Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for subject:(Higher education teaching practices). Showing records 1 – 30 of 189493 total matches.

[1] [2] [3] [4] [5] … [6317]

Search Limiters

Last 2 Years | English Only

Degrees

Levels

Languages

Country

▼ Search Limiters


University of California – San Diego

1. Rattner, Mariette. Teaching in Context: Exploring the Factors that Influence Community College Faculty Teaching Practices.

Degree: Education Studies, 2018, University of California – San Diego

 In the current climate of accountability that characterizes public higher education in the U.S., policymakers rely heavily on institutional performance outcome measures such as retention… (more)

Subjects/Keywords: Education; Higher education teaching; Higher education teaching methods; Higher education teaching practices

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Rattner, M. (2018). Teaching in Context: Exploring the Factors that Influence Community College Faculty Teaching Practices. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/6x6423bd

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):

Rattner, Mariette. “Teaching in Context: Exploring the Factors that Influence Community College Faculty Teaching Practices.” 2018. Thesis, University of California – San Diego. Accessed October 22, 2019. http://www.escholarship.org/uc/item/6x6423bd.

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

MLA Handbook (7th Edition):

Rattner, Mariette. “Teaching in Context: Exploring the Factors that Influence Community College Faculty Teaching Practices.” 2018. Web. 22 Oct 2019.

Vancouver:

Rattner M. Teaching in Context: Exploring the Factors that Influence Community College Faculty Teaching Practices. [Internet] [Thesis]. University of California – San Diego; 2018. [cited 2019 Oct 22]. Available from: http://www.escholarship.org/uc/item/6x6423bd.

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

Council of Science Editors:

Rattner M. Teaching in Context: Exploring the Factors that Influence Community College Faculty Teaching Practices. [Thesis]. University of California – San Diego; 2018. Available from: http://www.escholarship.org/uc/item/6x6423bd

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


University of Technology, Sydney

2. Dreyer, Anne-Maré. Lecturers' experiences of computers in everyday academic practice : a phenomenological study.

Degree: 2015, University of Technology, Sydney

 Although higher education teaching and learning practices have undergone many transformations through computers and their related technologies, the human dimension in lecturers’ everyday work at… (more)

Subjects/Keywords: Higher education teaching and learning practices.; Lecturers’ experiences of computers.; Routine practices.; Poïesis.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Dreyer, A. (2015). Lecturers' experiences of computers in everyday academic practice : a phenomenological study. (Thesis). University of Technology, Sydney. Retrieved from http://hdl.handle.net/10453/44197

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):

Dreyer, Anne-Maré. “Lecturers' experiences of computers in everyday academic practice : a phenomenological study.” 2015. Thesis, University of Technology, Sydney. Accessed October 22, 2019. http://hdl.handle.net/10453/44197.

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

MLA Handbook (7th Edition):

Dreyer, Anne-Maré. “Lecturers' experiences of computers in everyday academic practice : a phenomenological study.” 2015. Web. 22 Oct 2019.

Vancouver:

Dreyer A. Lecturers' experiences of computers in everyday academic practice : a phenomenological study. [Internet] [Thesis]. University of Technology, Sydney; 2015. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10453/44197.

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

Council of Science Editors:

Dreyer A. Lecturers' experiences of computers in everyday academic practice : a phenomenological study. [Thesis]. University of Technology, Sydney; 2015. Available from: http://hdl.handle.net/10453/44197

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


Iowa State University

3. Ali, Siti Noridah. Malaysian polytechnic lecturers' teaching practices with ICT utilization to promote higher-order thinking skills.

Degree: 2012, Iowa State University

 In recent years, Information and Communication Technology (ICT) has been having a significant impact in the field of education, and as a result drawing considerable… (more)

Subjects/Keywords: Higher education; Higher-Order Thinking Skills; ICT utilization; Teaching practices; Curriculum and Instruction; Higher Education Administration; Higher Education and Teaching; Instructional Media Design

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Ali, S. N. (2012). Malaysian polytechnic lecturers' teaching practices with ICT utilization to promote higher-order thinking skills. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/12623

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):

Ali, Siti Noridah. “Malaysian polytechnic lecturers' teaching practices with ICT utilization to promote higher-order thinking skills.” 2012. Thesis, Iowa State University. Accessed October 22, 2019. https://lib.dr.iastate.edu/etd/12623.

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

MLA Handbook (7th Edition):

Ali, Siti Noridah. “Malaysian polytechnic lecturers' teaching practices with ICT utilization to promote higher-order thinking skills.” 2012. Web. 22 Oct 2019.

Vancouver:

Ali SN. Malaysian polytechnic lecturers' teaching practices with ICT utilization to promote higher-order thinking skills. [Internet] [Thesis]. Iowa State University; 2012. [cited 2019 Oct 22]. Available from: https://lib.dr.iastate.edu/etd/12623.

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

Council of Science Editors:

Ali SN. Malaysian polytechnic lecturers' teaching practices with ICT utilization to promote higher-order thinking skills. [Thesis]. Iowa State University; 2012. Available from: https://lib.dr.iastate.edu/etd/12623

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

4. Jones, Sara Elaine. Posing Purposeful Questions in a Mathematics Tutoring Setting.

Degree: MSin Education in Secondary Education in Mathematics, Mathematics, 2019, Missouri State University

  One of the eight Effective Mathematics Teaching Practices published by the National Council of Teachers of Mathematics (NCTM) is the posing of purposeful questions.… (more)

Subjects/Keywords: Common Core mathematical practices; effective teaching practices; mathematics questioning; tutoring; secondary mathematics education; Higher Education and Teaching; Science and Mathematics Education; Secondary Education and Teaching

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Jones, S. E. (2019). Posing Purposeful Questions in a Mathematics Tutoring Setting. (Masters Thesis). Missouri State University. Retrieved from https://bearworks.missouristate.edu/theses/3367

Chicago Manual of Style (16th Edition):

Jones, Sara Elaine. “Posing Purposeful Questions in a Mathematics Tutoring Setting.” 2019. Masters Thesis, Missouri State University. Accessed October 22, 2019. https://bearworks.missouristate.edu/theses/3367.

MLA Handbook (7th Edition):

Jones, Sara Elaine. “Posing Purposeful Questions in a Mathematics Tutoring Setting.” 2019. Web. 22 Oct 2019.

Vancouver:

Jones SE. Posing Purposeful Questions in a Mathematics Tutoring Setting. [Internet] [Masters thesis]. Missouri State University; 2019. [cited 2019 Oct 22]. Available from: https://bearworks.missouristate.edu/theses/3367.

Council of Science Editors:

Jones SE. Posing Purposeful Questions in a Mathematics Tutoring Setting. [Masters Thesis]. Missouri State University; 2019. Available from: https://bearworks.missouristate.edu/theses/3367


University of South Africa

5. Van Schalkwyk, Riaan Dirkse. The impact of leadership practices on services quality in private higher education in South Africa .

Degree: 2011, University of South Africa

 The purpose of this study was to to investigate the impact of leadership practices on service quality in private higher education in South Africa as… (more)

Subjects/Keywords: Leadership practices; Private higher education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Van Schalkwyk, R. D. (2011). The impact of leadership practices on services quality in private higher education in South Africa . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/5596

Chicago Manual of Style (16th Edition):

Van Schalkwyk, Riaan Dirkse. “The impact of leadership practices on services quality in private higher education in South Africa .” 2011. Masters Thesis, University of South Africa. Accessed October 22, 2019. http://hdl.handle.net/10500/5596.

MLA Handbook (7th Edition):

Van Schalkwyk, Riaan Dirkse. “The impact of leadership practices on services quality in private higher education in South Africa .” 2011. Web. 22 Oct 2019.

Vancouver:

Van Schalkwyk RD. The impact of leadership practices on services quality in private higher education in South Africa . [Internet] [Masters thesis]. University of South Africa; 2011. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10500/5596.

Council of Science Editors:

Van Schalkwyk RD. The impact of leadership practices on services quality in private higher education in South Africa . [Masters Thesis]. University of South Africa; 2011. Available from: http://hdl.handle.net/10500/5596

6. MÁRCIA DE OLIVEIRA TORRES VANDERLEI. DISCURSOS SOBRE A PRÁTICA: O PROCESSO DE FORMAÇÃO DO PROFESSOR DO ENSINO SUPERIOR SEM A FORMAÇÃO PEDAGÓGICA.

Degree: 2012, Universidade Metodista de São Paulo

Esta pesquisa buscou analisar como os professores universitários formados bacharéis e não possuidores da formação pedagógica, interpretam suas práticas docentes e o seu percurso formador.… (more)

Subjects/Keywords: Ensino Superior; práticas pedagógicas; formação docente; EDUCACAO; Higher education, teaching practices, teacher training

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

VANDERLEI, M. D. O. T. (2012). DISCURSOS SOBRE A PRÁTICA: O PROCESSO DE FORMAÇÃO DO PROFESSOR DO ENSINO SUPERIOR SEM A FORMAÇÃO PEDAGÓGICA. (Thesis). Universidade Metodista de São Paulo. Retrieved from http://ibict.metodista.br/tedeSimplificado/tde_busca/arquivo.php?codArquivo=3096

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):

VANDERLEI, MÁRCIA DE OLIVEIRA TORRES. “DISCURSOS SOBRE A PRÁTICA: O PROCESSO DE FORMAÇÃO DO PROFESSOR DO ENSINO SUPERIOR SEM A FORMAÇÃO PEDAGÓGICA.” 2012. Thesis, Universidade Metodista de São Paulo. Accessed October 22, 2019. http://ibict.metodista.br/tedeSimplificado/tde_busca/arquivo.php?codArquivo=3096.

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

MLA Handbook (7th Edition):

VANDERLEI, MÁRCIA DE OLIVEIRA TORRES. “DISCURSOS SOBRE A PRÁTICA: O PROCESSO DE FORMAÇÃO DO PROFESSOR DO ENSINO SUPERIOR SEM A FORMAÇÃO PEDAGÓGICA.” 2012. Web. 22 Oct 2019.

Vancouver:

VANDERLEI MDOT. DISCURSOS SOBRE A PRÁTICA: O PROCESSO DE FORMAÇÃO DO PROFESSOR DO ENSINO SUPERIOR SEM A FORMAÇÃO PEDAGÓGICA. [Internet] [Thesis]. Universidade Metodista de São Paulo; 2012. [cited 2019 Oct 22]. Available from: http://ibict.metodista.br/tedeSimplificado/tde_busca/arquivo.php?codArquivo=3096.

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

Council of Science Editors:

VANDERLEI MDOT. DISCURSOS SOBRE A PRÁTICA: O PROCESSO DE FORMAÇÃO DO PROFESSOR DO ENSINO SUPERIOR SEM A FORMAÇÃO PEDAGÓGICA. [Thesis]. Universidade Metodista de São Paulo; 2012. Available from: http://ibict.metodista.br/tedeSimplificado/tde_busca/arquivo.php?codArquivo=3096

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


University of South Florida

7. Taylor, James Grant. Faculty Perceptions of Core Components Perceived to be Effective in Their Prominent Graduate Entrepreneurship Education Programs.

Degree: 2017, University of South Florida

 The purpose of this study was to identify Core components perceived by faculty to be effective in their prominent graduate entrepreneurship education programs. The study… (more)

Subjects/Keywords: entrepreneurship programs; effectiveness; best practices; rankings; best practices; student intent; Adult and Continuing Education and Teaching; Entrepreneurial and Small Business Operations; Higher Education and Teaching

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Taylor, J. G. (2017). Faculty Perceptions of Core Components Perceived to be Effective in Their Prominent Graduate Entrepreneurship Education Programs. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/7096

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):

Taylor, James Grant. “Faculty Perceptions of Core Components Perceived to be Effective in Their Prominent Graduate Entrepreneurship Education Programs.” 2017. Thesis, University of South Florida. Accessed October 22, 2019. https://scholarcommons.usf.edu/etd/7096.

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

MLA Handbook (7th Edition):

Taylor, James Grant. “Faculty Perceptions of Core Components Perceived to be Effective in Their Prominent Graduate Entrepreneurship Education Programs.” 2017. Web. 22 Oct 2019.

Vancouver:

Taylor JG. Faculty Perceptions of Core Components Perceived to be Effective in Their Prominent Graduate Entrepreneurship Education Programs. [Internet] [Thesis]. University of South Florida; 2017. [cited 2019 Oct 22]. Available from: https://scholarcommons.usf.edu/etd/7096.

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

Council of Science Editors:

Taylor JG. Faculty Perceptions of Core Components Perceived to be Effective in Their Prominent Graduate Entrepreneurship Education Programs. [Thesis]. University of South Florida; 2017. Available from: https://scholarcommons.usf.edu/etd/7096

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


University of South Africa

8. Adinew Tadesse Degago. Conceptions of teaching and teaching practices in relation to student-centred instruction in selected Ethiopian universities.

Degree: 2015, University of South Africa

 The study explored instructors' conceptions of teaching and their teaching practices in four Ethiopian universities in the light of the existing calls for the employment… (more)

Subjects/Keywords: Conceptions of teaching; Teaching practices; Student-centred instruction; Teacher-centred instruction; Approaches to teaching; Student-centred approach to teaching; Teacher-centred approach to teaching; Approaches to learning; Constructivism; Higher education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Degago, A. T. (2015). Conceptions of teaching and teaching practices in relation to student-centred instruction in selected Ethiopian universities. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/18580

Chicago Manual of Style (16th Edition):

Degago, Adinew Tadesse. “Conceptions of teaching and teaching practices in relation to student-centred instruction in selected Ethiopian universities.” 2015. Doctoral Dissertation, University of South Africa. Accessed October 22, 2019. http://hdl.handle.net/10500/18580.

MLA Handbook (7th Edition):

Degago, Adinew Tadesse. “Conceptions of teaching and teaching practices in relation to student-centred instruction in selected Ethiopian universities.” 2015. Web. 22 Oct 2019.

Vancouver:

Degago AT. Conceptions of teaching and teaching practices in relation to student-centred instruction in selected Ethiopian universities. [Internet] [Doctoral dissertation]. University of South Africa; 2015. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10500/18580.

Council of Science Editors:

Degago AT. Conceptions of teaching and teaching practices in relation to student-centred instruction in selected Ethiopian universities. [Doctoral Dissertation]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/18580

9. Gomes, Maria Gislene Tenório. As concepções dos professores acerca da didática na prática docente.

Degree: 2014, Repositório Científico Lusófona

Este trabalho analisa as concepções dos professores acerca da relevância da disciplina didática junto aos conteúdos específicos de cada área do conhecimento para o exercício… (more)

Subjects/Keywords: MESTRADO EM CIÊNCIAS DA EDUCAÇÃO; EDUCAÇÃO; EDUCATION; DIDÁTICA; DIDACTICS; ENSINO SUPERIOR; HIGHER EDUCATION; PRÁTICAS EDUCATIVAS; EDUCATIONAL PRACTICES; DOCÊNCIA; TEACHING

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Gomes, M. G. T. (2014). As concepções dos professores acerca da didática na prática docente. (Thesis). Repositório Científico Lusófona. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:recil.grupolusofona.pt:10437/6146

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):

Gomes, Maria Gislene Tenório. “As concepções dos professores acerca da didática na prática docente.” 2014. Thesis, Repositório Científico Lusófona. Accessed October 22, 2019. https://www.rcaap.pt/detail.jsp?id=oai:recil.grupolusofona.pt:10437/6146.

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

MLA Handbook (7th Edition):

Gomes, Maria Gislene Tenório. “As concepções dos professores acerca da didática na prática docente.” 2014. Web. 22 Oct 2019.

Vancouver:

Gomes MGT. As concepções dos professores acerca da didática na prática docente. [Internet] [Thesis]. Repositório Científico Lusófona; 2014. [cited 2019 Oct 22]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:recil.grupolusofona.pt:10437/6146.

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

Council of Science Editors:

Gomes MGT. As concepções dos professores acerca da didática na prática docente. [Thesis]. Repositório Científico Lusófona; 2014. Available from: https://www.rcaap.pt/detail.jsp?id=oai:recil.grupolusofona.pt:10437/6146

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


University of South Carolina

10. Emmer, Edwin Wheeler. Practices, Beliefs, And Perceptions Of Effective Science Teachers In Elementary Schools Serving Low Socioeconomic Communities.

Degree: PhD, Educational Studies, 2018, University of South Carolina

  Students who come from low socioeconomic status (SES) backgrounds are more likely to manifest a science achievement gap when compared to their high SES… (more)

Subjects/Keywords: Education; Higher Education; Scholarship of Teaching and Learning; Practices; Beliefs; Perceptions; Effective Science Teachers; Elementary Schools; Low Socioeconomic Communities

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Emmer, E. W. (2018). Practices, Beliefs, And Perceptions Of Effective Science Teachers In Elementary Schools Serving Low Socioeconomic Communities. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/4780

Chicago Manual of Style (16th Edition):

Emmer, Edwin Wheeler. “Practices, Beliefs, And Perceptions Of Effective Science Teachers In Elementary Schools Serving Low Socioeconomic Communities.” 2018. Doctoral Dissertation, University of South Carolina. Accessed October 22, 2019. https://scholarcommons.sc.edu/etd/4780.

MLA Handbook (7th Edition):

Emmer, Edwin Wheeler. “Practices, Beliefs, And Perceptions Of Effective Science Teachers In Elementary Schools Serving Low Socioeconomic Communities.” 2018. Web. 22 Oct 2019.

Vancouver:

Emmer EW. Practices, Beliefs, And Perceptions Of Effective Science Teachers In Elementary Schools Serving Low Socioeconomic Communities. [Internet] [Doctoral dissertation]. University of South Carolina; 2018. [cited 2019 Oct 22]. Available from: https://scholarcommons.sc.edu/etd/4780.

Council of Science Editors:

Emmer EW. Practices, Beliefs, And Perceptions Of Effective Science Teachers In Elementary Schools Serving Low Socioeconomic Communities. [Doctoral Dissertation]. University of South Carolina; 2018. Available from: https://scholarcommons.sc.edu/etd/4780

11. Primon, Cátia Suelí Fernandes. Fatores que influenciam a formação do docente para o ensino superior em química.

Degree: PhD, Educação, 2014, University of São Paulo

A formação de professores é um tema bastante explorado pelos pesquisadores da área da educação. Essas pesquisas, no entanto, acabam tendo um enfoque maior na… (more)

Subjects/Keywords: Chemistry - study and teaching; Ensino superior; Formação de professores; Higher education; Higher education teachers; Prática de ensino; Professores do ensino superior; Química - estudo e ensino; Teacher training; Teaching practices

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Primon, C. S. F. (2014). Fatores que influenciam a formação do docente para o ensino superior em química. (Doctoral Dissertation). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/48/48134/tde-28012015-143157/ ;

Chicago Manual of Style (16th Edition):

Primon, Cátia Suelí Fernandes. “Fatores que influenciam a formação do docente para o ensino superior em química.” 2014. Doctoral Dissertation, University of São Paulo. Accessed October 22, 2019. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-28012015-143157/ ;.

MLA Handbook (7th Edition):

Primon, Cátia Suelí Fernandes. “Fatores que influenciam a formação do docente para o ensino superior em química.” 2014. Web. 22 Oct 2019.

Vancouver:

Primon CSF. Fatores que influenciam a formação do docente para o ensino superior em química. [Internet] [Doctoral dissertation]. University of São Paulo; 2014. [cited 2019 Oct 22]. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-28012015-143157/ ;.

Council of Science Editors:

Primon CSF. Fatores que influenciam a formação do docente para o ensino superior em química. [Doctoral Dissertation]. University of São Paulo; 2014. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-28012015-143157/ ;


Iowa State University

12. Carson, David. The influence of college readiness and institutional intervention upon intention to persist among GED credentialed community college students.

Degree: 2017, Iowa State University

 This study’s purpose is to examine how institutional intervention and college readiness impact GED (General Education Development) credentialed students’ intent to persist at community college.… (more)

Subjects/Keywords: Higher Education Administration; Higher Education and Teaching

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Carson, D. (2017). The influence of college readiness and institutional intervention upon intention to persist among GED credentialed community college students. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/15274

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):

Carson, David. “The influence of college readiness and institutional intervention upon intention to persist among GED credentialed community college students.” 2017. Thesis, Iowa State University. Accessed October 22, 2019. https://lib.dr.iastate.edu/etd/15274.

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

MLA Handbook (7th Edition):

Carson, David. “The influence of college readiness and institutional intervention upon intention to persist among GED credentialed community college students.” 2017. Web. 22 Oct 2019.

Vancouver:

Carson D. The influence of college readiness and institutional intervention upon intention to persist among GED credentialed community college students. [Internet] [Thesis]. Iowa State University; 2017. [cited 2019 Oct 22]. Available from: https://lib.dr.iastate.edu/etd/15274.

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

Council of Science Editors:

Carson D. The influence of college readiness and institutional intervention upon intention to persist among GED credentialed community college students. [Thesis]. Iowa State University; 2017. Available from: https://lib.dr.iastate.edu/etd/15274

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


Western Michigan University

13. Moradi, Mohammad A. A Case Study of How Students Enrolled in CTE Programs and Faculty Understand and Assess the Implications of Globalization on Career Preparation.

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

  Globalization reflects a shift in the workforce development paradigm. This descriptive qualitative case study was conducted at a Midwestern university with 12 student participants… (more)

Subjects/Keywords: Higher Education; Higher Education and Teaching

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Moradi, M. A. (2011). A Case Study of How Students Enrolled in CTE Programs and Faculty Understand and Assess the Implications of Globalization on Career Preparation. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/440

Chicago Manual of Style (16th Edition):

Moradi, Mohammad A. “A Case Study of How Students Enrolled in CTE Programs and Faculty Understand and Assess the Implications of Globalization on Career Preparation.” 2011. Doctoral Dissertation, Western Michigan University. Accessed October 22, 2019. https://scholarworks.wmich.edu/dissertations/440.

MLA Handbook (7th Edition):

Moradi, Mohammad A. “A Case Study of How Students Enrolled in CTE Programs and Faculty Understand and Assess the Implications of Globalization on Career Preparation.” 2011. Web. 22 Oct 2019.

Vancouver:

Moradi MA. A Case Study of How Students Enrolled in CTE Programs and Faculty Understand and Assess the Implications of Globalization on Career Preparation. [Internet] [Doctoral dissertation]. Western Michigan University; 2011. [cited 2019 Oct 22]. Available from: https://scholarworks.wmich.edu/dissertations/440.

Council of Science Editors:

Moradi MA. A Case Study of How Students Enrolled in CTE Programs and Faculty Understand and Assess the Implications of Globalization on Career Preparation. [Doctoral Dissertation]. Western Michigan University; 2011. Available from: https://scholarworks.wmich.edu/dissertations/440


University of Nevada – Las Vegas

14. Nagai, Judy A. Engaging non-alumni advisory board members in hospitality education.

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

  Hospitality education programs within higher education institutions often rely upon members of the hospitality industry to serve as volunteer advisory board members. A common… (more)

Subjects/Keywords: Higher Education Administration; Higher Education and Teaching

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Nagai, J. A. (2011). Engaging non-alumni advisory board members in hospitality education. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/964

Chicago Manual of Style (16th Edition):

Nagai, Judy A. “Engaging non-alumni advisory board members in hospitality education.” 2011. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed October 22, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/964.

MLA Handbook (7th Edition):

Nagai, Judy A. “Engaging non-alumni advisory board members in hospitality education.” 2011. Web. 22 Oct 2019.

Vancouver:

Nagai JA. Engaging non-alumni advisory board members in hospitality education. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2011. [cited 2019 Oct 22]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/964.

Council of Science Editors:

Nagai JA. Engaging non-alumni advisory board members in hospitality education. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2011. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/964


University of Nevada – Las Vegas

15. Furukawa, Derek Takumi. College Choice Influences Among High-Achieving Students: An Exploratory Case Study of College Freshmen.

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

  College choice is an important process on the way to college matriculation. Understanding the motivators and influences of college choice can help an institution… (more)

Subjects/Keywords: Higher Education Administration; Higher Education and Teaching

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Furukawa, D. T. (2011). College Choice Influences Among High-Achieving Students: An Exploratory Case Study of College Freshmen. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/1091

Chicago Manual of Style (16th Edition):

Furukawa, Derek Takumi. “College Choice Influences Among High-Achieving Students: An Exploratory Case Study of College Freshmen.” 2011. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed October 22, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/1091.

MLA Handbook (7th Edition):

Furukawa, Derek Takumi. “College Choice Influences Among High-Achieving Students: An Exploratory Case Study of College Freshmen.” 2011. Web. 22 Oct 2019.

Vancouver:

Furukawa DT. College Choice Influences Among High-Achieving Students: An Exploratory Case Study of College Freshmen. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2011. [cited 2019 Oct 22]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/1091.

Council of Science Editors:

Furukawa DT. College Choice Influences Among High-Achieving Students: An Exploratory Case Study of College Freshmen. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2011. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/1091


California State University – San Bernardino

16. Neimeyer-Romero, Jesse Raymond. “I DIDN’T FEEL ALONE”: A PHENOMENOLOGICAL STUDY OF UNIVERSITY BRANCH CAMPUS GRADUATES, HIGH IMPACT PRACTICES, AND STUDENT PERSISTENCE.

Degree: Doctor of Education in Educational Leadership, Educational Leadership and Curriculum, 2018, California State University – San Bernardino

  University branch campuses play a vital role in today’s higher education field. Branch campuses help facilitate the delivery of knowledge, development, and learning opportunities… (more)

Subjects/Keywords: High Impact Practices; persistence; branch campus; student experience; student motivation; higher education policy; Curriculum and Social Inquiry; Educational Leadership; Higher Education Administration; Scholarship of Teaching and Learning

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Neimeyer-Romero, J. R. (2018). “I DIDN’T FEEL ALONE”: A PHENOMENOLOGICAL STUDY OF UNIVERSITY BRANCH CAMPUS GRADUATES, HIGH IMPACT PRACTICES, AND STUDENT PERSISTENCE. (Thesis). California State University – San Bernardino. Retrieved from https://scholarworks.lib.csusb.edu/etd/755

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):

Neimeyer-Romero, Jesse Raymond. ““I DIDN’T FEEL ALONE”: A PHENOMENOLOGICAL STUDY OF UNIVERSITY BRANCH CAMPUS GRADUATES, HIGH IMPACT PRACTICES, AND STUDENT PERSISTENCE.” 2018. Thesis, California State University – San Bernardino. Accessed October 22, 2019. https://scholarworks.lib.csusb.edu/etd/755.

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

MLA Handbook (7th Edition):

Neimeyer-Romero, Jesse Raymond. ““I DIDN’T FEEL ALONE”: A PHENOMENOLOGICAL STUDY OF UNIVERSITY BRANCH CAMPUS GRADUATES, HIGH IMPACT PRACTICES, AND STUDENT PERSISTENCE.” 2018. Web. 22 Oct 2019.

Vancouver:

Neimeyer-Romero JR. “I DIDN’T FEEL ALONE”: A PHENOMENOLOGICAL STUDY OF UNIVERSITY BRANCH CAMPUS GRADUATES, HIGH IMPACT PRACTICES, AND STUDENT PERSISTENCE. [Internet] [Thesis]. California State University – San Bernardino; 2018. [cited 2019 Oct 22]. Available from: https://scholarworks.lib.csusb.edu/etd/755.

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

Council of Science Editors:

Neimeyer-Romero JR. “I DIDN’T FEEL ALONE”: A PHENOMENOLOGICAL STUDY OF UNIVERSITY BRANCH CAMPUS GRADUATES, HIGH IMPACT PRACTICES, AND STUDENT PERSISTENCE. [Thesis]. California State University – San Bernardino; 2018. Available from: https://scholarworks.lib.csusb.edu/etd/755

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


University of Missouri – Columbia

17. Peck, Barbara A. Postmodern art education: voices and practices of select secondary teachers.

Degree: 2013, University of Missouri – Columbia

 [ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This dissertation examined current postmodern art teaching practices in select secondary art classrooms in Missouri… (more)

Subjects/Keywords: art education; secondary education; teaching practices

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Peck, B. A. (2013). Postmodern art education: voices and practices of select secondary teachers. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/37866

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):

Peck, Barbara A. “Postmodern art education: voices and practices of select secondary teachers.” 2013. Thesis, University of Missouri – Columbia. Accessed October 22, 2019. http://hdl.handle.net/10355/37866.

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

MLA Handbook (7th Edition):

Peck, Barbara A. “Postmodern art education: voices and practices of select secondary teachers.” 2013. Web. 22 Oct 2019.

Vancouver:

Peck BA. Postmodern art education: voices and practices of select secondary teachers. [Internet] [Thesis]. University of Missouri – Columbia; 2013. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10355/37866.

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

Council of Science Editors:

Peck BA. Postmodern art education: voices and practices of select secondary teachers. [Thesis]. University of Missouri – Columbia; 2013. Available from: http://hdl.handle.net/10355/37866

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


University of Missouri – Columbia

18. Peck, Barbara A. Postmodern art education: voices and practices of select secondary teachers.

Degree: 2013, University of Missouri – Columbia

 [ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This dissertation examined current postmodern art teaching practices in select secondary art classrooms in Missouri… (more)

Subjects/Keywords: art education; secondary education; teaching practices

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Peck, B. A. (2013). Postmodern art education: voices and practices of select secondary teachers. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/37866

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):

Peck, Barbara A. “Postmodern art education: voices and practices of select secondary teachers.” 2013. Thesis, University of Missouri – Columbia. Accessed October 22, 2019. https://doi.org/10.32469/10355/37866.

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

MLA Handbook (7th Edition):

Peck, Barbara A. “Postmodern art education: voices and practices of select secondary teachers.” 2013. Web. 22 Oct 2019.

Vancouver:

Peck BA. Postmodern art education: voices and practices of select secondary teachers. [Internet] [Thesis]. University of Missouri – Columbia; 2013. [cited 2019 Oct 22]. Available from: https://doi.org/10.32469/10355/37866.

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

Council of Science Editors:

Peck BA. Postmodern art education: voices and practices of select secondary teachers. [Thesis]. University of Missouri – Columbia; 2013. Available from: https://doi.org/10.32469/10355/37866

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


Boise State University

19. Beymer, Lisa Leigh. Special Education Teacher Candidate Evaluation & Evidence-Based Practices.

Degree: 2016, Boise State University

 This project implemented an adapted version of RESET (Johnson, Ford, Crawford, & Moylan, 2016), a special education teacher observation measure, to identify the use of… (more)

Subjects/Keywords: special education; teacher candidate; evidence-based practices; teacher observation; teacher evaluation; teacher education; Higher Education; Special Education and Teaching; Teacher Education and Professional Development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Beymer, L. L. (2016). Special Education Teacher Candidate Evaluation & Evidence-Based Practices. (Thesis). Boise State University. Retrieved from https://scholarworks.boisestate.edu/td/1099

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):

Beymer, Lisa Leigh. “Special Education Teacher Candidate Evaluation & Evidence-Based Practices.” 2016. Thesis, Boise State University. Accessed October 22, 2019. https://scholarworks.boisestate.edu/td/1099.

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

MLA Handbook (7th Edition):

Beymer, Lisa Leigh. “Special Education Teacher Candidate Evaluation & Evidence-Based Practices.” 2016. Web. 22 Oct 2019.

Vancouver:

Beymer LL. Special Education Teacher Candidate Evaluation & Evidence-Based Practices. [Internet] [Thesis]. Boise State University; 2016. [cited 2019 Oct 22]. Available from: https://scholarworks.boisestate.edu/td/1099.

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

Council of Science Editors:

Beymer LL. Special Education Teacher Candidate Evaluation & Evidence-Based Practices. [Thesis]. Boise State University; 2016. Available from: https://scholarworks.boisestate.edu/td/1099

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


University of Alabama

20. Wood, Donna Howell. Full-time faculty use of computer technology in enhancing student learning and development in Alabama community colleges.

Degree: 2010, University of Alabama

 The purpose of this study was to investigate the opinions of full-time faculty members at Alabama community colleges concerning the use of computer technology in… (more)

Subjects/Keywords: Electronic Thesis or Dissertation;  – thesis; Education, Higher; Education, Technology; college teaching experience; community college; digital divide; good practices; student development; teaching area

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Wood, D. H. (2010). Full-time faculty use of computer technology in enhancing student learning and development in Alabama community colleges. (Thesis). University of Alabama. Retrieved from http://purl.lib.ua.edu/13782

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):

Wood, Donna Howell. “Full-time faculty use of computer technology in enhancing student learning and development in Alabama community colleges.” 2010. Thesis, University of Alabama. Accessed October 22, 2019. http://purl.lib.ua.edu/13782.

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

MLA Handbook (7th Edition):

Wood, Donna Howell. “Full-time faculty use of computer technology in enhancing student learning and development in Alabama community colleges.” 2010. Web. 22 Oct 2019.

Vancouver:

Wood DH. Full-time faculty use of computer technology in enhancing student learning and development in Alabama community colleges. [Internet] [Thesis]. University of Alabama; 2010. [cited 2019 Oct 22]. Available from: http://purl.lib.ua.edu/13782.

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

Council of Science Editors:

Wood DH. Full-time faculty use of computer technology in enhancing student learning and development in Alabama community colleges. [Thesis]. University of Alabama; 2010. Available from: http://purl.lib.ua.edu/13782

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


Penn State University

21. Bozella, Devorah Lynn. An Examination of the Practices and Perceptions of Student Teaching Coordinators for Matching Student Teachers with Clinical Placement Sites in Pennsylvania.

Degree: PhD, Curriculum and Instruction, 2008, Penn State University

 Abstract Teacher education programs in Pennsylvania are required by the state to include a student teaching component in their programs of study. This study was… (more)

Subjects/Keywords: Student teaching; matching; higher education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Bozella, D. L. (2008). An Examination of the Practices and Perceptions of Student Teaching Coordinators for Matching Student Teachers with Clinical Placement Sites in Pennsylvania. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/8700

Chicago Manual of Style (16th Edition):

Bozella, Devorah Lynn. “An Examination of the Practices and Perceptions of Student Teaching Coordinators for Matching Student Teachers with Clinical Placement Sites in Pennsylvania.” 2008. Doctoral Dissertation, Penn State University. Accessed October 22, 2019. https://etda.libraries.psu.edu/catalog/8700.

MLA Handbook (7th Edition):

Bozella, Devorah Lynn. “An Examination of the Practices and Perceptions of Student Teaching Coordinators for Matching Student Teachers with Clinical Placement Sites in Pennsylvania.” 2008. Web. 22 Oct 2019.

Vancouver:

Bozella DL. An Examination of the Practices and Perceptions of Student Teaching Coordinators for Matching Student Teachers with Clinical Placement Sites in Pennsylvania. [Internet] [Doctoral dissertation]. Penn State University; 2008. [cited 2019 Oct 22]. Available from: https://etda.libraries.psu.edu/catalog/8700.

Council of Science Editors:

Bozella DL. An Examination of the Practices and Perceptions of Student Teaching Coordinators for Matching Student Teachers with Clinical Placement Sites in Pennsylvania. [Doctoral Dissertation]. Penn State University; 2008. Available from: https://etda.libraries.psu.edu/catalog/8700

22. Hornbeak, Jerrick L. Teaching methods and course characteristics related to college students' desire to take a course.

Degree: PhD, Special Education, Counseling, and Student Affairs, 2009, Kansas State University

 This study examined some factors that are related to college students’ desire to take a course from a specific instructor. College students’ ratings of their… (more)

Subjects/Keywords: Teaching Methods; Education, Higher (0745)

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hornbeak, J. L. (2009). Teaching methods and course characteristics related to college students' desire to take a course. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/1367

Chicago Manual of Style (16th Edition):

Hornbeak, Jerrick L. “Teaching methods and course characteristics related to college students' desire to take a course.” 2009. Doctoral Dissertation, Kansas State University. Accessed October 22, 2019. http://hdl.handle.net/2097/1367.

MLA Handbook (7th Edition):

Hornbeak, Jerrick L. “Teaching methods and course characteristics related to college students' desire to take a course.” 2009. Web. 22 Oct 2019.

Vancouver:

Hornbeak JL. Teaching methods and course characteristics related to college students' desire to take a course. [Internet] [Doctoral dissertation]. Kansas State University; 2009. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/2097/1367.

Council of Science Editors:

Hornbeak JL. Teaching methods and course characteristics related to college students' desire to take a course. [Doctoral Dissertation]. Kansas State University; 2009. Available from: http://hdl.handle.net/2097/1367


Wayne State University

23. Farhat, Hussein. Using Large-Angle Beamstrahlung To Detect And Diagnose Colliding Beams For Luminosity Optimization.

Degree: PhD, Physics and Astronomy, 2014, Wayne State University

  The large-angle-beamstrahlung is a very effective technique that can be used to monitor two crossing beams. Monitoring the beam helps in analyzing and studying… (more)

Subjects/Keywords: Higher Education and Teaching; Physics

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Farhat, H. (2014). Using Large-Angle Beamstrahlung To Detect And Diagnose Colliding Beams For Luminosity Optimization. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/1047

Chicago Manual of Style (16th Edition):

Farhat, Hussein. “Using Large-Angle Beamstrahlung To Detect And Diagnose Colliding Beams For Luminosity Optimization.” 2014. Doctoral Dissertation, Wayne State University. Accessed October 22, 2019. https://digitalcommons.wayne.edu/oa_dissertations/1047.

MLA Handbook (7th Edition):

Farhat, Hussein. “Using Large-Angle Beamstrahlung To Detect And Diagnose Colliding Beams For Luminosity Optimization.” 2014. Web. 22 Oct 2019.

Vancouver:

Farhat H. Using Large-Angle Beamstrahlung To Detect And Diagnose Colliding Beams For Luminosity Optimization. [Internet] [Doctoral dissertation]. Wayne State University; 2014. [cited 2019 Oct 22]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1047.

Council of Science Editors:

Farhat H. Using Large-Angle Beamstrahlung To Detect And Diagnose Colliding Beams For Luminosity Optimization. [Doctoral Dissertation]. Wayne State University; 2014. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1047


University of Wisconsin – Milwaukee

24. Aragon, Sarah E. Undergraduate Researchers' Attainment of Graduate Degrees.

Degree: PhD, Urban Education, 2017, University of Wisconsin – Milwaukee

  The existing literature suggests that faculty-student interactions have a positive effect on students’ pursuits to attain undergraduate and graduate degrees. However, some scholars argue… (more)

Subjects/Keywords: Higher Education and Teaching

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Aragon, S. E. (2017). Undergraduate Researchers' Attainment of Graduate Degrees. (Doctoral Dissertation). University of Wisconsin – Milwaukee. Retrieved from https://dc.uwm.edu/etd/1440

Chicago Manual of Style (16th Edition):

Aragon, Sarah E. “Undergraduate Researchers' Attainment of Graduate Degrees.” 2017. Doctoral Dissertation, University of Wisconsin – Milwaukee. Accessed October 22, 2019. https://dc.uwm.edu/etd/1440.

MLA Handbook (7th Edition):

Aragon, Sarah E. “Undergraduate Researchers' Attainment of Graduate Degrees.” 2017. Web. 22 Oct 2019.

Vancouver:

Aragon SE. Undergraduate Researchers' Attainment of Graduate Degrees. [Internet] [Doctoral dissertation]. University of Wisconsin – Milwaukee; 2017. [cited 2019 Oct 22]. Available from: https://dc.uwm.edu/etd/1440.

Council of Science Editors:

Aragon SE. Undergraduate Researchers' Attainment of Graduate Degrees. [Doctoral Dissertation]. University of Wisconsin – Milwaukee; 2017. Available from: https://dc.uwm.edu/etd/1440


Victoria University of Wellington

25. Mariskind, Clare. 'Making a Difference': University Teachers' Narratives of Student Diversity.

Degree: 2011, Victoria University of Wellington

 An increasing diversity of students in higher education has prompted much research investigating diverse students' learning needs and experiences; however there is little research investigating… (more)

Subjects/Keywords: Higher education; Teaching; Inclusion

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Mariskind, C. (2011). 'Making a Difference': University Teachers' Narratives of Student Diversity. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/1846

Chicago Manual of Style (16th Edition):

Mariskind, Clare. “'Making a Difference': University Teachers' Narratives of Student Diversity.” 2011. Doctoral Dissertation, Victoria University of Wellington. Accessed October 22, 2019. http://hdl.handle.net/10063/1846.

MLA Handbook (7th Edition):

Mariskind, Clare. “'Making a Difference': University Teachers' Narratives of Student Diversity.” 2011. Web. 22 Oct 2019.

Vancouver:

Mariskind C. 'Making a Difference': University Teachers' Narratives of Student Diversity. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2011. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10063/1846.

Council of Science Editors:

Mariskind C. 'Making a Difference': University Teachers' Narratives of Student Diversity. [Doctoral Dissertation]. Victoria University of Wellington; 2011. Available from: http://hdl.handle.net/10063/1846


University of Newcastle

26. Manueke, Selfy. Quality of teaching performance in higher education institutions in North Sulawesi Indonesia.

Degree: PhD, 2014, University of Newcastle

Research Doctorate - Doctor of Philosophy (PhD)

The purpose of this study is to investigate the approaches and methods that are employed to evaluate teacher… (more)

Subjects/Keywords: evaluation; higher education; quality teaching

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Manueke, S. (2014). Quality of teaching performance in higher education institutions in North Sulawesi Indonesia. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/1042471

Chicago Manual of Style (16th Edition):

Manueke, Selfy. “Quality of teaching performance in higher education institutions in North Sulawesi Indonesia.” 2014. Doctoral Dissertation, University of Newcastle. Accessed October 22, 2019. http://hdl.handle.net/1959.13/1042471.

MLA Handbook (7th Edition):

Manueke, Selfy. “Quality of teaching performance in higher education institutions in North Sulawesi Indonesia.” 2014. Web. 22 Oct 2019.

Vancouver:

Manueke S. Quality of teaching performance in higher education institutions in North Sulawesi Indonesia. [Internet] [Doctoral dissertation]. University of Newcastle; 2014. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/1959.13/1042471.

Council of Science Editors:

Manueke S. Quality of teaching performance in higher education institutions in North Sulawesi Indonesia. [Doctoral Dissertation]. University of Newcastle; 2014. Available from: http://hdl.handle.net/1959.13/1042471


University of Central Florida

27. Julio Maturana, Marcelo. The Unheard Voices of Nontraditional Students in Higher Education: Learning to Become a Student.

Degree: 2018, University of Central Florida

 This study explores the lived experiences of older students who work and have family responsibilities while attending an undergraduate program full-time. Research indicates that this… (more)

Subjects/Keywords: Higher Education and Teaching

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Julio Maturana, M. (2018). The Unheard Voices of Nontraditional Students in Higher Education: Learning to Become a Student. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/5980

Chicago Manual of Style (16th Edition):

Julio Maturana, Marcelo. “The Unheard Voices of Nontraditional Students in Higher Education: Learning to Become a Student.” 2018. Doctoral Dissertation, University of Central Florida. Accessed October 22, 2019. https://stars.library.ucf.edu/etd/5980.

MLA Handbook (7th Edition):

Julio Maturana, Marcelo. “The Unheard Voices of Nontraditional Students in Higher Education: Learning to Become a Student.” 2018. Web. 22 Oct 2019.

Vancouver:

Julio Maturana M. The Unheard Voices of Nontraditional Students in Higher Education: Learning to Become a Student. [Internet] [Doctoral dissertation]. University of Central Florida; 2018. [cited 2019 Oct 22]. Available from: https://stars.library.ucf.edu/etd/5980.

Council of Science Editors:

Julio Maturana M. The Unheard Voices of Nontraditional Students in Higher Education: Learning to Become a Student. [Doctoral Dissertation]. University of Central Florida; 2018. Available from: https://stars.library.ucf.edu/etd/5980


University of Nevada – Las Vegas

28. Donnelli, Amber Lynn. Faculty’s Perceptions of Students’ Abilities to Utilize Self-Regulated Learning Strategies to Improve Critical and Reflective Thinking in Making Clinical Decisions: A Methodological Study.

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

  With the rapidly changing health care system, new nurses are expected to be able to collect pertinent data, access resources, prioritize information, solve problems,… (more)

Subjects/Keywords: Higher Education and Teaching; Nursing

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Donnelli, A. L. (2011). Faculty’s Perceptions of Students’ Abilities to Utilize Self-Regulated Learning Strategies to Improve Critical and Reflective Thinking in Making Clinical Decisions: A Methodological Study. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/1082

Chicago Manual of Style (16th Edition):

Donnelli, Amber Lynn. “Faculty’s Perceptions of Students’ Abilities to Utilize Self-Regulated Learning Strategies to Improve Critical and Reflective Thinking in Making Clinical Decisions: A Methodological Study.” 2011. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed October 22, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/1082.

MLA Handbook (7th Edition):

Donnelli, Amber Lynn. “Faculty’s Perceptions of Students’ Abilities to Utilize Self-Regulated Learning Strategies to Improve Critical and Reflective Thinking in Making Clinical Decisions: A Methodological Study.” 2011. Web. 22 Oct 2019.

Vancouver:

Donnelli AL. Faculty’s Perceptions of Students’ Abilities to Utilize Self-Regulated Learning Strategies to Improve Critical and Reflective Thinking in Making Clinical Decisions: A Methodological Study. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2011. [cited 2019 Oct 22]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/1082.

Council of Science Editors:

Donnelli AL. Faculty’s Perceptions of Students’ Abilities to Utilize Self-Regulated Learning Strategies to Improve Critical and Reflective Thinking in Making Clinical Decisions: A Methodological Study. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2011. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/1082


University of Central Florida

29. Wilkerson, Amanda. Access and Student Success: An Examination of the Perceptions and Experiences of First-Year Seminar Professionals at Florida Historically Black Colleges and Universities.

Degree: 2016, University of Central Florida

 The focus of this research was to understand the lived experiences and working perceptions of Florida HBCU first-year seminar professionals. Much empirical work has been… (more)

Subjects/Keywords: Higher Education; Higher Education Administration; Higher Education and Teaching

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Wilkerson, A. (2016). Access and Student Success: An Examination of the Perceptions and Experiences of First-Year Seminar Professionals at Florida Historically Black Colleges and Universities. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/5177

Chicago Manual of Style (16th Edition):

Wilkerson, Amanda. “Access and Student Success: An Examination of the Perceptions and Experiences of First-Year Seminar Professionals at Florida Historically Black Colleges and Universities.” 2016. Doctoral Dissertation, University of Central Florida. Accessed October 22, 2019. https://stars.library.ucf.edu/etd/5177.

MLA Handbook (7th Edition):

Wilkerson, Amanda. “Access and Student Success: An Examination of the Perceptions and Experiences of First-Year Seminar Professionals at Florida Historically Black Colleges and Universities.” 2016. Web. 22 Oct 2019.

Vancouver:

Wilkerson A. Access and Student Success: An Examination of the Perceptions and Experiences of First-Year Seminar Professionals at Florida Historically Black Colleges and Universities. [Internet] [Doctoral dissertation]. University of Central Florida; 2016. [cited 2019 Oct 22]. Available from: https://stars.library.ucf.edu/etd/5177.

Council of Science Editors:

Wilkerson A. Access and Student Success: An Examination of the Perceptions and Experiences of First-Year Seminar Professionals at Florida Historically Black Colleges and Universities. [Doctoral Dissertation]. University of Central Florida; 2016. Available from: https://stars.library.ucf.edu/etd/5177


University of California – Irvine

30. Vu, Viet Quoc. Documenting Instructional Practices in Large Introductory STEM Lecture Courses.

Degree: Education, 2017, University of California – Irvine

 STEM education reform in higher education is framed around the need to improve student learning outcomes, increase student retention, and increase the number of underrepresented… (more)

Subjects/Keywords: Education; Science education; Faculty; Gateway courses; Higher education; Instructional practices; Promising practices; STEM

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Vu, V. Q. (2017). Documenting Instructional Practices in Large Introductory STEM Lecture Courses. (Thesis). University of California – Irvine. Retrieved from http://www.escholarship.org/uc/item/1b15t5q8

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):

Vu, Viet Quoc. “Documenting Instructional Practices in Large Introductory STEM Lecture Courses.” 2017. Thesis, University of California – Irvine. Accessed October 22, 2019. http://www.escholarship.org/uc/item/1b15t5q8.

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

MLA Handbook (7th Edition):

Vu, Viet Quoc. “Documenting Instructional Practices in Large Introductory STEM Lecture Courses.” 2017. Web. 22 Oct 2019.

Vancouver:

Vu VQ. Documenting Instructional Practices in Large Introductory STEM Lecture Courses. [Internet] [Thesis]. University of California – Irvine; 2017. [cited 2019 Oct 22]. Available from: http://www.escholarship.org/uc/item/1b15t5q8.

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

Council of Science Editors:

Vu VQ. Documenting Instructional Practices in Large Introductory STEM Lecture Courses. [Thesis]. University of California – Irvine; 2017. Available from: http://www.escholarship.org/uc/item/1b15t5q8

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

[1] [2] [3] [4] [5] … [6317]

.