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You searched for subject:(Learner Engagement). Showing records 1 – 30 of 54 total matches.

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Queensland University of Technology

1. Hewett, Suniti. Engagement and interaction in blended workplace learning: A case study.

Degree: 2016, Queensland University of Technology

 This thesis is based on a case study of blended workplace learning, investigating learner engagement and interaction in a blended learning program. Results show that… (more)

Subjects/Keywords: Blended Learning; Workplace Learning; Adult Learning; Learner Engagement; Learner Interaction

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APA (6th Edition):

Hewett, S. (2016). Engagement and interaction in blended workplace learning: A case study. (Thesis). Queensland University of Technology. Retrieved from http://eprints.qut.edu.au/98418/

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):

Hewett, Suniti. “Engagement and interaction in blended workplace learning: A case study.” 2016. Thesis, Queensland University of Technology. Accessed August 25, 2019. http://eprints.qut.edu.au/98418/.

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

MLA Handbook (7th Edition):

Hewett, Suniti. “Engagement and interaction in blended workplace learning: A case study.” 2016. Web. 25 Aug 2019.

Vancouver:

Hewett S. Engagement and interaction in blended workplace learning: A case study. [Internet] [Thesis]. Queensland University of Technology; 2016. [cited 2019 Aug 25]. Available from: http://eprints.qut.edu.au/98418/.

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

Council of Science Editors:

Hewett S. Engagement and interaction in blended workplace learning: A case study. [Thesis]. Queensland University of Technology; 2016. Available from: http://eprints.qut.edu.au/98418/

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


University of Texas – Austin

2. -6662-2326. Asynchronous online discussion and student engagement.

Degree: Information, 2015, University of Texas – Austin

 Online coursework has become increasingly popular among institutions of higher education over the last twenty years. As of 2011, 6.7 million students were taking at… (more)

Subjects/Keywords: Student engagement; Learner engagement; Online discussion; Online education; Online communication

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APA (6th Edition):

-6662-2326. (2015). Asynchronous online discussion and student engagement. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/32368

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

Chicago Manual of Style (16th Edition):

-6662-2326. “Asynchronous online discussion and student engagement.” 2015. Thesis, University of Texas – Austin. Accessed August 25, 2019. http://hdl.handle.net/2152/32368.

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

MLA Handbook (7th Edition):

-6662-2326. “Asynchronous online discussion and student engagement.” 2015. Web. 25 Aug 2019.

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

Vancouver:

-6662-2326. Asynchronous online discussion and student engagement. [Internet] [Thesis]. University of Texas – Austin; 2015. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/2152/32368.

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

Council of Science Editors:

-6662-2326. Asynchronous online discussion and student engagement. [Thesis]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/32368

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


University of Central Florida

3. Botts, Mary. Levels Of Engagement Among Male, College Basketball Players.

Degree: 2012, University of Central Florida

 This study examined the engagement of male, college basketball players within the National Collegiate Athletic Association (NCAA). The literature review shows a connection between engaging… (more)

Subjects/Keywords: Engagement; student engagement; learner engagement; student athlete; college athlete; ncaa; Education; Educational Leadership; Dissertations, Academic  – Education, Education  – Dissertations, Academic

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APA (6th Edition):

Botts, M. (2012). Levels Of Engagement Among Male, College Basketball Players. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/2275

Chicago Manual of Style (16th Edition):

Botts, Mary. “Levels Of Engagement Among Male, College Basketball Players.” 2012. Doctoral Dissertation, University of Central Florida. Accessed August 25, 2019. https://stars.library.ucf.edu/etd/2275.

MLA Handbook (7th Edition):

Botts, Mary. “Levels Of Engagement Among Male, College Basketball Players.” 2012. Web. 25 Aug 2019.

Vancouver:

Botts M. Levels Of Engagement Among Male, College Basketball Players. [Internet] [Doctoral dissertation]. University of Central Florida; 2012. [cited 2019 Aug 25]. Available from: https://stars.library.ucf.edu/etd/2275.

Council of Science Editors:

Botts M. Levels Of Engagement Among Male, College Basketball Players. [Doctoral Dissertation]. University of Central Florida; 2012. Available from: https://stars.library.ucf.edu/etd/2275


University of Arkansas

4. Bronn, Bryan. Tapping the Voices of Learners for Authentic Student Engagement.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership (EdD), 2018, University of Arkansas

  The purpose of this study was to examine the problem of practice of the decline in student engagement from the perceptions of secondary school… (more)

Subjects/Keywords: Engagement; Learner Agency; Learner-Centered; Learning Environment; Personalized Learning; Voice; Educational Assessment, Evaluation, and Research; Educational Leadership; Secondary Education

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APA (6th Edition):

Bronn, B. (2018). Tapping the Voices of Learners for Authentic Student Engagement. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2660

Chicago Manual of Style (16th Edition):

Bronn, Bryan. “Tapping the Voices of Learners for Authentic Student Engagement.” 2018. Doctoral Dissertation, University of Arkansas. Accessed August 25, 2019. https://scholarworks.uark.edu/etd/2660.

MLA Handbook (7th Edition):

Bronn, Bryan. “Tapping the Voices of Learners for Authentic Student Engagement.” 2018. Web. 25 Aug 2019.

Vancouver:

Bronn B. Tapping the Voices of Learners for Authentic Student Engagement. [Internet] [Doctoral dissertation]. University of Arkansas; 2018. [cited 2019 Aug 25]. Available from: https://scholarworks.uark.edu/etd/2660.

Council of Science Editors:

Bronn B. Tapping the Voices of Learners for Authentic Student Engagement. [Doctoral Dissertation]. University of Arkansas; 2018. Available from: https://scholarworks.uark.edu/etd/2660


North-West University

5. Harris, Elizabeth Maria. 'n Ondersoek na die rol van leerderaktiwiteite in opvoeding vir volhoubare lewe / Elizabeth Maria Harris .

Degree: 2008, North-West University

 Environmental Education is widely considered to be indispensable for realizing behaviour which supports sustainable life. Several international declarations and South African policy documents plead for… (more)

Subjects/Keywords: Environment; Sustainability; Learner activities; Whole-school approach; Environmental management; Outcomes-based education; Learner engagement; Integrated approach; Cross-curricular activities

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APA (6th Edition):

Harris, E. M. (2008). 'n Ondersoek na die rol van leerderaktiwiteite in opvoeding vir volhoubare lewe / Elizabeth Maria Harris . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/2866

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):

Harris, Elizabeth Maria. “'n Ondersoek na die rol van leerderaktiwiteite in opvoeding vir volhoubare lewe / Elizabeth Maria Harris .” 2008. Thesis, North-West University. Accessed August 25, 2019. http://hdl.handle.net/10394/2866.

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

MLA Handbook (7th Edition):

Harris, Elizabeth Maria. “'n Ondersoek na die rol van leerderaktiwiteite in opvoeding vir volhoubare lewe / Elizabeth Maria Harris .” 2008. Web. 25 Aug 2019.

Vancouver:

Harris EM. 'n Ondersoek na die rol van leerderaktiwiteite in opvoeding vir volhoubare lewe / Elizabeth Maria Harris . [Internet] [Thesis]. North-West University; 2008. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10394/2866.

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

Council of Science Editors:

Harris EM. 'n Ondersoek na die rol van leerderaktiwiteite in opvoeding vir volhoubare lewe / Elizabeth Maria Harris . [Thesis]. North-West University; 2008. Available from: http://hdl.handle.net/10394/2866

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


Kennesaw State University

6. Deal, Candace. Engaging FYC Students with Quality Work Design.

Degree: MAPW, English, 2014, Kennesaw State University

  Students learn at deeper levels when engaged with their work; however, engaging students in writing is one of the biggest challenges all composition teachers… (more)

Subjects/Keywords: first year composition; student engagement; learner engagement; writing; learning; student motivation; Phillip Schlechty; Working on the Work; Educational Methods; Higher Education

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APA (6th Edition):

Deal, C. (2014). Engaging FYC Students with Quality Work Design. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/mapw_etd/4

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):

Deal, Candace. “Engaging FYC Students with Quality Work Design.” 2014. Thesis, Kennesaw State University. Accessed August 25, 2019. https://digitalcommons.kennesaw.edu/mapw_etd/4.

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

MLA Handbook (7th Edition):

Deal, Candace. “Engaging FYC Students with Quality Work Design.” 2014. Web. 25 Aug 2019.

Vancouver:

Deal C. Engaging FYC Students with Quality Work Design. [Internet] [Thesis]. Kennesaw State University; 2014. [cited 2019 Aug 25]. Available from: https://digitalcommons.kennesaw.edu/mapw_etd/4.

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

Council of Science Editors:

Deal C. Engaging FYC Students with Quality Work Design. [Thesis]. Kennesaw State University; 2014. Available from: https://digitalcommons.kennesaw.edu/mapw_etd/4

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


University of Florida

7. Estepp, Christopher M. The Relationships among Teacher Immediacy, Professor/Student Rapport, and Self-Regulated Learning.

Degree: PhD, Agricultural Education and Communication, 2012, University of Florida

 The purpose of this study was to determine the relationships among teacher immediacy, professor/student rapport, and student self-regulated learning among selected undergraduate students in a… (more)

Subjects/Keywords: College students; Immediacy; Learner engagement; Learning; Learning motivation; Motivation; Rapport; Student motivation; Students; Teachers; engagement  – immediacy  – motivation  – rapport

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APA (6th Edition):

Estepp, C. M. (2012). The Relationships among Teacher Immediacy, Professor/Student Rapport, and Self-Regulated Learning. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0044392

Chicago Manual of Style (16th Edition):

Estepp, Christopher M. “The Relationships among Teacher Immediacy, Professor/Student Rapport, and Self-Regulated Learning.” 2012. Doctoral Dissertation, University of Florida. Accessed August 25, 2019. http://ufdc.ufl.edu/UFE0044392.

MLA Handbook (7th Edition):

Estepp, Christopher M. “The Relationships among Teacher Immediacy, Professor/Student Rapport, and Self-Regulated Learning.” 2012. Web. 25 Aug 2019.

Vancouver:

Estepp CM. The Relationships among Teacher Immediacy, Professor/Student Rapport, and Self-Regulated Learning. [Internet] [Doctoral dissertation]. University of Florida; 2012. [cited 2019 Aug 25]. Available from: http://ufdc.ufl.edu/UFE0044392.

Council of Science Editors:

Estepp CM. The Relationships among Teacher Immediacy, Professor/Student Rapport, and Self-Regulated Learning. [Doctoral Dissertation]. University of Florida; 2012. Available from: http://ufdc.ufl.edu/UFE0044392

8. Carrillo Rozo, Rubiela. Suivi de l’engagement des apprenants lors de la construction de cartes mentales à partir de traces d’interaction : Monitoring learners' engagement in mind mapping activities from interaction traces.

Degree: Docteur es, Informatique, 2019, Lyon

A la différence de l'apprentissage par mémorisation (rote learning), l'apprentissage significatif (meaningful learning) vise à associer de nouvelles connaissances à des connaissances déjà acquises. La… (more)

Subjects/Keywords: Engagement; Apprentissage; Carte mentale; Traces; Learning analytics; Tableau de bord; Learner engagement; Mind map; Traces; Learning analytics; Dashboard; 004

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APA (6th Edition):

Carrillo Rozo, R. (2019). Suivi de l’engagement des apprenants lors de la construction de cartes mentales à partir de traces d’interaction : Monitoring learners' engagement in mind mapping activities from interaction traces. (Doctoral Dissertation). Lyon. Retrieved from http://www.theses.fr/2019LYSE1030

Chicago Manual of Style (16th Edition):

Carrillo Rozo, Rubiela. “Suivi de l’engagement des apprenants lors de la construction de cartes mentales à partir de traces d’interaction : Monitoring learners' engagement in mind mapping activities from interaction traces.” 2019. Doctoral Dissertation, Lyon. Accessed August 25, 2019. http://www.theses.fr/2019LYSE1030.

MLA Handbook (7th Edition):

Carrillo Rozo, Rubiela. “Suivi de l’engagement des apprenants lors de la construction de cartes mentales à partir de traces d’interaction : Monitoring learners' engagement in mind mapping activities from interaction traces.” 2019. Web. 25 Aug 2019.

Vancouver:

Carrillo Rozo R. Suivi de l’engagement des apprenants lors de la construction de cartes mentales à partir de traces d’interaction : Monitoring learners' engagement in mind mapping activities from interaction traces. [Internet] [Doctoral dissertation]. Lyon; 2019. [cited 2019 Aug 25]. Available from: http://www.theses.fr/2019LYSE1030.

Council of Science Editors:

Carrillo Rozo R. Suivi de l’engagement des apprenants lors de la construction de cartes mentales à partir de traces d’interaction : Monitoring learners' engagement in mind mapping activities from interaction traces. [Doctoral Dissertation]. Lyon; 2019. Available from: http://www.theses.fr/2019LYSE1030


University of Colorado

9. Johnson, Erik Alan. The Effect of Symmetrical and Asymmetrical Peer-Assisted Structures on Music Achievement and Learner Engagement in the Secondary Large Ensemble.

Degree: PhD, Music Education, 2013, University of Colorado

  The purpose of this study was to examine the effect of two different reciprocal peer-assisted learning (PAL) arrangements on music achievement and learner engagement(more)

Subjects/Keywords: collaborative learning; democracy in education; learner engagement; peer-assisted learning; secondary music; Music Education

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APA (6th Edition):

Johnson, E. A. (2013). The Effect of Symmetrical and Asymmetrical Peer-Assisted Structures on Music Achievement and Learner Engagement in the Secondary Large Ensemble. (Doctoral Dissertation). University of Colorado. Retrieved from http://scholar.colorado.edu/mued_gradetds/7

Chicago Manual of Style (16th Edition):

Johnson, Erik Alan. “The Effect of Symmetrical and Asymmetrical Peer-Assisted Structures on Music Achievement and Learner Engagement in the Secondary Large Ensemble.” 2013. Doctoral Dissertation, University of Colorado. Accessed August 25, 2019. http://scholar.colorado.edu/mued_gradetds/7.

MLA Handbook (7th Edition):

Johnson, Erik Alan. “The Effect of Symmetrical and Asymmetrical Peer-Assisted Structures on Music Achievement and Learner Engagement in the Secondary Large Ensemble.” 2013. Web. 25 Aug 2019.

Vancouver:

Johnson EA. The Effect of Symmetrical and Asymmetrical Peer-Assisted Structures on Music Achievement and Learner Engagement in the Secondary Large Ensemble. [Internet] [Doctoral dissertation]. University of Colorado; 2013. [cited 2019 Aug 25]. Available from: http://scholar.colorado.edu/mued_gradetds/7.

Council of Science Editors:

Johnson EA. The Effect of Symmetrical and Asymmetrical Peer-Assisted Structures on Music Achievement and Learner Engagement in the Secondary Large Ensemble. [Doctoral Dissertation]. University of Colorado; 2013. Available from: http://scholar.colorado.edu/mued_gradetds/7


Royal Holloway, University of London

10. Piki, Andriani. Learner engagement in computer-supported collaborative learning environments : a mixed-methods study in postgraduate education.

Degree: 2012, Royal Holloway, University of London

 The thesis draws on a mixed-methods study which empirically and theoretically investigates the ways in which postgraduate students engage in collaborative learning activities facilitated by technology. The… (more)

Subjects/Keywords: 378.1550285; CSCL : Learner engagement : Postgraduate education : Collaborative Technology : Collaborative learning : Mixed methods

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APA (6th Edition):

Piki, A. (2012). Learner engagement in computer-supported collaborative learning environments : a mixed-methods study in postgraduate education. (Doctoral Dissertation). Royal Holloway, University of London. Retrieved from http://repository.royalholloway.ac.uk/items/20fe1054-01c7-9269-8f1c-8a0630bc620c/9/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.554204

Chicago Manual of Style (16th Edition):

Piki, Andriani. “Learner engagement in computer-supported collaborative learning environments : a mixed-methods study in postgraduate education.” 2012. Doctoral Dissertation, Royal Holloway, University of London. Accessed August 25, 2019. http://repository.royalholloway.ac.uk/items/20fe1054-01c7-9269-8f1c-8a0630bc620c/9/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.554204.

MLA Handbook (7th Edition):

Piki, Andriani. “Learner engagement in computer-supported collaborative learning environments : a mixed-methods study in postgraduate education.” 2012. Web. 25 Aug 2019.

Vancouver:

Piki A. Learner engagement in computer-supported collaborative learning environments : a mixed-methods study in postgraduate education. [Internet] [Doctoral dissertation]. Royal Holloway, University of London; 2012. [cited 2019 Aug 25]. Available from: http://repository.royalholloway.ac.uk/items/20fe1054-01c7-9269-8f1c-8a0630bc620c/9/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.554204.

Council of Science Editors:

Piki A. Learner engagement in computer-supported collaborative learning environments : a mixed-methods study in postgraduate education. [Doctoral Dissertation]. Royal Holloway, University of London; 2012. Available from: http://repository.royalholloway.ac.uk/items/20fe1054-01c7-9269-8f1c-8a0630bc620c/9/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.554204


Georgia Tech

11. Chen, Dar-Wei. Metacognitive prompts and the paper vs. screen debate: how both factors influence reading behavior.

Degree: MS, Psychology, 2015, Georgia Tech

 As online learning rises in popularity, students are increasingly learning through technology and without regular guidance from teachers. These learning environments differ from traditional classrooms… (more)

Subjects/Keywords: Metacognition; instruction; Self-regulation; Learning technology; Paper vs. screen; Prompts; Reading; Learner engagement; Motivation

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APA (6th Edition):

Chen, D. (2015). Metacognitive prompts and the paper vs. screen debate: how both factors influence reading behavior. (Masters Thesis). Georgia Tech. Retrieved from http://hdl.handle.net/1853/53840

Chicago Manual of Style (16th Edition):

Chen, Dar-Wei. “Metacognitive prompts and the paper vs. screen debate: how both factors influence reading behavior.” 2015. Masters Thesis, Georgia Tech. Accessed August 25, 2019. http://hdl.handle.net/1853/53840.

MLA Handbook (7th Edition):

Chen, Dar-Wei. “Metacognitive prompts and the paper vs. screen debate: how both factors influence reading behavior.” 2015. Web. 25 Aug 2019.

Vancouver:

Chen D. Metacognitive prompts and the paper vs. screen debate: how both factors influence reading behavior. [Internet] [Masters thesis]. Georgia Tech; 2015. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/1853/53840.

Council of Science Editors:

Chen D. Metacognitive prompts and the paper vs. screen debate: how both factors influence reading behavior. [Masters Thesis]. Georgia Tech; 2015. Available from: http://hdl.handle.net/1853/53840


Boise State University

12. Mullen, Kathleen. Holistic Approach to Promoting Student Engagement: Case Studies of Six Refugee Students in Upper Elementary.

Degree: 2014, Boise State University

 The pre-migration context experienced by many refugees significantly impacts their ability to develop human capital. This, combined with increased placement in areas with little immigration… (more)

Subjects/Keywords: refugee; student engagement; English Language Learner; high school graduation; Bilingual, Multilingual, and Multicultural Education; Education

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APA (6th Edition):

Mullen, K. (2014). Holistic Approach to Promoting Student Engagement: Case Studies of Six Refugee Students in Upper Elementary. (Thesis). Boise State University. Retrieved from https://scholarworks.boisestate.edu/td/830

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):

Mullen, Kathleen. “Holistic Approach to Promoting Student Engagement: Case Studies of Six Refugee Students in Upper Elementary.” 2014. Thesis, Boise State University. Accessed August 25, 2019. https://scholarworks.boisestate.edu/td/830.

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

MLA Handbook (7th Edition):

Mullen, Kathleen. “Holistic Approach to Promoting Student Engagement: Case Studies of Six Refugee Students in Upper Elementary.” 2014. Web. 25 Aug 2019.

Vancouver:

Mullen K. Holistic Approach to Promoting Student Engagement: Case Studies of Six Refugee Students in Upper Elementary. [Internet] [Thesis]. Boise State University; 2014. [cited 2019 Aug 25]. Available from: https://scholarworks.boisestate.edu/td/830.

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

Council of Science Editors:

Mullen K. Holistic Approach to Promoting Student Engagement: Case Studies of Six Refugee Students in Upper Elementary. [Thesis]. Boise State University; 2014. Available from: https://scholarworks.boisestate.edu/td/830

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


University of Waikato

13. Pahala Gedera, Dilani Sampath. Mediational engagement in E-learning: An Activity Theory analysis .

Degree: 2014, University of Waikato

 The emergence of educational technologies offers flexible learning opportunities to students. However, the nature of the online learning environment can lead to disengagement and subsequent… (more)

Subjects/Keywords: Learner engagement; Educational technologies; Activity Theory; Synchronous; Asynchronous; e-learning; blended learning

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APA (6th Edition):

Pahala Gedera, D. S. (2014). Mediational engagement in E-learning: An Activity Theory analysis . (Doctoral Dissertation). University of Waikato. Retrieved from http://hdl.handle.net/10289/8847

Chicago Manual of Style (16th Edition):

Pahala Gedera, Dilani Sampath. “Mediational engagement in E-learning: An Activity Theory analysis .” 2014. Doctoral Dissertation, University of Waikato. Accessed August 25, 2019. http://hdl.handle.net/10289/8847.

MLA Handbook (7th Edition):

Pahala Gedera, Dilani Sampath. “Mediational engagement in E-learning: An Activity Theory analysis .” 2014. Web. 25 Aug 2019.

Vancouver:

Pahala Gedera DS. Mediational engagement in E-learning: An Activity Theory analysis . [Internet] [Doctoral dissertation]. University of Waikato; 2014. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10289/8847.

Council of Science Editors:

Pahala Gedera DS. Mediational engagement in E-learning: An Activity Theory analysis . [Doctoral Dissertation]. University of Waikato; 2014. Available from: http://hdl.handle.net/10289/8847


Brigham Young University

14. Manwaring, Kristine C. Emotional and Cognitive Engagement in Higher Education Classrooms.

Degree: PhD, 2017, Brigham Young University

 This is a multi-article format dissertation that explores emotional and cognitive engagement in higher education classrooms. Student engagement in higher education classrooms has been associated… (more)

Subjects/Keywords: learner engagement; emotional experience; higher education; blended learning; structural equation models; student experience; Educational Psychology

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APA (6th Edition):

Manwaring, K. C. (2017). Emotional and Cognitive Engagement in Higher Education Classrooms. (Doctoral Dissertation). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7636&context=etd

Chicago Manual of Style (16th Edition):

Manwaring, Kristine C. “Emotional and Cognitive Engagement in Higher Education Classrooms.” 2017. Doctoral Dissertation, Brigham Young University. Accessed August 25, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7636&context=etd.

MLA Handbook (7th Edition):

Manwaring, Kristine C. “Emotional and Cognitive Engagement in Higher Education Classrooms.” 2017. Web. 25 Aug 2019.

Vancouver:

Manwaring KC. Emotional and Cognitive Engagement in Higher Education Classrooms. [Internet] [Doctoral dissertation]. Brigham Young University; 2017. [cited 2019 Aug 25]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7636&context=etd.

Council of Science Editors:

Manwaring KC. Emotional and Cognitive Engagement in Higher Education Classrooms. [Doctoral Dissertation]. Brigham Young University; 2017. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7636&context=etd


Brigham Young University

15. Halverson, Lisa R. Conceptualizing Blended Learning Engagement.

Degree: PhD, 2016, Brigham Young University

Learner engagement, or the involvement of the student's cognitive and emotional energy to accomplish a learning task, has been called "the holy grail of learning"… (more)

Subjects/Keywords: learner engagement; blended learning; technology-mediated learning; theoretical framework; structural equation modeling; Educational Psychology

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

APA (6th Edition):

Halverson, L. R. (2016). Conceptualizing Blended Learning Engagement. (Doctoral Dissertation). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6980&context=etd

Chicago Manual of Style (16th Edition):

Halverson, Lisa R. “Conceptualizing Blended Learning Engagement.” 2016. Doctoral Dissertation, Brigham Young University. Accessed August 25, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6980&context=etd.

MLA Handbook (7th Edition):

Halverson, Lisa R. “Conceptualizing Blended Learning Engagement.” 2016. Web. 25 Aug 2019.

Vancouver:

Halverson LR. Conceptualizing Blended Learning Engagement. [Internet] [Doctoral dissertation]. Brigham Young University; 2016. [cited 2019 Aug 25]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6980&context=etd.

Council of Science Editors:

Halverson LR. Conceptualizing Blended Learning Engagement. [Doctoral Dissertation]. Brigham Young University; 2016. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6980&context=etd


University of Southern California

16. Dickenson, Patricia Ann. Goal orientation of Latino English language learners: the relationship between students’ engagement, achievement and teachers’ instructional practices in mathematics.

Degree: EdD, Education (Leadership), 2009, University of Southern California

 Latino English language learners are one of the fastest growing populations of students in the United States, yet few studies have examined how students’ goal… (more)

Subjects/Keywords: Latino; English language learner; mathematics; goal orientation; engagement; teaching practices; elementary; middle school; transition period

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

APA (6th Edition):

Dickenson, P. A. (2009). Goal orientation of Latino English language learners: the relationship between students’ engagement, achievement and teachers’ instructional practices in mathematics. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/573050/rec/3071

Chicago Manual of Style (16th Edition):

Dickenson, Patricia Ann. “Goal orientation of Latino English language learners: the relationship between students’ engagement, achievement and teachers’ instructional practices in mathematics.” 2009. Doctoral Dissertation, University of Southern California. Accessed August 25, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/573050/rec/3071.

MLA Handbook (7th Edition):

Dickenson, Patricia Ann. “Goal orientation of Latino English language learners: the relationship between students’ engagement, achievement and teachers’ instructional practices in mathematics.” 2009. Web. 25 Aug 2019.

Vancouver:

Dickenson PA. Goal orientation of Latino English language learners: the relationship between students’ engagement, achievement and teachers’ instructional practices in mathematics. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Aug 25]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/573050/rec/3071.

Council of Science Editors:

Dickenson PA. Goal orientation of Latino English language learners: the relationship between students’ engagement, achievement and teachers’ instructional practices in mathematics. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/573050/rec/3071


Brigham Young University

17. Spring, Kristian Joy. Academic Communities of Engagement and Their Influence on Student Engagement.

Degree: PhD, 2018, Brigham Young University

Learner engagement is a critical aspect of education. While technology is rapidly developing to act in increasingly personalized, and in some dimensions human, ways, we… (more)

Subjects/Keywords: learner engagement; higher education; interpersonal relationship; teacher student relationship; interaction; community; Education

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

APA (6th Edition):

Spring, K. J. (2018). Academic Communities of Engagement and Their Influence on Student Engagement. (Doctoral Dissertation). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8462&context=etd

Chicago Manual of Style (16th Edition):

Spring, Kristian Joy. “Academic Communities of Engagement and Their Influence on Student Engagement.” 2018. Doctoral Dissertation, Brigham Young University. Accessed August 25, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8462&context=etd.

MLA Handbook (7th Edition):

Spring, Kristian Joy. “Academic Communities of Engagement and Their Influence on Student Engagement.” 2018. Web. 25 Aug 2019.

Vancouver:

Spring KJ. Academic Communities of Engagement and Their Influence on Student Engagement. [Internet] [Doctoral dissertation]. Brigham Young University; 2018. [cited 2019 Aug 25]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8462&context=etd.

Council of Science Editors:

Spring KJ. Academic Communities of Engagement and Their Influence on Student Engagement. [Doctoral Dissertation]. Brigham Young University; 2018. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8462&context=etd


Loughborough University

18. Gao, Mingyi. A theoretical model for the effectiveness of project-based learning in engineering design education.

Degree: PhD, 2012, Loughborough University

 The main focus of this thesis is on the effectiveness of project-based learning (PBL) in engineering design. The literature review has shown that there is… (more)

Subjects/Keywords: Project-based learning; Self-directed learning; Learner engagement; Optimal; PBL; Effectiveness; 3D model; Individual differences; Engineering design; Pedagogy

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

APA (6th Edition):

Gao, M. (2012). A theoretical model for the effectiveness of project-based learning in engineering design education. (Doctoral Dissertation). Loughborough University. Retrieved from https://dspace.lboro.ac.uk/2134/9563 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.564385

Chicago Manual of Style (16th Edition):

Gao, Mingyi. “A theoretical model for the effectiveness of project-based learning in engineering design education.” 2012. Doctoral Dissertation, Loughborough University. Accessed August 25, 2019. https://dspace.lboro.ac.uk/2134/9563 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.564385.

MLA Handbook (7th Edition):

Gao, Mingyi. “A theoretical model for the effectiveness of project-based learning in engineering design education.” 2012. Web. 25 Aug 2019.

Vancouver:

Gao M. A theoretical model for the effectiveness of project-based learning in engineering design education. [Internet] [Doctoral dissertation]. Loughborough University; 2012. [cited 2019 Aug 25]. Available from: https://dspace.lboro.ac.uk/2134/9563 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.564385.

Council of Science Editors:

Gao M. A theoretical model for the effectiveness of project-based learning in engineering design education. [Doctoral Dissertation]. Loughborough University; 2012. Available from: https://dspace.lboro.ac.uk/2134/9563 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.564385


University of Bradford

19. Alansari, Iman Sadek Zainy. Integrating student self-assessment and feedback in e-learning applications : a proposed educational model.

Degree: PhD, 2009, University of Bradford

 There is a large demand for the use of e-learning tools to support student learning, in the form of distance or blended learning. The need… (more)

Subjects/Keywords: 371.3; Students; Self-assessment; Feedback; e-Learning; Distance learning; Models of integration; Learner engagement; Educational effectiveness; Education

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

APA (6th Edition):

Alansari, I. S. Z. (2009). Integrating student self-assessment and feedback in e-learning applications : a proposed educational model. (Doctoral Dissertation). University of Bradford. Retrieved from http://hdl.handle.net/10454/4447

Chicago Manual of Style (16th Edition):

Alansari, Iman Sadek Zainy. “Integrating student self-assessment and feedback in e-learning applications : a proposed educational model.” 2009. Doctoral Dissertation, University of Bradford. Accessed August 25, 2019. http://hdl.handle.net/10454/4447.

MLA Handbook (7th Edition):

Alansari, Iman Sadek Zainy. “Integrating student self-assessment and feedback in e-learning applications : a proposed educational model.” 2009. Web. 25 Aug 2019.

Vancouver:

Alansari ISZ. Integrating student self-assessment and feedback in e-learning applications : a proposed educational model. [Internet] [Doctoral dissertation]. University of Bradford; 2009. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10454/4447.

Council of Science Editors:

Alansari ISZ. Integrating student self-assessment and feedback in e-learning applications : a proposed educational model. [Doctoral Dissertation]. University of Bradford; 2009. Available from: http://hdl.handle.net/10454/4447


Queensland University of Technology

20. Chang, Wei-Wei M. Digital competence and professional development of vocational education and training teachers in Queensland.

Degree: 2016, Queensland University of Technology

 Teaching with digital technologies is essential to the development of 21st century students’ graduate capabilities. However, relatively little is known about the extent to which… (more)

Subjects/Keywords: adult learning; digital competency; learner engagement; professional development; vocational education and training; technological pedagogical content knowledge; educational technology

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

APA (6th Edition):

Chang, W. M. (2016). Digital competence and professional development of vocational education and training teachers in Queensland. (Thesis). Queensland University of Technology. Retrieved from http://eprints.qut.edu.au/95088/

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):

Chang, Wei-Wei M. “Digital competence and professional development of vocational education and training teachers in Queensland.” 2016. Thesis, Queensland University of Technology. Accessed August 25, 2019. http://eprints.qut.edu.au/95088/.

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

MLA Handbook (7th Edition):

Chang, Wei-Wei M. “Digital competence and professional development of vocational education and training teachers in Queensland.” 2016. Web. 25 Aug 2019.

Vancouver:

Chang WM. Digital competence and professional development of vocational education and training teachers in Queensland. [Internet] [Thesis]. Queensland University of Technology; 2016. [cited 2019 Aug 25]. Available from: http://eprints.qut.edu.au/95088/.

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

Council of Science Editors:

Chang WM. Digital competence and professional development of vocational education and training teachers in Queensland. [Thesis]. Queensland University of Technology; 2016. Available from: http://eprints.qut.edu.au/95088/

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


University of Florida

21. Hill, Carolyn J. Engaging high school students in an art classroom.

Degree: 2012, University of Florida

 Determining why some students were or were not engaged in my high school art classroom was at the heart of this capstone project. However, in… (more)

Subjects/Keywords: Art education; Art teachers; Arts; Classrooms; High school students; High schools; Learner engagement; Learning; Students; Teachers

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

APA (6th Edition):

Hill, C. J. (2012). Engaging high school students in an art classroom. (Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00013390

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):

Hill, Carolyn J. “Engaging high school students in an art classroom.” 2012. Thesis, University of Florida. Accessed August 25, 2019. http://ufdc.ufl.edu/AA00013390.

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

MLA Handbook (7th Edition):

Hill, Carolyn J. “Engaging high school students in an art classroom.” 2012. Web. 25 Aug 2019.

Vancouver:

Hill CJ. Engaging high school students in an art classroom. [Internet] [Thesis]. University of Florida; 2012. [cited 2019 Aug 25]. Available from: http://ufdc.ufl.edu/AA00013390.

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

Council of Science Editors:

Hill CJ. Engaging high school students in an art classroom. [Thesis]. University of Florida; 2012. Available from: http://ufdc.ufl.edu/AA00013390

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


Queensland University of Technology

22. Connolly, Toni Narelle. Teacher and student readiness to use Facebook for learning in an adult vocational educational setting.

Degree: 2014, Queensland University of Technology

 The factors influencing both teacher and student readiness to use Facebook as part of their teaching and learning in a vocational educational institution were studied… (more)

Subjects/Keywords: Facebook; Social Networking Sites; Vocational education; SNS; Readiness; Learner engagement; Social media; Adult learning; Teachers; Students

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

APA (6th Edition):

Connolly, T. N. (2014). Teacher and student readiness to use Facebook for learning in an adult vocational educational setting. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/78637/

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):

Connolly, Toni Narelle. “Teacher and student readiness to use Facebook for learning in an adult vocational educational setting.” 2014. Thesis, Queensland University of Technology. Accessed August 25, 2019. https://eprints.qut.edu.au/78637/.

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

MLA Handbook (7th Edition):

Connolly, Toni Narelle. “Teacher and student readiness to use Facebook for learning in an adult vocational educational setting.” 2014. Web. 25 Aug 2019.

Vancouver:

Connolly TN. Teacher and student readiness to use Facebook for learning in an adult vocational educational setting. [Internet] [Thesis]. Queensland University of Technology; 2014. [cited 2019 Aug 25]. Available from: https://eprints.qut.edu.au/78637/.

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

Council of Science Editors:

Connolly TN. Teacher and student readiness to use Facebook for learning in an adult vocational educational setting. [Thesis]. Queensland University of Technology; 2014. Available from: https://eprints.qut.edu.au/78637/

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


University of Florida

23. Tamargo, Jennifer. Cognitive Underpinnings of Preschoolers &8217; Ability to Learn From Others.

Degree: MS, Psychology, 2009, University of Florida

 Many developmental theories include a social component when describing humans' ability to learn, but do not describe the cognitive processes necessary for humans to learn… (more)

Subjects/Keywords: Boxes; Experimentation; Infants; Learner engagement; Learning; Learning theory; Observational learning; Preschool education; Regression analysis; Teaching conditions; cognition, learning, preschoolers

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

APA (6th Edition):

Tamargo, J. (2009). Cognitive Underpinnings of Preschoolers &8217; Ability to Learn From Others. (Masters Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0041043

Chicago Manual of Style (16th Edition):

Tamargo, Jennifer. “Cognitive Underpinnings of Preschoolers &8217; Ability to Learn From Others.” 2009. Masters Thesis, University of Florida. Accessed August 25, 2019. http://ufdc.ufl.edu/UFE0041043.

MLA Handbook (7th Edition):

Tamargo, Jennifer. “Cognitive Underpinnings of Preschoolers &8217; Ability to Learn From Others.” 2009. Web. 25 Aug 2019.

Vancouver:

Tamargo J. Cognitive Underpinnings of Preschoolers &8217; Ability to Learn From Others. [Internet] [Masters thesis]. University of Florida; 2009. [cited 2019 Aug 25]. Available from: http://ufdc.ufl.edu/UFE0041043.

Council of Science Editors:

Tamargo J. Cognitive Underpinnings of Preschoolers &8217; Ability to Learn From Others. [Masters Thesis]. University of Florida; 2009. Available from: http://ufdc.ufl.edu/UFE0041043


University of Florida

24. Wicklund, Natalie. The Use of Technology in the Art Classroom to Engage 21st Century Students.

Degree: Master's, 2014, University of Florida

 This capstone project examines how K-12 art teachers are currently using technology as a tool to engage their students and foster a learning environment that… (more)

Subjects/Keywords: Art education; Art teachers; Arts; Classrooms; Computer technology; High school students; Learner engagement; Learning; Schools; Students

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

APA (6th Edition):

Wicklund, N. (2014). The Use of Technology in the Art Classroom to Engage 21st Century Students. (Masters Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00031027

Chicago Manual of Style (16th Edition):

Wicklund, Natalie. “The Use of Technology in the Art Classroom to Engage 21st Century Students.” 2014. Masters Thesis, University of Florida. Accessed August 25, 2019. http://ufdc.ufl.edu/AA00031027.

MLA Handbook (7th Edition):

Wicklund, Natalie. “The Use of Technology in the Art Classroom to Engage 21st Century Students.” 2014. Web. 25 Aug 2019.

Vancouver:

Wicklund N. The Use of Technology in the Art Classroom to Engage 21st Century Students. [Internet] [Masters thesis]. University of Florida; 2014. [cited 2019 Aug 25]. Available from: http://ufdc.ufl.edu/AA00031027.

Council of Science Editors:

Wicklund N. The Use of Technology in the Art Classroom to Engage 21st Century Students. [Masters Thesis]. University of Florida; 2014. Available from: http://ufdc.ufl.edu/AA00031027


University of Florida

25. Ammons, Lindsey Pavlik. Understanding and Designing Teacher Professional Development for Universal Design for Learning (UDL) Analysis of UDL Expert Perspectives.

Degree: EdD, Curriculum and Instruction - Teaching and Learning, 2015, University of Florida

 The purpose of this study was to systematically explore the ways Universal Design for Learning (UDL) could be incorporated into my practice as a learning… (more)

Subjects/Keywords: Access to education; Classrooms; Educational environment; Learner engagement; Learning; Professional development; Professional development schools; Schools; Students; Teachers; education  – udl

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

APA (6th Edition):

Ammons, L. P. (2015). Understanding and Designing Teacher Professional Development for Universal Design for Learning (UDL) Analysis of UDL Expert Perspectives. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0049531

Chicago Manual of Style (16th Edition):

Ammons, Lindsey Pavlik. “Understanding and Designing Teacher Professional Development for Universal Design for Learning (UDL) Analysis of UDL Expert Perspectives.” 2015. Doctoral Dissertation, University of Florida. Accessed August 25, 2019. http://ufdc.ufl.edu/UFE0049531.

MLA Handbook (7th Edition):

Ammons, Lindsey Pavlik. “Understanding and Designing Teacher Professional Development for Universal Design for Learning (UDL) Analysis of UDL Expert Perspectives.” 2015. Web. 25 Aug 2019.

Vancouver:

Ammons LP. Understanding and Designing Teacher Professional Development for Universal Design for Learning (UDL) Analysis of UDL Expert Perspectives. [Internet] [Doctoral dissertation]. University of Florida; 2015. [cited 2019 Aug 25]. Available from: http://ufdc.ufl.edu/UFE0049531.

Council of Science Editors:

Ammons LP. Understanding and Designing Teacher Professional Development for Universal Design for Learning (UDL) Analysis of UDL Expert Perspectives. [Doctoral Dissertation]. University of Florida; 2015. Available from: http://ufdc.ufl.edu/UFE0049531


University of Florida

26. Gardner, Lauren. The Concealed Human Element: The Need for Contact in the Urban Environment.

Degree: 2013, University of Florida

 There is something concealed in all of us—a mood, a narrative, a judgment, an emotion, anticipation. It can be pushed out of its invisible boundary… (more)

Subjects/Keywords: Anticipation; Drawing; Horizon coordinate system; Ice; Learner engagement; Learning experiences; Narratives; Self; Social interaction; Unconscious mind; Architectural design; Architecture

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APA (6th Edition):

Gardner, L. (2013). The Concealed Human Element: The Need for Contact in the Urban Environment. (Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00060249

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):

Gardner, Lauren. “The Concealed Human Element: The Need for Contact in the Urban Environment.” 2013. Thesis, University of Florida. Accessed August 25, 2019. http://ufdc.ufl.edu/AA00060249.

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

MLA Handbook (7th Edition):

Gardner, Lauren. “The Concealed Human Element: The Need for Contact in the Urban Environment.” 2013. Web. 25 Aug 2019.

Vancouver:

Gardner L. The Concealed Human Element: The Need for Contact in the Urban Environment. [Internet] [Thesis]. University of Florida; 2013. [cited 2019 Aug 25]. Available from: http://ufdc.ufl.edu/AA00060249.

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

Council of Science Editors:

Gardner L. The Concealed Human Element: The Need for Contact in the Urban Environment. [Thesis]. University of Florida; 2013. Available from: http://ufdc.ufl.edu/AA00060249

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


Northeastern University

27. Boudreau, Michael. Learning from those who were successful: an exploration into the lived experiences of community college entrants who as adult learners completed their baccalaureate online.

Degree: EdD, School of Education, 2017, Northeastern University

 The purpose of this study was to explore the lived experiences of online, adult learners who navigated transitions and overcame challenges to succeed in earning… (more)

Subjects/Keywords: adult learner support; baccalaureate attainment; community college student persistence; innovation in higher education; online student support; student engagement

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

APA (6th Edition):

Boudreau, M. (2017). Learning from those who were successful: an exploration into the lived experiences of community college entrants who as adult learners completed their baccalaureate online. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20258556

Chicago Manual of Style (16th Edition):

Boudreau, Michael. “Learning from those who were successful: an exploration into the lived experiences of community college entrants who as adult learners completed their baccalaureate online.” 2017. Doctoral Dissertation, Northeastern University. Accessed August 25, 2019. http://hdl.handle.net/2047/D20258556.

MLA Handbook (7th Edition):

Boudreau, Michael. “Learning from those who were successful: an exploration into the lived experiences of community college entrants who as adult learners completed their baccalaureate online.” 2017. Web. 25 Aug 2019.

Vancouver:

Boudreau M. Learning from those who were successful: an exploration into the lived experiences of community college entrants who as adult learners completed their baccalaureate online. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/2047/D20258556.

Council of Science Editors:

Boudreau M. Learning from those who were successful: an exploration into the lived experiences of community college entrants who as adult learners completed their baccalaureate online. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20258556


University of Florida

28. Aziz, Fuad I. Understanding Student Engagement and Experiences during the Construction of Interactive Fiction in a Middle School History Course.

Degree: EdD, Curriculum and Instruction - Teaching and Learning, 2016, University of Florida

 The increased sophistication of computer games and the greater access of computing devices has created more opportunity to leverage the engagement potential of these games… (more)

Subjects/Keywords: Classrooms; Computer games; Educational games; Educational research; Learner engagement; Learning; Narratives; Observational research; Students; Teachers; artifact  – assignment  – computers  – constructionism  – engagement  – experience  – games  – history  – interactivity  – phenomenological  – student

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

APA (6th Edition):

Aziz, F. I. (2016). Understanding Student Engagement and Experiences during the Construction of Interactive Fiction in a Middle School History Course. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0049789

Chicago Manual of Style (16th Edition):

Aziz, Fuad I. “Understanding Student Engagement and Experiences during the Construction of Interactive Fiction in a Middle School History Course.” 2016. Doctoral Dissertation, University of Florida. Accessed August 25, 2019. http://ufdc.ufl.edu/UFE0049789.

MLA Handbook (7th Edition):

Aziz, Fuad I. “Understanding Student Engagement and Experiences during the Construction of Interactive Fiction in a Middle School History Course.” 2016. Web. 25 Aug 2019.

Vancouver:

Aziz FI. Understanding Student Engagement and Experiences during the Construction of Interactive Fiction in a Middle School History Course. [Internet] [Doctoral dissertation]. University of Florida; 2016. [cited 2019 Aug 25]. Available from: http://ufdc.ufl.edu/UFE0049789.

Council of Science Editors:

Aziz FI. Understanding Student Engagement and Experiences during the Construction of Interactive Fiction in a Middle School History Course. [Doctoral Dissertation]. University of Florida; 2016. Available from: http://ufdc.ufl.edu/UFE0049789


University of Florida

29. Starobin, Jean Elizabeth. The Roles of Social and Academic Engagement, and Perceptions of Belonging in a Model of Student Persistence.

Degree: EdD, Higher Education Administration - Human Development and Organizational Studies in Education, 2014, University of Florida

 The present quantitative study investigated the relationship between academic engagement, social engagement, and perceptions of belonging on retention among freshman and sophomore students at a… (more)

Subjects/Keywords: College students; Colleges; Educational research; High school students; Higher education; Learner engagement; School dropouts; Social integration; Social involvement; Student retention; engagement  – involvement  – retention

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

APA (6th Edition):

Starobin, J. E. (2014). The Roles of Social and Academic Engagement, and Perceptions of Belonging in a Model of Student Persistence. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0046526

Chicago Manual of Style (16th Edition):

Starobin, Jean Elizabeth. “The Roles of Social and Academic Engagement, and Perceptions of Belonging in a Model of Student Persistence.” 2014. Doctoral Dissertation, University of Florida. Accessed August 25, 2019. http://ufdc.ufl.edu/UFE0046526.

MLA Handbook (7th Edition):

Starobin, Jean Elizabeth. “The Roles of Social and Academic Engagement, and Perceptions of Belonging in a Model of Student Persistence.” 2014. Web. 25 Aug 2019.

Vancouver:

Starobin JE. The Roles of Social and Academic Engagement, and Perceptions of Belonging in a Model of Student Persistence. [Internet] [Doctoral dissertation]. University of Florida; 2014. [cited 2019 Aug 25]. Available from: http://ufdc.ufl.edu/UFE0046526.

Council of Science Editors:

Starobin JE. The Roles of Social and Academic Engagement, and Perceptions of Belonging in a Model of Student Persistence. [Doctoral Dissertation]. University of Florida; 2014. Available from: http://ufdc.ufl.edu/UFE0046526


University of Florida

30. Young, Ashley N. Engagement and Motivation in Learning Perspectives of Middle School Agricultural Education Students.

Degree: MS, Agricultural Education and Communication, 2013, University of Florida

 The purpose of this study was to ascertain the perspectives of middle school agricultural education students on engagement and motivation in learning. Descriptive research was… (more)

Subjects/Keywords: High school students; Learner engagement; Learning; Learning motivation; Middle schools; Motivation; School dropouts; Schools; Student motivation; Students; agricultural  – education  – engagement  – learning  – middle  – motivation

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

APA (6th Edition):

Young, A. N. (2013). Engagement and Motivation in Learning Perspectives of Middle School Agricultural Education Students. (Masters Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0045984

Chicago Manual of Style (16th Edition):

Young, Ashley N. “Engagement and Motivation in Learning Perspectives of Middle School Agricultural Education Students.” 2013. Masters Thesis, University of Florida. Accessed August 25, 2019. http://ufdc.ufl.edu/UFE0045984.

MLA Handbook (7th Edition):

Young, Ashley N. “Engagement and Motivation in Learning Perspectives of Middle School Agricultural Education Students.” 2013. Web. 25 Aug 2019.

Vancouver:

Young AN. Engagement and Motivation in Learning Perspectives of Middle School Agricultural Education Students. [Internet] [Masters thesis]. University of Florida; 2013. [cited 2019 Aug 25]. Available from: http://ufdc.ufl.edu/UFE0045984.

Council of Science Editors:

Young AN. Engagement and Motivation in Learning Perspectives of Middle School Agricultural Education Students. [Masters Thesis]. University of Florida; 2013. Available from: http://ufdc.ufl.edu/UFE0045984

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