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You searched for subject:(Postsecondary education). Showing records 301 – 310 of 310 total matches.

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University of New Mexico

301. Salazar, Elisabeth. CONTROL YOUR DESTINY OR SOMEONE ELSE WILL: THE VALUE OF THE GED.

Degree: Teacher Education, Educational Leadership & Policy, 2016, University of New Mexico

 The purpose of this study was to explore the impact locus of control (LOC) had on the postsecondary achievement, as measured by self-reported GPA, of… (more)

Subjects/Keywords: GED Credential; GED diploma; traditional high school diploma; traditional high school students; Common Core State Standards; CCSS; College and Career Readiness; CCR; GED recipients; GED diploma; traditional high school graduates; Adult Nowicki-Strickland Internal-External Control Scale; ANSIE; locus of control; LOC; internal locus of control; external locus of control; self-reported GPA; GPA; postsecondary academic achievement; GED stigma; antecedents of locus of control; actual versus self-reported GPA; dropouts; locus of control of reinforcement; locus of control and academic achievement; GED recipients; American Council on Education; GED Testing Service; high school seniors; Postsecondary Educational Outcomes; Attribution training; persuasion strategy; at-risk college students; self-assessment; college success; dropout rate; academic performance of GED recipients and traditional high school graduates

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APA (6th Edition):

Salazar, E. (2016). CONTROL YOUR DESTINY OR SOMEONE ELSE WILL: THE VALUE OF THE GED. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/31741

Chicago Manual of Style (16th Edition):

Salazar, Elisabeth. “CONTROL YOUR DESTINY OR SOMEONE ELSE WILL: THE VALUE OF THE GED.” 2016. Doctoral Dissertation, University of New Mexico. Accessed October 24, 2019. http://hdl.handle.net/1928/31741.

MLA Handbook (7th Edition):

Salazar, Elisabeth. “CONTROL YOUR DESTINY OR SOMEONE ELSE WILL: THE VALUE OF THE GED.” 2016. Web. 24 Oct 2019.

Vancouver:

Salazar E. CONTROL YOUR DESTINY OR SOMEONE ELSE WILL: THE VALUE OF THE GED. [Internet] [Doctoral dissertation]. University of New Mexico; 2016. [cited 2019 Oct 24]. Available from: http://hdl.handle.net/1928/31741.

Council of Science Editors:

Salazar E. CONTROL YOUR DESTINY OR SOMEONE ELSE WILL: THE VALUE OF THE GED. [Doctoral Dissertation]. University of New Mexico; 2016. Available from: http://hdl.handle.net/1928/31741

302. Kramer, Michaela M. The Postsecondary Transition Experience for Young Adults with Traumatic Brain Injuries.

Degree: Specialist in Education (Ed.S.), School Psychology, 2015, University of Dayton

 Students who have sustained a traumatic brain injury (TBI) may experience a number of cognitive, academic, behavioral, social, emotional, and physical consequences. These consequences often… (more)

Subjects/Keywords: Counseling Education; Counseling Psychology; School Counseling; Education; Educational Psychology; Higher Education; Psychology; Postsecondary; college; transition; young adults; traumatic brain injury; TBI

postsecondary education (e.g., technical, vocational, community, or four-year college or… …transition supports that postsecondary education settings may offer to students with disabilities… …receive appropriate transition supports as they prepare for postsecondary education or the… …Transition to postsecondary institutions. Postsecondary education refers to educational options… …x28;e.g., plumbing, carpentry). Additionally, postsecondary education can refer to… 

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APA (6th Edition):

Kramer, M. M. (2015). The Postsecondary Transition Experience for Young Adults with Traumatic Brain Injuries. (Thesis). University of Dayton. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=dayton1438621743

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):

Kramer, Michaela M. “The Postsecondary Transition Experience for Young Adults with Traumatic Brain Injuries.” 2015. Thesis, University of Dayton. Accessed October 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1438621743.

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

MLA Handbook (7th Edition):

Kramer, Michaela M. “The Postsecondary Transition Experience for Young Adults with Traumatic Brain Injuries.” 2015. Web. 24 Oct 2019.

Vancouver:

Kramer MM. The Postsecondary Transition Experience for Young Adults with Traumatic Brain Injuries. [Internet] [Thesis]. University of Dayton; 2015. [cited 2019 Oct 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1438621743.

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

Council of Science Editors:

Kramer MM. The Postsecondary Transition Experience for Young Adults with Traumatic Brain Injuries. [Thesis]. University of Dayton; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1438621743

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

303. Roper, Lynn Gagle. SELF-ADVOCACY AMONG COLLEGE STUDENTS WITH LEARNING DISABILITIES AND/OR ATTENTION-DEFICIT HYPERACTIVITY DISORDERS.

Degree: 2016, University of Kentucky

 The purpose of this study was to investigate the effects of a seven-week self-advocacy intervention on students’ with LD and/or ADHD abilities to self-advocate with… (more)

Subjects/Keywords: self-advocacy; postsecondary transition; learning disabilities; attention-deficit hyperactivity disorders; instructional intervention; Higher Education; Secondary Education and Teaching; Special Education and Teaching

…high school to a postsecondary education environment can be difficult for students with… …and teachers in how to request accommodations to a postsecondary education setting where… …requirements and obstacles of postsecondary education may exacerbate the areas of weakness inherent… …an important skill for successful transition from high school to postsecondary education… …postsecondary goals based upon age-appropriate transition assessments related to training, education… 

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APA (6th Edition):

Roper, L. G. (2016). SELF-ADVOCACY AMONG COLLEGE STUDENTS WITH LEARNING DISABILITIES AND/OR ATTENTION-DEFICIT HYPERACTIVITY DISORDERS. (Doctoral Dissertation). University of Kentucky. Retrieved from https://uknowledge.uky.edu/edsrc_etds/30

Chicago Manual of Style (16th Edition):

Roper, Lynn Gagle. “SELF-ADVOCACY AMONG COLLEGE STUDENTS WITH LEARNING DISABILITIES AND/OR ATTENTION-DEFICIT HYPERACTIVITY DISORDERS.” 2016. Doctoral Dissertation, University of Kentucky. Accessed October 24, 2019. https://uknowledge.uky.edu/edsrc_etds/30.

MLA Handbook (7th Edition):

Roper, Lynn Gagle. “SELF-ADVOCACY AMONG COLLEGE STUDENTS WITH LEARNING DISABILITIES AND/OR ATTENTION-DEFICIT HYPERACTIVITY DISORDERS.” 2016. Web. 24 Oct 2019.

Vancouver:

Roper LG. SELF-ADVOCACY AMONG COLLEGE STUDENTS WITH LEARNING DISABILITIES AND/OR ATTENTION-DEFICIT HYPERACTIVITY DISORDERS. [Internet] [Doctoral dissertation]. University of Kentucky; 2016. [cited 2019 Oct 24]. Available from: https://uknowledge.uky.edu/edsrc_etds/30.

Council of Science Editors:

Roper LG. SELF-ADVOCACY AMONG COLLEGE STUDENTS WITH LEARNING DISABILITIES AND/OR ATTENTION-DEFICIT HYPERACTIVITY DISORDERS. [Doctoral Dissertation]. University of Kentucky; 2016. Available from: https://uknowledge.uky.edu/edsrc_etds/30


Marshall University

304. Nash, Sherri E. Results of the Accreditation Process to Guide Postsecondary Certificate-Granting Institution Improvement.

Degree: 2008, Marshall University

 Research gaps exist in knowledge about postsecondary certificate-granting institutions, as well as results of accreditation processes. This qualitative study focuses on national accreditation results that… (more)

Subjects/Keywords: accreditation; postsecondary; certificate-granting; <; p>; Universities and colleges  – Accreditation  – United States.<; /p>;

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APA (6th Edition):

Nash, S. E. (2008). Results of the Accreditation Process to Guide Postsecondary Certificate-Granting Institution Improvement. (Thesis). Marshall University. Retrieved from http://mds.marshall.edu/etd/744

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):

Nash, Sherri E. “Results of the Accreditation Process to Guide Postsecondary Certificate-Granting Institution Improvement.” 2008. Thesis, Marshall University. Accessed October 24, 2019. http://mds.marshall.edu/etd/744.

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

MLA Handbook (7th Edition):

Nash, Sherri E. “Results of the Accreditation Process to Guide Postsecondary Certificate-Granting Institution Improvement.” 2008. Web. 24 Oct 2019.

Vancouver:

Nash SE. Results of the Accreditation Process to Guide Postsecondary Certificate-Granting Institution Improvement. [Internet] [Thesis]. Marshall University; 2008. [cited 2019 Oct 24]. Available from: http://mds.marshall.edu/etd/744.

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

Council of Science Editors:

Nash SE. Results of the Accreditation Process to Guide Postsecondary Certificate-Granting Institution Improvement. [Thesis]. Marshall University; 2008. Available from: http://mds.marshall.edu/etd/744

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

305. Brown, Kirsten Ruth. Institutional Practices that Support Students with Autism Spectrum Disorders in a Postsecondary Educational Setting.

Degree: PhD, Higher Education Administration, 2012, Bowling Green State University

  Almost 11% of college students have a disability (Newman, Wagner, Cameto, Knokey, & Shaver, 2010). Existing research indicates that students with disabilities have difficulty… (more)

Subjects/Keywords: Education; Education Policy; Higher Education; Higher Education Administration; Autism Spectrum Disorder; ASD; postsecondary; higher education; services; reasonable accommodations; mixed-methods; web-based survey; ASD specific services; ASD education; one-size-fits-all; transition programs; Aspergers; neurodiversity

…26 Legal Transition Between K-12 and Postsecondary Education ..................... 28… …61 Students with ASD in Postsecondary Education… …x29;. However, the prevalence of students with ASD in postsecondary education is just… …Department of 2 Education in 1990 and 2005 confirmed an increase in postsecondary students with… …disabilities entering postsecondary education grew at a higher rate than the general population… 

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APA (6th Edition):

Brown, K. R. (2012). Institutional Practices that Support Students with Autism Spectrum Disorders in a Postsecondary Educational Setting. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1332120965

Chicago Manual of Style (16th Edition):

Brown, Kirsten Ruth. “Institutional Practices that Support Students with Autism Spectrum Disorders in a Postsecondary Educational Setting.” 2012. Doctoral Dissertation, Bowling Green State University. Accessed October 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1332120965.

MLA Handbook (7th Edition):

Brown, Kirsten Ruth. “Institutional Practices that Support Students with Autism Spectrum Disorders in a Postsecondary Educational Setting.” 2012. Web. 24 Oct 2019.

Vancouver:

Brown KR. Institutional Practices that Support Students with Autism Spectrum Disorders in a Postsecondary Educational Setting. [Internet] [Doctoral dissertation]. Bowling Green State University; 2012. [cited 2019 Oct 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1332120965.

Council of Science Editors:

Brown KR. Institutional Practices that Support Students with Autism Spectrum Disorders in a Postsecondary Educational Setting. [Doctoral Dissertation]. Bowling Green State University; 2012. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1332120965

306. Cremers, P.H.M. Designing hybrid learning configurations at the interface between school and workplace.

Degree: 2016, Wageningen University

  In today’s knowledge society there is a demand for professionals who are able to create knowledge across boundaries of disciplines, professions and perspectives. Increasingly,… (more)

Subjects/Keywords: middelbaar beroepsonderwijs; onderwijs; onderwijsprogramma's; hoger onderwijs; onderwijsorganisatie; praktijkonderwijs; vervolgonderwijs; beroepsopleiding; firma's; kapitaalvennootschappen; kennisoverdracht; kennis; nederland; Onderwijsmethoden; intermediate vocational training; education; education programmes; higher education; organization of education; practical education; postsecondary education; vocational training; firms; companies; knowledge transfer; knowledge; netherlands; Educational Methods

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APA (6th Edition):

Cremers, P. H. M. (2016). Designing hybrid learning configurations at the interface between school and workplace. (Doctoral Dissertation). Wageningen University. Retrieved from http://library.wur.nl/WebQuery/wurpubs/496093 ; urn:nbn:nl:ui:32-496093 ; urn:nbn:nl:ui:32-496093 ; http://library.wur.nl/WebQuery/wurpubs/496093

Chicago Manual of Style (16th Edition):

Cremers, P H M. “Designing hybrid learning configurations at the interface between school and workplace.” 2016. Doctoral Dissertation, Wageningen University. Accessed October 24, 2019. http://library.wur.nl/WebQuery/wurpubs/496093 ; urn:nbn:nl:ui:32-496093 ; urn:nbn:nl:ui:32-496093 ; http://library.wur.nl/WebQuery/wurpubs/496093.

MLA Handbook (7th Edition):

Cremers, P H M. “Designing hybrid learning configurations at the interface between school and workplace.” 2016. Web. 24 Oct 2019.

Vancouver:

Cremers PHM. Designing hybrid learning configurations at the interface between school and workplace. [Internet] [Doctoral dissertation]. Wageningen University; 2016. [cited 2019 Oct 24]. Available from: http://library.wur.nl/WebQuery/wurpubs/496093 ; urn:nbn:nl:ui:32-496093 ; urn:nbn:nl:ui:32-496093 ; http://library.wur.nl/WebQuery/wurpubs/496093.

Council of Science Editors:

Cremers PHM. Designing hybrid learning configurations at the interface between school and workplace. [Doctoral Dissertation]. Wageningen University; 2016. Available from: http://library.wur.nl/WebQuery/wurpubs/496093 ; urn:nbn:nl:ui:32-496093 ; urn:nbn:nl:ui:32-496093 ; http://library.wur.nl/WebQuery/wurpubs/496093


Université de Montréal

307. Cormier, Eric. Influence d’un atelier de prise de notes sur la capacité d’étudiants du collégial à restituer les idées principales d’un texte de philosophie : une vision contrastive étudiants – professeurs de philosophie .

Degree: 2015, Université de Montréal

Subjects/Keywords: Prise de notes; Lecture; Écriture; Compréhension en lecture; Atelier de prise de notes; Enseignants; Apprenants du collégial; Études postsecondaires; Note taking; Reading; Writing; Reading comprehension; Note taking workshop; Teachers; College students; Postsecondary; Education

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APA (6th Edition):

Cormier, E. (2015). Influence d’un atelier de prise de notes sur la capacité d’étudiants du collégial à restituer les idées principales d’un texte de philosophie : une vision contrastive étudiants – professeurs de philosophie . (Thesis). Université de Montréal. Retrieved from http://hdl.handle.net/1866/12410

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):

Cormier, Eric. “Influence d’un atelier de prise de notes sur la capacité d’étudiants du collégial à restituer les idées principales d’un texte de philosophie : une vision contrastive étudiants – professeurs de philosophie .” 2015. Thesis, Université de Montréal. Accessed October 24, 2019. http://hdl.handle.net/1866/12410.

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

MLA Handbook (7th Edition):

Cormier, Eric. “Influence d’un atelier de prise de notes sur la capacité d’étudiants du collégial à restituer les idées principales d’un texte de philosophie : une vision contrastive étudiants – professeurs de philosophie .” 2015. Web. 24 Oct 2019.

Vancouver:

Cormier E. Influence d’un atelier de prise de notes sur la capacité d’étudiants du collégial à restituer les idées principales d’un texte de philosophie : une vision contrastive étudiants – professeurs de philosophie . [Internet] [Thesis]. Université de Montréal; 2015. [cited 2019 Oct 24]. Available from: http://hdl.handle.net/1866/12410.

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

Council of Science Editors:

Cormier E. Influence d’un atelier de prise de notes sur la capacité d’étudiants du collégial à restituer les idées principales d’un texte de philosophie : une vision contrastive étudiants – professeurs de philosophie . [Thesis]. Université de Montréal; 2015. Available from: http://hdl.handle.net/1866/12410

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

308. LaSota, Robin Rae. Factors, Practices, and Policies Influencing Students' Upward Transfer to Baccalaureate-Degree Programs and Institutions: A Mixed-Methods Analysis.

Degree: PhD, 2014, University of Washington

 My dissertation utilizes an explanatory, sequential mixed-methods research design to assess factors influencing community college students' transfer probability to baccalaureate-granting institutions and to present promising… (more)

Subjects/Keywords: Beginning Postsecondary Study; community college data use and innovation; community college leadership and practices; multi level modeling; predictors of students' upward transfer; state transfer policies; Community college education; Education policy; Higher education; education - seattle

…require some postsecondary education (with about one-fourth of them requiring BA degrees or… …sizeable population of students entering postsecondary education through community colleges, and… …and others in the College of Education, has been extraordinarily valuable to my development… …Practices, and Policies…Dissertation, Page iii to the Institute of Education Sciences which… …inquiry, mixed-methods research, and education policy research focused on improved transitions… 

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APA (6th Edition):

LaSota, R. R. (2014). Factors, Practices, and Policies Influencing Students' Upward Transfer to Baccalaureate-Degree Programs and Institutions: A Mixed-Methods Analysis. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/25022

Chicago Manual of Style (16th Edition):

LaSota, Robin Rae. “Factors, Practices, and Policies Influencing Students' Upward Transfer to Baccalaureate-Degree Programs and Institutions: A Mixed-Methods Analysis.” 2014. Doctoral Dissertation, University of Washington. Accessed October 24, 2019. http://hdl.handle.net/1773/25022.

MLA Handbook (7th Edition):

LaSota, Robin Rae. “Factors, Practices, and Policies Influencing Students' Upward Transfer to Baccalaureate-Degree Programs and Institutions: A Mixed-Methods Analysis.” 2014. Web. 24 Oct 2019.

Vancouver:

LaSota RR. Factors, Practices, and Policies Influencing Students' Upward Transfer to Baccalaureate-Degree Programs and Institutions: A Mixed-Methods Analysis. [Internet] [Doctoral dissertation]. University of Washington; 2014. [cited 2019 Oct 24]. Available from: http://hdl.handle.net/1773/25022.

Council of Science Editors:

LaSota RR. Factors, Practices, and Policies Influencing Students' Upward Transfer to Baccalaureate-Degree Programs and Institutions: A Mixed-Methods Analysis. [Doctoral Dissertation]. University of Washington; 2014. Available from: http://hdl.handle.net/1773/25022


Université de Montréal

309. Chernoff, Victor. The determinants of education-job match among canadian university graduates .

Degree: 2009, Université de Montréal

Subjects/Keywords: Lien éducation-emploi; Niveau d'études; Domaine d'études; Canada; Éducation universitaire; Diplômés; Enquête de suivi auprès des diplômés - 2000; Education-job match; Level of study; Field of study; Canada; Postsecondary education5aGraduates; The Follow-uup of Graduates Survey; Class of 2000 (FOG2000)

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APA (6th Edition):

Chernoff, V. (2009). The determinants of education-job match among canadian university graduates . (Thesis). Université de Montréal. Retrieved from http://hdl.handle.net/1866/3194

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):

Chernoff, Victor. “The determinants of education-job match among canadian university graduates .” 2009. Thesis, Université de Montréal. Accessed October 24, 2019. http://hdl.handle.net/1866/3194.

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

MLA Handbook (7th Edition):

Chernoff, Victor. “The determinants of education-job match among canadian university graduates .” 2009. Web. 24 Oct 2019.

Vancouver:

Chernoff V. The determinants of education-job match among canadian university graduates . [Internet] [Thesis]. Université de Montréal; 2009. [cited 2019 Oct 24]. Available from: http://hdl.handle.net/1866/3194.

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

Council of Science Editors:

Chernoff V. The determinants of education-job match among canadian university graduates . [Thesis]. Université de Montréal; 2009. Available from: http://hdl.handle.net/1866/3194

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

310. Kohler, Francis M. Divergence of Millennial Digital Learning: A Study of Generational Domains Involving Differential Instruction Using Pedagogy and Tools.

Degree: MEd, Career and Technology Education/Technology, 2012, Bowling Green State University

  Facilitators make decisions when designing and creating differential instructional materials or activities. The materials or activities each embed scaffolding into the creation process of… (more)

Subjects/Keywords: Adult Education; Community College Education; Curricula; Curriculum Development; Education; Educational Evaluation; Educational Leadership; Educational Technology; Educational Theory; Instructional Design; Teacher Education; Teaching; Learning Design; Differential instruction; Millennial learning; Generational domains; Universal Design for Learning; Learning tools; Accessibility; Professional development; Postsecondary education; General education; Retention; Evaluation

…millennial generation in postsecondary education and in the business world. According to CAST… …in general education classrooms going on to postsecondary education and fewer still… …Postsecondary Education The millennial generation possesses energy. Postsecondary institutions benefit… …postsecondary education. The virtual world interface is growing to include Second Life, computer-based… …Education (CUE) curricula. Use of effective pedagogy and tools by two doctoral and one… 

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APA (6th Edition):

Kohler, F. M. (2012). Divergence of Millennial Digital Learning: A Study of Generational Domains Involving Differential Instruction Using Pedagogy and Tools. (Masters Thesis). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1333566362

Chicago Manual of Style (16th Edition):

Kohler, Francis M. “Divergence of Millennial Digital Learning: A Study of Generational Domains Involving Differential Instruction Using Pedagogy and Tools.” 2012. Masters Thesis, Bowling Green State University. Accessed October 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1333566362.

MLA Handbook (7th Edition):

Kohler, Francis M. “Divergence of Millennial Digital Learning: A Study of Generational Domains Involving Differential Instruction Using Pedagogy and Tools.” 2012. Web. 24 Oct 2019.

Vancouver:

Kohler FM. Divergence of Millennial Digital Learning: A Study of Generational Domains Involving Differential Instruction Using Pedagogy and Tools. [Internet] [Masters thesis]. Bowling Green State University; 2012. [cited 2019 Oct 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1333566362.

Council of Science Editors:

Kohler FM. Divergence of Millennial Digital Learning: A Study of Generational Domains Involving Differential Instruction Using Pedagogy and Tools. [Masters Thesis]. Bowling Green State University; 2012. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1333566362

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