Advanced search options

Advanced Search Options 🞨

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

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

Degree: MEd

You searched for subject:(Learning Psychology of ). Showing records 1 – 30 of 1172 total matches.

[1] [2] [3] [4] [5] … [40]

Search Limiters

Last 2 Years | English Only

Languages

Country

▼ Search Limiters


University of Hong Kong

1. Fang, Siqi. Intellectual styles, learning agility, and personality among university students.

Degree: MEd, 2015, University of Hong Kong

The present research serves three purposes. First, the primary aim is to investigate the identity of intellectual styles, which comes to the relationships between intellectual… (more)

Subjects/Keywords: Learning, Psychology of; Cognitive styles

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Fang, S. (2015). Intellectual styles, learning agility, and personality among university students. (Masters Thesis). University of Hong Kong. Retrieved from Fang, S. [方思琪]. (2015). Intellectual styles, learning agility, and personality among university students. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5703934 ; http://hdl.handle.net/10722/223643

Chicago Manual of Style (16th Edition):

Fang, Siqi. “Intellectual styles, learning agility, and personality among university students.” 2015. Masters Thesis, University of Hong Kong. Accessed October 20, 2019. Fang, S. [方思琪]. (2015). Intellectual styles, learning agility, and personality among university students. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5703934 ; http://hdl.handle.net/10722/223643.

MLA Handbook (7th Edition):

Fang, Siqi. “Intellectual styles, learning agility, and personality among university students.” 2015. Web. 20 Oct 2019.

Vancouver:

Fang S. Intellectual styles, learning agility, and personality among university students. [Internet] [Masters thesis]. University of Hong Kong; 2015. [cited 2019 Oct 20]. Available from: Fang, S. [方思琪]. (2015). Intellectual styles, learning agility, and personality among university students. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5703934 ; http://hdl.handle.net/10722/223643.

Council of Science Editors:

Fang S. Intellectual styles, learning agility, and personality among university students. [Masters Thesis]. University of Hong Kong; 2015. Available from: Fang, S. [方思琪]. (2015). Intellectual styles, learning agility, and personality among university students. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5703934 ; http://hdl.handle.net/10722/223643


University of Alberta

2. Jackson, Nancy. Learning styles: theory into practice, a teacher's reflections.

Degree: MEd, Department of Secondary Education, 1989, University of Alberta

Subjects/Keywords: Learning, Psychology of.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Jackson, N. (1989). Learning styles: theory into practice, a teacher's reflections. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/5425kc90q

Chicago Manual of Style (16th Edition):

Jackson, Nancy. “Learning styles: theory into practice, a teacher's reflections.” 1989. Masters Thesis, University of Alberta. Accessed October 20, 2019. https://era.library.ualberta.ca/files/5425kc90q.

MLA Handbook (7th Edition):

Jackson, Nancy. “Learning styles: theory into practice, a teacher's reflections.” 1989. Web. 20 Oct 2019.

Vancouver:

Jackson N. Learning styles: theory into practice, a teacher's reflections. [Internet] [Masters thesis]. University of Alberta; 1989. [cited 2019 Oct 20]. Available from: https://era.library.ualberta.ca/files/5425kc90q.

Council of Science Editors:

Jackson N. Learning styles: theory into practice, a teacher's reflections. [Masters Thesis]. University of Alberta; 1989. Available from: https://era.library.ualberta.ca/files/5425kc90q


University of Alberta

3. Scraba, June Hope. An inquiry into the nature of play.

Degree: MEd, Department of Elementary Education, 1978, University of Alberta

Subjects/Keywords: Play.; Learning, Psychology of.; Games.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Scraba, J. H. (1978). An inquiry into the nature of play. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/0z709002r

Chicago Manual of Style (16th Edition):

Scraba, June Hope. “An inquiry into the nature of play.” 1978. Masters Thesis, University of Alberta. Accessed October 20, 2019. https://era.library.ualberta.ca/files/0z709002r.

MLA Handbook (7th Edition):

Scraba, June Hope. “An inquiry into the nature of play.” 1978. Web. 20 Oct 2019.

Vancouver:

Scraba JH. An inquiry into the nature of play. [Internet] [Masters thesis]. University of Alberta; 1978. [cited 2019 Oct 20]. Available from: https://era.library.ualberta.ca/files/0z709002r.

Council of Science Editors:

Scraba JH. An inquiry into the nature of play. [Masters Thesis]. University of Alberta; 1978. Available from: https://era.library.ualberta.ca/files/0z709002r


University of Alberta

4. Kwok, David C. Imaginal mnemonics in a paired-associate learning task.

Degree: MEd, Department of Educational Psychology, 1978, University of Alberta

Subjects/Keywords: Learning, Psychology of.; Recollection (Psychology); Memory.; Paired-association learning.; Mnemonics.; Imagery (Psychology)

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Kwok, D. C. (1978). Imaginal mnemonics in a paired-associate learning task. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/8c97ks65f

Chicago Manual of Style (16th Edition):

Kwok, David C. “Imaginal mnemonics in a paired-associate learning task.” 1978. Masters Thesis, University of Alberta. Accessed October 20, 2019. https://era.library.ualberta.ca/files/8c97ks65f.

MLA Handbook (7th Edition):

Kwok, David C. “Imaginal mnemonics in a paired-associate learning task.” 1978. Web. 20 Oct 2019.

Vancouver:

Kwok DC. Imaginal mnemonics in a paired-associate learning task. [Internet] [Masters thesis]. University of Alberta; 1978. [cited 2019 Oct 20]. Available from: https://era.library.ualberta.ca/files/8c97ks65f.

Council of Science Editors:

Kwok DC. Imaginal mnemonics in a paired-associate learning task. [Masters Thesis]. University of Alberta; 1978. Available from: https://era.library.ualberta.ca/files/8c97ks65f


University of Alberta

5. Johnston, Janet Elizabeth. A comparison of learning disabled and average achievers on three aspects of learning style.

Degree: MEd, 1986, University of Alberta

Subjects/Keywords: Learning disabled children – Education.; Learning, Psychology of.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Johnston, J. E. (1986). A comparison of learning disabled and average achievers on three aspects of learning style. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/9p290c73x

Chicago Manual of Style (16th Edition):

Johnston, Janet Elizabeth. “A comparison of learning disabled and average achievers on three aspects of learning style.” 1986. Masters Thesis, University of Alberta. Accessed October 20, 2019. https://era.library.ualberta.ca/files/9p290c73x.

MLA Handbook (7th Edition):

Johnston, Janet Elizabeth. “A comparison of learning disabled and average achievers on three aspects of learning style.” 1986. Web. 20 Oct 2019.

Vancouver:

Johnston JE. A comparison of learning disabled and average achievers on three aspects of learning style. [Internet] [Masters thesis]. University of Alberta; 1986. [cited 2019 Oct 20]. Available from: https://era.library.ualberta.ca/files/9p290c73x.

Council of Science Editors:

Johnston JE. A comparison of learning disabled and average achievers on three aspects of learning style. [Masters Thesis]. University of Alberta; 1986. Available from: https://era.library.ualberta.ca/files/9p290c73x


Stellenbosch University

6. Coosner, Carroll Diane. The design and evaluation of a cognitive skills assessment checklist for educators.

Degree: MEd, Educational Psychology, 2001, Stellenbosch University

 ENGLISH ABSTRACT: Post-apartheid South Africa has seen a shift to process-centred, outcomesbased (OBE) education. Within this paradigm much has been written and recommended as regards… (more)

Subjects/Keywords: Cognition; Learning ability; Learning, Psychology of; Dissertations  – Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Coosner, C. D. (2001). The design and evaluation of a cognitive skills assessment checklist for educators. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/52505

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):

Coosner, Carroll Diane. “The design and evaluation of a cognitive skills assessment checklist for educators.” 2001. Thesis, Stellenbosch University. Accessed October 20, 2019. http://hdl.handle.net/10019.1/52505.

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

MLA Handbook (7th Edition):

Coosner, Carroll Diane. “The design and evaluation of a cognitive skills assessment checklist for educators.” 2001. Web. 20 Oct 2019.

Vancouver:

Coosner CD. The design and evaluation of a cognitive skills assessment checklist for educators. [Internet] [Thesis]. Stellenbosch University; 2001. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10019.1/52505.

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

Council of Science Editors:

Coosner CD. The design and evaluation of a cognitive skills assessment checklist for educators. [Thesis]. Stellenbosch University; 2001. Available from: http://hdl.handle.net/10019.1/52505

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


University of Alberta

7. Fitzgerald, Mary Frances. The development of students' natural learning style through developmental drama.

Degree: MEd, Department of Secondary Education, 1989, University of Alberta

Subjects/Keywords: Learning, Psychology of.; Drama in education.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Fitzgerald, M. F. (1989). The development of students' natural learning style through developmental drama. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/vm40xv167

Chicago Manual of Style (16th Edition):

Fitzgerald, Mary Frances. “The development of students' natural learning style through developmental drama.” 1989. Masters Thesis, University of Alberta. Accessed October 20, 2019. https://era.library.ualberta.ca/files/vm40xv167.

MLA Handbook (7th Edition):

Fitzgerald, Mary Frances. “The development of students' natural learning style through developmental drama.” 1989. Web. 20 Oct 2019.

Vancouver:

Fitzgerald MF. The development of students' natural learning style through developmental drama. [Internet] [Masters thesis]. University of Alberta; 1989. [cited 2019 Oct 20]. Available from: https://era.library.ualberta.ca/files/vm40xv167.

Council of Science Editors:

Fitzgerald MF. The development of students' natural learning style through developmental drama. [Masters Thesis]. University of Alberta; 1989. Available from: https://era.library.ualberta.ca/files/vm40xv167


University of Alberta

8. Squire, Barry Frederick. Probability concepts in grades one, two, and three.

Degree: MEd, Department of Elementary Education, 1978, University of Alberta

Subjects/Keywords: Probability learning.; Concept learning.; Learning, Psychology of.; Probabilities – Study and teaching (Primary)

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Squire, B. F. (1978). Probability concepts in grades one, two, and three. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/4f16c4957

Chicago Manual of Style (16th Edition):

Squire, Barry Frederick. “Probability concepts in grades one, two, and three.” 1978. Masters Thesis, University of Alberta. Accessed October 20, 2019. https://era.library.ualberta.ca/files/4f16c4957.

MLA Handbook (7th Edition):

Squire, Barry Frederick. “Probability concepts in grades one, two, and three.” 1978. Web. 20 Oct 2019.

Vancouver:

Squire BF. Probability concepts in grades one, two, and three. [Internet] [Masters thesis]. University of Alberta; 1978. [cited 2019 Oct 20]. Available from: https://era.library.ualberta.ca/files/4f16c4957.

Council of Science Editors:

Squire BF. Probability concepts in grades one, two, and three. [Masters Thesis]. University of Alberta; 1978. Available from: https://era.library.ualberta.ca/files/4f16c4957


University of Alberta

9. Jesseau, Jerome Michael. The relationship between chunking and verbal mediation, visual memory abilities and reading achievement of grade four children.

Degree: MEd, Department of Elementary Education, 1974, University of Alberta

Subjects/Keywords: Reading (Elementary); Memory.; Learning, Psychology of.; Visual learning.; Verbal learning.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Jesseau, J. M. (1974). The relationship between chunking and verbal mediation, visual memory abilities and reading achievement of grade four children. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/f7623f52s

Chicago Manual of Style (16th Edition):

Jesseau, Jerome Michael. “The relationship between chunking and verbal mediation, visual memory abilities and reading achievement of grade four children.” 1974. Masters Thesis, University of Alberta. Accessed October 20, 2019. https://era.library.ualberta.ca/files/f7623f52s.

MLA Handbook (7th Edition):

Jesseau, Jerome Michael. “The relationship between chunking and verbal mediation, visual memory abilities and reading achievement of grade four children.” 1974. Web. 20 Oct 2019.

Vancouver:

Jesseau JM. The relationship between chunking and verbal mediation, visual memory abilities and reading achievement of grade four children. [Internet] [Masters thesis]. University of Alberta; 1974. [cited 2019 Oct 20]. Available from: https://era.library.ualberta.ca/files/f7623f52s.

Council of Science Editors:

Jesseau JM. The relationship between chunking and verbal mediation, visual memory abilities and reading achievement of grade four children. [Masters Thesis]. University of Alberta; 1974. Available from: https://era.library.ualberta.ca/files/f7623f52s


University of Alberta

10. Schiff, Sari Salmon. Abstracting basic game forms for learning.

Degree: MEd, Department of Elementary Education, 1974, University of Alberta

Subjects/Keywords: Play.; Learning, Psychology of.; Individualized instruction.; Educational games.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Schiff, S. S. (1974). Abstracting basic game forms for learning. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/3r074x014

Chicago Manual of Style (16th Edition):

Schiff, Sari Salmon. “Abstracting basic game forms for learning.” 1974. Masters Thesis, University of Alberta. Accessed October 20, 2019. https://era.library.ualberta.ca/files/3r074x014.

MLA Handbook (7th Edition):

Schiff, Sari Salmon. “Abstracting basic game forms for learning.” 1974. Web. 20 Oct 2019.

Vancouver:

Schiff SS. Abstracting basic game forms for learning. [Internet] [Masters thesis]. University of Alberta; 1974. [cited 2019 Oct 20]. Available from: https://era.library.ualberta.ca/files/3r074x014.

Council of Science Editors:

Schiff SS. Abstracting basic game forms for learning. [Masters Thesis]. University of Alberta; 1974. Available from: https://era.library.ualberta.ca/files/3r074x014


University of Alberta

11. Carson, Rillah Sheridan. Auditory and visual sequence focusses and word identification ability of first grade pupils.

Degree: MEd, Department of Elementary Education, 1974, University of Alberta

Subjects/Keywords: Reading (Primary); Learning, Psychology of.; Word recognition.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Carson, R. S. (1974). Auditory and visual sequence focusses and word identification ability of first grade pupils. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/0r967566m

Chicago Manual of Style (16th Edition):

Carson, Rillah Sheridan. “Auditory and visual sequence focusses and word identification ability of first grade pupils.” 1974. Masters Thesis, University of Alberta. Accessed October 20, 2019. https://era.library.ualberta.ca/files/0r967566m.

MLA Handbook (7th Edition):

Carson, Rillah Sheridan. “Auditory and visual sequence focusses and word identification ability of first grade pupils.” 1974. Web. 20 Oct 2019.

Vancouver:

Carson RS. Auditory and visual sequence focusses and word identification ability of first grade pupils. [Internet] [Masters thesis]. University of Alberta; 1974. [cited 2019 Oct 20]. Available from: https://era.library.ualberta.ca/files/0r967566m.

Council of Science Editors:

Carson RS. Auditory and visual sequence focusses and word identification ability of first grade pupils. [Masters Thesis]. University of Alberta; 1974. Available from: https://era.library.ualberta.ca/files/0r967566m


University of Alberta

12. Drost, Dale R. An experience oriented mastery learning strategy in ninth grade algebra: an experimental study.

Degree: MEd, Department of Secondary Education, 1975, University of Alberta

Subjects/Keywords: Algebra – Study and teaching (Secondary); Learning, Psychology of.; Teaching.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Drost, D. R. (1975). An experience oriented mastery learning strategy in ninth grade algebra: an experimental study. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/pg15bg70r

Chicago Manual of Style (16th Edition):

Drost, Dale R. “An experience oriented mastery learning strategy in ninth grade algebra: an experimental study.” 1975. Masters Thesis, University of Alberta. Accessed October 20, 2019. https://era.library.ualberta.ca/files/pg15bg70r.

MLA Handbook (7th Edition):

Drost, Dale R. “An experience oriented mastery learning strategy in ninth grade algebra: an experimental study.” 1975. Web. 20 Oct 2019.

Vancouver:

Drost DR. An experience oriented mastery learning strategy in ninth grade algebra: an experimental study. [Internet] [Masters thesis]. University of Alberta; 1975. [cited 2019 Oct 20]. Available from: https://era.library.ualberta.ca/files/pg15bg70r.

Council of Science Editors:

Drost DR. An experience oriented mastery learning strategy in ninth grade algebra: an experimental study. [Masters Thesis]. University of Alberta; 1975. Available from: https://era.library.ualberta.ca/files/pg15bg70r


University of Hong Kong

13. Tse, Ka-on. An investigation of the effects of study and daily living habits on academic performance.

Degree: MEd, 1994, University of Hong Kong

published_or_final_version

Education

Master

Master of Education

Subjects/Keywords: Learning, Psychology of.; Study skills.; Academic achievement.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Tse, K. (1994). An investigation of the effects of study and daily living habits on academic performance. (Masters Thesis). University of Hong Kong. Retrieved from Tse, K. [謝家安]. (1994). An investigation of the effects of study and daily living habits on academic performance. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3195750 ; http://dx.doi.org/10.5353/th_b3195750 ; http://hdl.handle.net/10722/27228

Chicago Manual of Style (16th Edition):

Tse, Ka-on. “An investigation of the effects of study and daily living habits on academic performance.” 1994. Masters Thesis, University of Hong Kong. Accessed October 20, 2019. Tse, K. [謝家安]. (1994). An investigation of the effects of study and daily living habits on academic performance. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3195750 ; http://dx.doi.org/10.5353/th_b3195750 ; http://hdl.handle.net/10722/27228.

MLA Handbook (7th Edition):

Tse, Ka-on. “An investigation of the effects of study and daily living habits on academic performance.” 1994. Web. 20 Oct 2019.

Vancouver:

Tse K. An investigation of the effects of study and daily living habits on academic performance. [Internet] [Masters thesis]. University of Hong Kong; 1994. [cited 2019 Oct 20]. Available from: Tse, K. [謝家安]. (1994). An investigation of the effects of study and daily living habits on academic performance. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3195750 ; http://dx.doi.org/10.5353/th_b3195750 ; http://hdl.handle.net/10722/27228.

Council of Science Editors:

Tse K. An investigation of the effects of study and daily living habits on academic performance. [Masters Thesis]. University of Hong Kong; 1994. Available from: Tse, K. [謝家安]. (1994). An investigation of the effects of study and daily living habits on academic performance. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3195750 ; http://dx.doi.org/10.5353/th_b3195750 ; http://hdl.handle.net/10722/27228

14. Darby, Linda. Students' perceptions of learning science : the light and pedagogy of a social classroom / Linda Darby.

Degree: MEd, 2002, Federation University Australia

"This study investigated the perceptions and expectations of students in a Year 7 science class in an attempt to elicit and make sense of what constitutes a learning environment conducive to engagement with science learning, and what role the teacher's pedagogy might play in the development."

Master of Education

Subjects/Keywords: Science; Learning, Psychology of; Classroom environment; School environment; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Darby, L. (2002). Students' perceptions of learning science : the light and pedagogy of a social classroom / Linda Darby. (Masters Thesis). Federation University Australia. Retrieved from http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/34895

Chicago Manual of Style (16th Edition):

Darby, Linda. “Students' perceptions of learning science : the light and pedagogy of a social classroom / Linda Darby.” 2002. Masters Thesis, Federation University Australia. Accessed October 20, 2019. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/34895.

MLA Handbook (7th Edition):

Darby, Linda. “Students' perceptions of learning science : the light and pedagogy of a social classroom / Linda Darby.” 2002. Web. 20 Oct 2019.

Vancouver:

Darby L. Students' perceptions of learning science : the light and pedagogy of a social classroom / Linda Darby. [Internet] [Masters thesis]. Federation University Australia; 2002. [cited 2019 Oct 20]. Available from: http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/34895.

Council of Science Editors:

Darby L. Students' perceptions of learning science : the light and pedagogy of a social classroom / Linda Darby. [Masters Thesis]. Federation University Australia; 2002. Available from: http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/34895


University of Hong Kong

15. 蔡志傑; Choy, Chi-kit. The use of variation theory to improve secondary three students' learning of the mathematical concept of slope.

Degree: MEd, 2006, University of Hong Kong

published_or_final_version

abstract

Education

Master

Master of Education

Subjects/Keywords: Learning, Psychology of.; Experiential learning.; Mathematics - Study and teaching (Secondary) - China - Hong Kong.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

蔡志傑; Choy, C. (2006). The use of variation theory to improve secondary three students' learning of the mathematical concept of slope. (Masters Thesis). University of Hong Kong. Retrieved from Choy, C. [蔡志傑]. (2006). The use of variation theory to improve secondary three students' learning of the mathematical concept of slope. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3760836 ; http://dx.doi.org/10.5353/th_b3760836 ; http://hdl.handle.net/10722/51380

Chicago Manual of Style (16th Edition):

蔡志傑; Choy, Chi-kit. “The use of variation theory to improve secondary three students' learning of the mathematical concept of slope.” 2006. Masters Thesis, University of Hong Kong. Accessed October 20, 2019. Choy, C. [蔡志傑]. (2006). The use of variation theory to improve secondary three students' learning of the mathematical concept of slope. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3760836 ; http://dx.doi.org/10.5353/th_b3760836 ; http://hdl.handle.net/10722/51380.

MLA Handbook (7th Edition):

蔡志傑; Choy, Chi-kit. “The use of variation theory to improve secondary three students' learning of the mathematical concept of slope.” 2006. Web. 20 Oct 2019.

Vancouver:

蔡志傑; Choy C. The use of variation theory to improve secondary three students' learning of the mathematical concept of slope. [Internet] [Masters thesis]. University of Hong Kong; 2006. [cited 2019 Oct 20]. Available from: Choy, C. [蔡志傑]. (2006). The use of variation theory to improve secondary three students' learning of the mathematical concept of slope. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3760836 ; http://dx.doi.org/10.5353/th_b3760836 ; http://hdl.handle.net/10722/51380.

Council of Science Editors:

蔡志傑; Choy C. The use of variation theory to improve secondary three students' learning of the mathematical concept of slope. [Masters Thesis]. University of Hong Kong; 2006. Available from: Choy, C. [蔡志傑]. (2006). The use of variation theory to improve secondary three students' learning of the mathematical concept of slope. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3760836 ; http://dx.doi.org/10.5353/th_b3760836 ; http://hdl.handle.net/10722/51380


University of Alberta

16. Stelck, Brian Francis. Language performance of identical twins of preschool age.

Degree: MEd, Department of Elementary Education, 1978, University of Alberta

Subjects/Keywords: Children – Language.; Twins – Psychology.; Psycholinguistics.; Twins – Language – Case studies.; Learning, Psychology of.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Stelck, B. F. (1978). Language performance of identical twins of preschool age. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/vm40xt870

Chicago Manual of Style (16th Edition):

Stelck, Brian Francis. “Language performance of identical twins of preschool age.” 1978. Masters Thesis, University of Alberta. Accessed October 20, 2019. https://era.library.ualberta.ca/files/vm40xt870.

MLA Handbook (7th Edition):

Stelck, Brian Francis. “Language performance of identical twins of preschool age.” 1978. Web. 20 Oct 2019.

Vancouver:

Stelck BF. Language performance of identical twins of preschool age. [Internet] [Masters thesis]. University of Alberta; 1978. [cited 2019 Oct 20]. Available from: https://era.library.ualberta.ca/files/vm40xt870.

Council of Science Editors:

Stelck BF. Language performance of identical twins of preschool age. [Masters Thesis]. University of Alberta; 1978. Available from: https://era.library.ualberta.ca/files/vm40xt870


University of Hong Kong

17. Wong, Yuk-wah. The use of variation theory to enhance students' capacity to understand the concept of 'gains from trade'.

Degree: MEd, 2005, University of Hong Kong

published_or_final_version

Education

Master

Master of Education

Subjects/Keywords: Learning, Psychology of.; Phenomenological psychology.; Economics - Study and teaching (Secondary) - China - Hong Kong.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Wong, Y. (2005). The use of variation theory to enhance students' capacity to understand the concept of 'gains from trade'. (Masters Thesis). University of Hong Kong. Retrieved from Wong, Y. [王玉華]. (2005). The use of variation theory to enhance students' capacity to understand the concept of 'gains from trade'. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4500787 ; http://dx.doi.org/10.5353/th_b4500787 ; http://hdl.handle.net/10722/131176

Chicago Manual of Style (16th Edition):

Wong, Yuk-wah. “The use of variation theory to enhance students' capacity to understand the concept of 'gains from trade'.” 2005. Masters Thesis, University of Hong Kong. Accessed October 20, 2019. Wong, Y. [王玉華]. (2005). The use of variation theory to enhance students' capacity to understand the concept of 'gains from trade'. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4500787 ; http://dx.doi.org/10.5353/th_b4500787 ; http://hdl.handle.net/10722/131176.

MLA Handbook (7th Edition):

Wong, Yuk-wah. “The use of variation theory to enhance students' capacity to understand the concept of 'gains from trade'.” 2005. Web. 20 Oct 2019.

Vancouver:

Wong Y. The use of variation theory to enhance students' capacity to understand the concept of 'gains from trade'. [Internet] [Masters thesis]. University of Hong Kong; 2005. [cited 2019 Oct 20]. Available from: Wong, Y. [王玉華]. (2005). The use of variation theory to enhance students' capacity to understand the concept of 'gains from trade'. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4500787 ; http://dx.doi.org/10.5353/th_b4500787 ; http://hdl.handle.net/10722/131176.

Council of Science Editors:

Wong Y. The use of variation theory to enhance students' capacity to understand the concept of 'gains from trade'. [Masters Thesis]. University of Hong Kong; 2005. Available from: Wong, Y. [王玉華]. (2005). The use of variation theory to enhance students' capacity to understand the concept of 'gains from trade'. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4500787 ; http://dx.doi.org/10.5353/th_b4500787 ; http://hdl.handle.net/10722/131176


University of Hong Kong

18. Lam, Yuk-sun. The use of variation theory to improve the teaching and learning of international trade.

Degree: MEd, 2005, University of Hong Kong

abstract

published_or_final_version

Education

Master

Master of Education

Subjects/Keywords: Learning, Psychology of.; Phenomenological psychology.; Economics - Study and teaching (Secondary) - China - Hong Kong.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Lam, Y. (2005). The use of variation theory to improve the teaching and learning of international trade. (Masters Thesis). University of Hong Kong. Retrieved from Lam, Y. [林旭新]. (2005). The use of variation theory to improve the teaching and learning of international trade. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3551667 ; http://dx.doi.org/10.5353/th_b3551667 ; http://hdl.handle.net/10722/26032

Chicago Manual of Style (16th Edition):

Lam, Yuk-sun. “The use of variation theory to improve the teaching and learning of international trade.” 2005. Masters Thesis, University of Hong Kong. Accessed October 20, 2019. Lam, Y. [林旭新]. (2005). The use of variation theory to improve the teaching and learning of international trade. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3551667 ; http://dx.doi.org/10.5353/th_b3551667 ; http://hdl.handle.net/10722/26032.

MLA Handbook (7th Edition):

Lam, Yuk-sun. “The use of variation theory to improve the teaching and learning of international trade.” 2005. Web. 20 Oct 2019.

Vancouver:

Lam Y. The use of variation theory to improve the teaching and learning of international trade. [Internet] [Masters thesis]. University of Hong Kong; 2005. [cited 2019 Oct 20]. Available from: Lam, Y. [林旭新]. (2005). The use of variation theory to improve the teaching and learning of international trade. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3551667 ; http://dx.doi.org/10.5353/th_b3551667 ; http://hdl.handle.net/10722/26032.

Council of Science Editors:

Lam Y. The use of variation theory to improve the teaching and learning of international trade. [Masters Thesis]. University of Hong Kong; 2005. Available from: Lam, Y. [林旭新]. (2005). The use of variation theory to improve the teaching and learning of international trade. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3551667 ; http://dx.doi.org/10.5353/th_b3551667 ; http://hdl.handle.net/10722/26032

19. France, Gary. Latent Learning as a Function of Exploration Time.

Degree: MEd, Education, 1965, Central Washington University

 The present experiment includes (a) an effort to control extra-goal-box cues – a variable that has been a source of difficulty in certain previous experiments – and… (more)

Subjects/Keywords: Education; Academic theses; Learning; Psychology of; Education; Educational Psychology; Scholarship of Teaching and Learning

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

France, G. (1965). Latent Learning as a Function of Exploration Time. (Thesis). Central Washington University. Retrieved from https://digitalcommons.cwu.edu/etd/477

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):

France, Gary. “Latent Learning as a Function of Exploration Time.” 1965. Thesis, Central Washington University. Accessed October 20, 2019. https://digitalcommons.cwu.edu/etd/477.

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

MLA Handbook (7th Edition):

France, Gary. “Latent Learning as a Function of Exploration Time.” 1965. Web. 20 Oct 2019.

Vancouver:

France G. Latent Learning as a Function of Exploration Time. [Internet] [Thesis]. Central Washington University; 1965. [cited 2019 Oct 20]. Available from: https://digitalcommons.cwu.edu/etd/477.

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

Council of Science Editors:

France G. Latent Learning as a Function of Exploration Time. [Thesis]. Central Washington University; 1965. Available from: https://digitalcommons.cwu.edu/etd/477

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


University of Pretoria

20. du Toit, Ina-Mari. Educational psychology students' experiences of academic service learning in a higher education partnership with rural schools.

Degree: MEd, Educational Psychology, 2017, University of Pretoria

 The purpose of this case study was to explore and describe educational psychology students' experiences of academic service learning (ASL) as part of a higher… (more)

Subjects/Keywords: UCTD; Academic service learning; Transformative learning; Educational psychology; Community engagement

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

du Toit, I. (2017). Educational psychology students' experiences of academic service learning in a higher education partnership with rural schools. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/60941

Chicago Manual of Style (16th Edition):

du Toit, Ina-Mari. “Educational psychology students' experiences of academic service learning in a higher education partnership with rural schools.” 2017. Masters Thesis, University of Pretoria. Accessed October 20, 2019. http://hdl.handle.net/2263/60941.

MLA Handbook (7th Edition):

du Toit, Ina-Mari. “Educational psychology students' experiences of academic service learning in a higher education partnership with rural schools.” 2017. Web. 20 Oct 2019.

Vancouver:

du Toit I. Educational psychology students' experiences of academic service learning in a higher education partnership with rural schools. [Internet] [Masters thesis]. University of Pretoria; 2017. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/2263/60941.

Council of Science Editors:

du Toit I. Educational psychology students' experiences of academic service learning in a higher education partnership with rural schools. [Masters Thesis]. University of Pretoria; 2017. Available from: http://hdl.handle.net/2263/60941


University of Alberta

21. Clark, Elaine Veronica. Drama: a force to distantiate.

Degree: MEd, Department of Elementary Education, 1979, University of Alberta

Subjects/Keywords: Attention.; Learning, Psychology of.; Concepts.; Drama – Study and teaching (Elementary)

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Clark, E. V. (1979). Drama: a force to distantiate. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/x059c9615

Chicago Manual of Style (16th Edition):

Clark, Elaine Veronica. “Drama: a force to distantiate.” 1979. Masters Thesis, University of Alberta. Accessed October 20, 2019. https://era.library.ualberta.ca/files/x059c9615.

MLA Handbook (7th Edition):

Clark, Elaine Veronica. “Drama: a force to distantiate.” 1979. Web. 20 Oct 2019.

Vancouver:

Clark EV. Drama: a force to distantiate. [Internet] [Masters thesis]. University of Alberta; 1979. [cited 2019 Oct 20]. Available from: https://era.library.ualberta.ca/files/x059c9615.

Council of Science Editors:

Clark EV. Drama: a force to distantiate. [Masters Thesis]. University of Alberta; 1979. Available from: https://era.library.ualberta.ca/files/x059c9615


University of Alberta

22. Chapman, Judy Anne Callie. Pupillary activity during visual and auditory anagram solution.

Degree: MEd, Department of Educational Psychology, 1973, University of Alberta

Subjects/Keywords: Eye – Movements.; Children with mental disabilities.; Learning, Psychology of.; Anagrams.; Attention in children.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Chapman, J. A. C. (1973). Pupillary activity during visual and auditory anagram solution. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/cn69m683n

Chicago Manual of Style (16th Edition):

Chapman, Judy Anne Callie. “Pupillary activity during visual and auditory anagram solution.” 1973. Masters Thesis, University of Alberta. Accessed October 20, 2019. https://era.library.ualberta.ca/files/cn69m683n.

MLA Handbook (7th Edition):

Chapman, Judy Anne Callie. “Pupillary activity during visual and auditory anagram solution.” 1973. Web. 20 Oct 2019.

Vancouver:

Chapman JAC. Pupillary activity during visual and auditory anagram solution. [Internet] [Masters thesis]. University of Alberta; 1973. [cited 2019 Oct 20]. Available from: https://era.library.ualberta.ca/files/cn69m683n.

Council of Science Editors:

Chapman JAC. Pupillary activity during visual and auditory anagram solution. [Masters Thesis]. University of Alberta; 1973. Available from: https://era.library.ualberta.ca/files/cn69m683n


University of Alberta

23. Peat, David William. SPELT (Strategy Program for Effective Learning/Thinking): an analysis of the instructional model, inservice training, and inservice effectiveness.

Degree: MEd, Department of Educational Psychology, 1988, University of Alberta

Subjects/Keywords: Thought and thinking – Study and teaching.; Cognition.; Learning, Psychology of.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Peat, D. W. (1988). SPELT (Strategy Program for Effective Learning/Thinking): an analysis of the instructional model, inservice training, and inservice effectiveness. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/s1784n79g

Chicago Manual of Style (16th Edition):

Peat, David William. “SPELT (Strategy Program for Effective Learning/Thinking): an analysis of the instructional model, inservice training, and inservice effectiveness.” 1988. Masters Thesis, University of Alberta. Accessed October 20, 2019. https://era.library.ualberta.ca/files/s1784n79g.

MLA Handbook (7th Edition):

Peat, David William. “SPELT (Strategy Program for Effective Learning/Thinking): an analysis of the instructional model, inservice training, and inservice effectiveness.” 1988. Web. 20 Oct 2019.

Vancouver:

Peat DW. SPELT (Strategy Program for Effective Learning/Thinking): an analysis of the instructional model, inservice training, and inservice effectiveness. [Internet] [Masters thesis]. University of Alberta; 1988. [cited 2019 Oct 20]. Available from: https://era.library.ualberta.ca/files/s1784n79g.

Council of Science Editors:

Peat DW. SPELT (Strategy Program for Effective Learning/Thinking): an analysis of the instructional model, inservice training, and inservice effectiveness. [Masters Thesis]. University of Alberta; 1988. Available from: https://era.library.ualberta.ca/files/s1784n79g

24. Croake, James W. The Effect of Unrewarded Exploration Upon Maze Learning in Rats.

Degree: MEd, Education, 1963, Central Washington University

This experiment deals with the phenomenon of latent learning. It was specifically designed to measure the effect of prior unrewarded maze exploration upon subsequent performance under condition of both positive and negative reinforcement. Advisors/Committee Members: Jack J. Crawford, Gerald Gage, Persis Sturgis.

Subjects/Keywords: Education; Academic theses; Maze tests; Learning; Psychology of; Education; Science and Mathematics Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Croake, J. W. (1963). The Effect of Unrewarded Exploration Upon Maze Learning in Rats. (Thesis). Central Washington University. Retrieved from https://digitalcommons.cwu.edu/etd/330

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):

Croake, James W. “The Effect of Unrewarded Exploration Upon Maze Learning in Rats.” 1963. Thesis, Central Washington University. Accessed October 20, 2019. https://digitalcommons.cwu.edu/etd/330.

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

MLA Handbook (7th Edition):

Croake, James W. “The Effect of Unrewarded Exploration Upon Maze Learning in Rats.” 1963. Web. 20 Oct 2019.

Vancouver:

Croake JW. The Effect of Unrewarded Exploration Upon Maze Learning in Rats. [Internet] [Thesis]. Central Washington University; 1963. [cited 2019 Oct 20]. Available from: https://digitalcommons.cwu.edu/etd/330.

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

Council of Science Editors:

Croake JW. The Effect of Unrewarded Exploration Upon Maze Learning in Rats. [Thesis]. Central Washington University; 1963. Available from: https://digitalcommons.cwu.edu/etd/330

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


University of Alberta

25. Morgan, Kathryn Pauly. Jerome S. Bruner's theory of knowledge: a philosophical critique.

Degree: MEd, Department of Educational Foundations, 1972, University of Alberta

Subjects/Keywords: Developmental psychology.; Learning, Psychology of.; Bruner, Jerome S. (Jerome Seymour); Knowledge, Theory of.; Cognition.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Morgan, K. P. (1972). Jerome S. Bruner's theory of knowledge: a philosophical critique. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/2b88qf38x

Chicago Manual of Style (16th Edition):

Morgan, Kathryn Pauly. “Jerome S. Bruner's theory of knowledge: a philosophical critique.” 1972. Masters Thesis, University of Alberta. Accessed October 20, 2019. https://era.library.ualberta.ca/files/2b88qf38x.

MLA Handbook (7th Edition):

Morgan, Kathryn Pauly. “Jerome S. Bruner's theory of knowledge: a philosophical critique.” 1972. Web. 20 Oct 2019.

Vancouver:

Morgan KP. Jerome S. Bruner's theory of knowledge: a philosophical critique. [Internet] [Masters thesis]. University of Alberta; 1972. [cited 2019 Oct 20]. Available from: https://era.library.ualberta.ca/files/2b88qf38x.

Council of Science Editors:

Morgan KP. Jerome S. Bruner's theory of knowledge: a philosophical critique. [Masters Thesis]. University of Alberta; 1972. Available from: https://era.library.ualberta.ca/files/2b88qf38x


University of Hong Kong

26. Man, Ka-on. A study of the effects of two types of groups on student-teachers' approaches to studying.

Degree: MEd, 1991, University of Hong Kong

published_or_final_version

Education

Master

Master of Education

Subjects/Keywords: Student teachers - Case studies.; Learning, Psychology of.; Student teaching - China - Hong Kong.; Northcote College of Education - Students.; Teachers - Training of.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Man, K. (1991). A study of the effects of two types of groups on student-teachers' approaches to studying. (Masters Thesis). University of Hong Kong. Retrieved from Man, K. [文家安]. (1991). A study of the effects of two types of groups on student-teachers' approaches to studying. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3862730 ; http://dx.doi.org/10.5353/th_b3862730 ; http://hdl.handle.net/10722/51209

Chicago Manual of Style (16th Edition):

Man, Ka-on. “A study of the effects of two types of groups on student-teachers' approaches to studying.” 1991. Masters Thesis, University of Hong Kong. Accessed October 20, 2019. Man, K. [文家安]. (1991). A study of the effects of two types of groups on student-teachers' approaches to studying. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3862730 ; http://dx.doi.org/10.5353/th_b3862730 ; http://hdl.handle.net/10722/51209.

MLA Handbook (7th Edition):

Man, Ka-on. “A study of the effects of two types of groups on student-teachers' approaches to studying.” 1991. Web. 20 Oct 2019.

Vancouver:

Man K. A study of the effects of two types of groups on student-teachers' approaches to studying. [Internet] [Masters thesis]. University of Hong Kong; 1991. [cited 2019 Oct 20]. Available from: Man, K. [文家安]. (1991). A study of the effects of two types of groups on student-teachers' approaches to studying. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3862730 ; http://dx.doi.org/10.5353/th_b3862730 ; http://hdl.handle.net/10722/51209.

Council of Science Editors:

Man K. A study of the effects of two types of groups on student-teachers' approaches to studying. [Masters Thesis]. University of Hong Kong; 1991. Available from: Man, K. [文家安]. (1991). A study of the effects of two types of groups on student-teachers' approaches to studying. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3862730 ; http://dx.doi.org/10.5353/th_b3862730 ; http://hdl.handle.net/10722/51209


University of Alberta

27. Binette, Cyril A. Locus of control and instructional control in interactive videodisc science instruction.

Degree: MEd, Department of Secondary Education, 1992, University of Alberta

Subjects/Keywords: Science – Computer-assisted instruction.; Control (Psychology); Learning, Psychology of.; Videodiscs in education.; Interactive videos.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Binette, C. A. (1992). Locus of control and instructional control in interactive videodisc science instruction. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/fn1071297

Chicago Manual of Style (16th Edition):

Binette, Cyril A. “Locus of control and instructional control in interactive videodisc science instruction.” 1992. Masters Thesis, University of Alberta. Accessed October 20, 2019. https://era.library.ualberta.ca/files/fn1071297.

MLA Handbook (7th Edition):

Binette, Cyril A. “Locus of control and instructional control in interactive videodisc science instruction.” 1992. Web. 20 Oct 2019.

Vancouver:

Binette CA. Locus of control and instructional control in interactive videodisc science instruction. [Internet] [Masters thesis]. University of Alberta; 1992. [cited 2019 Oct 20]. Available from: https://era.library.ualberta.ca/files/fn1071297.

Council of Science Editors:

Binette CA. Locus of control and instructional control in interactive videodisc science instruction. [Masters Thesis]. University of Alberta; 1992. Available from: https://era.library.ualberta.ca/files/fn1071297

28. Parker, William Wayne. Retention as a Function of Competition in Learning.

Degree: MEd, Education, 1969, Central Washington University

 This study was undertaken to add to empirical evidence for use in drawing some sort of conclusions as to the significance of competition as a… (more)

Subjects/Keywords: Education; Academic theses; Memory; Learning; Psychology of; Education; Educational Assessment, Evaluation, and Research; Educational Methods; Educational Psychology

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Parker, W. W. (1969). Retention as a Function of Competition in Learning. (Thesis). Central Washington University. Retrieved from https://digitalcommons.cwu.edu/etd/1184

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):

Parker, William Wayne. “Retention as a Function of Competition in Learning.” 1969. Thesis, Central Washington University. Accessed October 20, 2019. https://digitalcommons.cwu.edu/etd/1184.

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

MLA Handbook (7th Edition):

Parker, William Wayne. “Retention as a Function of Competition in Learning.” 1969. Web. 20 Oct 2019.

Vancouver:

Parker WW. Retention as a Function of Competition in Learning. [Internet] [Thesis]. Central Washington University; 1969. [cited 2019 Oct 20]. Available from: https://digitalcommons.cwu.edu/etd/1184.

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

Council of Science Editors:

Parker WW. Retention as a Function of Competition in Learning. [Thesis]. Central Washington University; 1969. Available from: https://digitalcommons.cwu.edu/etd/1184

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

29. Grey, Marilyn L. An Extension of the Reinforcement Contiguity Issue – The Effect of Retention in the Goal Box After Reinforcement.

Degree: MEd, Education, 1966, Central Washington University

 This study investigated one prediction of Guthrie's theory of learning (1936, 1952) – that retention in the goal box after reinforcement increases the likelihood of incompatible… (more)

Subjects/Keywords: Education; Academic theses; Reinforcement (Psychology); Learning; Psychology of; Education; Educational Assessment, Evaluation, and Research; Educational Methods

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Grey, M. L. (1966). An Extension of the Reinforcement Contiguity Issue – The Effect of Retention in the Goal Box After Reinforcement. (Thesis). Central Washington University. Retrieved from https://digitalcommons.cwu.edu/etd/535

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):

Grey, Marilyn L. “An Extension of the Reinforcement Contiguity Issue – The Effect of Retention in the Goal Box After Reinforcement.” 1966. Thesis, Central Washington University. Accessed October 20, 2019. https://digitalcommons.cwu.edu/etd/535.

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

MLA Handbook (7th Edition):

Grey, Marilyn L. “An Extension of the Reinforcement Contiguity Issue – The Effect of Retention in the Goal Box After Reinforcement.” 1966. Web. 20 Oct 2019.

Vancouver:

Grey ML. An Extension of the Reinforcement Contiguity Issue – The Effect of Retention in the Goal Box After Reinforcement. [Internet] [Thesis]. Central Washington University; 1966. [cited 2019 Oct 20]. Available from: https://digitalcommons.cwu.edu/etd/535.

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

Council of Science Editors:

Grey ML. An Extension of the Reinforcement Contiguity Issue – The Effect of Retention in the Goal Box After Reinforcement. [Thesis]. Central Washington University; 1966. Available from: https://digitalcommons.cwu.edu/etd/535

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

30. Prehm, James. A Study of the Retention of Five Selected Mathematical Concepts of Seventh Graders in the Coulee Dam Public School System as Based on the Inductive and Deductive Methods of Teaching.

Degree: MEd, Education, 1967, Central Washington University

 The inductive and deductive methods of teaching for retention were compared in this study. It was also the purpose to determine whether there were significant… (more)

Subjects/Keywords: Education; Academic theses; Learning; Psychology of; Education; Educational Assessment, Evaluation, and Research; Educational Psychology

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Prehm, J. (1967). A Study of the Retention of Five Selected Mathematical Concepts of Seventh Graders in the Coulee Dam Public School System as Based on the Inductive and Deductive Methods of Teaching. (Thesis). Central Washington University. Retrieved from https://digitalcommons.cwu.edu/etd/751

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):

Prehm, James. “A Study of the Retention of Five Selected Mathematical Concepts of Seventh Graders in the Coulee Dam Public School System as Based on the Inductive and Deductive Methods of Teaching.” 1967. Thesis, Central Washington University. Accessed October 20, 2019. https://digitalcommons.cwu.edu/etd/751.

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

MLA Handbook (7th Edition):

Prehm, James. “A Study of the Retention of Five Selected Mathematical Concepts of Seventh Graders in the Coulee Dam Public School System as Based on the Inductive and Deductive Methods of Teaching.” 1967. Web. 20 Oct 2019.

Vancouver:

Prehm J. A Study of the Retention of Five Selected Mathematical Concepts of Seventh Graders in the Coulee Dam Public School System as Based on the Inductive and Deductive Methods of Teaching. [Internet] [Thesis]. Central Washington University; 1967. [cited 2019 Oct 20]. Available from: https://digitalcommons.cwu.edu/etd/751.

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

Council of Science Editors:

Prehm J. A Study of the Retention of Five Selected Mathematical Concepts of Seventh Graders in the Coulee Dam Public School System as Based on the Inductive and Deductive Methods of Teaching. [Thesis]. Central Washington University; 1967. Available from: https://digitalcommons.cwu.edu/etd/751

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

[1] [2] [3] [4] [5] … [40]

.