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You searched for subject:(Collaborative AND educational approach). Showing records 1 – 30 of 215 total matches.

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1. Jacobson, Donald S. Enhancing English Language Proficiency in Taiwan’s Heterogeneous EFL Classrooms through Informed Cooperative Learning Strategies.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), Teaching English as a Second Language, 2016, University of San Francisco

  ABSTRACT This Field Project acknowledges the high prevalence of heterogeneous classes in Taiwan’s EFL language schools and, additionally, seeks to empower EFL teachers by… (more)

Subjects/Keywords: Taiwan; Collaborative Learning; Heterogeneous Classrooms; NEST teacher; The Natural Approach; Bilingual, Multilingual, and Multicultural Education; Educational Methods

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APA (6th Edition):

Jacobson, D. S. (2016). Enhancing English Language Proficiency in Taiwan’s Heterogeneous EFL Classrooms through Informed Cooperative Learning Strategies. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/280

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):

Jacobson, Donald S. “Enhancing English Language Proficiency in Taiwan’s Heterogeneous EFL Classrooms through Informed Cooperative Learning Strategies.” 2016. Thesis, University of San Francisco. Accessed September 25, 2020. https://repository.usfca.edu/capstone/280.

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

MLA Handbook (7th Edition):

Jacobson, Donald S. “Enhancing English Language Proficiency in Taiwan’s Heterogeneous EFL Classrooms through Informed Cooperative Learning Strategies.” 2016. Web. 25 Sep 2020.

Vancouver:

Jacobson DS. Enhancing English Language Proficiency in Taiwan’s Heterogeneous EFL Classrooms through Informed Cooperative Learning Strategies. [Internet] [Thesis]. University of San Francisco; 2016. [cited 2020 Sep 25]. Available from: https://repository.usfca.edu/capstone/280.

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

Council of Science Editors:

Jacobson DS. Enhancing English Language Proficiency in Taiwan’s Heterogeneous EFL Classrooms through Informed Cooperative Learning Strategies. [Thesis]. University of San Francisco; 2016. Available from: https://repository.usfca.edu/capstone/280

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


University of Melbourne

2. CHRIST DASS, LAURA. An investigation into the role of interaction in Malaysian undergraduate ESL classrooms.

Degree: 2012, University of Melbourne

 The world we live in today is rapidly becoming a more globally accessible one. One consequence of this is an increased emphasis on the role… (more)

Subjects/Keywords: sociocultural theory; social constructivist theory; classroom interaction; interactive pedagogy; Vygotskian approach/ constructivist approach; Project Zero; Visible Thinking Project; discourse analysis; collaborative learning model; educational psychology

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APA (6th Edition):

CHRIST DASS, L. (2012). An investigation into the role of interaction in Malaysian undergraduate ESL classrooms. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/37982

Chicago Manual of Style (16th Edition):

CHRIST DASS, LAURA. “An investigation into the role of interaction in Malaysian undergraduate ESL classrooms.” 2012. Doctoral Dissertation, University of Melbourne. Accessed September 25, 2020. http://hdl.handle.net/11343/37982.

MLA Handbook (7th Edition):

CHRIST DASS, LAURA. “An investigation into the role of interaction in Malaysian undergraduate ESL classrooms.” 2012. Web. 25 Sep 2020.

Vancouver:

CHRIST DASS L. An investigation into the role of interaction in Malaysian undergraduate ESL classrooms. [Internet] [Doctoral dissertation]. University of Melbourne; 2012. [cited 2020 Sep 25]. Available from: http://hdl.handle.net/11343/37982.

Council of Science Editors:

CHRIST DASS L. An investigation into the role of interaction in Malaysian undergraduate ESL classrooms. [Doctoral Dissertation]. University of Melbourne; 2012. Available from: http://hdl.handle.net/11343/37982

3. D'Ascia-Berger, Valerie. Stratégie d'implantation d'une échelle d'évaluation du risque de constipation : approche éducative et collaborative : Implementation strategy for a scale to assess the risk of constipation : a collaborative educational approach.

Degree: Docteur es, Sciences de l'éducation, 2014, Aix Marseille Université

Cette recherche porte sur la co-construction d'une stratégie pour implanter dans la pratique infirmière une échelle d'évaluation du risque de constipation du patient hospitalisé (ERCoPH).… (more)

Subjects/Keywords: Education pour la santé; Modèle Humaniste; Pratique infirmière; Raisonnement clinique; Echelle d'évaluation; Approche éducative et collaborative; Health education; Humanistic model; Nursing practice; Clinical reasoning; Assessment scale; Collaborative and educational approach; Transfer of learning

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APA (6th Edition):

D'Ascia-Berger, V. (2014). Stratégie d'implantation d'une échelle d'évaluation du risque de constipation : approche éducative et collaborative : Implementation strategy for a scale to assess the risk of constipation : a collaborative educational approach. (Doctoral Dissertation). Aix Marseille Université. Retrieved from http://www.theses.fr/2014AIXM3081

Chicago Manual of Style (16th Edition):

D'Ascia-Berger, Valerie. “Stratégie d'implantation d'une échelle d'évaluation du risque de constipation : approche éducative et collaborative : Implementation strategy for a scale to assess the risk of constipation : a collaborative educational approach.” 2014. Doctoral Dissertation, Aix Marseille Université. Accessed September 25, 2020. http://www.theses.fr/2014AIXM3081.

MLA Handbook (7th Edition):

D'Ascia-Berger, Valerie. “Stratégie d'implantation d'une échelle d'évaluation du risque de constipation : approche éducative et collaborative : Implementation strategy for a scale to assess the risk of constipation : a collaborative educational approach.” 2014. Web. 25 Sep 2020.

Vancouver:

D'Ascia-Berger V. Stratégie d'implantation d'une échelle d'évaluation du risque de constipation : approche éducative et collaborative : Implementation strategy for a scale to assess the risk of constipation : a collaborative educational approach. [Internet] [Doctoral dissertation]. Aix Marseille Université 2014. [cited 2020 Sep 25]. Available from: http://www.theses.fr/2014AIXM3081.

Council of Science Editors:

D'Ascia-Berger V. Stratégie d'implantation d'une échelle d'évaluation du risque de constipation : approche éducative et collaborative : Implementation strategy for a scale to assess the risk of constipation : a collaborative educational approach. [Doctoral Dissertation]. Aix Marseille Université 2014. Available from: http://www.theses.fr/2014AIXM3081

4. Clouse, Diane E. Visualize Our Perspective: Using Photovoice to Document Students’ College Experiences.

Degree: EdD, Education, Criminal Justice, and Human Services: Special Education, 2015, University of Cincinnati

 This case study describes the perceptions of seven diverse adults with intellectual disability enrolled in an inclusive post-secondary program and engaged in a collaborative group… (more)

Subjects/Keywords: Special Education; collaborative group approach; insclusive research; intellectual disability; photovoice; post-secondary educational program; case study

…Tables Page Table 1: Collaborative Group Approach To Inclusive Research …...…9… …Collaborative Group Approach  Focus Group Sessions  Photovoice  Data Analysis  Semi-structured… …collaborative group approach to inclusive research involves and how it was applied in this study. I… …role in this collaborative group approach. My operational definition of “co-researcher” in… …Collaborative Group Approach to Inclusive Research Characteristic according to Bigby et al. (2014… 

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APA (6th Edition):

Clouse, D. E. (2015). Visualize Our Perspective: Using Photovoice to Document Students’ College Experiences. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1439295237

Chicago Manual of Style (16th Edition):

Clouse, Diane E. “Visualize Our Perspective: Using Photovoice to Document Students’ College Experiences.” 2015. Doctoral Dissertation, University of Cincinnati. Accessed September 25, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1439295237.

MLA Handbook (7th Edition):

Clouse, Diane E. “Visualize Our Perspective: Using Photovoice to Document Students’ College Experiences.” 2015. Web. 25 Sep 2020.

Vancouver:

Clouse DE. Visualize Our Perspective: Using Photovoice to Document Students’ College Experiences. [Internet] [Doctoral dissertation]. University of Cincinnati; 2015. [cited 2020 Sep 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1439295237.

Council of Science Editors:

Clouse DE. Visualize Our Perspective: Using Photovoice to Document Students’ College Experiences. [Doctoral Dissertation]. University of Cincinnati; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1439295237


Arizona State University

5. Sterr, Ronald Jay. Effects of Training in Collaborative Norms on the Development of Professional Learning Communities.

Degree: EdD, Educational Leadership and Policy Studies, 2011, Arizona State University

 Abstract   Much has been researched and written concerning the structure, attributes, and benefits of the professional learning community (PLC), yet many have found that… (more)

Subjects/Keywords: Educational leadership; Educational Administration; Educational evaluation; Collaboration; Collaborative; Communication; Learning Community; Norms; PLC

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APA (6th Edition):

Sterr, R. J. (2011). Effects of Training in Collaborative Norms on the Development of Professional Learning Communities. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/8929

Chicago Manual of Style (16th Edition):

Sterr, Ronald Jay. “Effects of Training in Collaborative Norms on the Development of Professional Learning Communities.” 2011. Doctoral Dissertation, Arizona State University. Accessed September 25, 2020. http://repository.asu.edu/items/8929.

MLA Handbook (7th Edition):

Sterr, Ronald Jay. “Effects of Training in Collaborative Norms on the Development of Professional Learning Communities.” 2011. Web. 25 Sep 2020.

Vancouver:

Sterr RJ. Effects of Training in Collaborative Norms on the Development of Professional Learning Communities. [Internet] [Doctoral dissertation]. Arizona State University; 2011. [cited 2020 Sep 25]. Available from: http://repository.asu.edu/items/8929.

Council of Science Editors:

Sterr RJ. Effects of Training in Collaborative Norms on the Development of Professional Learning Communities. [Doctoral Dissertation]. Arizona State University; 2011. Available from: http://repository.asu.edu/items/8929


University of California – Berkeley

6. Kempkey, Julia. Creating a Technology-Enabled Practice: Integrating Technology through Collaborative Professional Development.

Degree: Educational Leadership, 2016, University of California – Berkeley

 Technology has transformed our world, however; it has yet to revolutionize our schools. When teachers integrate technology effectively into their classroom practice, they provide students… (more)

Subjects/Keywords: Educational technology; Collaborative; Constructivist; Professional Development; Student Centered; Student Devices; Technology

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APA (6th Edition):

Kempkey, J. (2016). Creating a Technology-Enabled Practice: Integrating Technology through Collaborative Professional Development. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/4jf5b2c3

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):

Kempkey, Julia. “Creating a Technology-Enabled Practice: Integrating Technology through Collaborative Professional Development.” 2016. Thesis, University of California – Berkeley. Accessed September 25, 2020. http://www.escholarship.org/uc/item/4jf5b2c3.

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

MLA Handbook (7th Edition):

Kempkey, Julia. “Creating a Technology-Enabled Practice: Integrating Technology through Collaborative Professional Development.” 2016. Web. 25 Sep 2020.

Vancouver:

Kempkey J. Creating a Technology-Enabled Practice: Integrating Technology through Collaborative Professional Development. [Internet] [Thesis]. University of California – Berkeley; 2016. [cited 2020 Sep 25]. Available from: http://www.escholarship.org/uc/item/4jf5b2c3.

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

Council of Science Editors:

Kempkey J. Creating a Technology-Enabled Practice: Integrating Technology through Collaborative Professional Development. [Thesis]. University of California – Berkeley; 2016. Available from: http://www.escholarship.org/uc/item/4jf5b2c3

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


University of Pretoria

7. Anduvare, Everlyn M. Innovative use of Information Technology to Enhance Knowledge Management Practices at the Marist International University College, Nairobi - Kenya.

Degree: MIT, Information Science, 2016, University of Pretoria

 Information technologies have become relevant enablers in knowledge management (KM) initiatives in academic institutions. A previous study by Anduvare (2015) revealed that the Marist International… (more)

Subjects/Keywords: UCTD; Collaborative Learning; Distributive Learning; Educational Technologies; Emerging Technologies

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APA (6th Edition):

Anduvare, E. M. (2016). Innovative use of Information Technology to Enhance Knowledge Management Practices at the Marist International University College, Nairobi - Kenya. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/62101

Chicago Manual of Style (16th Edition):

Anduvare, Everlyn M. “Innovative use of Information Technology to Enhance Knowledge Management Practices at the Marist International University College, Nairobi - Kenya.” 2016. Masters Thesis, University of Pretoria. Accessed September 25, 2020. http://hdl.handle.net/2263/62101.

MLA Handbook (7th Edition):

Anduvare, Everlyn M. “Innovative use of Information Technology to Enhance Knowledge Management Practices at the Marist International University College, Nairobi - Kenya.” 2016. Web. 25 Sep 2020.

Vancouver:

Anduvare EM. Innovative use of Information Technology to Enhance Knowledge Management Practices at the Marist International University College, Nairobi - Kenya. [Internet] [Masters thesis]. University of Pretoria; 2016. [cited 2020 Sep 25]. Available from: http://hdl.handle.net/2263/62101.

Council of Science Editors:

Anduvare EM. Innovative use of Information Technology to Enhance Knowledge Management Practices at the Marist International University College, Nairobi - Kenya. [Masters Thesis]. University of Pretoria; 2016. Available from: http://hdl.handle.net/2263/62101


Brigham Young University

8. Johnson, Aaron W. Centralized Visualization of Distributed Collaborative Note-taking.

Degree: MS, 2012, Brigham Young University

 This development project originated in response to the enormous daily increase of information that becomes available on the internet as a result of social media… (more)

Subjects/Keywords: collaborative note-taking; information visualization; Twitter; conferences; Educational Psychology

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APA (6th Edition):

Johnson, A. W. (2012). Centralized Visualization of Distributed Collaborative Note-taking. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4146&context=etd

Chicago Manual of Style (16th Edition):

Johnson, Aaron W. “Centralized Visualization of Distributed Collaborative Note-taking.” 2012. Masters Thesis, Brigham Young University. Accessed September 25, 2020. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4146&context=etd.

MLA Handbook (7th Edition):

Johnson, Aaron W. “Centralized Visualization of Distributed Collaborative Note-taking.” 2012. Web. 25 Sep 2020.

Vancouver:

Johnson AW. Centralized Visualization of Distributed Collaborative Note-taking. [Internet] [Masters thesis]. Brigham Young University; 2012. [cited 2020 Sep 25]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4146&context=etd.

Council of Science Editors:

Johnson AW. Centralized Visualization of Distributed Collaborative Note-taking. [Masters Thesis]. Brigham Young University; 2012. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4146&context=etd


Brigham Young University

9. Tateishi, Isaku. Impact of Group Collaboration on the Improvement of Individual Creative Thinking Ability.

Degree: PhD, 2011, Brigham Young University

  Creativity plays a crucial role in innovation, and innovation is essential for any organization's continuous success and survival. Past creativity research focused on the… (more)

Subjects/Keywords: group creativity; individual creativity; collaborative innovation; community of innovation; Educational Psychology

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APA (6th Edition):

Tateishi, I. (2011). Impact of Group Collaboration on the Improvement of Individual Creative Thinking Ability. (Doctoral Dissertation). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4058&context=etd

Chicago Manual of Style (16th Edition):

Tateishi, Isaku. “Impact of Group Collaboration on the Improvement of Individual Creative Thinking Ability.” 2011. Doctoral Dissertation, Brigham Young University. Accessed September 25, 2020. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4058&context=etd.

MLA Handbook (7th Edition):

Tateishi, Isaku. “Impact of Group Collaboration on the Improvement of Individual Creative Thinking Ability.” 2011. Web. 25 Sep 2020.

Vancouver:

Tateishi I. Impact of Group Collaboration on the Improvement of Individual Creative Thinking Ability. [Internet] [Doctoral dissertation]. Brigham Young University; 2011. [cited 2020 Sep 25]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4058&context=etd.

Council of Science Editors:

Tateishi I. Impact of Group Collaboration on the Improvement of Individual Creative Thinking Ability. [Doctoral Dissertation]. Brigham Young University; 2011. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4058&context=etd

10. VanHorn, Gregory Ray. Characteristics and Decision-Making Processes of Collaborative Teams inDetermining Instructional Strategies: An Ethnographic Case Study.

Degree: PhD, Educational Studies, 2018, The Ohio State University

 This ethnographic case study expands the current scholarship that explores how teams of teachers and administrators harness and expand joint capacity to extend better learning… (more)

Subjects/Keywords: Educational Leadership; collective inquiry, collaborative teams, instructional strategies

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APA (6th Edition):

VanHorn, G. R. (2018). Characteristics and Decision-Making Processes of Collaborative Teams inDetermining Instructional Strategies: An Ethnographic Case Study. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1523014710710291

Chicago Manual of Style (16th Edition):

VanHorn, Gregory Ray. “Characteristics and Decision-Making Processes of Collaborative Teams inDetermining Instructional Strategies: An Ethnographic Case Study.” 2018. Doctoral Dissertation, The Ohio State University. Accessed September 25, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1523014710710291.

MLA Handbook (7th Edition):

VanHorn, Gregory Ray. “Characteristics and Decision-Making Processes of Collaborative Teams inDetermining Instructional Strategies: An Ethnographic Case Study.” 2018. Web. 25 Sep 2020.

Vancouver:

VanHorn GR. Characteristics and Decision-Making Processes of Collaborative Teams inDetermining Instructional Strategies: An Ethnographic Case Study. [Internet] [Doctoral dissertation]. The Ohio State University; 2018. [cited 2020 Sep 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1523014710710291.

Council of Science Editors:

VanHorn GR. Characteristics and Decision-Making Processes of Collaborative Teams inDetermining Instructional Strategies: An Ethnographic Case Study. [Doctoral Dissertation]. The Ohio State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1523014710710291


University of New South Wales

11. Pervaz Iqbal, Maha. Design and Evaluation of an Educational Intervention to Develop the Key Collaborative Learning Competencies in Medical Students.

Degree: Public Health & Community Medicine, 2018, University of New South Wales

 Thesis AbstractBackground:Due to the evolution of modern day medicine and clinical practice, medical education has transitioned to require more active student involvement, including self-directed and… (more)

Subjects/Keywords: Medical students; Collaborative learning; CLeD-EX; Educational Design Research; Teamwork

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APA (6th Edition):

Pervaz Iqbal, M. (2018). Design and Evaluation of an Educational Intervention to Develop the Key Collaborative Learning Competencies in Medical Students. (Doctoral Dissertation). University of New South Wales. Retrieved from http://handle.unsw.edu.au/1959.4/60585

Chicago Manual of Style (16th Edition):

Pervaz Iqbal, Maha. “Design and Evaluation of an Educational Intervention to Develop the Key Collaborative Learning Competencies in Medical Students.” 2018. Doctoral Dissertation, University of New South Wales. Accessed September 25, 2020. http://handle.unsw.edu.au/1959.4/60585.

MLA Handbook (7th Edition):

Pervaz Iqbal, Maha. “Design and Evaluation of an Educational Intervention to Develop the Key Collaborative Learning Competencies in Medical Students.” 2018. Web. 25 Sep 2020.

Vancouver:

Pervaz Iqbal M. Design and Evaluation of an Educational Intervention to Develop the Key Collaborative Learning Competencies in Medical Students. [Internet] [Doctoral dissertation]. University of New South Wales; 2018. [cited 2020 Sep 25]. Available from: http://handle.unsw.edu.au/1959.4/60585.

Council of Science Editors:

Pervaz Iqbal M. Design and Evaluation of an Educational Intervention to Develop the Key Collaborative Learning Competencies in Medical Students. [Doctoral Dissertation]. University of New South Wales; 2018. Available from: http://handle.unsw.edu.au/1959.4/60585


University of Oklahoma

12. Liao, Lihui. Developing a New Instrument to Assess Online Learners' Sense of Community in Computer-Supported Collaborative Learning Environments.

Degree: PhD, 2017, University of Oklahoma

 The purpose of this study is to provide validity evidence for the measurement model underlying a new assessment designed to assess online learners’ sense of… (more)

Subjects/Keywords: Educational Psychology; Computer-Supported Collaborative Learning; Sense of community; Measurement development

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APA (6th Edition):

Liao, L. (2017). Developing a New Instrument to Assess Online Learners' Sense of Community in Computer-Supported Collaborative Learning Environments. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/54307

Chicago Manual of Style (16th Edition):

Liao, Lihui. “Developing a New Instrument to Assess Online Learners' Sense of Community in Computer-Supported Collaborative Learning Environments.” 2017. Doctoral Dissertation, University of Oklahoma. Accessed September 25, 2020. http://hdl.handle.net/11244/54307.

MLA Handbook (7th Edition):

Liao, Lihui. “Developing a New Instrument to Assess Online Learners' Sense of Community in Computer-Supported Collaborative Learning Environments.” 2017. Web. 25 Sep 2020.

Vancouver:

Liao L. Developing a New Instrument to Assess Online Learners' Sense of Community in Computer-Supported Collaborative Learning Environments. [Internet] [Doctoral dissertation]. University of Oklahoma; 2017. [cited 2020 Sep 25]. Available from: http://hdl.handle.net/11244/54307.

Council of Science Editors:

Liao L. Developing a New Instrument to Assess Online Learners' Sense of Community in Computer-Supported Collaborative Learning Environments. [Doctoral Dissertation]. University of Oklahoma; 2017. Available from: http://hdl.handle.net/11244/54307


University of Iowa

13. Castle, Thomas Dee, Jr. The Impact Of Cooperative Learning On The Development Of Need For Cognition Among First-Year College Students.

Degree: PhD, Educational Policy and Leadership Studies, 2014, University of Iowa

  This study examines the effect of first-year college student participation in cooperative learning activities on the development of need for cognition, using pre-test and… (more)

Subjects/Keywords: publicabstract; Cognition; Collaborative; Cooperative; Interdependence; Educational Administration and Supervision

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APA (6th Edition):

Castle, Thomas Dee, J. (2014). The Impact Of Cooperative Learning On The Development Of Need For Cognition Among First-Year College Students. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/1437

Chicago Manual of Style (16th Edition):

Castle, Thomas Dee, Jr. “The Impact Of Cooperative Learning On The Development Of Need For Cognition Among First-Year College Students.” 2014. Doctoral Dissertation, University of Iowa. Accessed September 25, 2020. https://ir.uiowa.edu/etd/1437.

MLA Handbook (7th Edition):

Castle, Thomas Dee, Jr. “The Impact Of Cooperative Learning On The Development Of Need For Cognition Among First-Year College Students.” 2014. Web. 25 Sep 2020.

Vancouver:

Castle, Thomas Dee J. The Impact Of Cooperative Learning On The Development Of Need For Cognition Among First-Year College Students. [Internet] [Doctoral dissertation]. University of Iowa; 2014. [cited 2020 Sep 25]. Available from: https://ir.uiowa.edu/etd/1437.

Council of Science Editors:

Castle, Thomas Dee J. The Impact Of Cooperative Learning On The Development Of Need For Cognition Among First-Year College Students. [Doctoral Dissertation]. University of Iowa; 2014. Available from: https://ir.uiowa.edu/etd/1437

14. Prentice, Alyce H. Investigating Collaborative Inquiry: A Case Study of a Professional Learning Community at Lennox Charter High School.

Degree: Doctorate in Education, Education, 2016, Loyola Marymount University

  The purpose of this study was to investigate teacher perceptions of Collaborative Inquiry embedded in a Professional Learning Community during departmental collaboration time and… (more)

Subjects/Keywords: Adult Learning; Collaboration; Collaborative Inquiry; Professional Learning Community; Educational Leadership

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APA (6th Edition):

Prentice, A. H. (2016). Investigating Collaborative Inquiry: A Case Study of a Professional Learning Community at Lennox Charter High School. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/460

Chicago Manual of Style (16th Edition):

Prentice, Alyce H. “Investigating Collaborative Inquiry: A Case Study of a Professional Learning Community at Lennox Charter High School.” 2016. Doctoral Dissertation, Loyola Marymount University. Accessed September 25, 2020. https://digitalcommons.lmu.edu/etd/460.

MLA Handbook (7th Edition):

Prentice, Alyce H. “Investigating Collaborative Inquiry: A Case Study of a Professional Learning Community at Lennox Charter High School.” 2016. Web. 25 Sep 2020.

Vancouver:

Prentice AH. Investigating Collaborative Inquiry: A Case Study of a Professional Learning Community at Lennox Charter High School. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2016. [cited 2020 Sep 25]. Available from: https://digitalcommons.lmu.edu/etd/460.

Council of Science Editors:

Prentice AH. Investigating Collaborative Inquiry: A Case Study of a Professional Learning Community at Lennox Charter High School. [Doctoral Dissertation]. Loyola Marymount University; 2016. Available from: https://digitalcommons.lmu.edu/etd/460

15. Bowers, Kelly Dawn. A Study of School Board & Superintendent Relations: Strategies for Building Trust in the Mistrustful Context of K-12 Public Education.

Degree: Education, 2016, University of California – Berkeley

 AbstractA Study of School Board & Superintendent Relations:Strategies for Building Trust in the Mistrustful Context of K-12 Public EducationByKelly Dawn BowersDoctor of EducationUniversity of California,… (more)

Subjects/Keywords: Education; Educational leadership; Educational administration; collaborative governance; governance team relations; relational trust; school board; superintendent

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

APA (6th Edition):

Bowers, K. D. (2016). A Study of School Board & Superintendent Relations: Strategies for Building Trust in the Mistrustful Context of K-12 Public Education. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/1sw7529q

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):

Bowers, Kelly Dawn. “A Study of School Board & Superintendent Relations: Strategies for Building Trust in the Mistrustful Context of K-12 Public Education.” 2016. Thesis, University of California – Berkeley. Accessed September 25, 2020. http://www.escholarship.org/uc/item/1sw7529q.

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

MLA Handbook (7th Edition):

Bowers, Kelly Dawn. “A Study of School Board & Superintendent Relations: Strategies for Building Trust in the Mistrustful Context of K-12 Public Education.” 2016. Web. 25 Sep 2020.

Vancouver:

Bowers KD. A Study of School Board & Superintendent Relations: Strategies for Building Trust in the Mistrustful Context of K-12 Public Education. [Internet] [Thesis]. University of California – Berkeley; 2016. [cited 2020 Sep 25]. Available from: http://www.escholarship.org/uc/item/1sw7529q.

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

Council of Science Editors:

Bowers KD. A Study of School Board & Superintendent Relations: Strategies for Building Trust in the Mistrustful Context of K-12 Public Education. [Thesis]. University of California – Berkeley; 2016. Available from: http://www.escholarship.org/uc/item/1sw7529q

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


Ohio University

16. Lewis, Adam H. Technology and Collaborative Learning in Employee Training.

Degree: PhD, Instructional Technology (Education), 2017, Ohio University

 This study examined key approaches that could be used in evaluating and improving employee training in universities. The purpose of this study was to investigate… (more)

Subjects/Keywords: Educational Technology; Educational Evaluation; Collaborative Learning; Instructional Technology; Employee Training; Employee Productivity; University Training

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

APA (6th Edition):

Lewis, A. H. (2017). Technology and Collaborative Learning in Employee Training. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1508160808319683

Chicago Manual of Style (16th Edition):

Lewis, Adam H. “Technology and Collaborative Learning in Employee Training.” 2017. Doctoral Dissertation, Ohio University. Accessed September 25, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1508160808319683.

MLA Handbook (7th Edition):

Lewis, Adam H. “Technology and Collaborative Learning in Employee Training.” 2017. Web. 25 Sep 2020.

Vancouver:

Lewis AH. Technology and Collaborative Learning in Employee Training. [Internet] [Doctoral dissertation]. Ohio University; 2017. [cited 2020 Sep 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1508160808319683.

Council of Science Editors:

Lewis AH. Technology and Collaborative Learning in Employee Training. [Doctoral Dissertation]. Ohio University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1508160808319683


University of California – Berkeley

17. Scott, John Michael. Configurations of Community and Collaboration in Online Learning: An Assemblage Approach.

Degree: Education, 2018, University of California – Berkeley

 Delivering engaging and rigorous learning experiences in online environments has become a key priority for higher education institutions, driving prolific innovation in tools, pedagogy, and… (more)

Subjects/Keywords: Educational technology; Educational philosophy; assemblage; collaborative learning; learning analytics; online learning; remix; social learning

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

APA (6th Edition):

Scott, J. M. (2018). Configurations of Community and Collaboration in Online Learning: An Assemblage Approach. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/5kh5b964

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):

Scott, John Michael. “Configurations of Community and Collaboration in Online Learning: An Assemblage Approach.” 2018. Thesis, University of California – Berkeley. Accessed September 25, 2020. http://www.escholarship.org/uc/item/5kh5b964.

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

MLA Handbook (7th Edition):

Scott, John Michael. “Configurations of Community and Collaboration in Online Learning: An Assemblage Approach.” 2018. Web. 25 Sep 2020.

Vancouver:

Scott JM. Configurations of Community and Collaboration in Online Learning: An Assemblage Approach. [Internet] [Thesis]. University of California – Berkeley; 2018. [cited 2020 Sep 25]. Available from: http://www.escholarship.org/uc/item/5kh5b964.

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

Council of Science Editors:

Scott JM. Configurations of Community and Collaboration in Online Learning: An Assemblage Approach. [Thesis]. University of California – Berkeley; 2018. Available from: http://www.escholarship.org/uc/item/5kh5b964

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


Arizona State University

18. Galligan, Gayle Ann. Collaborative Inquiry, Teacher Efficacy, and Writing Achievement.

Degree: EdD, Educational Leadership and Policy Studies, 2011, Arizona State University

 A teacher's belief in what he or she can do is often a predictor for how well students may do in their classroom. Working together… (more)

Subjects/Keywords: Educational leadership; Educational Administration; Collaborative practitioner inquiry; Teacher efficacy; Writing achievement; Writing instruction

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

APA (6th Edition):

Galligan, G. A. (2011). Collaborative Inquiry, Teacher Efficacy, and Writing Achievement. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/8888

Chicago Manual of Style (16th Edition):

Galligan, Gayle Ann. “Collaborative Inquiry, Teacher Efficacy, and Writing Achievement.” 2011. Doctoral Dissertation, Arizona State University. Accessed September 25, 2020. http://repository.asu.edu/items/8888.

MLA Handbook (7th Edition):

Galligan, Gayle Ann. “Collaborative Inquiry, Teacher Efficacy, and Writing Achievement.” 2011. Web. 25 Sep 2020.

Vancouver:

Galligan GA. Collaborative Inquiry, Teacher Efficacy, and Writing Achievement. [Internet] [Doctoral dissertation]. Arizona State University; 2011. [cited 2020 Sep 25]. Available from: http://repository.asu.edu/items/8888.

Council of Science Editors:

Galligan GA. Collaborative Inquiry, Teacher Efficacy, and Writing Achievement. [Doctoral Dissertation]. Arizona State University; 2011. Available from: http://repository.asu.edu/items/8888


Arizona State University

19. Otstot, Michelle Lynn. iEngage, iEducate, and iEmpower: A Collaborative Apprenticeship Project in a "Bring Your Own Technology" School.

Degree: Educational Leadership and Policy Studies, 2015, Arizona State University

 The purpose of the iE3 Project was to explore the effect of using a collaborative apprenticeship model on the integration of student-owned mobile devices into… (more)

Subjects/Keywords: Educational technology; Educational leadership; BYOT; collaborative apprenticeship; mobile devices; professional development; situated learning; technology

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

APA (6th Edition):

Otstot, M. L. (2015). iEngage, iEducate, and iEmpower: A Collaborative Apprenticeship Project in a "Bring Your Own Technology" School. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/29619

Chicago Manual of Style (16th Edition):

Otstot, Michelle Lynn. “iEngage, iEducate, and iEmpower: A Collaborative Apprenticeship Project in a "Bring Your Own Technology" School.” 2015. Doctoral Dissertation, Arizona State University. Accessed September 25, 2020. http://repository.asu.edu/items/29619.

MLA Handbook (7th Edition):

Otstot, Michelle Lynn. “iEngage, iEducate, and iEmpower: A Collaborative Apprenticeship Project in a "Bring Your Own Technology" School.” 2015. Web. 25 Sep 2020.

Vancouver:

Otstot ML. iEngage, iEducate, and iEmpower: A Collaborative Apprenticeship Project in a "Bring Your Own Technology" School. [Internet] [Doctoral dissertation]. Arizona State University; 2015. [cited 2020 Sep 25]. Available from: http://repository.asu.edu/items/29619.

Council of Science Editors:

Otstot ML. iEngage, iEducate, and iEmpower: A Collaborative Apprenticeship Project in a "Bring Your Own Technology" School. [Doctoral Dissertation]. Arizona State University; 2015. Available from: http://repository.asu.edu/items/29619


Arizona State University

20. Chaudhry, Rishabh. Using Differential Sequence Mining to Associate Patterns of Interactions in Concept Mapping Activity with Dimensions of Collaborative Process.

Degree: Computer Science, 2015, Arizona State University

 Computer supported collaborative learning (CSCL) has made great inroads in classroom teaching marked by the use of tools and technologies to support and enhance collaborative(more)

Subjects/Keywords: Computer science; Educational technology; Collaborative learning; CSCL; Educational Data Mining; Sequential Pattern Mining

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

APA (6th Edition):

Chaudhry, R. (2015). Using Differential Sequence Mining to Associate Patterns of Interactions in Concept Mapping Activity with Dimensions of Collaborative Process. (Masters Thesis). Arizona State University. Retrieved from http://repository.asu.edu/items/36475

Chicago Manual of Style (16th Edition):

Chaudhry, Rishabh. “Using Differential Sequence Mining to Associate Patterns of Interactions in Concept Mapping Activity with Dimensions of Collaborative Process.” 2015. Masters Thesis, Arizona State University. Accessed September 25, 2020. http://repository.asu.edu/items/36475.

MLA Handbook (7th Edition):

Chaudhry, Rishabh. “Using Differential Sequence Mining to Associate Patterns of Interactions in Concept Mapping Activity with Dimensions of Collaborative Process.” 2015. Web. 25 Sep 2020.

Vancouver:

Chaudhry R. Using Differential Sequence Mining to Associate Patterns of Interactions in Concept Mapping Activity with Dimensions of Collaborative Process. [Internet] [Masters thesis]. Arizona State University; 2015. [cited 2020 Sep 25]. Available from: http://repository.asu.edu/items/36475.

Council of Science Editors:

Chaudhry R. Using Differential Sequence Mining to Associate Patterns of Interactions in Concept Mapping Activity with Dimensions of Collaborative Process. [Masters Thesis]. Arizona State University; 2015. Available from: http://repository.asu.edu/items/36475


University of Pretoria

21. Beukes, Janna Maree. Collaborative partnership trends between teachers and educational psychology researchers.

Degree: Educational Psychology, 2011, University of Pretoria

 The purpose of this descriptive and exploratory study was to obtain insight into collaborative partnership trends between educational psychology researchers and teachers, in order to… (more)

Subjects/Keywords: Teacher; Educational psychology researcher; Content analysis; Community of practice; Trend; Collaborative partnership; Situated learning; Collaborative research; Participatory methodology; Reflective practice; UCTD

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

APA (6th Edition):

Beukes, J. M. (2011). Collaborative partnership trends between teachers and educational psychology researchers. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/25378

Chicago Manual of Style (16th Edition):

Beukes, Janna Maree. “Collaborative partnership trends between teachers and educational psychology researchers.” 2011. Masters Thesis, University of Pretoria. Accessed September 25, 2020. http://hdl.handle.net/2263/25378.

MLA Handbook (7th Edition):

Beukes, Janna Maree. “Collaborative partnership trends between teachers and educational psychology researchers.” 2011. Web. 25 Sep 2020.

Vancouver:

Beukes JM. Collaborative partnership trends between teachers and educational psychology researchers. [Internet] [Masters thesis]. University of Pretoria; 2011. [cited 2020 Sep 25]. Available from: http://hdl.handle.net/2263/25378.

Council of Science Editors:

Beukes JM. Collaborative partnership trends between teachers and educational psychology researchers. [Masters Thesis]. University of Pretoria; 2011. Available from: http://hdl.handle.net/2263/25378


University of Pretoria

22. [No author]. Collaborative partnership trends between teachers and educational psychology researchers .

Degree: 2011, University of Pretoria

 The purpose of this descriptive and exploratory study was to obtain insight into collaborative partnership trends between educational psychology researchers and teachers, in order to… (more)

Subjects/Keywords: Teacher; Educational psychology researcher; Content analysis; Community of practice; Trend; Collaborative partnership; Situated learning; Collaborative research; Participatory methodology; Reflective practice; UCTD

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

APA (6th Edition):

author], [. (2011). Collaborative partnership trends between teachers and educational psychology researchers . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-06092011-134448/

Chicago Manual of Style (16th Edition):

author], [No. “Collaborative partnership trends between teachers and educational psychology researchers .” 2011. Masters Thesis, University of Pretoria. Accessed September 25, 2020. http://upetd.up.ac.za/thesis/available/etd-06092011-134448/.

MLA Handbook (7th Edition):

author], [No. “Collaborative partnership trends between teachers and educational psychology researchers .” 2011. Web. 25 Sep 2020.

Vancouver:

author] [. Collaborative partnership trends between teachers and educational psychology researchers . [Internet] [Masters thesis]. University of Pretoria; 2011. [cited 2020 Sep 25]. Available from: http://upetd.up.ac.za/thesis/available/etd-06092011-134448/.

Council of Science Editors:

author] [. Collaborative partnership trends between teachers and educational psychology researchers . [Masters Thesis]. University of Pretoria; 2011. Available from: http://upetd.up.ac.za/thesis/available/etd-06092011-134448/


University of Maryland

23. Queen, JaNay Yvonne. THE ADAPTIVE CHALLENGES OF COLLABORATIVE LEADERS IN A PUBLIC-PRIVATE PARTNERSHIP.

Degree: Education Policy, and Leadership, 2011, University of Maryland

 The purpose of this dissertation was to determine whether senior leaders of a public-private partnership exemplified the key dimensions of collaboration, recognized the challenges that… (more)

Subjects/Keywords: Educational leadership; Public administration; Adaptive Challenges; Adaptive Leadership; Collaboration; Collaborative Leadership; Collaborative Relationships; Public-Private Partnership

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APA (6th Edition):

Queen, J. Y. (2011). THE ADAPTIVE CHALLENGES OF COLLABORATIVE LEADERS IN A PUBLIC-PRIVATE PARTNERSHIP. (Thesis). University of Maryland. Retrieved from http://hdl.handle.net/1903/12300

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):

Queen, JaNay Yvonne. “THE ADAPTIVE CHALLENGES OF COLLABORATIVE LEADERS IN A PUBLIC-PRIVATE PARTNERSHIP.” 2011. Thesis, University of Maryland. Accessed September 25, 2020. http://hdl.handle.net/1903/12300.

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

MLA Handbook (7th Edition):

Queen, JaNay Yvonne. “THE ADAPTIVE CHALLENGES OF COLLABORATIVE LEADERS IN A PUBLIC-PRIVATE PARTNERSHIP.” 2011. Web. 25 Sep 2020.

Vancouver:

Queen JY. THE ADAPTIVE CHALLENGES OF COLLABORATIVE LEADERS IN A PUBLIC-PRIVATE PARTNERSHIP. [Internet] [Thesis]. University of Maryland; 2011. [cited 2020 Sep 25]. Available from: http://hdl.handle.net/1903/12300.

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

Council of Science Editors:

Queen JY. THE ADAPTIVE CHALLENGES OF COLLABORATIVE LEADERS IN A PUBLIC-PRIVATE PARTNERSHIP. [Thesis]. University of Maryland; 2011. Available from: http://hdl.handle.net/1903/12300

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


IUPUI

24. Wilson, Sarah Beth. A comparison of first-semester organic chemistry students' experiences and mastery of curved-arrow formalism in face-to-face and cyber peer-led team learning.

Degree: 2015, IUPUI

Indiana University-Purdue University Indianapolis (IUPUI)

The cyber Peer-Led Team Learning (cPLTL) workshops are a synchronous online adaptation of the educational intervention PLTL, in which students,… (more)

Subjects/Keywords: Organic Chemistry; Peer-Led Team Learning; Cyber Peer-Led Team Learning; Online learning; Collaborative learning; Peer teaching  – Study and teaching (Higher)  – Research  – Methodology; Chemistry, Organic  – Study and teaching (Higher)  – Research  – Methodology; Team learning approach in education  – Study and teaching (Higher)  – Research  – Methodology; Academic achievement  – Evaluation  – Analysis; Web-based instruction  – Research  – Methodology; Educational tests and measurements  – Evaluation  – Interviews; Qualitative research  – Study and teaching (Higher)  – Evaluation  – Analysis

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APA (6th Edition):

Wilson, S. B. (2015). A comparison of first-semester organic chemistry students' experiences and mastery of curved-arrow formalism in face-to-face and cyber peer-led team learning. (Thesis). IUPUI. Retrieved from http://hdl.handle.net/1805/10082

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):

Wilson, Sarah Beth. “A comparison of first-semester organic chemistry students' experiences and mastery of curved-arrow formalism in face-to-face and cyber peer-led team learning.” 2015. Thesis, IUPUI. Accessed September 25, 2020. http://hdl.handle.net/1805/10082.

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

MLA Handbook (7th Edition):

Wilson, Sarah Beth. “A comparison of first-semester organic chemistry students' experiences and mastery of curved-arrow formalism in face-to-face and cyber peer-led team learning.” 2015. Web. 25 Sep 2020.

Vancouver:

Wilson SB. A comparison of first-semester organic chemistry students' experiences and mastery of curved-arrow formalism in face-to-face and cyber peer-led team learning. [Internet] [Thesis]. IUPUI; 2015. [cited 2020 Sep 25]. Available from: http://hdl.handle.net/1805/10082.

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

Council of Science Editors:

Wilson SB. A comparison of first-semester organic chemistry students' experiences and mastery of curved-arrow formalism in face-to-face and cyber peer-led team learning. [Thesis]. IUPUI; 2015. Available from: http://hdl.handle.net/1805/10082

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

25. Barbosa, Ana Cristina Lima Santos. Abordagens educacionais baseadas em dinâmicas colaborativas on line.

Degree: PhD, Educação, 2008, University of São Paulo

Ao oferecer condições, tanto para que o indivíduo possa enfrentar situações novas que se delineiam frente aos avanços das tecnologias de informação e comunicação, como… (more)

Subjects/Keywords: Abordagens educacionais; Collaborative dynamics; Dinâmicas colaborativas; Educational approaches; Ensino on line.; On line teaching

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APA (6th Edition):

Barbosa, A. C. L. S. (2008). Abordagens educacionais baseadas em dinâmicas colaborativas on line. (Doctoral Dissertation). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/48/48134/tde-12062008-134225/ ;

Chicago Manual of Style (16th Edition):

Barbosa, Ana Cristina Lima Santos. “Abordagens educacionais baseadas em dinâmicas colaborativas on line.” 2008. Doctoral Dissertation, University of São Paulo. Accessed September 25, 2020. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-12062008-134225/ ;.

MLA Handbook (7th Edition):

Barbosa, Ana Cristina Lima Santos. “Abordagens educacionais baseadas em dinâmicas colaborativas on line.” 2008. Web. 25 Sep 2020.

Vancouver:

Barbosa ACLS. Abordagens educacionais baseadas em dinâmicas colaborativas on line. [Internet] [Doctoral dissertation]. University of São Paulo; 2008. [cited 2020 Sep 25]. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-12062008-134225/ ;.

Council of Science Editors:

Barbosa ACLS. Abordagens educacionais baseadas em dinâmicas colaborativas on line. [Doctoral Dissertation]. University of São Paulo; 2008. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-12062008-134225/ ;

26. Paramos, Patrícia Fernandes Ferreira Mendes. Supervisão, acompanhamento e avaliação de práticas educativas e colaborativas de educadores de um jardim de infância - uma investigação-acção.

Degree: 2010, Universidade de Évora

 O presente estudo de dissertação insere-se no âmbito do curso de Mestrado em Educação, na especialidade em Supervisão Pedagógica. Pretendeu-se estruturar e implementar um conjunto… (more)

Subjects/Keywords: Supervisão; Colaboração; Interacções; Desenvolvimento Profissional; Práticas educativas; Supervision; Collaborative work; Interactions; Professional development; Educational Practices

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APA (6th Edition):

Paramos, P. F. F. M. (2010). Supervisão, acompanhamento e avaliação de práticas educativas e colaborativas de educadores de um jardim de infância - uma investigação-acção. (Thesis). Universidade de Évora. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/14640

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):

Paramos, Patrícia Fernandes Ferreira Mendes. “Supervisão, acompanhamento e avaliação de práticas educativas e colaborativas de educadores de um jardim de infância - uma investigação-acção.” 2010. Thesis, Universidade de Évora. Accessed September 25, 2020. http://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/14640.

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

MLA Handbook (7th Edition):

Paramos, Patrícia Fernandes Ferreira Mendes. “Supervisão, acompanhamento e avaliação de práticas educativas e colaborativas de educadores de um jardim de infância - uma investigação-acção.” 2010. Web. 25 Sep 2020.

Vancouver:

Paramos PFFM. Supervisão, acompanhamento e avaliação de práticas educativas e colaborativas de educadores de um jardim de infância - uma investigação-acção. [Internet] [Thesis]. Universidade de Évora; 2010. [cited 2020 Sep 25]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/14640.

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

Council of Science Editors:

Paramos PFFM. Supervisão, acompanhamento e avaliação de práticas educativas e colaborativas de educadores de um jardim de infância - uma investigação-acção. [Thesis]. Universidade de Évora; 2010. Available from: http://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/14640

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


Washington State University

27. [No author]. Teachers Leading in Formal Roles: Positions, Responsibilities and Training .

Degree: 2012, Washington State University

 Scholars of educational leadership have long argued that in order for building and district leaders to meet the challenge of improving schools, the leadership capacity… (more)

Subjects/Keywords: Educational leadership; collaborative leadership; democratic leadership; distributed leadership; shared leadership; teacher leadership; transformational leadership

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

APA (6th Edition):

author], [. (2012). Teachers Leading in Formal Roles: Positions, Responsibilities and Training . (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/4260

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

Chicago Manual of Style (16th Edition):

author], [No. “Teachers Leading in Formal Roles: Positions, Responsibilities and Training .” 2012. Thesis, Washington State University. Accessed September 25, 2020. http://hdl.handle.net/2376/4260.

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

MLA Handbook (7th Edition):

author], [No. “Teachers Leading in Formal Roles: Positions, Responsibilities and Training .” 2012. Web. 25 Sep 2020.

Vancouver:

author] [. Teachers Leading in Formal Roles: Positions, Responsibilities and Training . [Internet] [Thesis]. Washington State University; 2012. [cited 2020 Sep 25]. Available from: http://hdl.handle.net/2376/4260.

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

Council of Science Editors:

author] [. Teachers Leading in Formal Roles: Positions, Responsibilities and Training . [Thesis]. Washington State University; 2012. Available from: http://hdl.handle.net/2376/4260

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


The Ohio State University

28. VanHorn, Pamela Marie. Linking Collaborative Leadership Practices to Increased Student Achievement.

Degree: PhD, Educational Studies, 2017, The Ohio State University

 This study explored the relationship between the implementation of processes directed atimproving school-level functions and student academic success. Specifically, theresearcher used the Collaborative Leadership Organizational… (more)

Subjects/Keywords: Education; Educational Leadership; Education Policy; collaborative leadership, school improvement process, student achievement

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

APA (6th Edition):

VanHorn, P. M. (2017). Linking Collaborative Leadership Practices to Increased Student Achievement. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1492599398353328

Chicago Manual of Style (16th Edition):

VanHorn, Pamela Marie. “Linking Collaborative Leadership Practices to Increased Student Achievement.” 2017. Doctoral Dissertation, The Ohio State University. Accessed September 25, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492599398353328.

MLA Handbook (7th Edition):

VanHorn, Pamela Marie. “Linking Collaborative Leadership Practices to Increased Student Achievement.” 2017. Web. 25 Sep 2020.

Vancouver:

VanHorn PM. Linking Collaborative Leadership Practices to Increased Student Achievement. [Internet] [Doctoral dissertation]. The Ohio State University; 2017. [cited 2020 Sep 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1492599398353328.

Council of Science Editors:

VanHorn PM. Linking Collaborative Leadership Practices to Increased Student Achievement. [Doctoral Dissertation]. The Ohio State University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1492599398353328

29. Corfield, George Thomas. The role of technology in a 21st century pedagogy.

Degree: PhD, 2013, Teesside University

 The need for change within the Further Education sector in line with technological developments in our current society was apparent within my teaching practice. This… (more)

Subjects/Keywords: 371.33; educational technology; collaborative learning; virtual learning environment; eLearning; blended learning; wikis and blogs

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

APA (6th Edition):

Corfield, G. T. (2013). The role of technology in a 21st century pedagogy. (Doctoral Dissertation). Teesside University. Retrieved from https://research.tees.ac.uk/en/studentTheses/4406f05b-e1f2-4ede-a196-cbd6dfd1c08e ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.582075

Chicago Manual of Style (16th Edition):

Corfield, George Thomas. “The role of technology in a 21st century pedagogy.” 2013. Doctoral Dissertation, Teesside University. Accessed September 25, 2020. https://research.tees.ac.uk/en/studentTheses/4406f05b-e1f2-4ede-a196-cbd6dfd1c08e ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.582075.

MLA Handbook (7th Edition):

Corfield, George Thomas. “The role of technology in a 21st century pedagogy.” 2013. Web. 25 Sep 2020.

Vancouver:

Corfield GT. The role of technology in a 21st century pedagogy. [Internet] [Doctoral dissertation]. Teesside University; 2013. [cited 2020 Sep 25]. Available from: https://research.tees.ac.uk/en/studentTheses/4406f05b-e1f2-4ede-a196-cbd6dfd1c08e ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.582075.

Council of Science Editors:

Corfield GT. The role of technology in a 21st century pedagogy. [Doctoral Dissertation]. Teesside University; 2013. Available from: https://research.tees.ac.uk/en/studentTheses/4406f05b-e1f2-4ede-a196-cbd6dfd1c08e ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.582075


The Ohio State University

30. Ha, Seung Yon. Social Construction of Epistemic Cognition about Social Knowledge during Small-Group Discussions.

Degree: PhD, Educational Studies, 2019, The Ohio State University

 One of the major challenges that students in the 21st century have faced is the need to reconcile various perspectives in the increasingly complex and… (more)

Subjects/Keywords: Educational Psychology; epistemic cognition; social knowledge; dialogic inquiry; collaborative social reasoning; epistemic network analysis

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

APA (6th Edition):

Ha, S. Y. (2019). Social Construction of Epistemic Cognition about Social Knowledge during Small-Group Discussions. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1563370942277275

Chicago Manual of Style (16th Edition):

Ha, Seung Yon. “Social Construction of Epistemic Cognition about Social Knowledge during Small-Group Discussions.” 2019. Doctoral Dissertation, The Ohio State University. Accessed September 25, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1563370942277275.

MLA Handbook (7th Edition):

Ha, Seung Yon. “Social Construction of Epistemic Cognition about Social Knowledge during Small-Group Discussions.” 2019. Web. 25 Sep 2020.

Vancouver:

Ha SY. Social Construction of Epistemic Cognition about Social Knowledge during Small-Group Discussions. [Internet] [Doctoral dissertation]. The Ohio State University; 2019. [cited 2020 Sep 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1563370942277275.

Council of Science Editors:

Ha SY. Social Construction of Epistemic Cognition about Social Knowledge during Small-Group Discussions. [Doctoral Dissertation]. The Ohio State University; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1563370942277275

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