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You searched for subject:(Active student responding). Showing records 1 – 8 of 8 total matches.

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California State University – Sacramento

1. Copsey, Catherine Jeanne. A comparison of preprinted and write-on response cards in higher education.

Degree: MA, Psychology (Applied Behavior Analysis, 2019, California State University – Sacramento

 This study compared the benefits of preprinted vs. write-on response cards in two undergraduate psychology courses using an alternating treatments design blocked by content unit.… (more)

Subjects/Keywords: Pedagogy; College teaching; Active student responding

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APA (6th Edition):

Copsey, C. J. (2019). A comparison of preprinted and write-on response cards in higher education. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/207974

Chicago Manual of Style (16th Edition):

Copsey, Catherine Jeanne. “A comparison of preprinted and write-on response cards in higher education.” 2019. Masters Thesis, California State University – Sacramento. Accessed December 05, 2019. http://hdl.handle.net/10211.3/207974.

MLA Handbook (7th Edition):

Copsey, Catherine Jeanne. “A comparison of preprinted and write-on response cards in higher education.” 2019. Web. 05 Dec 2019.

Vancouver:

Copsey CJ. A comparison of preprinted and write-on response cards in higher education. [Internet] [Masters thesis]. California State University – Sacramento; 2019. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/10211.3/207974.

Council of Science Editors:

Copsey CJ. A comparison of preprinted and write-on response cards in higher education. [Masters Thesis]. California State University – Sacramento; 2019. Available from: http://hdl.handle.net/10211.3/207974


University of Arizona

2. Armendariz, Fernando R. Improving Participation During Choral Responding .

Degree: 2005, University of Arizona

 This study looked at whether a procedure of interspersing individual targeted questions would improve participation by low-responding students during a choral responding activity. Improved participation… (more)

Subjects/Keywords: Behavior Analysis; Effective Instruction; Choral Responding; Disruptive Behavior; Active Student Responding;

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APA (6th Edition):

Armendariz, F. R. (2005). Improving Participation During Choral Responding . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/195948

Chicago Manual of Style (16th Edition):

Armendariz, Fernando R. “Improving Participation During Choral Responding .” 2005. Doctoral Dissertation, University of Arizona. Accessed December 05, 2019. http://hdl.handle.net/10150/195948.

MLA Handbook (7th Edition):

Armendariz, Fernando R. “Improving Participation During Choral Responding .” 2005. Web. 05 Dec 2019.

Vancouver:

Armendariz FR. Improving Participation During Choral Responding . [Internet] [Doctoral dissertation]. University of Arizona; 2005. [cited 2019 Dec 05]. Available from: http://hdl.handle.net/10150/195948.

Council of Science Editors:

Armendariz FR. Improving Participation During Choral Responding . [Doctoral Dissertation]. University of Arizona; 2005. Available from: http://hdl.handle.net/10150/195948

3. Lewis, Tammy Lewis. The Effects of Guided Notes On The "Exit Quiz" Scores Of Dental Hygienists Enrolled In A Course For Patients With Special Needs.

Degree: MA, ED Physical Activities and Educational Services, 2009, The Ohio State University

 College students typically are engaged in passive learning and are often poor note takers, recording less than 50 percent of the critical points during a… (more)

Subjects/Keywords: Higher Education; guided notes; active student responding

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APA (6th Edition):

Lewis, T. L. (2009). The Effects of Guided Notes On The "Exit Quiz" Scores Of Dental Hygienists Enrolled In A Course For Patients With Special Needs. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1259101226

Chicago Manual of Style (16th Edition):

Lewis, Tammy Lewis. “The Effects of Guided Notes On The "Exit Quiz" Scores Of Dental Hygienists Enrolled In A Course For Patients With Special Needs.” 2009. Masters Thesis, The Ohio State University. Accessed December 05, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1259101226.

MLA Handbook (7th Edition):

Lewis, Tammy Lewis. “The Effects of Guided Notes On The "Exit Quiz" Scores Of Dental Hygienists Enrolled In A Course For Patients With Special Needs.” 2009. Web. 05 Dec 2019.

Vancouver:

Lewis TL. The Effects of Guided Notes On The "Exit Quiz" Scores Of Dental Hygienists Enrolled In A Course For Patients With Special Needs. [Internet] [Masters thesis]. The Ohio State University; 2009. [cited 2019 Dec 05]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1259101226.

Council of Science Editors:

Lewis TL. The Effects of Guided Notes On The "Exit Quiz" Scores Of Dental Hygienists Enrolled In A Course For Patients With Special Needs. [Masters Thesis]. The Ohio State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1259101226


Florida International University

4. Monem, Ruba. The Effect of Mobile Technology as an Active Student Response System on the Acquisition of U.S. History Content of Secondary Students with Specific Learning Disabilities.

Degree: Doctor of Education (EdD), Exceptional Student Education, 2015, Florida International University

  Students with specific learning disabilities (SLD) typically learn less history content than their peers without disabilities and show fewer learning gains. Even when they… (more)

Subjects/Keywords: alternating treatments; secondary social studies instruction; interactive notebook; mobile devices; specific learning disabilites; active student responding; Education

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APA (6th Edition):

Monem, R. (2015). The Effect of Mobile Technology as an Active Student Response System on the Acquisition of U.S. History Content of Secondary Students with Specific Learning Disabilities. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/1904 ; 10.25148/etd.FI15032129 ; FI15032129

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):

Monem, Ruba. “The Effect of Mobile Technology as an Active Student Response System on the Acquisition of U.S. History Content of Secondary Students with Specific Learning Disabilities.” 2015. Thesis, Florida International University. Accessed December 05, 2019. http://digitalcommons.fiu.edu/etd/1904 ; 10.25148/etd.FI15032129 ; FI15032129.

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

MLA Handbook (7th Edition):

Monem, Ruba. “The Effect of Mobile Technology as an Active Student Response System on the Acquisition of U.S. History Content of Secondary Students with Specific Learning Disabilities.” 2015. Web. 05 Dec 2019.

Vancouver:

Monem R. The Effect of Mobile Technology as an Active Student Response System on the Acquisition of U.S. History Content of Secondary Students with Specific Learning Disabilities. [Internet] [Thesis]. Florida International University; 2015. [cited 2019 Dec 05]. Available from: http://digitalcommons.fiu.edu/etd/1904 ; 10.25148/etd.FI15032129 ; FI15032129.

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

Council of Science Editors:

Monem R. The Effect of Mobile Technology as an Active Student Response System on the Acquisition of U.S. History Content of Secondary Students with Specific Learning Disabilities. [Thesis]. Florida International University; 2015. Available from: http://digitalcommons.fiu.edu/etd/1904 ; 10.25148/etd.FI15032129 ; FI15032129

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


The Ohio State University

5. Kiarie, Mary Wanjiru. The Differential Effects of Peer Tutoring and Peer Tutoring with a Group Contingency on the Spelling Performance and Disruptive Behavior of Fouth-Grade Students in a General Education Classroom.

Degree: PhD, Educational Services and Research, 2003, The Ohio State University

 Achievement gains from peer tutoring have been shown to be superior to those from traditional teacher instructional strategies. Due to the requisite high response rates,… (more)

Subjects/Keywords: Effective instruction; Active student responding; Peer tutoring; Group contingency; Disruptive Behavior; Academic Performance

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APA (6th Edition):

Kiarie, M. W. (2003). The Differential Effects of Peer Tutoring and Peer Tutoring with a Group Contingency on the Spelling Performance and Disruptive Behavior of Fouth-Grade Students in a General Education Classroom. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1042554721

Chicago Manual of Style (16th Edition):

Kiarie, Mary Wanjiru. “The Differential Effects of Peer Tutoring and Peer Tutoring with a Group Contingency on the Spelling Performance and Disruptive Behavior of Fouth-Grade Students in a General Education Classroom.” 2003. Doctoral Dissertation, The Ohio State University. Accessed December 05, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1042554721.

MLA Handbook (7th Edition):

Kiarie, Mary Wanjiru. “The Differential Effects of Peer Tutoring and Peer Tutoring with a Group Contingency on the Spelling Performance and Disruptive Behavior of Fouth-Grade Students in a General Education Classroom.” 2003. Web. 05 Dec 2019.

Vancouver:

Kiarie MW. The Differential Effects of Peer Tutoring and Peer Tutoring with a Group Contingency on the Spelling Performance and Disruptive Behavior of Fouth-Grade Students in a General Education Classroom. [Internet] [Doctoral dissertation]. The Ohio State University; 2003. [cited 2019 Dec 05]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1042554721.

Council of Science Editors:

Kiarie MW. The Differential Effects of Peer Tutoring and Peer Tutoring with a Group Contingency on the Spelling Performance and Disruptive Behavior of Fouth-Grade Students in a General Education Classroom. [Doctoral Dissertation]. The Ohio State University; 2003. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1042554721


University of South Florida

6. McKallip-Moss, Shannon. Response Cards in the Elementary School Classroom: Effects on Student and Teacher Behavior.

Degree: 2006, University of South Florida

 Previous research has examined the effects of response card use at various grades levels including elementary, middle, high school, and community college. These studies provide… (more)

Subjects/Keywords: academic behavior; teaching; active student responding; education; American Studies; Arts and Humanities

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APA (6th Edition):

McKallip-Moss, S. (2006). Response Cards in the Elementary School Classroom: Effects on Student and Teacher Behavior. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/3883

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):

McKallip-Moss, Shannon. “Response Cards in the Elementary School Classroom: Effects on Student and Teacher Behavior.” 2006. Thesis, University of South Florida. Accessed December 05, 2019. https://scholarcommons.usf.edu/etd/3883.

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

MLA Handbook (7th Edition):

McKallip-Moss, Shannon. “Response Cards in the Elementary School Classroom: Effects on Student and Teacher Behavior.” 2006. Web. 05 Dec 2019.

Vancouver:

McKallip-Moss S. Response Cards in the Elementary School Classroom: Effects on Student and Teacher Behavior. [Internet] [Thesis]. University of South Florida; 2006. [cited 2019 Dec 05]. Available from: https://scholarcommons.usf.edu/etd/3883.

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

Council of Science Editors:

McKallip-Moss S. Response Cards in the Elementary School Classroom: Effects on Student and Teacher Behavior. [Thesis]. University of South Florida; 2006. Available from: https://scholarcommons.usf.edu/etd/3883

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


University of Florida

7. Haydon, Todd. Enhancing Learning Trials Examining the Effects of Increasing Opportunities to Respond on Active Student Responding and Student Behavior.

Degree: PhD, Special Education, 2008, University of Florida

 ENHANCING LEARNING TRIALS: EXAMINING THE EFFECTS OF INCREASING OPPORTUNITIES TO RESPOND ON ACTIVE STUDENT RESPONDING AND STUDENT BEHAVIOR A key characteristic of students with or… (more)

Subjects/Keywords: Classrooms; Educational research; Experimentation; Learning; Learning rate; Mathematical dependent variables; Special education; Special needs students; Students; Teachers; active, behavior, choral, disorders, opportunities, respond, responding, student, to

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APA (6th Edition):

Haydon, T. (2008). Enhancing Learning Trials Examining the Effects of Increasing Opportunities to Respond on Active Student Responding and Student Behavior. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0022450

Chicago Manual of Style (16th Edition):

Haydon, Todd. “Enhancing Learning Trials Examining the Effects of Increasing Opportunities to Respond on Active Student Responding and Student Behavior.” 2008. Doctoral Dissertation, University of Florida. Accessed December 05, 2019. http://ufdc.ufl.edu/UFE0022450.

MLA Handbook (7th Edition):

Haydon, Todd. “Enhancing Learning Trials Examining the Effects of Increasing Opportunities to Respond on Active Student Responding and Student Behavior.” 2008. Web. 05 Dec 2019.

Vancouver:

Haydon T. Enhancing Learning Trials Examining the Effects of Increasing Opportunities to Respond on Active Student Responding and Student Behavior. [Internet] [Doctoral dissertation]. University of Florida; 2008. [cited 2019 Dec 05]. Available from: http://ufdc.ufl.edu/UFE0022450.

Council of Science Editors:

Haydon T. Enhancing Learning Trials Examining the Effects of Increasing Opportunities to Respond on Active Student Responding and Student Behavior. [Doctoral Dissertation]. University of Florida; 2008. Available from: http://ufdc.ufl.edu/UFE0022450

8. Khan, Neelam K. Effects of Response Cards and the Number of Teacher-Directed Questions on Classroom Behaviors.

Degree: 2015, University of South Florida

Active student responding increases student academic outcome and on-task behavior. Response cards are an effective and efficient strategy for increasing active student responding. This study… (more)

Subjects/Keywords: active student responding; class-wide management; education; effective instruction; single subject; white boards; Child Psychology; School Psychology

…Abstract Active student responding increases student academic outcome and on-task… …2001). Active student responding (ASR) has been defined as an overt student… …behavior. Response cards are an effective and efficient strategy for increasing active student… …responding. This study examined the effects of response cards on student disruptive behavior… …effectiveness of response cards for increasing student responding has been assessed in the following… 

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

APA (6th Edition):

Khan, N. K. (2015). Effects of Response Cards and the Number of Teacher-Directed Questions on Classroom Behaviors. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/5522

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):

Khan, Neelam K. “Effects of Response Cards and the Number of Teacher-Directed Questions on Classroom Behaviors.” 2015. Thesis, University of South Florida. Accessed December 05, 2019. https://scholarcommons.usf.edu/etd/5522.

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

MLA Handbook (7th Edition):

Khan, Neelam K. “Effects of Response Cards and the Number of Teacher-Directed Questions on Classroom Behaviors.” 2015. Web. 05 Dec 2019.

Vancouver:

Khan NK. Effects of Response Cards and the Number of Teacher-Directed Questions on Classroom Behaviors. [Internet] [Thesis]. University of South Florida; 2015. [cited 2019 Dec 05]. Available from: https://scholarcommons.usf.edu/etd/5522.

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

Council of Science Editors:

Khan NK. Effects of Response Cards and the Number of Teacher-Directed Questions on Classroom Behaviors. [Thesis]. University of South Florida; 2015. Available from: https://scholarcommons.usf.edu/etd/5522

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

.