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You searched for subject:(Learner centered). Showing records 1 – 30 of 63 total matches.

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University of New Mexico

1. Gomez, Jerome. COLLEGE STUDENTS' PERCEPTIONS OF LEARNER-CENTEREDNESS IN THEIR UNDERGRADUATE COURSES.

Degree: Individual, Family, and Community Education, 2015, University of New Mexico

 ABSTRACT This study investigated college students perceptions of leaner-centeredness in their undergraduate courses. The goal of this study was to examine what those perceptions were… (more)

Subjects/Keywords: learner-centered; learner-centeredness; learner-centered instruction; learner-centered teaching; learner-centered battery; learner-centered battery student survey

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

APA (6th Edition):

Gomez, J. (2015). COLLEGE STUDENTS' PERCEPTIONS OF LEARNER-CENTEREDNESS IN THEIR UNDERGRADUATE COURSES. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/27787

Chicago Manual of Style (16th Edition):

Gomez, Jerome. “COLLEGE STUDENTS' PERCEPTIONS OF LEARNER-CENTEREDNESS IN THEIR UNDERGRADUATE COURSES.” 2015. Doctoral Dissertation, University of New Mexico. Accessed August 19, 2019. http://hdl.handle.net/1928/27787.

MLA Handbook (7th Edition):

Gomez, Jerome. “COLLEGE STUDENTS' PERCEPTIONS OF LEARNER-CENTEREDNESS IN THEIR UNDERGRADUATE COURSES.” 2015. Web. 19 Aug 2019.

Vancouver:

Gomez J. COLLEGE STUDENTS' PERCEPTIONS OF LEARNER-CENTEREDNESS IN THEIR UNDERGRADUATE COURSES. [Internet] [Doctoral dissertation]. University of New Mexico; 2015. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/1928/27787.

Council of Science Editors:

Gomez J. COLLEGE STUDENTS' PERCEPTIONS OF LEARNER-CENTEREDNESS IN THEIR UNDERGRADUATE COURSES. [Doctoral Dissertation]. University of New Mexico; 2015. Available from: http://hdl.handle.net/1928/27787


Queens University

2. Grimes, Kimberlea Anne. MOVING TO A LEARNER-CENTERED PRACTICE IN A COMMUNITY COLLEGE SCHOOL OF BUSINESS PROGRAM .

Degree: Education, 2011, Queens University

 Five years ago a Canadian Community College School of Business program undertook the task of redesigning its curriculum using feedback from focus groups with local… (more)

Subjects/Keywords: learner-centered; curriculum; community college

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APA (6th Edition):

Grimes, K. A. (2011). MOVING TO A LEARNER-CENTERED PRACTICE IN A COMMUNITY COLLEGE SCHOOL OF BUSINESS PROGRAM . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/6458

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):

Grimes, Kimberlea Anne. “MOVING TO A LEARNER-CENTERED PRACTICE IN A COMMUNITY COLLEGE SCHOOL OF BUSINESS PROGRAM .” 2011. Thesis, Queens University. Accessed August 19, 2019. http://hdl.handle.net/1974/6458.

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

MLA Handbook (7th Edition):

Grimes, Kimberlea Anne. “MOVING TO A LEARNER-CENTERED PRACTICE IN A COMMUNITY COLLEGE SCHOOL OF BUSINESS PROGRAM .” 2011. Web. 19 Aug 2019.

Vancouver:

Grimes KA. MOVING TO A LEARNER-CENTERED PRACTICE IN A COMMUNITY COLLEGE SCHOOL OF BUSINESS PROGRAM . [Internet] [Thesis]. Queens University; 2011. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/1974/6458.

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

Council of Science Editors:

Grimes KA. MOVING TO A LEARNER-CENTERED PRACTICE IN A COMMUNITY COLLEGE SCHOOL OF BUSINESS PROGRAM . [Thesis]. Queens University; 2011. Available from: http://hdl.handle.net/1974/6458

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


Boston University

3. Bromley, Kristen R. Person-centered learning in a collegiate jazz combo.

Degree: DMA, Music Education, 2019, Boston University

 Incorporating person-centered approaches in educational settings can help students become more actively engaged in learning processes. Subsequently, the students may experience whole-person learning through cognitive,… (more)

Subjects/Keywords: Music education; Child-centered; Freedom; Learner-centered; Self-actualization; Student-centered

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APA (6th Edition):

Bromley, K. R. (2019). Person-centered learning in a collegiate jazz combo. (Doctoral Dissertation). Boston University. Retrieved from http://hdl.handle.net/2144/34814

Chicago Manual of Style (16th Edition):

Bromley, Kristen R. “Person-centered learning in a collegiate jazz combo.” 2019. Doctoral Dissertation, Boston University. Accessed August 19, 2019. http://hdl.handle.net/2144/34814.

MLA Handbook (7th Edition):

Bromley, Kristen R. “Person-centered learning in a collegiate jazz combo.” 2019. Web. 19 Aug 2019.

Vancouver:

Bromley KR. Person-centered learning in a collegiate jazz combo. [Internet] [Doctoral dissertation]. Boston University; 2019. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/2144/34814.

Council of Science Editors:

Bromley KR. Person-centered learning in a collegiate jazz combo. [Doctoral Dissertation]. Boston University; 2019. Available from: http://hdl.handle.net/2144/34814


University of Kentucky

4. Farrell, Shannon W. The Process of Learner Centered Instruction in Adult Clientele.

Degree: 2013, University of Kentucky

 Using learner centered instruction (LCI), a group of beef farmers were guided to design a farm in a layout that would most effectively offer continual… (more)

Subjects/Keywords: learner; centered; adult; farmers; extension; Educational Methods

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APA (6th Edition):

Farrell, S. W. (2013). The Process of Learner Centered Instruction in Adult Clientele. (Masters Thesis). University of Kentucky. Retrieved from http://uknowledge.uky.edu/cld_etds/4

Chicago Manual of Style (16th Edition):

Farrell, Shannon W. “The Process of Learner Centered Instruction in Adult Clientele.” 2013. Masters Thesis, University of Kentucky. Accessed August 19, 2019. http://uknowledge.uky.edu/cld_etds/4.

MLA Handbook (7th Edition):

Farrell, Shannon W. “The Process of Learner Centered Instruction in Adult Clientele.” 2013. Web. 19 Aug 2019.

Vancouver:

Farrell SW. The Process of Learner Centered Instruction in Adult Clientele. [Internet] [Masters thesis]. University of Kentucky; 2013. [cited 2019 Aug 19]. Available from: http://uknowledge.uky.edu/cld_etds/4.

Council of Science Editors:

Farrell SW. The Process of Learner Centered Instruction in Adult Clientele. [Masters Thesis]. University of Kentucky; 2013. Available from: http://uknowledge.uky.edu/cld_etds/4


University of Zululand

5. Alipio, Jaime da Costa. Learner-centered approach in the teaching of mathematics: a consideration of teachers’ perceptions .

Degree: 2014, University of Zululand

 This research was designed to ascertain teachers‟ perceptions on learner-centered teaching in the discipline of mathematics in basic education. The first aim of the study… (more)

Subjects/Keywords: learner-centered teaching  – mathematics  – basic education

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APA (6th Edition):

Alipio, J. d. C. (2014). Learner-centered approach in the teaching of mathematics: a consideration of teachers’ perceptions . (Thesis). University of Zululand. Retrieved from http://hdl.handle.net/10530/1385

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):

Alipio, Jaime da Costa. “Learner-centered approach in the teaching of mathematics: a consideration of teachers’ perceptions .” 2014. Thesis, University of Zululand. Accessed August 19, 2019. http://hdl.handle.net/10530/1385.

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

MLA Handbook (7th Edition):

Alipio, Jaime da Costa. “Learner-centered approach in the teaching of mathematics: a consideration of teachers’ perceptions .” 2014. Web. 19 Aug 2019.

Vancouver:

Alipio JdC. Learner-centered approach in the teaching of mathematics: a consideration of teachers’ perceptions . [Internet] [Thesis]. University of Zululand; 2014. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/10530/1385.

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

Council of Science Editors:

Alipio JdC. Learner-centered approach in the teaching of mathematics: a consideration of teachers’ perceptions . [Thesis]. University of Zululand; 2014. Available from: http://hdl.handle.net/10530/1385

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


University of Georgia

6. Sawyer, Salley Maddox Benoit. Professors' beliefs about their subject matter knowledge in relation to their practice of learner-centered instruction.

Degree: PhD, Instructional Technology, 1999, University of Georgia

 The purpose of this qualitative case study was to identify and describe professors' beliefs about their subject matter knowledge in relation to their practice of… (more)

Subjects/Keywords: Learner-centered instruction

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APA (6th Edition):

Sawyer, S. M. B. (1999). Professors' beliefs about their subject matter knowledge in relation to their practice of learner-centered instruction. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/sawyer_salley_m_199912_phd

Chicago Manual of Style (16th Edition):

Sawyer, Salley Maddox Benoit. “Professors' beliefs about their subject matter knowledge in relation to their practice of learner-centered instruction.” 1999. Doctoral Dissertation, University of Georgia. Accessed August 19, 2019. http://purl.galileo.usg.edu/uga_etd/sawyer_salley_m_199912_phd.

MLA Handbook (7th Edition):

Sawyer, Salley Maddox Benoit. “Professors' beliefs about their subject matter knowledge in relation to their practice of learner-centered instruction.” 1999. Web. 19 Aug 2019.

Vancouver:

Sawyer SMB. Professors' beliefs about their subject matter knowledge in relation to their practice of learner-centered instruction. [Internet] [Doctoral dissertation]. University of Georgia; 1999. [cited 2019 Aug 19]. Available from: http://purl.galileo.usg.edu/uga_etd/sawyer_salley_m_199912_phd.

Council of Science Editors:

Sawyer SMB. Professors' beliefs about their subject matter knowledge in relation to their practice of learner-centered instruction. [Doctoral Dissertation]. University of Georgia; 1999. Available from: http://purl.galileo.usg.edu/uga_etd/sawyer_salley_m_199912_phd


University of Ottawa

7. Paquette, Kyle. Examining Learner-Centered Coach Education .

Degree: 2018, University of Ottawa

 At the center of all coach education initiatives and programming is the coach. Although the study of traditional coach education programs has yielded rather discouraging… (more)

Subjects/Keywords: Coach education; constructivism; facilitation; learner-centered; learning

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APA (6th Edition):

Paquette, K. (2018). Examining Learner-Centered Coach Education . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/37147

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):

Paquette, Kyle. “Examining Learner-Centered Coach Education .” 2018. Thesis, University of Ottawa. Accessed August 19, 2019. http://hdl.handle.net/10393/37147.

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

MLA Handbook (7th Edition):

Paquette, Kyle. “Examining Learner-Centered Coach Education .” 2018. Web. 19 Aug 2019.

Vancouver:

Paquette K. Examining Learner-Centered Coach Education . [Internet] [Thesis]. University of Ottawa; 2018. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/10393/37147.

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

Council of Science Editors:

Paquette K. Examining Learner-Centered Coach Education . [Thesis]. University of Ottawa; 2018. Available from: http://hdl.handle.net/10393/37147

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

8. Witzel, Joel Leonard. Motivation and Perceptions of Learner-Centered Practices at a Military Service Academy.

Degree: PhD, Higher Education, 2009, U of Denver

  Considering today's expeditionary warfare, it is essential the United States military service academies produce cadets and midshipmen who are intrinsically academically motivated, intellectually curious,… (more)

Subjects/Keywords: academy; Air Force; learner-centered; learner-centeredness; military; motivation

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APA (6th Edition):

Witzel, J. L. (2009). Motivation and Perceptions of Learner-Centered Practices at a Military Service Academy. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/713

Chicago Manual of Style (16th Edition):

Witzel, Joel Leonard. “Motivation and Perceptions of Learner-Centered Practices at a Military Service Academy.” 2009. Doctoral Dissertation, U of Denver. Accessed August 19, 2019. https://digitalcommons.du.edu/etd/713.

MLA Handbook (7th Edition):

Witzel, Joel Leonard. “Motivation and Perceptions of Learner-Centered Practices at a Military Service Academy.” 2009. Web. 19 Aug 2019.

Vancouver:

Witzel JL. Motivation and Perceptions of Learner-Centered Practices at a Military Service Academy. [Internet] [Doctoral dissertation]. U of Denver; 2009. [cited 2019 Aug 19]. Available from: https://digitalcommons.du.edu/etd/713.

Council of Science Editors:

Witzel JL. Motivation and Perceptions of Learner-Centered Practices at a Military Service Academy. [Doctoral Dissertation]. U of Denver; 2009. Available from: https://digitalcommons.du.edu/etd/713


Oklahoma State University

9. Waelateh, Bordin. Grid and Group Explanation of Educational Preferences in English as a Foreign Language Teaching: a Case Study of Thai University Classrooms.

Degree: School of Hotel and Restaurant Administration, 2009, Oklahoma State University

 This qualitative study used Mary Douglas's (1982) grid and group typology to explain the cultural context and preferences of foreign language instruction in a public… (more)

Subjects/Keywords: efl; grid and group theory; learner-centered approach; teacher-centered approach; teaching english; thailand

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APA (6th Edition):

Waelateh, B. (2009). Grid and Group Explanation of Educational Preferences in English as a Foreign Language Teaching: a Case Study of Thai University Classrooms. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/7282

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):

Waelateh, Bordin. “Grid and Group Explanation of Educational Preferences in English as a Foreign Language Teaching: a Case Study of Thai University Classrooms.” 2009. Thesis, Oklahoma State University. Accessed August 19, 2019. http://hdl.handle.net/11244/7282.

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

MLA Handbook (7th Edition):

Waelateh, Bordin. “Grid and Group Explanation of Educational Preferences in English as a Foreign Language Teaching: a Case Study of Thai University Classrooms.” 2009. Web. 19 Aug 2019.

Vancouver:

Waelateh B. Grid and Group Explanation of Educational Preferences in English as a Foreign Language Teaching: a Case Study of Thai University Classrooms. [Internet] [Thesis]. Oklahoma State University; 2009. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/11244/7282.

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

Council of Science Editors:

Waelateh B. Grid and Group Explanation of Educational Preferences in English as a Foreign Language Teaching: a Case Study of Thai University Classrooms. [Thesis]. Oklahoma State University; 2009. Available from: http://hdl.handle.net/11244/7282

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


University of Georgia

10. Keith, Caleb James. Postsecondary faculty members' use of learner-entered instructional methods at institutions in the United States.

Degree: PhD, Higher Education, 2017, University of Georgia

 Higher education exists to pursue and distribute knowledge. Faculty members are the primary workforce tasked with achieving this goal through their teaching, research, and service.… (more)

Subjects/Keywords: Learner-Centered Instruction; Teaching and Learning; Quantitative Research; Higher Education Faculty

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APA (6th Edition):

Keith, C. J. (2017). Postsecondary faculty members' use of learner-entered instructional methods at institutions in the United States. (Doctoral Dissertation). University of Georgia. Retrieved from http://hdl.handle.net/10724/37805

Chicago Manual of Style (16th Edition):

Keith, Caleb James. “Postsecondary faculty members' use of learner-entered instructional methods at institutions in the United States.” 2017. Doctoral Dissertation, University of Georgia. Accessed August 19, 2019. http://hdl.handle.net/10724/37805.

MLA Handbook (7th Edition):

Keith, Caleb James. “Postsecondary faculty members' use of learner-entered instructional methods at institutions in the United States.” 2017. Web. 19 Aug 2019.

Vancouver:

Keith CJ. Postsecondary faculty members' use of learner-entered instructional methods at institutions in the United States. [Internet] [Doctoral dissertation]. University of Georgia; 2017. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/10724/37805.

Council of Science Editors:

Keith CJ. Postsecondary faculty members' use of learner-entered instructional methods at institutions in the United States. [Doctoral Dissertation]. University of Georgia; 2017. Available from: http://hdl.handle.net/10724/37805

11. Darga, Lois M. Shifting Focus, Improving Outcomes: A Qualitative Study of Community College Student and Faculty Perceptions of Faculty Perceptions of Learner-Centeredness.

Degree: 2016, Ferris State University

 Community colleges, like all American higher-education institutions, are held accountable for preparing individuals to advance personally, professionally, and civically. In recent years, an increasing number… (more)

Subjects/Keywords: Student retention.; Learning outcomes.; Community colleges.; Learner-centered education.

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APA (6th Edition):

Darga, L. M. (2016). Shifting Focus, Improving Outcomes: A Qualitative Study of Community College Student and Faculty Perceptions of Faculty Perceptions of Learner-Centeredness. (Thesis). Ferris State University. Retrieved from http://hdl.handle.net/2323/5951

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):

Darga, Lois M. “Shifting Focus, Improving Outcomes: A Qualitative Study of Community College Student and Faculty Perceptions of Faculty Perceptions of Learner-Centeredness.” 2016. Thesis, Ferris State University. Accessed August 19, 2019. http://hdl.handle.net/2323/5951.

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

MLA Handbook (7th Edition):

Darga, Lois M. “Shifting Focus, Improving Outcomes: A Qualitative Study of Community College Student and Faculty Perceptions of Faculty Perceptions of Learner-Centeredness.” 2016. Web. 19 Aug 2019.

Vancouver:

Darga LM. Shifting Focus, Improving Outcomes: A Qualitative Study of Community College Student and Faculty Perceptions of Faculty Perceptions of Learner-Centeredness. [Internet] [Thesis]. Ferris State University; 2016. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/2323/5951.

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

Council of Science Editors:

Darga LM. Shifting Focus, Improving Outcomes: A Qualitative Study of Community College Student and Faculty Perceptions of Faculty Perceptions of Learner-Centeredness. [Thesis]. Ferris State University; 2016. Available from: http://hdl.handle.net/2323/5951

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


Penn State University

12. Seely, Brian J. Using Narrative-based design scaffolds within a mobile learning environment to support learning outdoors with young children.

Degree: PhD, Learning, Design, and Technology, 2015, Penn State University

 This study aims to advance learning outdoors with mobile devices. As part of the ongoing Tree Investigators design-based research study, this research investigated a mobile… (more)

Subjects/Keywords: Narrative; Mobile Learning; Outdoor Learning; Pedagogical Agent; Learner-Centered; Guided-Facilitation

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APA (6th Edition):

Seely, B. J. (2015). Using Narrative-based design scaffolds within a mobile learning environment to support learning outdoors with young children. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/26776

Chicago Manual of Style (16th Edition):

Seely, Brian J. “Using Narrative-based design scaffolds within a mobile learning environment to support learning outdoors with young children.” 2015. Doctoral Dissertation, Penn State University. Accessed August 19, 2019. https://etda.libraries.psu.edu/catalog/26776.

MLA Handbook (7th Edition):

Seely, Brian J. “Using Narrative-based design scaffolds within a mobile learning environment to support learning outdoors with young children.” 2015. Web. 19 Aug 2019.

Vancouver:

Seely BJ. Using Narrative-based design scaffolds within a mobile learning environment to support learning outdoors with young children. [Internet] [Doctoral dissertation]. Penn State University; 2015. [cited 2019 Aug 19]. Available from: https://etda.libraries.psu.edu/catalog/26776.

Council of Science Editors:

Seely BJ. Using Narrative-based design scaffolds within a mobile learning environment to support learning outdoors with young children. [Doctoral Dissertation]. Penn State University; 2015. Available from: https://etda.libraries.psu.edu/catalog/26776


University of Zambia

13. Mweemba, Eunice. Lesson study approach in Religious Education: A case of selected Secondary Schools in Kabwe Districts of Zambia .

Degree: 2016, University of Zambia

 The strengthening of Mathematics, Science and Technology Education (SMASTE) in secondary schools in Zambia was in response to the poor performance in Mathematics and Science… (more)

Subjects/Keywords: Learner Centered Approach; Religious Education-Teaching Methods; Religious Education-Kabwe,Zambia

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APA (6th Edition):

Mweemba, E. (2016). Lesson study approach in Religious Education: A case of selected Secondary Schools in Kabwe Districts of Zambia . (Thesis). University of Zambia. Retrieved from http://dspace.unza.zm:8080/xmlui/handle/123456789/4678

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):

Mweemba, Eunice. “Lesson study approach in Religious Education: A case of selected Secondary Schools in Kabwe Districts of Zambia .” 2016. Thesis, University of Zambia. Accessed August 19, 2019. http://dspace.unza.zm:8080/xmlui/handle/123456789/4678.

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

MLA Handbook (7th Edition):

Mweemba, Eunice. “Lesson study approach in Religious Education: A case of selected Secondary Schools in Kabwe Districts of Zambia .” 2016. Web. 19 Aug 2019.

Vancouver:

Mweemba E. Lesson study approach in Religious Education: A case of selected Secondary Schools in Kabwe Districts of Zambia . [Internet] [Thesis]. University of Zambia; 2016. [cited 2019 Aug 19]. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4678.

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

Council of Science Editors:

Mweemba E. Lesson study approach in Religious Education: A case of selected Secondary Schools in Kabwe Districts of Zambia . [Thesis]. University of Zambia; 2016. Available from: http://dspace.unza.zm:8080/xmlui/handle/123456789/4678

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


University of Arkansas

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

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 19, 2019. https://scholarworks.uark.edu/etd/2660.

MLA Handbook (7th Edition):

Bronn, Bryan. “Tapping the Voices of Learners for Authentic Student Engagement.” 2018. Web. 19 Aug 2019.

Vancouver:

Bronn B. Tapping the Voices of Learners for Authentic Student Engagement. [Internet] [Doctoral dissertation]. University of Arkansas; 2018. [cited 2019 Aug 19]. 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


University of Texas – Austin

15. Hodgin, Claire Marie. Science teaching anxiety : the impact of beliefs on teacher preferences of instructional strategies.

Degree: Science and Mathematics Education, 2014, University of Texas – Austin

 The purpose of this descriptive, mixed-method study was to explore a possible relationship between teacher beliefs and their philosophy of teaching. A theoretical framework depicted… (more)

Subjects/Keywords: Elementary science; Science anxiety; Science teaching self-efficacy; Teacher beliefs; Inquiry; Teacher-centered instruction; Learner-centered instruction; Traditional instruction

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

APA (6th Edition):

Hodgin, C. M. (2014). Science teaching anxiety : the impact of beliefs on teacher preferences of instructional strategies. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/24744

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):

Hodgin, Claire Marie. “Science teaching anxiety : the impact of beliefs on teacher preferences of instructional strategies.” 2014. Thesis, University of Texas – Austin. Accessed August 19, 2019. http://hdl.handle.net/2152/24744.

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

MLA Handbook (7th Edition):

Hodgin, Claire Marie. “Science teaching anxiety : the impact of beliefs on teacher preferences of instructional strategies.” 2014. Web. 19 Aug 2019.

Vancouver:

Hodgin CM. Science teaching anxiety : the impact of beliefs on teacher preferences of instructional strategies. [Internet] [Thesis]. University of Texas – Austin; 2014. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/2152/24744.

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

Council of Science Editors:

Hodgin CM. Science teaching anxiety : the impact of beliefs on teacher preferences of instructional strategies. [Thesis]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/24744

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

16. Ingalls Vanada, Delane. An Exploratory Comparative Study of Students' Thinking in Arts Classrooms.

Degree: PhD, Educational Administration and Policy Studies, 2010, U of Denver

  To be successfully intelligent in the 21st century, students must be able to think well in at least three ways: creatively, critically, and practically,… (more)

Subjects/Keywords: arts education; balanced intelligence; culture of thinking; intelligence; learner-centered classrooms; thinking

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APA (6th Edition):

Ingalls Vanada, D. (2010). An Exploratory Comparative Study of Students' Thinking in Arts Classrooms. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/830

Chicago Manual of Style (16th Edition):

Ingalls Vanada, Delane. “An Exploratory Comparative Study of Students' Thinking in Arts Classrooms.” 2010. Doctoral Dissertation, U of Denver. Accessed August 19, 2019. https://digitalcommons.du.edu/etd/830.

MLA Handbook (7th Edition):

Ingalls Vanada, Delane. “An Exploratory Comparative Study of Students' Thinking in Arts Classrooms.” 2010. Web. 19 Aug 2019.

Vancouver:

Ingalls Vanada D. An Exploratory Comparative Study of Students' Thinking in Arts Classrooms. [Internet] [Doctoral dissertation]. U of Denver; 2010. [cited 2019 Aug 19]. Available from: https://digitalcommons.du.edu/etd/830.

Council of Science Editors:

Ingalls Vanada D. An Exploratory Comparative Study of Students' Thinking in Arts Classrooms. [Doctoral Dissertation]. U of Denver; 2010. Available from: https://digitalcommons.du.edu/etd/830

17. Karafil, Burcu. Yükseköğretim İngilizce hazırlık sınıflarında güç paylaşım düzeyi ile öğrencilerin İngilizce özyeterlik algıları arasındaki ilişkinin incelenmesi .

Degree: ESOGÜ, Eğitim Fakültesi, Eğitim Programlar ve Öğretim, 2016, Eskisehir Osmangazi University

 Amaç: Öğrenci merkezli eğitimde öğrencilere daha fazla kontrol hakkı verilmektedir ve öğrencilerle güç paylaşımı yapılmaktadır. Öte yandan yabancı dil başarısında bilişsel faktörler kadar duyuşsal faktörlerin… (more)

Subjects/Keywords: Öğrenci Merkezli Eğitim; Güç Paylaşımı; Özyeterlik İnancı; Learner-Centered Teaching; Power-Sharing; Self-Efficiency Belief

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APA (6th Edition):

Karafil, B. (2016). Yükseköğretim İngilizce hazırlık sınıflarında güç paylaşım düzeyi ile öğrencilerin İngilizce özyeterlik algıları arasındaki ilişkinin incelenmesi . (Thesis). Eskisehir Osmangazi University. Retrieved from http://hdl.handle.net/11684/1356

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):

Karafil, Burcu. “Yükseköğretim İngilizce hazırlık sınıflarında güç paylaşım düzeyi ile öğrencilerin İngilizce özyeterlik algıları arasındaki ilişkinin incelenmesi .” 2016. Thesis, Eskisehir Osmangazi University. Accessed August 19, 2019. http://hdl.handle.net/11684/1356.

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

MLA Handbook (7th Edition):

Karafil, Burcu. “Yükseköğretim İngilizce hazırlık sınıflarında güç paylaşım düzeyi ile öğrencilerin İngilizce özyeterlik algıları arasındaki ilişkinin incelenmesi .” 2016. Web. 19 Aug 2019.

Vancouver:

Karafil B. Yükseköğretim İngilizce hazırlık sınıflarında güç paylaşım düzeyi ile öğrencilerin İngilizce özyeterlik algıları arasındaki ilişkinin incelenmesi . [Internet] [Thesis]. Eskisehir Osmangazi University; 2016. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/11684/1356.

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

Council of Science Editors:

Karafil B. Yükseköğretim İngilizce hazırlık sınıflarında güç paylaşım düzeyi ile öğrencilerin İngilizce özyeterlik algıları arasındaki ilişkinin incelenmesi . [Thesis]. Eskisehir Osmangazi University; 2016. Available from: http://hdl.handle.net/11684/1356

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


Case Western Reserve University

18. Richardson, Roslyn C. Using Motivational Systems Theory to Explore Factors that Influence the Teaching Strategies of Undergraduate Social Work Faculty.

Degree: PhD, Social Welfare, 2009, Case Western Reserve University

 The purpose of the study was to use Motivational Systems Theory (MST) to examine how use of learner-centered instructional methods varied based on faculty members'… (more)

Subjects/Keywords: Education; Social Work; Teaching; Undergraduate social work education; teaching motivation; teaching methods; learner-centered instruction

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

APA (6th Edition):

Richardson, R. C. (2009). Using Motivational Systems Theory to Explore Factors that Influence the Teaching Strategies of Undergraduate Social Work Faculty. (Doctoral Dissertation). Case Western Reserve University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=case1238790333

Chicago Manual of Style (16th Edition):

Richardson, Roslyn C. “Using Motivational Systems Theory to Explore Factors that Influence the Teaching Strategies of Undergraduate Social Work Faculty.” 2009. Doctoral Dissertation, Case Western Reserve University. Accessed August 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=case1238790333.

MLA Handbook (7th Edition):

Richardson, Roslyn C. “Using Motivational Systems Theory to Explore Factors that Influence the Teaching Strategies of Undergraduate Social Work Faculty.” 2009. Web. 19 Aug 2019.

Vancouver:

Richardson RC. Using Motivational Systems Theory to Explore Factors that Influence the Teaching Strategies of Undergraduate Social Work Faculty. [Internet] [Doctoral dissertation]. Case Western Reserve University; 2009. [cited 2019 Aug 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=case1238790333.

Council of Science Editors:

Richardson RC. Using Motivational Systems Theory to Explore Factors that Influence the Teaching Strategies of Undergraduate Social Work Faculty. [Doctoral Dissertation]. Case Western Reserve University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=case1238790333


University of Western Ontario

19. Laslo, Britta. Transitions in Medical Education.

Degree: 2018, University of Western Ontario

 Transitions in medical education have been shown to increase unprofessional behaviours in learners but little is known about the experiences of first year Canadian Family… (more)

Subjects/Keywords: medical education; transitions; Family Medicine preceptors; Family Medicine residents; learner-centered approach; Medical Education

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APA (6th Edition):

Laslo, B. (2018). Transitions in Medical Education. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/5755

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):

Laslo, Britta. “Transitions in Medical Education.” 2018. Thesis, University of Western Ontario. Accessed August 19, 2019. https://ir.lib.uwo.ca/etd/5755.

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

MLA Handbook (7th Edition):

Laslo, Britta. “Transitions in Medical Education.” 2018. Web. 19 Aug 2019.

Vancouver:

Laslo B. Transitions in Medical Education. [Internet] [Thesis]. University of Western Ontario; 2018. [cited 2019 Aug 19]. Available from: https://ir.lib.uwo.ca/etd/5755.

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

Council of Science Editors:

Laslo B. Transitions in Medical Education. [Thesis]. University of Western Ontario; 2018. Available from: https://ir.lib.uwo.ca/etd/5755

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


Virginia Tech

20. Glore, Nolan David. Virtual Clicker - A Tool for Classroom Interaction and Assessment.

Degree: MS, Electrical and Computer Engineering, 2011, Virginia Tech

 Actively engaging students in the classroom and promoting their interaction, both amongst themselves and with the instructor, is an important aspect to student learning. Research… (more)

Subjects/Keywords: Tablet PC; Computer-aided instruction; Learner-centered instruction; Active learning; Classroom assessment

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

APA (6th Edition):

Glore, N. D. (2011). Virtual Clicker - A Tool for Classroom Interaction and Assessment. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/36054

Chicago Manual of Style (16th Edition):

Glore, Nolan David. “Virtual Clicker - A Tool for Classroom Interaction and Assessment.” 2011. Masters Thesis, Virginia Tech. Accessed August 19, 2019. http://hdl.handle.net/10919/36054.

MLA Handbook (7th Edition):

Glore, Nolan David. “Virtual Clicker - A Tool for Classroom Interaction and Assessment.” 2011. Web. 19 Aug 2019.

Vancouver:

Glore ND. Virtual Clicker - A Tool for Classroom Interaction and Assessment. [Internet] [Masters thesis]. Virginia Tech; 2011. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/10919/36054.

Council of Science Editors:

Glore ND. Virtual Clicker - A Tool for Classroom Interaction and Assessment. [Masters Thesis]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/36054


Northeastern University

21. Kane, Melissa. Postsecondary Faculty Experiences With Design Thinking As A Framework For Instructional Development.

Degree: EdD, School of Education, 2019, Northeastern University

 This descriptive phenomenological study examined how postsecondary faculty experienced instructional development workshops framed around the tenets of design-thinking. Semi-structured interviews were conducted with seven participants… (more)

Subjects/Keywords: design thinking; higher education; instructional development; learner-centered instruction; postsecondary; professional development; Higher education

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APA (6th Edition):

Kane, M. (2019). Postsecondary Faculty Experiences With Design Thinking As A Framework For Instructional Development. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20316534

Chicago Manual of Style (16th Edition):

Kane, Melissa. “Postsecondary Faculty Experiences With Design Thinking As A Framework For Instructional Development.” 2019. Doctoral Dissertation, Northeastern University. Accessed August 19, 2019. http://hdl.handle.net/2047/D20316534.

MLA Handbook (7th Edition):

Kane, Melissa. “Postsecondary Faculty Experiences With Design Thinking As A Framework For Instructional Development.” 2019. Web. 19 Aug 2019.

Vancouver:

Kane M. Postsecondary Faculty Experiences With Design Thinking As A Framework For Instructional Development. [Internet] [Doctoral dissertation]. Northeastern University; 2019. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/2047/D20316534.

Council of Science Editors:

Kane M. Postsecondary Faculty Experiences With Design Thinking As A Framework For Instructional Development. [Doctoral Dissertation]. Northeastern University; 2019. Available from: http://hdl.handle.net/2047/D20316534


Louisiana State University

22. Ware, Helen Bourgeois. Learner-centered e-learning: an exploration of learner-centered practices in online and traditional instruction in higher education.

Degree: PhD, Education, 2006, Louisiana State University

 This study examined the perceptions of students and instructors in regard to learner-centered pedagogy and web-based learning at a regional public university in a southern… (more)

Subjects/Keywords: Online Training; Learner-Centered Principles; Online Learning; E-Learning; Assessment of Learner-Centered Practices; Learner-Centered; Online Training

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

APA (6th Edition):

Ware, H. B. (2006). Learner-centered e-learning: an exploration of learner-centered practices in online and traditional instruction in higher education. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-11142006-115517 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2491

Chicago Manual of Style (16th Edition):

Ware, Helen Bourgeois. “Learner-centered e-learning: an exploration of learner-centered practices in online and traditional instruction in higher education.” 2006. Doctoral Dissertation, Louisiana State University. Accessed August 19, 2019. etd-11142006-115517 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2491.

MLA Handbook (7th Edition):

Ware, Helen Bourgeois. “Learner-centered e-learning: an exploration of learner-centered practices in online and traditional instruction in higher education.” 2006. Web. 19 Aug 2019.

Vancouver:

Ware HB. Learner-centered e-learning: an exploration of learner-centered practices in online and traditional instruction in higher education. [Internet] [Doctoral dissertation]. Louisiana State University; 2006. [cited 2019 Aug 19]. Available from: etd-11142006-115517 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2491.

Council of Science Editors:

Ware HB. Learner-centered e-learning: an exploration of learner-centered practices in online and traditional instruction in higher education. [Doctoral Dissertation]. Louisiana State University; 2006. Available from: etd-11142006-115517 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2491


SUNY College at Brockport

23. Bish, Jamie. A Project Based Learning Approach to Teaching Geometry in a 7th Grade Classroom.

Degree: MSEd, Education and Human Development, 2018, SUNY College at Brockport

  This curriculum project was created by a teacher for teachers, to present an example of how to use project based learning in a 7th… (more)

Subjects/Keywords: Mathematics; Project based learning; Geometry; Learner Centered; 7th Grade; Common Core Standards; Curriculum and Instruction; Education

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APA (6th Edition):

Bish, J. (2018). A Project Based Learning Approach to Teaching Geometry in a 7th Grade Classroom. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/1044

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):

Bish, Jamie. “A Project Based Learning Approach to Teaching Geometry in a 7th Grade Classroom.” 2018. Thesis, SUNY College at Brockport. Accessed August 19, 2019. https://digitalcommons.brockport.edu/ehd_theses/1044.

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

MLA Handbook (7th Edition):

Bish, Jamie. “A Project Based Learning Approach to Teaching Geometry in a 7th Grade Classroom.” 2018. Web. 19 Aug 2019.

Vancouver:

Bish J. A Project Based Learning Approach to Teaching Geometry in a 7th Grade Classroom. [Internet] [Thesis]. SUNY College at Brockport; 2018. [cited 2019 Aug 19]. Available from: https://digitalcommons.brockport.edu/ehd_theses/1044.

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

Council of Science Editors:

Bish J. A Project Based Learning Approach to Teaching Geometry in a 7th Grade Classroom. [Thesis]. SUNY College at Brockport; 2018. Available from: https://digitalcommons.brockport.edu/ehd_theses/1044

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


Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ)

24. Κυπριανίδου, Μαρία. Τεχνολογικά συστήματα για τη σύνθεση ομάδων συνεργατικής μάθησης με βάση το μαθησιακό τύπο του εκπαιδευόμενου.

Degree: 2012, Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ)

This dissertation focuses on supporting collaborative learning through group formation, based on the diversity of students’ learning styles. Furthermore, the dissertation seeks to examine the… (more)

Subjects/Keywords: Συστήματα σχηματισμού ομάδων; Μαθησιακοί τύποι; Συνεργατική μάθηση; Μαθητοκεντρική εκπαίδευση; Group formation systems; Learning styles; Collaborative learning; Learner-centered education

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APA (6th Edition):

Κυπριανίδου, . . (2012). Τεχνολογικά συστήματα για τη σύνθεση ομάδων συνεργατικής μάθησης με βάση το μαθησιακό τύπο του εκπαιδευόμενου. (Thesis). Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ). Retrieved from http://hdl.handle.net/10442/hedi/26667

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):

Κυπριανίδου, Μαρία. “Τεχνολογικά συστήματα για τη σύνθεση ομάδων συνεργατικής μάθησης με βάση το μαθησιακό τύπο του εκπαιδευόμενου.” 2012. Thesis, Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ). Accessed August 19, 2019. http://hdl.handle.net/10442/hedi/26667.

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

MLA Handbook (7th Edition):

Κυπριανίδου, Μαρία. “Τεχνολογικά συστήματα για τη σύνθεση ομάδων συνεργατικής μάθησης με βάση το μαθησιακό τύπο του εκπαιδευόμενου.” 2012. Web. 19 Aug 2019.

Vancouver:

Κυπριανίδου . Τεχνολογικά συστήματα για τη σύνθεση ομάδων συνεργατικής μάθησης με βάση το μαθησιακό τύπο του εκπαιδευόμενου. [Internet] [Thesis]. Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ); 2012. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/10442/hedi/26667.

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

Council of Science Editors:

Κυπριανίδου . Τεχνολογικά συστήματα για τη σύνθεση ομάδων συνεργατικής μάθησης με βάση το μαθησιακό τύπο του εκπαιδευόμενου. [Thesis]. Aristotle University Of Thessaloniki (AUTH); Αριστοτέλειο Πανεπιστήμιο Θεσσαλονίκης (ΑΠΘ); 2012. Available from: http://hdl.handle.net/10442/hedi/26667

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

25. Carlson, Amanda Marie. Teaching practices and literacy development in elementary classrooms.

Degree: MA, Child Development (Theory and Research, 2012, California State University – Sacramento

 This study explored a teacher directed and learner-centered teaching approach and how children developed literacy within these approaches. Two teachers and eight students participated in… (more)

Subjects/Keywords: Learner-centered; Teacher directed; Intersubjectivity; Teaching approaches

…teaching practices used in American classrooms: teacher directed practices and learner-centered… …students mastering content knowledge provided by the instructor. In contrast, learner-centered… …interaction. 2 It is important to note that students in both teacher directed and learner-centered… …that learner-centered teaching practices enable students to become active participants in the… …McIntyre, & Petrosko, 2006). Research suggests when teachers focus on learner-centered… 

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

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APA (6th Edition):

Carlson, A. M. (2012). Teaching practices and literacy development in elementary classrooms. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/1812

Chicago Manual of Style (16th Edition):

Carlson, Amanda Marie. “Teaching practices and literacy development in elementary classrooms.” 2012. Masters Thesis, California State University – Sacramento. Accessed August 19, 2019. http://hdl.handle.net/10211.9/1812.

MLA Handbook (7th Edition):

Carlson, Amanda Marie. “Teaching practices and literacy development in elementary classrooms.” 2012. Web. 19 Aug 2019.

Vancouver:

Carlson AM. Teaching practices and literacy development in elementary classrooms. [Internet] [Masters thesis]. California State University – Sacramento; 2012. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/10211.9/1812.

Council of Science Editors:

Carlson AM. Teaching practices and literacy development in elementary classrooms. [Masters Thesis]. California State University – Sacramento; 2012. Available from: http://hdl.handle.net/10211.9/1812


Wayne State University

26. Franetovic, Marija. A higher education case: millennial experience toward learning through a virtual world designed as an authentic learning environment.

Degree: PhD, Instructional Technology, 2012, Wayne State University

  Current educational initiatives encourage the use of authentic learning environments to realistically prepare students for jobs in a constantly changing world. Many students of… (more)

Subjects/Keywords: authentic learning environment, case study, learner-centered instruction, Millennials, Second Life, virtual world; Communication; Instructional Media Design; Other Education

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

APA (6th Edition):

Franetovic, M. (2012). A higher education case: millennial experience toward learning through a virtual world designed as an authentic learning environment. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/439

Chicago Manual of Style (16th Edition):

Franetovic, Marija. “A higher education case: millennial experience toward learning through a virtual world designed as an authentic learning environment.” 2012. Doctoral Dissertation, Wayne State University. Accessed August 19, 2019. https://digitalcommons.wayne.edu/oa_dissertations/439.

MLA Handbook (7th Edition):

Franetovic, Marija. “A higher education case: millennial experience toward learning through a virtual world designed as an authentic learning environment.” 2012. Web. 19 Aug 2019.

Vancouver:

Franetovic M. A higher education case: millennial experience toward learning through a virtual world designed as an authentic learning environment. [Internet] [Doctoral dissertation]. Wayne State University; 2012. [cited 2019 Aug 19]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/439.

Council of Science Editors:

Franetovic M. A higher education case: millennial experience toward learning through a virtual world designed as an authentic learning environment. [Doctoral Dissertation]. Wayne State University; 2012. Available from: https://digitalcommons.wayne.edu/oa_dissertations/439


University of Arizona

27. Verst, Amy L. Outstanding Teachers and Learner-Centered Teaching Practices at a Private Liberal Arts Institution .

Degree: 2010, University of Arizona

 Using a combined quantitative, qualitative approach, this study explores the teaching practices of outstanding faculty at a private, liberal arts institutions by posing questions that… (more)

Subjects/Keywords: academic capitalism; effective teaching; learner-center education; student-centered teaching; teaching practices; Weimer's (2002) five key changes to practice

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APA (6th Edition):

Verst, A. L. (2010). Outstanding Teachers and Learner-Centered Teaching Practices at a Private Liberal Arts Institution . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/195054

Chicago Manual of Style (16th Edition):

Verst, Amy L. “Outstanding Teachers and Learner-Centered Teaching Practices at a Private Liberal Arts Institution .” 2010. Doctoral Dissertation, University of Arizona. Accessed August 19, 2019. http://hdl.handle.net/10150/195054.

MLA Handbook (7th Edition):

Verst, Amy L. “Outstanding Teachers and Learner-Centered Teaching Practices at a Private Liberal Arts Institution .” 2010. Web. 19 Aug 2019.

Vancouver:

Verst AL. Outstanding Teachers and Learner-Centered Teaching Practices at a Private Liberal Arts Institution . [Internet] [Doctoral dissertation]. University of Arizona; 2010. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/10150/195054.

Council of Science Editors:

Verst AL. Outstanding Teachers and Learner-Centered Teaching Practices at a Private Liberal Arts Institution . [Doctoral Dissertation]. University of Arizona; 2010. Available from: http://hdl.handle.net/10150/195054


Northeastern University

28. Rodd, Yazdan Shaghaghi. Teaching strategies that enhance the educational success of community college online students.

Degree: EdD, School of Education, 2018, Northeastern University

 Community colleges in the United States of America are an integral part of the higher education system. They serve students who may have life and… (more)

Subjects/Keywords: increase students pass rates; learner-centered education; online course completion; online education; online teaching strategies; student success

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APA (6th Edition):

Rodd, Y. S. (2018). Teaching strategies that enhance the educational success of community college online students. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20281157

Chicago Manual of Style (16th Edition):

Rodd, Yazdan Shaghaghi. “Teaching strategies that enhance the educational success of community college online students.” 2018. Doctoral Dissertation, Northeastern University. Accessed August 19, 2019. http://hdl.handle.net/2047/D20281157.

MLA Handbook (7th Edition):

Rodd, Yazdan Shaghaghi. “Teaching strategies that enhance the educational success of community college online students.” 2018. Web. 19 Aug 2019.

Vancouver:

Rodd YS. Teaching strategies that enhance the educational success of community college online students. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/2047/D20281157.

Council of Science Editors:

Rodd YS. Teaching strategies that enhance the educational success of community college online students. [Doctoral Dissertation]. Northeastern University; 2018. Available from: http://hdl.handle.net/2047/D20281157


University of Cincinnati

29. CLARK, DEXTER. INTERACTION AND LEARNING: AN ANALYSIS OF TWO FRESHMAN PHYSICS COURSES.

Degree: EdD, Education : Curriculum and Instruction, 2005, University of Cincinnati

 The influence of digital technology has gradually increased through the years to the point where it impacts almost every part of our experience in some… (more)

Subjects/Keywords: Education, Technology; Inquiry; Interactive engagement; Learner-centered; RTOP; Teacher-centered; Traditional

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

APA (6th Edition):

CLARK, D. (2005). INTERACTION AND LEARNING: AN ANALYSIS OF TWO FRESHMAN PHYSICS COURSES. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1132328837

Chicago Manual of Style (16th Edition):

CLARK, DEXTER. “INTERACTION AND LEARNING: AN ANALYSIS OF TWO FRESHMAN PHYSICS COURSES.” 2005. Doctoral Dissertation, University of Cincinnati. Accessed August 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1132328837.

MLA Handbook (7th Edition):

CLARK, DEXTER. “INTERACTION AND LEARNING: AN ANALYSIS OF TWO FRESHMAN PHYSICS COURSES.” 2005. Web. 19 Aug 2019.

Vancouver:

CLARK D. INTERACTION AND LEARNING: AN ANALYSIS OF TWO FRESHMAN PHYSICS COURSES. [Internet] [Doctoral dissertation]. University of Cincinnati; 2005. [cited 2019 Aug 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1132328837.

Council of Science Editors:

CLARK D. INTERACTION AND LEARNING: AN ANALYSIS OF TWO FRESHMAN PHYSICS COURSES. [Doctoral Dissertation]. University of Cincinnati; 2005. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1132328837


Virginia Tech

30. Weiss, Charles Tabor. Use of Digital Technologies in Graphic Communication Education.

Degree: PhD, Teaching and Learning, 2009, Virginia Tech

 This study investigated the use of digital technologies in secondary and post-secondary graphic communication education. Specifically it investigated: 1) the extent to which graphic communication… (more)

Subjects/Keywords: Digital Technology; Levels of Technology Implementation; Graphic Communication; Learner-Centered; Student-Centered

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

APA (6th Edition):

Weiss, C. T. (2009). Use of Digital Technologies in Graphic Communication Education. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27734

Chicago Manual of Style (16th Edition):

Weiss, Charles Tabor. “Use of Digital Technologies in Graphic Communication Education.” 2009. Doctoral Dissertation, Virginia Tech. Accessed August 19, 2019. http://hdl.handle.net/10919/27734.

MLA Handbook (7th Edition):

Weiss, Charles Tabor. “Use of Digital Technologies in Graphic Communication Education.” 2009. Web. 19 Aug 2019.

Vancouver:

Weiss CT. Use of Digital Technologies in Graphic Communication Education. [Internet] [Doctoral dissertation]. Virginia Tech; 2009. [cited 2019 Aug 19]. Available from: http://hdl.handle.net/10919/27734.

Council of Science Editors:

Weiss CT. Use of Digital Technologies in Graphic Communication Education. [Doctoral Dissertation]. Virginia Tech; 2009. Available from: http://hdl.handle.net/10919/27734

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