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You searched for subject:(Higher levels of thinking). Showing records 1 – 30 of 251151 total matches.

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University of South Africa

1. Flanagan, Wayne Gary Theo. Creating authentic learning environments in a grade 10 Economics classroom via a progressive teaching design.

Degree: 2014, University of South Africa

 The researcher wants to create a learning environment where learners are much more involved in their own learning. The progressive teaching design implies that the… (more)

Subjects/Keywords: Progressive teaching approach; Constructivism; Learner-centred; Critical thinking; Problem-solving; Peer learning; Co-operative learning; Real life learning; Higher levels of thinking; Authentic learning

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APA (6th Edition):

Flanagan, W. G. T. (2014). Creating authentic learning environments in a grade 10 Economics classroom via a progressive teaching design. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/19574

Chicago Manual of Style (16th Edition):

Flanagan, Wayne Gary Theo. “Creating authentic learning environments in a grade 10 Economics classroom via a progressive teaching design.” 2014. Masters Thesis, University of South Africa. Accessed October 18, 2019. http://hdl.handle.net/10500/19574.

MLA Handbook (7th Edition):

Flanagan, Wayne Gary Theo. “Creating authentic learning environments in a grade 10 Economics classroom via a progressive teaching design.” 2014. Web. 18 Oct 2019.

Vancouver:

Flanagan WGT. Creating authentic learning environments in a grade 10 Economics classroom via a progressive teaching design. [Internet] [Masters thesis]. University of South Africa; 2014. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10500/19574.

Council of Science Editors:

Flanagan WGT. Creating authentic learning environments in a grade 10 Economics classroom via a progressive teaching design. [Masters Thesis]. University of South Africa; 2014. Available from: http://hdl.handle.net/10500/19574


Rhodes University

2. Dikuwa, Alexander. Enhancing the critical reading skills of student teachers in Namibia : An action research project.

Degree: M. Ed., Faculty of Education, Education, 2012, Rhodes University

 This thesis reports on a responsive action research case study undertaken to teach student teachers to read critically. I undertook this research to gain a… (more)

Subjects/Keywords: Teachers  – Training of  – Namibia; Reading (Higher education); Critical thinking

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APA (6th Edition):

Dikuwa, A. (2012). Enhancing the critical reading skills of student teachers in Namibia : An action research project. (Masters Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1007162

Chicago Manual of Style (16th Edition):

Dikuwa, Alexander. “Enhancing the critical reading skills of student teachers in Namibia : An action research project.” 2012. Masters Thesis, Rhodes University. Accessed October 18, 2019. http://hdl.handle.net/10962/d1007162.

MLA Handbook (7th Edition):

Dikuwa, Alexander. “Enhancing the critical reading skills of student teachers in Namibia : An action research project.” 2012. Web. 18 Oct 2019.

Vancouver:

Dikuwa A. Enhancing the critical reading skills of student teachers in Namibia : An action research project. [Internet] [Masters thesis]. Rhodes University; 2012. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10962/d1007162.

Council of Science Editors:

Dikuwa A. Enhancing the critical reading skills of student teachers in Namibia : An action research project. [Masters Thesis]. Rhodes University; 2012. Available from: http://hdl.handle.net/10962/d1007162


University of Otago

3. Wass, Robert Timothy. Developing Critical Thinkers in Higher Education: A Vygotskian Perspective .

Degree: 2012, University of Otago

 Despite critical thinking being an avowed aim of higher education, we currently have little understanding of how students develop as critical thinkers. This qualitative study… (more)

Subjects/Keywords: critical thinking; Higher Education; Vygtosky; Zone of Proximal Development; ZPD; scaffolding

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APA (6th Edition):

Wass, R. T. (2012). Developing Critical Thinkers in Higher Education: A Vygotskian Perspective . (Doctoral Dissertation). University of Otago. Retrieved from http://hdl.handle.net/10523/2491

Chicago Manual of Style (16th Edition):

Wass, Robert Timothy. “Developing Critical Thinkers in Higher Education: A Vygotskian Perspective .” 2012. Doctoral Dissertation, University of Otago. Accessed October 18, 2019. http://hdl.handle.net/10523/2491.

MLA Handbook (7th Edition):

Wass, Robert Timothy. “Developing Critical Thinkers in Higher Education: A Vygotskian Perspective .” 2012. Web. 18 Oct 2019.

Vancouver:

Wass RT. Developing Critical Thinkers in Higher Education: A Vygotskian Perspective . [Internet] [Doctoral dissertation]. University of Otago; 2012. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10523/2491.

Council of Science Editors:

Wass RT. Developing Critical Thinkers in Higher Education: A Vygotskian Perspective . [Doctoral Dissertation]. University of Otago; 2012. Available from: http://hdl.handle.net/10523/2491

4. Karakarçayıldız, Reyhan Ümit. 7. sınıf öğrencilerinin geometrik düşünme düzeyleri ile çokgenleri sınıflama becerileri ve aralarındaki ilişki .

Degree: ESOGÜ, Eğitim Fakültesi, İlköğretim Matematik Eğitimi, 2016, Eskisehir Osmangazi University

 Amaç: Bu araştırmanın amacı, öğrencilerin geometrik düşünme düzeyleri ile çokgen sınıflama becerileri arasında ilişkiyi incelemektir. Yöntem: Bu araştırmada nicel araştırma yöntemlerinden ilişkisel tarama modeli kullanılmıştır.… (more)

Subjects/Keywords: Geometri Eğitimi; Geometrik Düşünme Düzeyleri; Çokgen Sınıflama Becerileri; Geometry Education; Geometrical Thinking Levels; Classification Skills of Polygons

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APA (6th Edition):

Karakarçayıldız, R. . (2016). 7. sınıf öğrencilerinin geometrik düşünme düzeyleri ile çokgenleri sınıflama becerileri ve aralarındaki ilişki . (Thesis). Eskisehir Osmangazi University. Retrieved from http://hdl.handle.net/11684/1332

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):

Karakarçayıldız, Reyhan Ümit. “7. sınıf öğrencilerinin geometrik düşünme düzeyleri ile çokgenleri sınıflama becerileri ve aralarındaki ilişki .” 2016. Thesis, Eskisehir Osmangazi University. Accessed October 18, 2019. http://hdl.handle.net/11684/1332.

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

MLA Handbook (7th Edition):

Karakarçayıldız, Reyhan Ümit. “7. sınıf öğrencilerinin geometrik düşünme düzeyleri ile çokgenleri sınıflama becerileri ve aralarındaki ilişki .” 2016. Web. 18 Oct 2019.

Vancouver:

Karakarçayıldız R. 7. sınıf öğrencilerinin geometrik düşünme düzeyleri ile çokgenleri sınıflama becerileri ve aralarındaki ilişki . [Internet] [Thesis]. Eskisehir Osmangazi University; 2016. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/11684/1332.

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

Council of Science Editors:

Karakarçayıldız R. 7. sınıf öğrencilerinin geometrik düşünme düzeyleri ile çokgenleri sınıflama becerileri ve aralarındaki ilişki . [Thesis]. Eskisehir Osmangazi University; 2016. Available from: http://hdl.handle.net/11684/1332

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


Université de Neuchâtel

5. Jacot, Cédric. La mobilité sociale intergénérationnelle en Suisse: des explications micro, méso et macrosociologiques.

Degree: 2015, Université de Neuchâtel

 Les recherches sur la mobilité sociale intergénérationnelle visent à déterminer dans quelle mesure la position sociale d'une personne dépend de celles de ses parents. L'objectif… (more)

Subjects/Keywords: Levels of Analysis

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APA (6th Edition):

Jacot, C. (2015). La mobilité sociale intergénérationnelle en Suisse: des explications micro, méso et macrosociologiques. (Thesis). Université de Neuchâtel. Retrieved from http://doc.rero.ch/record/259414

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):

Jacot, Cédric. “La mobilité sociale intergénérationnelle en Suisse: des explications micro, méso et macrosociologiques.” 2015. Thesis, Université de Neuchâtel. Accessed October 18, 2019. http://doc.rero.ch/record/259414.

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

MLA Handbook (7th Edition):

Jacot, Cédric. “La mobilité sociale intergénérationnelle en Suisse: des explications micro, méso et macrosociologiques.” 2015. Web. 18 Oct 2019.

Vancouver:

Jacot C. La mobilité sociale intergénérationnelle en Suisse: des explications micro, méso et macrosociologiques. [Internet] [Thesis]. Université de Neuchâtel; 2015. [cited 2019 Oct 18]. Available from: http://doc.rero.ch/record/259414.

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

Council of Science Editors:

Jacot C. La mobilité sociale intergénérationnelle en Suisse: des explications micro, méso et macrosociologiques. [Thesis]. Université de Neuchâtel; 2015. Available from: http://doc.rero.ch/record/259414

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


Kennesaw State University

6. Booker, Sherri. The Evolution of Pre-Service Teachers TPACK After Completing an Undergraduate Technology Integration Course.

Degree: Doctor of Education in Instructional Technology, Instructional Technology, 2017, Kennesaw State University

  The steady momentum of emerging technology tools continues to impact the educational environment, generating dramatic changes over the past five years (Spalding, 2016). According… (more)

Subjects/Keywords: technology integration; pre-service teachers; Technological Pedagogical Content Knowledge (TPACK); Levels of Technology Integration (LoTi); Higher Education and Teaching

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APA (6th Edition):

Booker, S. (2017). The Evolution of Pre-Service Teachers TPACK After Completing an Undergraduate Technology Integration Course. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/instruceddoc_etd/5

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):

Booker, Sherri. “The Evolution of Pre-Service Teachers TPACK After Completing an Undergraduate Technology Integration Course.” 2017. Thesis, Kennesaw State University. Accessed October 18, 2019. https://digitalcommons.kennesaw.edu/instruceddoc_etd/5.

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

MLA Handbook (7th Edition):

Booker, Sherri. “The Evolution of Pre-Service Teachers TPACK After Completing an Undergraduate Technology Integration Course.” 2017. Web. 18 Oct 2019.

Vancouver:

Booker S. The Evolution of Pre-Service Teachers TPACK After Completing an Undergraduate Technology Integration Course. [Internet] [Thesis]. Kennesaw State University; 2017. [cited 2019 Oct 18]. Available from: https://digitalcommons.kennesaw.edu/instruceddoc_etd/5.

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

Council of Science Editors:

Booker S. The Evolution of Pre-Service Teachers TPACK After Completing an Undergraduate Technology Integration Course. [Thesis]. Kennesaw State University; 2017. Available from: https://digitalcommons.kennesaw.edu/instruceddoc_etd/5

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


University of South Carolina

7. Cragun, Ormonde R. Antecedents To The Selection Of CEOs With Higher Levels Of Narcissism And How CEOs With Higher Levels Of Narcissism Affect The CEO Succession Process.

Degree: PhD, Moore School of Business, 2018, University of South Carolina

  This dissertation investigates the antecedents to the selection of CEOs with higher levels of narcissism, as well as their impact on the CEO succession… (more)

Subjects/Keywords: Business; Business Administration, Management, and Operations; Antecedents; Selection Of CEOs; Higher Levels; Narcissism; CEOs; CEO Succession Process

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APA (6th Edition):

Cragun, O. R. (2018). Antecedents To The Selection Of CEOs With Higher Levels Of Narcissism And How CEOs With Higher Levels Of Narcissism Affect The CEO Succession Process. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/4637

Chicago Manual of Style (16th Edition):

Cragun, Ormonde R. “Antecedents To The Selection Of CEOs With Higher Levels Of Narcissism And How CEOs With Higher Levels Of Narcissism Affect The CEO Succession Process.” 2018. Doctoral Dissertation, University of South Carolina. Accessed October 18, 2019. https://scholarcommons.sc.edu/etd/4637.

MLA Handbook (7th Edition):

Cragun, Ormonde R. “Antecedents To The Selection Of CEOs With Higher Levels Of Narcissism And How CEOs With Higher Levels Of Narcissism Affect The CEO Succession Process.” 2018. Web. 18 Oct 2019.

Vancouver:

Cragun OR. Antecedents To The Selection Of CEOs With Higher Levels Of Narcissism And How CEOs With Higher Levels Of Narcissism Affect The CEO Succession Process. [Internet] [Doctoral dissertation]. University of South Carolina; 2018. [cited 2019 Oct 18]. Available from: https://scholarcommons.sc.edu/etd/4637.

Council of Science Editors:

Cragun OR. Antecedents To The Selection Of CEOs With Higher Levels Of Narcissism And How CEOs With Higher Levels Of Narcissism Affect The CEO Succession Process. [Doctoral Dissertation]. University of South Carolina; 2018. Available from: https://scholarcommons.sc.edu/etd/4637


East Tennessee State University

8. Yowell, Deidre Lee. Support for Higher Education: Perceptions of Selected University Administrators and Legislators in Tennessee.

Degree: EdD (Doctor of Education), Educational Leadership, 2012, East Tennessee State University

  This quantitative study examined the perceptions of selected university administrators and legislators concerning levels of support for Tennessee public higher education. The purpose of… (more)

Subjects/Keywords: Tennessee higher education; higher education; university administrator perceptions; levels of support; state legislator perceptions; state funding; Educational Sociology; Social and Behavioral Sciences; Sociology

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APA (6th Edition):

Yowell, D. L. (2012). Support for Higher Education: Perceptions of Selected University Administrators and Legislators in Tennessee. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1506

Chicago Manual of Style (16th Edition):

Yowell, Deidre Lee. “Support for Higher Education: Perceptions of Selected University Administrators and Legislators in Tennessee.” 2012. Doctoral Dissertation, East Tennessee State University. Accessed October 18, 2019. https://dc.etsu.edu/etd/1506.

MLA Handbook (7th Edition):

Yowell, Deidre Lee. “Support for Higher Education: Perceptions of Selected University Administrators and Legislators in Tennessee.” 2012. Web. 18 Oct 2019.

Vancouver:

Yowell DL. Support for Higher Education: Perceptions of Selected University Administrators and Legislators in Tennessee. [Internet] [Doctoral dissertation]. East Tennessee State University; 2012. [cited 2019 Oct 18]. Available from: https://dc.etsu.edu/etd/1506.

Council of Science Editors:

Yowell DL. Support for Higher Education: Perceptions of Selected University Administrators and Legislators in Tennessee. [Doctoral Dissertation]. East Tennessee State University; 2012. Available from: https://dc.etsu.edu/etd/1506


University of North Texas

9. Reid, Helen. The Correlation Between a General Critical Thinking Skills Test and a Discipline Specific Critical Thinking Test For Associate Degree Nursing Students.

Degree: 2000, University of North Texas

 In 1997, NLNAC added critical thinking as a required outcome for accreditation of associate degree nursing (ADN) programs. Until recently general critical thinking tests were… (more)

Subjects/Keywords: Critical thinking  – Ability testing.; Critical thinking  – Study and teaching (Higher); Nursing students  – Rating of.; critical thinking; critical thinking assessment

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APA (6th Edition):

Reid, H. (2000). The Correlation Between a General Critical Thinking Skills Test and a Discipline Specific Critical Thinking Test For Associate Degree Nursing Students. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc2505/

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):

Reid, Helen. “The Correlation Between a General Critical Thinking Skills Test and a Discipline Specific Critical Thinking Test For Associate Degree Nursing Students.” 2000. Thesis, University of North Texas. Accessed October 18, 2019. https://digital.library.unt.edu/ark:/67531/metadc2505/.

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

MLA Handbook (7th Edition):

Reid, Helen. “The Correlation Between a General Critical Thinking Skills Test and a Discipline Specific Critical Thinking Test For Associate Degree Nursing Students.” 2000. Web. 18 Oct 2019.

Vancouver:

Reid H. The Correlation Between a General Critical Thinking Skills Test and a Discipline Specific Critical Thinking Test For Associate Degree Nursing Students. [Internet] [Thesis]. University of North Texas; 2000. [cited 2019 Oct 18]. Available from: https://digital.library.unt.edu/ark:/67531/metadc2505/.

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

Council of Science Editors:

Reid H. The Correlation Between a General Critical Thinking Skills Test and a Discipline Specific Critical Thinking Test For Associate Degree Nursing Students. [Thesis]. University of North Texas; 2000. Available from: https://digital.library.unt.edu/ark:/67531/metadc2505/

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


University of Florida

10. Denny, John P. The Relationship between Undergraduate Research and Critical Thinking Skills.

Degree: PhD, Higher Education Administration - Human Development and Organizational Studies in Education, 2012, University of Florida

 Undergraduate research programs have the potential to enhance the critical thinking skills of student-researchers. While many college administrators generally view these programs as a positive… (more)

Subjects/Keywords: Collaborative learning; College students; Colleges; Critical thinking; Educational research; Higher education; Mentors; Outcomes of education; Standardized tests; Undergraduate students; critical  – research  – thinking  – undergraduate

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APA (6th Edition):

Denny, J. P. (2012). The Relationship between Undergraduate Research and Critical Thinking Skills. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0043994

Chicago Manual of Style (16th Edition):

Denny, John P. “The Relationship between Undergraduate Research and Critical Thinking Skills.” 2012. Doctoral Dissertation, University of Florida. Accessed October 18, 2019. http://ufdc.ufl.edu/UFE0043994.

MLA Handbook (7th Edition):

Denny, John P. “The Relationship between Undergraduate Research and Critical Thinking Skills.” 2012. Web. 18 Oct 2019.

Vancouver:

Denny JP. The Relationship between Undergraduate Research and Critical Thinking Skills. [Internet] [Doctoral dissertation]. University of Florida; 2012. [cited 2019 Oct 18]. Available from: http://ufdc.ufl.edu/UFE0043994.

Council of Science Editors:

Denny JP. The Relationship between Undergraduate Research and Critical Thinking Skills. [Doctoral Dissertation]. University of Florida; 2012. Available from: http://ufdc.ufl.edu/UFE0043994


Liberty University

11. Hawks, Kristel Williams. The Effects of Implementing Bloom's Taxonomy and Utilizing the Virginia Standards of Learning Curriculum Framework to Develop Mathematics Lessons for Elementary Students.

Degree: 2010, Liberty University

 The purpose of this study was to determine if teachers who developed lessons based on Bloom's Taxonomy and the Virginia Standards of Learning Curriculum Framework… (more)

Subjects/Keywords: Bloom's Taxonomy; Curriculum Framework; Higher Order Thinking; Mathematics; No Child Left Behind; Standards of Learning; Economics, General; Education, Curriculum and Instruction

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APA (6th Edition):

Hawks, K. W. (2010). The Effects of Implementing Bloom's Taxonomy and Utilizing the Virginia Standards of Learning Curriculum Framework to Develop Mathematics Lessons for Elementary Students. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/328

Chicago Manual of Style (16th Edition):

Hawks, Kristel Williams. “The Effects of Implementing Bloom's Taxonomy and Utilizing the Virginia Standards of Learning Curriculum Framework to Develop Mathematics Lessons for Elementary Students.” 2010. Doctoral Dissertation, Liberty University. Accessed October 18, 2019. http://digitalcommons.liberty.edu/doctoral/328.

MLA Handbook (7th Edition):

Hawks, Kristel Williams. “The Effects of Implementing Bloom's Taxonomy and Utilizing the Virginia Standards of Learning Curriculum Framework to Develop Mathematics Lessons for Elementary Students.” 2010. Web. 18 Oct 2019.

Vancouver:

Hawks KW. The Effects of Implementing Bloom's Taxonomy and Utilizing the Virginia Standards of Learning Curriculum Framework to Develop Mathematics Lessons for Elementary Students. [Internet] [Doctoral dissertation]. Liberty University; 2010. [cited 2019 Oct 18]. Available from: http://digitalcommons.liberty.edu/doctoral/328.

Council of Science Editors:

Hawks KW. The Effects of Implementing Bloom's Taxonomy and Utilizing the Virginia Standards of Learning Curriculum Framework to Develop Mathematics Lessons for Elementary Students. [Doctoral Dissertation]. Liberty University; 2010. Available from: http://digitalcommons.liberty.edu/doctoral/328


Bowling Green State University

12. Reising, Matthew D. Bridging Biology Lectures and Labs Through Higher-Order Thinking.

Degree: MEd, Curriculum and Teaching, 2010, Bowling Green State University

 This research investigates the perceptions of biology lectures and labs according to the SETGO program students. Beliefs about the integration of biology lectures and labs,… (more)

Subjects/Keywords: Biology; Education; Science Education; Teacher Education; perceptions of biology; higher-order thinking in biology lectures and labs; beliefs about biology

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APA (6th Edition):

Reising, M. D. (2010). Bridging Biology Lectures and Labs Through Higher-Order Thinking. (Masters Thesis). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1277142081

Chicago Manual of Style (16th Edition):

Reising, Matthew D. “Bridging Biology Lectures and Labs Through Higher-Order Thinking.” 2010. Masters Thesis, Bowling Green State University. Accessed October 18, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1277142081.

MLA Handbook (7th Edition):

Reising, Matthew D. “Bridging Biology Lectures and Labs Through Higher-Order Thinking.” 2010. Web. 18 Oct 2019.

Vancouver:

Reising MD. Bridging Biology Lectures and Labs Through Higher-Order Thinking. [Internet] [Masters thesis]. Bowling Green State University; 2010. [cited 2019 Oct 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1277142081.

Council of Science Editors:

Reising MD. Bridging Biology Lectures and Labs Through Higher-Order Thinking. [Masters Thesis]. Bowling Green State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1277142081


University of South Africa

13. Dimitriou-Hadjichristou, Chrysoula. The effect of using Lakatos' heuristic method to teach surface area of cone on students' learning : the case of secondary school mathematics students in Cyprus.

Degree: 2015, University of South Africa

 The purpose of this study was to examine the effect of using Lakatos’ heuristic method to teach the surface area of the cone (SAC) on… (more)

Subjects/Keywords: Conceptual learning; Cyprus secondary schools; Euclidean method; Higher order thinking; Lakatosian heuristic method; Surface area of a cone

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APA (6th Edition):

Dimitriou-Hadjichristou, C. (2015). The effect of using Lakatos' heuristic method to teach surface area of cone on students' learning : the case of secondary school mathematics students in Cyprus. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/20006

Chicago Manual of Style (16th Edition):

Dimitriou-Hadjichristou, Chrysoula. “The effect of using Lakatos' heuristic method to teach surface area of cone on students' learning : the case of secondary school mathematics students in Cyprus.” 2015. Doctoral Dissertation, University of South Africa. Accessed October 18, 2019. http://hdl.handle.net/10500/20006.

MLA Handbook (7th Edition):

Dimitriou-Hadjichristou, Chrysoula. “The effect of using Lakatos' heuristic method to teach surface area of cone on students' learning : the case of secondary school mathematics students in Cyprus.” 2015. Web. 18 Oct 2019.

Vancouver:

Dimitriou-Hadjichristou C. The effect of using Lakatos' heuristic method to teach surface area of cone on students' learning : the case of secondary school mathematics students in Cyprus. [Internet] [Doctoral dissertation]. University of South Africa; 2015. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10500/20006.

Council of Science Editors:

Dimitriou-Hadjichristou C. The effect of using Lakatos' heuristic method to teach surface area of cone on students' learning : the case of secondary school mathematics students in Cyprus. [Doctoral Dissertation]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/20006


Arizona State University

14. Dalal, Medha. Interdisciplinary Engineering Education Research Collaborations: Exploring Ways of Thinking using a Mixed Methods Approach.

Degree: Learning, Literacies and Technologies, 2019, Arizona State University

 There has been a growing emphasis on the education of future generations of engineers who will have to tackle complex, global issues that are sociotechnical… (more)

Subjects/Keywords: Education; Higher education; Engineering; Collaboration; Engineering education; Exploratory Factor Analysis; Interdisciplinary; Mixed methods; Ways of thinking

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APA (6th Edition):

Dalal, M. (2019). Interdisciplinary Engineering Education Research Collaborations: Exploring Ways of Thinking using a Mixed Methods Approach. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/53570

Chicago Manual of Style (16th Edition):

Dalal, Medha. “Interdisciplinary Engineering Education Research Collaborations: Exploring Ways of Thinking using a Mixed Methods Approach.” 2019. Doctoral Dissertation, Arizona State University. Accessed October 18, 2019. http://repository.asu.edu/items/53570.

MLA Handbook (7th Edition):

Dalal, Medha. “Interdisciplinary Engineering Education Research Collaborations: Exploring Ways of Thinking using a Mixed Methods Approach.” 2019. Web. 18 Oct 2019.

Vancouver:

Dalal M. Interdisciplinary Engineering Education Research Collaborations: Exploring Ways of Thinking using a Mixed Methods Approach. [Internet] [Doctoral dissertation]. Arizona State University; 2019. [cited 2019 Oct 18]. Available from: http://repository.asu.edu/items/53570.

Council of Science Editors:

Dalal M. Interdisciplinary Engineering Education Research Collaborations: Exploring Ways of Thinking using a Mixed Methods Approach. [Doctoral Dissertation]. Arizona State University; 2019. Available from: http://repository.asu.edu/items/53570


North-West University

15. Deuchar, Annelize. Opportunities for the development of critical thinking skills in the mathematics classroom / Annalize Deuchar.

Degree: 2010, North-West University

 The nurturing of critical thinking skills is one of the cornerstones of Outcomes Based Education (OBE). This study investigated to what extent teachers provide opportunities… (more)

Subjects/Keywords: Critical thinking; Critical thinking in mathematics; Classroom climate; Higher-order thinking; Teaching methods; Assessment approaches

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

APA (6th Edition):

Deuchar, A. (2010). Opportunities for the development of critical thinking skills in the mathematics classroom / Annalize Deuchar. (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/4823

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):

Deuchar, Annelize. “Opportunities for the development of critical thinking skills in the mathematics classroom / Annalize Deuchar. ” 2010. Thesis, North-West University. Accessed October 18, 2019. http://hdl.handle.net/10394/4823.

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

MLA Handbook (7th Edition):

Deuchar, Annelize. “Opportunities for the development of critical thinking skills in the mathematics classroom / Annalize Deuchar. ” 2010. Web. 18 Oct 2019.

Vancouver:

Deuchar A. Opportunities for the development of critical thinking skills in the mathematics classroom / Annalize Deuchar. [Internet] [Thesis]. North-West University; 2010. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10394/4823.

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

Council of Science Editors:

Deuchar A. Opportunities for the development of critical thinking skills in the mathematics classroom / Annalize Deuchar. [Thesis]. North-West University; 2010. Available from: http://hdl.handle.net/10394/4823

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


University of Missouri – Columbia

16. Gould, Anthony J., 1957-. A strategy to scaffold critical thinking during analysis of leadership cases.

Degree: 2009, University of Missouri – Columbia

 [ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This study quantitatively examined the effectiveness of a case-based analysis strategy to promote the critical… (more)

Subjects/Keywords: Critical thinking; Critical thinking  – Ability testing; Critical thinking  – Study and teaching (Higher)

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

APA (6th Edition):

Gould, Anthony J., 1. (2009). A strategy to scaffold critical thinking during analysis of leadership cases. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/6782

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):

Gould, Anthony J., 1957-. “A strategy to scaffold critical thinking during analysis of leadership cases.” 2009. Thesis, University of Missouri – Columbia. Accessed October 18, 2019. http://hdl.handle.net/10355/6782.

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

MLA Handbook (7th Edition):

Gould, Anthony J., 1957-. “A strategy to scaffold critical thinking during analysis of leadership cases.” 2009. Web. 18 Oct 2019.

Vancouver:

Gould, Anthony J. 1. A strategy to scaffold critical thinking during analysis of leadership cases. [Internet] [Thesis]. University of Missouri – Columbia; 2009. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10355/6782.

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

Council of Science Editors:

Gould, Anthony J. 1. A strategy to scaffold critical thinking during analysis of leadership cases. [Thesis]. University of Missouri – Columbia; 2009. Available from: http://hdl.handle.net/10355/6782

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

17. Foot, Vanessa Lauren. Judging Credibility: Can Spaced Lessons Help Students Think More Critically Online?.

Degree: MA -MA, Psychology (Functional Area: Developmental Science), 2016, York University

 Despite its prevalence in the psychological literature, the spacing effect has not yet been fully explored in real-world classroom settings using curriculum-based material. The current… (more)

Subjects/Keywords: Developmental psychology; Spacing effect; Classroom; Critical thinking; Credibility; Higher-level thinking

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

APA (6th Edition):

Foot, V. L. (2016). Judging Credibility: Can Spaced Lessons Help Students Think More Critically Online?. (Masters Thesis). York University. Retrieved from http://hdl.handle.net/10315/32772

Chicago Manual of Style (16th Edition):

Foot, Vanessa Lauren. “Judging Credibility: Can Spaced Lessons Help Students Think More Critically Online?.” 2016. Masters Thesis, York University. Accessed October 18, 2019. http://hdl.handle.net/10315/32772.

MLA Handbook (7th Edition):

Foot, Vanessa Lauren. “Judging Credibility: Can Spaced Lessons Help Students Think More Critically Online?.” 2016. Web. 18 Oct 2019.

Vancouver:

Foot VL. Judging Credibility: Can Spaced Lessons Help Students Think More Critically Online?. [Internet] [Masters thesis]. York University; 2016. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10315/32772.

Council of Science Editors:

Foot VL. Judging Credibility: Can Spaced Lessons Help Students Think More Critically Online?. [Masters Thesis]. York University; 2016. Available from: http://hdl.handle.net/10315/32772


Texas A&M University

18. Dube, Crystal Adela. An Examination of College of Agriculture and Life Sciences Faculty Perceptions Regarding Higher Order Thinking Opportunities and High Impact Learning Experiences for Students.

Degree: 2014, Texas A&M University

Higher order thinking is a cognitive process that occurs at higher-levels of thinking. Institutions of higher education desire to graduate persons with the ability to… (more)

Subjects/Keywords: Higher Order Thinking; High Impact Learning

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APA (6th Edition):

Dube, C. A. (2014). An Examination of College of Agriculture and Life Sciences Faculty Perceptions Regarding Higher Order Thinking Opportunities and High Impact Learning Experiences for Students. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152669

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):

Dube, Crystal Adela. “An Examination of College of Agriculture and Life Sciences Faculty Perceptions Regarding Higher Order Thinking Opportunities and High Impact Learning Experiences for Students.” 2014. Thesis, Texas A&M University. Accessed October 18, 2019. http://hdl.handle.net/1969.1/152669.

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

MLA Handbook (7th Edition):

Dube, Crystal Adela. “An Examination of College of Agriculture and Life Sciences Faculty Perceptions Regarding Higher Order Thinking Opportunities and High Impact Learning Experiences for Students.” 2014. Web. 18 Oct 2019.

Vancouver:

Dube CA. An Examination of College of Agriculture and Life Sciences Faculty Perceptions Regarding Higher Order Thinking Opportunities and High Impact Learning Experiences for Students. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/1969.1/152669.

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

Council of Science Editors:

Dube CA. An Examination of College of Agriculture and Life Sciences Faculty Perceptions Regarding Higher Order Thinking Opportunities and High Impact Learning Experiences for Students. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/152669

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


Penn State University

19. Kim, Kyoungna. EXPLORING UNDERGRADUATE STUDENTS’ ACTIVE LEARNING FOR ENHANCING THEIR CRITICAL THINKING AND LEARNING IN A LARGE CLASS.

Degree: PhD, Instructional Systems, 2009, Penn State University

 Although theories and practice in education have emphasized learners’ active role in their learning, undergraduate large-enrollment courses (e.g., general education courses) pose challenges for providing… (more)

Subjects/Keywords: higher education; critical thinking; active learning

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

APA (6th Edition):

Kim, K. (2009). EXPLORING UNDERGRADUATE STUDENTS’ ACTIVE LEARNING FOR ENHANCING THEIR CRITICAL THINKING AND LEARNING IN A LARGE CLASS. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/9528

Chicago Manual of Style (16th Edition):

Kim, Kyoungna. “EXPLORING UNDERGRADUATE STUDENTS’ ACTIVE LEARNING FOR ENHANCING THEIR CRITICAL THINKING AND LEARNING IN A LARGE CLASS.” 2009. Doctoral Dissertation, Penn State University. Accessed October 18, 2019. https://etda.libraries.psu.edu/catalog/9528.

MLA Handbook (7th Edition):

Kim, Kyoungna. “EXPLORING UNDERGRADUATE STUDENTS’ ACTIVE LEARNING FOR ENHANCING THEIR CRITICAL THINKING AND LEARNING IN A LARGE CLASS.” 2009. Web. 18 Oct 2019.

Vancouver:

Kim K. EXPLORING UNDERGRADUATE STUDENTS’ ACTIVE LEARNING FOR ENHANCING THEIR CRITICAL THINKING AND LEARNING IN A LARGE CLASS. [Internet] [Doctoral dissertation]. Penn State University; 2009. [cited 2019 Oct 18]. Available from: https://etda.libraries.psu.edu/catalog/9528.

Council of Science Editors:

Kim K. EXPLORING UNDERGRADUATE STUDENTS’ ACTIVE LEARNING FOR ENHANCING THEIR CRITICAL THINKING AND LEARNING IN A LARGE CLASS. [Doctoral Dissertation]. Penn State University; 2009. Available from: https://etda.libraries.psu.edu/catalog/9528


Victoria University of Wellington

20. Lun, Vivian Miu-Chi. Examining the Influence of Culture on Critical Thinking in Higher Education.

Degree: 2010, Victoria University of Wellington

 In the midst of an increasingly changing world, the ability to think critically has become a crucial attribute expected of university graduates. However, the endorsement… (more)

Subjects/Keywords: Higher education; Cross-cultural comparison; Critical thinking

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APA (6th Edition):

Lun, V. M. (2010). Examining the Influence of Culture on Critical Thinking in Higher Education. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/1211

Chicago Manual of Style (16th Edition):

Lun, Vivian Miu-Chi. “Examining the Influence of Culture on Critical Thinking in Higher Education.” 2010. Doctoral Dissertation, Victoria University of Wellington. Accessed October 18, 2019. http://hdl.handle.net/10063/1211.

MLA Handbook (7th Edition):

Lun, Vivian Miu-Chi. “Examining the Influence of Culture on Critical Thinking in Higher Education.” 2010. Web. 18 Oct 2019.

Vancouver:

Lun VM. Examining the Influence of Culture on Critical Thinking in Higher Education. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2010. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10063/1211.

Council of Science Editors:

Lun VM. Examining the Influence of Culture on Critical Thinking in Higher Education. [Doctoral Dissertation]. Victoria University of Wellington; 2010. Available from: http://hdl.handle.net/10063/1211


Texas Tech University

21. -2942-4080. Conceptualizing creativity in agricultural communications.

Degree: MS, Agricultural Communications, 2016, Texas Tech University

 In the 21st century, new ideas and technology continue to shape and change our society. To keep up in this fast-paced environment, agricultural communicators must… (more)

Subjects/Keywords: Creativity; Agricultural Communications; Higher Education; Creative Thinking

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

APA (6th Edition):

-2942-4080. (2016). Conceptualizing creativity in agricultural communications. (Masters Thesis). Texas Tech University. Retrieved from http://hdl.handle.net/2346/72366

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

Chicago Manual of Style (16th Edition):

-2942-4080. “Conceptualizing creativity in agricultural communications.” 2016. Masters Thesis, Texas Tech University. Accessed October 18, 2019. http://hdl.handle.net/2346/72366.

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

MLA Handbook (7th Edition):

-2942-4080. “Conceptualizing creativity in agricultural communications.” 2016. Web. 18 Oct 2019.

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

Vancouver:

-2942-4080. Conceptualizing creativity in agricultural communications. [Internet] [Masters thesis]. Texas Tech University; 2016. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/2346/72366.

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

Council of Science Editors:

-2942-4080. Conceptualizing creativity in agricultural communications. [Masters Thesis]. Texas Tech University; 2016. Available from: http://hdl.handle.net/2346/72366

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


University of Johannesburg

22. Giannakopoulos, Apostolos. How critical thinking, problem-solving and mathematics content knowledge contribute to vocational students' performance at tertiary level: identifying their journeys.

Degree: 2012, University of Johannesburg

D.Phil. (Mathematics Education)

In tertiary education, a statement like ‘Low graduation rates prevail around the world’ is common knowledge since the 1940s, and therefore one… (more)

Subjects/Keywords: Critical thinking; Mathematics - Study and teaching (Higher)

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

APA (6th Edition):

Giannakopoulos, A. (2012). How critical thinking, problem-solving and mathematics content knowledge contribute to vocational students' performance at tertiary level: identifying their journeys. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/13180

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):

Giannakopoulos, Apostolos. “How critical thinking, problem-solving and mathematics content knowledge contribute to vocational students' performance at tertiary level: identifying their journeys.” 2012. Thesis, University of Johannesburg. Accessed October 18, 2019. http://hdl.handle.net/10210/13180.

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

MLA Handbook (7th Edition):

Giannakopoulos, Apostolos. “How critical thinking, problem-solving and mathematics content knowledge contribute to vocational students' performance at tertiary level: identifying their journeys.” 2012. Web. 18 Oct 2019.

Vancouver:

Giannakopoulos A. How critical thinking, problem-solving and mathematics content knowledge contribute to vocational students' performance at tertiary level: identifying their journeys. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10210/13180.

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

Council of Science Editors:

Giannakopoulos A. How critical thinking, problem-solving and mathematics content knowledge contribute to vocational students' performance at tertiary level: identifying their journeys. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/13180

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


University of Pretoria

23. Untiedt, Johanna Susanna Hendriena. Health professional educators’ needs regarding strategies in the implementation of a learning management system.

Degree: Science, Mathematics and Technology Education, 2014, University of Pretoria

 The University of Pretoria (UP) implemented an upgraded version of the institutional learning management system (LMS) (called “new clickUP”) from June 2011 to December 2012.… (more)

Subjects/Keywords: Learning management system; Concerns based adoption model; Health professional educators; Lecturers; Stages of concern; Levels of use; Implementation; Fidelity; Needs; Higher education; UCTD

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

APA (6th Edition):

Untiedt, J. S. (2014). Health professional educators’ needs regarding strategies in the implementation of a learning management system. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/41945

Chicago Manual of Style (16th Edition):

Untiedt, Johanna Susanna. “Health professional educators’ needs regarding strategies in the implementation of a learning management system.” 2014. Doctoral Dissertation, University of Pretoria. Accessed October 18, 2019. http://hdl.handle.net/2263/41945.

MLA Handbook (7th Edition):

Untiedt, Johanna Susanna. “Health professional educators’ needs regarding strategies in the implementation of a learning management system.” 2014. Web. 18 Oct 2019.

Vancouver:

Untiedt JS. Health professional educators’ needs regarding strategies in the implementation of a learning management system. [Internet] [Doctoral dissertation]. University of Pretoria; 2014. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/2263/41945.

Council of Science Editors:

Untiedt JS. Health professional educators’ needs regarding strategies in the implementation of a learning management system. [Doctoral Dissertation]. University of Pretoria; 2014. Available from: http://hdl.handle.net/2263/41945


The Ohio State University

24. Jagger, Carla Beth. Describing the Relationship Between Cooperative Learning Techniques Used and Student Cognitive Processing Capability During College Class Sessions.

Degree: MS, Agricultural and Extension Education, 2010, The Ohio State University

 The purpose of this study was to describe the frequency use of cooperative learning techniques by students enrolled in a university, methods of teaching in… (more)

Subjects/Keywords: Agricultural Education; Curricula; Education; Higher Education; Secondary Education; Teacher Education; Cognition; Cooperative Learning; Critical Thinking; Agricultural Education; Methods of teaching; Higher cognitive questioning; Bloom's Taxonomy

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

APA (6th Edition):

Jagger, C. B. (2010). Describing the Relationship Between Cooperative Learning Techniques Used and Student Cognitive Processing Capability During College Class Sessions. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1275413092

Chicago Manual of Style (16th Edition):

Jagger, Carla Beth. “Describing the Relationship Between Cooperative Learning Techniques Used and Student Cognitive Processing Capability During College Class Sessions.” 2010. Masters Thesis, The Ohio State University. Accessed October 18, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1275413092.

MLA Handbook (7th Edition):

Jagger, Carla Beth. “Describing the Relationship Between Cooperative Learning Techniques Used and Student Cognitive Processing Capability During College Class Sessions.” 2010. Web. 18 Oct 2019.

Vancouver:

Jagger CB. Describing the Relationship Between Cooperative Learning Techniques Used and Student Cognitive Processing Capability During College Class Sessions. [Internet] [Masters thesis]. The Ohio State University; 2010. [cited 2019 Oct 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1275413092.

Council of Science Editors:

Jagger CB. Describing the Relationship Between Cooperative Learning Techniques Used and Student Cognitive Processing Capability During College Class Sessions. [Masters Thesis]. The Ohio State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1275413092


Marshall University

25. Davis, Elbert. mLearning Device Usage and Self Efficacy By Higher Education Faculty for Professional Activities: A Case Study.

Degree: 2018, Marshall University

 This study examined the level of use and the level of self-efficacy use of mLearning devices for faculty at one university. The study also examined… (more)

Subjects/Keywords: faculty; ipads; levels of use; mlearning; self-efficacy; smartphone; <; p>; Teaching  – Aids and devices  – Research.<; /p>;

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

APA (6th Edition):

Davis, E. (2018). mLearning Device Usage and Self Efficacy By Higher Education Faculty for Professional Activities: A Case Study. (Thesis). Marshall University. Retrieved from https://mds.marshall.edu/etd/1161

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):

Davis, Elbert. “mLearning Device Usage and Self Efficacy By Higher Education Faculty for Professional Activities: A Case Study.” 2018. Thesis, Marshall University. Accessed October 18, 2019. https://mds.marshall.edu/etd/1161.

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

MLA Handbook (7th Edition):

Davis, Elbert. “mLearning Device Usage and Self Efficacy By Higher Education Faculty for Professional Activities: A Case Study.” 2018. Web. 18 Oct 2019.

Vancouver:

Davis E. mLearning Device Usage and Self Efficacy By Higher Education Faculty for Professional Activities: A Case Study. [Internet] [Thesis]. Marshall University; 2018. [cited 2019 Oct 18]. Available from: https://mds.marshall.edu/etd/1161.

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

Council of Science Editors:

Davis E. mLearning Device Usage and Self Efficacy By Higher Education Faculty for Professional Activities: A Case Study. [Thesis]. Marshall University; 2018. Available from: https://mds.marshall.edu/etd/1161

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

26. Akay, Sevcan. Öğretmen adaylarının geometrik düşünme düzeyleri ve beyin baskınlıklarının bazı değişkenler açısından incelenmesi .

Degree: ESOGÜ, Eğitim Fakültesi, İlköğrertim, 2013, Eskisehir Osmangazi University

 Bu araştırmada öğretmen adaylarının geometrik düşünme düzeyleri ve beyin baskınlıklarının bazı değişkenler açısından incelenmesi amaçlanmıştır. Bu amaç doğrultusunda öğretmen adayların; 1) Van Hiele geometrik düşünme… (more)

Subjects/Keywords: Van Hiele Geometrik Düşünme Düzeyleri; Beyin Baskınlığı; Van Hiele Geometric Thinking Levels; Hemispheric Dominance

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APA (6th Edition):

Akay, S. (2013). Öğretmen adaylarının geometrik düşünme düzeyleri ve beyin baskınlıklarının bazı değişkenler açısından incelenmesi . (Thesis). Eskisehir Osmangazi University. Retrieved from http://hdl.handle.net/11684/997

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):

Akay, Sevcan. “Öğretmen adaylarının geometrik düşünme düzeyleri ve beyin baskınlıklarının bazı değişkenler açısından incelenmesi .” 2013. Thesis, Eskisehir Osmangazi University. Accessed October 18, 2019. http://hdl.handle.net/11684/997.

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

MLA Handbook (7th Edition):

Akay, Sevcan. “Öğretmen adaylarının geometrik düşünme düzeyleri ve beyin baskınlıklarının bazı değişkenler açısından incelenmesi .” 2013. Web. 18 Oct 2019.

Vancouver:

Akay S. Öğretmen adaylarının geometrik düşünme düzeyleri ve beyin baskınlıklarının bazı değişkenler açısından incelenmesi . [Internet] [Thesis]. Eskisehir Osmangazi University; 2013. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/11684/997.

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

Council of Science Editors:

Akay S. Öğretmen adaylarının geometrik düşünme düzeyleri ve beyin baskınlıklarının bazı değişkenler açısından incelenmesi . [Thesis]. Eskisehir Osmangazi University; 2013. Available from: http://hdl.handle.net/11684/997

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


University of Cincinnati

27. JOHNSON, GREGORY S. ON THE RELATIONSHIP BETWEEN PSYCHOLOGY AND NEUROBIOLOGY: LEVELS IN THE COGNITIVE AND BIOLOGICAL SCIENCES.

Degree: PhD, Arts and Sciences : Philosophy, 2007, University of Cincinnati

 In this dissertation I offer an account of the relationship between psychology and neurobiology. I do this in terms of two types of levels, levels(more)

Subjects/Keywords: Philosophy; levels of organization; levels of explanation; philosophy of psychology; philosophy of neuroscience

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

APA (6th Edition):

JOHNSON, G. S. (2007). ON THE RELATIONSHIP BETWEEN PSYCHOLOGY AND NEUROBIOLOGY: LEVELS IN THE COGNITIVE AND BIOLOGICAL SCIENCES. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1178290821

Chicago Manual of Style (16th Edition):

JOHNSON, GREGORY S. “ON THE RELATIONSHIP BETWEEN PSYCHOLOGY AND NEUROBIOLOGY: LEVELS IN THE COGNITIVE AND BIOLOGICAL SCIENCES.” 2007. Doctoral Dissertation, University of Cincinnati. Accessed October 18, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1178290821.

MLA Handbook (7th Edition):

JOHNSON, GREGORY S. “ON THE RELATIONSHIP BETWEEN PSYCHOLOGY AND NEUROBIOLOGY: LEVELS IN THE COGNITIVE AND BIOLOGICAL SCIENCES.” 2007. Web. 18 Oct 2019.

Vancouver:

JOHNSON GS. ON THE RELATIONSHIP BETWEEN PSYCHOLOGY AND NEUROBIOLOGY: LEVELS IN THE COGNITIVE AND BIOLOGICAL SCIENCES. [Internet] [Doctoral dissertation]. University of Cincinnati; 2007. [cited 2019 Oct 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1178290821.

Council of Science Editors:

JOHNSON GS. ON THE RELATIONSHIP BETWEEN PSYCHOLOGY AND NEUROBIOLOGY: LEVELS IN THE COGNITIVE AND BIOLOGICAL SCIENCES. [Doctoral Dissertation]. University of Cincinnati; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1178290821


University of Canterbury

28. Nimmo, Elizabeth Frances. Comparing Wait-Time Strategies in a Year 7 Mathematics Class.

Degree: Educational Studies and Human Development, 2009, University of Canterbury

 The use of formative assessment in the classroom is becoming a more widely used practice and acceptable way to support students’ learning. There are several… (more)

Subjects/Keywords: Formative Assessment; Higher Order Thinking; Higher Order Questions; Wait Time; Engagement

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

APA (6th Edition):

Nimmo, E. F. (2009). Comparing Wait-Time Strategies in a Year 7 Mathematics Class. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/3078

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):

Nimmo, Elizabeth Frances. “Comparing Wait-Time Strategies in a Year 7 Mathematics Class.” 2009. Thesis, University of Canterbury. Accessed October 18, 2019. http://hdl.handle.net/10092/3078.

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

MLA Handbook (7th Edition):

Nimmo, Elizabeth Frances. “Comparing Wait-Time Strategies in a Year 7 Mathematics Class.” 2009. Web. 18 Oct 2019.

Vancouver:

Nimmo EF. Comparing Wait-Time Strategies in a Year 7 Mathematics Class. [Internet] [Thesis]. University of Canterbury; 2009. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10092/3078.

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

Council of Science Editors:

Nimmo EF. Comparing Wait-Time Strategies in a Year 7 Mathematics Class. [Thesis]. University of Canterbury; 2009. Available from: http://hdl.handle.net/10092/3078

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


University of Stirling

29. Hanson, Charlotte Emily. The Epistemological Significance of Reflective Access.

Degree: PhD, School of Arts and Humanities, 2010, University of Stirling

 This thesis is, in part, a defence of a broad-based approach to epistemology. We should be wary of taking too narrow a focus and thus… (more)

Subjects/Keywords: Knowledge, Theory of; Critical thinking

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

APA (6th Edition):

Hanson, C. E. (2010). The Epistemological Significance of Reflective Access. (Doctoral Dissertation). University of Stirling. Retrieved from http://hdl.handle.net/1893/2513

Chicago Manual of Style (16th Edition):

Hanson, Charlotte Emily. “The Epistemological Significance of Reflective Access.” 2010. Doctoral Dissertation, University of Stirling. Accessed October 18, 2019. http://hdl.handle.net/1893/2513.

MLA Handbook (7th Edition):

Hanson, Charlotte Emily. “The Epistemological Significance of Reflective Access.” 2010. Web. 18 Oct 2019.

Vancouver:

Hanson CE. The Epistemological Significance of Reflective Access. [Internet] [Doctoral dissertation]. University of Stirling; 2010. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/1893/2513.

Council of Science Editors:

Hanson CE. The Epistemological Significance of Reflective Access. [Doctoral Dissertation]. University of Stirling; 2010. Available from: http://hdl.handle.net/1893/2513


Montana Tech

30. Kelly, Margaret Wierzbinski. The Performance of prelinguistic (hearing impaired) and linguistic (hearing) children on eight nonsymbolic tasks of the Hiskey-Nebraska Test of Learning Aptitude.

Degree: MA, 1975, Montana Tech

Subjects/Keywords: Deaf children Intelligence levels.; Deaf children Ability testing.; Thought and thinking.; Learning; Psychology of.

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

APA (6th Edition):

Kelly, M. W. (1975). The Performance of prelinguistic (hearing impaired) and linguistic (hearing) children on eight nonsymbolic tasks of the Hiskey-Nebraska Test of Learning Aptitude. (Masters Thesis). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/4686

Chicago Manual of Style (16th Edition):

Kelly, Margaret Wierzbinski. “The Performance of prelinguistic (hearing impaired) and linguistic (hearing) children on eight nonsymbolic tasks of the Hiskey-Nebraska Test of Learning Aptitude.” 1975. Masters Thesis, Montana Tech. Accessed October 18, 2019. https://scholarworks.umt.edu/etd/4686.

MLA Handbook (7th Edition):

Kelly, Margaret Wierzbinski. “The Performance of prelinguistic (hearing impaired) and linguistic (hearing) children on eight nonsymbolic tasks of the Hiskey-Nebraska Test of Learning Aptitude.” 1975. Web. 18 Oct 2019.

Vancouver:

Kelly MW. The Performance of prelinguistic (hearing impaired) and linguistic (hearing) children on eight nonsymbolic tasks of the Hiskey-Nebraska Test of Learning Aptitude. [Internet] [Masters thesis]. Montana Tech; 1975. [cited 2019 Oct 18]. Available from: https://scholarworks.umt.edu/etd/4686.

Council of Science Editors:

Kelly MW. The Performance of prelinguistic (hearing impaired) and linguistic (hearing) children on eight nonsymbolic tasks of the Hiskey-Nebraska Test of Learning Aptitude. [Masters Thesis]. Montana Tech; 1975. Available from: https://scholarworks.umt.edu/etd/4686

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