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You searched for subject:(Adult AND Continuing Education AND Teaching). Showing records 1 – 30 of 416 total matches.

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1. Peter, Johann Melchizedek. The design and evaluation of an e-Learning program for church leaders in a multicultural context.

Degree: PhD, 2015, Australian Catholic University

 This study explores the design and evaluation of an e-learning program to equip church leaders with the theological knowledge and leadership skill for practical Christian… (more)

Subjects/Keywords: Adult and Continuing Education and Teaching; Christianity

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APA (6th Edition):

Peter, J. M. (2015). The design and evaluation of an e-Learning program for church leaders in a multicultural context. (Doctoral Dissertation). Australian Catholic University. Retrieved from https://researchbank.acu.edu.au/theses/558

Chicago Manual of Style (16th Edition):

Peter, Johann Melchizedek. “The design and evaluation of an e-Learning program for church leaders in a multicultural context.” 2015. Doctoral Dissertation, Australian Catholic University. Accessed February 18, 2020. https://researchbank.acu.edu.au/theses/558.

MLA Handbook (7th Edition):

Peter, Johann Melchizedek. “The design and evaluation of an e-Learning program for church leaders in a multicultural context.” 2015. Web. 18 Feb 2020.

Vancouver:

Peter JM. The design and evaluation of an e-Learning program for church leaders in a multicultural context. [Internet] [Doctoral dissertation]. Australian Catholic University; 2015. [cited 2020 Feb 18]. Available from: https://researchbank.acu.edu.au/theses/558.

Council of Science Editors:

Peter JM. The design and evaluation of an e-Learning program for church leaders in a multicultural context. [Doctoral Dissertation]. Australian Catholic University; 2015. Available from: https://researchbank.acu.edu.au/theses/558

2. Sealana, Richard Keith. Examining the Efficacy of Adult Learning of Government-Mandated Content Using Andragogical Delivery Methods versus Traditional Pedagogical Delivery Methods.

Degree: Doctor of Education (EdD), Leadership Studies, 2014, University of San Francisco

  To protect society from incompetent, unskilled, or out-of-date practitioners; to keep abreast of advances in knowledge and technology; and to respond to public demands… (more)

Subjects/Keywords: Andragogy; Continuing Education; Learning; Mandatory Continuing Education; Adult and Continuing Education and Teaching; Education

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APA (6th Edition):

Sealana, R. K. (2014). Examining the Efficacy of Adult Learning of Government-Mandated Content Using Andragogical Delivery Methods versus Traditional Pedagogical Delivery Methods. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/98

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):

Sealana, Richard Keith. “Examining the Efficacy of Adult Learning of Government-Mandated Content Using Andragogical Delivery Methods versus Traditional Pedagogical Delivery Methods.” 2014. Thesis, University of San Francisco. Accessed February 18, 2020. https://repository.usfca.edu/diss/98.

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

MLA Handbook (7th Edition):

Sealana, Richard Keith. “Examining the Efficacy of Adult Learning of Government-Mandated Content Using Andragogical Delivery Methods versus Traditional Pedagogical Delivery Methods.” 2014. Web. 18 Feb 2020.

Vancouver:

Sealana RK. Examining the Efficacy of Adult Learning of Government-Mandated Content Using Andragogical Delivery Methods versus Traditional Pedagogical Delivery Methods. [Internet] [Thesis]. University of San Francisco; 2014. [cited 2020 Feb 18]. Available from: https://repository.usfca.edu/diss/98.

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

Council of Science Editors:

Sealana RK. Examining the Efficacy of Adult Learning of Government-Mandated Content Using Andragogical Delivery Methods versus Traditional Pedagogical Delivery Methods. [Thesis]. University of San Francisco; 2014. Available from: https://repository.usfca.edu/diss/98

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


University of South Florida

3. Bulluck, Kristeen Tiffanee. A Qualitative Study Examining the Learning Orientations of Adult Doctoral Students in a College of Education Using Houle’s Typology as a Framework.

Degree: 2017, University of South Florida

 Houle conducted one of the first studies about adult learner participation. In 1961, Houle wrote The Inquiring Mind, which describes three distinct learning types: goal-oriented,… (more)

Subjects/Keywords: adult learners; motivation; continuing learning; self-directed learning; Adult and Continuing Education and Teaching

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APA (6th Edition):

Bulluck, K. T. (2017). A Qualitative Study Examining the Learning Orientations of Adult Doctoral Students in a College of Education Using Houle’s Typology as a Framework. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/6687

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):

Bulluck, Kristeen Tiffanee. “A Qualitative Study Examining the Learning Orientations of Adult Doctoral Students in a College of Education Using Houle’s Typology as a Framework.” 2017. Thesis, University of South Florida. Accessed February 18, 2020. https://scholarcommons.usf.edu/etd/6687.

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

MLA Handbook (7th Edition):

Bulluck, Kristeen Tiffanee. “A Qualitative Study Examining the Learning Orientations of Adult Doctoral Students in a College of Education Using Houle’s Typology as a Framework.” 2017. Web. 18 Feb 2020.

Vancouver:

Bulluck KT. A Qualitative Study Examining the Learning Orientations of Adult Doctoral Students in a College of Education Using Houle’s Typology as a Framework. [Internet] [Thesis]. University of South Florida; 2017. [cited 2020 Feb 18]. Available from: https://scholarcommons.usf.edu/etd/6687.

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

Council of Science Editors:

Bulluck KT. A Qualitative Study Examining the Learning Orientations of Adult Doctoral Students in a College of Education Using Houle’s Typology as a Framework. [Thesis]. University of South Florida; 2017. Available from: https://scholarcommons.usf.edu/etd/6687

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


University of South Florida

4. Young, George R., II. Training Staff's Experiences, Perceived Needs, and Suggestions for Professional Development in a Military Training Organization.

Degree: 2019, University of South Florida

 The purpose of this exploratory case study was to understand the individual and organizational training needs of a military training organization (MTO), which trains battle… (more)

Subjects/Keywords: adult learning; andragogy; leadership; organizational; Adult and Continuing Education and Teaching

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APA (6th Edition):

Young, George R., I. (2019). Training Staff's Experiences, Perceived Needs, and Suggestions for Professional Development in a Military Training Organization. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/7991

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):

Young, George R., II. “Training Staff's Experiences, Perceived Needs, and Suggestions for Professional Development in a Military Training Organization.” 2019. Thesis, University of South Florida. Accessed February 18, 2020. https://scholarcommons.usf.edu/etd/7991.

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

MLA Handbook (7th Edition):

Young, George R., II. “Training Staff's Experiences, Perceived Needs, and Suggestions for Professional Development in a Military Training Organization.” 2019. Web. 18 Feb 2020.

Vancouver:

Young, George R. I. Training Staff's Experiences, Perceived Needs, and Suggestions for Professional Development in a Military Training Organization. [Internet] [Thesis]. University of South Florida; 2019. [cited 2020 Feb 18]. Available from: https://scholarcommons.usf.edu/etd/7991.

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

Council of Science Editors:

Young, George R. I. Training Staff's Experiences, Perceived Needs, and Suggestions for Professional Development in a Military Training Organization. [Thesis]. University of South Florida; 2019. Available from: https://scholarcommons.usf.edu/etd/7991

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


Western Kentucky University

5. Combs, Alma K. The Factors Affecting the Retention of Adult Basic Education Teachers in Kentucky.

Degree: EdD, Educational Leadership Doctoral Program, 2015, Western Kentucky University

  The purpose of this study was to explore the factors that affect retention of adult basic education teachers in Kentucky. This qualitative study utilized… (more)

Subjects/Keywords: adult education; teacher retention; quality instruction; Adult and Continuing Education and Teaching; Education; Education Economics

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APA (6th Edition):

Combs, A. K. (2015). The Factors Affecting the Retention of Adult Basic Education Teachers in Kentucky. (Doctoral Dissertation). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/diss/85

Chicago Manual of Style (16th Edition):

Combs, Alma K. “The Factors Affecting the Retention of Adult Basic Education Teachers in Kentucky.” 2015. Doctoral Dissertation, Western Kentucky University. Accessed February 18, 2020. https://digitalcommons.wku.edu/diss/85.

MLA Handbook (7th Edition):

Combs, Alma K. “The Factors Affecting the Retention of Adult Basic Education Teachers in Kentucky.” 2015. Web. 18 Feb 2020.

Vancouver:

Combs AK. The Factors Affecting the Retention of Adult Basic Education Teachers in Kentucky. [Internet] [Doctoral dissertation]. Western Kentucky University; 2015. [cited 2020 Feb 18]. Available from: https://digitalcommons.wku.edu/diss/85.

Council of Science Editors:

Combs AK. The Factors Affecting the Retention of Adult Basic Education Teachers in Kentucky. [Doctoral Dissertation]. Western Kentucky University; 2015. Available from: https://digitalcommons.wku.edu/diss/85


University of Pennsylvania

6. Gioia, Danielle. “i Was Meant To Be A Student:” A Qualitative Inquiry Into Adult Undergraduate Learning Practices In Adult Learning-Focused Institutions.

Degree: 2016, University of Pennsylvania

 This study examined adult learning practices in adult learning-focused postsecondary institutions. Using semi-structured phenomenographic interviews, course observations, and site observations at two Midwestern adult-focused postsecondary… (more)

Subjects/Keywords: Academic Literacies; Adult Higher Education; Adult Learning; Adult Learning Focused Postsecondary Institution; Adult Undergraduate; Phenomenography; Adult and Continuing Education Administration; Adult and Continuing Education and Teaching; Education

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APA (6th Edition):

Gioia, D. (2016). “i Was Meant To Be A Student:” A Qualitative Inquiry Into Adult Undergraduate Learning Practices In Adult Learning-Focused Institutions. (Thesis). University of Pennsylvania. Retrieved from https://repository.upenn.edu/edissertations/2306

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):

Gioia, Danielle. ““i Was Meant To Be A Student:” A Qualitative Inquiry Into Adult Undergraduate Learning Practices In Adult Learning-Focused Institutions.” 2016. Thesis, University of Pennsylvania. Accessed February 18, 2020. https://repository.upenn.edu/edissertations/2306.

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

MLA Handbook (7th Edition):

Gioia, Danielle. ““i Was Meant To Be A Student:” A Qualitative Inquiry Into Adult Undergraduate Learning Practices In Adult Learning-Focused Institutions.” 2016. Web. 18 Feb 2020.

Vancouver:

Gioia D. “i Was Meant To Be A Student:” A Qualitative Inquiry Into Adult Undergraduate Learning Practices In Adult Learning-Focused Institutions. [Internet] [Thesis]. University of Pennsylvania; 2016. [cited 2020 Feb 18]. Available from: https://repository.upenn.edu/edissertations/2306.

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

Council of Science Editors:

Gioia D. “i Was Meant To Be A Student:” A Qualitative Inquiry Into Adult Undergraduate Learning Practices In Adult Learning-Focused Institutions. [Thesis]. University of Pennsylvania; 2016. Available from: https://repository.upenn.edu/edissertations/2306

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


University of South Florida

7. Phillips, Virginia B. What Do Professional Conference Planners Consider the Most Important Elements for Continuing Professional Education Conference Planning?.

Degree: 2011, University of South Florida

 Many adults attend and rely on continuing professional education (CPE) throughout their careers, and CPE is big business for associations. One way associations deliver CPE… (more)

Subjects/Keywords: Adult Education; Associations; Conferences; Continuing Professional Education; Professional Meeting Planning; Adult and Continuing Education and Teaching; American Studies; Arts and Humanities

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APA (6th Edition):

Phillips, V. B. (2011). What Do Professional Conference Planners Consider the Most Important Elements for Continuing Professional Education Conference Planning?. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/3739

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):

Phillips, Virginia B. “What Do Professional Conference Planners Consider the Most Important Elements for Continuing Professional Education Conference Planning?.” 2011. Thesis, University of South Florida. Accessed February 18, 2020. https://scholarcommons.usf.edu/etd/3739.

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

MLA Handbook (7th Edition):

Phillips, Virginia B. “What Do Professional Conference Planners Consider the Most Important Elements for Continuing Professional Education Conference Planning?.” 2011. Web. 18 Feb 2020.

Vancouver:

Phillips VB. What Do Professional Conference Planners Consider the Most Important Elements for Continuing Professional Education Conference Planning?. [Internet] [Thesis]. University of South Florida; 2011. [cited 2020 Feb 18]. Available from: https://scholarcommons.usf.edu/etd/3739.

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

Council of Science Editors:

Phillips VB. What Do Professional Conference Planners Consider the Most Important Elements for Continuing Professional Education Conference Planning?. [Thesis]. University of South Florida; 2011. Available from: https://scholarcommons.usf.edu/etd/3739

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


University of South Florida

8. Holbrook, Emily A. Eating in America: Easing the Transition for Resettled Refugees through an Applied Anthropological Intervention.

Degree: 2019, University of South Florida

 Refugees resettled in the United States are expected to quickly become self-sufficient members of society despite the numerous challenges they face due to adaptation and… (more)

Subjects/Keywords: Adult Learning; ESOL; Food; Food Assistance; Immigration; Adult and Continuing Education and Teaching; Other Education

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APA (6th Edition):

Holbrook, E. A. (2019). Eating in America: Easing the Transition for Resettled Refugees through an Applied Anthropological Intervention. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/7811

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):

Holbrook, Emily A. “Eating in America: Easing the Transition for Resettled Refugees through an Applied Anthropological Intervention.” 2019. Thesis, University of South Florida. Accessed February 18, 2020. https://scholarcommons.usf.edu/etd/7811.

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

MLA Handbook (7th Edition):

Holbrook, Emily A. “Eating in America: Easing the Transition for Resettled Refugees through an Applied Anthropological Intervention.” 2019. Web. 18 Feb 2020.

Vancouver:

Holbrook EA. Eating in America: Easing the Transition for Resettled Refugees through an Applied Anthropological Intervention. [Internet] [Thesis]. University of South Florida; 2019. [cited 2020 Feb 18]. Available from: https://scholarcommons.usf.edu/etd/7811.

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

Council of Science Editors:

Holbrook EA. Eating in America: Easing the Transition for Resettled Refugees through an Applied Anthropological Intervention. [Thesis]. University of South Florida; 2019. Available from: https://scholarcommons.usf.edu/etd/7811

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

9. Tackitt, Alaina. (Age)ncy in Composition Studies.

Degree: 2017, University of South Florida

 The number of adult learners entering or returning to institutions of higher education is increasing in general and in relation to the traditional student population,… (more)

Subjects/Keywords: Composition Studies; Adult Education; Andragogy; Pedagogy; Adult and Continuing Education and Teaching; Rhetoric

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APA (6th Edition):

Tackitt, A. (2017). (Age)ncy in Composition Studies. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/6765

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):

Tackitt, Alaina. “(Age)ncy in Composition Studies.” 2017. Thesis, University of South Florida. Accessed February 18, 2020. https://scholarcommons.usf.edu/etd/6765.

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

MLA Handbook (7th Edition):

Tackitt, Alaina. “(Age)ncy in Composition Studies.” 2017. Web. 18 Feb 2020.

Vancouver:

Tackitt A. (Age)ncy in Composition Studies. [Internet] [Thesis]. University of South Florida; 2017. [cited 2020 Feb 18]. Available from: https://scholarcommons.usf.edu/etd/6765.

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

Council of Science Editors:

Tackitt A. (Age)ncy in Composition Studies. [Thesis]. University of South Florida; 2017. Available from: https://scholarcommons.usf.edu/etd/6765

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


University of Colorado

10. Graves, Julie Eads. Talk amongst ourselves: Examining how heterosexual adults form and transform perspectives about homosexuality through dialogue with one another.

Degree: PhD, Education, 2013, University of Colorado

  Despite the societal and legal progress of the gay rights movement in the last two decades, the negative impacts of society's marginalization of gay… (more)

Subjects/Keywords: dialogue; discourse; homosexuality; narrative; prejudice; transformational; Adult and Continuing Education; Adult and Continuing Education and Teaching; Educational Psychology

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APA (6th Edition):

Graves, J. E. (2013). Talk amongst ourselves: Examining how heterosexual adults form and transform perspectives about homosexuality through dialogue with one another. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/educ_gradetds/51

Chicago Manual of Style (16th Edition):

Graves, Julie Eads. “Talk amongst ourselves: Examining how heterosexual adults form and transform perspectives about homosexuality through dialogue with one another.” 2013. Doctoral Dissertation, University of Colorado. Accessed February 18, 2020. https://scholar.colorado.edu/educ_gradetds/51.

MLA Handbook (7th Edition):

Graves, Julie Eads. “Talk amongst ourselves: Examining how heterosexual adults form and transform perspectives about homosexuality through dialogue with one another.” 2013. Web. 18 Feb 2020.

Vancouver:

Graves JE. Talk amongst ourselves: Examining how heterosexual adults form and transform perspectives about homosexuality through dialogue with one another. [Internet] [Doctoral dissertation]. University of Colorado; 2013. [cited 2020 Feb 18]. Available from: https://scholar.colorado.edu/educ_gradetds/51.

Council of Science Editors:

Graves JE. Talk amongst ourselves: Examining how heterosexual adults form and transform perspectives about homosexuality through dialogue with one another. [Doctoral Dissertation]. University of Colorado; 2013. Available from: https://scholar.colorado.edu/educ_gradetds/51


University of Arkansas

11. McGowan, Robert S. A Search for Understanding Why Male, Long Term High School Dropouts Resist Returning to Complete a Secondary Credential.

Degree: Doctor of Education in Adult and Lifelong Learning (EdD), Adult and Lifelong Learning (EdD), 2015, University of Arkansas

  Much of the resistance for returning to education seems to be related to the same reasons students left school to begin with. The reason… (more)

Subjects/Keywords: Education; Adult education; Design; Diploma; Dropouts; GED; High scool; Adult and Continuing Education and Teaching; Education Policy; Secondary Education and Teaching

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

APA (6th Edition):

McGowan, R. S. (2015). A Search for Understanding Why Male, Long Term High School Dropouts Resist Returning to Complete a Secondary Credential. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/1183

Chicago Manual of Style (16th Edition):

McGowan, Robert S. “A Search for Understanding Why Male, Long Term High School Dropouts Resist Returning to Complete a Secondary Credential.” 2015. Doctoral Dissertation, University of Arkansas. Accessed February 18, 2020. https://scholarworks.uark.edu/etd/1183.

MLA Handbook (7th Edition):

McGowan, Robert S. “A Search for Understanding Why Male, Long Term High School Dropouts Resist Returning to Complete a Secondary Credential.” 2015. Web. 18 Feb 2020.

Vancouver:

McGowan RS. A Search for Understanding Why Male, Long Term High School Dropouts Resist Returning to Complete a Secondary Credential. [Internet] [Doctoral dissertation]. University of Arkansas; 2015. [cited 2020 Feb 18]. Available from: https://scholarworks.uark.edu/etd/1183.

Council of Science Editors:

McGowan RS. A Search for Understanding Why Male, Long Term High School Dropouts Resist Returning to Complete a Secondary Credential. [Doctoral Dissertation]. University of Arkansas; 2015. Available from: https://scholarworks.uark.edu/etd/1183


University of Nevada – Las Vegas

12. Sullivan, Debra Henline. The utilization and effectiveness of the HESI E(square) exit exam as a graduation requirement toward increasing NCLEX-RNRTM pass rates in baccalaureate nursing programs.

Degree: PhD, Nursing, 2011, University of Nevada – Las Vegas

  Due to a desire to better prepare BSN students for the Nurse Council Licensure Examination for Registered Nurses (NCLEX-RN® ) and to increase first-time… (more)

Subjects/Keywords: Adult and Continuing Education and Teaching; Curriculum and Instruction; Nursing

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APA (6th Edition):

Sullivan, D. H. (2011). The utilization and effectiveness of the HESI E(square) exit exam as a graduation requirement toward increasing NCLEX-RNRTM pass rates in baccalaureate nursing programs. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/1263

Chicago Manual of Style (16th Edition):

Sullivan, Debra Henline. “The utilization and effectiveness of the HESI E(square) exit exam as a graduation requirement toward increasing NCLEX-RNRTM pass rates in baccalaureate nursing programs.” 2011. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed February 18, 2020. https://digitalscholarship.unlv.edu/thesesdissertations/1263.

MLA Handbook (7th Edition):

Sullivan, Debra Henline. “The utilization and effectiveness of the HESI E(square) exit exam as a graduation requirement toward increasing NCLEX-RNRTM pass rates in baccalaureate nursing programs.” 2011. Web. 18 Feb 2020.

Vancouver:

Sullivan DH. The utilization and effectiveness of the HESI E(square) exit exam as a graduation requirement toward increasing NCLEX-RNRTM pass rates in baccalaureate nursing programs. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2011. [cited 2020 Feb 18]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/1263.

Council of Science Editors:

Sullivan DH. The utilization and effectiveness of the HESI E(square) exit exam as a graduation requirement toward increasing NCLEX-RNRTM pass rates in baccalaureate nursing programs. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2011. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/1263


University of Arkansas

13. Younger, Douglas Lee. Factors Influencing Teaching Efficacy among Kansas Career and Technical Education Faculty.

Degree: Doctor of Education in Human Resource and Workforce Development (EdD), Human Resource and Workforce Development (EdD), 2011, University of Arkansas

  The purpose of this study was to examine the levels of teaching efficacy among postsecondary career and technical education faculty at Kansas technical and… (more)

Subjects/Keywords: Career and technical education; Teaching efficacy; Technical colleges; Adult and Continuing Education and Teaching

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APA (6th Edition):

Younger, D. L. (2011). Factors Influencing Teaching Efficacy among Kansas Career and Technical Education Faculty. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/172

Chicago Manual of Style (16th Edition):

Younger, Douglas Lee. “Factors Influencing Teaching Efficacy among Kansas Career and Technical Education Faculty.” 2011. Doctoral Dissertation, University of Arkansas. Accessed February 18, 2020. https://scholarworks.uark.edu/etd/172.

MLA Handbook (7th Edition):

Younger, Douglas Lee. “Factors Influencing Teaching Efficacy among Kansas Career and Technical Education Faculty.” 2011. Web. 18 Feb 2020.

Vancouver:

Younger DL. Factors Influencing Teaching Efficacy among Kansas Career and Technical Education Faculty. [Internet] [Doctoral dissertation]. University of Arkansas; 2011. [cited 2020 Feb 18]. Available from: https://scholarworks.uark.edu/etd/172.

Council of Science Editors:

Younger DL. Factors Influencing Teaching Efficacy among Kansas Career and Technical Education Faculty. [Doctoral Dissertation]. University of Arkansas; 2011. Available from: https://scholarworks.uark.edu/etd/172


University of Nottingham

14. Wong, Andrew Lap Sang. The benefits and impacts of e-learning and barriers to diffusion in higher education in Hong Kong : through the eyes of teachers and researchers.

Degree: 2013, University of Nottingham

 Hong Kong, a populated city, meets all the necessary technological and economic conditions for e-learning to be thriving in higher education. However, online survey results… (more)

Subjects/Keywords: 378.17344; LB1024 Teaching : LA History of education : LC5201 Education extension. Adult education. Continuing education

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APA (6th Edition):

Wong, A. L. S. (2013). The benefits and impacts of e-learning and barriers to diffusion in higher education in Hong Kong : through the eyes of teachers and researchers. (Doctoral Dissertation). University of Nottingham. Retrieved from http://eprints.nottingham.ac.uk/14220/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.594193

Chicago Manual of Style (16th Edition):

Wong, Andrew Lap Sang. “The benefits and impacts of e-learning and barriers to diffusion in higher education in Hong Kong : through the eyes of teachers and researchers.” 2013. Doctoral Dissertation, University of Nottingham. Accessed February 18, 2020. http://eprints.nottingham.ac.uk/14220/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.594193.

MLA Handbook (7th Edition):

Wong, Andrew Lap Sang. “The benefits and impacts of e-learning and barriers to diffusion in higher education in Hong Kong : through the eyes of teachers and researchers.” 2013. Web. 18 Feb 2020.

Vancouver:

Wong ALS. The benefits and impacts of e-learning and barriers to diffusion in higher education in Hong Kong : through the eyes of teachers and researchers. [Internet] [Doctoral dissertation]. University of Nottingham; 2013. [cited 2020 Feb 18]. Available from: http://eprints.nottingham.ac.uk/14220/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.594193.

Council of Science Editors:

Wong ALS. The benefits and impacts of e-learning and barriers to diffusion in higher education in Hong Kong : through the eyes of teachers and researchers. [Doctoral Dissertation]. University of Nottingham; 2013. Available from: http://eprints.nottingham.ac.uk/14220/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.594193


University of South Florida

15. Martinez, Nicholas. A Program Evaluation of a Worksite Wellness Initiative for Weight Loss.

Degree: 2017, University of South Florida

 The purpose of this study was to conduct a program evaluation of ACME’s worksite weight loss initiative and collect evidence relative to the efficacy of… (more)

Subjects/Keywords: Education; Employee; Fitness; Health; Physcial Activity; Adult and Continuing Education and Teaching; Kinesiology; Other Education

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

APA (6th Edition):

Martinez, N. (2017). A Program Evaluation of a Worksite Wellness Initiative for Weight Loss. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/6896

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):

Martinez, Nicholas. “A Program Evaluation of a Worksite Wellness Initiative for Weight Loss.” 2017. Thesis, University of South Florida. Accessed February 18, 2020. https://scholarcommons.usf.edu/etd/6896.

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

MLA Handbook (7th Edition):

Martinez, Nicholas. “A Program Evaluation of a Worksite Wellness Initiative for Weight Loss.” 2017. Web. 18 Feb 2020.

Vancouver:

Martinez N. A Program Evaluation of a Worksite Wellness Initiative for Weight Loss. [Internet] [Thesis]. University of South Florida; 2017. [cited 2020 Feb 18]. Available from: https://scholarcommons.usf.edu/etd/6896.

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

Council of Science Editors:

Martinez N. A Program Evaluation of a Worksite Wellness Initiative for Weight Loss. [Thesis]. University of South Florida; 2017. Available from: https://scholarcommons.usf.edu/etd/6896

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


University of Nevada – Las Vegas

16. Nielsen, Claudine. Set in stone: Legends, traditions, and symbols influencing place attachment for Southern Utah University students.

Degree: PhD, Educational Leadership, 2011, University of Nevada – Las Vegas

  This study explored the influence of campus legends, traditions, and symbols on the development of place attachment in students at Southern Utah University. An… (more)

Subjects/Keywords: Adult and Continuing Education and Teaching; Education; Educational Psychology; Social and Philosophical Foundations of Education

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

APA (6th Edition):

Nielsen, C. (2011). Set in stone: Legends, traditions, and symbols influencing place attachment for Southern Utah University students. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/920

Chicago Manual of Style (16th Edition):

Nielsen, Claudine. “Set in stone: Legends, traditions, and symbols influencing place attachment for Southern Utah University students.” 2011. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed February 18, 2020. https://digitalscholarship.unlv.edu/thesesdissertations/920.

MLA Handbook (7th Edition):

Nielsen, Claudine. “Set in stone: Legends, traditions, and symbols influencing place attachment for Southern Utah University students.” 2011. Web. 18 Feb 2020.

Vancouver:

Nielsen C. Set in stone: Legends, traditions, and symbols influencing place attachment for Southern Utah University students. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2011. [cited 2020 Feb 18]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/920.

Council of Science Editors:

Nielsen C. Set in stone: Legends, traditions, and symbols influencing place attachment for Southern Utah University students. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2011. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/920


University of South Florida

17. AbuZayyad-Nuseibeh, Heba. Faculty Perceptions Towards the Transitioning Process from Face-to-Face to Online Instruction.

Degree: 2017, University of South Florida

 The purpose of this study was to investigate faculty perceptions towards the transitioning process from face-to-face to online instruction. This study investigated the overall perceptions… (more)

Subjects/Keywords: online instruction; teaching method; e-Learning; faculty role; Adult and Continuing Education and Teaching

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APA (6th Edition):

AbuZayyad-Nuseibeh, H. (2017). Faculty Perceptions Towards the Transitioning Process from Face-to-Face to Online Instruction. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/6791

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):

AbuZayyad-Nuseibeh, Heba. “Faculty Perceptions Towards the Transitioning Process from Face-to-Face to Online Instruction.” 2017. Thesis, University of South Florida. Accessed February 18, 2020. https://scholarcommons.usf.edu/etd/6791.

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

MLA Handbook (7th Edition):

AbuZayyad-Nuseibeh, Heba. “Faculty Perceptions Towards the Transitioning Process from Face-to-Face to Online Instruction.” 2017. Web. 18 Feb 2020.

Vancouver:

AbuZayyad-Nuseibeh H. Faculty Perceptions Towards the Transitioning Process from Face-to-Face to Online Instruction. [Internet] [Thesis]. University of South Florida; 2017. [cited 2020 Feb 18]. Available from: https://scholarcommons.usf.edu/etd/6791.

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

Council of Science Editors:

AbuZayyad-Nuseibeh H. Faculty Perceptions Towards the Transitioning Process from Face-to-Face to Online Instruction. [Thesis]. University of South Florida; 2017. Available from: https://scholarcommons.usf.edu/etd/6791

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


University of Arkansas

18. Gerner, Rachel Lynn. The Effect of an Adult ESL Project-Based Literacy Training on Teacher Practice.

Degree: MEd, Teaching English to Speakers of Other Languages (MEd), 2018, University of Arkansas

  This case study evaluates the effectiveness of a project-based learning professional development training conducted at a literacy center for nine ESL teachers who are… (more)

Subjects/Keywords: Adult Education; Andragogy; Professional Development; Project-Based Learning; Teacher Training; Workforce Literacy; Adult and Continuing Education; Adult and Continuing Education and Teaching; Bilingual, Multilingual, and Multicultural Education

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

APA (6th Edition):

Gerner, R. L. (2018). The Effect of an Adult ESL Project-Based Literacy Training on Teacher Practice. (Masters Thesis). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2797

Chicago Manual of Style (16th Edition):

Gerner, Rachel Lynn. “The Effect of an Adult ESL Project-Based Literacy Training on Teacher Practice.” 2018. Masters Thesis, University of Arkansas. Accessed February 18, 2020. https://scholarworks.uark.edu/etd/2797.

MLA Handbook (7th Edition):

Gerner, Rachel Lynn. “The Effect of an Adult ESL Project-Based Literacy Training on Teacher Practice.” 2018. Web. 18 Feb 2020.

Vancouver:

Gerner RL. The Effect of an Adult ESL Project-Based Literacy Training on Teacher Practice. [Internet] [Masters thesis]. University of Arkansas; 2018. [cited 2020 Feb 18]. Available from: https://scholarworks.uark.edu/etd/2797.

Council of Science Editors:

Gerner RL. The Effect of an Adult ESL Project-Based Literacy Training on Teacher Practice. [Masters Thesis]. University of Arkansas; 2018. Available from: https://scholarworks.uark.edu/etd/2797


University of Arkansas

19. Udouj, Gary William. An Investigation of Perceptions of Program Quality Support of Adult Basic Education Programs in Arkansas.

Degree: Doctor of Education in Adult and Lifelong Learning (EdD), Adult and Lifelong Learning (EdD), 2015, University of Arkansas

  This study was designed to identify the degree to which the directors of adult basic education programs in Arkansas perceive they have program quality… (more)

Subjects/Keywords: Education; Adult education; Educational leadership; Program quality; Workforce development; Adult and Continuing Education Administration; Adult and Continuing Education and Teaching; Educational Assessment, Evaluation, and Research

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

APA (6th Edition):

Udouj, G. W. (2015). An Investigation of Perceptions of Program Quality Support of Adult Basic Education Programs in Arkansas. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/1071

Chicago Manual of Style (16th Edition):

Udouj, Gary William. “An Investigation of Perceptions of Program Quality Support of Adult Basic Education Programs in Arkansas.” 2015. Doctoral Dissertation, University of Arkansas. Accessed February 18, 2020. https://scholarworks.uark.edu/etd/1071.

MLA Handbook (7th Edition):

Udouj, Gary William. “An Investigation of Perceptions of Program Quality Support of Adult Basic Education Programs in Arkansas.” 2015. Web. 18 Feb 2020.

Vancouver:

Udouj GW. An Investigation of Perceptions of Program Quality Support of Adult Basic Education Programs in Arkansas. [Internet] [Doctoral dissertation]. University of Arkansas; 2015. [cited 2020 Feb 18]. Available from: https://scholarworks.uark.edu/etd/1071.

Council of Science Editors:

Udouj GW. An Investigation of Perceptions of Program Quality Support of Adult Basic Education Programs in Arkansas. [Doctoral Dissertation]. University of Arkansas; 2015. Available from: https://scholarworks.uark.edu/etd/1071


McMaster University

20. Crawford, Ellen Nora. The Teaching of Critical Thinking Skills in Senior Division History.

Degree: MA, 1988, McMaster University

Master of Arts (MA) Advisors/Committee Members: Teaching.

Subjects/Keywords: Teaching; Adult and Continuing Education and Teaching; Adult and Continuing Education and Teaching

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APA (6th Edition):

Crawford, E. N. (1988). The Teaching of Critical Thinking Skills in Senior Division History. (Masters Thesis). McMaster University. Retrieved from http://hdl.handle.net/11375/13651

Chicago Manual of Style (16th Edition):

Crawford, Ellen Nora. “The Teaching of Critical Thinking Skills in Senior Division History.” 1988. Masters Thesis, McMaster University. Accessed February 18, 2020. http://hdl.handle.net/11375/13651.

MLA Handbook (7th Edition):

Crawford, Ellen Nora. “The Teaching of Critical Thinking Skills in Senior Division History.” 1988. Web. 18 Feb 2020.

Vancouver:

Crawford EN. The Teaching of Critical Thinking Skills in Senior Division History. [Internet] [Masters thesis]. McMaster University; 1988. [cited 2020 Feb 18]. Available from: http://hdl.handle.net/11375/13651.

Council of Science Editors:

Crawford EN. The Teaching of Critical Thinking Skills in Senior Division History. [Masters Thesis]. McMaster University; 1988. Available from: http://hdl.handle.net/11375/13651


Western Michigan University

21. Cotton-Flanagan, Kymberli. A Study on Becoming an Alternatively Certified Career and Technical Educator.

Degree: PhD, Educational Leadership, Research and Technology, 2011, Western Michigan University

  This mixed method study examined the perspectives of twelve practicing high school CTE teachers engaged in a newly approved university model for alternative certification.… (more)

Subjects/Keywords: Adult and Continuing Education and Teaching; Higher Education; Student Counseling and Personnel Services

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APA (6th Edition):

Cotton-Flanagan, K. (2011). A Study on Becoming an Alternatively Certified Career and Technical Educator. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/361

Chicago Manual of Style (16th Edition):

Cotton-Flanagan, Kymberli. “A Study on Becoming an Alternatively Certified Career and Technical Educator.” 2011. Doctoral Dissertation, Western Michigan University. Accessed February 18, 2020. https://scholarworks.wmich.edu/dissertations/361.

MLA Handbook (7th Edition):

Cotton-Flanagan, Kymberli. “A Study on Becoming an Alternatively Certified Career and Technical Educator.” 2011. Web. 18 Feb 2020.

Vancouver:

Cotton-Flanagan K. A Study on Becoming an Alternatively Certified Career and Technical Educator. [Internet] [Doctoral dissertation]. Western Michigan University; 2011. [cited 2020 Feb 18]. Available from: https://scholarworks.wmich.edu/dissertations/361.

Council of Science Editors:

Cotton-Flanagan K. A Study on Becoming an Alternatively Certified Career and Technical Educator. [Doctoral Dissertation]. Western Michigan University; 2011. Available from: https://scholarworks.wmich.edu/dissertations/361


University of South Florida

22. Hunter-Johnson, Yvonne Olive. Perceptions of a Learning Organization and Factors Within the Work Environment That Influence Transfer of Training in Law Enforcement.

Degree: 2012, University of South Florida

 Abstract The purpose of this study was to determine law enforcement officers' perception of factors within the workplace that influence transfer of training and their… (more)

Subjects/Keywords: Law Enforcement; Learning Organization; Transfer of Training; Adult and Continuing Education and Teaching; Education

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

APA (6th Edition):

Hunter-Johnson, Y. O. (2012). Perceptions of a Learning Organization and Factors Within the Work Environment That Influence Transfer of Training in Law Enforcement. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/4335

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):

Hunter-Johnson, Yvonne Olive. “Perceptions of a Learning Organization and Factors Within the Work Environment That Influence Transfer of Training in Law Enforcement.” 2012. Thesis, University of South Florida. Accessed February 18, 2020. https://scholarcommons.usf.edu/etd/4335.

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

MLA Handbook (7th Edition):

Hunter-Johnson, Yvonne Olive. “Perceptions of a Learning Organization and Factors Within the Work Environment That Influence Transfer of Training in Law Enforcement.” 2012. Web. 18 Feb 2020.

Vancouver:

Hunter-Johnson YO. Perceptions of a Learning Organization and Factors Within the Work Environment That Influence Transfer of Training in Law Enforcement. [Internet] [Thesis]. University of South Florida; 2012. [cited 2020 Feb 18]. Available from: https://scholarcommons.usf.edu/etd/4335.

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

Council of Science Editors:

Hunter-Johnson YO. Perceptions of a Learning Organization and Factors Within the Work Environment That Influence Transfer of Training in Law Enforcement. [Thesis]. University of South Florida; 2012. Available from: https://scholarcommons.usf.edu/etd/4335

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


University of South Florida

23. Hayes, Gianina Shamarr. From Misdiagnosis to Prognosis: Autoethnographic Layered Accounts of Life with Mastocytosis.

Degree: 2016, University of South Florida

 This study was an autoethnography authored in the form of layered accounts. It was based on my journey toward a correct diagnosis with the rare,… (more)

Subjects/Keywords: mastocytosis; orphan disease; autoethnography; diagnostic process; Adult and Continuing Education and Teaching; Other Education

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APA (6th Edition):

Hayes, G. S. (2016). From Misdiagnosis to Prognosis: Autoethnographic Layered Accounts of Life with Mastocytosis. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/6250

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):

Hayes, Gianina Shamarr. “From Misdiagnosis to Prognosis: Autoethnographic Layered Accounts of Life with Mastocytosis.” 2016. Thesis, University of South Florida. Accessed February 18, 2020. https://scholarcommons.usf.edu/etd/6250.

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

MLA Handbook (7th Edition):

Hayes, Gianina Shamarr. “From Misdiagnosis to Prognosis: Autoethnographic Layered Accounts of Life with Mastocytosis.” 2016. Web. 18 Feb 2020.

Vancouver:

Hayes GS. From Misdiagnosis to Prognosis: Autoethnographic Layered Accounts of Life with Mastocytosis. [Internet] [Thesis]. University of South Florida; 2016. [cited 2020 Feb 18]. Available from: https://scholarcommons.usf.edu/etd/6250.

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

Council of Science Editors:

Hayes GS. From Misdiagnosis to Prognosis: Autoethnographic Layered Accounts of Life with Mastocytosis. [Thesis]. University of South Florida; 2016. Available from: https://scholarcommons.usf.edu/etd/6250

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


University of South Florida

24. Bryant Jr, Ezzard C. Graduate Student Perceptions of Multi-modal Tablet Use in Academic Environments.

Degree: 2016, University of South Florida

 The purpose of this study was to explore graduate student perceptions of use and the ease of use of multi-modal tablets to access electronic course… (more)

Subjects/Keywords: graduate school; higher education; personal computing; touch screen devices; Adult and Continuing Education and Teaching

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APA (6th Edition):

Bryant Jr, E. C. (2016). Graduate Student Perceptions of Multi-modal Tablet Use in Academic Environments. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/6190

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):

Bryant Jr, Ezzard C. “Graduate Student Perceptions of Multi-modal Tablet Use in Academic Environments.” 2016. Thesis, University of South Florida. Accessed February 18, 2020. https://scholarcommons.usf.edu/etd/6190.

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

MLA Handbook (7th Edition):

Bryant Jr, Ezzard C. “Graduate Student Perceptions of Multi-modal Tablet Use in Academic Environments.” 2016. Web. 18 Feb 2020.

Vancouver:

Bryant Jr EC. Graduate Student Perceptions of Multi-modal Tablet Use in Academic Environments. [Internet] [Thesis]. University of South Florida; 2016. [cited 2020 Feb 18]. Available from: https://scholarcommons.usf.edu/etd/6190.

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

Council of Science Editors:

Bryant Jr EC. Graduate Student Perceptions of Multi-modal Tablet Use in Academic Environments. [Thesis]. University of South Florida; 2016. Available from: https://scholarcommons.usf.edu/etd/6190

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

25. Juracka, Stephen. Employee Engagement Through the Instructional Leadership Team.

Degree: EdD Doctor of Education, Educational Leadership, 2018, National-Louis University

 <h1>ABSTRACT</h1> The Instructional Leadership Team (ILT) is an organizational structure designed to improve employee engagement, which for this project is defined as employee collaboration, autonomy,… (more)

Subjects/Keywords: Education; Employee Engagement; Professional Learning Communities; Adult and Continuing Education and Teaching; Educational Leadership

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APA (6th Edition):

Juracka, S. (2018). Employee Engagement Through the Instructional Leadership Team. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/326

Chicago Manual of Style (16th Edition):

Juracka, Stephen. “Employee Engagement Through the Instructional Leadership Team.” 2018. Doctoral Dissertation, National-Louis University. Accessed February 18, 2020. https://digitalcommons.nl.edu/diss/326.

MLA Handbook (7th Edition):

Juracka, Stephen. “Employee Engagement Through the Instructional Leadership Team.” 2018. Web. 18 Feb 2020.

Vancouver:

Juracka S. Employee Engagement Through the Instructional Leadership Team. [Internet] [Doctoral dissertation]. National-Louis University; 2018. [cited 2020 Feb 18]. Available from: https://digitalcommons.nl.edu/diss/326.

Council of Science Editors:

Juracka S. Employee Engagement Through the Instructional Leadership Team. [Doctoral Dissertation]. National-Louis University; 2018. Available from: https://digitalcommons.nl.edu/diss/326


University of Wisconsin – Milwaukee

26. Samuel, Anita. Faculty Perceptions and Experiences of “presence” in the Online Learning Environment.

Degree: PhD, Urban Education, 2016, University of Wisconsin – Milwaukee

  The purpose of this interpretive phenomenological research study was to gain an understanding of how faculty who teach fully online courses perceive and experience… (more)

Subjects/Keywords: Elearning; Experiences; Faculty; Instructor; Online Learning; Presence; Adult and Continuing Education and Teaching; Other Education

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

APA (6th Edition):

Samuel, A. (2016). Faculty Perceptions and Experiences of “presence” in the Online Learning Environment. (Doctoral Dissertation). University of Wisconsin – Milwaukee. Retrieved from https://dc.uwm.edu/etd/1196

Chicago Manual of Style (16th Edition):

Samuel, Anita. “Faculty Perceptions and Experiences of “presence” in the Online Learning Environment.” 2016. Doctoral Dissertation, University of Wisconsin – Milwaukee. Accessed February 18, 2020. https://dc.uwm.edu/etd/1196.

MLA Handbook (7th Edition):

Samuel, Anita. “Faculty Perceptions and Experiences of “presence” in the Online Learning Environment.” 2016. Web. 18 Feb 2020.

Vancouver:

Samuel A. Faculty Perceptions and Experiences of “presence” in the Online Learning Environment. [Internet] [Doctoral dissertation]. University of Wisconsin – Milwaukee; 2016. [cited 2020 Feb 18]. Available from: https://dc.uwm.edu/etd/1196.

Council of Science Editors:

Samuel A. Faculty Perceptions and Experiences of “presence” in the Online Learning Environment. [Doctoral Dissertation]. University of Wisconsin – Milwaukee; 2016. Available from: https://dc.uwm.edu/etd/1196


University of Wisconsin – Milwaukee

27. Caples, Linda Diane. An Investigation into Ghanaian Primary Care Physicians’ Beliefs and Their Influence on Clinical Knowledge Translation.

Degree: PhD, Urban Education, 2019, University of Wisconsin – Milwaukee

  ABSTRACT AN INVESTIGATION INTO GHANAIAN PRIMARY CARE PHYSICIANS’ BELIEFS AND THEIR INFLUENCE ON CLINICAL KNOWLEDGE TRANSLATION by Linda D. Caples The University of Wisconsin-Milwaukee,… (more)

Subjects/Keywords: Clinical Knowledge Translation; Continuing Medical Education; Ghana; Hypertension; Primary Care Physicians; Sub-Sahara Africa; Adult and Continuing Education and Teaching

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

APA (6th Edition):

Caples, L. D. (2019). An Investigation into Ghanaian Primary Care Physicians’ Beliefs and Their Influence on Clinical Knowledge Translation. (Doctoral Dissertation). University of Wisconsin – Milwaukee. Retrieved from https://dc.uwm.edu/etd/2048

Chicago Manual of Style (16th Edition):

Caples, Linda Diane. “An Investigation into Ghanaian Primary Care Physicians’ Beliefs and Their Influence on Clinical Knowledge Translation.” 2019. Doctoral Dissertation, University of Wisconsin – Milwaukee. Accessed February 18, 2020. https://dc.uwm.edu/etd/2048.

MLA Handbook (7th Edition):

Caples, Linda Diane. “An Investigation into Ghanaian Primary Care Physicians’ Beliefs and Their Influence on Clinical Knowledge Translation.” 2019. Web. 18 Feb 2020.

Vancouver:

Caples LD. An Investigation into Ghanaian Primary Care Physicians’ Beliefs and Their Influence on Clinical Knowledge Translation. [Internet] [Doctoral dissertation]. University of Wisconsin – Milwaukee; 2019. [cited 2020 Feb 18]. Available from: https://dc.uwm.edu/etd/2048.

Council of Science Editors:

Caples LD. An Investigation into Ghanaian Primary Care Physicians’ Beliefs and Their Influence on Clinical Knowledge Translation. [Doctoral Dissertation]. University of Wisconsin – Milwaukee; 2019. Available from: https://dc.uwm.edu/etd/2048


University of South Florida

28. Rhodes, Christy Michele. Culturally Responsive Teaching Practices of Adult Education English for Speakers of Other Languages and English for Academic Purposes Teachers.

Degree: 2013, University of South Florida

 Abstract The purpose of this study was to describe the culturally responsive teaching practices of adult education ESOL and EAP teachers in the state of… (more)

Subjects/Keywords: Acculturation; Adult learning; English as a Second Language; Motivational framework,; Sociocultural theory; Adult and Continuing Education and Teaching; Education; Other Education

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APA (6th Edition):

Rhodes, C. M. (2013). Culturally Responsive Teaching Practices of Adult Education English for Speakers of Other Languages and English for Academic Purposes Teachers. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/4568

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):

Rhodes, Christy Michele. “Culturally Responsive Teaching Practices of Adult Education English for Speakers of Other Languages and English for Academic Purposes Teachers.” 2013. Thesis, University of South Florida. Accessed February 18, 2020. https://scholarcommons.usf.edu/etd/4568.

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

MLA Handbook (7th Edition):

Rhodes, Christy Michele. “Culturally Responsive Teaching Practices of Adult Education English for Speakers of Other Languages and English for Academic Purposes Teachers.” 2013. Web. 18 Feb 2020.

Vancouver:

Rhodes CM. Culturally Responsive Teaching Practices of Adult Education English for Speakers of Other Languages and English for Academic Purposes Teachers. [Internet] [Thesis]. University of South Florida; 2013. [cited 2020 Feb 18]. Available from: https://scholarcommons.usf.edu/etd/4568.

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

Council of Science Editors:

Rhodes CM. Culturally Responsive Teaching Practices of Adult Education English for Speakers of Other Languages and English for Academic Purposes Teachers. [Thesis]. University of South Florida; 2013. Available from: https://scholarcommons.usf.edu/etd/4568

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

29. Noffs, David S. Resonating Frequencies of a Virtual Learning Community: An Ethnographic Case Study of Online Faculty Development at Columbia College Chicago.

Degree: EdD Doctor of Education, Adult and Continuing Education, 2015, National-Louis University

  Despite opportunities for artist educators to locate their practice in online learning environments, many remain reluctant to embrace virtual classrooms. As schools are being… (more)

Subjects/Keywords: Online learning; Online Learning Communities; Faculty Development; Connectivism; Instructional Design; Classroom Technology; Adult and Continuing Education Administration; Adult and Continuing Education and Teaching; Education; Higher Education; Online and Distance Education

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

APA (6th Edition):

Noffs, D. S. (2015). Resonating Frequencies of a Virtual Learning Community: An Ethnographic Case Study of Online Faculty Development at Columbia College Chicago. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/144

Chicago Manual of Style (16th Edition):

Noffs, David S. “Resonating Frequencies of a Virtual Learning Community: An Ethnographic Case Study of Online Faculty Development at Columbia College Chicago.” 2015. Doctoral Dissertation, National-Louis University. Accessed February 18, 2020. http://digitalcommons.nl.edu/diss/144.

MLA Handbook (7th Edition):

Noffs, David S. “Resonating Frequencies of a Virtual Learning Community: An Ethnographic Case Study of Online Faculty Development at Columbia College Chicago.” 2015. Web. 18 Feb 2020.

Vancouver:

Noffs DS. Resonating Frequencies of a Virtual Learning Community: An Ethnographic Case Study of Online Faculty Development at Columbia College Chicago. [Internet] [Doctoral dissertation]. National-Louis University; 2015. [cited 2020 Feb 18]. Available from: http://digitalcommons.nl.edu/diss/144.

Council of Science Editors:

Noffs DS. Resonating Frequencies of a Virtual Learning Community: An Ethnographic Case Study of Online Faculty Development at Columbia College Chicago. [Doctoral Dissertation]. National-Louis University; 2015. Available from: http://digitalcommons.nl.edu/diss/144

30. Fahmy, Mohsen Mahmoud. The Effect of Dynamic Assessment on Adult Learners of Arabic: A Mixed-Method Study at the Defense Language Institute Foreign Language Center.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2013, University of San Francisco

  Dynamic assessment (DA) is based on Vygotsky's (1978) sociocultural theory and his Zone of Proximal Development (ZPD). ZPD is the range of abilities bordered… (more)

Subjects/Keywords: adult learning; classroom assessment; Dynamic assessment; language assessment; second language acquisition; Adult and Continuing Education and Teaching; Education; Linguistics

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

APA (6th Edition):

Fahmy, M. M. (2013). The Effect of Dynamic Assessment on Adult Learners of Arabic: A Mixed-Method Study at the Defense Language Institute Foreign Language Center. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/85

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):

Fahmy, Mohsen Mahmoud. “The Effect of Dynamic Assessment on Adult Learners of Arabic: A Mixed-Method Study at the Defense Language Institute Foreign Language Center.” 2013. Thesis, University of San Francisco. Accessed February 18, 2020. https://repository.usfca.edu/diss/85.

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

MLA Handbook (7th Edition):

Fahmy, Mohsen Mahmoud. “The Effect of Dynamic Assessment on Adult Learners of Arabic: A Mixed-Method Study at the Defense Language Institute Foreign Language Center.” 2013. Web. 18 Feb 2020.

Vancouver:

Fahmy MM. The Effect of Dynamic Assessment on Adult Learners of Arabic: A Mixed-Method Study at the Defense Language Institute Foreign Language Center. [Internet] [Thesis]. University of San Francisco; 2013. [cited 2020 Feb 18]. Available from: https://repository.usfca.edu/diss/85.

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

Council of Science Editors:

Fahmy MM. The Effect of Dynamic Assessment on Adult Learners of Arabic: A Mixed-Method Study at the Defense Language Institute Foreign Language Center. [Thesis]. University of San Francisco; 2013. Available from: https://repository.usfca.edu/diss/85

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

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