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You searched for subject:(Learning Evaluation). Showing records 31 – 60 of 1509 total matches.

[1] [2] [3] [4] [5] … [51]

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University of Pretoria

31. [No author]. Accuracy of chemistry performance evaluation of BSc four-year programme students : a case study .

Degree: 2012, University of Pretoria

 The ability to make realistic judgements of one’s performance is a demonstration of the possession of strong metacognitive skills. Metacognition involves the monitoring of one’s… (more)

Subjects/Keywords: Self-evaluation; Performance evaluation; Chemistry; Students; Learning; UCTD

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APA (6th Edition):

author], [. (2012). Accuracy of chemistry performance evaluation of BSc four-year programme students : a case study . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-06272012-143549/

Chicago Manual of Style (16th Edition):

author], [No. “Accuracy of chemistry performance evaluation of BSc four-year programme students : a case study .” 2012. Masters Thesis, University of Pretoria. Accessed November 12, 2019. http://upetd.up.ac.za/thesis/available/etd-06272012-143549/.

MLA Handbook (7th Edition):

author], [No. “Accuracy of chemistry performance evaluation of BSc four-year programme students : a case study .” 2012. Web. 12 Nov 2019.

Vancouver:

author] [. Accuracy of chemistry performance evaluation of BSc four-year programme students : a case study . [Internet] [Masters thesis]. University of Pretoria; 2012. [cited 2019 Nov 12]. Available from: http://upetd.up.ac.za/thesis/available/etd-06272012-143549/.

Council of Science Editors:

author] [. Accuracy of chemistry performance evaluation of BSc four-year programme students : a case study . [Masters Thesis]. University of Pretoria; 2012. Available from: http://upetd.up.ac.za/thesis/available/etd-06272012-143549/


Case Western Reserve University

32. Allen, Marisa. Steeping the Organization’s Tea: Examining the Relationship Between Evaluation Use, Organizational Context, and Evaluator Characteristics.

Degree: PhD, Social Welfare, 2010, Case Western Reserve University

 This study explored the ways in which the context of an organization affects the design of an evaluation and its use. It also examined evaluator… (more)

Subjects/Keywords: Organization Theory; Social Work; evaluation; evaluation use; organizational learning; knowledge transfer

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APA (6th Edition):

Allen, M. (2010). Steeping the Organization’s Tea: Examining the Relationship Between Evaluation Use, Organizational Context, and Evaluator Characteristics. (Doctoral Dissertation). Case Western Reserve University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=case1270579366

Chicago Manual of Style (16th Edition):

Allen, Marisa. “Steeping the Organization’s Tea: Examining the Relationship Between Evaluation Use, Organizational Context, and Evaluator Characteristics.” 2010. Doctoral Dissertation, Case Western Reserve University. Accessed November 12, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=case1270579366.

MLA Handbook (7th Edition):

Allen, Marisa. “Steeping the Organization’s Tea: Examining the Relationship Between Evaluation Use, Organizational Context, and Evaluator Characteristics.” 2010. Web. 12 Nov 2019.

Vancouver:

Allen M. Steeping the Organization’s Tea: Examining the Relationship Between Evaluation Use, Organizational Context, and Evaluator Characteristics. [Internet] [Doctoral dissertation]. Case Western Reserve University; 2010. [cited 2019 Nov 12]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=case1270579366.

Council of Science Editors:

Allen M. Steeping the Organization’s Tea: Examining the Relationship Between Evaluation Use, Organizational Context, and Evaluator Characteristics. [Doctoral Dissertation]. Case Western Reserve University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=case1270579366


University of Minnesota

33. Subialka Nowariak, Emily Nicole. Practical training in evaluation: how students learn by doing.

Degree: MA, Organizational Leadership, Policy, and Development, 2014, University of Minnesota

 This paper presents findings from a qualitative study of ten students who engaged in experiential learning of evaluation. A grounded theory approach was used to… (more)

Subjects/Keywords: Evaluation; Experiential learning; Grounded theory; Practical experience; Practicum; Teaching evaluation

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APA (6th Edition):

Subialka Nowariak, E. N. (2014). Practical training in evaluation: how students learn by doing. (Masters Thesis). University of Minnesota. Retrieved from http://hdl.handle.net/11299/163332

Chicago Manual of Style (16th Edition):

Subialka Nowariak, Emily Nicole. “Practical training in evaluation: how students learn by doing.” 2014. Masters Thesis, University of Minnesota. Accessed November 12, 2019. http://hdl.handle.net/11299/163332.

MLA Handbook (7th Edition):

Subialka Nowariak, Emily Nicole. “Practical training in evaluation: how students learn by doing.” 2014. Web. 12 Nov 2019.

Vancouver:

Subialka Nowariak EN. Practical training in evaluation: how students learn by doing. [Internet] [Masters thesis]. University of Minnesota; 2014. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/11299/163332.

Council of Science Editors:

Subialka Nowariak EN. Practical training in evaluation: how students learn by doing. [Masters Thesis]. University of Minnesota; 2014. Available from: http://hdl.handle.net/11299/163332


University of Missouri – Columbia

34. Abercrombie, Tommy L. Experience By Design: A Post Occupancy Evaluation of the Tarrant County College Fire Service Training Center, Fort Worth, Texas.

Degree: 2011, University of Missouri – Columbia

 [ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] Firefighting is an extremely hazardous, potentially life-threatening occupation where failures in training quite often lead… (more)

Subjects/Keywords: Fire fighters  – Training of; Curriculum planning  – Evaluation; Experiential learning  – Evaluation

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APA (6th Edition):

Abercrombie, T. L. (2011). Experience By Design: A Post Occupancy Evaluation of the Tarrant County College Fire Service Training Center, Fort Worth, Texas. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/46080

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):

Abercrombie, Tommy L. “Experience By Design: A Post Occupancy Evaluation of the Tarrant County College Fire Service Training Center, Fort Worth, Texas.” 2011. Thesis, University of Missouri – Columbia. Accessed November 12, 2019. http://hdl.handle.net/10355/46080.

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

MLA Handbook (7th Edition):

Abercrombie, Tommy L. “Experience By Design: A Post Occupancy Evaluation of the Tarrant County College Fire Service Training Center, Fort Worth, Texas.” 2011. Web. 12 Nov 2019.

Vancouver:

Abercrombie TL. Experience By Design: A Post Occupancy Evaluation of the Tarrant County College Fire Service Training Center, Fort Worth, Texas. [Internet] [Thesis]. University of Missouri – Columbia; 2011. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/10355/46080.

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

Council of Science Editors:

Abercrombie TL. Experience By Design: A Post Occupancy Evaluation of the Tarrant County College Fire Service Training Center, Fort Worth, Texas. [Thesis]. University of Missouri – Columbia; 2011. Available from: http://hdl.handle.net/10355/46080

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


University of Johannesburg

35. Strydom, Yvette. Belewing as faset van dissipline.

Degree: 2014, University of Johannesburg

M.Ed. (Educational Psychology)

This study is part of a broader research project that deals with: The perceptions of the importance of the different aspects of… (more)

Subjects/Keywords: Experiential learning - Evaluation; Discipline - Educational aspects; School discipline - Evaluation

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APA (6th Edition):

Strydom, Y. (2014). Belewing as faset van dissipline. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/10534

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):

Strydom, Yvette. “Belewing as faset van dissipline.” 2014. Thesis, University of Johannesburg. Accessed November 12, 2019. http://hdl.handle.net/10210/10534.

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

MLA Handbook (7th Edition):

Strydom, Yvette. “Belewing as faset van dissipline.” 2014. Web. 12 Nov 2019.

Vancouver:

Strydom Y. Belewing as faset van dissipline. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/10210/10534.

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

Council of Science Editors:

Strydom Y. Belewing as faset van dissipline. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/10534

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

36. Deemer, Rebecca A. An evaluative measure for outputs in student-run public relations firms and applied courses.

Degree: Thesis (D. Ed.), 2012, Ball State University

 A valid, reliable survey instrument was created to be used by public relations student-run firms and other applied public relations courses to gauge client satisfaction.… (more)

Subjects/Keywords: Public relations  – Study and teaching (Higher)  – Evaluation; Service learning  – Evaluation

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

APA (6th Edition):

Deemer, R. A. (2012). An evaluative measure for outputs in student-run public relations firms and applied courses. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/195862

Chicago Manual of Style (16th Edition):

Deemer, Rebecca A. “An evaluative measure for outputs in student-run public relations firms and applied courses.” 2012. Doctoral Dissertation, Ball State University. Accessed November 12, 2019. http://cardinalscholar.bsu.edu/handle/123456789/195862.

MLA Handbook (7th Edition):

Deemer, Rebecca A. “An evaluative measure for outputs in student-run public relations firms and applied courses.” 2012. Web. 12 Nov 2019.

Vancouver:

Deemer RA. An evaluative measure for outputs in student-run public relations firms and applied courses. [Internet] [Doctoral dissertation]. Ball State University; 2012. [cited 2019 Nov 12]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/195862.

Council of Science Editors:

Deemer RA. An evaluative measure for outputs in student-run public relations firms and applied courses. [Doctoral Dissertation]. Ball State University; 2012. Available from: http://cardinalscholar.bsu.edu/handle/123456789/195862


Linnaeus University

37. Halt, Lotta. Effektmätning av ett utbildningsprogram : Genom lärande utvärdering.

Degree: Psychology and Sport Science, 2011, Linnaeus University

  Abstract Titel Effektmätning av ett utbildningsprogram – genom lärande utvärdering Engelsk titel Effect Measurement of a Training Program – through Learning by Evaluating Handledare… (more)

Subjects/Keywords: evaluation; learning; effect measurement; learning by evaluation; formative evaluation; utvärdering; lärande; effektmätning; lärande utvärdering; formativ utvärdering; Education; Pedagogik

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APA (6th Edition):

Halt, L. (2011). Effektmätning av ett utbildningsprogram : Genom lärande utvärdering. (Thesis). Linnaeus University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-13495

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):

Halt, Lotta. “Effektmätning av ett utbildningsprogram : Genom lärande utvärdering.” 2011. Thesis, Linnaeus University. Accessed November 12, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-13495.

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

MLA Handbook (7th Edition):

Halt, Lotta. “Effektmätning av ett utbildningsprogram : Genom lärande utvärdering.” 2011. Web. 12 Nov 2019.

Vancouver:

Halt L. Effektmätning av ett utbildningsprogram : Genom lärande utvärdering. [Internet] [Thesis]. Linnaeus University; 2011. [cited 2019 Nov 12]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-13495.

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

Council of Science Editors:

Halt L. Effektmätning av ett utbildningsprogram : Genom lärande utvärdering. [Thesis]. Linnaeus University; 2011. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-13495

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


Oregon State University

38. Remenick, Lauren. HJA Day Experiences : Understanding Participant Outcomes at a Non-formal Science Education Event.

Degree: MS, Forest Ecosystems and Society, 2015, Oregon State University

 For adult learners to succeed in their educational endeavors, adult educators and event planners must meet their needs and goals (Storksdieck, Ellenbogen, & Heimlich, 2005).… (more)

Subjects/Keywords: adult learning; Adult learning  – Oregon  – H.J. Andrews Experimental Forest  – Evaluation

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APA (6th Edition):

Remenick, L. (2015). HJA Day Experiences : Understanding Participant Outcomes at a Non-formal Science Education Event. (Masters Thesis). Oregon State University. Retrieved from http://hdl.handle.net/1957/56069

Chicago Manual of Style (16th Edition):

Remenick, Lauren. “HJA Day Experiences : Understanding Participant Outcomes at a Non-formal Science Education Event.” 2015. Masters Thesis, Oregon State University. Accessed November 12, 2019. http://hdl.handle.net/1957/56069.

MLA Handbook (7th Edition):

Remenick, Lauren. “HJA Day Experiences : Understanding Participant Outcomes at a Non-formal Science Education Event.” 2015. Web. 12 Nov 2019.

Vancouver:

Remenick L. HJA Day Experiences : Understanding Participant Outcomes at a Non-formal Science Education Event. [Internet] [Masters thesis]. Oregon State University; 2015. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/1957/56069.

Council of Science Editors:

Remenick L. HJA Day Experiences : Understanding Participant Outcomes at a Non-formal Science Education Event. [Masters Thesis]. Oregon State University; 2015. Available from: http://hdl.handle.net/1957/56069


RMIT University

39. Fleming, N. How monitoring and evaluation systems support (or fail to support) organisations to improve their performance.

Degree: 2018, RMIT University

Evaluation can be a useful tool for organisations to examine whether programs and policies work, and how they work for different people in different circumstances.… (more)

Subjects/Keywords: Fields of Research; Evaluation; Monitoring; Learning; Development; Organisational learning

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APA (6th Edition):

Fleming, N. (2018). How monitoring and evaluation systems support (or fail to support) organisations to improve their performance. (Thesis). RMIT University. Retrieved from http://researchbank.rmit.edu.au/view/rmit:162581

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):

Fleming, N. “How monitoring and evaluation systems support (or fail to support) organisations to improve their performance.” 2018. Thesis, RMIT University. Accessed November 12, 2019. http://researchbank.rmit.edu.au/view/rmit:162581.

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

MLA Handbook (7th Edition):

Fleming, N. “How monitoring and evaluation systems support (or fail to support) organisations to improve their performance.” 2018. Web. 12 Nov 2019.

Vancouver:

Fleming N. How monitoring and evaluation systems support (or fail to support) organisations to improve their performance. [Internet] [Thesis]. RMIT University; 2018. [cited 2019 Nov 12]. Available from: http://researchbank.rmit.edu.au/view/rmit:162581.

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

Council of Science Editors:

Fleming N. How monitoring and evaluation systems support (or fail to support) organisations to improve their performance. [Thesis]. RMIT University; 2018. Available from: http://researchbank.rmit.edu.au/view/rmit:162581

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


Oregon State University

40. Somerville, Jerry A. Critical factors affecting the meaningful assessment of student leaning outcomes : a Delphi study of the opinions of community college personnel.

Degree: PhD, Education, 2007, Oregon State University

 The two-fold purpose of this study was to identify critically important factors that affect the meaningful assessment of student learning outcomes and study why they… (more)

Subjects/Keywords: learning assessment; Learning  – Evaluation

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APA (6th Edition):

Somerville, J. A. (2007). Critical factors affecting the meaningful assessment of student leaning outcomes : a Delphi study of the opinions of community college personnel. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/6243

Chicago Manual of Style (16th Edition):

Somerville, Jerry A. “Critical factors affecting the meaningful assessment of student leaning outcomes : a Delphi study of the opinions of community college personnel.” 2007. Doctoral Dissertation, Oregon State University. Accessed November 12, 2019. http://hdl.handle.net/1957/6243.

MLA Handbook (7th Edition):

Somerville, Jerry A. “Critical factors affecting the meaningful assessment of student leaning outcomes : a Delphi study of the opinions of community college personnel.” 2007. Web. 12 Nov 2019.

Vancouver:

Somerville JA. Critical factors affecting the meaningful assessment of student leaning outcomes : a Delphi study of the opinions of community college personnel. [Internet] [Doctoral dissertation]. Oregon State University; 2007. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/1957/6243.

Council of Science Editors:

Somerville JA. Critical factors affecting the meaningful assessment of student leaning outcomes : a Delphi study of the opinions of community college personnel. [Doctoral Dissertation]. Oregon State University; 2007. Available from: http://hdl.handle.net/1957/6243


University of Wisconsin – La Cross

41. Gallagher, Alissa. Teacher knowledge and views of the response to intervention initiative.

Degree: 2010, University of Wisconsin – La Cross

 Since Congress added new provisions to federal educational laws (IDIEA, 2004; NCLB, 2001), a progressive movement in education called Response to Intervention (RTI) has become… (more)

Subjects/Keywords: Learning disabled children  – Identification; Response to intervention (Learning disabled children)  – Evaluation

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APA (6th Edition):

Gallagher, A. (2010). Teacher knowledge and views of the response to intervention initiative. (Thesis). University of Wisconsin – La Cross. Retrieved from http://digital.library.wisc.edu/1793/46614

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):

Gallagher, Alissa. “Teacher knowledge and views of the response to intervention initiative.” 2010. Thesis, University of Wisconsin – La Cross. Accessed November 12, 2019. http://digital.library.wisc.edu/1793/46614.

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

MLA Handbook (7th Edition):

Gallagher, Alissa. “Teacher knowledge and views of the response to intervention initiative.” 2010. Web. 12 Nov 2019.

Vancouver:

Gallagher A. Teacher knowledge and views of the response to intervention initiative. [Internet] [Thesis]. University of Wisconsin – La Cross; 2010. [cited 2019 Nov 12]. Available from: http://digital.library.wisc.edu/1793/46614.

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

Council of Science Editors:

Gallagher A. Teacher knowledge and views of the response to intervention initiative. [Thesis]. University of Wisconsin – La Cross; 2010. Available from: http://digital.library.wisc.edu/1793/46614

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


IUPUI

42. Quiring, Erin B. Establishing Criteria for Implementing and Evaluating Community Agency Involvement in Service-Learning.

Degree: 2010, IUPUI

Indiana University-Purdue University Indianapolis (IUPUI)

Many academicians, business people, and government officials are calling for college students to not only earn a degree but to… (more)

Subjects/Keywords: community agencies; service-learning; Service learning  – Evaluation; Community organization; Voluntarism

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APA (6th Edition):

Quiring, E. B. (2010). Establishing Criteria for Implementing and Evaluating Community Agency Involvement in Service-Learning. (Thesis). IUPUI. Retrieved from http://hdl.handle.net/1805/2250

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):

Quiring, Erin B. “Establishing Criteria for Implementing and Evaluating Community Agency Involvement in Service-Learning.” 2010. Thesis, IUPUI. Accessed November 12, 2019. http://hdl.handle.net/1805/2250.

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

MLA Handbook (7th Edition):

Quiring, Erin B. “Establishing Criteria for Implementing and Evaluating Community Agency Involvement in Service-Learning.” 2010. Web. 12 Nov 2019.

Vancouver:

Quiring EB. Establishing Criteria for Implementing and Evaluating Community Agency Involvement in Service-Learning. [Internet] [Thesis]. IUPUI; 2010. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/1805/2250.

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

Council of Science Editors:

Quiring EB. Establishing Criteria for Implementing and Evaluating Community Agency Involvement in Service-Learning. [Thesis]. IUPUI; 2010. Available from: http://hdl.handle.net/1805/2250

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


University of Cincinnati

43. Wuebker, Megan Paxton. Preparing Leaders in Online Learning: Determining the Impact of a Graduate Certificate Program.

Degree: PhD, Education, Criminal Justice, and Human Services: Educational Studies, 2014, University of Cincinnati

 Despite the continuous growth of online learning in higher education, research examining the aspect of leadership in an online learning environment has been neglected. This… (more)

Subjects/Keywords: Educational Evaluation; Online Learning; Leadership; Higher Education; Program Leadership; Adult Learning

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APA (6th Edition):

Wuebker, M. P. (2014). Preparing Leaders in Online Learning: Determining the Impact of a Graduate Certificate Program. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1397466927

Chicago Manual of Style (16th Edition):

Wuebker, Megan Paxton. “Preparing Leaders in Online Learning: Determining the Impact of a Graduate Certificate Program.” 2014. Doctoral Dissertation, University of Cincinnati. Accessed November 12, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1397466927.

MLA Handbook (7th Edition):

Wuebker, Megan Paxton. “Preparing Leaders in Online Learning: Determining the Impact of a Graduate Certificate Program.” 2014. Web. 12 Nov 2019.

Vancouver:

Wuebker MP. Preparing Leaders in Online Learning: Determining the Impact of a Graduate Certificate Program. [Internet] [Doctoral dissertation]. University of Cincinnati; 2014. [cited 2019 Nov 12]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1397466927.

Council of Science Editors:

Wuebker MP. Preparing Leaders in Online Learning: Determining the Impact of a Graduate Certificate Program. [Doctoral Dissertation]. University of Cincinnati; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1397466927


University of Southern California

44. Nellman, Stephen William. A formative evaluation of a high school blended learning biology course.

Degree: EdD, Education (Psychology & Technology), 2010, University of Southern California

 As growing student populations continue to tax the resources of public high schools, administrators are constantly looking for ways to address the needs of all… (more)

Subjects/Keywords: formative course evaluation; blended learning; distance learning; Moodle

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APA (6th Edition):

Nellman, S. W. (2010). A formative evaluation of a high school blended learning biology course. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/82977/rec/185

Chicago Manual of Style (16th Edition):

Nellman, Stephen William. “A formative evaluation of a high school blended learning biology course.” 2010. Doctoral Dissertation, University of Southern California. Accessed November 12, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/82977/rec/185.

MLA Handbook (7th Edition):

Nellman, Stephen William. “A formative evaluation of a high school blended learning biology course.” 2010. Web. 12 Nov 2019.

Vancouver:

Nellman SW. A formative evaluation of a high school blended learning biology course. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Nov 12]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/82977/rec/185.

Council of Science Editors:

Nellman SW. A formative evaluation of a high school blended learning biology course. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/82977/rec/185


University of Michigan

45. Kishek, Alfred. Empirical Evaluation of Deep Convolutional Neural Networks as Feature Extractors.

Degree: MS, Computer and Information Science, College of Engineering & Computer Science, 2017, University of Michigan

 Convolutional Neural Networks (CNNs) trained through backpropagation are central to several, competition-winning visual systems. However, these networks often require a very large number of annotated… (more)

Subjects/Keywords: Convolutional neural networks; Machine learning; Feature extraction; Deep learning; Transfer learning; Empirical evaluation; Computer science

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

APA (6th Edition):

Kishek, A. (2017). Empirical Evaluation of Deep Convolutional Neural Networks as Feature Extractors. (Masters Thesis). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/140772

Chicago Manual of Style (16th Edition):

Kishek, Alfred. “Empirical Evaluation of Deep Convolutional Neural Networks as Feature Extractors.” 2017. Masters Thesis, University of Michigan. Accessed November 12, 2019. http://hdl.handle.net/2027.42/140772.

MLA Handbook (7th Edition):

Kishek, Alfred. “Empirical Evaluation of Deep Convolutional Neural Networks as Feature Extractors.” 2017. Web. 12 Nov 2019.

Vancouver:

Kishek A. Empirical Evaluation of Deep Convolutional Neural Networks as Feature Extractors. [Internet] [Masters thesis]. University of Michigan; 2017. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/2027.42/140772.

Council of Science Editors:

Kishek A. Empirical Evaluation of Deep Convolutional Neural Networks as Feature Extractors. [Masters Thesis]. University of Michigan; 2017. Available from: http://hdl.handle.net/2027.42/140772


Queensland University of Technology

46. Reynolds, Kristal Teresa. Critical success elements for the design and implementation of organisational e-learning.

Degree: 2012, Queensland University of Technology

 Organisations are engaging in e-learning as a mechanism for delivering flexible learning to meet the needs of individuals and organisations. In light of the increasing… (more)

Subjects/Keywords: e-learning, organisational e-learning, learning management system, workplace learning, adult learning, learning and development, training, organisations, training evaluation, information systems, information systems evaluation, e-learning evaluation; success, e-learning success

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APA (6th Edition):

Reynolds, K. T. (2012). Critical success elements for the design and implementation of organisational e-learning. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/60240/

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):

Reynolds, Kristal Teresa. “Critical success elements for the design and implementation of organisational e-learning.” 2012. Thesis, Queensland University of Technology. Accessed November 12, 2019. https://eprints.qut.edu.au/60240/.

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

MLA Handbook (7th Edition):

Reynolds, Kristal Teresa. “Critical success elements for the design and implementation of organisational e-learning.” 2012. Web. 12 Nov 2019.

Vancouver:

Reynolds KT. Critical success elements for the design and implementation of organisational e-learning. [Internet] [Thesis]. Queensland University of Technology; 2012. [cited 2019 Nov 12]. Available from: https://eprints.qut.edu.au/60240/.

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

Council of Science Editors:

Reynolds KT. Critical success elements for the design and implementation of organisational e-learning. [Thesis]. Queensland University of Technology; 2012. Available from: https://eprints.qut.edu.au/60240/

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

47. Cláudia Virgínia Albuquerque Prazim da Silva. Descompassos do Índice de Desenvolvimento da Educação Básica.

Degree: 2011, Universidade Federal da Paraíba

O Índice de Desenvolvimento da Educação Básica (IDEB) se apresenta pelo governo como uma proposta desafiadora. Aumentar a média das escolas até o ano de… (more)

Subjects/Keywords: avaliação da aprendizagem; avaliação educacional; IDEB; EDUCACAO; IDEB; educational evaluation; evaluation of learning

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

APA (6th Edition):

Silva, C. V. A. P. d. (2011). Descompassos do Índice de Desenvolvimento da Educação Básica. (Thesis). Universidade Federal da Paraíba. Retrieved from http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=1827

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):

Silva, Cláudia Virgínia Albuquerque Prazim da. “Descompassos do Índice de Desenvolvimento da Educação Básica.” 2011. Thesis, Universidade Federal da Paraíba. Accessed November 12, 2019. http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=1827.

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

MLA Handbook (7th Edition):

Silva, Cláudia Virgínia Albuquerque Prazim da. “Descompassos do Índice de Desenvolvimento da Educação Básica.” 2011. Web. 12 Nov 2019.

Vancouver:

Silva CVAPd. Descompassos do Índice de Desenvolvimento da Educação Básica. [Internet] [Thesis]. Universidade Federal da Paraíba; 2011. [cited 2019 Nov 12]. Available from: http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=1827.

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

Council of Science Editors:

Silva CVAPd. Descompassos do Índice de Desenvolvimento da Educação Básica. [Thesis]. Universidade Federal da Paraíba; 2011. Available from: http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=1827

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

48. Lenine Antonio dos Reis. IMPLICAÇÕES DA AVALIAÇÃO DA APRENDIZAGEM NO ENSINO FUNDAMENTAL: série e ciclo.

Degree: 2009, Universidade Federal de Juiz de Fora

Trata-se de uma pesquisa qualitativa, que teve como objetivo investigar as concepções de avaliação da aprendizagem na escola de regime seriado e na escola de… (more)

Subjects/Keywords: EDUCACAO; Avaliação da aprendizagem; Avaliação diagnóstica; Avaliação formativa; Learning assessment; Diagnostic evaluation; Formative evaluation

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

APA (6th Edition):

Reis, L. A. d. (2009). IMPLICAÇÕES DA AVALIAÇÃO DA APRENDIZAGEM NO ENSINO FUNDAMENTAL: série e ciclo. (Thesis). Universidade Federal de Juiz de Fora. Retrieved from http://www.bdtd.ufjf.br/tde_busca/arquivo.php?codArquivo=642

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):

Reis, Lenine Antonio dos. “IMPLICAÇÕES DA AVALIAÇÃO DA APRENDIZAGEM NO ENSINO FUNDAMENTAL: série e ciclo.” 2009. Thesis, Universidade Federal de Juiz de Fora. Accessed November 12, 2019. http://www.bdtd.ufjf.br/tde_busca/arquivo.php?codArquivo=642.

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

MLA Handbook (7th Edition):

Reis, Lenine Antonio dos. “IMPLICAÇÕES DA AVALIAÇÃO DA APRENDIZAGEM NO ENSINO FUNDAMENTAL: série e ciclo.” 2009. Web. 12 Nov 2019.

Vancouver:

Reis LAd. IMPLICAÇÕES DA AVALIAÇÃO DA APRENDIZAGEM NO ENSINO FUNDAMENTAL: série e ciclo. [Internet] [Thesis]. Universidade Federal de Juiz de Fora; 2009. [cited 2019 Nov 12]. Available from: http://www.bdtd.ufjf.br/tde_busca/arquivo.php?codArquivo=642.

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

Council of Science Editors:

Reis LAd. IMPLICAÇÕES DA AVALIAÇÃO DA APRENDIZAGEM NO ENSINO FUNDAMENTAL: série e ciclo. [Thesis]. Universidade Federal de Juiz de Fora; 2009. Available from: http://www.bdtd.ufjf.br/tde_busca/arquivo.php?codArquivo=642

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

49. Betania Jacob Stange Lopes. O mapa conceitual como ferramenta avaliativa.

Degree: 2007, Universidade Estadual de Londrina

A consecução de uma avaliação mais formativa continua a ser um esboço apenas delineado no horizonte das possibilidades. Tentativas têm sido implementadas, muitos avanços foram… (more)

Subjects/Keywords: Avaliação educacional; Mapa conceitual (Educação); Aprendizagem - Avaliação; Educational evaluation; Conceptual map (Education); Learning - Evaluation

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

APA (6th Edition):

Lopes, B. J. S. (2007). O mapa conceitual como ferramenta avaliativa. (Thesis). Universidade Estadual de Londrina. Retrieved from http://www.bibliotecadigital.uel.br/document/?code=vtls000128872

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):

Lopes, Betania Jacob Stange. “O mapa conceitual como ferramenta avaliativa.” 2007. Thesis, Universidade Estadual de Londrina. Accessed November 12, 2019. http://www.bibliotecadigital.uel.br/document/?code=vtls000128872.

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

MLA Handbook (7th Edition):

Lopes, Betania Jacob Stange. “O mapa conceitual como ferramenta avaliativa.” 2007. Web. 12 Nov 2019.

Vancouver:

Lopes BJS. O mapa conceitual como ferramenta avaliativa. [Internet] [Thesis]. Universidade Estadual de Londrina; 2007. [cited 2019 Nov 12]. Available from: http://www.bibliotecadigital.uel.br/document/?code=vtls000128872.

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

Council of Science Editors:

Lopes BJS. O mapa conceitual como ferramenta avaliativa. [Thesis]. Universidade Estadual de Londrina; 2007. Available from: http://www.bibliotecadigital.uel.br/document/?code=vtls000128872

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

50. Soares, Margarida Maria Pereira. Autoavaliação para a aprendizagem : um modelo para os 2.º e 3.º ciclos do ensino básico.

Degree: 2013, Repositório Científico Lusófona

Este trabalho, resultante de um estudo sobre a autoavaliação para a aprendizagem, aborda a autoavaliação e a aprendizagem reguladas e os processos cognitivos como procedimentos… (more)

Subjects/Keywords: EDUCAÇÃO; AUTOAVALIAÇÃO; SELF-EVALUATION; APRENDIZAGEM; LEARNING; PEDAGOGIA; PEDAGOGY; AVALIAÇÃO; EVALUATION; EDUCATION; DOUTORAMENTO EM EDUCAÇÃO

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

APA (6th Edition):

Soares, M. M. P. (2013). Autoavaliação para a aprendizagem : um modelo para os 2.º e 3.º ciclos do ensino básico. (Thesis). Repositório Científico Lusófona. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:recil.grupolusofona.pt:10437/5413

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):

Soares, Margarida Maria Pereira. “Autoavaliação para a aprendizagem : um modelo para os 2.º e 3.º ciclos do ensino básico.” 2013. Thesis, Repositório Científico Lusófona. Accessed November 12, 2019. https://www.rcaap.pt/detail.jsp?id=oai:recil.grupolusofona.pt:10437/5413.

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

MLA Handbook (7th Edition):

Soares, Margarida Maria Pereira. “Autoavaliação para a aprendizagem : um modelo para os 2.º e 3.º ciclos do ensino básico.” 2013. Web. 12 Nov 2019.

Vancouver:

Soares MMP. Autoavaliação para a aprendizagem : um modelo para os 2.º e 3.º ciclos do ensino básico. [Internet] [Thesis]. Repositório Científico Lusófona; 2013. [cited 2019 Nov 12]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:recil.grupolusofona.pt:10437/5413.

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

Council of Science Editors:

Soares MMP. Autoavaliação para a aprendizagem : um modelo para os 2.º e 3.º ciclos do ensino básico. [Thesis]. Repositório Científico Lusófona; 2013. Available from: https://www.rcaap.pt/detail.jsp?id=oai:recil.grupolusofona.pt:10437/5413

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


Virginia Tech

51. Cook, Natalie Ebony. Aligning Cultural Responsiveness in Evaluation and Evaluation Capacity Building: A Needs Assessment with Family Support Programs.

Degree: MSin Life Sciences, Agricultural and Extension Education, 2016, Virginia Tech

 Family support programs serve vulnerable families by providing various forms of support, such as education, health services, financial assistance, and referrals to community resources. A… (more)

Subjects/Keywords: program evaluation; evaluation capacity building; cultural responsiveness; family support; collaboration; organizational learning

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

APA (6th Edition):

Cook, N. E. (2016). Aligning Cultural Responsiveness in Evaluation and Evaluation Capacity Building: A Needs Assessment with Family Support Programs. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/64424

Chicago Manual of Style (16th Edition):

Cook, Natalie Ebony. “Aligning Cultural Responsiveness in Evaluation and Evaluation Capacity Building: A Needs Assessment with Family Support Programs.” 2016. Masters Thesis, Virginia Tech. Accessed November 12, 2019. http://hdl.handle.net/10919/64424.

MLA Handbook (7th Edition):

Cook, Natalie Ebony. “Aligning Cultural Responsiveness in Evaluation and Evaluation Capacity Building: A Needs Assessment with Family Support Programs.” 2016. Web. 12 Nov 2019.

Vancouver:

Cook NE. Aligning Cultural Responsiveness in Evaluation and Evaluation Capacity Building: A Needs Assessment with Family Support Programs. [Internet] [Masters thesis]. Virginia Tech; 2016. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/10919/64424.

Council of Science Editors:

Cook NE. Aligning Cultural Responsiveness in Evaluation and Evaluation Capacity Building: A Needs Assessment with Family Support Programs. [Masters Thesis]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/64424


University of Johannesburg

52. Lotz, Lynette. Graad elf biologie-leerlinge se konsepsies van leer.

Degree: 2012, University of Johannesburg

M.Ed.

The purpose of this study was to investigate grade eleven Biology learners' conceptions of what academic learning in the school situation is, and how… (more)

Subjects/Keywords: Biology - Study and teaching (Secondary) - Evaluation; Learning - Evaluation; High school students - Attitudes

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APA (6th Edition):

Lotz, L. (2012). Graad elf biologie-leerlinge se konsepsies van leer. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/7038

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):

Lotz, Lynette. “Graad elf biologie-leerlinge se konsepsies van leer.” 2012. Thesis, University of Johannesburg. Accessed November 12, 2019. http://hdl.handle.net/10210/7038.

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

MLA Handbook (7th Edition):

Lotz, Lynette. “Graad elf biologie-leerlinge se konsepsies van leer.” 2012. Web. 12 Nov 2019.

Vancouver:

Lotz L. Graad elf biologie-leerlinge se konsepsies van leer. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/10210/7038.

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

Council of Science Editors:

Lotz L. Graad elf biologie-leerlinge se konsepsies van leer. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/7038

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


University of Johannesburg

53. Burger, Riana Elizabeth. Evaluering van 'n hulpklasingreep by leergeremde kinders.

Degree: 2014, University of Johannesburg

M.E. (Educational Psychology)

The phenomenon of learning disability is evident within many children. This problem obstructs the mastering of basic didactical skills in children. Despite… (more)

Subjects/Keywords: Learning disabled children - Education - South Africa - Transvaal - Evaluation; Remedial teaching - South Africa - Transvaal - Evaluation

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

APA (6th Edition):

Burger, R. E. (2014). Evaluering van 'n hulpklasingreep by leergeremde kinders. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/11643

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):

Burger, Riana Elizabeth. “Evaluering van 'n hulpklasingreep by leergeremde kinders.” 2014. Thesis, University of Johannesburg. Accessed November 12, 2019. http://hdl.handle.net/10210/11643.

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

MLA Handbook (7th Edition):

Burger, Riana Elizabeth. “Evaluering van 'n hulpklasingreep by leergeremde kinders.” 2014. Web. 12 Nov 2019.

Vancouver:

Burger RE. Evaluering van 'n hulpklasingreep by leergeremde kinders. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/10210/11643.

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

Council of Science Editors:

Burger RE. Evaluering van 'n hulpklasingreep by leergeremde kinders. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/11643

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

54. SIMONE FREITAS PEREIRA COSTA. CONCEPÇÕES DE AVALIAÇÃO DA APRENDIZAGEM: UM BALANÇO DE PRODUÇÕES NO PERÍODO DE 1999 A 2008.

Degree: 2010, Universidade Católica de Goiás

This study had as a goal to carry setting the trajectory which would be able to explicit the conceptions of predominant learning evaluation of Brazilian… (more)

Subjects/Keywords: Avaliação da aprendizagem; concepções de avaliação da aprendizagem; pensamento educacional brasileiro; EDUCACAO; Learning evaluation; learning evaluation conceptions; educational Brazilian thought

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APA (6th Edition):

COSTA, S. F. P. (2010). CONCEPÇÕES DE AVALIAÇÃO DA APRENDIZAGEM: UM BALANÇO DE PRODUÇÕES NO PERÍODO DE 1999 A 2008. (Thesis). Universidade Católica de Goiás. Retrieved from http://tede.biblioteca.ucg.br/tde_busca/arquivo.php?codArquivo=1040

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):

COSTA, SIMONE FREITAS PEREIRA. “CONCEPÇÕES DE AVALIAÇÃO DA APRENDIZAGEM: UM BALANÇO DE PRODUÇÕES NO PERÍODO DE 1999 A 2008.” 2010. Thesis, Universidade Católica de Goiás. Accessed November 12, 2019. http://tede.biblioteca.ucg.br/tde_busca/arquivo.php?codArquivo=1040.

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

MLA Handbook (7th Edition):

COSTA, SIMONE FREITAS PEREIRA. “CONCEPÇÕES DE AVALIAÇÃO DA APRENDIZAGEM: UM BALANÇO DE PRODUÇÕES NO PERÍODO DE 1999 A 2008.” 2010. Web. 12 Nov 2019.

Vancouver:

COSTA SFP. CONCEPÇÕES DE AVALIAÇÃO DA APRENDIZAGEM: UM BALANÇO DE PRODUÇÕES NO PERÍODO DE 1999 A 2008. [Internet] [Thesis]. Universidade Católica de Goiás; 2010. [cited 2019 Nov 12]. Available from: http://tede.biblioteca.ucg.br/tde_busca/arquivo.php?codArquivo=1040.

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

Council of Science Editors:

COSTA SFP. CONCEPÇÕES DE AVALIAÇÃO DA APRENDIZAGEM: UM BALANÇO DE PRODUÇÕES NO PERÍODO DE 1999 A 2008. [Thesis]. Universidade Católica de Goiás; 2010. Available from: http://tede.biblioteca.ucg.br/tde_busca/arquivo.php?codArquivo=1040

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


University of Florida

55. Yilmaz, Tuba. The Role of Fear of Negative Evaluation and Native Speaker Presence on Foreign/Second Language Production and Classroom Participation.

Degree: MA, Curriculum and Instruction - Teaching and Learning, 2014, University of Florida

 This study addresses the issues related to fear of negative evaluation in two classroom settings: the classrooms where the majority of the students are native… (more)

Subjects/Keywords: Anxiety; Classrooms; Educational evaluation; English language learners; Fear; Foreign language learning; Learning; Native languages; Nonnative languages; Student evaluation; class  – classroom

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

APA (6th Edition):

Yilmaz, T. (2014). The Role of Fear of Negative Evaluation and Native Speaker Presence on Foreign/Second Language Production and Classroom Participation. (Masters Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0047197

Chicago Manual of Style (16th Edition):

Yilmaz, Tuba. “The Role of Fear of Negative Evaluation and Native Speaker Presence on Foreign/Second Language Production and Classroom Participation.” 2014. Masters Thesis, University of Florida. Accessed November 12, 2019. http://ufdc.ufl.edu/UFE0047197.

MLA Handbook (7th Edition):

Yilmaz, Tuba. “The Role of Fear of Negative Evaluation and Native Speaker Presence on Foreign/Second Language Production and Classroom Participation.” 2014. Web. 12 Nov 2019.

Vancouver:

Yilmaz T. The Role of Fear of Negative Evaluation and Native Speaker Presence on Foreign/Second Language Production and Classroom Participation. [Internet] [Masters thesis]. University of Florida; 2014. [cited 2019 Nov 12]. Available from: http://ufdc.ufl.edu/UFE0047197.

Council of Science Editors:

Yilmaz T. The Role of Fear of Negative Evaluation and Native Speaker Presence on Foreign/Second Language Production and Classroom Participation. [Masters Thesis]. University of Florida; 2014. Available from: http://ufdc.ufl.edu/UFE0047197

56. DeVaughn, Philena V. An Exploration of Professional Preparedness of Instructional Designers to Evaluate.

Degree: PhD, STEM and Professional Studies, 2019, Old Dominion University

  Formative, summative, and confirmative evaluation of instructional products determine whether learner objectives have been attained and substantiate the value of the instruction. The ability… (more)

Subjects/Keywords: Employer expectations; Evaluation; Experiential learning; Instructional design; Problem based learning; Training; Educational Assessment, Evaluation, and Research; Higher Education

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APA (6th Edition):

DeVaughn, P. V. (2019). An Exploration of Professional Preparedness of Instructional Designers to Evaluate. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781687922533 ; https://digitalcommons.odu.edu/stemps_etds/102

Chicago Manual of Style (16th Edition):

DeVaughn, Philena V. “An Exploration of Professional Preparedness of Instructional Designers to Evaluate.” 2019. Doctoral Dissertation, Old Dominion University. Accessed November 12, 2019. 9781687922533 ; https://digitalcommons.odu.edu/stemps_etds/102.

MLA Handbook (7th Edition):

DeVaughn, Philena V. “An Exploration of Professional Preparedness of Instructional Designers to Evaluate.” 2019. Web. 12 Nov 2019.

Vancouver:

DeVaughn PV. An Exploration of Professional Preparedness of Instructional Designers to Evaluate. [Internet] [Doctoral dissertation]. Old Dominion University; 2019. [cited 2019 Nov 12]. Available from: 9781687922533 ; https://digitalcommons.odu.edu/stemps_etds/102.

Council of Science Editors:

DeVaughn PV. An Exploration of Professional Preparedness of Instructional Designers to Evaluate. [Doctoral Dissertation]. Old Dominion University; 2019. Available from: 9781687922533 ; https://digitalcommons.odu.edu/stemps_etds/102


University of Pretoria

57. Candiotes, Vernon J. An evaluation of an intervention programme on Automotive Service Technicians using Kirkpatrick’s framework.

Degree: MEd, Science, Mathematics and Technology Education, 2015, University of Pretoria

 This dissertation reports an evaluation study which was done with an educational programme for Automotive Service Technicians which was adapted for South African conditions and… (more)

Subjects/Keywords: UCTD; Evaluation; Programme-evaluation; Training-programmes; Kirkpatrick four-level-evaluation-framework; Programmes for adults; Transfer-of-learning

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

APA (6th Edition):

Candiotes, V. J. (2015). An evaluation of an intervention programme on Automotive Service Technicians using Kirkpatrick’s framework. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/45869

Chicago Manual of Style (16th Edition):

Candiotes, Vernon J. “An evaluation of an intervention programme on Automotive Service Technicians using Kirkpatrick’s framework.” 2015. Masters Thesis, University of Pretoria. Accessed November 12, 2019. http://hdl.handle.net/2263/45869.

MLA Handbook (7th Edition):

Candiotes, Vernon J. “An evaluation of an intervention programme on Automotive Service Technicians using Kirkpatrick’s framework.” 2015. Web. 12 Nov 2019.

Vancouver:

Candiotes VJ. An evaluation of an intervention programme on Automotive Service Technicians using Kirkpatrick’s framework. [Internet] [Masters thesis]. University of Pretoria; 2015. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/2263/45869.

Council of Science Editors:

Candiotes VJ. An evaluation of an intervention programme on Automotive Service Technicians using Kirkpatrick’s framework. [Masters Thesis]. University of Pretoria; 2015. Available from: http://hdl.handle.net/2263/45869

58. Staub, Catherine M. A Learning Organization in a Lightning-Speed Economy: Can This Work? .

Degree: 2003, Drake U

 The problem: The study described and analyzed observations, insights, and recommendations from knowledgeable corporate players concerning how a corporation can more effectively and efficiently plan,… (more)

Subjects/Keywords: Business planning – Evaluation; Organizational learning – Evaluation; Organizational change – Evaluation

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

APA (6th Edition):

Staub, C. M. (2003). A Learning Organization in a Lightning-Speed Economy: Can This Work? . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/489

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):

Staub, Catherine M. “A Learning Organization in a Lightning-Speed Economy: Can This Work? .” 2003. Thesis, Drake U. Accessed November 12, 2019. http://hdl.handle.net/2092/489.

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

MLA Handbook (7th Edition):

Staub, Catherine M. “A Learning Organization in a Lightning-Speed Economy: Can This Work? .” 2003. Web. 12 Nov 2019.

Vancouver:

Staub CM. A Learning Organization in a Lightning-Speed Economy: Can This Work? . [Internet] [Thesis]. Drake U; 2003. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/2092/489.

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

Council of Science Editors:

Staub CM. A Learning Organization in a Lightning-Speed Economy: Can This Work? . [Thesis]. Drake U; 2003. Available from: http://hdl.handle.net/2092/489

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


Lincoln University

59. Kilvington, Margaret J. Building capacity for social learning in environmental management.

Degree: 2010, Lincoln University

 This thesis focuses on the increasingly recognised problem of how to build capacity for social learning into environmental management initiatives that address complex multistakeholder issues.… (more)

Subjects/Keywords: social learning; participatory evaluation; developmental evaluation; environmental problem solving; integrated environmental management; environmental policy; environmental planning; capacity development; evaluation practice

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

APA (6th Edition):

Kilvington, M. J. (2010). Building capacity for social learning in environmental management. (Thesis). Lincoln University. Retrieved from http://hdl.handle.net/10182/3563

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):

Kilvington, Margaret J. “Building capacity for social learning in environmental management.” 2010. Thesis, Lincoln University. Accessed November 12, 2019. http://hdl.handle.net/10182/3563.

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

MLA Handbook (7th Edition):

Kilvington, Margaret J. “Building capacity for social learning in environmental management.” 2010. Web. 12 Nov 2019.

Vancouver:

Kilvington MJ. Building capacity for social learning in environmental management. [Internet] [Thesis]. Lincoln University; 2010. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/10182/3563.

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

Council of Science Editors:

Kilvington MJ. Building capacity for social learning in environmental management. [Thesis]. Lincoln University; 2010. Available from: http://hdl.handle.net/10182/3563

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


University of Wisconsin – Stout

60. Reid, Paul W. A comparison of student achievement and satisfaction between a hybrid technical reporting class and an online technical reporting class at Chippewa Valley Technical College.

Degree: 2006, University of Wisconsin – Stout

Subjects/Keywords: Academic achievement – Evaluation; Distance education – Evaluation; Blended learning – Evaluation

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

APA (6th Edition):

Reid, P. W. (2006). A comparison of student achievement and satisfaction between a hybrid technical reporting class and an online technical reporting class at Chippewa Valley Technical College. (Thesis). University of Wisconsin – Stout. Retrieved from http://www.uwstout.edu/lib/thesis/2006/2006reidp.pdf ; http://digital.library.wisc.edu/1793/42123

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

Chicago Manual of Style (16th Edition):

Reid, Paul W. “A comparison of student achievement and satisfaction between a hybrid technical reporting class and an online technical reporting class at Chippewa Valley Technical College.” 2006. Thesis, University of Wisconsin – Stout. Accessed November 12, 2019. http://www.uwstout.edu/lib/thesis/2006/2006reidp.pdf ; http://digital.library.wisc.edu/1793/42123.

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

MLA Handbook (7th Edition):

Reid, Paul W. “A comparison of student achievement and satisfaction between a hybrid technical reporting class and an online technical reporting class at Chippewa Valley Technical College.” 2006. Web. 12 Nov 2019.

Vancouver:

Reid PW. A comparison of student achievement and satisfaction between a hybrid technical reporting class and an online technical reporting class at Chippewa Valley Technical College. [Internet] [Thesis]. University of Wisconsin – Stout; 2006. [cited 2019 Nov 12]. Available from: http://www.uwstout.edu/lib/thesis/2006/2006reidp.pdf ; http://digital.library.wisc.edu/1793/42123.

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

Council of Science Editors:

Reid PW. A comparison of student achievement and satisfaction between a hybrid technical reporting class and an online technical reporting class at Chippewa Valley Technical College. [Thesis]. University of Wisconsin – Stout; 2006. Available from: http://www.uwstout.edu/lib/thesis/2006/2006reidp.pdf ; http://digital.library.wisc.edu/1793/42123

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

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