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1.
Arndt, Rebecca.
A Qualitative Study of Corrective FeedbackA Qualitative Study of Corrective Feedback.
Degree: MA, English, 2019, St. Cloud State University
URL: https://repository.stcloudstate.edu/tesl_etds/16
Subjects/Keywords: corrective feedback; indirect feedback; direct feedback
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Arndt, R. (2019). A Qualitative Study of Corrective FeedbackA Qualitative Study of Corrective Feedback. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/tesl_etds/16
Chicago Manual of Style (16th Edition):
Arndt, Rebecca. “A Qualitative Study of Corrective FeedbackA Qualitative Study of Corrective Feedback.” 2019. Masters Thesis, St. Cloud State University. Accessed February 27, 2021. https://repository.stcloudstate.edu/tesl_etds/16.
MLA Handbook (7th Edition):
Arndt, Rebecca. “A Qualitative Study of Corrective FeedbackA Qualitative Study of Corrective Feedback.” 2019. Web. 27 Feb 2021.
Vancouver:
Arndt R. A Qualitative Study of Corrective FeedbackA Qualitative Study of Corrective Feedback. [Internet] [Masters thesis]. St. Cloud State University; 2019. [cited 2021 Feb 27]. Available from: https://repository.stcloudstate.edu/tesl_etds/16.
Council of Science Editors:
Arndt R. A Qualitative Study of Corrective FeedbackA Qualitative Study of Corrective Feedback. [Masters Thesis]. St. Cloud State University; 2019. Available from: https://repository.stcloudstate.edu/tesl_etds/16
Universiteit Utrecht
2. Jaâter, Y. Stratégies de peer-feedback.
Degree: 2014, Universiteit Utrecht
URL: http://dspace.library.uu.nl:8080/handle/1874/292921
Subjects/Keywords: peer feedback; strategies; strategieën; feedback
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Jaâter, Y. (2014). Stratégies de peer-feedback. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/292921
Chicago Manual of Style (16th Edition):
Jaâter, Y. “Stratégies de peer-feedback.” 2014. Masters Thesis, Universiteit Utrecht. Accessed February 27, 2021. http://dspace.library.uu.nl:8080/handle/1874/292921.
MLA Handbook (7th Edition):
Jaâter, Y. “Stratégies de peer-feedback.” 2014. Web. 27 Feb 2021.
Vancouver:
Jaâter Y. Stratégies de peer-feedback. [Internet] [Masters thesis]. Universiteit Utrecht; 2014. [cited 2021 Feb 27]. Available from: http://dspace.library.uu.nl:8080/handle/1874/292921.
Council of Science Editors:
Jaâter Y. Stratégies de peer-feedback. [Masters Thesis]. Universiteit Utrecht; 2014. Available from: http://dspace.library.uu.nl:8080/handle/1874/292921
Open Universiteit Nederland
3. Bergsma - van Dooren, Mirjam. Het Effect van Schriftelijke Feedback met Verbetersuggesties en Motivatie op de Prestatie van Studenten.
Degree: 2016, Open Universiteit Nederland
URL: http://hdl.handle.net/1820/7368
Subjects/Keywords: Feedback; schriftelijke feedback; motivatie
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Bergsma - van Dooren, M. (2016). Het Effect van Schriftelijke Feedback met Verbetersuggesties en Motivatie op de Prestatie van Studenten. (Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/7368
Chicago Manual of Style (16th Edition):
Bergsma - van Dooren, Mirjam. “Het Effect van Schriftelijke Feedback met Verbetersuggesties en Motivatie op de Prestatie van Studenten. ” 2016. Masters Thesis, Open Universiteit Nederland. Accessed February 27, 2021. http://hdl.handle.net/1820/7368.
MLA Handbook (7th Edition):
Bergsma - van Dooren, Mirjam. “Het Effect van Schriftelijke Feedback met Verbetersuggesties en Motivatie op de Prestatie van Studenten. ” 2016. Web. 27 Feb 2021.
Vancouver:
Bergsma - van Dooren M. Het Effect van Schriftelijke Feedback met Verbetersuggesties en Motivatie op de Prestatie van Studenten. [Internet] [Masters thesis]. Open Universiteit Nederland; 2016. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/1820/7368.
Council of Science Editors:
Bergsma - van Dooren M. Het Effect van Schriftelijke Feedback met Verbetersuggesties en Motivatie op de Prestatie van Studenten. [Masters Thesis]. Open Universiteit Nederland; 2016. Available from: http://hdl.handle.net/1820/7368
Penn State University
4. Shah, Rohan. Automating feedback-generation for programming assignments via crowdsourcing.
Degree: 2020, Penn State University
URL: https://etda.libraries.psu.edu/catalog/18635rxs5532
Subjects/Keywords: Automating feedback generation; formative feedback
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APA (6th Edition):
Shah, R. (2020). Automating feedback-generation for programming assignments via crowdsourcing. (Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/18635rxs5532
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):
Shah, Rohan. “Automating feedback-generation for programming assignments via crowdsourcing.” 2020. Thesis, Penn State University. Accessed February 27, 2021. https://etda.libraries.psu.edu/catalog/18635rxs5532.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Shah, Rohan. “Automating feedback-generation for programming assignments via crowdsourcing.” 2020. Web. 27 Feb 2021.
Vancouver:
Shah R. Automating feedback-generation for programming assignments via crowdsourcing. [Internet] [Thesis]. Penn State University; 2020. [cited 2021 Feb 27]. Available from: https://etda.libraries.psu.edu/catalog/18635rxs5532.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Shah R. Automating feedback-generation for programming assignments via crowdsourcing. [Thesis]. Penn State University; 2020. Available from: https://etda.libraries.psu.edu/catalog/18635rxs5532
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Universiteit Utrecht
5. Berg, L.M. van den; Kalkman, F.; Dragt, W.M.E. Verrek, Feedback: Onderzoek ter controle van de effectiviteit van het feedbackprofessionaliseringstraject op UniC (Deelonderzoeken Docentcognitie en Docentgedrag).
Degree: 2013, Universiteit Utrecht
URL: http://dspace.library.uu.nl:8080/handle/1874/278868
Subjects/Keywords: IVLOS; Feedback
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Berg, L.M. van den; Kalkman, F.; Dragt, W. M. E. (2013). Verrek, Feedback: Onderzoek ter controle van de effectiviteit van het feedbackprofessionaliseringstraject op UniC (Deelonderzoeken Docentcognitie en Docentgedrag). (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/278868
Chicago Manual of Style (16th Edition):
Berg, L.M. van den; Kalkman, F.; Dragt, W M E. “Verrek, Feedback: Onderzoek ter controle van de effectiviteit van het feedbackprofessionaliseringstraject op UniC (Deelonderzoeken Docentcognitie en Docentgedrag).” 2013. Masters Thesis, Universiteit Utrecht. Accessed February 27, 2021. http://dspace.library.uu.nl:8080/handle/1874/278868.
MLA Handbook (7th Edition):
Berg, L.M. van den; Kalkman, F.; Dragt, W M E. “Verrek, Feedback: Onderzoek ter controle van de effectiviteit van het feedbackprofessionaliseringstraject op UniC (Deelonderzoeken Docentcognitie en Docentgedrag).” 2013. Web. 27 Feb 2021.
Vancouver:
Berg, L.M. van den; Kalkman, F.; Dragt WME. Verrek, Feedback: Onderzoek ter controle van de effectiviteit van het feedbackprofessionaliseringstraject op UniC (Deelonderzoeken Docentcognitie en Docentgedrag). [Internet] [Masters thesis]. Universiteit Utrecht; 2013. [cited 2021 Feb 27]. Available from: http://dspace.library.uu.nl:8080/handle/1874/278868.
Council of Science Editors:
Berg, L.M. van den; Kalkman, F.; Dragt WME. Verrek, Feedback: Onderzoek ter controle van de effectiviteit van het feedbackprofessionaliseringstraject op UniC (Deelonderzoeken Docentcognitie en Docentgedrag). [Masters Thesis]. Universiteit Utrecht; 2013. Available from: http://dspace.library.uu.nl:8080/handle/1874/278868
Universiteit Utrecht
6. Bijleveld, B.H.I. Onderzoek ter controle van de effectiviteit van feedback professionaliseringstraject op Unic.
Degree: 2013, Universiteit Utrecht
URL: http://dspace.library.uu.nl:8080/handle/1874/280018
Subjects/Keywords: IVLOS; feedback
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Bijleveld, B. H. I. (2013). Onderzoek ter controle van de effectiviteit van feedback professionaliseringstraject op Unic. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/280018
Chicago Manual of Style (16th Edition):
Bijleveld, B H I. “Onderzoek ter controle van de effectiviteit van feedback professionaliseringstraject op Unic.” 2013. Masters Thesis, Universiteit Utrecht. Accessed February 27, 2021. http://dspace.library.uu.nl:8080/handle/1874/280018.
MLA Handbook (7th Edition):
Bijleveld, B H I. “Onderzoek ter controle van de effectiviteit van feedback professionaliseringstraject op Unic.” 2013. Web. 27 Feb 2021.
Vancouver:
Bijleveld BHI. Onderzoek ter controle van de effectiviteit van feedback professionaliseringstraject op Unic. [Internet] [Masters thesis]. Universiteit Utrecht; 2013. [cited 2021 Feb 27]. Available from: http://dspace.library.uu.nl:8080/handle/1874/280018.
Council of Science Editors:
Bijleveld BHI. Onderzoek ter controle van de effectiviteit van feedback professionaliseringstraject op Unic. [Masters Thesis]. Universiteit Utrecht; 2013. Available from: http://dspace.library.uu.nl:8080/handle/1874/280018
7. N. G. Ngudle. Learner perceptions on feedback received on performance tasks in mathematics in selected schools from the east London district in the Eastern Cape.
Degree: M.Ed, Faculty of Education, 2014, University of Fort Hare
URL: http://hdl.handle.net/10353/d1016499
Subjects/Keywords: feedback – assessment – performance.; models of feedback.; oral feedback – written feedback.
Record Details
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APA (6th Edition):
Ngudle, N. G. (2014). Learner perceptions on feedback received on performance tasks in mathematics in selected schools from the east London district in the Eastern Cape. (Masters Thesis). University of Fort Hare. Retrieved from http://hdl.handle.net/10353/d1016499
Chicago Manual of Style (16th Edition):
Ngudle, N. G.. “Learner perceptions on feedback received on performance tasks in mathematics in selected schools from the east London district in the Eastern Cape.” 2014. Masters Thesis, University of Fort Hare. Accessed February 27, 2021. http://hdl.handle.net/10353/d1016499.
MLA Handbook (7th Edition):
Ngudle, N. G.. “Learner perceptions on feedback received on performance tasks in mathematics in selected schools from the east London district in the Eastern Cape.” 2014. Web. 27 Feb 2021.
Vancouver:
Ngudle NG. Learner perceptions on feedback received on performance tasks in mathematics in selected schools from the east London district in the Eastern Cape. [Internet] [Masters thesis]. University of Fort Hare; 2014. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10353/d1016499.
Council of Science Editors:
Ngudle NG. Learner perceptions on feedback received on performance tasks in mathematics in selected schools from the east London district in the Eastern Cape. [Masters Thesis]. University of Fort Hare; 2014. Available from: http://hdl.handle.net/10353/d1016499
Angelo State University
8. Duncan, Megan Michelle. The Frequency of Feedback when Affectivity is Involved.
Degree: Masters of Science, Psychology, I/O, 2015, Angelo State University
URL: http://hdl.handle.net/2346.1/30417
Subjects/Keywords: Feedback; Affectivity
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Duncan, M. M. (2015). The Frequency of Feedback when Affectivity is Involved. (Masters Thesis). Angelo State University. Retrieved from http://hdl.handle.net/2346.1/30417
Chicago Manual of Style (16th Edition):
Duncan, Megan Michelle. “The Frequency of Feedback when Affectivity is Involved.” 2015. Masters Thesis, Angelo State University. Accessed February 27, 2021. http://hdl.handle.net/2346.1/30417.
MLA Handbook (7th Edition):
Duncan, Megan Michelle. “The Frequency of Feedback when Affectivity is Involved.” 2015. Web. 27 Feb 2021.
Vancouver:
Duncan MM. The Frequency of Feedback when Affectivity is Involved. [Internet] [Masters thesis]. Angelo State University; 2015. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/2346.1/30417.
Council of Science Editors:
Duncan MM. The Frequency of Feedback when Affectivity is Involved. [Masters Thesis]. Angelo State University; 2015. Available from: http://hdl.handle.net/2346.1/30417
Open Universiteit Nederland
9. Hulsebos, Erna. Het effect van gefocuste en niet-gefocuste geschreven correctieve feedback bij kinderen uit de bovenbouw van de basisschool.
Degree: 2017, Open Universiteit Nederland
URL: http://hdl.handle.net/1820/8713
Subjects/Keywords: feedback; gefocuste feedback; niet-gefocuste feedback; geschreven correctieve feedback; foutencorrectie
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Hulsebos, E. (2017). Het effect van gefocuste en niet-gefocuste geschreven correctieve feedback bij kinderen uit de bovenbouw van de basisschool. (Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/8713
Chicago Manual of Style (16th Edition):
Hulsebos, Erna. “Het effect van gefocuste en niet-gefocuste geschreven correctieve feedback bij kinderen uit de bovenbouw van de basisschool. ” 2017. Masters Thesis, Open Universiteit Nederland. Accessed February 27, 2021. http://hdl.handle.net/1820/8713.
MLA Handbook (7th Edition):
Hulsebos, Erna. “Het effect van gefocuste en niet-gefocuste geschreven correctieve feedback bij kinderen uit de bovenbouw van de basisschool. ” 2017. Web. 27 Feb 2021.
Vancouver:
Hulsebos E. Het effect van gefocuste en niet-gefocuste geschreven correctieve feedback bij kinderen uit de bovenbouw van de basisschool. [Internet] [Masters thesis]. Open Universiteit Nederland; 2017. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/1820/8713.
Council of Science Editors:
Hulsebos E. Het effect van gefocuste en niet-gefocuste geschreven correctieve feedback bij kinderen uit de bovenbouw van de basisschool. [Masters Thesis]. Open Universiteit Nederland; 2017. Available from: http://hdl.handle.net/1820/8713
Université de Neuchâtel
10. Leonini, Lorenzo. SPLAY: a toolkit for the design and evaluation of large scale distributed systems.
Degree: 2014, Université de Neuchâtel
URL: http://doc.rero.ch/record/210236
Subjects/Keywords: Relevance feedback
Record Details
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APA (6th Edition):
Leonini, L. (2014). SPLAY: a toolkit for the design and evaluation of large scale distributed systems. (Thesis). Université de Neuchâtel. Retrieved from http://doc.rero.ch/record/210236
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):
Leonini, Lorenzo. “SPLAY: a toolkit for the design and evaluation of large scale distributed systems.” 2014. Thesis, Université de Neuchâtel. Accessed February 27, 2021. http://doc.rero.ch/record/210236.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Leonini, Lorenzo. “SPLAY: a toolkit for the design and evaluation of large scale distributed systems.” 2014. Web. 27 Feb 2021.
Vancouver:
Leonini L. SPLAY: a toolkit for the design and evaluation of large scale distributed systems. [Internet] [Thesis]. Université de Neuchâtel; 2014. [cited 2021 Feb 27]. Available from: http://doc.rero.ch/record/210236.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Leonini L. SPLAY: a toolkit for the design and evaluation of large scale distributed systems. [Thesis]. Université de Neuchâtel; 2014. Available from: http://doc.rero.ch/record/210236
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Università della Svizzera italiana
11. Leitner, Jürgen. Towards adaptive and autonomous humanoid robots: from vision to actions.
Degree: 2014, Università della Svizzera italiana
URL: http://doc.rero.ch/record/257528
Subjects/Keywords: Visual feedback
Record Details
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APA (6th Edition):
Leitner, J. (2014). Towards adaptive and autonomous humanoid robots: from vision to actions. (Thesis). Università della Svizzera italiana. Retrieved from http://doc.rero.ch/record/257528
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):
Leitner, Jürgen. “Towards adaptive and autonomous humanoid robots: from vision to actions.” 2014. Thesis, Università della Svizzera italiana. Accessed February 27, 2021. http://doc.rero.ch/record/257528.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Leitner, Jürgen. “Towards adaptive and autonomous humanoid robots: from vision to actions.” 2014. Web. 27 Feb 2021.
Vancouver:
Leitner J. Towards adaptive and autonomous humanoid robots: from vision to actions. [Internet] [Thesis]. Università della Svizzera italiana; 2014. [cited 2021 Feb 27]. Available from: http://doc.rero.ch/record/257528.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Leitner J. Towards adaptive and autonomous humanoid robots: from vision to actions. [Thesis]. Università della Svizzera italiana; 2014. Available from: http://doc.rero.ch/record/257528
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Arizona
12. Kahler, Elizabeth. Application of Feedback Analysis in Hydrological Modeling .
Degree: 2018, University of Arizona
URL: http://hdl.handle.net/10150/628090
Subjects/Keywords: feedback; groundwater
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Kahler, E. (2018). Application of Feedback Analysis in Hydrological Modeling . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/628090
Chicago Manual of Style (16th Edition):
Kahler, Elizabeth. “Application of Feedback Analysis in Hydrological Modeling .” 2018. Masters Thesis, University of Arizona. Accessed February 27, 2021. http://hdl.handle.net/10150/628090.
MLA Handbook (7th Edition):
Kahler, Elizabeth. “Application of Feedback Analysis in Hydrological Modeling .” 2018. Web. 27 Feb 2021.
Vancouver:
Kahler E. Application of Feedback Analysis in Hydrological Modeling . [Internet] [Masters thesis]. University of Arizona; 2018. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10150/628090.
Council of Science Editors:
Kahler E. Application of Feedback Analysis in Hydrological Modeling . [Masters Thesis]. University of Arizona; 2018. Available from: http://hdl.handle.net/10150/628090
University of Hawaii – Manoa
13. Huh, Sorin. Explicitness of recasts, learner responses, and l2 development of Korean relative clauses : an experimental study.
Degree: 2016, University of Hawaii – Manoa
URL: http://hdl.handle.net/10125/100598
Subjects/Keywords: interactional feedback
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Huh, S. (2016). Explicitness of recasts, learner responses, and l2 development of Korean relative clauses : an experimental study. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/100598
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):
Huh, Sorin. “Explicitness of recasts, learner responses, and l2 development of Korean relative clauses : an experimental study.” 2016. Thesis, University of Hawaii – Manoa. Accessed February 27, 2021. http://hdl.handle.net/10125/100598.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Huh, Sorin. “Explicitness of recasts, learner responses, and l2 development of Korean relative clauses : an experimental study.” 2016. Web. 27 Feb 2021.
Vancouver:
Huh S. Explicitness of recasts, learner responses, and l2 development of Korean relative clauses : an experimental study. [Internet] [Thesis]. University of Hawaii – Manoa; 2016. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10125/100598.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Huh S. Explicitness of recasts, learner responses, and l2 development of Korean relative clauses : an experimental study. [Thesis]. University of Hawaii – Manoa; 2016. Available from: http://hdl.handle.net/10125/100598
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Kansas
14. Henley, Amy Jessica. An Evaluation of the Interactive Effects of Feedback Sequence and Timing on Efficacy and Preference.
Degree: MA, Applied Behavioral Science, 2014, University of Kansas
URL: http://hdl.handle.net/1808/14541
Subjects/Keywords: Behavioral sciences; Feedback preference; Feedback sandwich; Feedback sequence; Feedback timing; Feedforward
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Henley, A. J. (2014). An Evaluation of the Interactive Effects of Feedback Sequence and Timing on Efficacy and Preference. (Masters Thesis). University of Kansas. Retrieved from http://hdl.handle.net/1808/14541
Chicago Manual of Style (16th Edition):
Henley, Amy Jessica. “An Evaluation of the Interactive Effects of Feedback Sequence and Timing on Efficacy and Preference.” 2014. Masters Thesis, University of Kansas. Accessed February 27, 2021. http://hdl.handle.net/1808/14541.
MLA Handbook (7th Edition):
Henley, Amy Jessica. “An Evaluation of the Interactive Effects of Feedback Sequence and Timing on Efficacy and Preference.” 2014. Web. 27 Feb 2021.
Vancouver:
Henley AJ. An Evaluation of the Interactive Effects of Feedback Sequence and Timing on Efficacy and Preference. [Internet] [Masters thesis]. University of Kansas; 2014. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/1808/14541.
Council of Science Editors:
Henley AJ. An Evaluation of the Interactive Effects of Feedback Sequence and Timing on Efficacy and Preference. [Masters Thesis]. University of Kansas; 2014. Available from: http://hdl.handle.net/1808/14541
Virginia Tech
15. Harding, Jonathan M. Student Perceptions of Screencasted Feedback.
Degree: MA, English, 2018, Virginia Tech
URL: http://hdl.handle.net/10919/83843
Subjects/Keywords: Feedback; screencasting
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Harding, J. M. (2018). Student Perceptions of Screencasted Feedback. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/83843
Chicago Manual of Style (16th Edition):
Harding, Jonathan M. “Student Perceptions of Screencasted Feedback.” 2018. Masters Thesis, Virginia Tech. Accessed February 27, 2021. http://hdl.handle.net/10919/83843.
MLA Handbook (7th Edition):
Harding, Jonathan M. “Student Perceptions of Screencasted Feedback.” 2018. Web. 27 Feb 2021.
Vancouver:
Harding JM. Student Perceptions of Screencasted Feedback. [Internet] [Masters thesis]. Virginia Tech; 2018. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10919/83843.
Council of Science Editors:
Harding JM. Student Perceptions of Screencasted Feedback. [Masters Thesis]. Virginia Tech; 2018. Available from: http://hdl.handle.net/10919/83843
Linnaeus University
16. Escoda, Alicia Gomez. El feedback sumativo y el feedback formativo en las clases de español en cuatro escuelas de Småland. : Percepciones y preferencias de los alumnos.
Degree: Education, 2016, Linnaeus University
URL: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-49601
Subjects/Keywords: Feedback; summative feedback; formative feedback; assessment for learning; Feedback; feedback sumativo; feedback formativo. evaluación formativa; Languages and Literature; Språk och litteratur
Record Details
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APA (6th Edition):
Escoda, A. G. (2016). El feedback sumativo y el feedback formativo en las clases de español en cuatro escuelas de Småland. : Percepciones y preferencias de los alumnos. (Thesis). Linnaeus University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-49601
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):
Escoda, Alicia Gomez. “El feedback sumativo y el feedback formativo en las clases de español en cuatro escuelas de Småland. : Percepciones y preferencias de los alumnos.” 2016. Thesis, Linnaeus University. Accessed February 27, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-49601.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Escoda, Alicia Gomez. “El feedback sumativo y el feedback formativo en las clases de español en cuatro escuelas de Småland. : Percepciones y preferencias de los alumnos.” 2016. Web. 27 Feb 2021.
Vancouver:
Escoda AG. El feedback sumativo y el feedback formativo en las clases de español en cuatro escuelas de Småland. : Percepciones y preferencias de los alumnos. [Internet] [Thesis]. Linnaeus University; 2016. [cited 2021 Feb 27]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-49601.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Escoda AG. El feedback sumativo y el feedback formativo en las clases de español en cuatro escuelas de Småland. : Percepciones y preferencias de los alumnos. [Thesis]. Linnaeus University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-49601
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Mississippi State University
17. Copeland, Elizabeth. Exploring feedback mode redundancy in handheld scanning tasks.
Degree: MS, Industrial and Systems Engineering, 2015, Mississippi State University
URL: http://sun.library.msstate.edu/ETD-db/theses/available/etd-07012015-102935/
;
Subjects/Keywords: handheld scanner; redundant feedback; feedback modalities
Record Details
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APA (6th Edition):
Copeland, E. (2015). Exploring feedback mode redundancy in handheld scanning tasks. (Masters Thesis). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-07012015-102935/ ;
Chicago Manual of Style (16th Edition):
Copeland, Elizabeth. “Exploring feedback mode redundancy in handheld scanning tasks.” 2015. Masters Thesis, Mississippi State University. Accessed February 27, 2021. http://sun.library.msstate.edu/ETD-db/theses/available/etd-07012015-102935/ ;.
MLA Handbook (7th Edition):
Copeland, Elizabeth. “Exploring feedback mode redundancy in handheld scanning tasks.” 2015. Web. 27 Feb 2021.
Vancouver:
Copeland E. Exploring feedback mode redundancy in handheld scanning tasks. [Internet] [Masters thesis]. Mississippi State University; 2015. [cited 2021 Feb 27]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-07012015-102935/ ;.
Council of Science Editors:
Copeland E. Exploring feedback mode redundancy in handheld scanning tasks. [Masters Thesis]. Mississippi State University; 2015. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-07012015-102935/ ;
18.
Nugent, Kelly.
Written Corrective Feedback: Teacher Approaches Within the Structure of a Pathway Model.
Degree: MA, English, 2020, St. Cloud State University
URL: https://repository.stcloudstate.edu/tesl_etds/32
Subjects/Keywords: Written corrective feedback; feedback; teacher practice
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Nugent, K. (2020). Written Corrective Feedback: Teacher Approaches Within the Structure of a Pathway Model. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/tesl_etds/32
Chicago Manual of Style (16th Edition):
Nugent, Kelly. “Written Corrective Feedback: Teacher Approaches Within the Structure of a Pathway Model.” 2020. Masters Thesis, St. Cloud State University. Accessed February 27, 2021. https://repository.stcloudstate.edu/tesl_etds/32.
MLA Handbook (7th Edition):
Nugent, Kelly. “Written Corrective Feedback: Teacher Approaches Within the Structure of a Pathway Model.” 2020. Web. 27 Feb 2021.
Vancouver:
Nugent K. Written Corrective Feedback: Teacher Approaches Within the Structure of a Pathway Model. [Internet] [Masters thesis]. St. Cloud State University; 2020. [cited 2021 Feb 27]. Available from: https://repository.stcloudstate.edu/tesl_etds/32.
Council of Science Editors:
Nugent K. Written Corrective Feedback: Teacher Approaches Within the Structure of a Pathway Model. [Masters Thesis]. St. Cloud State University; 2020. Available from: https://repository.stcloudstate.edu/tesl_etds/32
Universiteit Utrecht
19. Jansen, K. Faalangst, Feedback en Leerprestaties.
Degree: 2015, Universiteit Utrecht
URL: http://dspace.library.uu.nl:8080/handle/1874/322479
Subjects/Keywords: Faalangst; leerprestaties; positieve feedback; negatieve feedback.
Record Details
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APA (6th Edition):
Jansen, K. (2015). Faalangst, Feedback en Leerprestaties. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/322479
Chicago Manual of Style (16th Edition):
Jansen, K. “Faalangst, Feedback en Leerprestaties.” 2015. Masters Thesis, Universiteit Utrecht. Accessed February 27, 2021. http://dspace.library.uu.nl:8080/handle/1874/322479.
MLA Handbook (7th Edition):
Jansen, K. “Faalangst, Feedback en Leerprestaties.” 2015. Web. 27 Feb 2021.
Vancouver:
Jansen K. Faalangst, Feedback en Leerprestaties. [Internet] [Masters thesis]. Universiteit Utrecht; 2015. [cited 2021 Feb 27]. Available from: http://dspace.library.uu.nl:8080/handle/1874/322479.
Council of Science Editors:
Jansen K. Faalangst, Feedback en Leerprestaties. [Masters Thesis]. Universiteit Utrecht; 2015. Available from: http://dspace.library.uu.nl:8080/handle/1874/322479
Penn State University
20. Lee, Mei-Hua. The emergence and development of reaching in infancy .
Degree: 2011, Penn State University
URL: https://submit-etda.libraries.psu.edu/catalog/11703
Subjects/Keywords: visual feedback; infancy; Reaching; auditory feedback
Record Details
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APA (6th Edition):
Lee, M. (2011). The emergence and development of reaching in infancy . (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/11703
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):
Lee, Mei-Hua. “The emergence and development of reaching in infancy .” 2011. Thesis, Penn State University. Accessed February 27, 2021. https://submit-etda.libraries.psu.edu/catalog/11703.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Lee, Mei-Hua. “The emergence and development of reaching in infancy .” 2011. Web. 27 Feb 2021.
Vancouver:
Lee M. The emergence and development of reaching in infancy . [Internet] [Thesis]. Penn State University; 2011. [cited 2021 Feb 27]. Available from: https://submit-etda.libraries.psu.edu/catalog/11703.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Lee M. The emergence and development of reaching in infancy . [Thesis]. Penn State University; 2011. Available from: https://submit-etda.libraries.psu.edu/catalog/11703
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Waterloo
21. Minnikin, Amy. The Effect of Perceived Feedback-Seeking Motive on Feedback Givers' Effort.
Degree: 2020, University of Waterloo
URL: http://hdl.handle.net/10012/16156
Subjects/Keywords: feedback-seeking; performance; effort; feedback-giver
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Minnikin, A. (2020). The Effect of Perceived Feedback-Seeking Motive on Feedback Givers' Effort. (Thesis). University of Waterloo. Retrieved from http://hdl.handle.net/10012/16156
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):
Minnikin, Amy. “The Effect of Perceived Feedback-Seeking Motive on Feedback Givers' Effort.” 2020. Thesis, University of Waterloo. Accessed February 27, 2021. http://hdl.handle.net/10012/16156.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Minnikin, Amy. “The Effect of Perceived Feedback-Seeking Motive on Feedback Givers' Effort.” 2020. Web. 27 Feb 2021.
Vancouver:
Minnikin A. The Effect of Perceived Feedback-Seeking Motive on Feedback Givers' Effort. [Internet] [Thesis]. University of Waterloo; 2020. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10012/16156.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Minnikin A. The Effect of Perceived Feedback-Seeking Motive on Feedback Givers' Effort. [Thesis]. University of Waterloo; 2020. Available from: http://hdl.handle.net/10012/16156
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Colorado State University
22. Menendez, Jaclyn M. Understanding ratee preference for feedback form through rating format and expectation clarity.
Degree: MS(M.S.), Psychology, 2014, Colorado State University
URL: http://hdl.handle.net/10217/84003
Subjects/Keywords: feedback form; ratee reactions; performance feedback
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Menendez, J. M. (2014). Understanding ratee preference for feedback form through rating format and expectation clarity. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/84003
Chicago Manual of Style (16th Edition):
Menendez, Jaclyn M. “Understanding ratee preference for feedback form through rating format and expectation clarity.” 2014. Masters Thesis, Colorado State University. Accessed February 27, 2021. http://hdl.handle.net/10217/84003.
MLA Handbook (7th Edition):
Menendez, Jaclyn M. “Understanding ratee preference for feedback form through rating format and expectation clarity.” 2014. Web. 27 Feb 2021.
Vancouver:
Menendez JM. Understanding ratee preference for feedback form through rating format and expectation clarity. [Internet] [Masters thesis]. Colorado State University; 2014. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10217/84003.
Council of Science Editors:
Menendez JM. Understanding ratee preference for feedback form through rating format and expectation clarity. [Masters Thesis]. Colorado State University; 2014. Available from: http://hdl.handle.net/10217/84003
Open Universiteit Nederland
23. Buijs, Patricia. Het Effect van Docentgestuurde E-Feedback op de Revisie van Complexe Schrijfproducten in het Hoger Onderwijs.
Degree: Master, Welten Institute, 2019, Open Universiteit Nederland
URL: http://hdl.handle.net/1820/494bfa52-cb27-4c26-a06f-715664466722
Subjects/Keywords: docentgestuurde feedback; e-feedback; revisie; revisietype; schrijfproduct
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Buijs, P. (2019). Het Effect van Docentgestuurde E-Feedback op de Revisie van Complexe Schrijfproducten in het Hoger Onderwijs. (Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/494bfa52-cb27-4c26-a06f-715664466722
Chicago Manual of Style (16th Edition):
Buijs, Patricia. “Het Effect van Docentgestuurde E-Feedback op de Revisie van Complexe Schrijfproducten in het Hoger Onderwijs.” 2019. Masters Thesis, Open Universiteit Nederland. Accessed February 27, 2021. http://hdl.handle.net/1820/494bfa52-cb27-4c26-a06f-715664466722.
MLA Handbook (7th Edition):
Buijs, Patricia. “Het Effect van Docentgestuurde E-Feedback op de Revisie van Complexe Schrijfproducten in het Hoger Onderwijs.” 2019. Web. 27 Feb 2021.
Vancouver:
Buijs P. Het Effect van Docentgestuurde E-Feedback op de Revisie van Complexe Schrijfproducten in het Hoger Onderwijs. [Internet] [Masters thesis]. Open Universiteit Nederland; 2019. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/1820/494bfa52-cb27-4c26-a06f-715664466722.
Council of Science Editors:
Buijs P. Het Effect van Docentgestuurde E-Feedback op de Revisie van Complexe Schrijfproducten in het Hoger Onderwijs. [Masters Thesis]. Open Universiteit Nederland; 2019. Available from: http://hdl.handle.net/1820/494bfa52-cb27-4c26-a06f-715664466722
24. Brand, Amanda. Det är mer än enkel motivation : En studie med fokus på tre lärares feedback för att öka motivationen hos eleverna och elevernas uppfattning.
Degree: Science and Mathematics Education, 2015, Umeå University
URL: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-107730
Subjects/Keywords: self-determinationsteorin; elevuppfattning; kontrollerande feedback; autonomstödjande feedback
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Brand, A. (2015). Det är mer än enkel motivation : En studie med fokus på tre lärares feedback för att öka motivationen hos eleverna och elevernas uppfattning. (Thesis). Umeå University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-107730
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):
Brand, Amanda. “Det är mer än enkel motivation : En studie med fokus på tre lärares feedback för att öka motivationen hos eleverna och elevernas uppfattning.” 2015. Thesis, Umeå University. Accessed February 27, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-107730.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Brand, Amanda. “Det är mer än enkel motivation : En studie med fokus på tre lärares feedback för att öka motivationen hos eleverna och elevernas uppfattning.” 2015. Web. 27 Feb 2021.
Vancouver:
Brand A. Det är mer än enkel motivation : En studie med fokus på tre lärares feedback för att öka motivationen hos eleverna och elevernas uppfattning. [Internet] [Thesis]. Umeå University; 2015. [cited 2021 Feb 27]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-107730.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Brand A. Det är mer än enkel motivation : En studie med fokus på tre lärares feedback för att öka motivationen hos eleverna och elevernas uppfattning. [Thesis]. Umeå University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-107730
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Uppsala University
25. Lindblom, Emma. Feedback för utveckling : En undersökning av feedbackprocessen på konsultföretag.
Degree: Business Studies, 2015, Uppsala University
URL: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-255973
Subjects/Keywords: Feedback; Organisation; Feedback-vänligt klimat; Utvecklingssamtal
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Lindblom, E. (2015). Feedback för utveckling : En undersökning av feedbackprocessen på konsultföretag. (Thesis). Uppsala University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-255973
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):
Lindblom, Emma. “Feedback för utveckling : En undersökning av feedbackprocessen på konsultföretag.” 2015. Thesis, Uppsala University. Accessed February 27, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-255973.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Lindblom, Emma. “Feedback för utveckling : En undersökning av feedbackprocessen på konsultföretag.” 2015. Web. 27 Feb 2021.
Vancouver:
Lindblom E. Feedback för utveckling : En undersökning av feedbackprocessen på konsultföretag. [Internet] [Thesis]. Uppsala University; 2015. [cited 2021 Feb 27]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-255973.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Lindblom E. Feedback för utveckling : En undersökning av feedbackprocessen på konsultföretag. [Thesis]. Uppsala University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-255973
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
26. Nordin, Stina. Vems feedback är viktigast för att personal inom äldreomsorgen ska uppleva arbetstillfredsställelse?.
Degree: Faculty of Health and Occupational Studies, 2014, University of Gävle
URL: http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-17303
Subjects/Keywords: Job satisfaction; feedback; eldercare; Arbetstillfredsställelse; feedback; äldreomsorg
Record Details
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APA (6th Edition):
Nordin, S. (2014). Vems feedback är viktigast för att personal inom äldreomsorgen ska uppleva arbetstillfredsställelse?. (Thesis). University of Gävle. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-17303
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):
Nordin, Stina. “Vems feedback är viktigast för att personal inom äldreomsorgen ska uppleva arbetstillfredsställelse?.” 2014. Thesis, University of Gävle. Accessed February 27, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-17303.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Nordin, Stina. “Vems feedback är viktigast för att personal inom äldreomsorgen ska uppleva arbetstillfredsställelse?.” 2014. Web. 27 Feb 2021.
Vancouver:
Nordin S. Vems feedback är viktigast för att personal inom äldreomsorgen ska uppleva arbetstillfredsställelse?. [Internet] [Thesis]. University of Gävle; 2014. [cited 2021 Feb 27]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-17303.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Nordin S. Vems feedback är viktigast för att personal inom äldreomsorgen ska uppleva arbetstillfredsställelse?. [Thesis]. University of Gävle; 2014. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-17303
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Arizona
27. Li, Zhongyuan. Academic Feedback: Use and Covariates of Use in College .
Degree: 2019, University of Arizona
URL: http://hdl.handle.net/10150/636545
Subjects/Keywords: Academic feedback; Feedback use; Individual characteristics
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Li, Z. (2019). Academic Feedback: Use and Covariates of Use in College . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/636545
Chicago Manual of Style (16th Edition):
Li, Zhongyuan. “Academic Feedback: Use and Covariates of Use in College .” 2019. Doctoral Dissertation, University of Arizona. Accessed February 27, 2021. http://hdl.handle.net/10150/636545.
MLA Handbook (7th Edition):
Li, Zhongyuan. “Academic Feedback: Use and Covariates of Use in College .” 2019. Web. 27 Feb 2021.
Vancouver:
Li Z. Academic Feedback: Use and Covariates of Use in College . [Internet] [Doctoral dissertation]. University of Arizona; 2019. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/10150/636545.
Council of Science Editors:
Li Z. Academic Feedback: Use and Covariates of Use in College . [Doctoral Dissertation]. University of Arizona; 2019. Available from: http://hdl.handle.net/10150/636545
University of Oklahoma
28. Anderson, Heather. All risk and no reward: How benevolent and hostile sexism undermine women's development through feedback seeking.
Degree: PhD, 2018, University of Oklahoma
URL: http://hdl.handle.net/11244/301993
Subjects/Keywords: feedback seeking; proactive behavior; ambivalent sexism; feedback
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Anderson, H. (2018). All risk and no reward: How benevolent and hostile sexism undermine women's development through feedback seeking. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/301993
Chicago Manual of Style (16th Edition):
Anderson, Heather. “All risk and no reward: How benevolent and hostile sexism undermine women's development through feedback seeking.” 2018. Doctoral Dissertation, University of Oklahoma. Accessed February 27, 2021. http://hdl.handle.net/11244/301993.
MLA Handbook (7th Edition):
Anderson, Heather. “All risk and no reward: How benevolent and hostile sexism undermine women's development through feedback seeking.” 2018. Web. 27 Feb 2021.
Vancouver:
Anderson H. All risk and no reward: How benevolent and hostile sexism undermine women's development through feedback seeking. [Internet] [Doctoral dissertation]. University of Oklahoma; 2018. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/11244/301993.
Council of Science Editors:
Anderson H. All risk and no reward: How benevolent and hostile sexism undermine women's development through feedback seeking. [Doctoral Dissertation]. University of Oklahoma; 2018. Available from: http://hdl.handle.net/11244/301993
29. Davis, Kimberly. An investigation into programme level approaches to feedback : influences on students' learning and feedback literacy.
Degree: PhD, 2020, Edinburgh Napier University
URL: https://doi.org/10.17869/enu.2020.2694574
;
https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.818576
Subjects/Keywords: higher education; feedback; feedback literacy; attitudes
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Davis, K. (2020). An investigation into programme level approaches to feedback : influences on students' learning and feedback literacy. (Doctoral Dissertation). Edinburgh Napier University. Retrieved from https://doi.org/10.17869/enu.2020.2694574 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.818576
Chicago Manual of Style (16th Edition):
Davis, Kimberly. “An investigation into programme level approaches to feedback : influences on students' learning and feedback literacy.” 2020. Doctoral Dissertation, Edinburgh Napier University. Accessed February 27, 2021. https://doi.org/10.17869/enu.2020.2694574 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.818576.
MLA Handbook (7th Edition):
Davis, Kimberly. “An investigation into programme level approaches to feedback : influences on students' learning and feedback literacy.” 2020. Web. 27 Feb 2021.
Vancouver:
Davis K. An investigation into programme level approaches to feedback : influences on students' learning and feedback literacy. [Internet] [Doctoral dissertation]. Edinburgh Napier University; 2020. [cited 2021 Feb 27]. Available from: https://doi.org/10.17869/enu.2020.2694574 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.818576.
Council of Science Editors:
Davis K. An investigation into programme level approaches to feedback : influences on students' learning and feedback literacy. [Doctoral Dissertation]. Edinburgh Napier University; 2020. Available from: https://doi.org/10.17869/enu.2020.2694574 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.818576
University of Edinburgh
30. Murray, Laura. Iterated Learning with Human subjects: adding communication and feedback.
Degree: 2010, University of Edinburgh
URL: http://hdl.handle.net/1842/5348
Subjects/Keywords: Iterated Learning,; Feedback
Record Details
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APA (6th Edition):
Murray, L. (2010). Iterated Learning with Human subjects: adding communication and feedback. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/5348
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):
Murray, Laura. “Iterated Learning with Human subjects: adding communication and feedback.” 2010. Thesis, University of Edinburgh. Accessed February 27, 2021. http://hdl.handle.net/1842/5348.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Murray, Laura. “Iterated Learning with Human subjects: adding communication and feedback.” 2010. Web. 27 Feb 2021.
Vancouver:
Murray L. Iterated Learning with Human subjects: adding communication and feedback. [Internet] [Thesis]. University of Edinburgh; 2010. [cited 2021 Feb 27]. Available from: http://hdl.handle.net/1842/5348.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Murray L. Iterated Learning with Human subjects: adding communication and feedback. [Thesis]. University of Edinburgh; 2010. Available from: http://hdl.handle.net/1842/5348
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation