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Dates: 2000 – 2004

You searched for subject:(Learning Psychology of ). Showing records 1 – 30 of 18181 total matches.

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Oregon State University

1. Blair, Lesley. Student, teaching assistant, and faculty learning during innovation in an introductory biology course.

Degree: PhD, Science Education, 2002, Oregon State University

 This study examined the dynamics of student, teaching assistant (TA), and faculty learning in relationship to implementation of a genetic technologies project in a university… (more)

Subjects/Keywords: Learning; Psychology of

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APA (6th Edition):

Blair, L. (2002). Student, teaching assistant, and faculty learning during innovation in an introductory biology course. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/18028

Chicago Manual of Style (16th Edition):

Blair, Lesley. “Student, teaching assistant, and faculty learning during innovation in an introductory biology course.” 2002. Doctoral Dissertation, Oregon State University. Accessed October 19, 2019. http://hdl.handle.net/1957/18028.

MLA Handbook (7th Edition):

Blair, Lesley. “Student, teaching assistant, and faculty learning during innovation in an introductory biology course.” 2002. Web. 19 Oct 2019.

Vancouver:

Blair L. Student, teaching assistant, and faculty learning during innovation in an introductory biology course. [Internet] [Doctoral dissertation]. Oregon State University; 2002. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/1957/18028.

Council of Science Editors:

Blair L. Student, teaching assistant, and faculty learning during innovation in an introductory biology course. [Doctoral Dissertation]. Oregon State University; 2002. Available from: http://hdl.handle.net/1957/18028


University of Wisconsin – Stout

2. Swedlund, Margo R. Increasing elementary level academic performance through brain-based teaching strategies.

Degree: 2003, University of Wisconsin – Stout

Subjects/Keywords: Learning; Psychology of

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APA (6th Edition):

Swedlund, M. R. (2003). Increasing elementary level academic performance through brain-based teaching strategies. (Thesis). University of Wisconsin – Stout. Retrieved from http://www.uwstout.edu/lib/thesis/2003/2003swedlundm.pdf ; http://digital.library.wisc.edu/1793/41089

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):

Swedlund, Margo R. “Increasing elementary level academic performance through brain-based teaching strategies.” 2003. Thesis, University of Wisconsin – Stout. Accessed October 19, 2019. http://www.uwstout.edu/lib/thesis/2003/2003swedlundm.pdf ; http://digital.library.wisc.edu/1793/41089.

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

MLA Handbook (7th Edition):

Swedlund, Margo R. “Increasing elementary level academic performance through brain-based teaching strategies.” 2003. Web. 19 Oct 2019.

Vancouver:

Swedlund MR. Increasing elementary level academic performance through brain-based teaching strategies. [Internet] [Thesis]. University of Wisconsin – Stout; 2003. [cited 2019 Oct 19]. Available from: http://www.uwstout.edu/lib/thesis/2003/2003swedlundm.pdf ; http://digital.library.wisc.edu/1793/41089.

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

Council of Science Editors:

Swedlund MR. Increasing elementary level academic performance through brain-based teaching strategies. [Thesis]. University of Wisconsin – Stout; 2003. Available from: http://www.uwstout.edu/lib/thesis/2003/2003swedlundm.pdf ; http://digital.library.wisc.edu/1793/41089

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


McGill University

3. Manconi, Lynn. Teachers' understanding of inquiry.

Degree: PhD, Department of Educational and Counselling Psychology., 2003, McGill University

This multi-case study compared the practices and knowledge of six experienced teachers who perceive themselves to use an inquiry approach to instruction, to those of… (more)

Subjects/Keywords: Active learning.; Learning, Psychology of.

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APA (6th Edition):

Manconi, L. (2003). Teachers' understanding of inquiry. (Doctoral Dissertation). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile84528.pdf

Chicago Manual of Style (16th Edition):

Manconi, Lynn. “Teachers' understanding of inquiry.” 2003. Doctoral Dissertation, McGill University. Accessed October 19, 2019. http://digitool.library.mcgill.ca/thesisfile84528.pdf.

MLA Handbook (7th Edition):

Manconi, Lynn. “Teachers' understanding of inquiry.” 2003. Web. 19 Oct 2019.

Vancouver:

Manconi L. Teachers' understanding of inquiry. [Internet] [Doctoral dissertation]. McGill University; 2003. [cited 2019 Oct 19]. Available from: http://digitool.library.mcgill.ca/thesisfile84528.pdf.

Council of Science Editors:

Manconi L. Teachers' understanding of inquiry. [Doctoral Dissertation]. McGill University; 2003. Available from: http://digitool.library.mcgill.ca/thesisfile84528.pdf


Georgia Tech

4. Beier, Margaret E. Ability, personality, interests, and experience determinants of domain knowledge acquisition.

Degree: PhD, Psychology, 2003, Georgia Tech

Subjects/Keywords: Knowledge and learning; Learning; Learning ability; Psychology of Learning

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APA (6th Edition):

Beier, M. E. (2003). Ability, personality, interests, and experience determinants of domain knowledge acquisition. (Doctoral Dissertation). Georgia Tech. Retrieved from http://hdl.handle.net/1853/5323

Chicago Manual of Style (16th Edition):

Beier, Margaret E. “Ability, personality, interests, and experience determinants of domain knowledge acquisition.” 2003. Doctoral Dissertation, Georgia Tech. Accessed October 19, 2019. http://hdl.handle.net/1853/5323.

MLA Handbook (7th Edition):

Beier, Margaret E. “Ability, personality, interests, and experience determinants of domain knowledge acquisition.” 2003. Web. 19 Oct 2019.

Vancouver:

Beier ME. Ability, personality, interests, and experience determinants of domain knowledge acquisition. [Internet] [Doctoral dissertation]. Georgia Tech; 2003. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/1853/5323.

Council of Science Editors:

Beier ME. Ability, personality, interests, and experience determinants of domain knowledge acquisition. [Doctoral Dissertation]. Georgia Tech; 2003. Available from: http://hdl.handle.net/1853/5323


University of KwaZulu-Natal

5. [No author]. The application of the theory of empowerment to the academic development of first year psychology students.

Degree: Psychology, 2000, University of KwaZulu-Natal

 This study seeks to address the alarmingly high first year failure rates for black students in this country, by developing an intervention that unites the… (more)

Subjects/Keywords: Students, Black.; Learning, Psychology Of.; Psychology.

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APA (6th Edition):

author], [. (2000). The application of the theory of empowerment to the academic development of first year psychology students. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/4368

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):

author], [No. “The application of the theory of empowerment to the academic development of first year psychology students. ” 2000. Thesis, University of KwaZulu-Natal. Accessed October 19, 2019. http://hdl.handle.net/10413/4368.

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

MLA Handbook (7th Edition):

author], [No. “The application of the theory of empowerment to the academic development of first year psychology students. ” 2000. Web. 19 Oct 2019.

Vancouver:

author] [. The application of the theory of empowerment to the academic development of first year psychology students. [Internet] [Thesis]. University of KwaZulu-Natal; 2000. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10413/4368.

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

Council of Science Editors:

author] [. The application of the theory of empowerment to the academic development of first year psychology students. [Thesis]. University of KwaZulu-Natal; 2000. Available from: http://hdl.handle.net/10413/4368

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


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

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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 19, 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. 19 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 19]. 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 North Texas

7. Seymour, Kail H. The Effects of Reinforcing Operant Variability on Task Acquisition.

Degree: 2002, University of North Texas

 Neuringer, Deiss, and Olson (2000) was replicated and extended to determine the effect of variability contingencies on task acquisition for twelve 7-9 year old children.… (more)

Subjects/Keywords: Operant conditioning.; Learning, Psychology of.; Variability; learning; children; reinforcement

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APA (6th Edition):

Seymour, K. H. (2002). The Effects of Reinforcing Operant Variability on Task Acquisition. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc3273/

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):

Seymour, Kail H. “The Effects of Reinforcing Operant Variability on Task Acquisition.” 2002. Thesis, University of North Texas. Accessed October 19, 2019. https://digital.library.unt.edu/ark:/67531/metadc3273/.

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

MLA Handbook (7th Edition):

Seymour, Kail H. “The Effects of Reinforcing Operant Variability on Task Acquisition.” 2002. Web. 19 Oct 2019.

Vancouver:

Seymour KH. The Effects of Reinforcing Operant Variability on Task Acquisition. [Internet] [Thesis]. University of North Texas; 2002. [cited 2019 Oct 19]. Available from: https://digital.library.unt.edu/ark:/67531/metadc3273/.

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

Council of Science Editors:

Seymour KH. The Effects of Reinforcing Operant Variability on Task Acquisition. [Thesis]. University of North Texas; 2002. Available from: https://digital.library.unt.edu/ark:/67531/metadc3273/

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


University of Hong Kong

8. 嚴佩珊; Yim, Pui-shan, Amy. Effects of praises on achievement motivation.

Degree: M. Phil., 2002, University of Hong Kong

published_or_final_version

abstract

Psychology

Master

Master of Philosophy

Advisors/Committee Members: Lam, SF.

Subjects/Keywords: Praise.; Achievement motivation.; Learning, Psychology of.

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APA (6th Edition):

嚴佩珊; Yim, Pui-shan, A. (2002). Effects of praises on achievement motivation. (Masters Thesis). University of Hong Kong. Retrieved from Yim, P. A. [嚴佩珊]. (2002). Effects of praises on achievement motivation. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3025376 ; http://dx.doi.org/10.5353/th_b3025376 ; http://hdl.handle.net/10722/31245

Chicago Manual of Style (16th Edition):

嚴佩珊; Yim, Pui-shan, Amy. “Effects of praises on achievement motivation.” 2002. Masters Thesis, University of Hong Kong. Accessed October 19, 2019. Yim, P. A. [嚴佩珊]. (2002). Effects of praises on achievement motivation. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3025376 ; http://dx.doi.org/10.5353/th_b3025376 ; http://hdl.handle.net/10722/31245.

MLA Handbook (7th Edition):

嚴佩珊; Yim, Pui-shan, Amy. “Effects of praises on achievement motivation.” 2002. Web. 19 Oct 2019.

Vancouver:

嚴佩珊; Yim, Pui-shan A. Effects of praises on achievement motivation. [Internet] [Masters thesis]. University of Hong Kong; 2002. [cited 2019 Oct 19]. Available from: Yim, P. A. [嚴佩珊]. (2002). Effects of praises on achievement motivation. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3025376 ; http://dx.doi.org/10.5353/th_b3025376 ; http://hdl.handle.net/10722/31245.

Council of Science Editors:

嚴佩珊; Yim, Pui-shan A. Effects of praises on achievement motivation. [Masters Thesis]. University of Hong Kong; 2002. Available from: Yim, P. A. [嚴佩珊]. (2002). Effects of praises on achievement motivation. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3025376 ; http://dx.doi.org/10.5353/th_b3025376 ; http://hdl.handle.net/10722/31245


Georgia Tech

9. Shikano, Teruyuki. Training/retraining of driving skills to reduce accidents in a simulator environment using various training methods.

Degree: PhD, Psychology, 2000, Georgia Tech

Subjects/Keywords: Learning, Psychology of; Automobile driver education; Automobile drivers Psychology

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APA (6th Edition):

Shikano, T. (2000). Training/retraining of driving skills to reduce accidents in a simulator environment using various training methods. (Doctoral Dissertation). Georgia Tech. Retrieved from http://hdl.handle.net/1853/29452

Chicago Manual of Style (16th Edition):

Shikano, Teruyuki. “Training/retraining of driving skills to reduce accidents in a simulator environment using various training methods.” 2000. Doctoral Dissertation, Georgia Tech. Accessed October 19, 2019. http://hdl.handle.net/1853/29452.

MLA Handbook (7th Edition):

Shikano, Teruyuki. “Training/retraining of driving skills to reduce accidents in a simulator environment using various training methods.” 2000. Web. 19 Oct 2019.

Vancouver:

Shikano T. Training/retraining of driving skills to reduce accidents in a simulator environment using various training methods. [Internet] [Doctoral dissertation]. Georgia Tech; 2000. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/1853/29452.

Council of Science Editors:

Shikano T. Training/retraining of driving skills to reduce accidents in a simulator environment using various training methods. [Doctoral Dissertation]. Georgia Tech; 2000. Available from: http://hdl.handle.net/1853/29452


Georgia Tech

10. Spaulding-Johnson, Victoria Ann. Age-related differences in the training, transfer and retention of perceptual decision making skills.

Degree: MS, Psychology, 2000, Georgia Tech

Subjects/Keywords: Training; Decision making; Stress (Psychology); Learning, Psychology of

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APA (6th Edition):

Spaulding-Johnson, V. A. (2000). Age-related differences in the training, transfer and retention of perceptual decision making skills. (Masters Thesis). Georgia Tech. Retrieved from http://hdl.handle.net/1853/31007

Chicago Manual of Style (16th Edition):

Spaulding-Johnson, Victoria Ann. “Age-related differences in the training, transfer and retention of perceptual decision making skills.” 2000. Masters Thesis, Georgia Tech. Accessed October 19, 2019. http://hdl.handle.net/1853/31007.

MLA Handbook (7th Edition):

Spaulding-Johnson, Victoria Ann. “Age-related differences in the training, transfer and retention of perceptual decision making skills.” 2000. Web. 19 Oct 2019.

Vancouver:

Spaulding-Johnson VA. Age-related differences in the training, transfer and retention of perceptual decision making skills. [Internet] [Masters thesis]. Georgia Tech; 2000. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/1853/31007.

Council of Science Editors:

Spaulding-Johnson VA. Age-related differences in the training, transfer and retention of perceptual decision making skills. [Masters Thesis]. Georgia Tech; 2000. Available from: http://hdl.handle.net/1853/31007


University of New South Wales

11. Gardner, Dianne. The role of feedback about errors in learning a complex novel task.

Degree: Australian Graduate School of Management, 2003, University of New South Wales

 Two studies were undertaken in order to investigate the effect of different forms of error feedback and error framing in learning a complex novel task.… (more)

Subjects/Keywords: Feedback (Psychology) . Cognitive science. Learning; Psychology of

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APA (6th Edition):

Gardner, D. (2003). The role of feedback about errors in learning a complex novel task. (Doctoral Dissertation). University of New South Wales. Retrieved from http://handle.unsw.edu.au/1959.4/32230 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:1663/SOURCE02?view=true

Chicago Manual of Style (16th Edition):

Gardner, Dianne. “The role of feedback about errors in learning a complex novel task.” 2003. Doctoral Dissertation, University of New South Wales. Accessed October 19, 2019. http://handle.unsw.edu.au/1959.4/32230 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:1663/SOURCE02?view=true.

MLA Handbook (7th Edition):

Gardner, Dianne. “The role of feedback about errors in learning a complex novel task.” 2003. Web. 19 Oct 2019.

Vancouver:

Gardner D. The role of feedback about errors in learning a complex novel task. [Internet] [Doctoral dissertation]. University of New South Wales; 2003. [cited 2019 Oct 19]. Available from: http://handle.unsw.edu.au/1959.4/32230 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:1663/SOURCE02?view=true.

Council of Science Editors:

Gardner D. The role of feedback about errors in learning a complex novel task. [Doctoral Dissertation]. University of New South Wales; 2003. Available from: http://handle.unsw.edu.au/1959.4/32230 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:1663/SOURCE02?view=true


Michigan State University

12. Weissbein, Daniel Adam. Improving training effectiveness through motivation : creating a psychological states intervention.

Degree: PhD, Department of Psychology, 2000, Michigan State University

Subjects/Keywords: Motivation (Psychology); Training – Psychological aspects; Learning, Psychology of

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APA (6th Edition):

Weissbein, D. A. (2000). Improving training effectiveness through motivation : creating a psychological states intervention. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:31025

Chicago Manual of Style (16th Edition):

Weissbein, Daniel Adam. “Improving training effectiveness through motivation : creating a psychological states intervention.” 2000. Doctoral Dissertation, Michigan State University. Accessed October 19, 2019. http://etd.lib.msu.edu/islandora/object/etd:31025.

MLA Handbook (7th Edition):

Weissbein, Daniel Adam. “Improving training effectiveness through motivation : creating a psychological states intervention.” 2000. Web. 19 Oct 2019.

Vancouver:

Weissbein DA. Improving training effectiveness through motivation : creating a psychological states intervention. [Internet] [Doctoral dissertation]. Michigan State University; 2000. [cited 2019 Oct 19]. Available from: http://etd.lib.msu.edu/islandora/object/etd:31025.

Council of Science Editors:

Weissbein DA. Improving training effectiveness through motivation : creating a psychological states intervention. [Doctoral Dissertation]. Michigan State University; 2000. Available from: http://etd.lib.msu.edu/islandora/object/etd:31025


Michigan State University

13. Hwang, Hye-Won. Factors relate to individual differences in the academic and behavioral adjustment of young children from low-income families.

Degree: PhD, Department of Family and Child Ecology, 2001, Michigan State University

Subjects/Keywords: Student adjustment; Learning, Psychology of; Poor children – Psychology

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APA (6th Edition):

Hwang, H. (2001). Factors relate to individual differences in the academic and behavioral adjustment of young children from low-income families. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:31213

Chicago Manual of Style (16th Edition):

Hwang, Hye-Won. “Factors relate to individual differences in the academic and behavioral adjustment of young children from low-income families.” 2001. Doctoral Dissertation, Michigan State University. Accessed October 19, 2019. http://etd.lib.msu.edu/islandora/object/etd:31213.

MLA Handbook (7th Edition):

Hwang, Hye-Won. “Factors relate to individual differences in the academic and behavioral adjustment of young children from low-income families.” 2001. Web. 19 Oct 2019.

Vancouver:

Hwang H. Factors relate to individual differences in the academic and behavioral adjustment of young children from low-income families. [Internet] [Doctoral dissertation]. Michigan State University; 2001. [cited 2019 Oct 19]. Available from: http://etd.lib.msu.edu/islandora/object/etd:31213.

Council of Science Editors:

Hwang H. Factors relate to individual differences in the academic and behavioral adjustment of young children from low-income families. [Doctoral Dissertation]. Michigan State University; 2001. Available from: http://etd.lib.msu.edu/islandora/object/etd:31213


University of Hong Kong

14. Li, Wang-on. The assessment of learning outcome: knowledgestructure.

Degree: M. Phil., 2003, University of Hong Kong

published_or_final_version

Psychology

Master

Master of Philosophy

Advisors/Committee Members: Spinks, JA.

Subjects/Keywords: Knowledge, Theory of; Multidimensional scaling.; Learning, Psychology of.

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APA (6th Edition):

Li, W. (2003). The assessment of learning outcome: knowledgestructure. (Masters Thesis). University of Hong Kong. Retrieved from Li, W. [李允安]. (2003). The assessment of learning outcome : knowledge structure. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3122758 ; http://dx.doi.org/10.5353/th_b3122758 ; http://hdl.handle.net/10722/39461

Chicago Manual of Style (16th Edition):

Li, Wang-on. “The assessment of learning outcome: knowledgestructure.” 2003. Masters Thesis, University of Hong Kong. Accessed October 19, 2019. Li, W. [李允安]. (2003). The assessment of learning outcome : knowledge structure. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3122758 ; http://dx.doi.org/10.5353/th_b3122758 ; http://hdl.handle.net/10722/39461.

MLA Handbook (7th Edition):

Li, Wang-on. “The assessment of learning outcome: knowledgestructure.” 2003. Web. 19 Oct 2019.

Vancouver:

Li W. The assessment of learning outcome: knowledgestructure. [Internet] [Masters thesis]. University of Hong Kong; 2003. [cited 2019 Oct 19]. Available from: Li, W. [李允安]. (2003). The assessment of learning outcome : knowledge structure. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3122758 ; http://dx.doi.org/10.5353/th_b3122758 ; http://hdl.handle.net/10722/39461.

Council of Science Editors:

Li W. The assessment of learning outcome: knowledgestructure. [Masters Thesis]. University of Hong Kong; 2003. Available from: Li, W. [李允安]. (2003). The assessment of learning outcome : knowledge structure. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b3122758 ; http://dx.doi.org/10.5353/th_b3122758 ; http://hdl.handle.net/10722/39461


University of Hong Kong

15. Lau, Wing-shuen, Erica. The acceptance of peer coaching and its relationship with school contextual factors and teachers' individual factors.

Degree: Master of Social Sciences, 2000, University of Hong Kong

abstract

toc

published_or_final_version

Educational Psychology

Master

Master of Social Sciences

Subjects/Keywords: Learning, Psychology of.; Peer-group tutoring of students.

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APA (6th Edition):

Lau, Wing-shuen, E. (2000). The acceptance of peer coaching and its relationship with school contextual factors and teachers' individual factors. (Masters Thesis). University of Hong Kong. Retrieved from Lau, W. E.. (2000). The acceptance of peer coaching and its relationship with school contextual factors and teachers' individual factors. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b2979122 ; http://dx.doi.org/10.5353/th_b2979122 ; http://hdl.handle.net/10722/39225

Chicago Manual of Style (16th Edition):

Lau, Wing-shuen, Erica. “The acceptance of peer coaching and its relationship with school contextual factors and teachers' individual factors.” 2000. Masters Thesis, University of Hong Kong. Accessed October 19, 2019. Lau, W. E.. (2000). The acceptance of peer coaching and its relationship with school contextual factors and teachers' individual factors. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b2979122 ; http://dx.doi.org/10.5353/th_b2979122 ; http://hdl.handle.net/10722/39225.

MLA Handbook (7th Edition):

Lau, Wing-shuen, Erica. “The acceptance of peer coaching and its relationship with school contextual factors and teachers' individual factors.” 2000. Web. 19 Oct 2019.

Vancouver:

Lau, Wing-shuen E. The acceptance of peer coaching and its relationship with school contextual factors and teachers' individual factors. [Internet] [Masters thesis]. University of Hong Kong; 2000. [cited 2019 Oct 19]. Available from: Lau, W. E.. (2000). The acceptance of peer coaching and its relationship with school contextual factors and teachers' individual factors. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b2979122 ; http://dx.doi.org/10.5353/th_b2979122 ; http://hdl.handle.net/10722/39225.

Council of Science Editors:

Lau, Wing-shuen E. The acceptance of peer coaching and its relationship with school contextual factors and teachers' individual factors. [Masters Thesis]. University of Hong Kong; 2000. Available from: Lau, W. E.. (2000). The acceptance of peer coaching and its relationship with school contextual factors and teachers' individual factors. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b2979122 ; http://dx.doi.org/10.5353/th_b2979122 ; http://hdl.handle.net/10722/39225


Brock University

16. Mindorff, Deborah. Exploring the events that engage graduate students in transformative learning .

Degree: Department of Graduate and Undergraduate Studies in Education, 2000, Brock University

 This research explored the events that engaged graduate students in transformative learning within a graduate program in education. This context was chosen because one objective… (more)

Subjects/Keywords: Learning, Psychology of.; Critical thinking.; Transfer of training.; Adult learning.; Adult education.

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APA (6th Edition):

Mindorff, D. (2000). Exploring the events that engage graduate students in transformative learning . (Thesis). Brock University. Retrieved from http://hdl.handle.net/10464/1262

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):

Mindorff, Deborah. “Exploring the events that engage graduate students in transformative learning .” 2000. Thesis, Brock University. Accessed October 19, 2019. http://hdl.handle.net/10464/1262.

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

MLA Handbook (7th Edition):

Mindorff, Deborah. “Exploring the events that engage graduate students in transformative learning .” 2000. Web. 19 Oct 2019.

Vancouver:

Mindorff D. Exploring the events that engage graduate students in transformative learning . [Internet] [Thesis]. Brock University; 2000. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/10464/1262.

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

Council of Science Editors:

Mindorff D. Exploring the events that engage graduate students in transformative learning . [Thesis]. Brock University; 2000. Available from: http://hdl.handle.net/10464/1262

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


Georgia Tech

17. St. Clair, Sean William. Assessment of the Long-Term Effects of Technology Use in the Engineering Classroom on Learning and Knowledge Retention.

Degree: PhD, Civil and Environmental Engineering, 2004, Georgia Tech

 A longitudinal study of the effects of instructional technology on learning and knowledge retention was conducted in the School of Civil and Environmental Engineering at… (more)

Subjects/Keywords: Instructional systems; Educational technology; Computer assisted learning; Knowledge retention; Psychology of Learning; Engineering education; Learning, Psychology of; Instructional systems; Educational technology

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APA (6th Edition):

St. Clair, S. W. (2004). Assessment of the Long-Term Effects of Technology Use in the Engineering Classroom on Learning and Knowledge Retention. (Doctoral Dissertation). Georgia Tech. Retrieved from http://hdl.handle.net/1853/9463

Chicago Manual of Style (16th Edition):

St. Clair, Sean William. “Assessment of the Long-Term Effects of Technology Use in the Engineering Classroom on Learning and Knowledge Retention.” 2004. Doctoral Dissertation, Georgia Tech. Accessed October 19, 2019. http://hdl.handle.net/1853/9463.

MLA Handbook (7th Edition):

St. Clair, Sean William. “Assessment of the Long-Term Effects of Technology Use in the Engineering Classroom on Learning and Knowledge Retention.” 2004. Web. 19 Oct 2019.

Vancouver:

St. Clair SW. Assessment of the Long-Term Effects of Technology Use in the Engineering Classroom on Learning and Knowledge Retention. [Internet] [Doctoral dissertation]. Georgia Tech; 2004. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/1853/9463.

Council of Science Editors:

St. Clair SW. Assessment of the Long-Term Effects of Technology Use in the Engineering Classroom on Learning and Knowledge Retention. [Doctoral Dissertation]. Georgia Tech; 2004. Available from: http://hdl.handle.net/1853/9463


University of Western Sydney

18. Way, Jenni, 1956-. The development of children's notions of probability.

Degree: 2003, University of Western Sydney

 Probability is an area of mathematics that remains a mystery to many people and is problematic for others who engage in its study in secondary… (more)

Subjects/Keywords: Doctor of Philosophy (PhD); probabilities; children; mathematics; learning, psychology of; child psychology

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APA (6th Edition):

Way, Jenni, 1. (2003). The development of children's notions of probability. (Thesis). University of Western Sydney. Retrieved from http://handle.uws.edu.au:8081/1959.7/23279

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):

Way, Jenni, 1956-. “The development of children's notions of probability.” 2003. Thesis, University of Western Sydney. Accessed October 19, 2019. http://handle.uws.edu.au:8081/1959.7/23279.

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

MLA Handbook (7th Edition):

Way, Jenni, 1956-. “The development of children's notions of probability.” 2003. Web. 19 Oct 2019.

Vancouver:

Way, Jenni 1. The development of children's notions of probability. [Internet] [Thesis]. University of Western Sydney; 2003. [cited 2019 Oct 19]. Available from: http://handle.uws.edu.au:8081/1959.7/23279.

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

Council of Science Editors:

Way, Jenni 1. The development of children's notions of probability. [Thesis]. University of Western Sydney; 2003. Available from: http://handle.uws.edu.au:8081/1959.7/23279

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


Michigan State University

19. Bell, Bradford S. An examination of the instructional, motivational, and emotional elements of error training.

Degree: PhD, Department of Psychology, 2002, Michigan State University

Subjects/Keywords: Learning, Psychology of; Training – Psychological aspects; Transfer of training; Motivation (Psychology)

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APA (6th Edition):

Bell, B. S. (2002). An examination of the instructional, motivational, and emotional elements of error training. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:47341

Chicago Manual of Style (16th Edition):

Bell, Bradford S. “An examination of the instructional, motivational, and emotional elements of error training.” 2002. Doctoral Dissertation, Michigan State University. Accessed October 19, 2019. http://etd.lib.msu.edu/islandora/object/etd:47341.

MLA Handbook (7th Edition):

Bell, Bradford S. “An examination of the instructional, motivational, and emotional elements of error training.” 2002. Web. 19 Oct 2019.

Vancouver:

Bell BS. An examination of the instructional, motivational, and emotional elements of error training. [Internet] [Doctoral dissertation]. Michigan State University; 2002. [cited 2019 Oct 19]. Available from: http://etd.lib.msu.edu/islandora/object/etd:47341.

Council of Science Editors:

Bell BS. An examination of the instructional, motivational, and emotional elements of error training. [Doctoral Dissertation]. Michigan State University; 2002. Available from: http://etd.lib.msu.edu/islandora/object/etd:47341


University of Oklahoma

20. Bridges, Timothy Robert. The effect of intermittent forgetting upon learning and productivity within production systems.

Degree: PhD, School of Industrial and Systems Engineering, 2000, University of Oklahoma

 The results of the study showed that a significant portion of resultant learning (15 – 20 percent) can be affected by intermittent forgetting during a cyclic… (more)

Subjects/Keywords: Learning, Psychology of.; Psychology, Cognitive.; Engineering, Industrial.; Psychology, Industrial.; Education, Educational Psychology.; Learning curve (Industrial engineering); Memory.

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APA (6th Edition):

Bridges, T. R. (2000). The effect of intermittent forgetting upon learning and productivity within production systems. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/5989

Chicago Manual of Style (16th Edition):

Bridges, Timothy Robert. “The effect of intermittent forgetting upon learning and productivity within production systems.” 2000. Doctoral Dissertation, University of Oklahoma. Accessed October 19, 2019. http://hdl.handle.net/11244/5989.

MLA Handbook (7th Edition):

Bridges, Timothy Robert. “The effect of intermittent forgetting upon learning and productivity within production systems.” 2000. Web. 19 Oct 2019.

Vancouver:

Bridges TR. The effect of intermittent forgetting upon learning and productivity within production systems. [Internet] [Doctoral dissertation]. University of Oklahoma; 2000. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/11244/5989.

Council of Science Editors:

Bridges TR. The effect of intermittent forgetting upon learning and productivity within production systems. [Doctoral Dissertation]. University of Oklahoma; 2000. Available from: http://hdl.handle.net/11244/5989


Georgia Tech

21. Sierra, Edmundo A., Jr. The effect of age, video, instruction complexity, and task difficulty on the performance of an assembly task.

Degree: MS, Psychology, 2002, Georgia Tech

Subjects/Keywords: Video tapes in education; Learning, Psychology of

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APA (6th Edition):

Sierra, Edmundo A., J. (2002). The effect of age, video, instruction complexity, and task difficulty on the performance of an assembly task. (Masters Thesis). Georgia Tech. Retrieved from http://hdl.handle.net/1853/31056

Chicago Manual of Style (16th Edition):

Sierra, Edmundo A., Jr. “The effect of age, video, instruction complexity, and task difficulty on the performance of an assembly task.” 2002. Masters Thesis, Georgia Tech. Accessed October 19, 2019. http://hdl.handle.net/1853/31056.

MLA Handbook (7th Edition):

Sierra, Edmundo A., Jr. “The effect of age, video, instruction complexity, and task difficulty on the performance of an assembly task.” 2002. Web. 19 Oct 2019.

Vancouver:

Sierra, Edmundo A. J. The effect of age, video, instruction complexity, and task difficulty on the performance of an assembly task. [Internet] [Masters thesis]. Georgia Tech; 2002. [cited 2019 Oct 19]. Available from: http://hdl.handle.net/1853/31056.

Council of Science Editors:

Sierra, Edmundo A. J. The effect of age, video, instruction complexity, and task difficulty on the performance of an assembly task. [Masters Thesis]. Georgia Tech; 2002. Available from: http://hdl.handle.net/1853/31056


University of Hong Kong

22. Chan, Siu-kan, Felix. The effects of instructional style on learning motivation and classroom behaviour.

Degree: Master of Social Sciences, 2002, University of Hong Kong

abstract

toc

published_or_final_version

Educational Psychology

Master

Master of Social Sciences

Subjects/Keywords: Classroom environment.; Teaching - Methodology.; Learning, Psychology of.

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APA (6th Edition):

Chan, Siu-kan, F. (2002). The effects of instructional style on learning motivation and classroom behaviour. (Masters Thesis). University of Hong Kong. Retrieved from Chan, S. F.. (2002). The effects of instructional style on learning motivation and classroom behaviour. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b2979127 ; http://dx.doi.org/10.5353/th_b2979127 ; http://hdl.handle.net/10722/39230

Chicago Manual of Style (16th Edition):

Chan, Siu-kan, Felix. “The effects of instructional style on learning motivation and classroom behaviour.” 2002. Masters Thesis, University of Hong Kong. Accessed October 19, 2019. Chan, S. F.. (2002). The effects of instructional style on learning motivation and classroom behaviour. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b2979127 ; http://dx.doi.org/10.5353/th_b2979127 ; http://hdl.handle.net/10722/39230.

MLA Handbook (7th Edition):

Chan, Siu-kan, Felix. “The effects of instructional style on learning motivation and classroom behaviour.” 2002. Web. 19 Oct 2019.

Vancouver:

Chan, Siu-kan F. The effects of instructional style on learning motivation and classroom behaviour. [Internet] [Masters thesis]. University of Hong Kong; 2002. [cited 2019 Oct 19]. Available from: Chan, S. F.. (2002). The effects of instructional style on learning motivation and classroom behaviour. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b2979127 ; http://dx.doi.org/10.5353/th_b2979127 ; http://hdl.handle.net/10722/39230.

Council of Science Editors:

Chan, Siu-kan F. The effects of instructional style on learning motivation and classroom behaviour. [Masters Thesis]. University of Hong Kong; 2002. Available from: Chan, S. F.. (2002). The effects of instructional style on learning motivation and classroom behaviour. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b2979127 ; http://dx.doi.org/10.5353/th_b2979127 ; http://hdl.handle.net/10722/39230


Montana Tech

23. Putnam, Sara E. Novice, a camera, and a year| Seeing nature through a beginner's mind.

Degree: MA, 2004, Montana Tech

Subjects/Keywords: Putnam; Sara E; Nature photography; Learning; Psychology of

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APA (6th Edition):

Putnam, S. E. (2004). Novice, a camera, and a year| Seeing nature through a beginner's mind. (Masters Thesis). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/3107

Chicago Manual of Style (16th Edition):

Putnam, Sara E. “Novice, a camera, and a year| Seeing nature through a beginner's mind.” 2004. Masters Thesis, Montana Tech. Accessed October 19, 2019. https://scholarworks.umt.edu/etd/3107.

MLA Handbook (7th Edition):

Putnam, Sara E. “Novice, a camera, and a year| Seeing nature through a beginner's mind.” 2004. Web. 19 Oct 2019.

Vancouver:

Putnam SE. Novice, a camera, and a year| Seeing nature through a beginner's mind. [Internet] [Masters thesis]. Montana Tech; 2004. [cited 2019 Oct 19]. Available from: https://scholarworks.umt.edu/etd/3107.

Council of Science Editors:

Putnam SE. Novice, a camera, and a year| Seeing nature through a beginner's mind. [Masters Thesis]. Montana Tech; 2004. Available from: https://scholarworks.umt.edu/etd/3107

24. 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

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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 19, 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. 19 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 19]. 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


Deakin University

25. Dodd, Graham Douglas. Toward a broader appreciation of human motion in education.

Degree: 2003, Deakin University

 Motion is a fundamental activity for the healthy functioning human organism. Its importance, however, is increasingly de-valued in Western cultures as they speed toward adopting… (more)

Subjects/Keywords: mind and body; perceptual-motor learning; psychology of learning; movement education

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APA (6th Edition):

Dodd, G. D. (2003). Toward a broader appreciation of human motion in education. (Thesis). Deakin University. Retrieved from http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051017.115722

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):

Dodd, Graham Douglas. “Toward a broader appreciation of human motion in education.” 2003. Thesis, Deakin University. Accessed October 19, 2019. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051017.115722.

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

MLA Handbook (7th Edition):

Dodd, Graham Douglas. “Toward a broader appreciation of human motion in education.” 2003. Web. 19 Oct 2019.

Vancouver:

Dodd GD. Toward a broader appreciation of human motion in education. [Internet] [Thesis]. Deakin University; 2003. [cited 2019 Oct 19]. Available from: http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051017.115722.

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

Council of Science Editors:

Dodd GD. Toward a broader appreciation of human motion in education. [Thesis]. Deakin University; 2003. Available from: http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051017.115722

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


University of North Texas

26. Zanatta, Laraine Theresa. The Effects of Hearsee/Say and Hearsee/Write on Acquisition, Generalization and Retention.

Degree: 2001, University of North Texas

 This study examines the effects of training in two yoked learning channels (hearsee/say and hearsee/write) on the acquisition, generalization and retention of learning. Four fifth-grade… (more)

Subjects/Keywords: Learning, Psychology of.; Learning channels; acquisition; generalization; retention; precision teaching

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APA (6th Edition):

Zanatta, L. T. (2001). The Effects of Hearsee/Say and Hearsee/Write on Acquisition, Generalization and Retention. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc2770/

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):

Zanatta, Laraine Theresa. “The Effects of Hearsee/Say and Hearsee/Write on Acquisition, Generalization and Retention.” 2001. Thesis, University of North Texas. Accessed October 19, 2019. https://digital.library.unt.edu/ark:/67531/metadc2770/.

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

MLA Handbook (7th Edition):

Zanatta, Laraine Theresa. “The Effects of Hearsee/Say and Hearsee/Write on Acquisition, Generalization and Retention.” 2001. Web. 19 Oct 2019.

Vancouver:

Zanatta LT. The Effects of Hearsee/Say and Hearsee/Write on Acquisition, Generalization and Retention. [Internet] [Thesis]. University of North Texas; 2001. [cited 2019 Oct 19]. Available from: https://digital.library.unt.edu/ark:/67531/metadc2770/.

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

Council of Science Editors:

Zanatta LT. The Effects of Hearsee/Say and Hearsee/Write on Acquisition, Generalization and Retention. [Thesis]. University of North Texas; 2001. Available from: https://digital.library.unt.edu/ark:/67531/metadc2770/

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


University of North Texas

27. Edwards, Kimberly. Patterns of Change in Semantic Clustering in Schizophrenia Spectrum Disorders: What Can it Tell Us about the Nature of Clustering Deficits.

Degree: 2001, University of North Texas

 Semantic clustering has been used as a measure of learning strategies in a number of clinical populations and has been found to be deficient in… (more)

Subjects/Keywords: Schizophrenia.; Schizophrenics  – Language.; Learning, Psychology of.; Semantic clustering; Schizophrenia; Learning strategies

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APA (6th Edition):

Edwards, K. (2001). Patterns of Change in Semantic Clustering in Schizophrenia Spectrum Disorders: What Can it Tell Us about the Nature of Clustering Deficits. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc2906/

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):

Edwards, Kimberly. “Patterns of Change in Semantic Clustering in Schizophrenia Spectrum Disorders: What Can it Tell Us about the Nature of Clustering Deficits.” 2001. Thesis, University of North Texas. Accessed October 19, 2019. https://digital.library.unt.edu/ark:/67531/metadc2906/.

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

MLA Handbook (7th Edition):

Edwards, Kimberly. “Patterns of Change in Semantic Clustering in Schizophrenia Spectrum Disorders: What Can it Tell Us about the Nature of Clustering Deficits.” 2001. Web. 19 Oct 2019.

Vancouver:

Edwards K. Patterns of Change in Semantic Clustering in Schizophrenia Spectrum Disorders: What Can it Tell Us about the Nature of Clustering Deficits. [Internet] [Thesis]. University of North Texas; 2001. [cited 2019 Oct 19]. Available from: https://digital.library.unt.edu/ark:/67531/metadc2906/.

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

Council of Science Editors:

Edwards K. Patterns of Change in Semantic Clustering in Schizophrenia Spectrum Disorders: What Can it Tell Us about the Nature of Clustering Deficits. [Thesis]. University of North Texas; 2001. Available from: https://digital.library.unt.edu/ark:/67531/metadc2906/

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


Michigan State University

28. Rowe, Janelle Marie. Completing a novel task under different sensory input modality conditions.

Degree: MA, Department of Audiology and Speech Sciences, 2003, Michigan State University

Subjects/Keywords: Perceptual-motor learning; Learning, Psychology of; Brain damage – Patients – Rehabilitation

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APA (6th Edition):

Rowe, J. M. (2003). Completing a novel task under different sensory input modality conditions. (Masters Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:31980

Chicago Manual of Style (16th Edition):

Rowe, Janelle Marie. “Completing a novel task under different sensory input modality conditions.” 2003. Masters Thesis, Michigan State University. Accessed October 19, 2019. http://etd.lib.msu.edu/islandora/object/etd:31980.

MLA Handbook (7th Edition):

Rowe, Janelle Marie. “Completing a novel task under different sensory input modality conditions.” 2003. Web. 19 Oct 2019.

Vancouver:

Rowe JM. Completing a novel task under different sensory input modality conditions. [Internet] [Masters thesis]. Michigan State University; 2003. [cited 2019 Oct 19]. Available from: http://etd.lib.msu.edu/islandora/object/etd:31980.

Council of Science Editors:

Rowe JM. Completing a novel task under different sensory input modality conditions. [Masters Thesis]. Michigan State University; 2003. Available from: http://etd.lib.msu.edu/islandora/object/etd:31980


California State University – San Bernardino

29. Carter, Adrienne Lynne. Learning to walk the talk: Cognitive models improve presentation skills.

Degree: MAin Education, Education, 2000, California State University – San Bernardino

Subjects/Keywords: Adult learning; Cognitive styles; Learning; Psychology of; Vocational education; Individualized instruction; Metacognition; Adult learning; Cognitive styles; Individualized instruction; Learning; Psychology of; Metacognition; Vocational education.; Vocational Education

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APA (6th Edition):

Carter, A. L. (2000). Learning to walk the talk: Cognitive models improve presentation skills. (Thesis). California State University – San Bernardino. Retrieved from https://scholarworks.lib.csusb.edu/etd-project/3026

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):

Carter, Adrienne Lynne. “Learning to walk the talk: Cognitive models improve presentation skills.” 2000. Thesis, California State University – San Bernardino. Accessed October 19, 2019. https://scholarworks.lib.csusb.edu/etd-project/3026.

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

MLA Handbook (7th Edition):

Carter, Adrienne Lynne. “Learning to walk the talk: Cognitive models improve presentation skills.” 2000. Web. 19 Oct 2019.

Vancouver:

Carter AL. Learning to walk the talk: Cognitive models improve presentation skills. [Internet] [Thesis]. California State University – San Bernardino; 2000. [cited 2019 Oct 19]. Available from: https://scholarworks.lib.csusb.edu/etd-project/3026.

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

Council of Science Editors:

Carter AL. Learning to walk the talk: Cognitive models improve presentation skills. [Thesis]. California State University – San Bernardino; 2000. Available from: https://scholarworks.lib.csusb.edu/etd-project/3026

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


California State University – San Bernardino

30. Carter, Adrienne Lynne. Learning to walk the talk: Cognitive models improve presentation skills.

Degree: MAin Education, Education, 2000, California State University – San Bernardino

Subjects/Keywords: Adult learning; Cognitive styles; Learning; Psychology of; Vocational education; Individualized instruction; Metacognition; Adult learning; Cognitive styles; Individualized instruction; Learning; Psychology of; Metacognition; Vocational education.; Vocational Education

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

APA (6th Edition):

Carter, A. L. (2000). Learning to walk the talk: Cognitive models improve presentation skills. (Thesis). California State University – San Bernardino. Retrieved from https://scholarworks.lib.csusb.edu/etd-project/3158

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):

Carter, Adrienne Lynne. “Learning to walk the talk: Cognitive models improve presentation skills.” 2000. Thesis, California State University – San Bernardino. Accessed October 19, 2019. https://scholarworks.lib.csusb.edu/etd-project/3158.

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

MLA Handbook (7th Edition):

Carter, Adrienne Lynne. “Learning to walk the talk: Cognitive models improve presentation skills.” 2000. Web. 19 Oct 2019.

Vancouver:

Carter AL. Learning to walk the talk: Cognitive models improve presentation skills. [Internet] [Thesis]. California State University – San Bernardino; 2000. [cited 2019 Oct 19]. Available from: https://scholarworks.lib.csusb.edu/etd-project/3158.

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

Council of Science Editors:

Carter AL. Learning to walk the talk: Cognitive models improve presentation skills. [Thesis]. California State University – San Bernardino; 2000. Available from: https://scholarworks.lib.csusb.edu/etd-project/3158

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

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