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You searched for subject:(Group work in education ). Showing records 1 – 30 of 269570 total matches.

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University of Hong Kong

1. Ma, Yao, Miranda. Examining online and offline collaborative discourse in a knowledge building classroom.

Degree: MEd, 2017, University of Hong Kong

This study explores the patterns of collaborative discourse for knowledge building in pervasive learning environments, including classroom and text-based asynchronous discussion forums. With the teacher’s… (more)

Subjects/Keywords: Group work in education

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APA (6th Edition):

Ma, Yao, M. (2017). Examining online and offline collaborative discourse in a knowledge building classroom. (Masters Thesis). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/252469

Chicago Manual of Style (16th Edition):

Ma, Yao, Miranda. “Examining online and offline collaborative discourse in a knowledge building classroom.” 2017. Masters Thesis, University of Hong Kong. Accessed October 14, 2019. http://hdl.handle.net/10722/252469.

MLA Handbook (7th Edition):

Ma, Yao, Miranda. “Examining online and offline collaborative discourse in a knowledge building classroom.” 2017. Web. 14 Oct 2019.

Vancouver:

Ma, Yao M. Examining online and offline collaborative discourse in a knowledge building classroom. [Internet] [Masters thesis]. University of Hong Kong; 2017. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10722/252469.

Council of Science Editors:

Ma, Yao M. Examining online and offline collaborative discourse in a knowledge building classroom. [Masters Thesis]. University of Hong Kong; 2017. Available from: http://hdl.handle.net/10722/252469


University of Hong Kong

2. Lei, Chunlin. Fostering collaborative knowledge building through reflective assessment among Chinese tertiary students.

Degree: PhD, 2014, University of Hong Kong

 This study examines the design, processes and instructional effects of principle-based, student-directed reflective assessments on students’ conceptual understanding and collaborative inquiry in a computer-supported knowledge… (more)

Subjects/Keywords: Group work in education

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APA (6th Edition):

Lei, C. (2014). Fostering collaborative knowledge building through reflective assessment among Chinese tertiary students. (Doctoral Dissertation). University of Hong Kong. Retrieved from Lei, C. [雷春林]. (2014). Fostering collaborative knowledge building through reflective assessment among Chinese tertiary students. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5185946 ; http://dx.doi.org/10.5353/th_b5185946 ; http://hdl.handle.net/10722/197099

Chicago Manual of Style (16th Edition):

Lei, Chunlin. “Fostering collaborative knowledge building through reflective assessment among Chinese tertiary students.” 2014. Doctoral Dissertation, University of Hong Kong. Accessed October 14, 2019. Lei, C. [雷春林]. (2014). Fostering collaborative knowledge building through reflective assessment among Chinese tertiary students. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5185946 ; http://dx.doi.org/10.5353/th_b5185946 ; http://hdl.handle.net/10722/197099.

MLA Handbook (7th Edition):

Lei, Chunlin. “Fostering collaborative knowledge building through reflective assessment among Chinese tertiary students.” 2014. Web. 14 Oct 2019.

Vancouver:

Lei C. Fostering collaborative knowledge building through reflective assessment among Chinese tertiary students. [Internet] [Doctoral dissertation]. University of Hong Kong; 2014. [cited 2019 Oct 14]. Available from: Lei, C. [雷春林]. (2014). Fostering collaborative knowledge building through reflective assessment among Chinese tertiary students. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5185946 ; http://dx.doi.org/10.5353/th_b5185946 ; http://hdl.handle.net/10722/197099.

Council of Science Editors:

Lei C. Fostering collaborative knowledge building through reflective assessment among Chinese tertiary students. [Doctoral Dissertation]. University of Hong Kong; 2014. Available from: Lei, C. [雷春林]. (2014). Fostering collaborative knowledge building through reflective assessment among Chinese tertiary students. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5185946 ; http://dx.doi.org/10.5353/th_b5185946 ; http://hdl.handle.net/10722/197099


University of Hong Kong

3. Fu, Lai-fan. Characterizing the discourse patterns of collaborative knowledge building.

Degree: PhD, 2014, University of Hong Kong

 This study aimed to develop a holistic understanding of knowledge-building discourse supported by Knowledge Forum among primary-and secondary-school students in Hong Kong. It is argued… (more)

Subjects/Keywords: Group work in education

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APA (6th Edition):

Fu, L. (2014). Characterizing the discourse patterns of collaborative knowledge building. (Doctoral Dissertation). University of Hong Kong. Retrieved from Fu, L. [傅麗芬]. (2014). Characterizing the discourse patterns of collaborative knowledge building. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5185940 ; http://dx.doi.org/10.5353/th_b5185940 ; http://hdl.handle.net/10722/197113

Chicago Manual of Style (16th Edition):

Fu, Lai-fan. “Characterizing the discourse patterns of collaborative knowledge building.” 2014. Doctoral Dissertation, University of Hong Kong. Accessed October 14, 2019. Fu, L. [傅麗芬]. (2014). Characterizing the discourse patterns of collaborative knowledge building. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5185940 ; http://dx.doi.org/10.5353/th_b5185940 ; http://hdl.handle.net/10722/197113.

MLA Handbook (7th Edition):

Fu, Lai-fan. “Characterizing the discourse patterns of collaborative knowledge building.” 2014. Web. 14 Oct 2019.

Vancouver:

Fu L. Characterizing the discourse patterns of collaborative knowledge building. [Internet] [Doctoral dissertation]. University of Hong Kong; 2014. [cited 2019 Oct 14]. Available from: Fu, L. [傅麗芬]. (2014). Characterizing the discourse patterns of collaborative knowledge building. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5185940 ; http://dx.doi.org/10.5353/th_b5185940 ; http://hdl.handle.net/10722/197113.

Council of Science Editors:

Fu L. Characterizing the discourse patterns of collaborative knowledge building. [Doctoral Dissertation]. University of Hong Kong; 2014. Available from: Fu, L. [傅麗芬]. (2014). Characterizing the discourse patterns of collaborative knowledge building. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5185940 ; http://dx.doi.org/10.5353/th_b5185940 ; http://hdl.handle.net/10722/197113

4. Sibbald, Katherina R. Understanding Student Use of Discussion in the Co-construction of Knowledge.

Degree: School of Education, 2010, Sonoma State University

 Purpose of the Study: When students use language together to share and develop knowledge and meaning, they engage in linguistic processes that help them interpret,… (more)

Subjects/Keywords: group work in education

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APA (6th Edition):

Sibbald, K. R. (2010). Understanding Student Use of Discussion in the Co-construction of Knowledge. (Masters Thesis). Sonoma State University. Retrieved from http://hdl.handle.net/10211.1/1433

Chicago Manual of Style (16th Edition):

Sibbald, Katherina R. “Understanding Student Use of Discussion in the Co-construction of Knowledge.” 2010. Masters Thesis, Sonoma State University. Accessed October 14, 2019. http://hdl.handle.net/10211.1/1433.

MLA Handbook (7th Edition):

Sibbald, Katherina R. “Understanding Student Use of Discussion in the Co-construction of Knowledge.” 2010. Web. 14 Oct 2019.

Vancouver:

Sibbald KR. Understanding Student Use of Discussion in the Co-construction of Knowledge. [Internet] [Masters thesis]. Sonoma State University; 2010. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10211.1/1433.

Council of Science Editors:

Sibbald KR. Understanding Student Use of Discussion in the Co-construction of Knowledge. [Masters Thesis]. Sonoma State University; 2010. Available from: http://hdl.handle.net/10211.1/1433


University of Hong Kong

5. Yang, Yuqin. Reflective assessment in knowledge building using the knowledge connections analyzer.

Degree: PhD, 2016, University of Hong Kong

 This dissertation investigated the design, process and effects of reflective assessment of students’ knowledge building, using the Knowledge Connections Analyzer (KCA) for Knowledge Forum® (van… (more)

Subjects/Keywords: Educational technology; Underachievement; Group work in education

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APA (6th Edition):

Yang, Y. (2016). Reflective assessment in knowledge building using the knowledge connections analyzer. (Doctoral Dissertation). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/235937

Chicago Manual of Style (16th Edition):

Yang, Yuqin. “Reflective assessment in knowledge building using the knowledge connections analyzer.” 2016. Doctoral Dissertation, University of Hong Kong. Accessed October 14, 2019. http://hdl.handle.net/10722/235937.

MLA Handbook (7th Edition):

Yang, Yuqin. “Reflective assessment in knowledge building using the knowledge connections analyzer.” 2016. Web. 14 Oct 2019.

Vancouver:

Yang Y. Reflective assessment in knowledge building using the knowledge connections analyzer. [Internet] [Doctoral dissertation]. University of Hong Kong; 2016. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10722/235937.

Council of Science Editors:

Yang Y. Reflective assessment in knowledge building using the knowledge connections analyzer. [Doctoral Dissertation]. University of Hong Kong; 2016. Available from: http://hdl.handle.net/10722/235937


Central Connecticut State University

6. Phillips, Sean T., 1989-. Cooperative Learning and its Effects on Mathematics Anxiety.

Degree: Department of Mathematical Sciences, 2015, Central Connecticut State University

Mathematics anxiety has kept students from excelling in mathematics. Several methods of instilling confidence have been instituted within the clasroom by countless teachers. However, sturctures… (more)

Subjects/Keywords: Group work in education.; Math anxiety.

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APA (6th Edition):

Phillips, Sean T., 1. (2015). Cooperative Learning and its Effects on Mathematics Anxiety. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,2185

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

Chicago Manual of Style (16th Edition):

Phillips, Sean T., 1989-. “Cooperative Learning and its Effects on Mathematics Anxiety.” 2015. Thesis, Central Connecticut State University. Accessed October 14, 2019. http://content.library.ccsu.edu/u?/ccsutheses,2185.

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

MLA Handbook (7th Edition):

Phillips, Sean T., 1989-. “Cooperative Learning and its Effects on Mathematics Anxiety.” 2015. Web. 14 Oct 2019.

Vancouver:

Phillips, Sean T. 1. Cooperative Learning and its Effects on Mathematics Anxiety. [Internet] [Thesis]. Central Connecticut State University; 2015. [cited 2019 Oct 14]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2185.

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

Council of Science Editors:

Phillips, Sean T. 1. Cooperative Learning and its Effects on Mathematics Anxiety. [Thesis]. Central Connecticut State University; 2015. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2185

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


Latrobe University

7. Biggin, Janine. Student teams in a secondary school classroom : a case study.

Degree: 2013, Latrobe University

Thesis (Doctorate) - La Trobe University, 2013

Submission note: "A thesis submitted in total fulfilment of the requirements for the degree of Doctor of Education [to the] Faculty of Education, La Trobe University, Bundoora".

Advisors/Committee Members: La Trobe University. Faculty of Education..

Subjects/Keywords: Group work in education  – Technique.; Students  – Attitudes.

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APA (6th Edition):

Biggin, J. (2013). Student teams in a secondary school classroom : a case study. (Doctoral Dissertation). Latrobe University. Retrieved from http://hdl.handle.net/1959.9/514102

Chicago Manual of Style (16th Edition):

Biggin, Janine. “Student teams in a secondary school classroom : a case study.” 2013. Doctoral Dissertation, Latrobe University. Accessed October 14, 2019. http://hdl.handle.net/1959.9/514102.

MLA Handbook (7th Edition):

Biggin, Janine. “Student teams in a secondary school classroom : a case study.” 2013. Web. 14 Oct 2019.

Vancouver:

Biggin J. Student teams in a secondary school classroom : a case study. [Internet] [Doctoral dissertation]. Latrobe University; 2013. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/1959.9/514102.

Council of Science Editors:

Biggin J. Student teams in a secondary school classroom : a case study. [Doctoral Dissertation]. Latrobe University; 2013. Available from: http://hdl.handle.net/1959.9/514102


Montana State University

8. Noel, Mary Dolores. Team work in an introductory organic and biochemistry classroom.

Degree: Graduate School, 2016, Montana State University

 The goal of this research was to compare the results of students working in formal, structured groups, which I called teams, with other students in… (more)

Subjects/Keywords: College students.; Group work in education.

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APA (6th Edition):

Noel, M. D. (2016). Team work in an introductory organic and biochemistry classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10079

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):

Noel, Mary Dolores. “Team work in an introductory organic and biochemistry classroom.” 2016. Thesis, Montana State University. Accessed October 14, 2019. https://scholarworks.montana.edu/xmlui/handle/1/10079.

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

MLA Handbook (7th Edition):

Noel, Mary Dolores. “Team work in an introductory organic and biochemistry classroom.” 2016. Web. 14 Oct 2019.

Vancouver:

Noel MD. Team work in an introductory organic and biochemistry classroom. [Internet] [Thesis]. Montana State University; 2016. [cited 2019 Oct 14]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10079.

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

Council of Science Editors:

Noel MD. Team work in an introductory organic and biochemistry classroom. [Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10079

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


Massey University

9. Bisset, Arthur Gardner. The effectiveness of a small group intervention for struggling readers in Year 4 : a thesis presented in partial fulfillment of the requirements for the degree of Master of Educational Psychology, Massey University, Palmerston North, New Zealand .

Degree: 2015, Massey University

 The purpose of the current study was to examine the effectiveness of a small group literacy intervention for low-achieving readers in Year 4. The present… (more)

Subjects/Keywords: Reading; Remedial teaching; Primary; Group work in education; Group reading

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APA (6th Edition):

Bisset, A. G. (2015). The effectiveness of a small group intervention for struggling readers in Year 4 : a thesis presented in partial fulfillment of the requirements for the degree of Master of Educational Psychology, Massey University, Palmerston North, New Zealand . (Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/7538

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):

Bisset, Arthur Gardner. “The effectiveness of a small group intervention for struggling readers in Year 4 : a thesis presented in partial fulfillment of the requirements for the degree of Master of Educational Psychology, Massey University, Palmerston North, New Zealand .” 2015. Thesis, Massey University. Accessed October 14, 2019. http://hdl.handle.net/10179/7538.

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

MLA Handbook (7th Edition):

Bisset, Arthur Gardner. “The effectiveness of a small group intervention for struggling readers in Year 4 : a thesis presented in partial fulfillment of the requirements for the degree of Master of Educational Psychology, Massey University, Palmerston North, New Zealand .” 2015. Web. 14 Oct 2019.

Vancouver:

Bisset AG. The effectiveness of a small group intervention for struggling readers in Year 4 : a thesis presented in partial fulfillment of the requirements for the degree of Master of Educational Psychology, Massey University, Palmerston North, New Zealand . [Internet] [Thesis]. Massey University; 2015. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10179/7538.

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

Council of Science Editors:

Bisset AG. The effectiveness of a small group intervention for struggling readers in Year 4 : a thesis presented in partial fulfillment of the requirements for the degree of Master of Educational Psychology, Massey University, Palmerston North, New Zealand . [Thesis]. Massey University; 2015. Available from: http://hdl.handle.net/10179/7538

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

10. Meulink, Judie N. Cooperative learning methods for group piano : the development of a teaching guide.

Degree: Thesis (D.A.), 2011, Ball State University

 This inquiry explored cooperative learning theory and methodology in the context of teaching functional keyboard skills in undergraduate collegiate group piano classes. The purpose was… (more)

Subjects/Keywords: Group work in education; Piano – Methods – Group instruction

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APA (6th Edition):

Meulink, J. N. (2011). Cooperative learning methods for group piano : the development of a teaching guide. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/195137

Chicago Manual of Style (16th Edition):

Meulink, Judie N. “Cooperative learning methods for group piano : the development of a teaching guide.” 2011. Doctoral Dissertation, Ball State University. Accessed October 14, 2019. http://cardinalscholar.bsu.edu/handle/123456789/195137.

MLA Handbook (7th Edition):

Meulink, Judie N. “Cooperative learning methods for group piano : the development of a teaching guide.” 2011. Web. 14 Oct 2019.

Vancouver:

Meulink JN. Cooperative learning methods for group piano : the development of a teaching guide. [Internet] [Doctoral dissertation]. Ball State University; 2011. [cited 2019 Oct 14]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/195137.

Council of Science Editors:

Meulink JN. Cooperative learning methods for group piano : the development of a teaching guide. [Doctoral Dissertation]. Ball State University; 2011. Available from: http://cardinalscholar.bsu.edu/handle/123456789/195137


Portland State University

11. Carpenter, Jan Marie. Negotiating Meaning with Educational Practice: Alignment of Preservice Teachers' Mission, Identity, and Beliefs with the Practice of Collaborative Action Research.

Degree: Doctor of Education (EdD) in Educational Leadership: Curriculum and Instruction, Curriculum & Instruction, 2010, Portland State University

  The case study examined how three preservice teachers within a Master of Arts in Teaching program at a small, private university negotiated meaning around… (more)

Subjects/Keywords: Student teachers  – Attitudes; Action research in education; Group work in education

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APA (6th Edition):

Carpenter, J. M. (2010). Negotiating Meaning with Educational Practice: Alignment of Preservice Teachers' Mission, Identity, and Beliefs with the Practice of Collaborative Action Research. (Doctoral Dissertation). Portland State University. Retrieved from http://pdxscholar.library.pdx.edu/open_access_etds/395

Chicago Manual of Style (16th Edition):

Carpenter, Jan Marie. “Negotiating Meaning with Educational Practice: Alignment of Preservice Teachers' Mission, Identity, and Beliefs with the Practice of Collaborative Action Research.” 2010. Doctoral Dissertation, Portland State University. Accessed October 14, 2019. http://pdxscholar.library.pdx.edu/open_access_etds/395.

MLA Handbook (7th Edition):

Carpenter, Jan Marie. “Negotiating Meaning with Educational Practice: Alignment of Preservice Teachers' Mission, Identity, and Beliefs with the Practice of Collaborative Action Research.” 2010. Web. 14 Oct 2019.

Vancouver:

Carpenter JM. Negotiating Meaning with Educational Practice: Alignment of Preservice Teachers' Mission, Identity, and Beliefs with the Practice of Collaborative Action Research. [Internet] [Doctoral dissertation]. Portland State University; 2010. [cited 2019 Oct 14]. Available from: http://pdxscholar.library.pdx.edu/open_access_etds/395.

Council of Science Editors:

Carpenter JM. Negotiating Meaning with Educational Practice: Alignment of Preservice Teachers' Mission, Identity, and Beliefs with the Practice of Collaborative Action Research. [Doctoral Dissertation]. Portland State University; 2010. Available from: http://pdxscholar.library.pdx.edu/open_access_etds/395


University of Hong Kong

12. Fu, Huijuan. Using Wiki technology for primary-school students' collaborative projects : affordances, constraints and evaluation.

Degree: M. Phil., 2013, University of Hong Kong

The project-based collaboration setting is becoming increasingly common at different educational levels. Recent years have witnessed the rising use of wikis as computer-supported collaborative learning… (more)

Subjects/Keywords: Group work in education; Internet in education; Wikis (Computer science)

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APA (6th Edition):

Fu, H. (2013). Using Wiki technology for primary-school students' collaborative projects : affordances, constraints and evaluation. (Masters Thesis). University of Hong Kong. Retrieved from Fu, H. [傅惠鵑]. (2013). Using Wiki technology for primary-school students' collaborative projects : affordances, constraints and evaluation. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5295532 ; http://dx.doi.org/10.5353/th_b5295532 ; http://hdl.handle.net/10722/202372

Chicago Manual of Style (16th Edition):

Fu, Huijuan. “Using Wiki technology for primary-school students' collaborative projects : affordances, constraints and evaluation.” 2013. Masters Thesis, University of Hong Kong. Accessed October 14, 2019. Fu, H. [傅惠鵑]. (2013). Using Wiki technology for primary-school students' collaborative projects : affordances, constraints and evaluation. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5295532 ; http://dx.doi.org/10.5353/th_b5295532 ; http://hdl.handle.net/10722/202372.

MLA Handbook (7th Edition):

Fu, Huijuan. “Using Wiki technology for primary-school students' collaborative projects : affordances, constraints and evaluation.” 2013. Web. 14 Oct 2019.

Vancouver:

Fu H. Using Wiki technology for primary-school students' collaborative projects : affordances, constraints and evaluation. [Internet] [Masters thesis]. University of Hong Kong; 2013. [cited 2019 Oct 14]. Available from: Fu, H. [傅惠鵑]. (2013). Using Wiki technology for primary-school students' collaborative projects : affordances, constraints and evaluation. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5295532 ; http://dx.doi.org/10.5353/th_b5295532 ; http://hdl.handle.net/10722/202372.

Council of Science Editors:

Fu H. Using Wiki technology for primary-school students' collaborative projects : affordances, constraints and evaluation. [Masters Thesis]. University of Hong Kong; 2013. Available from: Fu, H. [傅惠鵑]. (2013). Using Wiki technology for primary-school students' collaborative projects : affordances, constraints and evaluation. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5295532 ; http://dx.doi.org/10.5353/th_b5295532 ; http://hdl.handle.net/10722/202372


University of Hong Kong

13. Lin, Warangkana. Network learning : how teachers learn through their professional networks.

Degree: EdD, 2015, University of Hong Kong

 This is a study about teacher learning in a case school. In this context, the study concentrates on teacher learning in groups. In the literature,… (more)

Subjects/Keywords: Teachers - In-service training; Group work in education

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APA (6th Edition):

Lin, W. (2015). Network learning : how teachers learn through their professional networks. (Doctoral Dissertation). University of Hong Kong. Retrieved from Lin, W. [林許淑謙]. (2015). Network learning : how teachers learn through their professional networks. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5479363 ; http://hdl.handle.net/10722/211025

Chicago Manual of Style (16th Edition):

Lin, Warangkana. “Network learning : how teachers learn through their professional networks.” 2015. Doctoral Dissertation, University of Hong Kong. Accessed October 14, 2019. Lin, W. [林許淑謙]. (2015). Network learning : how teachers learn through their professional networks. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5479363 ; http://hdl.handle.net/10722/211025.

MLA Handbook (7th Edition):

Lin, Warangkana. “Network learning : how teachers learn through their professional networks.” 2015. Web. 14 Oct 2019.

Vancouver:

Lin W. Network learning : how teachers learn through their professional networks. [Internet] [Doctoral dissertation]. University of Hong Kong; 2015. [cited 2019 Oct 14]. Available from: Lin, W. [林許淑謙]. (2015). Network learning : how teachers learn through their professional networks. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5479363 ; http://hdl.handle.net/10722/211025.

Council of Science Editors:

Lin W. Network learning : how teachers learn through their professional networks. [Doctoral Dissertation]. University of Hong Kong; 2015. Available from: Lin, W. [林許淑謙]. (2015). Network learning : how teachers learn through their professional networks. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5479363 ; http://hdl.handle.net/10722/211025


Montana State University

14. Gassner, Suzanne Shifra. Integrating laboratory experience with lecture content through the use of cognitive and cooperative learning strategies in a community college introduction to chemistry course.

Degree: Graduate School, 2015, Montana State University

 This study investigated the effects of cooperative learning groups in conjunction with cognitive learning strategies for the understanding of chemistry concepts for 23 Introduction to… (more)

Subjects/Keywords: Chemistry.; Group work in education.; Community colleges.; Education, Higher.

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APA (6th Edition):

Gassner, S. S. (2015). Integrating laboratory experience with lecture content through the use of cognitive and cooperative learning strategies in a community college introduction to chemistry course. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/9255

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):

Gassner, Suzanne Shifra. “Integrating laboratory experience with lecture content through the use of cognitive and cooperative learning strategies in a community college introduction to chemistry course.” 2015. Thesis, Montana State University. Accessed October 14, 2019. https://scholarworks.montana.edu/xmlui/handle/1/9255.

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

MLA Handbook (7th Edition):

Gassner, Suzanne Shifra. “Integrating laboratory experience with lecture content through the use of cognitive and cooperative learning strategies in a community college introduction to chemistry course.” 2015. Web. 14 Oct 2019.

Vancouver:

Gassner SS. Integrating laboratory experience with lecture content through the use of cognitive and cooperative learning strategies in a community college introduction to chemistry course. [Internet] [Thesis]. Montana State University; 2015. [cited 2019 Oct 14]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9255.

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

Council of Science Editors:

Gassner SS. Integrating laboratory experience with lecture content through the use of cognitive and cooperative learning strategies in a community college introduction to chemistry course. [Thesis]. Montana State University; 2015. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9255

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


Edith Cowan University

15. Zehnder, Scott C. Student learning and cognition in cooperative small groups : towards a fourth metaphor of human learning.

Degree: 2002, Edith Cowan University

 Research into the benefits of cooperative learning has focussed most attention onto a social psychological perspective with the result that the putative cognitive benefits of… (more)

Subjects/Keywords: Group work in education.; Education

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APA (6th Edition):

Zehnder, S. C. (2002). Student learning and cognition in cooperative small groups : towards a fourth metaphor of human learning. (Thesis). Edith Cowan University. Retrieved from https://ro.ecu.edu.au/theses/717

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):

Zehnder, Scott C. “Student learning and cognition in cooperative small groups : towards a fourth metaphor of human learning.” 2002. Thesis, Edith Cowan University. Accessed October 14, 2019. https://ro.ecu.edu.au/theses/717.

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

MLA Handbook (7th Edition):

Zehnder, Scott C. “Student learning and cognition in cooperative small groups : towards a fourth metaphor of human learning.” 2002. Web. 14 Oct 2019.

Vancouver:

Zehnder SC. Student learning and cognition in cooperative small groups : towards a fourth metaphor of human learning. [Internet] [Thesis]. Edith Cowan University; 2002. [cited 2019 Oct 14]. Available from: https://ro.ecu.edu.au/theses/717.

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

Council of Science Editors:

Zehnder SC. Student learning and cognition in cooperative small groups : towards a fourth metaphor of human learning. [Thesis]. Edith Cowan University; 2002. Available from: https://ro.ecu.edu.au/theses/717

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


University of Johannesburg

16. Volschenk, David Eduan. Die integrering van uitkomsgerigte onderwys en kooperatiewe leer as ondersteuningsmeganisme vir wiskunde-onderrig by kolleges.

Degree: 2009, University of Johannesburg

M.Ed.

The central focus of the study is the development of guidelines and the creation of a implementation model for the integration of Outcomes Based… (more)

Subjects/Keywords: competency based education; group work in education; mathematics study and teaching

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APA (6th Edition):

Volschenk, D. E. (2009). Die integrering van uitkomsgerigte onderwys en kooperatiewe leer as ondersteuningsmeganisme vir wiskunde-onderrig by kolleges. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/2195

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):

Volschenk, David Eduan. “Die integrering van uitkomsgerigte onderwys en kooperatiewe leer as ondersteuningsmeganisme vir wiskunde-onderrig by kolleges.” 2009. Thesis, University of Johannesburg. Accessed October 14, 2019. http://hdl.handle.net/10210/2195.

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

MLA Handbook (7th Edition):

Volschenk, David Eduan. “Die integrering van uitkomsgerigte onderwys en kooperatiewe leer as ondersteuningsmeganisme vir wiskunde-onderrig by kolleges.” 2009. Web. 14 Oct 2019.

Vancouver:

Volschenk DE. Die integrering van uitkomsgerigte onderwys en kooperatiewe leer as ondersteuningsmeganisme vir wiskunde-onderrig by kolleges. [Internet] [Thesis]. University of Johannesburg; 2009. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10210/2195.

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

Council of Science Editors:

Volschenk DE. Die integrering van uitkomsgerigte onderwys en kooperatiewe leer as ondersteuningsmeganisme vir wiskunde-onderrig by kolleges. [Thesis]. University of Johannesburg; 2009. Available from: http://hdl.handle.net/10210/2195

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


Drexel University

17. Azevedo, Issac. The Effects of Conflicting Messages on Project Support Staff in Matrix Structured Organizations: A Phenomenological Study.

Degree: 2018, Drexel University

Project management is a critical practice in vendor organizations, which sell the design and implementation of services or products to customer organizations. Project management scholarship… (more)

Subjects/Keywords: Education; School management and organization; Group work in education – Research

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APA (6th Edition):

Azevedo, I. (2018). The Effects of Conflicting Messages on Project Support Staff in Matrix Structured Organizations: A Phenomenological Study. (Thesis). Drexel University. Retrieved from https://idea.library.drexel.edu/islandora/object/idea%3A9338

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):

Azevedo, Issac. “The Effects of Conflicting Messages on Project Support Staff in Matrix Structured Organizations: A Phenomenological Study.” 2018. Thesis, Drexel University. Accessed October 14, 2019. https://idea.library.drexel.edu/islandora/object/idea%3A9338.

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

MLA Handbook (7th Edition):

Azevedo, Issac. “The Effects of Conflicting Messages on Project Support Staff in Matrix Structured Organizations: A Phenomenological Study.” 2018. Web. 14 Oct 2019.

Vancouver:

Azevedo I. The Effects of Conflicting Messages on Project Support Staff in Matrix Structured Organizations: A Phenomenological Study. [Internet] [Thesis]. Drexel University; 2018. [cited 2019 Oct 14]. Available from: https://idea.library.drexel.edu/islandora/object/idea%3A9338.

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

Council of Science Editors:

Azevedo I. The Effects of Conflicting Messages on Project Support Staff in Matrix Structured Organizations: A Phenomenological Study. [Thesis]. Drexel University; 2018. Available from: https://idea.library.drexel.edu/islandora/object/idea%3A9338

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


Latrobe University

18. Tran, Van Dat. Effects of Cooperative Learning on Students at Angiang University in Vietnam.

Degree: 2012, Latrobe University

Thesis (Doctorate) - La Trobe University, 2012

Submission note: "A thesis submitted in total fulfillment of the requirements for the degree of Doctor of Education [to the] Faculty of Education, La Trobe University, Bundoora".

Advisors/Committee Members: La Trobe University. Faculty of Education..

Subjects/Keywords: Group work in education  – Research.; Group work in education  – Vietnam.; Learning, Psychology of.; Learning strategies  – Research.

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APA (6th Edition):

Tran, V. D. (2012). Effects of Cooperative Learning on Students at Angiang University in Vietnam. (Doctoral Dissertation). Latrobe University. Retrieved from http://hdl.handle.net/1959.9/519606

Chicago Manual of Style (16th Edition):

Tran, Van Dat. “Effects of Cooperative Learning on Students at Angiang University in Vietnam.” 2012. Doctoral Dissertation, Latrobe University. Accessed October 14, 2019. http://hdl.handle.net/1959.9/519606.

MLA Handbook (7th Edition):

Tran, Van Dat. “Effects of Cooperative Learning on Students at Angiang University in Vietnam.” 2012. Web. 14 Oct 2019.

Vancouver:

Tran VD. Effects of Cooperative Learning on Students at Angiang University in Vietnam. [Internet] [Doctoral dissertation]. Latrobe University; 2012. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/1959.9/519606.

Council of Science Editors:

Tran VD. Effects of Cooperative Learning on Students at Angiang University in Vietnam. [Doctoral Dissertation]. Latrobe University; 2012. Available from: http://hdl.handle.net/1959.9/519606


Latrobe University

19. Yacoub, Jacqueline Mary. Student led learning : a contemporary case study.

Degree: 2010, Latrobe University

Thesis (Doctorate) - La Trobe University, 2010

Submission note: "A thesis submitted in total fulfilment of the requirements for the degree of Doctor of Education [to the] Faculty of Education, La Trobe University, Bundoora".

Advisors/Committee Members: La Trobe University. Faculty of Education..

Subjects/Keywords: Peer-group tutoring of students.; Team learning approach in education.; Interpersonal relations in children.; Group work in education.

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APA (6th Edition):

Yacoub, J. M. (2010). Student led learning : a contemporary case study. (Doctoral Dissertation). Latrobe University. Retrieved from http://hdl.handle.net/1959.9/531037

Chicago Manual of Style (16th Edition):

Yacoub, Jacqueline Mary. “Student led learning : a contemporary case study.” 2010. Doctoral Dissertation, Latrobe University. Accessed October 14, 2019. http://hdl.handle.net/1959.9/531037.

MLA Handbook (7th Edition):

Yacoub, Jacqueline Mary. “Student led learning : a contemporary case study.” 2010. Web. 14 Oct 2019.

Vancouver:

Yacoub JM. Student led learning : a contemporary case study. [Internet] [Doctoral dissertation]. Latrobe University; 2010. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/1959.9/531037.

Council of Science Editors:

Yacoub JM. Student led learning : a contemporary case study. [Doctoral Dissertation]. Latrobe University; 2010. Available from: http://hdl.handle.net/1959.9/531037


University of Wisconsin – Stout

20. Bowe, Jan W. An investigation of factors that influence the implementation of cooperative learning.

Degree: 2001, University of Wisconsin – Stout

Subjects/Keywords: Group work in education

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APA (6th Edition):

Bowe, J. W. (2001). An investigation of factors that influence the implementation of cooperative learning. (Thesis). University of Wisconsin – Stout. Retrieved from http://www.uwstout.edu/lib/thesis/2001/2001bowej.pdf ; http://digital.library.wisc.edu/1793/39849

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):

Bowe, Jan W. “An investigation of factors that influence the implementation of cooperative learning.” 2001. Thesis, University of Wisconsin – Stout. Accessed October 14, 2019. http://www.uwstout.edu/lib/thesis/2001/2001bowej.pdf ; http://digital.library.wisc.edu/1793/39849.

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

MLA Handbook (7th Edition):

Bowe, Jan W. “An investigation of factors that influence the implementation of cooperative learning.” 2001. Web. 14 Oct 2019.

Vancouver:

Bowe JW. An investigation of factors that influence the implementation of cooperative learning. [Internet] [Thesis]. University of Wisconsin – Stout; 2001. [cited 2019 Oct 14]. Available from: http://www.uwstout.edu/lib/thesis/2001/2001bowej.pdf ; http://digital.library.wisc.edu/1793/39849.

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

Council of Science Editors:

Bowe JW. An investigation of factors that influence the implementation of cooperative learning. [Thesis]. University of Wisconsin – Stout; 2001. Available from: http://www.uwstout.edu/lib/thesis/2001/2001bowej.pdf ; http://digital.library.wisc.edu/1793/39849

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


University of KwaZulu-Natal

21. [No author]. Intermediate phase educators' perceptions and knowledge of co-operative learning .

Degree: Psychology, 2008, University of KwaZulu-Natal

 This study is intended as a contribution and upliftment to pedagogy in South- African Intermediate Phase Classrooms. The thrust of this dissertation revolves around attempts… (more)

Subjects/Keywords: Group work in education.; Primary school teaching.; Psychology.

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APA (6th Edition):

author], [. (2008). Intermediate phase educators' perceptions and knowledge of co-operative learning . (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/491

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. “Intermediate phase educators' perceptions and knowledge of co-operative learning .” 2008. Thesis, University of KwaZulu-Natal. Accessed October 14, 2019. http://hdl.handle.net/10413/491.

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. “Intermediate phase educators' perceptions and knowledge of co-operative learning .” 2008. Web. 14 Oct 2019.

Vancouver:

author] [. Intermediate phase educators' perceptions and knowledge of co-operative learning . [Internet] [Thesis]. University of KwaZulu-Natal; 2008. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10413/491.

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

Council of Science Editors:

author] [. Intermediate phase educators' perceptions and knowledge of co-operative learning . [Thesis]. University of KwaZulu-Natal; 2008. Available from: http://hdl.handle.net/10413/491

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


California State University – East Bay

22. Corritone, Angie. The Three C's : Constructivism, Cooperative Learning, and Computers.

Degree: 1998, California State University – East Bay

 This study examines cooperative learning in a technology-rich educational environment. It was hypothesized that students who had more experience working collaboratively would be more favorable… (more)

Subjects/Keywords: Group work in education

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APA (6th Edition):

Corritone, A. (1998). The Three C's : Constructivism, Cooperative Learning, and Computers. (Thesis). California State University – East Bay. Retrieved from http://hdl.handle.net/10211.3/160144

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):

Corritone, Angie. “The Three C's : Constructivism, Cooperative Learning, and Computers.” 1998. Thesis, California State University – East Bay. Accessed October 14, 2019. http://hdl.handle.net/10211.3/160144.

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

MLA Handbook (7th Edition):

Corritone, Angie. “The Three C's : Constructivism, Cooperative Learning, and Computers.” 1998. Web. 14 Oct 2019.

Vancouver:

Corritone A. The Three C's : Constructivism, Cooperative Learning, and Computers. [Internet] [Thesis]. California State University – East Bay; 1998. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10211.3/160144.

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

Council of Science Editors:

Corritone A. The Three C's : Constructivism, Cooperative Learning, and Computers. [Thesis]. California State University – East Bay; 1998. Available from: http://hdl.handle.net/10211.3/160144

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


University of Hong Kong

23. 白綺嫻; Park, Yee-han. Dynamic growth of collective pedagogical content knowledge via mathematics teacher collaboration : a case study in a primary school.

Degree: EdD, 2016, University of Hong Kong

 The aim of this study is to explore how lesson study may act as a form of professional development in helping primary mathematics teachers to… (more)

Subjects/Keywords: Group work in education; Mathematics - Study and teaching (Primary)

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APA (6th Edition):

白綺嫻; Park, Y. (2016). Dynamic growth of collective pedagogical content knowledge via mathematics teacher collaboration : a case study in a primary school. (Doctoral Dissertation). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/239918

Chicago Manual of Style (16th Edition):

白綺嫻; Park, Yee-han. “Dynamic growth of collective pedagogical content knowledge via mathematics teacher collaboration : a case study in a primary school.” 2016. Doctoral Dissertation, University of Hong Kong. Accessed October 14, 2019. http://hdl.handle.net/10722/239918.

MLA Handbook (7th Edition):

白綺嫻; Park, Yee-han. “Dynamic growth of collective pedagogical content knowledge via mathematics teacher collaboration : a case study in a primary school.” 2016. Web. 14 Oct 2019.

Vancouver:

白綺嫻; Park Y. Dynamic growth of collective pedagogical content knowledge via mathematics teacher collaboration : a case study in a primary school. [Internet] [Doctoral dissertation]. University of Hong Kong; 2016. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10722/239918.

Council of Science Editors:

白綺嫻; Park Y. Dynamic growth of collective pedagogical content knowledge via mathematics teacher collaboration : a case study in a primary school. [Doctoral Dissertation]. University of Hong Kong; 2016. Available from: http://hdl.handle.net/10722/239918


University of Hong Kong

24. Siqin, Tuya. Characterizing and assessing collective responsibility in computer-supported collaborative inquiry environments.

Degree: PhD, 2014, University of Hong Kong

 Collective responsibility, a responsibility for successful collaboration, has received increasing attention in current educational reforms, especially in the field of computer-supported collaborative learning (CSCL). It… (more)

Subjects/Keywords: Educational accountability; Group work in education - Computer-assisted instruction; Educational change

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APA (6th Edition):

Siqin, T. (2014). Characterizing and assessing collective responsibility in computer-supported collaborative inquiry environments. (Doctoral Dissertation). University of Hong Kong. Retrieved from Siqin, T. [斯琴图亚]. (2014). Characterizing and assessing collective responsibility in computer-supported collaborative inquiry environments. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5387957 ; http://dx.doi.org/10.5353/th_b5387957 ; http://hdl.handle.net/10722/221533

Chicago Manual of Style (16th Edition):

Siqin, Tuya. “Characterizing and assessing collective responsibility in computer-supported collaborative inquiry environments.” 2014. Doctoral Dissertation, University of Hong Kong. Accessed October 14, 2019. Siqin, T. [斯琴图亚]. (2014). Characterizing and assessing collective responsibility in computer-supported collaborative inquiry environments. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5387957 ; http://dx.doi.org/10.5353/th_b5387957 ; http://hdl.handle.net/10722/221533.

MLA Handbook (7th Edition):

Siqin, Tuya. “Characterizing and assessing collective responsibility in computer-supported collaborative inquiry environments.” 2014. Web. 14 Oct 2019.

Vancouver:

Siqin T. Characterizing and assessing collective responsibility in computer-supported collaborative inquiry environments. [Internet] [Doctoral dissertation]. University of Hong Kong; 2014. [cited 2019 Oct 14]. Available from: Siqin, T. [斯琴图亚]. (2014). Characterizing and assessing collective responsibility in computer-supported collaborative inquiry environments. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5387957 ; http://dx.doi.org/10.5353/th_b5387957 ; http://hdl.handle.net/10722/221533.

Council of Science Editors:

Siqin T. Characterizing and assessing collective responsibility in computer-supported collaborative inquiry environments. [Doctoral Dissertation]. University of Hong Kong; 2014. Available from: Siqin, T. [斯琴图亚]. (2014). Characterizing and assessing collective responsibility in computer-supported collaborative inquiry environments. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5387957 ; http://dx.doi.org/10.5353/th_b5387957 ; http://hdl.handle.net/10722/221533


University of Hong Kong

25. 冷静; Leng, Jing. Exploring the relationship between critical thinking and computer-supported collaborative inquiry.

Degree: PhD, 2013, University of Hong Kong

 Critical thinking is widely acknowledged as crucial for 21st century learners to be able to tackle the complex tasks arising every day in a rapidly… (more)

Subjects/Keywords: Group work in education - Computer-assisted instruction.; Critical thinking.

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APA (6th Edition):

冷静; Leng, J. (2013). Exploring the relationship between critical thinking and computer-supported collaborative inquiry. (Doctoral Dissertation). University of Hong Kong. Retrieved from Leng, J. [冷静]. (2013). Exploring the relationship between critical thinking and computer-supported collaborative inquiry. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5053393 ; http://dx.doi.org/10.5353/th_b5053393 ; http://hdl.handle.net/10722/188274

Chicago Manual of Style (16th Edition):

冷静; Leng, Jing. “Exploring the relationship between critical thinking and computer-supported collaborative inquiry.” 2013. Doctoral Dissertation, University of Hong Kong. Accessed October 14, 2019. Leng, J. [冷静]. (2013). Exploring the relationship between critical thinking and computer-supported collaborative inquiry. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5053393 ; http://dx.doi.org/10.5353/th_b5053393 ; http://hdl.handle.net/10722/188274.

MLA Handbook (7th Edition):

冷静; Leng, Jing. “Exploring the relationship between critical thinking and computer-supported collaborative inquiry.” 2013. Web. 14 Oct 2019.

Vancouver:

冷静; Leng J. Exploring the relationship between critical thinking and computer-supported collaborative inquiry. [Internet] [Doctoral dissertation]. University of Hong Kong; 2013. [cited 2019 Oct 14]. Available from: Leng, J. [冷静]. (2013). Exploring the relationship between critical thinking and computer-supported collaborative inquiry. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5053393 ; http://dx.doi.org/10.5353/th_b5053393 ; http://hdl.handle.net/10722/188274.

Council of Science Editors:

冷静; Leng J. Exploring the relationship between critical thinking and computer-supported collaborative inquiry. [Doctoral Dissertation]. University of Hong Kong; 2013. Available from: Leng, J. [冷静]. (2013). Exploring the relationship between critical thinking and computer-supported collaborative inquiry. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5053393 ; http://dx.doi.org/10.5353/th_b5053393 ; http://hdl.handle.net/10722/188274


University of Hong Kong

26. 黃安穎.; Wong, On-wing. Computational methods for identifying and classifying questions in online collaborative learning discourse of Hong Kong students.

Degree: M. Phil., 2013, University of Hong Kong

 This study aims to investigate the automated question detection and classification methods to support teachers in monitoring the progression of discussion in Computer-Supported Collaborative Learning… (more)

Subjects/Keywords: Group work in education - Computer-assisted instruction - China - Hong Kong.

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APA (6th Edition):

黃安穎.; Wong, O. (2013). Computational methods for identifying and classifying questions in online collaborative learning discourse of Hong Kong students. (Masters Thesis). University of Hong Kong. Retrieved from Wong, O. [黃安穎]. (2013). Computational methods for identifying and classifying questions in online collaborative learning discourse of Hong Kong students. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5060585 ; http://dx.doi.org/10.5353/th_b5060585 ; http://hdl.handle.net/10722/188758

Chicago Manual of Style (16th Edition):

黃安穎.; Wong, On-wing. “Computational methods for identifying and classifying questions in online collaborative learning discourse of Hong Kong students.” 2013. Masters Thesis, University of Hong Kong. Accessed October 14, 2019. Wong, O. [黃安穎]. (2013). Computational methods for identifying and classifying questions in online collaborative learning discourse of Hong Kong students. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5060585 ; http://dx.doi.org/10.5353/th_b5060585 ; http://hdl.handle.net/10722/188758.

MLA Handbook (7th Edition):

黃安穎.; Wong, On-wing. “Computational methods for identifying and classifying questions in online collaborative learning discourse of Hong Kong students.” 2013. Web. 14 Oct 2019.

Vancouver:

黃安穎.; Wong O. Computational methods for identifying and classifying questions in online collaborative learning discourse of Hong Kong students. [Internet] [Masters thesis]. University of Hong Kong; 2013. [cited 2019 Oct 14]. Available from: Wong, O. [黃安穎]. (2013). Computational methods for identifying and classifying questions in online collaborative learning discourse of Hong Kong students. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5060585 ; http://dx.doi.org/10.5353/th_b5060585 ; http://hdl.handle.net/10722/188758.

Council of Science Editors:

黃安穎.; Wong O. Computational methods for identifying and classifying questions in online collaborative learning discourse of Hong Kong students. [Masters Thesis]. University of Hong Kong; 2013. Available from: Wong, O. [黃安穎]. (2013). Computational methods for identifying and classifying questions in online collaborative learning discourse of Hong Kong students. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5060585 ; http://dx.doi.org/10.5353/th_b5060585 ; http://hdl.handle.net/10722/188758


Central Connecticut State University

27. Litke, Michael, 1982-. The effects of cooperative learning on student achievement on individualized assessments.

Degree: Department of Mathematical Sciences, 2010, Central Connecticut State University

 Cooperative learning is a highly valued teaching method used in all subjects and at all levels of education. It provides students with an opportunity to… (more)

Subjects/Keywords: Group work in education; Mathematics  – Study and teaching (Secondary)

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

APA (6th Edition):

Litke, Michael, 1. (2010). The effects of cooperative learning on student achievement on individualized assessments. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1629

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):

Litke, Michael, 1982-. “The effects of cooperative learning on student achievement on individualized assessments.” 2010. Thesis, Central Connecticut State University. Accessed October 14, 2019. http://content.library.ccsu.edu/u?/ccsutheses,1629.

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

MLA Handbook (7th Edition):

Litke, Michael, 1982-. “The effects of cooperative learning on student achievement on individualized assessments.” 2010. Web. 14 Oct 2019.

Vancouver:

Litke, Michael 1. The effects of cooperative learning on student achievement on individualized assessments. [Internet] [Thesis]. Central Connecticut State University; 2010. [cited 2019 Oct 14]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1629.

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

Council of Science Editors:

Litke, Michael 1. The effects of cooperative learning on student achievement on individualized assessments. [Thesis]. Central Connecticut State University; 2010. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1629

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


Central Connecticut State University

28. Wessman Huber, Carrie, 1978-. The impact of reciprocal teaching on mathematics problems solving for grade 4 students.

Degree: Department of Educational Leadership, 2010, Central Connecticut State University

Studies have revealed the effectiveness of the Reciprocal Teaching (RT) metacognitive strategies as a means of improving reading comprehension scores. This investigation sought to cross… (more)

Subjects/Keywords: Mathematics  – Study and teaching (Elementary); Group work in education

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

APA (6th Edition):

Wessman Huber, Carrie, 1. (2010). The impact of reciprocal teaching on mathematics problems solving for grade 4 students. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1638

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):

Wessman Huber, Carrie, 1978-. “The impact of reciprocal teaching on mathematics problems solving for grade 4 students.” 2010. Thesis, Central Connecticut State University. Accessed October 14, 2019. http://content.library.ccsu.edu/u?/ccsutheses,1638.

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

MLA Handbook (7th Edition):

Wessman Huber, Carrie, 1978-. “The impact of reciprocal teaching on mathematics problems solving for grade 4 students.” 2010. Web. 14 Oct 2019.

Vancouver:

Wessman Huber, Carrie 1. The impact of reciprocal teaching on mathematics problems solving for grade 4 students. [Internet] [Thesis]. Central Connecticut State University; 2010. [cited 2019 Oct 14]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1638.

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

Council of Science Editors:

Wessman Huber, Carrie 1. The impact of reciprocal teaching on mathematics problems solving for grade 4 students. [Thesis]. Central Connecticut State University; 2010. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1638

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


Central Connecticut State University

29. Minogue, Suzanne K., 1977-. Effectiveness of a Cooperative Learning Experience vs. a Teacher-Student Learning Experience : Which model leads to greater student success when studying a world language?.

Degree: Department of Modern Languages, 2012, Central Connecticut State University

Due to the effectiveness of collaboration in the 21st century workforce, it has become evident to educational leaders that collaboration must play a greater role… (more)

Subjects/Keywords: Spanish language – Study and teaching (Elementary); Group work in education.

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

APA (6th Edition):

Minogue, Suzanne K., 1. (2012). Effectiveness of a Cooperative Learning Experience vs. a Teacher-Student Learning Experience : Which model leads to greater student success when studying a world language?. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1801

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):

Minogue, Suzanne K., 1977-. “Effectiveness of a Cooperative Learning Experience vs. a Teacher-Student Learning Experience : Which model leads to greater student success when studying a world language?.” 2012. Thesis, Central Connecticut State University. Accessed October 14, 2019. http://content.library.ccsu.edu/u?/ccsutheses,1801.

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

MLA Handbook (7th Edition):

Minogue, Suzanne K., 1977-. “Effectiveness of a Cooperative Learning Experience vs. a Teacher-Student Learning Experience : Which model leads to greater student success when studying a world language?.” 2012. Web. 14 Oct 2019.

Vancouver:

Minogue, Suzanne K. 1. Effectiveness of a Cooperative Learning Experience vs. a Teacher-Student Learning Experience : Which model leads to greater student success when studying a world language?. [Internet] [Thesis]. Central Connecticut State University; 2012. [cited 2019 Oct 14]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1801.

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

Council of Science Editors:

Minogue, Suzanne K. 1. Effectiveness of a Cooperative Learning Experience vs. a Teacher-Student Learning Experience : Which model leads to greater student success when studying a world language?. [Thesis]. Central Connecticut State University; 2012. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1801

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


Central Connecticut State University

30. Bufano, Stephanie Angelina, 1985-. Improving Student Responses to Mathematical Word Problems Through the use of Collaborative Groups.

Degree: Department of Mathematical Sciences, 2013, Central Connecticut State University

This research focused on improving instruction in the area of mathematical problem solving at the elementary level. The fourth grade participants in the study were… (more)

Subjects/Keywords: Word problems (Mathematics); Group work in education.; Problem solving.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Bufano, Stephanie Angelina, 1. (2013). Improving Student Responses to Mathematical Word Problems Through the use of Collaborative Groups. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1878

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):

Bufano, Stephanie Angelina, 1985-. “Improving Student Responses to Mathematical Word Problems Through the use of Collaborative Groups.” 2013. Thesis, Central Connecticut State University. Accessed October 14, 2019. http://content.library.ccsu.edu/u?/ccsutheses,1878.

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

MLA Handbook (7th Edition):

Bufano, Stephanie Angelina, 1985-. “Improving Student Responses to Mathematical Word Problems Through the use of Collaborative Groups.” 2013. Web. 14 Oct 2019.

Vancouver:

Bufano, Stephanie Angelina 1. Improving Student Responses to Mathematical Word Problems Through the use of Collaborative Groups. [Internet] [Thesis]. Central Connecticut State University; 2013. [cited 2019 Oct 14]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1878.

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

Council of Science Editors:

Bufano, Stephanie Angelina 1. Improving Student Responses to Mathematical Word Problems Through the use of Collaborative Groups. [Thesis]. Central Connecticut State University; 2013. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1878

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

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