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You searched for subject:(Mindfulness Psychology Study AND teaching). Showing records 1 – 30 of 18717 total matches.

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Portland State University

1. Taylor, Cynthia Lynn. Conceptualizing the Mindful Teacher: Examining Evidence for Mindfulness Skills in Teachers' Classroom Speech and Behavior.

Degree: PhD, Psychology, 2016, Portland State University

Mindfulness-based interventions can improve teachers' capacities for attention and emotion regulation, as well as their prosocial dispositions like compassion and forgiveness. The purpose of… (more)

Subjects/Keywords: Mindfulness (Psychology)  – Study and teaching; Teacher effectiveness; Classroom management; Education; Psychology

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

APA (6th Edition):

Taylor, C. L. (2016). Conceptualizing the Mindful Teacher: Examining Evidence for Mindfulness Skills in Teachers' Classroom Speech and Behavior. (Doctoral Dissertation). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/3283

Chicago Manual of Style (16th Edition):

Taylor, Cynthia Lynn. “Conceptualizing the Mindful Teacher: Examining Evidence for Mindfulness Skills in Teachers' Classroom Speech and Behavior.” 2016. Doctoral Dissertation, Portland State University. Accessed November 28, 2020. https://pdxscholar.library.pdx.edu/open_access_etds/3283.

MLA Handbook (7th Edition):

Taylor, Cynthia Lynn. “Conceptualizing the Mindful Teacher: Examining Evidence for Mindfulness Skills in Teachers' Classroom Speech and Behavior.” 2016. Web. 28 Nov 2020.

Vancouver:

Taylor CL. Conceptualizing the Mindful Teacher: Examining Evidence for Mindfulness Skills in Teachers' Classroom Speech and Behavior. [Internet] [Doctoral dissertation]. Portland State University; 2016. [cited 2020 Nov 28]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/3283.

Council of Science Editors:

Taylor CL. Conceptualizing the Mindful Teacher: Examining Evidence for Mindfulness Skills in Teachers' Classroom Speech and Behavior. [Doctoral Dissertation]. Portland State University; 2016. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/3283


Drexel University

2. Murphy, Jackie. Exploring the Effects of an Open Access Mindfulness Course on Online Graduate Student Persistence, Stress, and Mind Wandering: A Mixed Methods Explanatory Sequential Study.

Degree: 2020, Drexel University

As enrollment in online graduate education increases, retention continues to be problematic for many colleges and universities across the United States. Retention is greatly influenced… (more)

Subjects/Keywords: Education; Graduate students – Attitudes; Mindfulness (Psychology) – Study and teaching; Computer-assisted instruction; Distance education

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APA (6th Edition):

Murphy, J. (2020). Exploring the Effects of an Open Access Mindfulness Course on Online Graduate Student Persistence, Stress, and Mind Wandering: A Mixed Methods Explanatory Sequential Study. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/idea:11279

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):

Murphy, Jackie. “Exploring the Effects of an Open Access Mindfulness Course on Online Graduate Student Persistence, Stress, and Mind Wandering: A Mixed Methods Explanatory Sequential Study.” 2020. Thesis, Drexel University. Accessed November 28, 2020. http://hdl.handle.net/1860/idea:11279.

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

MLA Handbook (7th Edition):

Murphy, Jackie. “Exploring the Effects of an Open Access Mindfulness Course on Online Graduate Student Persistence, Stress, and Mind Wandering: A Mixed Methods Explanatory Sequential Study.” 2020. Web. 28 Nov 2020.

Vancouver:

Murphy J. Exploring the Effects of an Open Access Mindfulness Course on Online Graduate Student Persistence, Stress, and Mind Wandering: A Mixed Methods Explanatory Sequential Study. [Internet] [Thesis]. Drexel University; 2020. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/1860/idea:11279.

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

Council of Science Editors:

Murphy J. Exploring the Effects of an Open Access Mindfulness Course on Online Graduate Student Persistence, Stress, and Mind Wandering: A Mixed Methods Explanatory Sequential Study. [Thesis]. Drexel University; 2020. Available from: http://hdl.handle.net/1860/idea:11279

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


Montana State University

3. Holcomb, Shaunna. The effect of literacy strategies in science content areas on redirections and assignment completion.

Degree: MS, College of Letters & Science, 2019, Montana State University

 Literacy is essential to learning. Students with lower literacy skills, such as those in the process of learning English, need to be intentionally taught specific… (more)

Subjects/Keywords: Science.; Middle school students.; Literacy.; English language Study and teaching.; Mindfulness (Psychology).; Content area reading.

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APA (6th Edition):

Holcomb, S. (2019). The effect of literacy strategies in science content areas on redirections and assignment completion. (Masters Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/15666

Chicago Manual of Style (16th Edition):

Holcomb, Shaunna. “The effect of literacy strategies in science content areas on redirections and assignment completion.” 2019. Masters Thesis, Montana State University. Accessed November 28, 2020. https://scholarworks.montana.edu/xmlui/handle/1/15666.

MLA Handbook (7th Edition):

Holcomb, Shaunna. “The effect of literacy strategies in science content areas on redirections and assignment completion.” 2019. Web. 28 Nov 2020.

Vancouver:

Holcomb S. The effect of literacy strategies in science content areas on redirections and assignment completion. [Internet] [Masters thesis]. Montana State University; 2019. [cited 2020 Nov 28]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/15666.

Council of Science Editors:

Holcomb S. The effect of literacy strategies in science content areas on redirections and assignment completion. [Masters Thesis]. Montana State University; 2019. Available from: https://scholarworks.montana.edu/xmlui/handle/1/15666


Drexel University

4. McDonough Varner, Andrea M. Creative Mindfulness in Secondary Art Education: A Narrative Inquiry.

Degree: 2019, Drexel University

Research has shown that practicing mindfulness and engaging in the creative process result in positive benefits, respectively (Semple, Droutman, & Reid, 2017; Holm, 2015). Mindfulness(more)

Subjects/Keywords: Art in education; Mindfulness (Psychology) – Study and teaching; Creative thinking; Narration (Rhetoric); Stress (Psychology); Youth – Suicidal behavior

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APA (6th Edition):

McDonough Varner, A. M. (2019). Creative Mindfulness in Secondary Art Education: A Narrative Inquiry. (Thesis). Drexel University. Retrieved from https://idea.library.drexel.edu/islandora/object/idea%3A9460

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):

McDonough Varner, Andrea M. “Creative Mindfulness in Secondary Art Education: A Narrative Inquiry.” 2019. Thesis, Drexel University. Accessed November 28, 2020. https://idea.library.drexel.edu/islandora/object/idea%3A9460.

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

MLA Handbook (7th Edition):

McDonough Varner, Andrea M. “Creative Mindfulness in Secondary Art Education: A Narrative Inquiry.” 2019. Web. 28 Nov 2020.

Vancouver:

McDonough Varner AM. Creative Mindfulness in Secondary Art Education: A Narrative Inquiry. [Internet] [Thesis]. Drexel University; 2019. [cited 2020 Nov 28]. Available from: https://idea.library.drexel.edu/islandora/object/idea%3A9460.

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

Council of Science Editors:

McDonough Varner AM. Creative Mindfulness in Secondary Art Education: A Narrative Inquiry. [Thesis]. Drexel University; 2019. Available from: https://idea.library.drexel.edu/islandora/object/idea%3A9460

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


Massey University

5. Kenwright, Debbie. Primary teachers' knowledge, beliefs and perspectives on the practice of mindfulness in schools.

Degree: Master of Educational Psychology, Education, 2018, Massey University

 Youth mental health and wellbeing is a complex issue which requires prevention strategies from early childhood through entry into adulthood. Schools are well positioned to… (more)

Subjects/Keywords: Mindfulness (Psychology); School children; Mental health services; New Zealand; Social skills; Study and teaching (Elementary); Elementary school teachers; Attitudes

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APA (6th Edition):

Kenwright, D. (2018). Primary teachers' knowledge, beliefs and perspectives on the practice of mindfulness in schools. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/14779

Chicago Manual of Style (16th Edition):

Kenwright, Debbie. “Primary teachers' knowledge, beliefs and perspectives on the practice of mindfulness in schools.” 2018. Masters Thesis, Massey University. Accessed November 28, 2020. http://hdl.handle.net/10179/14779.

MLA Handbook (7th Edition):

Kenwright, Debbie. “Primary teachers' knowledge, beliefs and perspectives on the practice of mindfulness in schools.” 2018. Web. 28 Nov 2020.

Vancouver:

Kenwright D. Primary teachers' knowledge, beliefs and perspectives on the practice of mindfulness in schools. [Internet] [Masters thesis]. Massey University; 2018. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/10179/14779.

Council of Science Editors:

Kenwright D. Primary teachers' knowledge, beliefs and perspectives on the practice of mindfulness in schools. [Masters Thesis]. Massey University; 2018. Available from: http://hdl.handle.net/10179/14779

6. Stonkus, Danielle Ann Spina, 1988-. Mindfulness and the Impact on Student Performance.

Degree: Department of Mathematical Sciences, 2017, Central Connecticut State University

This research investigated whether structured lessons on mindfulness have a positive impact on student grades. Studies have linked mindfulness to reducing mathematics anxiety, which in… (more)

Subjects/Keywords: Mindfulness (Psychology); Academic achievement.; Mathematics – Study and teaching.

…focus on the five processes of mindfulness. In a study focusing on the high performance of… …participated in this study showed a significant difference than those not in the mindfulness training… …the evidence regarding the effects of mindfulness interventions. One such study by Zenner… …mindfulness. The Wilkins’ Counting Test (WCT) to measure student focus. The study found… …WCT when compared. And while this study concludes that mindfulness has a significant impact… 

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APA (6th Edition):

Stonkus, Danielle Ann Spina, 1. (2017). Mindfulness and the Impact on Student Performance. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,2430

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):

Stonkus, Danielle Ann Spina, 1988-. “Mindfulness and the Impact on Student Performance.” 2017. Thesis, Central Connecticut State University. Accessed November 28, 2020. http://content.library.ccsu.edu/u?/ccsutheses,2430.

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

MLA Handbook (7th Edition):

Stonkus, Danielle Ann Spina, 1988-. “Mindfulness and the Impact on Student Performance.” 2017. Web. 28 Nov 2020.

Vancouver:

Stonkus, Danielle Ann Spina 1. Mindfulness and the Impact on Student Performance. [Internet] [Thesis]. Central Connecticut State University; 2017. [cited 2020 Nov 28]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2430.

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

Council of Science Editors:

Stonkus, Danielle Ann Spina 1. Mindfulness and the Impact on Student Performance. [Thesis]. Central Connecticut State University; 2017. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2430

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


Florida State University

7. Haynes, Nicole Elizabeth. Group Art Therapy Using Clay with Victims of the Sex Trade.

Degree: MS, Art Education, 2015, Florida State University

Across the globe, as many as 5 million women become victims of sexual trafficking at any given time (Hardy, Compton & McPhatter, 2013). The traumatic… (more)

Subjects/Keywords: Art; Study and teaching; Psychology

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APA (6th Edition):

Haynes, N. E. (2015). Group Art Therapy Using Clay with Victims of the Sex Trade. (Masters Thesis). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_migr_etd-9613 ;

Chicago Manual of Style (16th Edition):

Haynes, Nicole Elizabeth. “Group Art Therapy Using Clay with Victims of the Sex Trade.” 2015. Masters Thesis, Florida State University. Accessed November 28, 2020. http://purl.flvc.org/fsu/fd/FSU_migr_etd-9613 ;.

MLA Handbook (7th Edition):

Haynes, Nicole Elizabeth. “Group Art Therapy Using Clay with Victims of the Sex Trade.” 2015. Web. 28 Nov 2020.

Vancouver:

Haynes NE. Group Art Therapy Using Clay with Victims of the Sex Trade. [Internet] [Masters thesis]. Florida State University; 2015. [cited 2020 Nov 28]. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-9613 ;.

Council of Science Editors:

Haynes NE. Group Art Therapy Using Clay with Victims of the Sex Trade. [Masters Thesis]. Florida State University; 2015. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-9613 ;


Florida State University

8. Kasten, Jeremy J. (Jeremy James). Re/Inscription and Return: Working Through Historical Trauma in Post-Spanish Civil War Culture.

Degree: PhD, Modern Languages and Linguistics, 2015, Florida State University

This dissertation explores the recollection of historical memory in a number of significant literary and cinematic texts produced during the first thirty years of the… (more)

Subjects/Keywords: Literature; Study and teaching; Psychology

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APA (6th Edition):

Kasten, J. J. (. J. (2015). Re/Inscription and Return: Working Through Historical Trauma in Post-Spanish Civil War Culture. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_2015fall_Kasten_fsu_0071E_12838 ;

Chicago Manual of Style (16th Edition):

Kasten, Jeremy J (Jeremy James). “Re/Inscription and Return: Working Through Historical Trauma in Post-Spanish Civil War Culture.” 2015. Doctoral Dissertation, Florida State University. Accessed November 28, 2020. http://purl.flvc.org/fsu/fd/FSU_2015fall_Kasten_fsu_0071E_12838 ;.

MLA Handbook (7th Edition):

Kasten, Jeremy J (Jeremy James). “Re/Inscription and Return: Working Through Historical Trauma in Post-Spanish Civil War Culture.” 2015. Web. 28 Nov 2020.

Vancouver:

Kasten JJ(J. Re/Inscription and Return: Working Through Historical Trauma in Post-Spanish Civil War Culture. [Internet] [Doctoral dissertation]. Florida State University; 2015. [cited 2020 Nov 28]. Available from: http://purl.flvc.org/fsu/fd/FSU_2015fall_Kasten_fsu_0071E_12838 ;.

Council of Science Editors:

Kasten JJ(J. Re/Inscription and Return: Working Through Historical Trauma in Post-Spanish Civil War Culture. [Doctoral Dissertation]. Florida State University; 2015. Available from: http://purl.flvc.org/fsu/fd/FSU_2015fall_Kasten_fsu_0071E_12838 ;

9. Boellinghaus, Inga A. Cultivating compassion in psychological therapists : the potential of loving-kindness meditation.

Degree: Thesis (D.Clin.Psy.), 2011, Canterbury Christ Church University

 Section A: summarises theory and research relevant to the role of compassion in the work of psychological therapists. Two approaches that are thought to cultivate… (more)

Subjects/Keywords: 615.5; BF0637 Meditation. Mindfulness; BF0511 Affection. Feeling. Emotion; BF0077 Study and teaching; RC0475 Therapeutics. Psychotherapy

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APA (6th Edition):

Boellinghaus, I. A. (2011). Cultivating compassion in psychological therapists : the potential of loving-kindness meditation. (Doctoral Dissertation). Canterbury Christ Church University. Retrieved from https://repository.canterbury.ac.uk/item/8676w/cultivating-compassion-in-psychological-therapists-the-potential-of-loving-kindness-meditation ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.566730

Chicago Manual of Style (16th Edition):

Boellinghaus, Inga A. “Cultivating compassion in psychological therapists : the potential of loving-kindness meditation.” 2011. Doctoral Dissertation, Canterbury Christ Church University. Accessed November 28, 2020. https://repository.canterbury.ac.uk/item/8676w/cultivating-compassion-in-psychological-therapists-the-potential-of-loving-kindness-meditation ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.566730.

MLA Handbook (7th Edition):

Boellinghaus, Inga A. “Cultivating compassion in psychological therapists : the potential of loving-kindness meditation.” 2011. Web. 28 Nov 2020.

Vancouver:

Boellinghaus IA. Cultivating compassion in psychological therapists : the potential of loving-kindness meditation. [Internet] [Doctoral dissertation]. Canterbury Christ Church University; 2011. [cited 2020 Nov 28]. Available from: https://repository.canterbury.ac.uk/item/8676w/cultivating-compassion-in-psychological-therapists-the-potential-of-loving-kindness-meditation ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.566730.

Council of Science Editors:

Boellinghaus IA. Cultivating compassion in psychological therapists : the potential of loving-kindness meditation. [Doctoral Dissertation]. Canterbury Christ Church University; 2011. Available from: https://repository.canterbury.ac.uk/item/8676w/cultivating-compassion-in-psychological-therapists-the-potential-of-loving-kindness-meditation ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.566730


Florida State University

10. Cantonis, Anastasia Maria. Predictors of Parenting Stress in Hispanic Immigrant Mothers in New York City: The Roles of Risk Factors, Social Support, and Length of Time Living in the United States.

Degree: PhD, Educational Psychology and Learning Systems, 2016, Florida State University

Despite rapid growth and expansion of Hispanic immigrant families to the United States over the past several decades, there is a clear underrepresentation of literature… (more)

Subjects/Keywords: Families; Study and teaching; Counseling psychology; Hispanic Americans; Study and teaching

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APA (6th Edition):

Cantonis, A. M. (2016). Predictors of Parenting Stress in Hispanic Immigrant Mothers in New York City: The Roles of Risk Factors, Social Support, and Length of Time Living in the United States. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_SUMMER2017_Cantonis_fsu_0071E_13554 ;

Chicago Manual of Style (16th Edition):

Cantonis, Anastasia Maria. “Predictors of Parenting Stress in Hispanic Immigrant Mothers in New York City: The Roles of Risk Factors, Social Support, and Length of Time Living in the United States.” 2016. Doctoral Dissertation, Florida State University. Accessed November 28, 2020. http://purl.flvc.org/fsu/fd/FSU_SUMMER2017_Cantonis_fsu_0071E_13554 ;.

MLA Handbook (7th Edition):

Cantonis, Anastasia Maria. “Predictors of Parenting Stress in Hispanic Immigrant Mothers in New York City: The Roles of Risk Factors, Social Support, and Length of Time Living in the United States.” 2016. Web. 28 Nov 2020.

Vancouver:

Cantonis AM. Predictors of Parenting Stress in Hispanic Immigrant Mothers in New York City: The Roles of Risk Factors, Social Support, and Length of Time Living in the United States. [Internet] [Doctoral dissertation]. Florida State University; 2016. [cited 2020 Nov 28]. Available from: http://purl.flvc.org/fsu/fd/FSU_SUMMER2017_Cantonis_fsu_0071E_13554 ;.

Council of Science Editors:

Cantonis AM. Predictors of Parenting Stress in Hispanic Immigrant Mothers in New York City: The Roles of Risk Factors, Social Support, and Length of Time Living in the United States. [Doctoral Dissertation]. Florida State University; 2016. Available from: http://purl.flvc.org/fsu/fd/FSU_SUMMER2017_Cantonis_fsu_0071E_13554 ;


Columbia University

11. Arvidsson, Toi Sin. Individualized Scaffolding of Scientific Reasoning Development – Complementing Teachers with an Auto-agent.

Degree: 2018, Columbia University

 Building on the success in a previous study in engaging the underserved middle-school population in the practice of science through individualized scaffolding, the current study(more)

Subjects/Keywords: Developmental psychology; Teaching; Science – Study and teaching; Classroom environment; Reasoning (Psychology)

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APA (6th Edition):

Arvidsson, T. S. (2018). Individualized Scaffolding of Scientific Reasoning Development – Complementing Teachers with an Auto-agent. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8BP1K7K

Chicago Manual of Style (16th Edition):

Arvidsson, Toi Sin. “Individualized Scaffolding of Scientific Reasoning Development – Complementing Teachers with an Auto-agent.” 2018. Doctoral Dissertation, Columbia University. Accessed November 28, 2020. https://doi.org/10.7916/D8BP1K7K.

MLA Handbook (7th Edition):

Arvidsson, Toi Sin. “Individualized Scaffolding of Scientific Reasoning Development – Complementing Teachers with an Auto-agent.” 2018. Web. 28 Nov 2020.

Vancouver:

Arvidsson TS. Individualized Scaffolding of Scientific Reasoning Development – Complementing Teachers with an Auto-agent. [Internet] [Doctoral dissertation]. Columbia University; 2018. [cited 2020 Nov 28]. Available from: https://doi.org/10.7916/D8BP1K7K.

Council of Science Editors:

Arvidsson TS. Individualized Scaffolding of Scientific Reasoning Development – Complementing Teachers with an Auto-agent. [Doctoral Dissertation]. Columbia University; 2018. Available from: https://doi.org/10.7916/D8BP1K7K


Florida State University

12. Hayes, Emily Marie. Inquiring into the Challenges Faced When Conducting Research in Art Therapy as a Graduate Student.

Degree: MS, Art Education, 2015, Florida State University

After numerous obstacles and the inability to establish a placement in which to conduct my thesis, I decided to reframe my topic in order to… (more)

Subjects/Keywords: Ethics; Clinical psychology; Art; Study and teaching

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APA (6th Edition):

Hayes, E. M. (2015). Inquiring into the Challenges Faced When Conducting Research in Art Therapy as a Graduate Student. (Masters Thesis). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_migr_etd-9612 ;

Chicago Manual of Style (16th Edition):

Hayes, Emily Marie. “Inquiring into the Challenges Faced When Conducting Research in Art Therapy as a Graduate Student.” 2015. Masters Thesis, Florida State University. Accessed November 28, 2020. http://purl.flvc.org/fsu/fd/FSU_migr_etd-9612 ;.

MLA Handbook (7th Edition):

Hayes, Emily Marie. “Inquiring into the Challenges Faced When Conducting Research in Art Therapy as a Graduate Student.” 2015. Web. 28 Nov 2020.

Vancouver:

Hayes EM. Inquiring into the Challenges Faced When Conducting Research in Art Therapy as a Graduate Student. [Internet] [Masters thesis]. Florida State University; 2015. [cited 2020 Nov 28]. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-9612 ;.

Council of Science Editors:

Hayes EM. Inquiring into the Challenges Faced When Conducting Research in Art Therapy as a Graduate Student. [Masters Thesis]. Florida State University; 2015. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-9612 ;


Florida State University

13. Zahn, Shirley J. Couples' Prior Quality of Relationship, Present Attachment, Adjustment, and Depressive Symptoms with Early Stage Alzheimer's.

Degree: PhD, Family and Child Sciences, 2015, Florida State University

This qualitative case study of five couples in which one spouse has Alzheimer's disease in the early stage, and the other spouse is a caregiver,… (more)

Subjects/Keywords: Families; Study and teaching; Gerontology; Psychology

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APA (6th Edition):

Zahn, S. J. (2015). Couples' Prior Quality of Relationship, Present Attachment, Adjustment, and Depressive Symptoms with Early Stage Alzheimer's. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_migr_etd-9502 ;

Chicago Manual of Style (16th Edition):

Zahn, Shirley J. “Couples' Prior Quality of Relationship, Present Attachment, Adjustment, and Depressive Symptoms with Early Stage Alzheimer's.” 2015. Doctoral Dissertation, Florida State University. Accessed November 28, 2020. http://purl.flvc.org/fsu/fd/FSU_migr_etd-9502 ;.

MLA Handbook (7th Edition):

Zahn, Shirley J. “Couples' Prior Quality of Relationship, Present Attachment, Adjustment, and Depressive Symptoms with Early Stage Alzheimer's.” 2015. Web. 28 Nov 2020.

Vancouver:

Zahn SJ. Couples' Prior Quality of Relationship, Present Attachment, Adjustment, and Depressive Symptoms with Early Stage Alzheimer's. [Internet] [Doctoral dissertation]. Florida State University; 2015. [cited 2020 Nov 28]. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-9502 ;.

Council of Science Editors:

Zahn SJ. Couples' Prior Quality of Relationship, Present Attachment, Adjustment, and Depressive Symptoms with Early Stage Alzheimer's. [Doctoral Dissertation]. Florida State University; 2015. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-9502 ;


Florida State University

14. Workman, Erin Leigh. Visualizing Transfer: How Do Students' Conceptual Writing Knowledge Structures Connect to Their Transfer of Writing Knowledge and Practice?.

Degree: PhD, English, 2017, Florida State University

 Situated at the intersection of research on writing transfer, dual coding theory, and concept mapping, this empirical research study investigates students' representation, development, and transfer… (more)

Subjects/Keywords: Education; Study and teaching; Educational psychology

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APA (6th Edition):

Workman, E. L. (2017). Visualizing Transfer: How Do Students' Conceptual Writing Knowledge Structures Connect to Their Transfer of Writing Knowledge and Practice?. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_SUMMER2017_Workman_fsu_0071E_14034 ;

Chicago Manual of Style (16th Edition):

Workman, Erin Leigh. “Visualizing Transfer: How Do Students' Conceptual Writing Knowledge Structures Connect to Their Transfer of Writing Knowledge and Practice?.” 2017. Doctoral Dissertation, Florida State University. Accessed November 28, 2020. http://purl.flvc.org/fsu/fd/FSU_SUMMER2017_Workman_fsu_0071E_14034 ;.

MLA Handbook (7th Edition):

Workman, Erin Leigh. “Visualizing Transfer: How Do Students' Conceptual Writing Knowledge Structures Connect to Their Transfer of Writing Knowledge and Practice?.” 2017. Web. 28 Nov 2020.

Vancouver:

Workman EL. Visualizing Transfer: How Do Students' Conceptual Writing Knowledge Structures Connect to Their Transfer of Writing Knowledge and Practice?. [Internet] [Doctoral dissertation]. Florida State University; 2017. [cited 2020 Nov 28]. Available from: http://purl.flvc.org/fsu/fd/FSU_SUMMER2017_Workman_fsu_0071E_14034 ;.

Council of Science Editors:

Workman EL. Visualizing Transfer: How Do Students' Conceptual Writing Knowledge Structures Connect to Their Transfer of Writing Knowledge and Practice?. [Doctoral Dissertation]. Florida State University; 2017. Available from: http://purl.flvc.org/fsu/fd/FSU_SUMMER2017_Workman_fsu_0071E_14034 ;


Florida State University

15. Allen, Rebecca Joy. The Effects of Mindfulness-Based Art Therapy on Stress and Cortisol Levels in Graduate and Professional-Level Students.

Degree: MS, Art Education, 2017, Florida State University

The field of art therapy has gained momentum in its collaboration with neuroscience in the quest for greater empirical evidence for the efficacy of the… (more)

Subjects/Keywords: Counseling psychology; Psychobiology; Art; Study and teaching

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APA (6th Edition):

Allen, R. J. (2017). The Effects of Mindfulness-Based Art Therapy on Stress and Cortisol Levels in Graduate and Professional-Level Students. (Masters Thesis). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_SUMMER2017_Allen_fsu_0071N_14112 ;

Chicago Manual of Style (16th Edition):

Allen, Rebecca Joy. “The Effects of Mindfulness-Based Art Therapy on Stress and Cortisol Levels in Graduate and Professional-Level Students.” 2017. Masters Thesis, Florida State University. Accessed November 28, 2020. http://purl.flvc.org/fsu/fd/FSU_SUMMER2017_Allen_fsu_0071N_14112 ;.

MLA Handbook (7th Edition):

Allen, Rebecca Joy. “The Effects of Mindfulness-Based Art Therapy on Stress and Cortisol Levels in Graduate and Professional-Level Students.” 2017. Web. 28 Nov 2020.

Vancouver:

Allen RJ. The Effects of Mindfulness-Based Art Therapy on Stress and Cortisol Levels in Graduate and Professional-Level Students. [Internet] [Masters thesis]. Florida State University; 2017. [cited 2020 Nov 28]. Available from: http://purl.flvc.org/fsu/fd/FSU_SUMMER2017_Allen_fsu_0071N_14112 ;.

Council of Science Editors:

Allen RJ. The Effects of Mindfulness-Based Art Therapy on Stress and Cortisol Levels in Graduate and Professional-Level Students. [Masters Thesis]. Florida State University; 2017. Available from: http://purl.flvc.org/fsu/fd/FSU_SUMMER2017_Allen_fsu_0071N_14112 ;


Columbia University

16. Causapin, Mark Gabriel. Mathematics Self-Efficacy and Its Relation to Profiency-Promoting Behavior and Performance.

Degree: 2012, Columbia University

 The purpose of this study was to verify Bandura's theory on the relationship of self-efficacy and performance particularly in mathematics among high school students. A… (more)

Subjects/Keywords: Mathematics – Study and teaching; Educational psychology

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APA (6th Edition):

Causapin, M. G. (2012). Mathematics Self-Efficacy and Its Relation to Profiency-Promoting Behavior and Performance. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8M61SFD

Chicago Manual of Style (16th Edition):

Causapin, Mark Gabriel. “Mathematics Self-Efficacy and Its Relation to Profiency-Promoting Behavior and Performance.” 2012. Doctoral Dissertation, Columbia University. Accessed November 28, 2020. https://doi.org/10.7916/D8M61SFD.

MLA Handbook (7th Edition):

Causapin, Mark Gabriel. “Mathematics Self-Efficacy and Its Relation to Profiency-Promoting Behavior and Performance.” 2012. Web. 28 Nov 2020.

Vancouver:

Causapin MG. Mathematics Self-Efficacy and Its Relation to Profiency-Promoting Behavior and Performance. [Internet] [Doctoral dissertation]. Columbia University; 2012. [cited 2020 Nov 28]. Available from: https://doi.org/10.7916/D8M61SFD.

Council of Science Editors:

Causapin MG. Mathematics Self-Efficacy and Its Relation to Profiency-Promoting Behavior and Performance. [Doctoral Dissertation]. Columbia University; 2012. Available from: https://doi.org/10.7916/D8M61SFD


Columbia University

17. Fas, Tsambika. The Effects of Mastery of Writing Mathematical Algorithms on the Emergence of Complex Problem Solving.

Degree: 2014, Columbia University

 I tested the effects of mastery of writing mathematical algorithms on the emergence of complex problem solving using a time-lagged multiple probe design across matched… (more)

Subjects/Keywords: Mathematics – Study and teaching; Psychology; Special education

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APA (6th Edition):

Fas, T. (2014). The Effects of Mastery of Writing Mathematical Algorithms on the Emergence of Complex Problem Solving. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D88K7772

Chicago Manual of Style (16th Edition):

Fas, Tsambika. “The Effects of Mastery of Writing Mathematical Algorithms on the Emergence of Complex Problem Solving.” 2014. Doctoral Dissertation, Columbia University. Accessed November 28, 2020. https://doi.org/10.7916/D88K7772.

MLA Handbook (7th Edition):

Fas, Tsambika. “The Effects of Mastery of Writing Mathematical Algorithms on the Emergence of Complex Problem Solving.” 2014. Web. 28 Nov 2020.

Vancouver:

Fas T. The Effects of Mastery of Writing Mathematical Algorithms on the Emergence of Complex Problem Solving. [Internet] [Doctoral dissertation]. Columbia University; 2014. [cited 2020 Nov 28]. Available from: https://doi.org/10.7916/D88K7772.

Council of Science Editors:

Fas T. The Effects of Mastery of Writing Mathematical Algorithms on the Emergence of Complex Problem Solving. [Doctoral Dissertation]. Columbia University; 2014. Available from: https://doi.org/10.7916/D88K7772


Columbia University

18. Weber, Jennifer Danielle. The Effects of Mastery of Editing Peers’ Written Math Algorithms on Producing Effective Problem Solving Algorithms.

Degree: 2016, Columbia University

 In 2 experiments, I tested the effects of a treatment package for teaching 4th graders to edit peers’ written algorithms for solving math problems such… (more)

Subjects/Keywords: Mathematics – Study and teaching (Elementary); Psychology; Education

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APA (6th Edition):

Weber, J. D. (2016). The Effects of Mastery of Editing Peers’ Written Math Algorithms on Producing Effective Problem Solving Algorithms. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8H9957D

Chicago Manual of Style (16th Edition):

Weber, Jennifer Danielle. “The Effects of Mastery of Editing Peers’ Written Math Algorithms on Producing Effective Problem Solving Algorithms.” 2016. Doctoral Dissertation, Columbia University. Accessed November 28, 2020. https://doi.org/10.7916/D8H9957D.

MLA Handbook (7th Edition):

Weber, Jennifer Danielle. “The Effects of Mastery of Editing Peers’ Written Math Algorithms on Producing Effective Problem Solving Algorithms.” 2016. Web. 28 Nov 2020.

Vancouver:

Weber JD. The Effects of Mastery of Editing Peers’ Written Math Algorithms on Producing Effective Problem Solving Algorithms. [Internet] [Doctoral dissertation]. Columbia University; 2016. [cited 2020 Nov 28]. Available from: https://doi.org/10.7916/D8H9957D.

Council of Science Editors:

Weber JD. The Effects of Mastery of Editing Peers’ Written Math Algorithms on Producing Effective Problem Solving Algorithms. [Doctoral Dissertation]. Columbia University; 2016. Available from: https://doi.org/10.7916/D8H9957D


Columbia University

19. Golnabi, Laura. Mathematics Self-Efficacy and Flow in Developmental Mathematics Students.

Degree: 2017, Columbia University

 This study examined mathematics self-efficacy and the characteristics of flow in the context of performing mathematical tasks.  In particular, it explored the subjective experiences of… (more)

Subjects/Keywords: Mathematics – Study and teaching; Psychology; Self-efficacy

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

APA (6th Edition):

Golnabi, L. (2017). Mathematics Self-Efficacy and Flow in Developmental Mathematics Students. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8611BMT

Chicago Manual of Style (16th Edition):

Golnabi, Laura. “Mathematics Self-Efficacy and Flow in Developmental Mathematics Students.” 2017. Doctoral Dissertation, Columbia University. Accessed November 28, 2020. https://doi.org/10.7916/D8611BMT.

MLA Handbook (7th Edition):

Golnabi, Laura. “Mathematics Self-Efficacy and Flow in Developmental Mathematics Students.” 2017. Web. 28 Nov 2020.

Vancouver:

Golnabi L. Mathematics Self-Efficacy and Flow in Developmental Mathematics Students. [Internet] [Doctoral dissertation]. Columbia University; 2017. [cited 2020 Nov 28]. Available from: https://doi.org/10.7916/D8611BMT.

Council of Science Editors:

Golnabi L. Mathematics Self-Efficacy and Flow in Developmental Mathematics Students. [Doctoral Dissertation]. Columbia University; 2017. Available from: https://doi.org/10.7916/D8611BMT


University of Wisconsin – La Cross

20. Ismail, Abir A. Technology, brain, and self-perception in learning in mathematics.

Degree: 2013, University of Wisconsin – La Cross

 This thesis study investigated a relation between using technology, specifically webpage modules created using brain-based learning, to review prior skills and the technology's effectiveness on… (more)

Subjects/Keywords: Psychology, Educational.; Mathematics; Mathematics – Study and teaching.

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APA (6th Edition):

Ismail, A. A. (2013). Technology, brain, and self-perception in learning in mathematics. (Thesis). University of Wisconsin – La Cross. Retrieved from http://digital.library.wisc.edu/1793/67299

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):

Ismail, Abir A. “Technology, brain, and self-perception in learning in mathematics.” 2013. Thesis, University of Wisconsin – La Cross. Accessed November 28, 2020. http://digital.library.wisc.edu/1793/67299.

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

MLA Handbook (7th Edition):

Ismail, Abir A. “Technology, brain, and self-perception in learning in mathematics.” 2013. Web. 28 Nov 2020.

Vancouver:

Ismail AA. Technology, brain, and self-perception in learning in mathematics. [Internet] [Thesis]. University of Wisconsin – La Cross; 2013. [cited 2020 Nov 28]. Available from: http://digital.library.wisc.edu/1793/67299.

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

Council of Science Editors:

Ismail AA. Technology, brain, and self-perception in learning in mathematics. [Thesis]. University of Wisconsin – La Cross; 2013. Available from: http://digital.library.wisc.edu/1793/67299

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


Columbia University

21. Sarto, Elizabeth Ashley. The Effects of Observing Others Versus Self-Observation on Teacher Accuracy In Presenting Learn Unit Instruction.

Degree: 2017, Columbia University

 In Experiment I, I tested whether training teacher trainers to conduct TPRA observations to a calibrated standard by teaching them to 1) measure the accuracy… (more)

Subjects/Keywords: Teaching – Evaluation; Education – Study and teaching; Teachers – Training of; Psychology; Education

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APA (6th Edition):

Sarto, E. A. (2017). The Effects of Observing Others Versus Self-Observation on Teacher Accuracy In Presenting Learn Unit Instruction. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8F76JBV

Chicago Manual of Style (16th Edition):

Sarto, Elizabeth Ashley. “The Effects of Observing Others Versus Self-Observation on Teacher Accuracy In Presenting Learn Unit Instruction.” 2017. Doctoral Dissertation, Columbia University. Accessed November 28, 2020. https://doi.org/10.7916/D8F76JBV.

MLA Handbook (7th Edition):

Sarto, Elizabeth Ashley. “The Effects of Observing Others Versus Self-Observation on Teacher Accuracy In Presenting Learn Unit Instruction.” 2017. Web. 28 Nov 2020.

Vancouver:

Sarto EA. The Effects of Observing Others Versus Self-Observation on Teacher Accuracy In Presenting Learn Unit Instruction. [Internet] [Doctoral dissertation]. Columbia University; 2017. [cited 2020 Nov 28]. Available from: https://doi.org/10.7916/D8F76JBV.

Council of Science Editors:

Sarto EA. The Effects of Observing Others Versus Self-Observation on Teacher Accuracy In Presenting Learn Unit Instruction. [Doctoral Dissertation]. Columbia University; 2017. Available from: https://doi.org/10.7916/D8F76JBV


University of Johannesburg

22. Swanepoel, Tessa Claudia. Critical thinking in history : an educational psychological approach to instruction.

Degree: 2012, University of Johannesburg

D.Ed.

Humanity needs to survive both physically and emotionally in a rapidly changing postmodern world, which has numerous problems. Critical thinking, and particularly strong sense… (more)

Subjects/Keywords: Critical thinking - Study and teaching.; Educational psychology - Research; History - Study and teaching - South Africa

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APA (6th Edition):

Swanepoel, T. C. (2012). Critical thinking in history : an educational psychological approach to instruction. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/6132

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):

Swanepoel, Tessa Claudia. “Critical thinking in history : an educational psychological approach to instruction.” 2012. Thesis, University of Johannesburg. Accessed November 28, 2020. http://hdl.handle.net/10210/6132.

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

MLA Handbook (7th Edition):

Swanepoel, Tessa Claudia. “Critical thinking in history : an educational psychological approach to instruction.” 2012. Web. 28 Nov 2020.

Vancouver:

Swanepoel TC. Critical thinking in history : an educational psychological approach to instruction. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/10210/6132.

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

Council of Science Editors:

Swanepoel TC. Critical thinking in history : an educational psychological approach to instruction. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/6132

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


Columbia University

23. Hartman, Genevieve Louise. Helping Prospective Teachers to Understand Children's Mathematical Thinking.

Degree: 2012, Columbia University

 The primary aim of this study was to investigate the effects of two video-based interventions, one guided, the other non-guided, on pre-service early childhood education… (more)

Subjects/Keywords: Cognitive psychology; Mathematics – Study and teaching; Mathematics – Study and teaching (Preschool); Teachers – Training of

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

APA (6th Edition):

Hartman, G. L. (2012). Helping Prospective Teachers to Understand Children's Mathematical Thinking. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8VQ38N0

Chicago Manual of Style (16th Edition):

Hartman, Genevieve Louise. “Helping Prospective Teachers to Understand Children's Mathematical Thinking.” 2012. Doctoral Dissertation, Columbia University. Accessed November 28, 2020. https://doi.org/10.7916/D8VQ38N0.

MLA Handbook (7th Edition):

Hartman, Genevieve Louise. “Helping Prospective Teachers to Understand Children's Mathematical Thinking.” 2012. Web. 28 Nov 2020.

Vancouver:

Hartman GL. Helping Prospective Teachers to Understand Children's Mathematical Thinking. [Internet] [Doctoral dissertation]. Columbia University; 2012. [cited 2020 Nov 28]. Available from: https://doi.org/10.7916/D8VQ38N0.

Council of Science Editors:

Hartman GL. Helping Prospective Teachers to Understand Children's Mathematical Thinking. [Doctoral Dissertation]. Columbia University; 2012. Available from: https://doi.org/10.7916/D8VQ38N0


Columbia University

24. Alexander, Nathan Napoleon. Statistical Models of Identity and Self-Efficacy in Mathematics on a National Sample of Black Adolescents from HSLS:09.

Degree: 2015, Columbia University

 The research reported in this study examined statistical relations in black adolescents’ identity and self-efficacy beliefs in mathematics. Data for this research study were drawn… (more)

Subjects/Keywords: Mathematics – Study and teaching; Mathematics – Study and teaching (Secondary); Educational psychology; Teenagers, Black

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APA (6th Edition):

Alexander, N. N. (2015). Statistical Models of Identity and Self-Efficacy in Mathematics on a National Sample of Black Adolescents from HSLS:09. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8WS8S9M

Chicago Manual of Style (16th Edition):

Alexander, Nathan Napoleon. “Statistical Models of Identity and Self-Efficacy in Mathematics on a National Sample of Black Adolescents from HSLS:09.” 2015. Doctoral Dissertation, Columbia University. Accessed November 28, 2020. https://doi.org/10.7916/D8WS8S9M.

MLA Handbook (7th Edition):

Alexander, Nathan Napoleon. “Statistical Models of Identity and Self-Efficacy in Mathematics on a National Sample of Black Adolescents from HSLS:09.” 2015. Web. 28 Nov 2020.

Vancouver:

Alexander NN. Statistical Models of Identity and Self-Efficacy in Mathematics on a National Sample of Black Adolescents from HSLS:09. [Internet] [Doctoral dissertation]. Columbia University; 2015. [cited 2020 Nov 28]. Available from: https://doi.org/10.7916/D8WS8S9M.

Council of Science Editors:

Alexander NN. Statistical Models of Identity and Self-Efficacy in Mathematics on a National Sample of Black Adolescents from HSLS:09. [Doctoral Dissertation]. Columbia University; 2015. Available from: https://doi.org/10.7916/D8WS8S9M


Columbia University

25. Schiller, Lauren Kelly. Recharging Rational Number Understanding.

Degree: 2020, Columbia University

 In 1978, only 24% of 8th grade students in the United States correctly answered whether 12/13+7/8 was closest to 1, 2, 19, or 21 (Carpenter,… (more)

Subjects/Keywords: Educational psychology; Mathematics – Study and teaching; Numbers, Rational – Study and teaching; Decimal fractions; Fractions; Percentage

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APA (6th Edition):

Schiller, L. K. (2020). Recharging Rational Number Understanding. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/d8-khmf-ay28

Chicago Manual of Style (16th Edition):

Schiller, Lauren Kelly. “Recharging Rational Number Understanding.” 2020. Doctoral Dissertation, Columbia University. Accessed November 28, 2020. https://doi.org/10.7916/d8-khmf-ay28.

MLA Handbook (7th Edition):

Schiller, Lauren Kelly. “Recharging Rational Number Understanding.” 2020. Web. 28 Nov 2020.

Vancouver:

Schiller LK. Recharging Rational Number Understanding. [Internet] [Doctoral dissertation]. Columbia University; 2020. [cited 2020 Nov 28]. Available from: https://doi.org/10.7916/d8-khmf-ay28.

Council of Science Editors:

Schiller LK. Recharging Rational Number Understanding. [Doctoral Dissertation]. Columbia University; 2020. Available from: https://doi.org/10.7916/d8-khmf-ay28


Michigan State University

26. Nurnberger-Haag, Julie. Moving on a path versus collecting objects : new perspectives to analyze student learning with integer models.

Degree: 2015, Michigan State University

Thesis Ph. D. Michigan State University. Educational Psychology and Educational Technology 2015

Most mathematics beyond middle school requires that students operate with all real numbers,… (more)

Subjects/Keywords: Mathematics – Study and teaching; Number theory – Study and teaching; Education; Mathematics education; Educational psychology

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APA (6th Edition):

Nurnberger-Haag, J. (2015). Moving on a path versus collecting objects : new perspectives to analyze student learning with integer models. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:3575

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):

Nurnberger-Haag, Julie. “Moving on a path versus collecting objects : new perspectives to analyze student learning with integer models.” 2015. Thesis, Michigan State University. Accessed November 28, 2020. http://etd.lib.msu.edu/islandora/object/etd:3575.

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

MLA Handbook (7th Edition):

Nurnberger-Haag, Julie. “Moving on a path versus collecting objects : new perspectives to analyze student learning with integer models.” 2015. Web. 28 Nov 2020.

Vancouver:

Nurnberger-Haag J. Moving on a path versus collecting objects : new perspectives to analyze student learning with integer models. [Internet] [Thesis]. Michigan State University; 2015. [cited 2020 Nov 28]. Available from: http://etd.lib.msu.edu/islandora/object/etd:3575.

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

Council of Science Editors:

Nurnberger-Haag J. Moving on a path versus collecting objects : new perspectives to analyze student learning with integer models. [Thesis]. Michigan State University; 2015. Available from: http://etd.lib.msu.edu/islandora/object/etd:3575

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


Columbia University

27. Albuquerque Matos, Flora. Argumentive Writing as a Collaborative Activity.

Degree: 2018, Columbia University

 Although converging evidence indicates that argumentive thinking and writing are best promoted by collaboration with others, it is still unclear which instructional approaches exert most… (more)

Subjects/Keywords: Cognitive psychology; Educational psychology; Developmental psychology; Debates and debating – Study and teaching; Group work in education; Reasoning – Study and teaching

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APA (6th Edition):

Albuquerque Matos, F. (2018). Argumentive Writing as a Collaborative Activity. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8MW40NM

Chicago Manual of Style (16th Edition):

Albuquerque Matos, Flora. “Argumentive Writing as a Collaborative Activity.” 2018. Doctoral Dissertation, Columbia University. Accessed November 28, 2020. https://doi.org/10.7916/D8MW40NM.

MLA Handbook (7th Edition):

Albuquerque Matos, Flora. “Argumentive Writing as a Collaborative Activity.” 2018. Web. 28 Nov 2020.

Vancouver:

Albuquerque Matos F. Argumentive Writing as a Collaborative Activity. [Internet] [Doctoral dissertation]. Columbia University; 2018. [cited 2020 Nov 28]. Available from: https://doi.org/10.7916/D8MW40NM.

Council of Science Editors:

Albuquerque Matos F. Argumentive Writing as a Collaborative Activity. [Doctoral Dissertation]. Columbia University; 2018. Available from: https://doi.org/10.7916/D8MW40NM


University of Johannesburg

28. Costa, Justine Dianne. The personal and professional selves of intern psychologists : an experiential journey.

Degree: 2011, University of Johannesburg

M.Ed.

Entering the profession of psychology entails participating in professional roles and tasks that deal directly with human contact and development. Therefore, practicing psychology comprises… (more)

Subjects/Keywords: Psychology study and teaching (Internship); Self-actualization (Psychology); Self

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

APA (6th Edition):

Costa, J. D. (2011). The personal and professional selves of intern psychologists : an experiential journey. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/4078

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

Chicago Manual of Style (16th Edition):

Costa, Justine Dianne. “The personal and professional selves of intern psychologists : an experiential journey.” 2011. Thesis, University of Johannesburg. Accessed November 28, 2020. http://hdl.handle.net/10210/4078.

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

MLA Handbook (7th Edition):

Costa, Justine Dianne. “The personal and professional selves of intern psychologists : an experiential journey.” 2011. Web. 28 Nov 2020.

Vancouver:

Costa JD. The personal and professional selves of intern psychologists : an experiential journey. [Internet] [Thesis]. University of Johannesburg; 2011. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/10210/4078.

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

Council of Science Editors:

Costa JD. The personal and professional selves of intern psychologists : an experiential journey. [Thesis]. University of Johannesburg; 2011. Available from: http://hdl.handle.net/10210/4078

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


Florida State University

29. McMackin, Meredith Lin. Assessing the Value of Creative Arts Workshops and Hand Papermaking for Student Veterans in Transition.

Degree: PhD, Art Education, 2016, Florida State University

The majority of veterans entering college today have served during the wars in Iraq and Afghanistan. Coming from an all-volunteer military, this population has expressed… (more)

Subjects/Keywords: Art; Study and teaching; Social psychology; Counseling psychology

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

APA (6th Edition):

McMackin, M. L. (2016). Assessing the Value of Creative Arts Workshops and Hand Papermaking for Student Veterans in Transition. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_2016SU_McMackin_fsu_0071E_13383 ;

Chicago Manual of Style (16th Edition):

McMackin, Meredith Lin. “Assessing the Value of Creative Arts Workshops and Hand Papermaking for Student Veterans in Transition.” 2016. Doctoral Dissertation, Florida State University. Accessed November 28, 2020. http://purl.flvc.org/fsu/fd/FSU_2016SU_McMackin_fsu_0071E_13383 ;.

MLA Handbook (7th Edition):

McMackin, Meredith Lin. “Assessing the Value of Creative Arts Workshops and Hand Papermaking for Student Veterans in Transition.” 2016. Web. 28 Nov 2020.

Vancouver:

McMackin ML. Assessing the Value of Creative Arts Workshops and Hand Papermaking for Student Veterans in Transition. [Internet] [Doctoral dissertation]. Florida State University; 2016. [cited 2020 Nov 28]. Available from: http://purl.flvc.org/fsu/fd/FSU_2016SU_McMackin_fsu_0071E_13383 ;.

Council of Science Editors:

McMackin ML. Assessing the Value of Creative Arts Workshops and Hand Papermaking for Student Veterans in Transition. [Doctoral Dissertation]. Florida State University; 2016. Available from: http://purl.flvc.org/fsu/fd/FSU_2016SU_McMackin_fsu_0071E_13383 ;


Columbia University

30. Vitale, Jonathan Michael. Promoting the Development of an Integrated Numerical Representation through the Coordination of Physical Materials.

Degree: 2012, Columbia University

 How do children use physical and virtual tools to develop new numerical knowledge? While concrete instructional materials may support the delivery of novel information to… (more)

Subjects/Keywords: Cognitive psychology; Mathematics – Study and teaching; Developmental psychology

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

APA (6th Edition):

Vitale, J. M. (2012). Promoting the Development of an Integrated Numerical Representation through the Coordination of Physical Materials. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D89K4JB9

Chicago Manual of Style (16th Edition):

Vitale, Jonathan Michael. “Promoting the Development of an Integrated Numerical Representation through the Coordination of Physical Materials.” 2012. Doctoral Dissertation, Columbia University. Accessed November 28, 2020. https://doi.org/10.7916/D89K4JB9.

MLA Handbook (7th Edition):

Vitale, Jonathan Michael. “Promoting the Development of an Integrated Numerical Representation through the Coordination of Physical Materials.” 2012. Web. 28 Nov 2020.

Vancouver:

Vitale JM. Promoting the Development of an Integrated Numerical Representation through the Coordination of Physical Materials. [Internet] [Doctoral dissertation]. Columbia University; 2012. [cited 2020 Nov 28]. Available from: https://doi.org/10.7916/D89K4JB9.

Council of Science Editors:

Vitale JM. Promoting the Development of an Integrated Numerical Representation through the Coordination of Physical Materials. [Doctoral Dissertation]. Columbia University; 2012. Available from: https://doi.org/10.7916/D89K4JB9

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