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You searched for subject:(Peer interaction). Showing records 1 – 30 of 164 total matches.

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University of Melbourne

1. Aldossary, Marzooq. Peer feedback and the L2 writing of givers and receivers: a quantitative and qualitative longitudinal study involving Saudi students.

Degree: 2017, University of Melbourne

 A growing body of research on the effectiveness of peer feedback for second language (L2) learning has shown that receiving comments from peers contributes to… (more)

Subjects/Keywords: peer feedback; givers; receivers; writing performance; peer interaction

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APA (6th Edition):

Aldossary, M. (2017). Peer feedback and the L2 writing of givers and receivers: a quantitative and qualitative longitudinal study involving Saudi students. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/191750

Chicago Manual of Style (16th Edition):

Aldossary, Marzooq. “Peer feedback and the L2 writing of givers and receivers: a quantitative and qualitative longitudinal study involving Saudi students.” 2017. Doctoral Dissertation, University of Melbourne. Accessed November 28, 2020. http://hdl.handle.net/11343/191750.

MLA Handbook (7th Edition):

Aldossary, Marzooq. “Peer feedback and the L2 writing of givers and receivers: a quantitative and qualitative longitudinal study involving Saudi students.” 2017. Web. 28 Nov 2020.

Vancouver:

Aldossary M. Peer feedback and the L2 writing of givers and receivers: a quantitative and qualitative longitudinal study involving Saudi students. [Internet] [Doctoral dissertation]. University of Melbourne; 2017. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/11343/191750.

Council of Science Editors:

Aldossary M. Peer feedback and the L2 writing of givers and receivers: a quantitative and qualitative longitudinal study involving Saudi students. [Doctoral Dissertation]. University of Melbourne; 2017. Available from: http://hdl.handle.net/11343/191750


Universiteit Utrecht

2. Ariëns, R.A. What is the relationship between observations of peer interaction and teacher reports of prosocial behaviour and problem with peers in pre-schoolers?.

Degree: 2016, Universiteit Utrecht

 While a lot of research has been done concerning peer interaction and its influence on development in preschool children, not much is known about the… (more)

Subjects/Keywords: Peer interaction; preschool; observations; teacher reports

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APA (6th Edition):

Ariëns, R. A. (2016). What is the relationship between observations of peer interaction and teacher reports of prosocial behaviour and problem with peers in pre-schoolers?. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/330477

Chicago Manual of Style (16th Edition):

Ariëns, R A. “What is the relationship between observations of peer interaction and teacher reports of prosocial behaviour and problem with peers in pre-schoolers?.” 2016. Masters Thesis, Universiteit Utrecht. Accessed November 28, 2020. http://dspace.library.uu.nl:8080/handle/1874/330477.

MLA Handbook (7th Edition):

Ariëns, R A. “What is the relationship between observations of peer interaction and teacher reports of prosocial behaviour and problem with peers in pre-schoolers?.” 2016. Web. 28 Nov 2020.

Vancouver:

Ariëns RA. What is the relationship between observations of peer interaction and teacher reports of prosocial behaviour and problem with peers in pre-schoolers?. [Internet] [Masters thesis]. Universiteit Utrecht; 2016. [cited 2020 Nov 28]. Available from: http://dspace.library.uu.nl:8080/handle/1874/330477.

Council of Science Editors:

Ariëns RA. What is the relationship between observations of peer interaction and teacher reports of prosocial behaviour and problem with peers in pre-schoolers?. [Masters Thesis]. Universiteit Utrecht; 2016. Available from: http://dspace.library.uu.nl:8080/handle/1874/330477


University of Rochester

3. Kjenstad, Einar Cathrinus. The cost of being different : peer firm costs of cash holdings.

Degree: PhD, 2017, University of Rochester

 I estimate a dynamic game where firms make external financing decisions and hold cash taking into account the corresponding behavior of their peers. A key… (more)

Subjects/Keywords: Cash; Dynamic game; Peer effects; Strategic interaction.

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APA (6th Edition):

Kjenstad, E. C. (2017). The cost of being different : peer firm costs of cash holdings. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/33105

Chicago Manual of Style (16th Edition):

Kjenstad, Einar Cathrinus. “The cost of being different : peer firm costs of cash holdings.” 2017. Doctoral Dissertation, University of Rochester. Accessed November 28, 2020. http://hdl.handle.net/1802/33105.

MLA Handbook (7th Edition):

Kjenstad, Einar Cathrinus. “The cost of being different : peer firm costs of cash holdings.” 2017. Web. 28 Nov 2020.

Vancouver:

Kjenstad EC. The cost of being different : peer firm costs of cash holdings. [Internet] [Doctoral dissertation]. University of Rochester; 2017. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/1802/33105.

Council of Science Editors:

Kjenstad EC. The cost of being different : peer firm costs of cash holdings. [Doctoral Dissertation]. University of Rochester; 2017. Available from: http://hdl.handle.net/1802/33105


University of Manitoba

4. Simister, Heather Dawn. Converting from a web-based teaching tool to a teaching modality for social anxiety.

Degree: Psychology, 2010, University of Manitoba

 A Web-based teaching tool called WebCAPSI was modified and tested as an online treatment for social anxiety. Two-Hundred and Seventy-Seven Introductory Psychology students at the… (more)

Subjects/Keywords: Social Anxiety; online treatment; peer interaction

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APA (6th Edition):

Simister, H. D. (2010). Converting from a web-based teaching tool to a teaching modality for social anxiety. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/4166

Chicago Manual of Style (16th Edition):

Simister, Heather Dawn. “Converting from a web-based teaching tool to a teaching modality for social anxiety.” 2010. Masters Thesis, University of Manitoba. Accessed November 28, 2020. http://hdl.handle.net/1993/4166.

MLA Handbook (7th Edition):

Simister, Heather Dawn. “Converting from a web-based teaching tool to a teaching modality for social anxiety.” 2010. Web. 28 Nov 2020.

Vancouver:

Simister HD. Converting from a web-based teaching tool to a teaching modality for social anxiety. [Internet] [Masters thesis]. University of Manitoba; 2010. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/1993/4166.

Council of Science Editors:

Simister HD. Converting from a web-based teaching tool to a teaching modality for social anxiety. [Masters Thesis]. University of Manitoba; 2010. Available from: http://hdl.handle.net/1993/4166


University of Georgia

5. Ma, I Mei. The influence of temperament on peer interactions in a computer-supported collaborative learning environment.

Degree: 2014, University of Georgia

 In recent years, computer-supported collaborative learning (CSCL) has received increased attention from teachers and educators. However, little is known about achieving effective computer-supported collaborative learning… (more)

Subjects/Keywords: Temperament; Computer-Supported Collaborative Learning; Peer Interaction

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APA (6th Edition):

Ma, I. M. (2014). The influence of temperament on peer interactions in a computer-supported collaborative learning environment. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/23675

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):

Ma, I Mei. “The influence of temperament on peer interactions in a computer-supported collaborative learning environment.” 2014. Thesis, University of Georgia. Accessed November 28, 2020. http://hdl.handle.net/10724/23675.

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

MLA Handbook (7th Edition):

Ma, I Mei. “The influence of temperament on peer interactions in a computer-supported collaborative learning environment.” 2014. Web. 28 Nov 2020.

Vancouver:

Ma IM. The influence of temperament on peer interactions in a computer-supported collaborative learning environment. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/10724/23675.

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

Council of Science Editors:

Ma IM. The influence of temperament on peer interactions in a computer-supported collaborative learning environment. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/23675

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


University of Georgia

6. Singto, Sayamon. Peer response in college ESL writing classroom.

Degree: 2014, University of Georgia

 Using Conversation Analysis (CA), this study examined how ESL students interacted with one another when engaged in peer response activity in a writing classroom, particularly… (more)

Subjects/Keywords: Peer response; ESL writing; Conversation Analysis; classroom interaction; writing feedback; laughter in peer interaction; politeness.

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APA (6th Edition):

Singto, S. (2014). Peer response in college ESL writing classroom. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/22511

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):

Singto, Sayamon. “Peer response in college ESL writing classroom.” 2014. Thesis, University of Georgia. Accessed November 28, 2020. http://hdl.handle.net/10724/22511.

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

MLA Handbook (7th Edition):

Singto, Sayamon. “Peer response in college ESL writing classroom.” 2014. Web. 28 Nov 2020.

Vancouver:

Singto S. Peer response in college ESL writing classroom. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/10724/22511.

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

Council of Science Editors:

Singto S. Peer response in college ESL writing classroom. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/22511

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


University of Georgia

7. Chapman, Holli Renee. Building discourse relations: the use of requests in a boys' peer group.

Degree: 2014, University of Georgia

 Research in sociolinguistics has revealed that social experience is shaped for and by children in their acts of speech (Cook-Gumperz & Corsaro 1986). Through verbal… (more)

Subjects/Keywords: Requests; Politeness; Face-to-face interaction; Social organization; Peer interaction

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APA (6th Edition):

Chapman, H. R. (2014). Building discourse relations: the use of requests in a boys' peer group. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/20300

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):

Chapman, Holli Renee. “Building discourse relations: the use of requests in a boys' peer group.” 2014. Thesis, University of Georgia. Accessed November 28, 2020. http://hdl.handle.net/10724/20300.

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

MLA Handbook (7th Edition):

Chapman, Holli Renee. “Building discourse relations: the use of requests in a boys' peer group.” 2014. Web. 28 Nov 2020.

Vancouver:

Chapman HR. Building discourse relations: the use of requests in a boys' peer group. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/10724/20300.

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

Council of Science Editors:

Chapman HR. Building discourse relations: the use of requests in a boys' peer group. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/20300

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


Stellenbosch University

8. Tanner, Trudy Jane. Exploring what makes peer interaction effective In leadership teams.

Degree: MCom, Industrial Psychology, 2017, Stellenbosch University

ENGLISH SUMMARY : This study focuses on the fundamental conditions that allow effective task processes within teams in their natural and fully situated context to… (more)

Subjects/Keywords: Peer interaction; Peer groups  – Psychological aspects; Leadership teams; Teams in the workplace  – Management; UCTD

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APA (6th Edition):

Tanner, T. J. (2017). Exploring what makes peer interaction effective In leadership teams. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/101178

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):

Tanner, Trudy Jane. “Exploring what makes peer interaction effective In leadership teams.” 2017. Thesis, Stellenbosch University. Accessed November 28, 2020. http://hdl.handle.net/10019.1/101178.

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

MLA Handbook (7th Edition):

Tanner, Trudy Jane. “Exploring what makes peer interaction effective In leadership teams.” 2017. Web. 28 Nov 2020.

Vancouver:

Tanner TJ. Exploring what makes peer interaction effective In leadership teams. [Internet] [Thesis]. Stellenbosch University; 2017. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/10019.1/101178.

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

Council of Science Editors:

Tanner TJ. Exploring what makes peer interaction effective In leadership teams. [Thesis]. Stellenbosch University; 2017. Available from: http://hdl.handle.net/10019.1/101178

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

9. Simpson, Lisa A. Effect of a Classwide Peer-Mediated Intervention on the Social Interactions of Students with Low-Functioning Autism and the Perceptions of Typical Peers.

Degree: Doctor of Education (EdD), Learning and Instruction, 2013, University of San Francisco

  Students with autism often display significant challenges when acquiring friendships and participating in ongoing relationships with typical peers. The social interaction deficits that characterize… (more)

Subjects/Keywords: autism; peer-mediated intervention; peer perception; social interaction; Education; Special Education and Teaching

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APA (6th Edition):

Simpson, L. A. (2013). Effect of a Classwide Peer-Mediated Intervention on the Social Interactions of Students with Low-Functioning Autism and the Perceptions of Typical Peers. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/63

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):

Simpson, Lisa A. “Effect of a Classwide Peer-Mediated Intervention on the Social Interactions of Students with Low-Functioning Autism and the Perceptions of Typical Peers.” 2013. Thesis, University of San Francisco. Accessed November 28, 2020. https://repository.usfca.edu/diss/63.

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

MLA Handbook (7th Edition):

Simpson, Lisa A. “Effect of a Classwide Peer-Mediated Intervention on the Social Interactions of Students with Low-Functioning Autism and the Perceptions of Typical Peers.” 2013. Web. 28 Nov 2020.

Vancouver:

Simpson LA. Effect of a Classwide Peer-Mediated Intervention on the Social Interactions of Students with Low-Functioning Autism and the Perceptions of Typical Peers. [Internet] [Thesis]. University of San Francisco; 2013. [cited 2020 Nov 28]. Available from: https://repository.usfca.edu/diss/63.

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

Council of Science Editors:

Simpson LA. Effect of a Classwide Peer-Mediated Intervention on the Social Interactions of Students with Low-Functioning Autism and the Perceptions of Typical Peers. [Thesis]. University of San Francisco; 2013. Available from: https://repository.usfca.edu/diss/63

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

10. Lundqvist, Johanna. ”Alla får vara med och leka” - eller? : En studie om barns ”fria lek” i förskolan.

Degree: Teacher Education, 2017, Södertörn University

  In this study we analyse children's play and what access rules children use when they enter an ongoing play. The study also shows, through… (more)

Subjects/Keywords: Preschool; Peer culture; Access Rituals; Social interaction; Peer relations; Interactional spaces; Peer-socialization; Pedagogue's approach; Pedagogy; Pedagogik

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APA (6th Edition):

Lundqvist, J. (2017). ”Alla får vara med och leka” - eller? : En studie om barns ”fria lek” i förskolan. (Thesis). Södertörn University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34185

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):

Lundqvist, Johanna. “”Alla får vara med och leka” - eller? : En studie om barns ”fria lek” i förskolan.” 2017. Thesis, Södertörn University. Accessed November 28, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34185.

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

MLA Handbook (7th Edition):

Lundqvist, Johanna. “”Alla får vara med och leka” - eller? : En studie om barns ”fria lek” i förskolan.” 2017. Web. 28 Nov 2020.

Vancouver:

Lundqvist J. ”Alla får vara med och leka” - eller? : En studie om barns ”fria lek” i förskolan. [Internet] [Thesis]. Södertörn University; 2017. [cited 2020 Nov 28]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34185.

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

Council of Science Editors:

Lundqvist J. ”Alla får vara med och leka” - eller? : En studie om barns ”fria lek” i förskolan. [Thesis]. Södertörn University; 2017. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34185

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


Penn State University

11. Therrien, Michelle Christine. TEACHING COMMUNICATIVE TURN TAKING USING THE IPAD© TO PROMOTE SOCIAL INTERACTION FOR PRESCHOOL CHILDREN WITH CCN AND THEIR PEERS.

Degree: 2016, Penn State University

 Positive interactions with peers impact future success in many domains, including language development and relationship development. Children with complex communication needs (CCN), especially those with… (more)

Subjects/Keywords: social interaction; peer interaction; augmentative and alternative communication; autism spectrum disorder; mobile technology; intervention

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APA (6th Edition):

Therrien, M. C. (2016). TEACHING COMMUNICATIVE TURN TAKING USING THE IPAD© TO PROMOTE SOCIAL INTERACTION FOR PRESCHOOL CHILDREN WITH CCN AND THEIR PEERS. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/13343mct168

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):

Therrien, Michelle Christine. “TEACHING COMMUNICATIVE TURN TAKING USING THE IPAD© TO PROMOTE SOCIAL INTERACTION FOR PRESCHOOL CHILDREN WITH CCN AND THEIR PEERS.” 2016. Thesis, Penn State University. Accessed November 28, 2020. https://submit-etda.libraries.psu.edu/catalog/13343mct168.

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

MLA Handbook (7th Edition):

Therrien, Michelle Christine. “TEACHING COMMUNICATIVE TURN TAKING USING THE IPAD© TO PROMOTE SOCIAL INTERACTION FOR PRESCHOOL CHILDREN WITH CCN AND THEIR PEERS.” 2016. Web. 28 Nov 2020.

Vancouver:

Therrien MC. TEACHING COMMUNICATIVE TURN TAKING USING THE IPAD© TO PROMOTE SOCIAL INTERACTION FOR PRESCHOOL CHILDREN WITH CCN AND THEIR PEERS. [Internet] [Thesis]. Penn State University; 2016. [cited 2020 Nov 28]. Available from: https://submit-etda.libraries.psu.edu/catalog/13343mct168.

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

Council of Science Editors:

Therrien MC. TEACHING COMMUNICATIVE TURN TAKING USING THE IPAD© TO PROMOTE SOCIAL INTERACTION FOR PRESCHOOL CHILDREN WITH CCN AND THEIR PEERS. [Thesis]. Penn State University; 2016. Available from: https://submit-etda.libraries.psu.edu/catalog/13343mct168

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


Universiteit Utrecht

12. Bosch, M.T.J. van den. Ontwikkeling van de woordenschat: in hoeverre dragen jonge kinderen kennis aan elkaar over?.

Degree: 2012, Universiteit Utrecht

 Het doel van deze studie was om te onderzoeken of jonge kinderen, met betrekking tot de woordenschatontwikkeling, van elkaar kunnen leren. Met andere woorden, kunnen… (more)

Subjects/Keywords: Sociale Wetenschappen; pre-schoolers; vocabulary growth; peer interaction; cooperative learning

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APA (6th Edition):

Bosch, M. T. J. v. d. (2012). Ontwikkeling van de woordenschat: in hoeverre dragen jonge kinderen kennis aan elkaar over?. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/252291

Chicago Manual of Style (16th Edition):

Bosch, M T J van den. “Ontwikkeling van de woordenschat: in hoeverre dragen jonge kinderen kennis aan elkaar over?.” 2012. Masters Thesis, Universiteit Utrecht. Accessed November 28, 2020. http://dspace.library.uu.nl:8080/handle/1874/252291.

MLA Handbook (7th Edition):

Bosch, M T J van den. “Ontwikkeling van de woordenschat: in hoeverre dragen jonge kinderen kennis aan elkaar over?.” 2012. Web. 28 Nov 2020.

Vancouver:

Bosch MTJvd. Ontwikkeling van de woordenschat: in hoeverre dragen jonge kinderen kennis aan elkaar over?. [Internet] [Masters thesis]. Universiteit Utrecht; 2012. [cited 2020 Nov 28]. Available from: http://dspace.library.uu.nl:8080/handle/1874/252291.

Council of Science Editors:

Bosch MTJvd. Ontwikkeling van de woordenschat: in hoeverre dragen jonge kinderen kennis aan elkaar over?. [Masters Thesis]. Universiteit Utrecht; 2012. Available from: http://dspace.library.uu.nl:8080/handle/1874/252291


Universiteit Utrecht

13. Bosch, M.T.J. van den. Ontwikkeling van de woordenschat: in hoeverre dragen jonge kinderen kennis aan elkaar over?.

Degree: 2012, Universiteit Utrecht

 Het doel van deze studie was om te onderzoeken of jonge kinderen, met betrekking tot de woordenschatontwikkeling, van elkaar kunnen leren. Met andere woorden, kunnen… (more)

Subjects/Keywords: Sociale Wetenschappen; pre-schoolers; vocabulary growth; peer interaction; cooperative learning

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

APA (6th Edition):

Bosch, M. T. J. v. d. (2012). Ontwikkeling van de woordenschat: in hoeverre dragen jonge kinderen kennis aan elkaar over?. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/254229

Chicago Manual of Style (16th Edition):

Bosch, M T J van den. “Ontwikkeling van de woordenschat: in hoeverre dragen jonge kinderen kennis aan elkaar over?.” 2012. Masters Thesis, Universiteit Utrecht. Accessed November 28, 2020. http://dspace.library.uu.nl:8080/handle/1874/254229.

MLA Handbook (7th Edition):

Bosch, M T J van den. “Ontwikkeling van de woordenschat: in hoeverre dragen jonge kinderen kennis aan elkaar over?.” 2012. Web. 28 Nov 2020.

Vancouver:

Bosch MTJvd. Ontwikkeling van de woordenschat: in hoeverre dragen jonge kinderen kennis aan elkaar over?. [Internet] [Masters thesis]. Universiteit Utrecht; 2012. [cited 2020 Nov 28]. Available from: http://dspace.library.uu.nl:8080/handle/1874/254229.

Council of Science Editors:

Bosch MTJvd. Ontwikkeling van de woordenschat: in hoeverre dragen jonge kinderen kennis aan elkaar over?. [Masters Thesis]. Universiteit Utrecht; 2012. Available from: http://dspace.library.uu.nl:8080/handle/1874/254229


Vanderbilt University

14. Biggs, Elizabeth Erin. Embedding Peer-Implemented Aided AAC Modeling within a Peer Network Intervention for Students with Complex Communication Needs.

Degree: PhD, Special Education, 2017, Vanderbilt University

 Educators need strategies to build the communication skills of students learning to use aided augmentative and alternative communication (AAC), while also supporting their meaningful participation… (more)

Subjects/Keywords: communication; augmentative and alternative communication (AAC); Peer interaction; Intellectual disability; Autism

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APA (6th Edition):

Biggs, E. E. (2017). Embedding Peer-Implemented Aided AAC Modeling within a Peer Network Intervention for Students with Complex Communication Needs. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/10775

Chicago Manual of Style (16th Edition):

Biggs, Elizabeth Erin. “Embedding Peer-Implemented Aided AAC Modeling within a Peer Network Intervention for Students with Complex Communication Needs.” 2017. Doctoral Dissertation, Vanderbilt University. Accessed November 28, 2020. http://hdl.handle.net/1803/10775.

MLA Handbook (7th Edition):

Biggs, Elizabeth Erin. “Embedding Peer-Implemented Aided AAC Modeling within a Peer Network Intervention for Students with Complex Communication Needs.” 2017. Web. 28 Nov 2020.

Vancouver:

Biggs EE. Embedding Peer-Implemented Aided AAC Modeling within a Peer Network Intervention for Students with Complex Communication Needs. [Internet] [Doctoral dissertation]. Vanderbilt University; 2017. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/1803/10775.

Council of Science Editors:

Biggs EE. Embedding Peer-Implemented Aided AAC Modeling within a Peer Network Intervention for Students with Complex Communication Needs. [Doctoral Dissertation]. Vanderbilt University; 2017. Available from: http://hdl.handle.net/1803/10775


Penn State University

15. Boyle, Aisling Susannah. THE EFFECTS OF DIGITAL TEXTS WITH TRANSITION TO LITERACY FEATURES ON THE SIGHT WORD RECOGNTION SKILLS OF YOUNG CHILDREN WITH DISABILITIES.

Degree: 2018, Penn State University

 Acquiring sight words aids children in developing phonemic awareness and phonics skills, and supports participation in early reading activities. Previous research has indicated children with… (more)

Subjects/Keywords: digital texts; shared reading; sight word recognition; peer interaction

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

APA (6th Edition):

Boyle, A. S. (2018). THE EFFECTS OF DIGITAL TEXTS WITH TRANSITION TO LITERACY FEATURES ON THE SIGHT WORD RECOGNTION SKILLS OF YOUNG CHILDREN WITH DISABILITIES. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/15544asb246

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):

Boyle, Aisling Susannah. “THE EFFECTS OF DIGITAL TEXTS WITH TRANSITION TO LITERACY FEATURES ON THE SIGHT WORD RECOGNTION SKILLS OF YOUNG CHILDREN WITH DISABILITIES.” 2018. Thesis, Penn State University. Accessed November 28, 2020. https://submit-etda.libraries.psu.edu/catalog/15544asb246.

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

MLA Handbook (7th Edition):

Boyle, Aisling Susannah. “THE EFFECTS OF DIGITAL TEXTS WITH TRANSITION TO LITERACY FEATURES ON THE SIGHT WORD RECOGNTION SKILLS OF YOUNG CHILDREN WITH DISABILITIES.” 2018. Web. 28 Nov 2020.

Vancouver:

Boyle AS. THE EFFECTS OF DIGITAL TEXTS WITH TRANSITION TO LITERACY FEATURES ON THE SIGHT WORD RECOGNTION SKILLS OF YOUNG CHILDREN WITH DISABILITIES. [Internet] [Thesis]. Penn State University; 2018. [cited 2020 Nov 28]. Available from: https://submit-etda.libraries.psu.edu/catalog/15544asb246.

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

Council of Science Editors:

Boyle AS. THE EFFECTS OF DIGITAL TEXTS WITH TRANSITION TO LITERACY FEATURES ON THE SIGHT WORD RECOGNTION SKILLS OF YOUNG CHILDREN WITH DISABILITIES. [Thesis]. Penn State University; 2018. Available from: https://submit-etda.libraries.psu.edu/catalog/15544asb246

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


Penn State University

16. YOO, SUHYUN. ENHANCING STUDENTS’ CRITICAL THINKING IN SCIENCE: A TWO-YEAR DESIGN BASED EXPLORATION IN A LARGE UNDERGRADUATE SCIENCE COURSE .

Degree: 2011, Penn State University

 The purpose of this study was to explore how to enhance students’ critical thinking in an introductory undergraduate science course. As a design experiment, this… (more)

Subjects/Keywords: Science Education; Design Experiment; Question Prompts; Peer Interaction; Authentic Task

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APA (6th Edition):

YOO, S. (2011). ENHANCING STUDENTS’ CRITICAL THINKING IN SCIENCE: A TWO-YEAR DESIGN BASED EXPLORATION IN A LARGE UNDERGRADUATE SCIENCE COURSE . (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/12630

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):

YOO, SUHYUN. “ENHANCING STUDENTS’ CRITICAL THINKING IN SCIENCE: A TWO-YEAR DESIGN BASED EXPLORATION IN A LARGE UNDERGRADUATE SCIENCE COURSE .” 2011. Thesis, Penn State University. Accessed November 28, 2020. https://submit-etda.libraries.psu.edu/catalog/12630.

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

MLA Handbook (7th Edition):

YOO, SUHYUN. “ENHANCING STUDENTS’ CRITICAL THINKING IN SCIENCE: A TWO-YEAR DESIGN BASED EXPLORATION IN A LARGE UNDERGRADUATE SCIENCE COURSE .” 2011. Web. 28 Nov 2020.

Vancouver:

YOO S. ENHANCING STUDENTS’ CRITICAL THINKING IN SCIENCE: A TWO-YEAR DESIGN BASED EXPLORATION IN A LARGE UNDERGRADUATE SCIENCE COURSE . [Internet] [Thesis]. Penn State University; 2011. [cited 2020 Nov 28]. Available from: https://submit-etda.libraries.psu.edu/catalog/12630.

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

Council of Science Editors:

YOO S. ENHANCING STUDENTS’ CRITICAL THINKING IN SCIENCE: A TWO-YEAR DESIGN BASED EXPLORATION IN A LARGE UNDERGRADUATE SCIENCE COURSE . [Thesis]. Penn State University; 2011. Available from: https://submit-etda.libraries.psu.edu/catalog/12630

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


Victoria University of Wellington

17. Mukai, Shota. Peer Interaction Opportunities for Non-Native-Speaker-of-English International Students in Postgraduate Courses of a NZ University.

Degree: 2017, Victoria University of Wellington

 In educational/academic contexts, participation in spoken interaction has been drawing attention as a potential source of problems for second language learners (Ferris & Tagg, 1996).… (more)

Subjects/Keywords: English for Academic Purposes; International Education; Peer Interaction

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

APA (6th Edition):

Mukai, S. (2017). Peer Interaction Opportunities for Non-Native-Speaker-of-English International Students in Postgraduate Courses of a NZ University. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/6264

Chicago Manual of Style (16th Edition):

Mukai, Shota. “Peer Interaction Opportunities for Non-Native-Speaker-of-English International Students in Postgraduate Courses of a NZ University.” 2017. Doctoral Dissertation, Victoria University of Wellington. Accessed November 28, 2020. http://hdl.handle.net/10063/6264.

MLA Handbook (7th Edition):

Mukai, Shota. “Peer Interaction Opportunities for Non-Native-Speaker-of-English International Students in Postgraduate Courses of a NZ University.” 2017. Web. 28 Nov 2020.

Vancouver:

Mukai S. Peer Interaction Opportunities for Non-Native-Speaker-of-English International Students in Postgraduate Courses of a NZ University. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2017. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/10063/6264.

Council of Science Editors:

Mukai S. Peer Interaction Opportunities for Non-Native-Speaker-of-English International Students in Postgraduate Courses of a NZ University. [Doctoral Dissertation]. Victoria University of Wellington; 2017. Available from: http://hdl.handle.net/10063/6264

18. Baxter, Kathryn. An initial evaluation of a teaching assistant delivered intervention to increase peer interaction for pupils with ASD within a mainstream primary school.

Degree: Thesis (D.Ed.Chi.Psy.), 2014, University of Manchester

 Research has shown that social interaction and the development of friendships is important in promoting academic, personal and emotional development. Social interaction is a core… (more)

Subjects/Keywords: 371.94; ASD; Teaching assistants (TA); intervention; peer interaction; autism; mainstream

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APA (6th Edition):

Baxter, K. (2014). An initial evaluation of a teaching assistant delivered intervention to increase peer interaction for pupils with ASD within a mainstream primary school. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/an-initial-evaluation-of-a-teaching-assistant-delivered-intervention-to-increase-peer-interaction-for-pupils-with-asd-within-a-mainstream-primary-school(b9492643-d0bb-4707-906d-5eb57afa3c59).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.632298

Chicago Manual of Style (16th Edition):

Baxter, Kathryn. “An initial evaluation of a teaching assistant delivered intervention to increase peer interaction for pupils with ASD within a mainstream primary school.” 2014. Doctoral Dissertation, University of Manchester. Accessed November 28, 2020. https://www.research.manchester.ac.uk/portal/en/theses/an-initial-evaluation-of-a-teaching-assistant-delivered-intervention-to-increase-peer-interaction-for-pupils-with-asd-within-a-mainstream-primary-school(b9492643-d0bb-4707-906d-5eb57afa3c59).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.632298.

MLA Handbook (7th Edition):

Baxter, Kathryn. “An initial evaluation of a teaching assistant delivered intervention to increase peer interaction for pupils with ASD within a mainstream primary school.” 2014. Web. 28 Nov 2020.

Vancouver:

Baxter K. An initial evaluation of a teaching assistant delivered intervention to increase peer interaction for pupils with ASD within a mainstream primary school. [Internet] [Doctoral dissertation]. University of Manchester; 2014. [cited 2020 Nov 28]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/an-initial-evaluation-of-a-teaching-assistant-delivered-intervention-to-increase-peer-interaction-for-pupils-with-asd-within-a-mainstream-primary-school(b9492643-d0bb-4707-906d-5eb57afa3c59).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.632298.

Council of Science Editors:

Baxter K. An initial evaluation of a teaching assistant delivered intervention to increase peer interaction for pupils with ASD within a mainstream primary school. [Doctoral Dissertation]. University of Manchester; 2014. Available from: https://www.research.manchester.ac.uk/portal/en/theses/an-initial-evaluation-of-a-teaching-assistant-delivered-intervention-to-increase-peer-interaction-for-pupils-with-asd-within-a-mainstream-primary-school(b9492643-d0bb-4707-906d-5eb57afa3c59).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.632298


Florida Atlantic University

19. Dirghangi, Shrija R. On the Importance of Being Fun: Over Time Associations Between Perceptions of Fun and Changes in Peer Preference and Popularity.

Degree: 2016, Florida Atlantic University

Summary: In this short- term longitudinal study (N=428), the unique predictive association between the positive peer nominated characteristic of being fun and peer status (peer(more)

Subjects/Keywords: Peer pressure; Popularity; Social acceptance; Social interaction in children; Social status

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APA (6th Edition):

Dirghangi, S. R. (2016). On the Importance of Being Fun: Over Time Associations Between Perceptions of Fun and Changes in Peer Preference and Popularity. (Thesis). Florida Atlantic University. Retrieved from http://purl.flvc.org/fau/fd/FA00004690 ; (URL) http://purl.flvc.org/fau/fd/FA00004690

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):

Dirghangi, Shrija R. “On the Importance of Being Fun: Over Time Associations Between Perceptions of Fun and Changes in Peer Preference and Popularity.” 2016. Thesis, Florida Atlantic University. Accessed November 28, 2020. http://purl.flvc.org/fau/fd/FA00004690 ; (URL) http://purl.flvc.org/fau/fd/FA00004690.

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

MLA Handbook (7th Edition):

Dirghangi, Shrija R. “On the Importance of Being Fun: Over Time Associations Between Perceptions of Fun and Changes in Peer Preference and Popularity.” 2016. Web. 28 Nov 2020.

Vancouver:

Dirghangi SR. On the Importance of Being Fun: Over Time Associations Between Perceptions of Fun and Changes in Peer Preference and Popularity. [Internet] [Thesis]. Florida Atlantic University; 2016. [cited 2020 Nov 28]. Available from: http://purl.flvc.org/fau/fd/FA00004690 ; (URL) http://purl.flvc.org/fau/fd/FA00004690.

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

Council of Science Editors:

Dirghangi SR. On the Importance of Being Fun: Over Time Associations Between Perceptions of Fun and Changes in Peer Preference and Popularity. [Thesis]. Florida Atlantic University; 2016. Available from: http://purl.flvc.org/fau/fd/FA00004690 ; (URL) http://purl.flvc.org/fau/fd/FA00004690

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

20. Jantz, Karolina. Att förstå barns makt i lek : En diskursanalys om hur makt i lek omtalas av pedagoger i förskolan.

Degree: Teacher Education, 2018, Södertörn University

  As play is of great importance for children's well-being and development, there is a value in examining it. This study examines children's play from a… (more)

Subjects/Keywords: Power; preschool; play; peer-culture; social-interaction; communication; knowledge.; Pedagogy; Pedagogik

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

APA (6th Edition):

Jantz, K. (2018). Att förstå barns makt i lek : En diskursanalys om hur makt i lek omtalas av pedagoger i förskolan. (Thesis). Södertörn University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-37725

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):

Jantz, Karolina. “Att förstå barns makt i lek : En diskursanalys om hur makt i lek omtalas av pedagoger i förskolan.” 2018. Thesis, Södertörn University. Accessed November 28, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-37725.

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

MLA Handbook (7th Edition):

Jantz, Karolina. “Att förstå barns makt i lek : En diskursanalys om hur makt i lek omtalas av pedagoger i förskolan.” 2018. Web. 28 Nov 2020.

Vancouver:

Jantz K. Att förstå barns makt i lek : En diskursanalys om hur makt i lek omtalas av pedagoger i förskolan. [Internet] [Thesis]. Södertörn University; 2018. [cited 2020 Nov 28]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-37725.

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

Council of Science Editors:

Jantz K. Att förstå barns makt i lek : En diskursanalys om hur makt i lek omtalas av pedagoger i förskolan. [Thesis]. Södertörn University; 2018. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-37725

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


University of Washington

21. Myatich, Lindsay M. A Descriptive Analysis of the Social Interaction Skills of First Grade Children.

Degree: PhD, 2014, University of Washington

 This study investigated the peer interactions of 11 typically developing (TD) and 15 children with an autism spectrum disorder (ASD) at the end of first… (more)

Subjects/Keywords: autism; elementary; peer interaction; social skills group; Special education; education - seattle

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

APA (6th Edition):

Myatich, L. M. (2014). A Descriptive Analysis of the Social Interaction Skills of First Grade Children. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/27135

Chicago Manual of Style (16th Edition):

Myatich, Lindsay M. “A Descriptive Analysis of the Social Interaction Skills of First Grade Children.” 2014. Doctoral Dissertation, University of Washington. Accessed November 28, 2020. http://hdl.handle.net/1773/27135.

MLA Handbook (7th Edition):

Myatich, Lindsay M. “A Descriptive Analysis of the Social Interaction Skills of First Grade Children.” 2014. Web. 28 Nov 2020.

Vancouver:

Myatich LM. A Descriptive Analysis of the Social Interaction Skills of First Grade Children. [Internet] [Doctoral dissertation]. University of Washington; 2014. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/1773/27135.

Council of Science Editors:

Myatich LM. A Descriptive Analysis of the Social Interaction Skills of First Grade Children. [Doctoral Dissertation]. University of Washington; 2014. Available from: http://hdl.handle.net/1773/27135


University of Minnesota

22. Thebault-Spieker, Jacob. Understanding Geographic Bias in Crowd Systems.

Degree: PhD, Computer Science, 2017, University of Minnesota

 Crowd platforms are increasingly geographic, from the sharing economy to peer production systems like OpenStreetMap. Unfortunately, this means that existing geographic advantages or disadvantages (e.g.… (more)

Subjects/Keywords: bias; geography; human computer interaction; peer production; sharing economy

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APA (6th Edition):

Thebault-Spieker, J. (2017). Understanding Geographic Bias in Crowd Systems. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/194542

Chicago Manual of Style (16th Edition):

Thebault-Spieker, Jacob. “Understanding Geographic Bias in Crowd Systems.” 2017. Doctoral Dissertation, University of Minnesota. Accessed November 28, 2020. http://hdl.handle.net/11299/194542.

MLA Handbook (7th Edition):

Thebault-Spieker, Jacob. “Understanding Geographic Bias in Crowd Systems.” 2017. Web. 28 Nov 2020.

Vancouver:

Thebault-Spieker J. Understanding Geographic Bias in Crowd Systems. [Internet] [Doctoral dissertation]. University of Minnesota; 2017. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/11299/194542.

Council of Science Editors:

Thebault-Spieker J. Understanding Geographic Bias in Crowd Systems. [Doctoral Dissertation]. University of Minnesota; 2017. Available from: http://hdl.handle.net/11299/194542


University of Texas – Austin

23. -8882-7752. Improving social interaction between students with autism spectrum disorder and their peers in inclusive settings.

Degree: PhD, Special Education, 2018, University of Texas – Austin

 As the inclusion of students with autism spectrum disorder (ASD) in settings with typically developing peers has become a recommended practice in education, children with… (more)

Subjects/Keywords: Autism spectrum disorder; Inclusion; Social skills; Peer interaction; Intervention

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

APA (6th Edition):

-8882-7752. (2018). Improving social interaction between students with autism spectrum disorder and their peers in inclusive settings. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/63377

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-8882-7752. “Improving social interaction between students with autism spectrum disorder and their peers in inclusive settings.” 2018. Doctoral Dissertation, University of Texas – Austin. Accessed November 28, 2020. http://hdl.handle.net/2152/63377.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-8882-7752. “Improving social interaction between students with autism spectrum disorder and their peers in inclusive settings.” 2018. Web. 28 Nov 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-8882-7752. Improving social interaction between students with autism spectrum disorder and their peers in inclusive settings. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2018. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/2152/63377.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-8882-7752. Improving social interaction between students with autism spectrum disorder and their peers in inclusive settings. [Doctoral Dissertation]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/63377

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


University of Cincinnati

24. Yen, Man-Ching. Principles For The Successful Development of Social Playthings.

Degree: MDES, Design, Architecture, Art and Planning: Design, 2010, University of Cincinnati

 The purpose of this study is to enhance interpersonal skills between preschoolers and their peers. Young Children, ages 3 through 5, learn mostly from people… (more)

Subjects/Keywords: Design; preschooler; peer play; peer interaction; social skill; communication

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APA (6th Edition):

Yen, M. (2010). Principles For The Successful Development of Social Playthings. (Masters Thesis). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1282317713

Chicago Manual of Style (16th Edition):

Yen, Man-Ching. “Principles For The Successful Development of Social Playthings.” 2010. Masters Thesis, University of Cincinnati. Accessed November 28, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1282317713.

MLA Handbook (7th Edition):

Yen, Man-Ching. “Principles For The Successful Development of Social Playthings.” 2010. Web. 28 Nov 2020.

Vancouver:

Yen M. Principles For The Successful Development of Social Playthings. [Internet] [Masters thesis]. University of Cincinnati; 2010. [cited 2020 Nov 28]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1282317713.

Council of Science Editors:

Yen M. Principles For The Successful Development of Social Playthings. [Masters Thesis]. University of Cincinnati; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1282317713


University of South Africa

25. Koekemoer, Leonie. Positive peer pressure that adolescent boys experience at a single-gender high school in Gauteng .

Degree: 2018, University of South Africa

 The purpose of the empirical study is to determine the nature of the peer pressure that boys experience at a single-gender school. A literature study… (more)

Subjects/Keywords: Adolescents; Adolescence; Adolescent development; Peer groups; Peer pressure; Peer interaction; Peer relations; Peer acceptance; Behaviour; Self-concept; Parent-child relationships; Single-gender education; Co-educational schooling; Motivation; Stress; Academic performance; Extra-curricular participation; Relationship with peers

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APA (6th Edition):

Koekemoer, L. (2018). Positive peer pressure that adolescent boys experience at a single-gender high school in Gauteng . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/26247

Chicago Manual of Style (16th Edition):

Koekemoer, Leonie. “Positive peer pressure that adolescent boys experience at a single-gender high school in Gauteng .” 2018. Masters Thesis, University of South Africa. Accessed November 28, 2020. http://hdl.handle.net/10500/26247.

MLA Handbook (7th Edition):

Koekemoer, Leonie. “Positive peer pressure that adolescent boys experience at a single-gender high school in Gauteng .” 2018. Web. 28 Nov 2020.

Vancouver:

Koekemoer L. Positive peer pressure that adolescent boys experience at a single-gender high school in Gauteng . [Internet] [Masters thesis]. University of South Africa; 2018. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/10500/26247.

Council of Science Editors:

Koekemoer L. Positive peer pressure that adolescent boys experience at a single-gender high school in Gauteng . [Masters Thesis]. University of South Africa; 2018. Available from: http://hdl.handle.net/10500/26247


NSYSU

26. Chen, Li-Ling. The Effect of Game-feedback and Peer-interaction on Learning Outcome and Intention of Use.

Degree: Master, Information Management, 2012, NSYSU

 With the rapid development of information and communication technologies (ICTs), researchers have been engaging in exploring the potential of ICTs on educational settings. Game-based learning… (more)

Subjects/Keywords: Game-based learning; e-Learning; Feedback; Peer-interaction; Learning Performance; Intention of Use

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APA (6th Edition):

Chen, L. (2012). The Effect of Game-feedback and Peer-interaction on Learning Outcome and Intention of Use. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0812112-024807

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):

Chen, Li-Ling. “The Effect of Game-feedback and Peer-interaction on Learning Outcome and Intention of Use.” 2012. Thesis, NSYSU. Accessed November 28, 2020. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0812112-024807.

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

MLA Handbook (7th Edition):

Chen, Li-Ling. “The Effect of Game-feedback and Peer-interaction on Learning Outcome and Intention of Use.” 2012. Web. 28 Nov 2020.

Vancouver:

Chen L. The Effect of Game-feedback and Peer-interaction on Learning Outcome and Intention of Use. [Internet] [Thesis]. NSYSU; 2012. [cited 2020 Nov 28]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0812112-024807.

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

Council of Science Editors:

Chen L. The Effect of Game-feedback and Peer-interaction on Learning Outcome and Intention of Use. [Thesis]. NSYSU; 2012. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0812112-024807

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

27. Fradinho, Joana Caneca. Estudo da qualidade da vinculação e da amizade em adolescentes isolados retraídos e isolados agressivos.

Degree: 2012, ISPA

Dissertação de Mestrado em Psicologia Clínica

Este trabalho tem como objectivo comparar adolescentes isolados por retraimento e agressividade com um grupo de controlo, quer ao… (more)

Subjects/Keywords: Vinculação; Agressividade; Interacção de pares; Isolamento; Amizade; Attachment; Aggression; Peer interaction; Withdrawal; Friendship

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

APA (6th Edition):

Fradinho, J. C. (2012). Estudo da qualidade da vinculação e da amizade em adolescentes isolados retraídos e isolados agressivos. (Thesis). ISPA. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ispa.pt:10400.12/2261

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):

Fradinho, Joana Caneca. “Estudo da qualidade da vinculação e da amizade em adolescentes isolados retraídos e isolados agressivos.” 2012. Thesis, ISPA. Accessed November 28, 2020. http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ispa.pt:10400.12/2261.

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

MLA Handbook (7th Edition):

Fradinho, Joana Caneca. “Estudo da qualidade da vinculação e da amizade em adolescentes isolados retraídos e isolados agressivos.” 2012. Web. 28 Nov 2020.

Vancouver:

Fradinho JC. Estudo da qualidade da vinculação e da amizade em adolescentes isolados retraídos e isolados agressivos. [Internet] [Thesis]. ISPA; 2012. [cited 2020 Nov 28]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ispa.pt:10400.12/2261.

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

Council of Science Editors:

Fradinho JC. Estudo da qualidade da vinculação e da amizade em adolescentes isolados retraídos e isolados agressivos. [Thesis]. ISPA; 2012. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ispa.pt:10400.12/2261

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


University of California – Berkeley

28. Bottema, Kristen Marie. Adolescents with social disabilities and their peers: Intervention, identity, and judgments about exclusion.

Degree: Education, 2011, University of California – Berkeley

 The first study in this series combines quantitative and qualitative methodologies to explore a social group intervention designed to promote engagement between teenagers with social… (more)

Subjects/Keywords: Special education; Psychology; Sociolinguistics; Adolescents; Autism; Identity; Moral Development; Peer Intervention; Social Interaction

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

APA (6th Edition):

Bottema, K. M. (2011). Adolescents with social disabilities and their peers: Intervention, identity, and judgments about exclusion. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/52h9150d

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):

Bottema, Kristen Marie. “Adolescents with social disabilities and their peers: Intervention, identity, and judgments about exclusion.” 2011. Thesis, University of California – Berkeley. Accessed November 28, 2020. http://www.escholarship.org/uc/item/52h9150d.

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

MLA Handbook (7th Edition):

Bottema, Kristen Marie. “Adolescents with social disabilities and their peers: Intervention, identity, and judgments about exclusion.” 2011. Web. 28 Nov 2020.

Vancouver:

Bottema KM. Adolescents with social disabilities and their peers: Intervention, identity, and judgments about exclusion. [Internet] [Thesis]. University of California – Berkeley; 2011. [cited 2020 Nov 28]. Available from: http://www.escholarship.org/uc/item/52h9150d.

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

Council of Science Editors:

Bottema KM. Adolescents with social disabilities and their peers: Intervention, identity, and judgments about exclusion. [Thesis]. University of California – Berkeley; 2011. Available from: http://www.escholarship.org/uc/item/52h9150d

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


Tampere University

29. Madureira Ferreira, Juliene. Inclusive Early Childhood Education and the Role of Peer Interaction: Brazil and Finland in dialogue .

Degree: 2018, Tampere University

 Tutkimuksen tarkoituksena on tarkastella päiväkodeissa tapahtuvaa inklusiivista varhaiskasvatusta kulttuurihistoriallisen viitekehyksessä peilaten erityisesti merkitysverkostoteoriaan. Tutkimuksen keskeisin tavoite oli tuoda esiin erilaisia ja monitahoisia tekijöitä, jotka tukevat… (more)

Subjects/Keywords: inklusiivinen varhaiskasvatus ; vertaisvuorovaikutus ; inhimillinen kehitys ; osallisuus ; Inclusive Early Childhood Education ; Peer Interaction ; Human Development ; Participation

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

APA (6th Edition):

Madureira Ferreira, J. (2018). Inclusive Early Childhood Education and the Role of Peer Interaction: Brazil and Finland in dialogue . (Doctoral Dissertation). Tampere University. Retrieved from https://trepo.tuni.fi/handle/10024/104470

Chicago Manual of Style (16th Edition):

Madureira Ferreira, Juliene. “Inclusive Early Childhood Education and the Role of Peer Interaction: Brazil and Finland in dialogue .” 2018. Doctoral Dissertation, Tampere University. Accessed November 28, 2020. https://trepo.tuni.fi/handle/10024/104470.

MLA Handbook (7th Edition):

Madureira Ferreira, Juliene. “Inclusive Early Childhood Education and the Role of Peer Interaction: Brazil and Finland in dialogue .” 2018. Web. 28 Nov 2020.

Vancouver:

Madureira Ferreira J. Inclusive Early Childhood Education and the Role of Peer Interaction: Brazil and Finland in dialogue . [Internet] [Doctoral dissertation]. Tampere University; 2018. [cited 2020 Nov 28]. Available from: https://trepo.tuni.fi/handle/10024/104470.

Council of Science Editors:

Madureira Ferreira J. Inclusive Early Childhood Education and the Role of Peer Interaction: Brazil and Finland in dialogue . [Doctoral Dissertation]. Tampere University; 2018. Available from: https://trepo.tuni.fi/handle/10024/104470

30. Machado, Paulo de Castro Marcondes. Estados primitivos em Creta: a administração neopalacial e as unidades sócio-políticas minóicas.

Degree: PhD, Arqueologia, 2009, University of São Paulo

A civilização minóica da Creta da Idade do Bronze foi uma das poucas civilizações européias a organizar a sociedade através de um sistema palacial. Os… (more)

Subjects/Keywords: Civilização minóica; Creta; Crete; Early state formation; Estados primitivos; Minoan civilization; Peer polity interaction

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

APA (6th Edition):

Machado, P. d. C. M. (2009). Estados primitivos em Creta: a administração neopalacial e as unidades sócio-políticas minóicas. (Doctoral Dissertation). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/71/71131/tde-13082009-170044/ ;

Chicago Manual of Style (16th Edition):

Machado, Paulo de Castro Marcondes. “Estados primitivos em Creta: a administração neopalacial e as unidades sócio-políticas minóicas.” 2009. Doctoral Dissertation, University of São Paulo. Accessed November 28, 2020. http://www.teses.usp.br/teses/disponiveis/71/71131/tde-13082009-170044/ ;.

MLA Handbook (7th Edition):

Machado, Paulo de Castro Marcondes. “Estados primitivos em Creta: a administração neopalacial e as unidades sócio-políticas minóicas.” 2009. Web. 28 Nov 2020.

Vancouver:

Machado PdCM. Estados primitivos em Creta: a administração neopalacial e as unidades sócio-políticas minóicas. [Internet] [Doctoral dissertation]. University of São Paulo; 2009. [cited 2020 Nov 28]. Available from: http://www.teses.usp.br/teses/disponiveis/71/71131/tde-13082009-170044/ ;.

Council of Science Editors:

Machado PdCM. Estados primitivos em Creta: a administração neopalacial e as unidades sócio-políticas minóicas. [Doctoral Dissertation]. University of São Paulo; 2009. Available from: http://www.teses.usp.br/teses/disponiveis/71/71131/tde-13082009-170044/ ;

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