.net/10722/207200.

Council of Science Editors:

王天佑; Wong T. The roles of the approximate number system and number-numerosity mapping on the mathematics achievement in normally- and low-achieving children and children with mathematics learning disability. [Doctoral Dissertation]. University of Hong Kong; 2014. Available from: Wong, T. [王天佑]. (2014). The roles of the approximate number system and number-numerosity mapping on the mathematics achievement in normally- and low-achieving children and children with mathematics learning disability. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5334868 ; http://dx.doi.org/10.5353/th_b5334868 ; http://hdl.handle.net/10722/207200

11. Lauzon, Lara Lucille. Teacher wellness: an interpretive inquiry.

Degree: School of Exercise Science, Physical and Health Education, 2018, University of Victoria

 Teacher stress literature is voluminous. There are numerous research studies that discuss what contributes to the stress levels of teachers. Missing in the literature is… (more)

Subjects/Keywords: Teachers; Mental health; Teaching; Psychological aspects; Job stress

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

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APA (6th Edition):

Lauzon, L. L. (2018). Teacher wellness: an interpretive inquiry. (Thesis). University of Victoria. Retrieved from https://dspace.library.uvic.ca//handle/1828/10298

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):

Lauzon, Lara Lucille. “Teacher wellness: an interpretive inquiry.” 2018. Thesis, University of Victoria. Accessed October 23, 2019. https://dspace.library.uvic.ca//handle/1828/10298.

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

MLA Handbook (7th Edition):

Lauzon, Lara Lucille. “Teacher wellness: an interpretive inquiry.” 2018. Web. 23 Oct 2019.

Vancouver:

Lauzon LL. Teacher wellness: an interpretive inquiry. [Internet] [Thesis]. University of Victoria; 2018. [cited 2019 Oct 23]. Available from: https://dspace.library.uvic.ca//handle/1828/10298.

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

Council of Science Editors:

Lauzon LL. Teacher wellness: an interpretive inquiry. [Thesis]. University of Victoria; 2018. Available from: https://dspace.library.uvic.ca//handle/1828/10298

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


Macquarie University

12. Murphy-Too, Priscilla. Understanding mathematical self-efficacy: student approaches to learning and conceptions of mathematics in learning mathematics.

Degree: 2017, Macquarie University

Empirical thesis.

Bibliography: pages 132-143.

Chapter 1. Introduction  – Chapter 2. Literature review  – Chapter 3. Methodology  – Chapter 4. Research portfolio  – Chapter 5.… (more)

Subjects/Keywords: Mathematics  – Study and teaching  – Psychological aspects; Self-efficacy; mathematics education

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

APA (6th Edition):

Murphy-Too, P. (2017). Understanding mathematical self-efficacy: student approaches to learning and conceptions of mathematics in learning mathematics. (Doctoral Dissertation). Macquarie University. Retrieved from http://hdl.handle.net/1959.14/1267990

Chicago Manual of Style (16th Edition):

Murphy-Too, Priscilla. “Understanding mathematical self-efficacy: student approaches to learning and conceptions of mathematics in learning mathematics.” 2017. Doctoral Dissertation, Macquarie University. Accessed October 23, 2019. http://hdl.handle.net/1959.14/1267990.

MLA Handbook (7th Edition):

Murphy-Too, Priscilla. “Understanding mathematical self-efficacy: student approaches to learning and conceptions of mathematics in learning mathematics.” 2017. Web. 23 Oct 2019.

Vancouver:

Murphy-Too P. Understanding mathematical self-efficacy: student approaches to learning and conceptions of mathematics in learning mathematics. [Internet] [Doctoral dissertation]. Macquarie University; 2017. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/1959.14/1267990.

Council of Science Editors:

Murphy-Too P. Understanding mathematical self-efficacy: student approaches to learning and conceptions of mathematics in learning mathematics. [Doctoral Dissertation]. Macquarie University; 2017. Available from: http://hdl.handle.net/1959.14/1267990


Cape Peninsula University of Technology

13. Rohlwink, Monika. Extended attribution retraining in the reduction of mathematics anxiety experienced by first-time design students at a South African university of technology .

Degree: 2015, Cape Peninsula University of Technology

 Mathematical literacy among the citizenry of a nation is considered indispensable to the economic welfare and global competitiveness of that nation (World Economic Forum, 2013a).… (more)

Subjects/Keywords: Math anxiety; Mathematics  – Study and teaching (Higher)  – Psychological aspects; Mathematical ability  – Study and teaching (Higher)

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APA (6th Edition):

Rohlwink, M. (2015). Extended attribution retraining in the reduction of mathematics anxiety experienced by first-time design students at a South African university of technology . (Thesis). Cape Peninsula University of Technology. Retrieved from http://etd.cput.ac.za/handle/20.500.11838/2270

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):

Rohlwink, Monika. “Extended attribution retraining in the reduction of mathematics anxiety experienced by first-time design students at a South African university of technology .” 2015. Thesis, Cape Peninsula University of Technology. Accessed October 23, 2019. http://etd.cput.ac.za/handle/20.500.11838/2270.

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

MLA Handbook (7th Edition):

Rohlwink, Monika. “Extended attribution retraining in the reduction of mathematics anxiety experienced by first-time design students at a South African university of technology .” 2015. Web. 23 Oct 2019.

Vancouver:

Rohlwink M. Extended attribution retraining in the reduction of mathematics anxiety experienced by first-time design students at a South African university of technology . [Internet] [Thesis]. Cape Peninsula University of Technology; 2015. [cited 2019 Oct 23]. Available from: http://etd.cput.ac.za/handle/20.500.11838/2270.

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

Council of Science Editors:

Rohlwink M. Extended attribution retraining in the reduction of mathematics anxiety experienced by first-time design students at a South African university of technology . [Thesis]. Cape Peninsula University of Technology; 2015. Available from: http://etd.cput.ac.za/handle/20.500.11838/2270

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


University of Wisconsin – La Cross

14. Pearse, Emily. Dance education : the influence of technique, choreography and competition.

Degree: 2011, University of Wisconsin – La Cross

 Children naturally use movement to express themselves. Dancing and movement is not only a means of self-expression, but cultural expression as well. In students of… (more)

Subjects/Keywords: Active learning.; Creative teaching.; Dance  – Study and teaching.; Physical fitness.; Dance  – Psychological aspects.; Dance.

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

APA (6th Edition):

Pearse, E. (2011). Dance education : the influence of technique, choreography and competition. (Thesis). University of Wisconsin – La Cross. Retrieved from http://digital.library.wisc.edu/1793/67386

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):

Pearse, Emily. “Dance education : the influence of technique, choreography and competition.” 2011. Thesis, University of Wisconsin – La Cross. Accessed October 23, 2019. http://digital.library.wisc.edu/1793/67386.

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

MLA Handbook (7th Edition):

Pearse, Emily. “Dance education : the influence of technique, choreography and competition.” 2011. Web. 23 Oct 2019.

Vancouver:

Pearse E. Dance education : the influence of technique, choreography and competition. [Internet] [Thesis]. University of Wisconsin – La Cross; 2011. [cited 2019 Oct 23]. Available from: http://digital.library.wisc.edu/1793/67386.

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

Council of Science Editors:

Pearse E. Dance education : the influence of technique, choreography and competition. [Thesis]. University of Wisconsin – La Cross; 2011. Available from: http://digital.library.wisc.edu/1793/67386

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


University of Johannesburg

15. De Swardt, Anna Estelle. Technology education and the development of thinking skills : a case study.

Degree: 2014, University of Johannesburg

M.Ed.

In general terms education focuses on the acquisition of knowledge and the development of skills and attitudes. In Technology Education these principles correlate with… (more)

Subjects/Keywords: Technology - Study and teaching; Thought and thinking - Study and teaching; Educational technology - Psychological aspects

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APA (6th Edition):

De Swardt, A. E. (2014). Technology education and the development of thinking skills : a case study. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/9671

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):

De Swardt, Anna Estelle. “Technology education and the development of thinking skills : a case study.” 2014. Thesis, University of Johannesburg. Accessed October 23, 2019. http://hdl.handle.net/10210/9671.

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

MLA Handbook (7th Edition):

De Swardt, Anna Estelle. “Technology education and the development of thinking skills : a case study.” 2014. Web. 23 Oct 2019.

Vancouver:

De Swardt AE. Technology education and the development of thinking skills : a case study. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10210/9671.

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

Council of Science Editors:

De Swardt AE. Technology education and the development of thinking skills : a case study. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/9671

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


University of Johannesburg

16. Killoran, Vanessa. Exploring learners’ experiences of creative expressive arts activities introduced into life orientation.

Degree: 2013, University of Johannesburg

M.Ed. (Educational Psychology)

Art making is seen as an opportunity to express one's self imaginatively, authentically, and spontaneously, an experience that, over time, can lead… (more)

Subjects/Keywords: Special education - Psychological aspects; Art - Study and teaching; Life skills - Study and teaching

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

APA (6th Edition):

Killoran, V. (2013). Exploring learners’ experiences of creative expressive arts activities introduced into life orientation. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/8516

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):

Killoran, Vanessa. “Exploring learners’ experiences of creative expressive arts activities introduced into life orientation.” 2013. Thesis, University of Johannesburg. Accessed October 23, 2019. http://hdl.handle.net/10210/8516.

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

MLA Handbook (7th Edition):

Killoran, Vanessa. “Exploring learners’ experiences of creative expressive arts activities introduced into life orientation.” 2013. Web. 23 Oct 2019.

Vancouver:

Killoran V. Exploring learners’ experiences of creative expressive arts activities introduced into life orientation. [Internet] [Thesis]. University of Johannesburg; 2013. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10210/8516.

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

Council of Science Editors:

Killoran V. Exploring learners’ experiences of creative expressive arts activities introduced into life orientation. [Thesis]. University of Johannesburg; 2013. Available from: http://hdl.handle.net/10210/8516

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


University of North Carolina – Greensboro

17. Washington, Leah M. The psychosocial content area in athletic training education: perceptions of athletic training educators and outcomes in athletic training students.

Degree: 2016, University of North Carolina – Greensboro

 Athletic trainers are often a significant source of support for athletes coping with psychosocial issues, both in terms of directly assisting the athlete through psychosocial… (more)

Subjects/Keywords: Physical education and training – Study and teaching; Athletic trainers – Training of; Coach-athlete relationships; Sports injuries – Psychological aspects; Sports – Psychological aspects

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APA (6th Edition):

Washington, L. M. (2016). The psychosocial content area in athletic training education: perceptions of athletic training educators and outcomes in athletic training students. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21389

Chicago Manual of Style (16th Edition):

Washington, Leah M. “The psychosocial content area in athletic training education: perceptions of athletic training educators and outcomes in athletic training students.” 2016. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed October 23, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21389.

MLA Handbook (7th Edition):

Washington, Leah M. “The psychosocial content area in athletic training education: perceptions of athletic training educators and outcomes in athletic training students.” 2016. Web. 23 Oct 2019.

Vancouver:

Washington LM. The psychosocial content area in athletic training education: perceptions of athletic training educators and outcomes in athletic training students. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2016. [cited 2019 Oct 23]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21389.

Council of Science Editors:

Washington LM. The psychosocial content area in athletic training education: perceptions of athletic training educators and outcomes in athletic training students. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2016. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=21389


University of New Mexico

18. Green, Alison J. Hospitality Training: Do Learning Styles Matter?.

Degree: Organization, Information & Learning Sciences, 2011, University of New Mexico

 The purpose of this quantitative study was to explore the learning styles and delivery mode preferences in hospitality training. The delivery modes were online, using… (more)

Subjects/Keywords: Adult learning – Psychological aspects; Training – Psychological aspects; Cognitive styles; Hospitality industry – Study and teaching; Web-based instruction – Evaluation

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APA (6th Edition):

Green, A. J. (2011). Hospitality Training: Do Learning Styles Matter?. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/12879

Chicago Manual of Style (16th Edition):

Green, Alison J. “Hospitality Training: Do Learning Styles Matter?.” 2011. Doctoral Dissertation, University of New Mexico. Accessed October 23, 2019. http://hdl.handle.net/1928/12879.

MLA Handbook (7th Edition):

Green, Alison J. “Hospitality Training: Do Learning Styles Matter?.” 2011. Web. 23 Oct 2019.

Vancouver:

Green AJ. Hospitality Training: Do Learning Styles Matter?. [Internet] [Doctoral dissertation]. University of New Mexico; 2011. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/1928/12879.

Council of Science Editors:

Green AJ. Hospitality Training: Do Learning Styles Matter?. [Doctoral Dissertation]. University of New Mexico; 2011. Available from: http://hdl.handle.net/1928/12879


The Ohio State University

19. Dyck, Donald D. Hitches : perceptual anomalies as a guide in teaching .

Degree: PhD, Graduate School, 1980, The Ohio State University

Subjects/Keywords: Education; Teaching – Psychological aspects; Educational psychology

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

APA (6th Edition):

Dyck, D. D. (1980). Hitches : perceptual anomalies as a guide in teaching . (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1487152450440685

Chicago Manual of Style (16th Edition):

Dyck, Donald D. “Hitches : perceptual anomalies as a guide in teaching .” 1980. Doctoral Dissertation, The Ohio State University. Accessed October 23, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487152450440685.

MLA Handbook (7th Edition):

Dyck, Donald D. “Hitches : perceptual anomalies as a guide in teaching .” 1980. Web. 23 Oct 2019.

Vancouver:

Dyck DD. Hitches : perceptual anomalies as a guide in teaching . [Internet] [Doctoral dissertation]. The Ohio State University; 1980. [cited 2019 Oct 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1487152450440685.

Council of Science Editors:

Dyck DD. Hitches : perceptual anomalies as a guide in teaching . [Doctoral Dissertation]. The Ohio State University; 1980. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1487152450440685

20. Nelson, Rhea T. Teacher led exercise and its effect on student engagement.

Degree: 2014, SUNY College at Fredonia

 This study’s aim was to identify whether or not teacher led exercise at the beginning of the school day had an effect on second grade… (more)

Subjects/Keywords: Mathematics  – Study and teaching (Elementary)  – Activity programs.; Exercise  – Psychological aspects.; Education  – Experimental methods.; Education  – Research.

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APA (6th Edition):

Nelson, R. T. (2014). Teacher led exercise and its effect on student engagement. (Masters Thesis). SUNY College at Fredonia. Retrieved from http://hdl.handle.net/1951/65442

Chicago Manual of Style (16th Edition):

Nelson, Rhea T. “Teacher led exercise and its effect on student engagement. ” 2014. Masters Thesis, SUNY College at Fredonia. Accessed October 23, 2019. http://hdl.handle.net/1951/65442.

MLA Handbook (7th Edition):

Nelson, Rhea T. “Teacher led exercise and its effect on student engagement. ” 2014. Web. 23 Oct 2019.

Vancouver:

Nelson RT. Teacher led exercise and its effect on student engagement. [Internet] [Masters thesis]. SUNY College at Fredonia; 2014. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/1951/65442.

Council of Science Editors:

Nelson RT. Teacher led exercise and its effect on student engagement. [Masters Thesis]. SUNY College at Fredonia; 2014. Available from: http://hdl.handle.net/1951/65442


University of KwaZulu-Natal

21. [No author]. Exploring students' experiences of an HIV/AIDS service learning module at the University of KwaZulu-Natal.

Degree: Psychology, 2009, University of KwaZulu-Natal

 This critical interpretivist case study explored students’ experiences of an HIV/AIDS service learning module run in the School of Psychology at the University of KwaZulu-Natal.… (more)

Subjects/Keywords: AIDS (Disease) – Psychological aspects.; AIDS (Disease) – Study and teaching – KwaZulu-Natal.; Psychology.

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APA (6th Edition):

author], [. (2009). Exploring students' experiences of an HIV/AIDS service learning module at the University of KwaZulu-Natal. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/371

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):

author], [No. “Exploring students' experiences of an HIV/AIDS service learning module at the University of KwaZulu-Natal. ” 2009. Thesis, University of KwaZulu-Natal. Accessed October 23, 2019. http://hdl.handle.net/10413/371.

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

MLA Handbook (7th Edition):

author], [No. “Exploring students' experiences of an HIV/AIDS service learning module at the University of KwaZulu-Natal. ” 2009. Web. 23 Oct 2019.

Vancouver:

author] [. Exploring students' experiences of an HIV/AIDS service learning module at the University of KwaZulu-Natal. [Internet] [Thesis]. University of KwaZulu-Natal; 2009. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10413/371.

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

Council of Science Editors:

author] [. Exploring students' experiences of an HIV/AIDS service learning module at the University of KwaZulu-Natal. [Thesis]. University of KwaZulu-Natal; 2009. Available from: http://hdl.handle.net/10413/371

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


University of Zambia

22. Kasonde-Ng'andu, Sophie. Loss of parents, academic performance and psychosocial adjustment of grade five children in Zambia : a quasi-experimental study .

Degree: 2012, University of Zambia

 This was a comparative study based on 400 grade 5 children who had lost one or both parents against their 400 peers in the same… (more)

Subjects/Keywords: Education, Primary - Zambia; Parents - Study and teaching; Social psycology; Parents - Death - Psychological aspects

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APA (6th Edition):

Kasonde-Ng'andu, S. (2012). Loss of parents, academic performance and psychosocial adjustment of grade five children in Zambia : a quasi-experimental study . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/1789

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):

Kasonde-Ng'andu, Sophie. “Loss of parents, academic performance and psychosocial adjustment of grade five children in Zambia : a quasi-experimental study .” 2012. Thesis, University of Zambia. Accessed October 23, 2019. http://hdl.handle.net/123456789/1789.

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

MLA Handbook (7th Edition):

Kasonde-Ng'andu, Sophie. “Loss of parents, academic performance and psychosocial adjustment of grade five children in Zambia : a quasi-experimental study .” 2012. Web. 23 Oct 2019.

Vancouver:

Kasonde-Ng'andu S. Loss of parents, academic performance and psychosocial adjustment of grade five children in Zambia : a quasi-experimental study . [Internet] [Thesis]. University of Zambia; 2012. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/123456789/1789.

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

Council of Science Editors:

Kasonde-Ng'andu S. Loss of parents, academic performance and psychosocial adjustment of grade five children in Zambia : a quasi-experimental study . [Thesis]. University of Zambia; 2012. Available from: http://hdl.handle.net/123456789/1789

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


Oregon State University

23. McClain, ZaNean Dondalynn. Enjoyment and physical activity levels of students with and without disabilities in physical education.

Degree: PhD, Exercise and Sport Science, 2008, Oregon State University

 School Physical Education programs provide key opportunities to promote lifetime physical activity (PA) to students, while at the same time students can build a sense… (more)

Subjects/Keywords: Physical Activity; Physical education and training  – Study and teaching (Middle School)  – Psychological aspects

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APA (6th Edition):

McClain, Z. D. (2008). Enjoyment and physical activity levels of students with and without disabilities in physical education. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/9536

Chicago Manual of Style (16th Edition):

McClain, ZaNean Dondalynn. “Enjoyment and physical activity levels of students with and without disabilities in physical education.” 2008. Doctoral Dissertation, Oregon State University. Accessed October 23, 2019. http://hdl.handle.net/1957/9536.

MLA Handbook (7th Edition):

McClain, ZaNean Dondalynn. “Enjoyment and physical activity levels of students with and without disabilities in physical education.” 2008. Web. 23 Oct 2019.

Vancouver:

McClain ZD. Enjoyment and physical activity levels of students with and without disabilities in physical education. [Internet] [Doctoral dissertation]. Oregon State University; 2008. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/1957/9536.

Council of Science Editors:

McClain ZD. Enjoyment and physical activity levels of students with and without disabilities in physical education. [Doctoral Dissertation]. Oregon State University; 2008. Available from: http://hdl.handle.net/1957/9536


University of British Columbia

24. Fung, Mary Lena. A study on wisdom, wisdom in teaching, teacher efficacy, and teaching performance .

Degree: 1996, University of British Columbia

 Despite a rising interest in studying the effects and the antecedents of teacher efficacy, a review of literature indicated that an important individual variable has… (more)

Subjects/Keywords: Psychological aspects; Teaching; Teacher Effectiveness; Psychology

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APA (6th Edition):

Fung, M. L. (1996). A study on wisdom, wisdom in teaching, teacher efficacy, and teaching performance . (Thesis). University of British Columbia. Retrieved from http://hdl.handle.net/2429/4811

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):

Fung, Mary Lena. “A study on wisdom, wisdom in teaching, teacher efficacy, and teaching performance .” 1996. Thesis, University of British Columbia. Accessed October 23, 2019. http://hdl.handle.net/2429/4811.

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

MLA Handbook (7th Edition):

Fung, Mary Lena. “A study on wisdom, wisdom in teaching, teacher efficacy, and teaching performance .” 1996. Web. 23 Oct 2019.

Vancouver:

Fung ML. A study on wisdom, wisdom in teaching, teacher efficacy, and teaching performance . [Internet] [Thesis]. University of British Columbia; 1996. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/2429/4811.

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

Council of Science Editors:

Fung ML. A study on wisdom, wisdom in teaching, teacher efficacy, and teaching performance . [Thesis]. University of British Columbia; 1996. Available from: http://hdl.handle.net/2429/4811

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


Columbia University

25. Lee, Jennifer. The Effect of a Social Condition on the Establishment of Direct and Indirect Conditioned Reinforcement for Writing by Second Graders.

Degree: 2016, Columbia University

 I used an alternating treatments design and a delayed multiple probe across participants design to conduct a functional analysis of the effects of a social… (more)

Subjects/Keywords: Education – Psychological aspects; Reinforcement (Psychology); Writing – Study and teaching (Elementary); Psychology; Education

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APA (6th Edition):

Lee, J. (2016). The Effect of a Social Condition on the Establishment of Direct and Indirect Conditioned Reinforcement for Writing by Second Graders. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8JM29MR

Chicago Manual of Style (16th Edition):

Lee, Jennifer. “The Effect of a Social Condition on the Establishment of Direct and Indirect Conditioned Reinforcement for Writing by Second Graders.” 2016. Doctoral Dissertation, Columbia University. Accessed October 23, 2019. https://doi.org/10.7916/D8JM29MR.

MLA Handbook (7th Edition):

Lee, Jennifer. “The Effect of a Social Condition on the Establishment of Direct and Indirect Conditioned Reinforcement for Writing by Second Graders.” 2016. Web. 23 Oct 2019.

Vancouver:

Lee J. The Effect of a Social Condition on the Establishment of Direct and Indirect Conditioned Reinforcement for Writing by Second Graders. [Internet] [Doctoral dissertation]. Columbia University; 2016. [cited 2019 Oct 23]. Available from: https://doi.org/10.7916/D8JM29MR.

Council of Science Editors:

Lee J. The Effect of a Social Condition on the Establishment of Direct and Indirect Conditioned Reinforcement for Writing by Second Graders. [Doctoral Dissertation]. Columbia University; 2016. Available from: https://doi.org/10.7916/D8JM29MR


University of Johannesburg

26. Basson, Marlize. 'n Strategie vir die identifisering en ontwikkeling van entrepreneurskap vanuit 'n opvoedkundige-sielkundige perspektief.

Degree: 2012, University of Johannesburg

D.Ed.

The aim of the study was to determine a strategy to identify and develop entrepreneurship from the point of educational psychology. In this regard,… (more)

Subjects/Keywords: Entrepreneurship - Study and teaching; Entrepreneurship - Psychological aspects; Entrepreneurship - South Africa; Educational psychology

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APA (6th Edition):

Basson, M. (2012). 'n Strategie vir die identifisering en ontwikkeling van entrepreneurskap vanuit 'n opvoedkundige-sielkundige perspektief. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/6961

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):

Basson, Marlize. “'n Strategie vir die identifisering en ontwikkeling van entrepreneurskap vanuit 'n opvoedkundige-sielkundige perspektief.” 2012. Thesis, University of Johannesburg. Accessed October 23, 2019. http://hdl.handle.net/10210/6961.

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

MLA Handbook (7th Edition):

Basson, Marlize. “'n Strategie vir die identifisering en ontwikkeling van entrepreneurskap vanuit 'n opvoedkundige-sielkundige perspektief.” 2012. Web. 23 Oct 2019.

Vancouver:

Basson M. 'n Strategie vir die identifisering en ontwikkeling van entrepreneurskap vanuit 'n opvoedkundige-sielkundige perspektief. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10210/6961.

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

Council of Science Editors:

Basson M. 'n Strategie vir die identifisering en ontwikkeling van entrepreneurskap vanuit 'n opvoedkundige-sielkundige perspektief. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/6961

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


Brock University

27. Zdriluk, Helen. Ten years after : a qualitative study of students' experiences in a high school theatre company .

Degree: Department of Graduate and Undergraduate Studies in Education, 2010, Brock University

 This qualitative study explored 4 former students' perceptions of the learning associated with their involvement in a high school theatre program and the contextual factors… (more)

Subjects/Keywords: Drama in education; College and school drama; Theater  – Study and teaching (Secondary); Theater  – Psychological aspects

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APA (6th Edition):

Zdriluk, H. (2010). Ten years after : a qualitative study of students' experiences in a high school theatre company . (Thesis). Brock University. Retrieved from http://hdl.handle.net/10464/3089

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):

Zdriluk, Helen. “Ten years after : a qualitative study of students' experiences in a high school theatre company .” 2010. Thesis, Brock University. Accessed October 23, 2019. http://hdl.handle.net/10464/3089.

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

MLA Handbook (7th Edition):

Zdriluk, Helen. “Ten years after : a qualitative study of students' experiences in a high school theatre company .” 2010. Web. 23 Oct 2019.

Vancouver:

Zdriluk H. Ten years after : a qualitative study of students' experiences in a high school theatre company . [Internet] [Thesis]. Brock University; 2010. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10464/3089.

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

Council of Science Editors:

Zdriluk H. Ten years after : a qualitative study of students' experiences in a high school theatre company . [Thesis]. Brock University; 2010. Available from: http://hdl.handle.net/10464/3089

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


Florida Atlantic University

28. Schattinger, Linzi. Researching first-year student learning and “self- directed” revision.

Degree: MA, 2015, Florida Atlantic University

Summary: This thesis is designed to invite scholars, writers, and teachers of rhetoric and composition pedagogy to re-evaluate the revision process as a means of… (more)

Subjects/Keywords: Authhorship; Creative writing; English language  – Rhetoric  – Study and teaching; Self identity (Psychology); Writing  – Psychological aspects

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APA (6th Edition):

Schattinger, L. (2015). Researching first-year student learning and “self- directed” revision. (Masters Thesis). Florida Atlantic University. Retrieved from http://purl.flvc.org/fau/fd/FA00004407 ; (URL) http://purl.flvc.org/fau/fd/FA00004407

Chicago Manual of Style (16th Edition):

Schattinger, Linzi. “Researching first-year student learning and “self- directed” revision.” 2015. Masters Thesis, Florida Atlantic University. Accessed October 23, 2019. http://purl.flvc.org/fau/fd/FA00004407 ; (URL) http://purl.flvc.org/fau/fd/FA00004407.

MLA Handbook (7th Edition):

Schattinger, Linzi. “Researching first-year student learning and “self- directed” revision.” 2015. Web. 23 Oct 2019.

Vancouver:

Schattinger L. Researching first-year student learning and “self- directed” revision. [Internet] [Masters thesis]. Florida Atlantic University; 2015. [cited 2019 Oct 23]. Available from: http://purl.flvc.org/fau/fd/FA00004407 ; (URL) http://purl.flvc.org/fau/fd/FA00004407.

Council of Science Editors:

Schattinger L. Researching first-year student learning and “self- directed” revision. [Masters Thesis]. Florida Atlantic University; 2015. Available from: http://purl.flvc.org/fau/fd/FA00004407 ; (URL) http://purl.flvc.org/fau/fd/FA00004407


Florida Atlantic University

29. Arnold, Kathryn. The clinical scholar model: a strategy to bridge the theory-practice gap.

Degree: PhD, 2013, Florida Atlantic University

Summary: The purpose of this study was to evaluate student outcomes following implementation of a clinical scholar model of clinical education in one of four… (more)

Subjects/Keywords: Nursing – Study and teaching; Nursing – Philosophy; Evidence-based nursing; Nursing – Psychological aspects

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

APA (6th Edition):

Arnold, K. (2013). The clinical scholar model: a strategy to bridge the theory-practice gap. (Doctoral Dissertation). Florida Atlantic University. Retrieved from http://purl.flvc.org/FAU/3360742

Chicago Manual of Style (16th Edition):

Arnold, Kathryn. “The clinical scholar model: a strategy to bridge the theory-practice gap.” 2013. Doctoral Dissertation, Florida Atlantic University. Accessed October 23, 2019. http://purl.flvc.org/FAU/3360742.

MLA Handbook (7th Edition):

Arnold, Kathryn. “The clinical scholar model: a strategy to bridge the theory-practice gap.” 2013. Web. 23 Oct 2019.

Vancouver:

Arnold K. The clinical scholar model: a strategy to bridge the theory-practice gap. [Internet] [Doctoral dissertation]. Florida Atlantic University; 2013. [cited 2019 Oct 23]. Available from: http://purl.flvc.org/FAU/3360742.

Council of Science Editors:

Arnold K. The clinical scholar model: a strategy to bridge the theory-practice gap. [Doctoral Dissertation]. Florida Atlantic University; 2013. Available from: http://purl.flvc.org/FAU/3360742


Massey University

30. Dobbs, Sally. When two worlds collide : a Heideggerian interpretive phenomenological study into the experience of assessing 'failing' nursing students within clinical practice.

Degree: Doctorate of Education, 2015, Massey University

 Clinical nurse educators employed by New Zealand polytechnics experience challenges when assessing Bachelor of Nursing students in clinical practice, particularly students who are considered to… (more)

Subjects/Keywords: Nursing practice; Study and teaching; Grading and marking (Students); School failure; Psychological aspects; New Zealand

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

APA (6th Edition):

Dobbs, S. (2015). When two worlds collide : a Heideggerian interpretive phenomenological study into the experience of assessing 'failing' nursing students within clinical practice. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/10179

Chicago Manual of Style (16th Edition):

Dobbs, Sally. “When two worlds collide : a Heideggerian interpretive phenomenological study into the experience of assessing 'failing' nursing students within clinical practice.” 2015. Doctoral Dissertation, Massey University. Accessed October 23, 2019. http://hdl.handle.net/10179/10179.

MLA Handbook (7th Edition):

Dobbs, Sally. “When two worlds collide : a Heideggerian interpretive phenomenological study into the experience of assessing 'failing' nursing students within clinical practice.” 2015. Web. 23 Oct 2019.

Vancouver:

Dobbs S. When two worlds collide : a Heideggerian interpretive phenomenological study into the experience of assessing 'failing' nursing students within clinical practice. [Internet] [Doctoral dissertation]. Massey University; 2015. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10179/10179.

Council of Science Editors:

Dobbs S. When two worlds collide : a Heideggerian interpretive phenomenological study into the experience of assessing 'failing' nursing students within clinical practice. [Doctoral Dissertation]. Massey University; 2015. Available from: http://hdl.handle.net/10179/10179

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