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You searched for subject:(Educational knowledge). Showing records 1 – 30 of 543 total matches.

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Virginia Commonwealth University

1. Elliott, Chiquita. The Prioritization of Student Mental Health in the School Setting: Secondary Administrators' and Educators' Knowledge of Adolescent Suicidal Risk Factors and Warning Signs.

Degree: PhD, Educational Leadership, 2013, Virginia Commonwealth University

 This study investigated the knowledge level of secondary building-level administrators and secondary teachers regarding adolescent suicidal risk factors and warning signs. Additionally, this study contributed… (more)

Subjects/Keywords: educator knowledge adolescent suicide; Education; Educational Leadership

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APA (6th Edition):

Elliott, C. (2013). The Prioritization of Student Mental Health in the School Setting: Secondary Administrators' and Educators' Knowledge of Adolescent Suicidal Risk Factors and Warning Signs. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://doi.org/10.25772/A9QS-7A75 ; https://scholarscompass.vcu.edu/etd/3232

Chicago Manual of Style (16th Edition):

Elliott, Chiquita. “The Prioritization of Student Mental Health in the School Setting: Secondary Administrators' and Educators' Knowledge of Adolescent Suicidal Risk Factors and Warning Signs.” 2013. Doctoral Dissertation, Virginia Commonwealth University. Accessed November 29, 2020. https://doi.org/10.25772/A9QS-7A75 ; https://scholarscompass.vcu.edu/etd/3232.

MLA Handbook (7th Edition):

Elliott, Chiquita. “The Prioritization of Student Mental Health in the School Setting: Secondary Administrators' and Educators' Knowledge of Adolescent Suicidal Risk Factors and Warning Signs.” 2013. Web. 29 Nov 2020.

Vancouver:

Elliott C. The Prioritization of Student Mental Health in the School Setting: Secondary Administrators' and Educators' Knowledge of Adolescent Suicidal Risk Factors and Warning Signs. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2013. [cited 2020 Nov 29]. Available from: https://doi.org/10.25772/A9QS-7A75 ; https://scholarscompass.vcu.edu/etd/3232.

Council of Science Editors:

Elliott C. The Prioritization of Student Mental Health in the School Setting: Secondary Administrators' and Educators' Knowledge of Adolescent Suicidal Risk Factors and Warning Signs. [Doctoral Dissertation]. Virginia Commonwealth University; 2013. Available from: https://doi.org/10.25772/A9QS-7A75 ; https://scholarscompass.vcu.edu/etd/3232


University of Wisconsin – Milwaukee

2. Sullivan, Shelbie. Development of a Systemic Lupus Erythematosus Knowledge Questionnaire: The Relationship Among Disease Proximity, Educational Exposure and Knowledge.

Degree: MS, Psychology, 2016, University of Wisconsin – Milwaukee

  There are an estimated 1.5 million people living with systemic lupus erythematosus (SLE), a multisystem autoimmune disorder with a high risk of co-morbid health… (more)

Subjects/Keywords: Community Knowledge; Disease Knowledge; Disease Proximity; Educational Exposure; Lupus; Questionnaire; Psychology

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APA (6th Edition):

Sullivan, S. (2016). Development of a Systemic Lupus Erythematosus Knowledge Questionnaire: The Relationship Among Disease Proximity, Educational Exposure and Knowledge. (Thesis). University of Wisconsin – Milwaukee. Retrieved from https://dc.uwm.edu/etd/1312

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):

Sullivan, Shelbie. “Development of a Systemic Lupus Erythematosus Knowledge Questionnaire: The Relationship Among Disease Proximity, Educational Exposure and Knowledge.” 2016. Thesis, University of Wisconsin – Milwaukee. Accessed November 29, 2020. https://dc.uwm.edu/etd/1312.

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

MLA Handbook (7th Edition):

Sullivan, Shelbie. “Development of a Systemic Lupus Erythematosus Knowledge Questionnaire: The Relationship Among Disease Proximity, Educational Exposure and Knowledge.” 2016. Web. 29 Nov 2020.

Vancouver:

Sullivan S. Development of a Systemic Lupus Erythematosus Knowledge Questionnaire: The Relationship Among Disease Proximity, Educational Exposure and Knowledge. [Internet] [Thesis]. University of Wisconsin – Milwaukee; 2016. [cited 2020 Nov 29]. Available from: https://dc.uwm.edu/etd/1312.

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

Council of Science Editors:

Sullivan S. Development of a Systemic Lupus Erythematosus Knowledge Questionnaire: The Relationship Among Disease Proximity, Educational Exposure and Knowledge. [Thesis]. University of Wisconsin – Milwaukee; 2016. Available from: https://dc.uwm.edu/etd/1312

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


Virginia Tech

3. Aloshan, Mohammed Abdulrahman. Greening Architecture Design Education: A Proposed Framework for Saudi Arabia.

Degree: PhD, Architecture and Design Research, 2016, Virginia Tech

 Today, concerns for environmental quality affect nearly all walks of life. In response to demands for resource conservation, architecture has become more complicated because the… (more)

Subjects/Keywords: Western Knowledge; Saudi Arabia Context; Knowledge; Green Architecture design; Educational Framework

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APA (6th Edition):

Aloshan, M. A. (2016). Greening Architecture Design Education: A Proposed Framework for Saudi Arabia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/85502

Chicago Manual of Style (16th Edition):

Aloshan, Mohammed Abdulrahman. “Greening Architecture Design Education: A Proposed Framework for Saudi Arabia.” 2016. Doctoral Dissertation, Virginia Tech. Accessed November 29, 2020. http://hdl.handle.net/10919/85502.

MLA Handbook (7th Edition):

Aloshan, Mohammed Abdulrahman. “Greening Architecture Design Education: A Proposed Framework for Saudi Arabia.” 2016. Web. 29 Nov 2020.

Vancouver:

Aloshan MA. Greening Architecture Design Education: A Proposed Framework for Saudi Arabia. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/10919/85502.

Council of Science Editors:

Aloshan MA. Greening Architecture Design Education: A Proposed Framework for Saudi Arabia. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/85502


Siauliai University

4. Vaitkus, Tomas. MOKOMOSIOS VEIKLOS EFEKTYVINIMAS PAGRINDINĖJE MOKYKLOJE.

Degree: Master, Educology, 2008, Siauliai University

Santrauka Mokymo organizavimo formoms, kaip pedagogų ugdomajai veiklai, dėmesys buvo skiriamas visais žmonijos vystymosi laikotarpiais, tačiau mokinių motyvacijai didesnis dėmesys pradėtas skirti prasidėjus švietimo reformai,… (more)

Subjects/Keywords: Mokymo formos; Ugdomoji veikla; Efektyvinimas; Educational forms; Knowledge; Educational activity

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APA (6th Edition):

Vaitkus, Tomas. (2008). MOKOMOSIOS VEIKLOS EFEKTYVINIMAS PAGRINDINĖJE MOKYKLOJE. (Masters Thesis). Siauliai University. Retrieved from http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20080929_150007-36751 ;

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

Vaitkus, Tomas. “MOKOMOSIOS VEIKLOS EFEKTYVINIMAS PAGRINDINĖJE MOKYKLOJE.” 2008. Masters Thesis, Siauliai University. Accessed November 29, 2020. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20080929_150007-36751 ;.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

Vaitkus, Tomas. “MOKOMOSIOS VEIKLOS EFEKTYVINIMAS PAGRINDINĖJE MOKYKLOJE.” 2008. Web. 29 Nov 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

Vaitkus, Tomas. MOKOMOSIOS VEIKLOS EFEKTYVINIMAS PAGRINDINĖJE MOKYKLOJE. [Internet] [Masters thesis]. Siauliai University; 2008. [cited 2020 Nov 29]. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20080929_150007-36751 ;.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

Vaitkus, Tomas. MOKOMOSIOS VEIKLOS EFEKTYVINIMAS PAGRINDINĖJE MOKYKLOJE. [Masters Thesis]. Siauliai University; 2008. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20080929_150007-36751 ;

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


University of South Carolina

5. White, Delaney Batson. An Assessment of the Level of School Law Knowledge of South Carolina School Principals and the Implications for Litigation and Social Justice.

Degree: EdD, Educational Leadership and Policies, 2012, University of South Carolina

  This study examined the level of school law knowledge held by principals in selected school districts in the state of South Carolina. Specifically, it… (more)

Subjects/Keywords: Education; Educational Administration and Supervision; educational law; knowledge; leadership

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APA (6th Edition):

White, D. B. (2012). An Assessment of the Level of School Law Knowledge of South Carolina School Principals and the Implications for Litigation and Social Justice. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/1019

Chicago Manual of Style (16th Edition):

White, Delaney Batson. “An Assessment of the Level of School Law Knowledge of South Carolina School Principals and the Implications for Litigation and Social Justice.” 2012. Doctoral Dissertation, University of South Carolina. Accessed November 29, 2020. https://scholarcommons.sc.edu/etd/1019.

MLA Handbook (7th Edition):

White, Delaney Batson. “An Assessment of the Level of School Law Knowledge of South Carolina School Principals and the Implications for Litigation and Social Justice.” 2012. Web. 29 Nov 2020.

Vancouver:

White DB. An Assessment of the Level of School Law Knowledge of South Carolina School Principals and the Implications for Litigation and Social Justice. [Internet] [Doctoral dissertation]. University of South Carolina; 2012. [cited 2020 Nov 29]. Available from: https://scholarcommons.sc.edu/etd/1019.

Council of Science Editors:

White DB. An Assessment of the Level of School Law Knowledge of South Carolina School Principals and the Implications for Litigation and Social Justice. [Doctoral Dissertation]. University of South Carolina; 2012. Available from: https://scholarcommons.sc.edu/etd/1019


Temple University

6. Obermeier, Andrew Stanton. Multiword Units at the Interface: Deliberate Learning and Implicit Knowledge Gains.

Degree: 2015, Temple University

Language Arts

Ed.D.

Multiword units (MWUs) is a term used in the current study to broadly cover what second language acquisition (SLA) researchers refer to… (more)

Subjects/Keywords: Foreign language education; Educational psychology;

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APA (6th Edition):

Obermeier, A. S. (2015). Multiword Units at the Interface: Deliberate Learning and Implicit Knowledge Gains. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,360635

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):

Obermeier, Andrew Stanton. “Multiword Units at the Interface: Deliberate Learning and Implicit Knowledge Gains.” 2015. Thesis, Temple University. Accessed November 29, 2020. http://digital.library.temple.edu/u?/p245801coll10,360635.

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

MLA Handbook (7th Edition):

Obermeier, Andrew Stanton. “Multiword Units at the Interface: Deliberate Learning and Implicit Knowledge Gains.” 2015. Web. 29 Nov 2020.

Vancouver:

Obermeier AS. Multiword Units at the Interface: Deliberate Learning and Implicit Knowledge Gains. [Internet] [Thesis]. Temple University; 2015. [cited 2020 Nov 29]. Available from: http://digital.library.temple.edu/u?/p245801coll10,360635.

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

Council of Science Editors:

Obermeier AS. Multiword Units at the Interface: Deliberate Learning and Implicit Knowledge Gains. [Thesis]. Temple University; 2015. Available from: http://digital.library.temple.edu/u?/p245801coll10,360635

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


University of Georgia

7. Porcaro, David Scott. Omani undergraduate student reactions to collaborative knowledge building.

Degree: 2014, University of Georgia

 While collaborative problem-solving has been suggested as a solution for linking classroom learning with workforce skills, it is still not entirely clear how personal, institutional… (more)

Subjects/Keywords: Oman; CSCL; Knowledge-building; Educational Change; Pre-service teachers; Knowledge economy; Design-based research

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APA (6th Edition):

Porcaro, D. S. (2014). Omani undergraduate student reactions to collaborative knowledge building. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/27273

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):

Porcaro, David Scott. “Omani undergraduate student reactions to collaborative knowledge building.” 2014. Thesis, University of Georgia. Accessed November 29, 2020. http://hdl.handle.net/10724/27273.

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

MLA Handbook (7th Edition):

Porcaro, David Scott. “Omani undergraduate student reactions to collaborative knowledge building.” 2014. Web. 29 Nov 2020.

Vancouver:

Porcaro DS. Omani undergraduate student reactions to collaborative knowledge building. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/10724/27273.

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

Council of Science Editors:

Porcaro DS. Omani undergraduate student reactions to collaborative knowledge building. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/27273

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


Arizona State University

8. Ellis, Raquel. Building Content Knowledge in Elementary English Language Arts: How a Shift in Curriculum Affects Teacher Perception of Reading.

Degree: Educational Leadership and Policy Studies, 2017, Arizona State University

 Desert Elementary is a suburban Phoenix K-5 school. The school has undergone a significant change in its approach to reading instruction due to the Common… (more)

Subjects/Keywords: Educational leadership; Reading instruction; Teacher education; Background knowledge; Building knowledge; ELA instruction; Knowledge-oriented instruction; Reading comprehension; Teacher perception

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APA (6th Edition):

Ellis, R. (2017). Building Content Knowledge in Elementary English Language Arts: How a Shift in Curriculum Affects Teacher Perception of Reading. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/44064

Chicago Manual of Style (16th Edition):

Ellis, Raquel. “Building Content Knowledge in Elementary English Language Arts: How a Shift in Curriculum Affects Teacher Perception of Reading.” 2017. Doctoral Dissertation, Arizona State University. Accessed November 29, 2020. http://repository.asu.edu/items/44064.

MLA Handbook (7th Edition):

Ellis, Raquel. “Building Content Knowledge in Elementary English Language Arts: How a Shift in Curriculum Affects Teacher Perception of Reading.” 2017. Web. 29 Nov 2020.

Vancouver:

Ellis R. Building Content Knowledge in Elementary English Language Arts: How a Shift in Curriculum Affects Teacher Perception of Reading. [Internet] [Doctoral dissertation]. Arizona State University; 2017. [cited 2020 Nov 29]. Available from: http://repository.asu.edu/items/44064.

Council of Science Editors:

Ellis R. Building Content Knowledge in Elementary English Language Arts: How a Shift in Curriculum Affects Teacher Perception of Reading. [Doctoral Dissertation]. Arizona State University; 2017. Available from: http://repository.asu.edu/items/44064


Cornell University

9. Wang, Shuhan. Improving Computer-Assisted Language Learning through Hierarchical Knowledge Structures.

Degree: PhD, Computer Science, 2019, Cornell University

 A common drawback in traditional language education is that all students in the same class use the same content. Since students may have different backgrounds… (more)

Subjects/Keywords: Educational technology; Computer science; Engagement; Computer-Assisted Language Learning; Curriculum Design; Educational Recommender System; Hierarchical Knowledge Structure; Knowledge Assessment; Linguistics

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APA (6th Edition):

Wang, S. (2019). Improving Computer-Assisted Language Learning through Hierarchical Knowledge Structures. (Doctoral Dissertation). Cornell University. Retrieved from http://hdl.handle.net/1813/67422

Chicago Manual of Style (16th Edition):

Wang, Shuhan. “Improving Computer-Assisted Language Learning through Hierarchical Knowledge Structures.” 2019. Doctoral Dissertation, Cornell University. Accessed November 29, 2020. http://hdl.handle.net/1813/67422.

MLA Handbook (7th Edition):

Wang, Shuhan. “Improving Computer-Assisted Language Learning through Hierarchical Knowledge Structures.” 2019. Web. 29 Nov 2020.

Vancouver:

Wang S. Improving Computer-Assisted Language Learning through Hierarchical Knowledge Structures. [Internet] [Doctoral dissertation]. Cornell University; 2019. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/1813/67422.

Council of Science Editors:

Wang S. Improving Computer-Assisted Language Learning through Hierarchical Knowledge Structures. [Doctoral Dissertation]. Cornell University; 2019. Available from: http://hdl.handle.net/1813/67422


University of California – Riverside

10. Reisz, Z. The Relation Between Reasoning and the Structure of Knowledge When Solving Mechanical Problems.

Degree: Psychology, 2015, University of California – Riverside

 An important outcome of formal education is the acquisition of knowledge that will facilitate domain specific problem-solving skill. Theories of human intelligence identify general reasoning… (more)

Subjects/Keywords: Psychology; Personality psychology; Educational psychology; Intelligence; Knowledge; Learning; Problem Solving

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APA (6th Edition):

Reisz, Z. (2015). The Relation Between Reasoning and the Structure of Knowledge When Solving Mechanical Problems. (Thesis). University of California – Riverside. Retrieved from http://www.escholarship.org/uc/item/94f4t1h6

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):

Reisz, Z. “The Relation Between Reasoning and the Structure of Knowledge When Solving Mechanical Problems.” 2015. Thesis, University of California – Riverside. Accessed November 29, 2020. http://www.escholarship.org/uc/item/94f4t1h6.

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

MLA Handbook (7th Edition):

Reisz, Z. “The Relation Between Reasoning and the Structure of Knowledge When Solving Mechanical Problems.” 2015. Web. 29 Nov 2020.

Vancouver:

Reisz Z. The Relation Between Reasoning and the Structure of Knowledge When Solving Mechanical Problems. [Internet] [Thesis]. University of California – Riverside; 2015. [cited 2020 Nov 29]. Available from: http://www.escholarship.org/uc/item/94f4t1h6.

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

Council of Science Editors:

Reisz Z. The Relation Between Reasoning and the Structure of Knowledge When Solving Mechanical Problems. [Thesis]. University of California – Riverside; 2015. Available from: http://www.escholarship.org/uc/item/94f4t1h6

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


Temple University

11. Young, Laura K. Numerical Magnitude Knowledge: Are All Numbers Perceived Alike?.

Degree: PhD, 2017, Temple University

Educational Psychology

A robust knowledge of numbers, and their magnitudes, is thought to provide students a strong basis for later mathematics learning and achievement (see… (more)

Subjects/Keywords: Educational psychology;

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APA (6th Edition):

Young, L. K. (2017). Numerical Magnitude Knowledge: Are All Numbers Perceived Alike?. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,449722

Chicago Manual of Style (16th Edition):

Young, Laura K. “Numerical Magnitude Knowledge: Are All Numbers Perceived Alike?.” 2017. Doctoral Dissertation, Temple University. Accessed November 29, 2020. http://digital.library.temple.edu/u?/p245801coll10,449722.

MLA Handbook (7th Edition):

Young, Laura K. “Numerical Magnitude Knowledge: Are All Numbers Perceived Alike?.” 2017. Web. 29 Nov 2020.

Vancouver:

Young LK. Numerical Magnitude Knowledge: Are All Numbers Perceived Alike?. [Internet] [Doctoral dissertation]. Temple University; 2017. [cited 2020 Nov 29]. Available from: http://digital.library.temple.edu/u?/p245801coll10,449722.

Council of Science Editors:

Young LK. Numerical Magnitude Knowledge: Are All Numbers Perceived Alike?. [Doctoral Dissertation]. Temple University; 2017. Available from: http://digital.library.temple.edu/u?/p245801coll10,449722


Universidade do Rio Grande do Sul

12. Rados, Andreas Rucks Varvaki. Desenvolvimento de instrumento de avaliação de conhecimentos, atitutes e práticas relacionadas à odontogeriatria.

Degree: 2015, Universidade do Rio Grande do Sul

Introdução/Objetivos: Uma das etapas da formação do cirurgião-dentista passa pelo entendimento dos processos relacionados ao envelhecimento. O objetivo do presente trabalho é definir os conhecimentos,… (more)

Subjects/Keywords: Educational evaluation; Odontologia geriátrica; Knowledge; Attitudes; Practice; Gerontology

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APA (6th Edition):

Rados, A. R. V. (2015). Desenvolvimento de instrumento de avaliação de conhecimentos, atitutes e práticas relacionadas à odontogeriatria. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/130329

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):

Rados, Andreas Rucks Varvaki. “Desenvolvimento de instrumento de avaliação de conhecimentos, atitutes e práticas relacionadas à odontogeriatria.” 2015. Thesis, Universidade do Rio Grande do Sul. Accessed November 29, 2020. http://hdl.handle.net/10183/130329.

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

MLA Handbook (7th Edition):

Rados, Andreas Rucks Varvaki. “Desenvolvimento de instrumento de avaliação de conhecimentos, atitutes e práticas relacionadas à odontogeriatria.” 2015. Web. 29 Nov 2020.

Vancouver:

Rados ARV. Desenvolvimento de instrumento de avaliação de conhecimentos, atitutes e práticas relacionadas à odontogeriatria. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2015. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/10183/130329.

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

Council of Science Editors:

Rados ARV. Desenvolvimento de instrumento de avaliação de conhecimentos, atitutes e práticas relacionadas à odontogeriatria. [Thesis]. Universidade do Rio Grande do Sul; 2015. Available from: http://hdl.handle.net/10183/130329

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


Lincoln University

13. Abdul Rahim, Elin E. Exploring a desktop virtual reality application for education: the perspectives of spatial knowledge acquisition and information integration.

Degree: 2013, Lincoln University

 Current practice in education encourages students to gain exposure in the real world through student visits (i.e., field trips) to sites such as process facilities… (more)

Subjects/Keywords: virtual reality; educational software; spatial knowledge; navigation; integrated information

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APA (6th Edition):

Abdul Rahim, E. E. (2013). Exploring a desktop virtual reality application for education: the perspectives of spatial knowledge acquisition and information integration. (Thesis). Lincoln University. Retrieved from http://hdl.handle.net/10182/5514

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):

Abdul Rahim, Elin E. “Exploring a desktop virtual reality application for education: the perspectives of spatial knowledge acquisition and information integration.” 2013. Thesis, Lincoln University. Accessed November 29, 2020. http://hdl.handle.net/10182/5514.

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

MLA Handbook (7th Edition):

Abdul Rahim, Elin E. “Exploring a desktop virtual reality application for education: the perspectives of spatial knowledge acquisition and information integration.” 2013. Web. 29 Nov 2020.

Vancouver:

Abdul Rahim EE. Exploring a desktop virtual reality application for education: the perspectives of spatial knowledge acquisition and information integration. [Internet] [Thesis]. Lincoln University; 2013. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/10182/5514.

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

Council of Science Editors:

Abdul Rahim EE. Exploring a desktop virtual reality application for education: the perspectives of spatial knowledge acquisition and information integration. [Thesis]. Lincoln University; 2013. Available from: http://hdl.handle.net/10182/5514

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


University of Louisville

14. McReynolds, Brandon S. The knowledge economy : increasing human capital on the U.S. I-65 corridor.

Degree: PhD, 2017, University of Louisville

  In economics, the term growth often refers to the increase in economic activity between two points in time. Within the context of the United… (more)

Subjects/Keywords: human capital; policy; urban; knowledge; cities; workforce; Educational Sociology

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APA (6th Edition):

McReynolds, B. S. (2017). The knowledge economy : increasing human capital on the U.S. I-65 corridor. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/2865 ; https://ir.library.louisville.edu/etd/2865

Chicago Manual of Style (16th Edition):

McReynolds, Brandon S. “The knowledge economy : increasing human capital on the U.S. I-65 corridor.” 2017. Doctoral Dissertation, University of Louisville. Accessed November 29, 2020. 10.18297/etd/2865 ; https://ir.library.louisville.edu/etd/2865.

MLA Handbook (7th Edition):

McReynolds, Brandon S. “The knowledge economy : increasing human capital on the U.S. I-65 corridor.” 2017. Web. 29 Nov 2020.

Vancouver:

McReynolds BS. The knowledge economy : increasing human capital on the U.S. I-65 corridor. [Internet] [Doctoral dissertation]. University of Louisville; 2017. [cited 2020 Nov 29]. Available from: 10.18297/etd/2865 ; https://ir.library.louisville.edu/etd/2865.

Council of Science Editors:

McReynolds BS. The knowledge economy : increasing human capital on the U.S. I-65 corridor. [Doctoral Dissertation]. University of Louisville; 2017. Available from: 10.18297/etd/2865 ; https://ir.library.louisville.edu/etd/2865


University of Newcastle

15. Cotton, Matthew. Empathetic epistemology: challenging the contemporary paradigm of educational knowledge.

Degree: PhD, 2003, University of Newcastle

Research Doctorate - Doctor of Philosophy (PhD)

The preliminary concern of this thesis is to show that the world of nature, upon which we as… (more)

Subjects/Keywords: empathetic; educational knowledge; paradigms

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

APA (6th Edition):

Cotton, M. (2003). Empathetic epistemology: challenging the contemporary paradigm of educational knowledge. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/939645

Chicago Manual of Style (16th Edition):

Cotton, Matthew. “Empathetic epistemology: challenging the contemporary paradigm of educational knowledge.” 2003. Doctoral Dissertation, University of Newcastle. Accessed November 29, 2020. http://hdl.handle.net/1959.13/939645.

MLA Handbook (7th Edition):

Cotton, Matthew. “Empathetic epistemology: challenging the contemporary paradigm of educational knowledge.” 2003. Web. 29 Nov 2020.

Vancouver:

Cotton M. Empathetic epistemology: challenging the contemporary paradigm of educational knowledge. [Internet] [Doctoral dissertation]. University of Newcastle; 2003. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/1959.13/939645.

Council of Science Editors:

Cotton M. Empathetic epistemology: challenging the contemporary paradigm of educational knowledge. [Doctoral Dissertation]. University of Newcastle; 2003. Available from: http://hdl.handle.net/1959.13/939645


University of Toronto

16. Nanavati, Mary Susan Birta. Knowledge And Learning Strategies In Principal MentoringCoaching Relationships.

Degree: 2011, University of Toronto

This qualitative study investigates the relationship between the principal MentorCoach and the principal Mentee in terms of the learning that is taking place between these… (more)

Subjects/Keywords: Mentoring; Coaching; Principal; MentoringCoaching; Knowledge; Learning Strategies; Educational Leadership; Relationships; 0514

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

APA (6th Edition):

Nanavati, M. S. B. (2011). Knowledge And Learning Strategies In Principal MentoringCoaching Relationships. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/29482

Chicago Manual of Style (16th Edition):

Nanavati, Mary Susan Birta. “Knowledge And Learning Strategies In Principal MentoringCoaching Relationships.” 2011. Masters Thesis, University of Toronto. Accessed November 29, 2020. http://hdl.handle.net/1807/29482.

MLA Handbook (7th Edition):

Nanavati, Mary Susan Birta. “Knowledge And Learning Strategies In Principal MentoringCoaching Relationships.” 2011. Web. 29 Nov 2020.

Vancouver:

Nanavati MSB. Knowledge And Learning Strategies In Principal MentoringCoaching Relationships. [Internet] [Masters thesis]. University of Toronto; 2011. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/1807/29482.

Council of Science Editors:

Nanavati MSB. Knowledge And Learning Strategies In Principal MentoringCoaching Relationships. [Masters Thesis]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/29482


University of Wisconsin – Milwaukee

17. Stanley, Susan Locke. Promoting Persuasion Knowledge in Third and Fourth Graders Through Advertising Literacy and Argumentation Interventions.

Degree: PhD, Educational Psychology, 2017, University of Wisconsin – Milwaukee

  The goal of this study was to promote the development of persuasion knowledge in third and fourth graders by examining children’s interpretation and production… (more)

Subjects/Keywords: Advertising Literacy; Argumentation; Critical Thinking; Persuasion Knowledge; Educational Psychology

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

APA (6th Edition):

Stanley, S. L. (2017). Promoting Persuasion Knowledge in Third and Fourth Graders Through Advertising Literacy and Argumentation Interventions. (Doctoral Dissertation). University of Wisconsin – Milwaukee. Retrieved from https://dc.uwm.edu/etd/1703

Chicago Manual of Style (16th Edition):

Stanley, Susan Locke. “Promoting Persuasion Knowledge in Third and Fourth Graders Through Advertising Literacy and Argumentation Interventions.” 2017. Doctoral Dissertation, University of Wisconsin – Milwaukee. Accessed November 29, 2020. https://dc.uwm.edu/etd/1703.

MLA Handbook (7th Edition):

Stanley, Susan Locke. “Promoting Persuasion Knowledge in Third and Fourth Graders Through Advertising Literacy and Argumentation Interventions.” 2017. Web. 29 Nov 2020.

Vancouver:

Stanley SL. Promoting Persuasion Knowledge in Third and Fourth Graders Through Advertising Literacy and Argumentation Interventions. [Internet] [Doctoral dissertation]. University of Wisconsin – Milwaukee; 2017. [cited 2020 Nov 29]. Available from: https://dc.uwm.edu/etd/1703.

Council of Science Editors:

Stanley SL. Promoting Persuasion Knowledge in Third and Fourth Graders Through Advertising Literacy and Argumentation Interventions. [Doctoral Dissertation]. University of Wisconsin – Milwaukee; 2017. Available from: https://dc.uwm.edu/etd/1703


University of Manchester

18. Breen, Paul. TEACHERS IN TRANSITION: DEVELOPING ACTIONS, KNOWLEDGE, AND PRACTICE IN THE EAP CLASSROOM.

Degree: 2014, University of Manchester

 This study investigates developments in the practice of teachers who have engaged in a series of workshops on the integration of new technologies into their… (more)

Subjects/Keywords: TEACHER DEVELOPMENT; EDUCATIONAL TECHNOLOGY; TPACK; PCK; TEACHER KNOWLEDGE

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APA (6th Edition):

Breen, P. (2014). TEACHERS IN TRANSITION: DEVELOPING ACTIONS, KNOWLEDGE, AND PRACTICE IN THE EAP CLASSROOM. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:243346

Chicago Manual of Style (16th Edition):

Breen, Paul. “TEACHERS IN TRANSITION: DEVELOPING ACTIONS, KNOWLEDGE, AND PRACTICE IN THE EAP CLASSROOM.” 2014. Doctoral Dissertation, University of Manchester. Accessed November 29, 2020. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:243346.

MLA Handbook (7th Edition):

Breen, Paul. “TEACHERS IN TRANSITION: DEVELOPING ACTIONS, KNOWLEDGE, AND PRACTICE IN THE EAP CLASSROOM.” 2014. Web. 29 Nov 2020.

Vancouver:

Breen P. TEACHERS IN TRANSITION: DEVELOPING ACTIONS, KNOWLEDGE, AND PRACTICE IN THE EAP CLASSROOM. [Internet] [Doctoral dissertation]. University of Manchester; 2014. [cited 2020 Nov 29]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:243346.

Council of Science Editors:

Breen P. TEACHERS IN TRANSITION: DEVELOPING ACTIONS, KNOWLEDGE, AND PRACTICE IN THE EAP CLASSROOM. [Doctoral Dissertation]. University of Manchester; 2014. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:243346


Brigham Young University

19. Chapman, John Shadrack. Task-Level Feedback in Interactive Learning Enivonments Using a Rules Based Grading Engine.

Degree: PhD, 2016, Brigham Young University

 In order to improve the feedback an intelligent tutoring system provides, the grading engine needs to do more than simply indicate whether a student gives… (more)

Subjects/Keywords: knowledge components; diagnostic instructional feedback; data mining; Educational Psychology

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APA (6th Edition):

Chapman, J. S. (2016). Task-Level Feedback in Interactive Learning Enivonments Using a Rules Based Grading Engine. (Doctoral Dissertation). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7605&context=etd

Chicago Manual of Style (16th Edition):

Chapman, John Shadrack. “Task-Level Feedback in Interactive Learning Enivonments Using a Rules Based Grading Engine.” 2016. Doctoral Dissertation, Brigham Young University. Accessed November 29, 2020. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7605&context=etd.

MLA Handbook (7th Edition):

Chapman, John Shadrack. “Task-Level Feedback in Interactive Learning Enivonments Using a Rules Based Grading Engine.” 2016. Web. 29 Nov 2020.

Vancouver:

Chapman JS. Task-Level Feedback in Interactive Learning Enivonments Using a Rules Based Grading Engine. [Internet] [Doctoral dissertation]. Brigham Young University; 2016. [cited 2020 Nov 29]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7605&context=etd.

Council of Science Editors:

Chapman JS. Task-Level Feedback in Interactive Learning Enivonments Using a Rules Based Grading Engine. [Doctoral Dissertation]. Brigham Young University; 2016. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7605&context=etd


Edith Cowan University

20. Barrett, Athol. Capitalising on experience for an evolving era : a reflective practitioner study.

Degree: 2010, Edith Cowan University

 This study is about tapping the under utilised resource of tacit knowledge, embedded in human experience, in tackling the complex challenges of managing a neo-postmodern… (more)

Subjects/Keywords: Tacit knowledge; Teaching; Research; Methodology; Western Australia; Biography; Educational Methods

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

APA (6th Edition):

Barrett, A. (2010). Capitalising on experience for an evolving era : a reflective practitioner study. (Thesis). Edith Cowan University. Retrieved from https://ro.ecu.edu.au/theses/368

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):

Barrett, Athol. “Capitalising on experience for an evolving era : a reflective practitioner study.” 2010. Thesis, Edith Cowan University. Accessed November 29, 2020. https://ro.ecu.edu.au/theses/368.

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

MLA Handbook (7th Edition):

Barrett, Athol. “Capitalising on experience for an evolving era : a reflective practitioner study.” 2010. Web. 29 Nov 2020.

Vancouver:

Barrett A. Capitalising on experience for an evolving era : a reflective practitioner study. [Internet] [Thesis]. Edith Cowan University; 2010. [cited 2020 Nov 29]. Available from: https://ro.ecu.edu.au/theses/368.

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

Council of Science Editors:

Barrett A. Capitalising on experience for an evolving era : a reflective practitioner study. [Thesis]. Edith Cowan University; 2010. Available from: https://ro.ecu.edu.au/theses/368

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


University of Manchester

21. Breen, Paul. Teachers in transition : developing actions, knowledge, and practice in the EAP classroom.

Degree: PhD, 2015, University of Manchester

 This study investigates developments in the practice of teachers who have engaged in a series of workshops on the integration of new technologies into their… (more)

Subjects/Keywords: teacher development; educational technology; TPACK; PCK; teacher knowledge

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

APA (6th Edition):

Breen, P. (2015). Teachers in transition : developing actions, knowledge, and practice in the EAP classroom. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/teachers-in-transition-developing-actions-knowledge-and-practice-in-the-eap-classroom(1b963085-b14d-4c4d-b873-cd1c9763e354).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.764373

Chicago Manual of Style (16th Edition):

Breen, Paul. “Teachers in transition : developing actions, knowledge, and practice in the EAP classroom.” 2015. Doctoral Dissertation, University of Manchester. Accessed November 29, 2020. https://www.research.manchester.ac.uk/portal/en/theses/teachers-in-transition-developing-actions-knowledge-and-practice-in-the-eap-classroom(1b963085-b14d-4c4d-b873-cd1c9763e354).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.764373.

MLA Handbook (7th Edition):

Breen, Paul. “Teachers in transition : developing actions, knowledge, and practice in the EAP classroom.” 2015. Web. 29 Nov 2020.

Vancouver:

Breen P. Teachers in transition : developing actions, knowledge, and practice in the EAP classroom. [Internet] [Doctoral dissertation]. University of Manchester; 2015. [cited 2020 Nov 29]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/teachers-in-transition-developing-actions-knowledge-and-practice-in-the-eap-classroom(1b963085-b14d-4c4d-b873-cd1c9763e354).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.764373.

Council of Science Editors:

Breen P. Teachers in transition : developing actions, knowledge, and practice in the EAP classroom. [Doctoral Dissertation]. University of Manchester; 2015. Available from: https://www.research.manchester.ac.uk/portal/en/theses/teachers-in-transition-developing-actions-knowledge-and-practice-in-the-eap-classroom(1b963085-b14d-4c4d-b873-cd1c9763e354).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.764373


University of Toronto

22. Quintana, Rebecca Mary. The Role of Visual Representations in a Knowledge Community and Inquiry Curriculum.

Degree: PhD, 2017, University of Toronto

 This design-based research study describes the design, implementation, and evaluation of a suite of technology applications, curriculum materials, and activities, created to support a learning… (more)

Subjects/Keywords: Curriculum design; Educational technology; Elementary science; Knowledge building; Visual representations; 0515

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APA (6th Edition):

Quintana, R. M. (2017). The Role of Visual Representations in a Knowledge Community and Inquiry Curriculum. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/89645

Chicago Manual of Style (16th Edition):

Quintana, Rebecca Mary. “The Role of Visual Representations in a Knowledge Community and Inquiry Curriculum.” 2017. Doctoral Dissertation, University of Toronto. Accessed November 29, 2020. http://hdl.handle.net/1807/89645.

MLA Handbook (7th Edition):

Quintana, Rebecca Mary. “The Role of Visual Representations in a Knowledge Community and Inquiry Curriculum.” 2017. Web. 29 Nov 2020.

Vancouver:

Quintana RM. The Role of Visual Representations in a Knowledge Community and Inquiry Curriculum. [Internet] [Doctoral dissertation]. University of Toronto; 2017. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/1807/89645.

Council of Science Editors:

Quintana RM. The Role of Visual Representations in a Knowledge Community and Inquiry Curriculum. [Doctoral Dissertation]. University of Toronto; 2017. Available from: http://hdl.handle.net/1807/89645


University of Toronto

23. Kealey, Michael Ryan Cain. Impact of Design Expertise and Methodologies on the Usability of Printed Education Materials.

Degree: PhD, 2015, University of Toronto

 Printed Education Materials (PEMs) are a knowledge translation intervention for disseminating synthesized clinical evidence to end-users. Since end users may have little expertise or may… (more)

Subjects/Keywords: Design; Healthcare; Human Factors; Knowledge Translation; Printed Educational Materials; Usability; 0546

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APA (6th Edition):

Kealey, M. R. C. (2015). Impact of Design Expertise and Methodologies on the Usability of Printed Education Materials. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/70839

Chicago Manual of Style (16th Edition):

Kealey, Michael Ryan Cain. “Impact of Design Expertise and Methodologies on the Usability of Printed Education Materials.” 2015. Doctoral Dissertation, University of Toronto. Accessed November 29, 2020. http://hdl.handle.net/1807/70839.

MLA Handbook (7th Edition):

Kealey, Michael Ryan Cain. “Impact of Design Expertise and Methodologies on the Usability of Printed Education Materials.” 2015. Web. 29 Nov 2020.

Vancouver:

Kealey MRC. Impact of Design Expertise and Methodologies on the Usability of Printed Education Materials. [Internet] [Doctoral dissertation]. University of Toronto; 2015. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/1807/70839.

Council of Science Editors:

Kealey MRC. Impact of Design Expertise and Methodologies on the Usability of Printed Education Materials. [Doctoral Dissertation]. University of Toronto; 2015. Available from: http://hdl.handle.net/1807/70839


University of Melbourne

24. Santoro, Giuseppe Franco. Gifted knowledge: What does it look like?.

Degree: 2016, University of Melbourne

 Catering for gifted students in the classroom context is emerging as a priority focus for many schools. Inclusive provision includes protocols for identifying these students… (more)

Subjects/Keywords: gifted; giftedness; knowledge; expertise; educational psychology; cognitive psychology

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APA (6th Edition):

Santoro, G. F. (2016). Gifted knowledge: What does it look like?. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/92243

Chicago Manual of Style (16th Edition):

Santoro, Giuseppe Franco. “Gifted knowledge: What does it look like?.” 2016. Doctoral Dissertation, University of Melbourne. Accessed November 29, 2020. http://hdl.handle.net/11343/92243.

MLA Handbook (7th Edition):

Santoro, Giuseppe Franco. “Gifted knowledge: What does it look like?.” 2016. Web. 29 Nov 2020.

Vancouver:

Santoro GF. Gifted knowledge: What does it look like?. [Internet] [Doctoral dissertation]. University of Melbourne; 2016. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/11343/92243.

Council of Science Editors:

Santoro GF. Gifted knowledge: What does it look like?. [Doctoral Dissertation]. University of Melbourne; 2016. Available from: http://hdl.handle.net/11343/92243

25. Goldstein, Adam B. Responding to Moments of Learning.

Degree: MS, 2011, Worcester Polytechnic Institute

 In the field of Artificial Intelligence in Education, many contributions have been made toward estimating student proficiency in Intelligent Tutoring Systems (cf. Corbett & Anderson,… (more)

Subjects/Keywords: machine learning; knowledge tracing; intelligent tutoring systems; educational data mining

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APA (6th Edition):

Goldstein, A. B. (2011). Responding to Moments of Learning. (Thesis). Worcester Polytechnic Institute. Retrieved from etd-050311-160847 ; https://digitalcommons.wpi.edu/etd-theses/685

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):

Goldstein, Adam B. “Responding to Moments of Learning.” 2011. Thesis, Worcester Polytechnic Institute. Accessed November 29, 2020. etd-050311-160847 ; https://digitalcommons.wpi.edu/etd-theses/685.

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

MLA Handbook (7th Edition):

Goldstein, Adam B. “Responding to Moments of Learning.” 2011. Web. 29 Nov 2020.

Vancouver:

Goldstein AB. Responding to Moments of Learning. [Internet] [Thesis]. Worcester Polytechnic Institute; 2011. [cited 2020 Nov 29]. Available from: etd-050311-160847 ; https://digitalcommons.wpi.edu/etd-theses/685.

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

Council of Science Editors:

Goldstein AB. Responding to Moments of Learning. [Thesis]. Worcester Polytechnic Institute; 2011. Available from: etd-050311-160847 ; https://digitalcommons.wpi.edu/etd-theses/685

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


University of Southern California

26. Graner, William B. Leafcutters: life simulation gameplay designed to evoke engagement with real-world subject matter.

Degree: MFA, Interactive Media, 2011, University of Southern California

 Leafcutters is a life simulation game about leafcutting ants which is designed to evoke engagement with real world subject matter. In this game, players shape… (more)

Subjects/Keywords: simulation game; evocative knowledge object; educational game; video game

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APA (6th Edition):

Graner, W. B. (2011). Leafcutters: life simulation gameplay designed to evoke engagement with real-world subject matter. (Thesis). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/469526/rec/3777

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):

Graner, William B. “Leafcutters: life simulation gameplay designed to evoke engagement with real-world subject matter.” 2011. Thesis, University of Southern California. Accessed November 29, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/469526/rec/3777.

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

MLA Handbook (7th Edition):

Graner, William B. “Leafcutters: life simulation gameplay designed to evoke engagement with real-world subject matter.” 2011. Web. 29 Nov 2020.

Vancouver:

Graner WB. Leafcutters: life simulation gameplay designed to evoke engagement with real-world subject matter. [Internet] [Thesis]. University of Southern California; 2011. [cited 2020 Nov 29]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/469526/rec/3777.

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

Council of Science Editors:

Graner WB. Leafcutters: life simulation gameplay designed to evoke engagement with real-world subject matter. [Thesis]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/469526/rec/3777

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

27. Gomez, Ana Camila. Breastfeeding Knowledge and Attitudes of Baccalaureate Nursing Students Before and After an Educational Intervention: A Pilot Study .

Degree: 2015, California State University – San Marcos

 Breastfeeding has become a global initiative. In an effort to increase breastfeeding rates, the World Health Organization and UNICEF have made their recommendations to hospitals… (more)

Subjects/Keywords: Breastfeeding; educational intervention; infant feeding; breastfeeding education; breastfeeding knowledge

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APA (6th Edition):

Gomez, A. C. (2015). Breastfeeding Knowledge and Attitudes of Baccalaureate Nursing Students Before and After an Educational Intervention: A Pilot Study . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/143690

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):

Gomez, Ana Camila. “Breastfeeding Knowledge and Attitudes of Baccalaureate Nursing Students Before and After an Educational Intervention: A Pilot Study .” 2015. Thesis, California State University – San Marcos. Accessed November 29, 2020. http://hdl.handle.net/10211.3/143690.

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

MLA Handbook (7th Edition):

Gomez, Ana Camila. “Breastfeeding Knowledge and Attitudes of Baccalaureate Nursing Students Before and After an Educational Intervention: A Pilot Study .” 2015. Web. 29 Nov 2020.

Vancouver:

Gomez AC. Breastfeeding Knowledge and Attitudes of Baccalaureate Nursing Students Before and After an Educational Intervention: A Pilot Study . [Internet] [Thesis]. California State University – San Marcos; 2015. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/10211.3/143690.

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

Council of Science Editors:

Gomez AC. Breastfeeding Knowledge and Attitudes of Baccalaureate Nursing Students Before and After an Educational Intervention: A Pilot Study . [Thesis]. California State University – San Marcos; 2015. Available from: http://hdl.handle.net/10211.3/143690

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


University of Arizona

28. Valencia, Marylyn. Supporting Parents as College Advisors: A Qualitative Study of First Generation College Students' Parents .

Degree: 2018, University of Arizona

 This study identified first-generation college student’s parents’ needs and support systems during their child’s college admissions process. Literature supports the benefits of improving college knowledge(more)

Subjects/Keywords: college admission; educational equity; high school; Parent college knowledge

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APA (6th Edition):

Valencia, M. (2018). Supporting Parents as College Advisors: A Qualitative Study of First Generation College Students' Parents . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/630561

Chicago Manual of Style (16th Edition):

Valencia, Marylyn. “Supporting Parents as College Advisors: A Qualitative Study of First Generation College Students' Parents .” 2018. Doctoral Dissertation, University of Arizona. Accessed November 29, 2020. http://hdl.handle.net/10150/630561.

MLA Handbook (7th Edition):

Valencia, Marylyn. “Supporting Parents as College Advisors: A Qualitative Study of First Generation College Students' Parents .” 2018. Web. 29 Nov 2020.

Vancouver:

Valencia M. Supporting Parents as College Advisors: A Qualitative Study of First Generation College Students' Parents . [Internet] [Doctoral dissertation]. University of Arizona; 2018. [cited 2020 Nov 29]. Available from: http://hdl.handle.net/10150/630561.

Council of Science Editors:

Valencia M. Supporting Parents as College Advisors: A Qualitative Study of First Generation College Students' Parents . [Doctoral Dissertation]. University of Arizona; 2018. Available from: http://hdl.handle.net/10150/630561

29. Oliver, Martin John. Visualisation and manipulation tools for Modal logic.

Degree: PhD, 1998, Open University

 In this thesis, an investigation into how visualisation and manipulation tools can provide better support for learners of Modal logic is described. Problems associated with… (more)

Subjects/Keywords: 150; Educational psychology; Knowledge representation

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

APA (6th Edition):

Oliver, M. J. (1998). Visualisation and manipulation tools for Modal logic. (Doctoral Dissertation). Open University. Retrieved from http://oro.open.ac.uk/56464/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.268256

Chicago Manual of Style (16th Edition):

Oliver, Martin John. “Visualisation and manipulation tools for Modal logic.” 1998. Doctoral Dissertation, Open University. Accessed November 29, 2020. http://oro.open.ac.uk/56464/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.268256.

MLA Handbook (7th Edition):

Oliver, Martin John. “Visualisation and manipulation tools for Modal logic.” 1998. Web. 29 Nov 2020.

Vancouver:

Oliver MJ. Visualisation and manipulation tools for Modal logic. [Internet] [Doctoral dissertation]. Open University; 1998. [cited 2020 Nov 29]. Available from: http://oro.open.ac.uk/56464/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.268256.

Council of Science Editors:

Oliver MJ. Visualisation and manipulation tools for Modal logic. [Doctoral Dissertation]. Open University; 1998. Available from: http://oro.open.ac.uk/56464/ ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.268256


University of Toledo

30. Hurst, Lauren R. Identifying Tacit Knowledge Used by Secondary School Teachers.

Degree: MEd, Educational Psychology, 2010, University of Toledo

 Twenty nine experienced secondary school teachers from several area suburban schools were interviewed about situations regarding classroom management or classroom discipline. The purpose of this… (more)

Subjects/Keywords: Educational Psychology; Tacit Knowledge

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

APA (6th Edition):

Hurst, L. R. (2010). Identifying Tacit Knowledge Used by Secondary School Teachers. (Masters Thesis). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1269962496

Chicago Manual of Style (16th Edition):

Hurst, Lauren R. “Identifying Tacit Knowledge Used by Secondary School Teachers.” 2010. Masters Thesis, University of Toledo. Accessed November 29, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1269962496.

MLA Handbook (7th Edition):

Hurst, Lauren R. “Identifying Tacit Knowledge Used by Secondary School Teachers.” 2010. Web. 29 Nov 2020.

Vancouver:

Hurst LR. Identifying Tacit Knowledge Used by Secondary School Teachers. [Internet] [Masters thesis]. University of Toledo; 2010. [cited 2020 Nov 29]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1269962496.

Council of Science Editors:

Hurst LR. Identifying Tacit Knowledge Used by Secondary School Teachers. [Masters Thesis]. University of Toledo; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1269962496

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