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You searched for subject:(Peer teaching). Showing records 1 – 30 of 220 total matches.

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University of Limerick

1. McClelland, George. The design and implementation of a peer learning programme in physics utilising undergraduate peer leaders: an in-depth investigation into the effect of participation and the experience of the peer leaders.

Degree: Physics, 2010, University of Limerick

peer-reviewed

Physics Education Research (PER) has shown that students leave the physics classroom holding the same misconceptions about physics they had when they entered. PER… (more)

Subjects/Keywords: peer teaching; peer learning; peer leaders; physics

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APA (6th Edition):

McClelland, G. (2010). The design and implementation of a peer learning programme in physics utilising undergraduate peer leaders: an in-depth investigation into the effect of participation and the experience of the peer leaders. (Thesis). University of Limerick. Retrieved from http://hdl.handle.net/10344/426

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):

McClelland, George. “The design and implementation of a peer learning programme in physics utilising undergraduate peer leaders: an in-depth investigation into the effect of participation and the experience of the peer leaders.” 2010. Thesis, University of Limerick. Accessed September 22, 2018. http://hdl.handle.net/10344/426.

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

MLA Handbook (7th Edition):

McClelland, George. “The design and implementation of a peer learning programme in physics utilising undergraduate peer leaders: an in-depth investigation into the effect of participation and the experience of the peer leaders.” 2010. Web. 22 Sep 2018.

Vancouver:

McClelland G. The design and implementation of a peer learning programme in physics utilising undergraduate peer leaders: an in-depth investigation into the effect of participation and the experience of the peer leaders. [Internet] [Thesis]. University of Limerick; 2010. [cited 2018 Sep 22]. Available from: http://hdl.handle.net/10344/426.

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

Council of Science Editors:

McClelland G. The design and implementation of a peer learning programme in physics utilising undergraduate peer leaders: an in-depth investigation into the effect of participation and the experience of the peer leaders. [Thesis]. University of Limerick; 2010. Available from: http://hdl.handle.net/10344/426

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

2. Soriano, Sarah. Students as Co-Teachers .

Degree: 2013, California State University – San Marcos

 As students with more diverse learning needs are entering the general education classroom it is becoming increasingly important to increase supports and services for all… (more)

Subjects/Keywords: peer teaching; inclusion; co teaching

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APA (6th Edition):

Soriano, S. (2013). Students as Co-Teachers . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/375

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):

Soriano, Sarah. “Students as Co-Teachers .” 2013. Thesis, California State University – San Marcos. Accessed September 22, 2018. http://hdl.handle.net/10211.8/375.

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

MLA Handbook (7th Edition):

Soriano, Sarah. “Students as Co-Teachers .” 2013. Web. 22 Sep 2018.

Vancouver:

Soriano S. Students as Co-Teachers . [Internet] [Thesis]. California State University – San Marcos; 2013. [cited 2018 Sep 22]. Available from: http://hdl.handle.net/10211.8/375.

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

Council of Science Editors:

Soriano S. Students as Co-Teachers . [Thesis]. California State University – San Marcos; 2013. Available from: http://hdl.handle.net/10211.8/375

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


University of Debrecen

3. Derecskeiné Nagy, Mária. Using Peer Feedback in Teaching Writing in English to Secondary School Students .

Degree: DE – TEK – Bölcsészettudományi Kar, 2013, University of Debrecen

 Nowadays, the process of teaching and learning a foreign language in secondary schools is practically unimaginable without the integration of the four basic skills: speaking,… (more)

Subjects/Keywords: teaching writing; peer feedback

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APA (6th Edition):

Derecskeiné Nagy, M. (2013). Using Peer Feedback in Teaching Writing in English to Secondary School Students . (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/173679

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):

Derecskeiné Nagy, Mária. “Using Peer Feedback in Teaching Writing in English to Secondary School Students .” 2013. Thesis, University of Debrecen. Accessed September 22, 2018. http://hdl.handle.net/2437/173679.

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

MLA Handbook (7th Edition):

Derecskeiné Nagy, Mária. “Using Peer Feedback in Teaching Writing in English to Secondary School Students .” 2013. Web. 22 Sep 2018.

Vancouver:

Derecskeiné Nagy M. Using Peer Feedback in Teaching Writing in English to Secondary School Students . [Internet] [Thesis]. University of Debrecen; 2013. [cited 2018 Sep 22]. Available from: http://hdl.handle.net/2437/173679.

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

Council of Science Editors:

Derecskeiné Nagy M. Using Peer Feedback in Teaching Writing in English to Secondary School Students . [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/173679

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


University of Arizona

4. Conrad, Eva. THE EFFECTS OF TUTOR ACHIEVEMENT LEVEL, REINFORCEMENT TRAINING, AND EXPECTANCY ON PEER TUTORING .

Degree: 1975, University of Arizona

Subjects/Keywords: Peer teaching.

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APA (6th Edition):

Conrad, E. (1975). THE EFFECTS OF TUTOR ACHIEVEMENT LEVEL, REINFORCEMENT TRAINING, AND EXPECTANCY ON PEER TUTORING . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/289268

Chicago Manual of Style (16th Edition):

Conrad, Eva. “THE EFFECTS OF TUTOR ACHIEVEMENT LEVEL, REINFORCEMENT TRAINING, AND EXPECTANCY ON PEER TUTORING .” 1975. Doctoral Dissertation, University of Arizona. Accessed September 22, 2018. http://hdl.handle.net/10150/289268.

MLA Handbook (7th Edition):

Conrad, Eva. “THE EFFECTS OF TUTOR ACHIEVEMENT LEVEL, REINFORCEMENT TRAINING, AND EXPECTANCY ON PEER TUTORING .” 1975. Web. 22 Sep 2018.

Vancouver:

Conrad E. THE EFFECTS OF TUTOR ACHIEVEMENT LEVEL, REINFORCEMENT TRAINING, AND EXPECTANCY ON PEER TUTORING . [Internet] [Doctoral dissertation]. University of Arizona; 1975. [cited 2018 Sep 22]. Available from: http://hdl.handle.net/10150/289268.

Council of Science Editors:

Conrad E. THE EFFECTS OF TUTOR ACHIEVEMENT LEVEL, REINFORCEMENT TRAINING, AND EXPECTANCY ON PEER TUTORING . [Doctoral Dissertation]. University of Arizona; 1975. Available from: http://hdl.handle.net/10150/289268


Utah State University

5. Keller, Sylvia D. Validation of Peer-Teaching-Peer Paraprofessional Model in Teen Parenting Nutrition Education.

Degree: MS, Nutrition, Dietetics, and Food Sciences, 2009, Utah State University

 Each year, teen pregnancy occurs in 750,000 15-to-19 year-old women in the United States (U.S.). Utah has the youngest population and the lowest teen abortion… (more)

Subjects/Keywords: Nutrition Education; Paraprofessional Model; Peer Educator; Peer-Teaching-Peer; Food Science

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APA (6th Edition):

Keller, S. D. (2009). Validation of Peer-Teaching-Peer Paraprofessional Model in Teen Parenting Nutrition Education. (Masters Thesis). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/390

Chicago Manual of Style (16th Edition):

Keller, Sylvia D. “Validation of Peer-Teaching-Peer Paraprofessional Model in Teen Parenting Nutrition Education.” 2009. Masters Thesis, Utah State University. Accessed September 22, 2018. https://digitalcommons.usu.edu/etd/390.

MLA Handbook (7th Edition):

Keller, Sylvia D. “Validation of Peer-Teaching-Peer Paraprofessional Model in Teen Parenting Nutrition Education.” 2009. Web. 22 Sep 2018.

Vancouver:

Keller SD. Validation of Peer-Teaching-Peer Paraprofessional Model in Teen Parenting Nutrition Education. [Internet] [Masters thesis]. Utah State University; 2009. [cited 2018 Sep 22]. Available from: https://digitalcommons.usu.edu/etd/390.

Council of Science Editors:

Keller SD. Validation of Peer-Teaching-Peer Paraprofessional Model in Teen Parenting Nutrition Education. [Masters Thesis]. Utah State University; 2009. Available from: https://digitalcommons.usu.edu/etd/390


Montana State University

6. Hinck, Alice Angelina. An evaluation of cross age science outreach within public schools.

Degree: Graduate School, 2013, Montana State University

 The purpose of this project was to evaluate the effectiveness of using advanced science high school students to teach science to elementary students. High school… (more)

Subjects/Keywords: Science Study and teaching.; Peer teaching.

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APA (6th Edition):

Hinck, A. A. (2013). An evaluation of cross age science outreach within public schools. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2791

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):

Hinck, Alice Angelina. “An evaluation of cross age science outreach within public schools.” 2013. Thesis, Montana State University. Accessed September 22, 2018. https://scholarworks.montana.edu/xmlui/handle/1/2791.

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

MLA Handbook (7th Edition):

Hinck, Alice Angelina. “An evaluation of cross age science outreach within public schools.” 2013. Web. 22 Sep 2018.

Vancouver:

Hinck AA. An evaluation of cross age science outreach within public schools. [Internet] [Thesis]. Montana State University; 2013. [cited 2018 Sep 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2791.

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

Council of Science Editors:

Hinck AA. An evaluation of cross age science outreach within public schools. [Thesis]. Montana State University; 2013. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2791

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


Virginia Tech

7. McCloud, Jonathan David. More Than a Sum of its Parts: Five Fundamentals for Formative Peer Observation of Classroom Teaching in Higher Education.

Degree: PhD, Curriculum and Instruction, 2015, Virginia Tech

 This dissertation comprises two manuscripts formatted for publication, preceded by a brief introduction to the dissertation project. The first manuscript addresses the recent history and… (more)

Subjects/Keywords: peer observation; peer review; classroom observation; observation of teaching; faculty development

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

APA (6th Edition):

McCloud, J. D. (2015). More Than a Sum of its Parts: Five Fundamentals for Formative Peer Observation of Classroom Teaching in Higher Education. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77875

Chicago Manual of Style (16th Edition):

McCloud, Jonathan David. “More Than a Sum of its Parts: Five Fundamentals for Formative Peer Observation of Classroom Teaching in Higher Education.” 2015. Doctoral Dissertation, Virginia Tech. Accessed September 22, 2018. http://hdl.handle.net/10919/77875.

MLA Handbook (7th Edition):

McCloud, Jonathan David. “More Than a Sum of its Parts: Five Fundamentals for Formative Peer Observation of Classroom Teaching in Higher Education.” 2015. Web. 22 Sep 2018.

Vancouver:

McCloud JD. More Than a Sum of its Parts: Five Fundamentals for Formative Peer Observation of Classroom Teaching in Higher Education. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2018 Sep 22]. Available from: http://hdl.handle.net/10919/77875.

Council of Science Editors:

McCloud JD. More Than a Sum of its Parts: Five Fundamentals for Formative Peer Observation of Classroom Teaching in Higher Education. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/77875


Stellenbosch University

8. Bosman, Vincent Charles. A dyadic analysis of undergraduate peer-mentoring relationships in the context of a formal peer-mentoring programme at a university residence.

Degree: PhD, Curriculum Studies, 2015, Stellenbosch University

 ENGLISH ABSTRACT: This study explores the potential reciprocal growth in undergraduate peer-mentoring relationships in the context of a formal peer-mentoring programme at a first-year university… (more)

Subjects/Keywords: Social constructionism; Peer-mentoring; Mentoring in education; Peer teaching; UCTD

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APA (6th Edition):

Bosman, V. C. (2015). A dyadic analysis of undergraduate peer-mentoring relationships in the context of a formal peer-mentoring programme at a university residence. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/96816

Chicago Manual of Style (16th Edition):

Bosman, Vincent Charles. “A dyadic analysis of undergraduate peer-mentoring relationships in the context of a formal peer-mentoring programme at a university residence.” 2015. Doctoral Dissertation, Stellenbosch University. Accessed September 22, 2018. http://hdl.handle.net/10019.1/96816.

MLA Handbook (7th Edition):

Bosman, Vincent Charles. “A dyadic analysis of undergraduate peer-mentoring relationships in the context of a formal peer-mentoring programme at a university residence.” 2015. Web. 22 Sep 2018.

Vancouver:

Bosman VC. A dyadic analysis of undergraduate peer-mentoring relationships in the context of a formal peer-mentoring programme at a university residence. [Internet] [Doctoral dissertation]. Stellenbosch University; 2015. [cited 2018 Sep 22]. Available from: http://hdl.handle.net/10019.1/96816.

Council of Science Editors:

Bosman VC. A dyadic analysis of undergraduate peer-mentoring relationships in the context of a formal peer-mentoring programme at a university residence. [Doctoral Dissertation]. Stellenbosch University; 2015. Available from: http://hdl.handle.net/10019.1/96816


University of Florida

9. Moss, Michael Peter. The Role of the School Principal in Establishing a School Culture That Embraces Job-Embedded Peer Coaching as Effective Professional Development.

Degree: Curriculum and Instruction
Teaching and Learning, 2015, University of Florida

 Working as a school principal in a large and diverse urban elementary school with unique professional development needs requires that I create structures that support… (more)

Subjects/Keywords: coaching  – collaboration  – peer  – training; Teaching and Learning

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APA (6th Edition):

Moss, M. P. (2015). The Role of the School Principal in Establishing a School Culture That Embraces Job-Embedded Peer Coaching as Effective Professional Development. (Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0049425

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):

Moss, Michael Peter. “The Role of the School Principal in Establishing a School Culture That Embraces Job-Embedded Peer Coaching as Effective Professional Development.” 2015. Thesis, University of Florida. Accessed September 22, 2018. http://ufdc.ufl.edu/UFE0049425.

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

MLA Handbook (7th Edition):

Moss, Michael Peter. “The Role of the School Principal in Establishing a School Culture That Embraces Job-Embedded Peer Coaching as Effective Professional Development.” 2015. Web. 22 Sep 2018.

Vancouver:

Moss MP. The Role of the School Principal in Establishing a School Culture That Embraces Job-Embedded Peer Coaching as Effective Professional Development. [Internet] [Thesis]. University of Florida; 2015. [cited 2018 Sep 22]. Available from: http://ufdc.ufl.edu/UFE0049425.

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

Council of Science Editors:

Moss MP. The Role of the School Principal in Establishing a School Culture That Embraces Job-Embedded Peer Coaching as Effective Professional Development. [Thesis]. University of Florida; 2015. Available from: http://ufdc.ufl.edu/UFE0049425

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


Rhodes University

10. Lubasi, Justin Mwandamena. Investigating how a peer teaching programme could shape the mathematical experience of the participating tutors.

Degree: M. Ed., Faculty of Education, Education, 2015, Rhodes University

 This case study, involving six Grade 10 learners, investigates how a peer tutoring programme could shape the mathematical experience and disposition of the participating tutors.… (more)

Subjects/Keywords: Mathematics  – Study and teaching (Secondary); Peer teaching; Mathematical ability

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APA (6th Edition):

Lubasi, J. M. (2015). Investigating how a peer teaching programme could shape the mathematical experience of the participating tutors. (Masters Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1017350

Chicago Manual of Style (16th Edition):

Lubasi, Justin Mwandamena. “Investigating how a peer teaching programme could shape the mathematical experience of the participating tutors.” 2015. Masters Thesis, Rhodes University. Accessed September 22, 2018. http://hdl.handle.net/10962/d1017350.

MLA Handbook (7th Edition):

Lubasi, Justin Mwandamena. “Investigating how a peer teaching programme could shape the mathematical experience of the participating tutors.” 2015. Web. 22 Sep 2018.

Vancouver:

Lubasi JM. Investigating how a peer teaching programme could shape the mathematical experience of the participating tutors. [Internet] [Masters thesis]. Rhodes University; 2015. [cited 2018 Sep 22]. Available from: http://hdl.handle.net/10962/d1017350.

Council of Science Editors:

Lubasi JM. Investigating how a peer teaching programme could shape the mathematical experience of the participating tutors. [Masters Thesis]. Rhodes University; 2015. Available from: http://hdl.handle.net/10962/d1017350


Victoria University of Wellington

11. Nguyen, Phuong. Case Examination of Teacher-Tailored Student Evaluation of Teaching Augmented with Peer Observation of Teaching in a Vietnamese University.

Degree: 2016, Victoria University of Wellington

 This study explored how teacher-tailored student evaluation of teaching (TT-SET) augmented with peer observation of teaching (POT) impacted on academics’ pedagogical reasoning in a Vietnamese… (more)

Subjects/Keywords: Student evaluation of teaching; Peer observation of teaching; Reflection

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APA (6th Edition):

Nguyen, P. (2016). Case Examination of Teacher-Tailored Student Evaluation of Teaching Augmented with Peer Observation of Teaching in a Vietnamese University. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/5270

Chicago Manual of Style (16th Edition):

Nguyen, Phuong. “Case Examination of Teacher-Tailored Student Evaluation of Teaching Augmented with Peer Observation of Teaching in a Vietnamese University.” 2016. Doctoral Dissertation, Victoria University of Wellington. Accessed September 22, 2018. http://hdl.handle.net/10063/5270.

MLA Handbook (7th Edition):

Nguyen, Phuong. “Case Examination of Teacher-Tailored Student Evaluation of Teaching Augmented with Peer Observation of Teaching in a Vietnamese University.” 2016. Web. 22 Sep 2018.

Vancouver:

Nguyen P. Case Examination of Teacher-Tailored Student Evaluation of Teaching Augmented with Peer Observation of Teaching in a Vietnamese University. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2016. [cited 2018 Sep 22]. Available from: http://hdl.handle.net/10063/5270.

Council of Science Editors:

Nguyen P. Case Examination of Teacher-Tailored Student Evaluation of Teaching Augmented with Peer Observation of Teaching in a Vietnamese University. [Doctoral Dissertation]. Victoria University of Wellington; 2016. Available from: http://hdl.handle.net/10063/5270


Kent State University

12. Wooley, Ryan S. The Effects of Web-Based Peer Review on Student Writing.

Degree: PhD, College of Education, Health, and Human Services / Department of Educational Foundations and Special Services, 2007, Kent State University

  Some theorists consider writing and cognition to be symbiotic if not synonymous. Writing is regarded not only a means of communicating and assessing understanding… (more)

Subjects/Keywords: Peer Review; Online Peer Review; Writing; Writing Assessment; Writing Across the Curriculum; Peer Teaching; Explanations; Articulation

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APA (6th Edition):

Wooley, R. S. (2007). The Effects of Web-Based Peer Review on Student Writing. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1196711715

Chicago Manual of Style (16th Edition):

Wooley, Ryan S. “The Effects of Web-Based Peer Review on Student Writing.” 2007. Doctoral Dissertation, Kent State University. Accessed September 22, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1196711715.

MLA Handbook (7th Edition):

Wooley, Ryan S. “The Effects of Web-Based Peer Review on Student Writing.” 2007. Web. 22 Sep 2018.

Vancouver:

Wooley RS. The Effects of Web-Based Peer Review on Student Writing. [Internet] [Doctoral dissertation]. Kent State University; 2007. [cited 2018 Sep 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1196711715.

Council of Science Editors:

Wooley RS. The Effects of Web-Based Peer Review on Student Writing. [Doctoral Dissertation]. Kent State University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1196711715


University of South Florida

13. Sams, Leigh Anne. It is time to play!: Peer implemented pivotal response training with a child with autism during recess.

Degree: 2009, University of South Florida

 Children with autism, by diagnostic criteria, experience a lack of age appropriate play and social skills (American Psychiatric Association, 1994). This study evaluated three typically… (more)

Subjects/Keywords: Peer training; PRT; Teaching play skills; Peer mediated interventions; ASD; American Studies; Arts and Humanities

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APA (6th Edition):

Sams, L. A. (2009). It is time to play!: Peer implemented pivotal response training with a child with autism during recess. (Thesis). University of South Florida. Retrieved from http://scholarcommons.usf.edu/etd/2

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):

Sams, Leigh Anne. “It is time to play!: Peer implemented pivotal response training with a child with autism during recess.” 2009. Thesis, University of South Florida. Accessed September 22, 2018. http://scholarcommons.usf.edu/etd/2.

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

MLA Handbook (7th Edition):

Sams, Leigh Anne. “It is time to play!: Peer implemented pivotal response training with a child with autism during recess.” 2009. Web. 22 Sep 2018.

Vancouver:

Sams LA. It is time to play!: Peer implemented pivotal response training with a child with autism during recess. [Internet] [Thesis]. University of South Florida; 2009. [cited 2018 Sep 22]. Available from: http://scholarcommons.usf.edu/etd/2.

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

Council of Science Editors:

Sams LA. It is time to play!: Peer implemented pivotal response training with a child with autism during recess. [Thesis]. University of South Florida; 2009. Available from: http://scholarcommons.usf.edu/etd/2

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

14. 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 September 22, 2018. 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. 22 Sep 2018.

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 2018 Sep 22]. 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

15. Letterman, Marissa L. A Peer-Mediated Social Network to Increase Social Interactions for a Student with Autism Using Augmentative Communication.

Degree: MSin Education in Special Education, Counseling, Leadership, and Special Education, 2018, Missouri State University

  Social competency is a primary deficit for individuals with autism. Developing peer networks to support individuals with autism has been proven as an effective… (more)

Subjects/Keywords: autism spectrum disorder; peer network; peer mediation; social interactions; practical setting; Special Education and Teaching

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

APA (6th Edition):

Letterman, M. L. (2018). A Peer-Mediated Social Network to Increase Social Interactions for a Student with Autism Using Augmentative Communication. (Masters Thesis). Missouri State University. Retrieved from https://bearworks.missouristate.edu/theses/3276

Chicago Manual of Style (16th Edition):

Letterman, Marissa L. “A Peer-Mediated Social Network to Increase Social Interactions for a Student with Autism Using Augmentative Communication.” 2018. Masters Thesis, Missouri State University. Accessed September 22, 2018. https://bearworks.missouristate.edu/theses/3276.

MLA Handbook (7th Edition):

Letterman, Marissa L. “A Peer-Mediated Social Network to Increase Social Interactions for a Student with Autism Using Augmentative Communication.” 2018. Web. 22 Sep 2018.

Vancouver:

Letterman ML. A Peer-Mediated Social Network to Increase Social Interactions for a Student with Autism Using Augmentative Communication. [Internet] [Masters thesis]. Missouri State University; 2018. [cited 2018 Sep 22]. Available from: https://bearworks.missouristate.edu/theses/3276.

Council of Science Editors:

Letterman ML. A Peer-Mediated Social Network to Increase Social Interactions for a Student with Autism Using Augmentative Communication. [Masters Thesis]. Missouri State University; 2018. Available from: https://bearworks.missouristate.edu/theses/3276


The Ohio State University

16. Novak, Charles George. Differential effects of peer teaching and independent study on vocabulary learning of sixth-grade students ?.

Degree: PhD, Graduate School, 1980, The Ohio State University

Subjects/Keywords: Education; Peer teaching; Independent study

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APA (6th Edition):

Novak, C. G. (1980). Differential effects of peer teaching and independent study on vocabulary learning of sixth-grade students ?. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1487090992444249

Chicago Manual of Style (16th Edition):

Novak, Charles George. “Differential effects of peer teaching and independent study on vocabulary learning of sixth-grade students ?.” 1980. Doctoral Dissertation, The Ohio State University. Accessed September 22, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487090992444249.

MLA Handbook (7th Edition):

Novak, Charles George. “Differential effects of peer teaching and independent study on vocabulary learning of sixth-grade students ?.” 1980. Web. 22 Sep 2018.

Vancouver:

Novak CG. Differential effects of peer teaching and independent study on vocabulary learning of sixth-grade students ?. [Internet] [Doctoral dissertation]. The Ohio State University; 1980. [cited 2018 Sep 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1487090992444249.

Council of Science Editors:

Novak CG. Differential effects of peer teaching and independent study on vocabulary learning of sixth-grade students ?. [Doctoral Dissertation]. The Ohio State University; 1980. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1487090992444249


University of Arizona

17. Cote, Robert Arthur. The Role of Student Attitude towards Peer Review in Anonymous Electronic Peer Review in an EFL Writing Classroom .

Degree: 2013, University of Arizona

 Over the past 30 years, there has been little consensus on the benefits of peer review (PR) with respect to the teaching of expository writing… (more)

Subjects/Keywords: EFL; Electronic; ESL; Peer Review; Writing; Second Language Acquisition & Teaching; Anonymous

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APA (6th Edition):

Cote, R. A. (2013). The Role of Student Attitude towards Peer Review in Anonymous Electronic Peer Review in an EFL Writing Classroom . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/307005

Chicago Manual of Style (16th Edition):

Cote, Robert Arthur. “The Role of Student Attitude towards Peer Review in Anonymous Electronic Peer Review in an EFL Writing Classroom .” 2013. Doctoral Dissertation, University of Arizona. Accessed September 22, 2018. http://hdl.handle.net/10150/307005.

MLA Handbook (7th Edition):

Cote, Robert Arthur. “The Role of Student Attitude towards Peer Review in Anonymous Electronic Peer Review in an EFL Writing Classroom .” 2013. Web. 22 Sep 2018.

Vancouver:

Cote RA. The Role of Student Attitude towards Peer Review in Anonymous Electronic Peer Review in an EFL Writing Classroom . [Internet] [Doctoral dissertation]. University of Arizona; 2013. [cited 2018 Sep 22]. Available from: http://hdl.handle.net/10150/307005.

Council of Science Editors:

Cote RA. The Role of Student Attitude towards Peer Review in Anonymous Electronic Peer Review in an EFL Writing Classroom . [Doctoral Dissertation]. University of Arizona; 2013. Available from: http://hdl.handle.net/10150/307005


University of Florida

18. Short, Katrina Graham. The Perceptions of Peer Mentors and Mentees about the Process and Impact of Peer Mentoring.

Degree: Curriculum and Instruction (CCD)
Teaching and Learning, 2012, University of Florida

 Preservice teachers benefit from the knowledge of many groups of people: college faculty, mentor teachers, and peers who are preparing to be teachers.  While much… (more)

Subjects/Keywords: education  – mentor  – mentoring  – peer  – teacher; Teaching and Learning

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APA (6th Edition):

Short, K. G. (2012). The Perceptions of Peer Mentors and Mentees about the Process and Impact of Peer Mentoring. (Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0044558

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):

Short, Katrina Graham. “The Perceptions of Peer Mentors and Mentees about the Process and Impact of Peer Mentoring.” 2012. Thesis, University of Florida. Accessed September 22, 2018. http://ufdc.ufl.edu/UFE0044558.

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

MLA Handbook (7th Edition):

Short, Katrina Graham. “The Perceptions of Peer Mentors and Mentees about the Process and Impact of Peer Mentoring.” 2012. Web. 22 Sep 2018.

Vancouver:

Short KG. The Perceptions of Peer Mentors and Mentees about the Process and Impact of Peer Mentoring. [Internet] [Thesis]. University of Florida; 2012. [cited 2018 Sep 22]. Available from: http://ufdc.ufl.edu/UFE0044558.

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

Council of Science Editors:

Short KG. The Perceptions of Peer Mentors and Mentees about the Process and Impact of Peer Mentoring. [Thesis]. University of Florida; 2012. Available from: http://ufdc.ufl.edu/UFE0044558

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

19. Johnson, Miranda. USING PEER-MEDIATED SELF-MONITORING TO INCREASE PROCEDURAL INTEGRITY OF NET IMPLEMENTATION IN A CLINIC SETTING.

Degree: MS, Psychology, 2017, Northen Michigan University

  Behavioral interventions have been shown to be effective at addressing many of the core skill deficits and excesses associated with autism spectrum disorder. Natural… (more)

Subjects/Keywords: NET; peer-teaching; self-monitoring; procedural integrity; Applied Behavior Analysis

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APA (6th Edition):

Johnson, M. (2017). USING PEER-MEDIATED SELF-MONITORING TO INCREASE PROCEDURAL INTEGRITY OF NET IMPLEMENTATION IN A CLINIC SETTING. (Thesis). Northen Michigan University. Retrieved from https://commons.nmu.edu/theses/169

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):

Johnson, Miranda. “USING PEER-MEDIATED SELF-MONITORING TO INCREASE PROCEDURAL INTEGRITY OF NET IMPLEMENTATION IN A CLINIC SETTING.” 2017. Thesis, Northen Michigan University. Accessed September 22, 2018. https://commons.nmu.edu/theses/169.

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

MLA Handbook (7th Edition):

Johnson, Miranda. “USING PEER-MEDIATED SELF-MONITORING TO INCREASE PROCEDURAL INTEGRITY OF NET IMPLEMENTATION IN A CLINIC SETTING.” 2017. Web. 22 Sep 2018.

Vancouver:

Johnson M. USING PEER-MEDIATED SELF-MONITORING TO INCREASE PROCEDURAL INTEGRITY OF NET IMPLEMENTATION IN A CLINIC SETTING. [Internet] [Thesis]. Northen Michigan University; 2017. [cited 2018 Sep 22]. Available from: https://commons.nmu.edu/theses/169.

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

Council of Science Editors:

Johnson M. USING PEER-MEDIATED SELF-MONITORING TO INCREASE PROCEDURAL INTEGRITY OF NET IMPLEMENTATION IN A CLINIC SETTING. [Thesis]. Northen Michigan University; 2017. Available from: https://commons.nmu.edu/theses/169

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


University of Johannesburg

20. Underhill, Jenni Lynne. Opportunities for pedagogical and professional development at the University of Johannesburg: a critical exploration of the responses to a mentorship programme for lecturers working with tutors .

Degree: 2013, University of Johannesburg

 Transformation policies in South Africa have seen higher education come under increasing pressure to broaden participation of historically under-represented groups. Recently, student enrolments have become… (more)

Subjects/Keywords: Peer teaching; Tutors and tutoring; University of Johannesburg - Curricula

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APA (6th Edition):

Underhill, J. L. (2013). Opportunities for pedagogical and professional development at the University of Johannesburg: a critical exploration of the responses to a mentorship programme for lecturers working with tutors . (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/8522

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):

Underhill, Jenni Lynne. “Opportunities for pedagogical and professional development at the University of Johannesburg: a critical exploration of the responses to a mentorship programme for lecturers working with tutors .” 2013. Thesis, University of Johannesburg. Accessed September 22, 2018. http://hdl.handle.net/10210/8522.

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

MLA Handbook (7th Edition):

Underhill, Jenni Lynne. “Opportunities for pedagogical and professional development at the University of Johannesburg: a critical exploration of the responses to a mentorship programme for lecturers working with tutors .” 2013. Web. 22 Sep 2018.

Vancouver:

Underhill JL. Opportunities for pedagogical and professional development at the University of Johannesburg: a critical exploration of the responses to a mentorship programme for lecturers working with tutors . [Internet] [Thesis]. University of Johannesburg; 2013. [cited 2018 Sep 22]. Available from: http://hdl.handle.net/10210/8522.

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

Council of Science Editors:

Underhill JL. Opportunities for pedagogical and professional development at the University of Johannesburg: a critical exploration of the responses to a mentorship programme for lecturers working with tutors . [Thesis]. University of Johannesburg; 2013. Available from: http://hdl.handle.net/10210/8522

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


Utah State University

21. Rosdahl, Jessie. Peer-Implemented Script Fading to Promote Play-Based Statements in Children With Autism.

Degree: MS, Special Education and Rehabilitation, 2016, Utah State University

  In this study, we examined the effect of peer-implemented script fading procedures on the frequency of independent statements of play by children with autism… (more)

Subjects/Keywords: autism; social skills; peer implemented; script fading; Special Education and Teaching

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APA (6th Edition):

Rosdahl, J. (2016). Peer-Implemented Script Fading to Promote Play-Based Statements in Children With Autism. (Masters Thesis). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/5062

Chicago Manual of Style (16th Edition):

Rosdahl, Jessie. “Peer-Implemented Script Fading to Promote Play-Based Statements in Children With Autism.” 2016. Masters Thesis, Utah State University. Accessed September 22, 2018. https://digitalcommons.usu.edu/etd/5062.

MLA Handbook (7th Edition):

Rosdahl, Jessie. “Peer-Implemented Script Fading to Promote Play-Based Statements in Children With Autism.” 2016. Web. 22 Sep 2018.

Vancouver:

Rosdahl J. Peer-Implemented Script Fading to Promote Play-Based Statements in Children With Autism. [Internet] [Masters thesis]. Utah State University; 2016. [cited 2018 Sep 22]. Available from: https://digitalcommons.usu.edu/etd/5062.

Council of Science Editors:

Rosdahl J. Peer-Implemented Script Fading to Promote Play-Based Statements in Children With Autism. [Masters Thesis]. Utah State University; 2016. Available from: https://digitalcommons.usu.edu/etd/5062

22. 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 September 22, 2018. 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. 22 Sep 2018.

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 2018 Sep 22]. 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


Central Connecticut State University

23. Arbo, Ashley E. Predicting College Student Alcohol Use Based on Alcohol Knowledge and Peer Pressure.

Degree: 2013, Central Connecticut State University

The present study examined the effect of peer pressure sensitivity and alcohol knowledge on college students drinking habits. Participants completed surveys and questionnaires pertaining to… (more)

Subjects/Keywords: College students – Alcohol use.; Alcoholism – Study and teaching.; Peer pressure.

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APA (6th Edition):

Arbo, A. E. (2013). Predicting College Student Alcohol Use Based on Alcohol Knowledge and Peer Pressure. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1869

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):

Arbo, Ashley E. “Predicting College Student Alcohol Use Based on Alcohol Knowledge and Peer Pressure.” 2013. Thesis, Central Connecticut State University. Accessed September 22, 2018. http://content.library.ccsu.edu/u?/ccsutheses,1869.

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

MLA Handbook (7th Edition):

Arbo, Ashley E. “Predicting College Student Alcohol Use Based on Alcohol Knowledge and Peer Pressure.” 2013. Web. 22 Sep 2018.

Vancouver:

Arbo AE. Predicting College Student Alcohol Use Based on Alcohol Knowledge and Peer Pressure. [Internet] [Thesis]. Central Connecticut State University; 2013. [cited 2018 Sep 22]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1869.

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

Council of Science Editors:

Arbo AE. Predicting College Student Alcohol Use Based on Alcohol Knowledge and Peer Pressure. [Thesis]. Central Connecticut State University; 2013. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1869

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


Central Connecticut State University

24. Weldon, Susan. Preference for teacher vs. peer feedback by ESL students at the college level.

Degree: Department of English, 1996, Central Connecticut State University

In second-language acquisition, evaluative and corrective feedback is an integral part of a student's writing experience. Students expect feedback from their teachers and seem to… (more)

Subjects/Keywords: Second language acquisition.; Peer teaching.

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APA (6th Edition):

Weldon, S. (1996). Preference for teacher vs. peer feedback by ESL students at the college level. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,2260

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):

Weldon, Susan. “Preference for teacher vs. peer feedback by ESL students at the college level.” 1996. Thesis, Central Connecticut State University. Accessed September 22, 2018. http://content.library.ccsu.edu/u?/ccsutheses,2260.

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

MLA Handbook (7th Edition):

Weldon, Susan. “Preference for teacher vs. peer feedback by ESL students at the college level.” 1996. Web. 22 Sep 2018.

Vancouver:

Weldon S. Preference for teacher vs. peer feedback by ESL students at the college level. [Internet] [Thesis]. Central Connecticut State University; 1996. [cited 2018 Sep 22]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2260.

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

Council of Science Editors:

Weldon S. Preference for teacher vs. peer feedback by ESL students at the college level. [Thesis]. Central Connecticut State University; 1996. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2260

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


Louisiana State University

25. Rice, Deanna Kay. Peer Coaching Effects on Targeted Teaching Behaviors and Teacher Self-Efficacy in an Early Field Experience.

Degree: PhD, Education, 2015, Louisiana State University

 Abstract This study examined the effect of peer coaching on the development of effective teaching behaviors and teacher self-efficacy of education students in an early… (more)

Subjects/Keywords: preservice teacher; video data; peer coaching; teacher education; effective teaching; feedback

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APA (6th Edition):

Rice, D. K. (2015). Peer Coaching Effects on Targeted Teaching Behaviors and Teacher Self-Efficacy in an Early Field Experience. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-07062015-194707 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2476

Chicago Manual of Style (16th Edition):

Rice, Deanna Kay. “Peer Coaching Effects on Targeted Teaching Behaviors and Teacher Self-Efficacy in an Early Field Experience.” 2015. Doctoral Dissertation, Louisiana State University. Accessed September 22, 2018. etd-07062015-194707 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2476.

MLA Handbook (7th Edition):

Rice, Deanna Kay. “Peer Coaching Effects on Targeted Teaching Behaviors and Teacher Self-Efficacy in an Early Field Experience.” 2015. Web. 22 Sep 2018.

Vancouver:

Rice DK. Peer Coaching Effects on Targeted Teaching Behaviors and Teacher Self-Efficacy in an Early Field Experience. [Internet] [Doctoral dissertation]. Louisiana State University; 2015. [cited 2018 Sep 22]. Available from: etd-07062015-194707 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2476.

Council of Science Editors:

Rice DK. Peer Coaching Effects on Targeted Teaching Behaviors and Teacher Self-Efficacy in an Early Field Experience. [Doctoral Dissertation]. Louisiana State University; 2015. Available from: etd-07062015-194707 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2476


Virginia Commonwealth University

26. Mehtaji, Meera. USING CLASSROOM SOCIAL DYNAMICS TO UNDERSTAND CLASSROOM ADJUSTMENT BY STUDENTS WITH DISABILITIES.

Degree: PhD, Special Education, 2017, Virginia Commonwealth University

  This study aimed to understand constructs related to classroom social dynamics in a sample (n = 1863) of rural middle school students. First, it… (more)

Subjects/Keywords: Classroom Social Dynamics; Peer Victimization; Disabilities; Adolescent; Special Education and Teaching

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

APA (6th Edition):

Mehtaji, M. (2017). USING CLASSROOM SOCIAL DYNAMICS TO UNDERSTAND CLASSROOM ADJUSTMENT BY STUDENTS WITH DISABILITIES. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/5157

Chicago Manual of Style (16th Edition):

Mehtaji, Meera. “USING CLASSROOM SOCIAL DYNAMICS TO UNDERSTAND CLASSROOM ADJUSTMENT BY STUDENTS WITH DISABILITIES.” 2017. Doctoral Dissertation, Virginia Commonwealth University. Accessed September 22, 2018. https://scholarscompass.vcu.edu/etd/5157.

MLA Handbook (7th Edition):

Mehtaji, Meera. “USING CLASSROOM SOCIAL DYNAMICS TO UNDERSTAND CLASSROOM ADJUSTMENT BY STUDENTS WITH DISABILITIES.” 2017. Web. 22 Sep 2018.

Vancouver:

Mehtaji M. USING CLASSROOM SOCIAL DYNAMICS TO UNDERSTAND CLASSROOM ADJUSTMENT BY STUDENTS WITH DISABILITIES. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2017. [cited 2018 Sep 22]. Available from: https://scholarscompass.vcu.edu/etd/5157.

Council of Science Editors:

Mehtaji M. USING CLASSROOM SOCIAL DYNAMICS TO UNDERSTAND CLASSROOM ADJUSTMENT BY STUDENTS WITH DISABILITIES. [Doctoral Dissertation]. Virginia Commonwealth University; 2017. Available from: https://scholarscompass.vcu.edu/etd/5157


Utah State University

27. Walker, Alison L. Effects of Noncontingent Peer Attention on Problem Behaviors in Students with Autism in General Education Settings.

Degree: MS, Special Education and Rehabilitation, 2012, Utah State University

  Many students with autism spectrum disorders (ASD) display problem behaviors that are maintained by teacher attention. Although noncontingent reinforcement (NCR) can be effective in… (more)

Subjects/Keywords: peer attention; problem behaviors; autism; general education; Special Education and Teaching

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APA (6th Edition):

Walker, A. L. (2012). Effects of Noncontingent Peer Attention on Problem Behaviors in Students with Autism in General Education Settings. (Masters Thesis). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/1320

Chicago Manual of Style (16th Edition):

Walker, Alison L. “Effects of Noncontingent Peer Attention on Problem Behaviors in Students with Autism in General Education Settings.” 2012. Masters Thesis, Utah State University. Accessed September 22, 2018. https://digitalcommons.usu.edu/etd/1320.

MLA Handbook (7th Edition):

Walker, Alison L. “Effects of Noncontingent Peer Attention on Problem Behaviors in Students with Autism in General Education Settings.” 2012. Web. 22 Sep 2018.

Vancouver:

Walker AL. Effects of Noncontingent Peer Attention on Problem Behaviors in Students with Autism in General Education Settings. [Internet] [Masters thesis]. Utah State University; 2012. [cited 2018 Sep 22]. Available from: https://digitalcommons.usu.edu/etd/1320.

Council of Science Editors:

Walker AL. Effects of Noncontingent Peer Attention on Problem Behaviors in Students with Autism in General Education Settings. [Masters Thesis]. Utah State University; 2012. Available from: https://digitalcommons.usu.edu/etd/1320


SUNY College at Brockport

28. Hosey, Daniel M. Interactive-Engagement, Conceptual Change, and Self-Efficacy in a Direct Current Unit in a Secondary Physics Course.

Degree: MSEd, Education and Human Development, 2008, SUNY College at Brockport

  The interactive-engagement techniques of Peer Instruction and context rich problems were implemented in a secondary physics classroom. The study took place during a three-week… (more)

Subjects/Keywords: physics; peer instruction; secondary education; Education; Physics; Secondary Education and Teaching

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APA (6th Edition):

Hosey, D. M. (2008). Interactive-Engagement, Conceptual Change, and Self-Efficacy in a Direct Current Unit in a Secondary Physics Course. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/247

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):

Hosey, Daniel M. “Interactive-Engagement, Conceptual Change, and Self-Efficacy in a Direct Current Unit in a Secondary Physics Course.” 2008. Thesis, SUNY College at Brockport. Accessed September 22, 2018. https://digitalcommons.brockport.edu/ehd_theses/247.

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

MLA Handbook (7th Edition):

Hosey, Daniel M. “Interactive-Engagement, Conceptual Change, and Self-Efficacy in a Direct Current Unit in a Secondary Physics Course.” 2008. Web. 22 Sep 2018.

Vancouver:

Hosey DM. Interactive-Engagement, Conceptual Change, and Self-Efficacy in a Direct Current Unit in a Secondary Physics Course. [Internet] [Thesis]. SUNY College at Brockport; 2008. [cited 2018 Sep 22]. Available from: https://digitalcommons.brockport.edu/ehd_theses/247.

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

Council of Science Editors:

Hosey DM. Interactive-Engagement, Conceptual Change, and Self-Efficacy in a Direct Current Unit in a Secondary Physics Course. [Thesis]. SUNY College at Brockport; 2008. Available from: https://digitalcommons.brockport.edu/ehd_theses/247

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


University of Melbourne

29. Clulow, Valerie G. Supporting Student Learning in 'High Risk' University Subjects and the Interrelationships to Effective Teaching; An Analysis of a Peer Tutoring Experience.

Degree: 1998, University of Melbourne

 This dissertation is concerned with the detailed accounts of twenty-one students who participated in a peer tutoring program known as Supplemental Instruction (S.I.) In this… (more)

Subjects/Keywords: student learning; teaching; peer tutoring

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

APA (6th Edition):

Clulow, V. G. (1998). Supporting Student Learning in 'High Risk' University Subjects and the Interrelationships to Effective Teaching; An Analysis of a Peer Tutoring Experience. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/38774

Chicago Manual of Style (16th Edition):

Clulow, Valerie G. “Supporting Student Learning in 'High Risk' University Subjects and the Interrelationships to Effective Teaching; An Analysis of a Peer Tutoring Experience.” 1998. Doctoral Dissertation, University of Melbourne. Accessed September 22, 2018. http://hdl.handle.net/11343/38774.

MLA Handbook (7th Edition):

Clulow, Valerie G. “Supporting Student Learning in 'High Risk' University Subjects and the Interrelationships to Effective Teaching; An Analysis of a Peer Tutoring Experience.” 1998. Web. 22 Sep 2018.

Vancouver:

Clulow VG. Supporting Student Learning in 'High Risk' University Subjects and the Interrelationships to Effective Teaching; An Analysis of a Peer Tutoring Experience. [Internet] [Doctoral dissertation]. University of Melbourne; 1998. [cited 2018 Sep 22]. Available from: http://hdl.handle.net/11343/38774.

Council of Science Editors:

Clulow VG. Supporting Student Learning in 'High Risk' University Subjects and the Interrelationships to Effective Teaching; An Analysis of a Peer Tutoring Experience. [Doctoral Dissertation]. University of Melbourne; 1998. Available from: http://hdl.handle.net/11343/38774


Florida International University

30. Bango-Sanchez, Vivian M. The Effects of Peer Teaching of Infant Massage on General Self-Efficacy and Mother Infant Attachment Among Mothers in a Residential Rehabilitation Facility for Drug Addiction and Substance Abuse.

Degree: Educational Leadership, 2010, Florida International University

  Approximately 200 million people, 5% aged 15-64 worldwide are illicit drug or substance abusers (World Drug Report, 2006). Between 2002 and 2005, an average… (more)

Subjects/Keywords: Illicit drugs; substance ause; mothers; rehabilitation; infant massage; peer teaching

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Bango-Sanchez, V. M. (2010). The Effects of Peer Teaching of Infant Massage on General Self-Efficacy and Mother Infant Attachment Among Mothers in a Residential Rehabilitation Facility for Drug Addiction and Substance Abuse. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/168 ; 10.25148/etd.FI10041601 ; FI10041601

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):

Bango-Sanchez, Vivian M. “The Effects of Peer Teaching of Infant Massage on General Self-Efficacy and Mother Infant Attachment Among Mothers in a Residential Rehabilitation Facility for Drug Addiction and Substance Abuse.” 2010. Thesis, Florida International University. Accessed September 22, 2018. http://digitalcommons.fiu.edu/etd/168 ; 10.25148/etd.FI10041601 ; FI10041601.

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

MLA Handbook (7th Edition):

Bango-Sanchez, Vivian M. “The Effects of Peer Teaching of Infant Massage on General Self-Efficacy and Mother Infant Attachment Among Mothers in a Residential Rehabilitation Facility for Drug Addiction and Substance Abuse.” 2010. Web. 22 Sep 2018.

Vancouver:

Bango-Sanchez VM. The Effects of Peer Teaching of Infant Massage on General Self-Efficacy and Mother Infant Attachment Among Mothers in a Residential Rehabilitation Facility for Drug Addiction and Substance Abuse. [Internet] [Thesis]. Florida International University; 2010. [cited 2018 Sep 22]. Available from: http://digitalcommons.fiu.edu/etd/168 ; 10.25148/etd.FI10041601 ; FI10041601.

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

Council of Science Editors:

Bango-Sanchez VM. The Effects of Peer Teaching of Infant Massage on General Self-Efficacy and Mother Infant Attachment Among Mothers in a Residential Rehabilitation Facility for Drug Addiction and Substance Abuse. [Thesis]. Florida International University; 2010. Available from: http://digitalcommons.fiu.edu/etd/168 ; 10.25148/etd.FI10041601 ; FI10041601

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

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