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You searched for subject:(Prior learning). Showing records 1 – 30 of 103 total matches.

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1. Joosten-ten Brinke, Desirée. Assessment of prior learning.

Degree: 2008, NARCIS

Joosten-ten Brinke, D. (2008). Assessment of prior learning. Doctoral Dissertation, Open University of the Netherlands, The Netherlands.

Subjects/Keywords: Assessment; Prior learning

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APA (6th Edition):

Joosten-ten Brinke, D. (2008). Assessment of prior learning. (Doctoral Dissertation). NARCIS. Retrieved from http://hdl.handle.net/1820/1556

Chicago Manual of Style (16th Edition):

Joosten-ten Brinke, Desirée. “Assessment of prior learning.” 2008. Doctoral Dissertation, NARCIS. Accessed September 17, 2019. http://hdl.handle.net/1820/1556.

MLA Handbook (7th Edition):

Joosten-ten Brinke, Desirée. “Assessment of prior learning.” 2008. Web. 17 Sep 2019.

Vancouver:

Joosten-ten Brinke D. Assessment of prior learning. [Internet] [Doctoral dissertation]. NARCIS; 2008. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/1820/1556.

Council of Science Editors:

Joosten-ten Brinke D. Assessment of prior learning. [Doctoral Dissertation]. NARCIS; 2008. Available from: http://hdl.handle.net/1820/1556


Delft University of Technology

2. Moerdijk, M.M. Learning to walk using minimum prior knowledge: And a small hexapod robot:.

Degree: 2013, Delft University of Technology

 Future robotic systems are expected to be so complex, that the required information  – or prior knowledge  – to program them is not always available… (more)

Subjects/Keywords: learning; walking; robot; hexapod; reinforcement; prior knowledge

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APA (6th Edition):

Moerdijk, M. M. (2013). Learning to walk using minimum prior knowledge: And a small hexapod robot:. (Masters Thesis). Delft University of Technology. Retrieved from http://resolver.tudelft.nl/uuid:fafd5dd4-653c-4b39-965f-c48707a2c1ca

Chicago Manual of Style (16th Edition):

Moerdijk, M M. “Learning to walk using minimum prior knowledge: And a small hexapod robot:.” 2013. Masters Thesis, Delft University of Technology. Accessed September 17, 2019. http://resolver.tudelft.nl/uuid:fafd5dd4-653c-4b39-965f-c48707a2c1ca.

MLA Handbook (7th Edition):

Moerdijk, M M. “Learning to walk using minimum prior knowledge: And a small hexapod robot:.” 2013. Web. 17 Sep 2019.

Vancouver:

Moerdijk MM. Learning to walk using minimum prior knowledge: And a small hexapod robot:. [Internet] [Masters thesis]. Delft University of Technology; 2013. [cited 2019 Sep 17]. Available from: http://resolver.tudelft.nl/uuid:fafd5dd4-653c-4b39-965f-c48707a2c1ca.

Council of Science Editors:

Moerdijk MM. Learning to walk using minimum prior knowledge: And a small hexapod robot:. [Masters Thesis]. Delft University of Technology; 2013. Available from: http://resolver.tudelft.nl/uuid:fafd5dd4-653c-4b39-965f-c48707a2c1ca


Vanderbilt University

3. Fyfe, Emily Ruth. Is that correct? Clarifying the effects of feedback during mathematics problem solving.

Degree: PhD, Psychology, 2015, Vanderbilt University

 Feedback can be a powerful learning tool, but its effects vary widely. Research suggests that feedback may have positive effects for those with low prior(more)

Subjects/Keywords: prior knowledge; mathematics learning; problem solving; feedback

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APA (6th Edition):

Fyfe, E. R. (2015). Is that correct? Clarifying the effects of feedback during mathematics problem solving. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-06032015-113333/ ;

Chicago Manual of Style (16th Edition):

Fyfe, Emily Ruth. “Is that correct? Clarifying the effects of feedback during mathematics problem solving.” 2015. Doctoral Dissertation, Vanderbilt University. Accessed September 17, 2019. http://etd.library.vanderbilt.edu/available/etd-06032015-113333/ ;.

MLA Handbook (7th Edition):

Fyfe, Emily Ruth. “Is that correct? Clarifying the effects of feedback during mathematics problem solving.” 2015. Web. 17 Sep 2019.

Vancouver:

Fyfe ER. Is that correct? Clarifying the effects of feedback during mathematics problem solving. [Internet] [Doctoral dissertation]. Vanderbilt University; 2015. [cited 2019 Sep 17]. Available from: http://etd.library.vanderbilt.edu/available/etd-06032015-113333/ ;.

Council of Science Editors:

Fyfe ER. Is that correct? Clarifying the effects of feedback during mathematics problem solving. [Doctoral Dissertation]. Vanderbilt University; 2015. Available from: http://etd.library.vanderbilt.edu/available/etd-06032015-113333/ ;


Rutgers University

4. Persaud, Kimele. Global versus local: functional components of scene context effects in recall.

Degree: MS, Psychology, 2015, Rutgers University

 Expectation for context is perhaps the most influential contributor to episodic memory. Although research has investigated the influence of functional components of scene context in… (more)

Subjects/Keywords: Episodic memory; Long-term memory; Prior learning

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APA (6th Edition):

Persaud, K. (2015). Global versus local: functional components of scene context effects in recall. (Masters Thesis). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/46416/

Chicago Manual of Style (16th Edition):

Persaud, Kimele. “Global versus local: functional components of scene context effects in recall.” 2015. Masters Thesis, Rutgers University. Accessed September 17, 2019. https://rucore.libraries.rutgers.edu/rutgers-lib/46416/.

MLA Handbook (7th Edition):

Persaud, Kimele. “Global versus local: functional components of scene context effects in recall.” 2015. Web. 17 Sep 2019.

Vancouver:

Persaud K. Global versus local: functional components of scene context effects in recall. [Internet] [Masters thesis]. Rutgers University; 2015. [cited 2019 Sep 17]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/46416/.

Council of Science Editors:

Persaud K. Global versus local: functional components of scene context effects in recall. [Masters Thesis]. Rutgers University; 2015. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/46416/


University of the Western Cape

5. Lackay, Bradley. Recognition of prior learning, benefits and social justice in the policing sector .

Degree: 2015, University of the Western Cape

 Conceptualised within Habermasian critical theory, the conceptual framework includes concepts such as domination, emancipation and emancipatory education, and frames RPL as emancipation. Recognition of prior(more)

Subjects/Keywords: Workplace Learning; Adult learning; Recognition of prior learning; Experiential learning

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APA (6th Edition):

Lackay, B. (2015). Recognition of prior learning, benefits and social justice in the policing sector . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/5281

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):

Lackay, Bradley. “Recognition of prior learning, benefits and social justice in the policing sector .” 2015. Thesis, University of the Western Cape. Accessed September 17, 2019. http://hdl.handle.net/11394/5281.

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

MLA Handbook (7th Edition):

Lackay, Bradley. “Recognition of prior learning, benefits and social justice in the policing sector .” 2015. Web. 17 Sep 2019.

Vancouver:

Lackay B. Recognition of prior learning, benefits and social justice in the policing sector . [Internet] [Thesis]. University of the Western Cape; 2015. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/11394/5281.

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

Council of Science Editors:

Lackay B. Recognition of prior learning, benefits and social justice in the policing sector . [Thesis]. University of the Western Cape; 2015. Available from: http://hdl.handle.net/11394/5281

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


Universiteit Utrecht

6. Duvekot, Ruud. Leren Waarderen : Een studie van de Erkenning van Verworven Competenties en gepersonaliseerd leren.

Degree: 2016, Universiteit Utrecht

 In the present 'learning society' continuous or lifelong learning is important for everyone, for the individual as well as for society and its organizations and… (more)

Subjects/Keywords: Validation of Prior Learning; Personalised learning; Lifelong Learning

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APA (6th Edition):

Duvekot, R. (2016). Leren Waarderen : Een studie van de Erkenning van Verworven Competenties en gepersonaliseerd leren. (Doctoral Dissertation). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/334197

Chicago Manual of Style (16th Edition):

Duvekot, Ruud. “Leren Waarderen : Een studie van de Erkenning van Verworven Competenties en gepersonaliseerd leren.” 2016. Doctoral Dissertation, Universiteit Utrecht. Accessed September 17, 2019. http://dspace.library.uu.nl:8080/handle/1874/334197.

MLA Handbook (7th Edition):

Duvekot, Ruud. “Leren Waarderen : Een studie van de Erkenning van Verworven Competenties en gepersonaliseerd leren.” 2016. Web. 17 Sep 2019.

Vancouver:

Duvekot R. Leren Waarderen : Een studie van de Erkenning van Verworven Competenties en gepersonaliseerd leren. [Internet] [Doctoral dissertation]. Universiteit Utrecht; 2016. [cited 2019 Sep 17]. Available from: http://dspace.library.uu.nl:8080/handle/1874/334197.

Council of Science Editors:

Duvekot R. Leren Waarderen : Een studie van de Erkenning van Verworven Competenties en gepersonaliseerd leren. [Doctoral Dissertation]. Universiteit Utrecht; 2016. Available from: http://dspace.library.uu.nl:8080/handle/1874/334197


University of Western Australia

7. Pitman, Tim. Recognition of prior learning in Australian universities : equity, quality and global position-taking.

Degree: PhD, 2011, University of Western Australia

[Truncated abstract] This study aimed to investigate the recognition of prior learning (RPL) policy texts and practices at select Australian universities, the influences affecting their… (more)

Subjects/Keywords: Recognition of prior learning; Higher education policy; Social inclusion; Lifelong learning

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APA (6th Edition):

Pitman, T. (2011). Recognition of prior learning in Australian universities : equity, quality and global position-taking. (Doctoral Dissertation). University of Western Australia. Retrieved from http://repository.uwa.edu.au:80/R/?func=dbin-jump-full&object_id=32905&local_base=GEN01-INS01

Chicago Manual of Style (16th Edition):

Pitman, Tim. “Recognition of prior learning in Australian universities : equity, quality and global position-taking.” 2011. Doctoral Dissertation, University of Western Australia. Accessed September 17, 2019. http://repository.uwa.edu.au:80/R/?func=dbin-jump-full&object_id=32905&local_base=GEN01-INS01.

MLA Handbook (7th Edition):

Pitman, Tim. “Recognition of prior learning in Australian universities : equity, quality and global position-taking.” 2011. Web. 17 Sep 2019.

Vancouver:

Pitman T. Recognition of prior learning in Australian universities : equity, quality and global position-taking. [Internet] [Doctoral dissertation]. University of Western Australia; 2011. [cited 2019 Sep 17]. Available from: http://repository.uwa.edu.au:80/R/?func=dbin-jump-full&object_id=32905&local_base=GEN01-INS01.

Council of Science Editors:

Pitman T. Recognition of prior learning in Australian universities : equity, quality and global position-taking. [Doctoral Dissertation]. University of Western Australia; 2011. Available from: http://repository.uwa.edu.au:80/R/?func=dbin-jump-full&object_id=32905&local_base=GEN01-INS01


Virginia Tech

8. Conroy III, Arthur Thomas. Diagramming Prior Knowledge in the Classroom: A Case Study.

Degree: PhD, Human Development, 2016, Virginia Tech

 Engaging the student's prior knowledge is considered by educational researchers to be an important part of constructing a strong foundation for new learning. Diagrams are… (more)

Subjects/Keywords: Human Development; Adult Learning; Diagramming; Prior Knowledge; Student-Generated; Constructivism; Elicitation

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APA (6th Edition):

Conroy III, A. T. (2016). Diagramming Prior Knowledge in the Classroom: A Case Study. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/83831

Chicago Manual of Style (16th Edition):

Conroy III, Arthur Thomas. “Diagramming Prior Knowledge in the Classroom: A Case Study.” 2016. Doctoral Dissertation, Virginia Tech. Accessed September 17, 2019. http://hdl.handle.net/10919/83831.

MLA Handbook (7th Edition):

Conroy III, Arthur Thomas. “Diagramming Prior Knowledge in the Classroom: A Case Study.” 2016. Web. 17 Sep 2019.

Vancouver:

Conroy III AT. Diagramming Prior Knowledge in the Classroom: A Case Study. [Internet] [Doctoral dissertation]. Virginia Tech; 2016. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/10919/83831.

Council of Science Editors:

Conroy III AT. Diagramming Prior Knowledge in the Classroom: A Case Study. [Doctoral Dissertation]. Virginia Tech; 2016. Available from: http://hdl.handle.net/10919/83831


Virginia Tech

9. Altarawy, Doaa Abdelsalam Ahmed Mohamed. DeTangle: A Framework for Interactive Prediction and Visualization of Gene Regulatory Networks.

Degree: PhD, Computer Science, 2017, Virginia Tech

 With the abundance of biological data, computational prediction of gene regulatory networks (GRNs) from gene expression data has become more feasible. Although incorporating other prior(more)

Subjects/Keywords: Gene regulation; prior knowledge; gene regulatory network inference; visualization; machine learning

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APA (6th Edition):

Altarawy, D. A. A. M. (2017). DeTangle: A Framework for Interactive Prediction and Visualization of Gene Regulatory Networks. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/85504

Chicago Manual of Style (16th Edition):

Altarawy, Doaa Abdelsalam Ahmed Mohamed. “DeTangle: A Framework for Interactive Prediction and Visualization of Gene Regulatory Networks.” 2017. Doctoral Dissertation, Virginia Tech. Accessed September 17, 2019. http://hdl.handle.net/10919/85504.

MLA Handbook (7th Edition):

Altarawy, Doaa Abdelsalam Ahmed Mohamed. “DeTangle: A Framework for Interactive Prediction and Visualization of Gene Regulatory Networks.” 2017. Web. 17 Sep 2019.

Vancouver:

Altarawy DAAM. DeTangle: A Framework for Interactive Prediction and Visualization of Gene Regulatory Networks. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/10919/85504.

Council of Science Editors:

Altarawy DAAM. DeTangle: A Framework for Interactive Prediction and Visualization of Gene Regulatory Networks. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/85504


Rhodes University

10. Kambeyo, Linus. An investigation into how grade 9 Physical Science learners make meaning of the topic on acids and bases through exploring their prior everyday knowledge and experiiences: a case study.

Degree: Faculty of Education, Education, 2013, Rhodes University

 This study was conducted at the school where I teach which is a semi-rural secondary school (Grade 8-12) situated in Omuthiya Town in Oshikoto region,… (more)

Subjects/Keywords: Science  – Study and teaching; Science  – Study and teaching  – Namibia; Prior learning

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APA (6th Edition):

Kambeyo, L. (2013). An investigation into how grade 9 Physical Science learners make meaning of the topic on acids and bases through exploring their prior everyday knowledge and experiiences: a case study. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1001487

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):

Kambeyo, Linus. “An investigation into how grade 9 Physical Science learners make meaning of the topic on acids and bases through exploring their prior everyday knowledge and experiiences: a case study.” 2013. Thesis, Rhodes University. Accessed September 17, 2019. http://hdl.handle.net/10962/d1001487.

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

MLA Handbook (7th Edition):

Kambeyo, Linus. “An investigation into how grade 9 Physical Science learners make meaning of the topic on acids and bases through exploring their prior everyday knowledge and experiiences: a case study.” 2013. Web. 17 Sep 2019.

Vancouver:

Kambeyo L. An investigation into how grade 9 Physical Science learners make meaning of the topic on acids and bases through exploring their prior everyday knowledge and experiiences: a case study. [Internet] [Thesis]. Rhodes University; 2013. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/10962/d1001487.

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

Council of Science Editors:

Kambeyo L. An investigation into how grade 9 Physical Science learners make meaning of the topic on acids and bases through exploring their prior everyday knowledge and experiiences: a case study. [Thesis]. Rhodes University; 2013. Available from: http://hdl.handle.net/10962/d1001487

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

11. Bustad, Susanne Andersson. Magiska ögonblick och förlorade möjligheter : En studie i möjligheterna att lära med utgångspunkt i elevernas förkunskaper, svårigheter med lärandeobjektet och variationen i det erbjudna lärandet.

Degree: Humanities and Informatics, 2011, University of Skövde

  This study is based on an interest in trying to understand what is needed to ensure that students actually learn in a learning object,… (more)

Subjects/Keywords: Prior knowledge; difficulties; offering learning; equations; variation theory; variation patterns; experienced learning.; Education; Pedagogik

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APA (6th Edition):

Bustad, S. A. (2011). Magiska ögonblick och förlorade möjligheter : En studie i möjligheterna att lära med utgångspunkt i elevernas förkunskaper, svårigheter med lärandeobjektet och variationen i det erbjudna lärandet. (Thesis). University of Skövde. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-5026

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):

Bustad, Susanne Andersson. “Magiska ögonblick och förlorade möjligheter : En studie i möjligheterna att lära med utgångspunkt i elevernas förkunskaper, svårigheter med lärandeobjektet och variationen i det erbjudna lärandet.” 2011. Thesis, University of Skövde. Accessed September 17, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-5026.

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

MLA Handbook (7th Edition):

Bustad, Susanne Andersson. “Magiska ögonblick och förlorade möjligheter : En studie i möjligheterna att lära med utgångspunkt i elevernas förkunskaper, svårigheter med lärandeobjektet och variationen i det erbjudna lärandet.” 2011. Web. 17 Sep 2019.

Vancouver:

Bustad SA. Magiska ögonblick och förlorade möjligheter : En studie i möjligheterna att lära med utgångspunkt i elevernas förkunskaper, svårigheter med lärandeobjektet och variationen i det erbjudna lärandet. [Internet] [Thesis]. University of Skövde; 2011. [cited 2019 Sep 17]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-5026.

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

Council of Science Editors:

Bustad SA. Magiska ögonblick och förlorade möjligheter : En studie i möjligheterna att lära med utgångspunkt i elevernas förkunskaper, svårigheter med lärandeobjektet och variationen i det erbjudna lärandet. [Thesis]. University of Skövde; 2011. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-5026

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

12. Duvekot, Ruud. Leren Waarderen : Een studie van de Erkenning van Verworven Competenties en gepersonaliseerd leren.

Degree: 2016, University Utrecht

 In the present 'learning society' continuous or lifelong learning is important for everyone, for the individual as well as for society and its organizations and… (more)

Subjects/Keywords: Validation of Prior Learning; Personalised learning; Lifelong Learning

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APA (6th Edition):

Duvekot, R. (2016). Leren Waarderen : Een studie van de Erkenning van Verworven Competenties en gepersonaliseerd leren. (Doctoral Dissertation). University Utrecht. Retrieved from http://dspace.library.uu.nl/handle/1874/334197 ; URN:NBN:NL:UI:10-1874-334197 ; urn:isbn:978-94-92085-04-7 ; URN:NBN:NL:UI:10-1874-334197 ; http://dspace.library.uu.nl/handle/1874/334197

Chicago Manual of Style (16th Edition):

Duvekot, Ruud. “Leren Waarderen : Een studie van de Erkenning van Verworven Competenties en gepersonaliseerd leren.” 2016. Doctoral Dissertation, University Utrecht. Accessed September 17, 2019. http://dspace.library.uu.nl/handle/1874/334197 ; URN:NBN:NL:UI:10-1874-334197 ; urn:isbn:978-94-92085-04-7 ; URN:NBN:NL:UI:10-1874-334197 ; http://dspace.library.uu.nl/handle/1874/334197.

MLA Handbook (7th Edition):

Duvekot, Ruud. “Leren Waarderen : Een studie van de Erkenning van Verworven Competenties en gepersonaliseerd leren.” 2016. Web. 17 Sep 2019.

Vancouver:

Duvekot R. Leren Waarderen : Een studie van de Erkenning van Verworven Competenties en gepersonaliseerd leren. [Internet] [Doctoral dissertation]. University Utrecht; 2016. [cited 2019 Sep 17]. Available from: http://dspace.library.uu.nl/handle/1874/334197 ; URN:NBN:NL:UI:10-1874-334197 ; urn:isbn:978-94-92085-04-7 ; URN:NBN:NL:UI:10-1874-334197 ; http://dspace.library.uu.nl/handle/1874/334197.

Council of Science Editors:

Duvekot R. Leren Waarderen : Een studie van de Erkenning van Verworven Competenties en gepersonaliseerd leren. [Doctoral Dissertation]. University Utrecht; 2016. Available from: http://dspace.library.uu.nl/handle/1874/334197 ; URN:NBN:NL:UI:10-1874-334197 ; urn:isbn:978-94-92085-04-7 ; URN:NBN:NL:UI:10-1874-334197 ; http://dspace.library.uu.nl/handle/1874/334197


Rhodes University

13. Stephenson, Sandra Lisa. Master's Degree studies at Rhodes University : access and postgraduate readiness.

Degree: M. Ed., Faculty of Education, Education, 2014, Rhodes University

 This mixed method, grounded theory study aimed to explore access to Master's level study at Rhodes University, a small, traditional South African university established in… (more)

Subjects/Keywords: Rhodes University; Universities and colleges  – Graduate work; Recognition of prior learning; Graduate students; Corporate culture

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APA (6th Edition):

Stephenson, S. L. (2014). Master's Degree studies at Rhodes University : access and postgraduate readiness. (Masters Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1011783

Chicago Manual of Style (16th Edition):

Stephenson, Sandra Lisa. “Master's Degree studies at Rhodes University : access and postgraduate readiness.” 2014. Masters Thesis, Rhodes University. Accessed September 17, 2019. http://hdl.handle.net/10962/d1011783.

MLA Handbook (7th Edition):

Stephenson, Sandra Lisa. “Master's Degree studies at Rhodes University : access and postgraduate readiness.” 2014. Web. 17 Sep 2019.

Vancouver:

Stephenson SL. Master's Degree studies at Rhodes University : access and postgraduate readiness. [Internet] [Masters thesis]. Rhodes University; 2014. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/10962/d1011783.

Council of Science Editors:

Stephenson SL. Master's Degree studies at Rhodes University : access and postgraduate readiness. [Masters Thesis]. Rhodes University; 2014. Available from: http://hdl.handle.net/10962/d1011783


University of Georgia

14. Layne, Ashley Y. Implementing prior learning assessment to promote adult college completion.

Degree: EdD, Adult Education, 2017, University of Georgia

 IMPLEMENTING PRIOR LEARNING ASSESSMENT TO PROMOTE ADULT COLLEGE COMPLETION by ASHLEY Y. LAYNE (Under the Direction of Karen E. Watkins) ABSTRACT This action research case… (more)

Subjects/Keywords: Prior learning assessment (PLA); community colleges; action research; diffusion of innovation; adult learners

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APA (6th Edition):

Layne, A. Y. (2017). Implementing prior learning assessment to promote adult college completion. (Doctoral Dissertation). University of Georgia. Retrieved from http://hdl.handle.net/10724/37807

Chicago Manual of Style (16th Edition):

Layne, Ashley Y. “Implementing prior learning assessment to promote adult college completion.” 2017. Doctoral Dissertation, University of Georgia. Accessed September 17, 2019. http://hdl.handle.net/10724/37807.

MLA Handbook (7th Edition):

Layne, Ashley Y. “Implementing prior learning assessment to promote adult college completion.” 2017. Web. 17 Sep 2019.

Vancouver:

Layne AY. Implementing prior learning assessment to promote adult college completion. [Internet] [Doctoral dissertation]. University of Georgia; 2017. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/10724/37807.

Council of Science Editors:

Layne AY. Implementing prior learning assessment to promote adult college completion. [Doctoral Dissertation]. University of Georgia; 2017. Available from: http://hdl.handle.net/10724/37807


University of California – Berkeley

15. Adiredja, Aditya Prabhawa. Leveraging Students' Intuitive Knowledge About the Formal Definition of a Limit.

Degree: Science & Mathematics Education, 2014, University of California – Berkeley

 This dissertation explores the roles of students' intuitive knowledge in learning formal mathematics. The formal definition of a limit, or the epsilon-delta definition, is a… (more)

Subjects/Keywords: Mathematics education; formal definition; intuitive knowledge; learning; limit; microgenetic study; prior knowledge

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

APA (6th Edition):

Adiredja, A. P. (2014). Leveraging Students' Intuitive Knowledge About the Formal Definition of a Limit. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/0jk8m1fd

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):

Adiredja, Aditya Prabhawa. “Leveraging Students' Intuitive Knowledge About the Formal Definition of a Limit.” 2014. Thesis, University of California – Berkeley. Accessed September 17, 2019. http://www.escholarship.org/uc/item/0jk8m1fd.

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

MLA Handbook (7th Edition):

Adiredja, Aditya Prabhawa. “Leveraging Students' Intuitive Knowledge About the Formal Definition of a Limit.” 2014. Web. 17 Sep 2019.

Vancouver:

Adiredja AP. Leveraging Students' Intuitive Knowledge About the Formal Definition of a Limit. [Internet] [Thesis]. University of California – Berkeley; 2014. [cited 2019 Sep 17]. Available from: http://www.escholarship.org/uc/item/0jk8m1fd.

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

Council of Science Editors:

Adiredja AP. Leveraging Students' Intuitive Knowledge About the Formal Definition of a Limit. [Thesis]. University of California – Berkeley; 2014. Available from: http://www.escholarship.org/uc/item/0jk8m1fd

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


University of Tennessee – Knoxville

16. Roberson, James Harold. Elementary and secondary science teachers negotiation of controversial science content: The relationships among prior conception appropriation, thinking disposition, and learning about geologic time.

Degree: 2011, University of Tennessee – Knoxville

 A major component of the values people place on science and their attitude toward it is their openness to new ideas or overall open-mindedness. An… (more)

Subjects/Keywords: conceptual change; prior knowledge; geologic time; learning; Education; Science and Mathematics Education

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APA (6th Edition):

Roberson, J. H. (2011). Elementary and secondary science teachers negotiation of controversial science content: The relationships among prior conception appropriation, thinking disposition, and learning about geologic time. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/1018

Chicago Manual of Style (16th Edition):

Roberson, James Harold. “Elementary and secondary science teachers negotiation of controversial science content: The relationships among prior conception appropriation, thinking disposition, and learning about geologic time.” 2011. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed September 17, 2019. https://trace.tennessee.edu/utk_graddiss/1018.

MLA Handbook (7th Edition):

Roberson, James Harold. “Elementary and secondary science teachers negotiation of controversial science content: The relationships among prior conception appropriation, thinking disposition, and learning about geologic time.” 2011. Web. 17 Sep 2019.

Vancouver:

Roberson JH. Elementary and secondary science teachers negotiation of controversial science content: The relationships among prior conception appropriation, thinking disposition, and learning about geologic time. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2011. [cited 2019 Sep 17]. Available from: https://trace.tennessee.edu/utk_graddiss/1018.

Council of Science Editors:

Roberson JH. Elementary and secondary science teachers negotiation of controversial science content: The relationships among prior conception appropriation, thinking disposition, and learning about geologic time. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2011. Available from: https://trace.tennessee.edu/utk_graddiss/1018


UCLA

17. Yang, Yanchao. Unsupervised Learning for Object Representations by Watching and Moving.

Degree: Computer Science, 2019, UCLA

 The power of deep neural networks comes mainly from huge labeled datasets. Even though it shines on many computer vision tasks, supervised learning bears little… (more)

Subjects/Keywords: Computer science; Adversarial Contextual Model; Conditional Prior; Depth Estimation; Object Detection; Optical Flow; Unsupervised Learning

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APA (6th Edition):

Yang, Y. (2019). Unsupervised Learning for Object Representations by Watching and Moving. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/9sb7z9g4

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):

Yang, Yanchao. “Unsupervised Learning for Object Representations by Watching and Moving.” 2019. Thesis, UCLA. Accessed September 17, 2019. http://www.escholarship.org/uc/item/9sb7z9g4.

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

MLA Handbook (7th Edition):

Yang, Yanchao. “Unsupervised Learning for Object Representations by Watching and Moving.” 2019. Web. 17 Sep 2019.

Vancouver:

Yang Y. Unsupervised Learning for Object Representations by Watching and Moving. [Internet] [Thesis]. UCLA; 2019. [cited 2019 Sep 17]. Available from: http://www.escholarship.org/uc/item/9sb7z9g4.

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

Council of Science Editors:

Yang Y. Unsupervised Learning for Object Representations by Watching and Moving. [Thesis]. UCLA; 2019. Available from: http://www.escholarship.org/uc/item/9sb7z9g4

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


University of New South Wales

18. Hamer, Jennifer. [Not] just a piece of paper: Ontological practice and ethical obligations in the recognition of prior learning (RPL). A constructivist grounded theory investigation of non-traditional learners' experiences of RPL in the vocational education sector.

Degree: Social Sciences, 2013, University of New South Wales

 This thesis develops a new, mid-range theory of the recognition of prior learning (RPL) with non-traditional learners. It incorporates a practice framework accompanied by good… (more)

Subjects/Keywords: Vocational education; Recognition of prior learning; Non-traditional learners; Philosophy of Recognition; Adult education

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

APA (6th Edition):

Hamer, J. (2013). [Not] just a piece of paper: Ontological practice and ethical obligations in the recognition of prior learning (RPL). A constructivist grounded theory investigation of non-traditional learners' experiences of RPL in the vocational education sector. (Doctoral Dissertation). University of New South Wales. Retrieved from http://handle.unsw.edu.au/1959.4/52985 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:11663/SOURCE01?view=true

Chicago Manual of Style (16th Edition):

Hamer, Jennifer. “[Not] just a piece of paper: Ontological practice and ethical obligations in the recognition of prior learning (RPL). A constructivist grounded theory investigation of non-traditional learners' experiences of RPL in the vocational education sector.” 2013. Doctoral Dissertation, University of New South Wales. Accessed September 17, 2019. http://handle.unsw.edu.au/1959.4/52985 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:11663/SOURCE01?view=true.

MLA Handbook (7th Edition):

Hamer, Jennifer. “[Not] just a piece of paper: Ontological practice and ethical obligations in the recognition of prior learning (RPL). A constructivist grounded theory investigation of non-traditional learners' experiences of RPL in the vocational education sector.” 2013. Web. 17 Sep 2019.

Vancouver:

Hamer J. [Not] just a piece of paper: Ontological practice and ethical obligations in the recognition of prior learning (RPL). A constructivist grounded theory investigation of non-traditional learners' experiences of RPL in the vocational education sector. [Internet] [Doctoral dissertation]. University of New South Wales; 2013. [cited 2019 Sep 17]. Available from: http://handle.unsw.edu.au/1959.4/52985 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:11663/SOURCE01?view=true.

Council of Science Editors:

Hamer J. [Not] just a piece of paper: Ontological practice and ethical obligations in the recognition of prior learning (RPL). A constructivist grounded theory investigation of non-traditional learners' experiences of RPL in the vocational education sector. [Doctoral Dissertation]. University of New South Wales; 2013. Available from: http://handle.unsw.edu.au/1959.4/52985 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:11663/SOURCE01?view=true


University of South Africa

19. Janakk, Lisa. A management model for the recognition of prior learning (RPL) at the university of South Africa .

Degree: 2011, University of South Africa

 This study explored the implementation of the recognition of prior learning (RPL) at Unisa by investigating the strengths and weaknesses of the RPL methodology, instruments… (more)

Subjects/Keywords: Academic assessors; Recognition prior learning (RPL); Implementation of the recognition of prior learning (RPL); Recognition of prior learning (RPL); RPL student; Management; Strenghts and weaknesses of the RPL methodology; Instruments and processes; Academic advisors; Exploratory research; Qualitative framework; Interviews

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

APA (6th Edition):

Janakk, L. (2011). A management model for the recognition of prior learning (RPL) at the university of South Africa . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/5801

Chicago Manual of Style (16th Edition):

Janakk, Lisa. “A management model for the recognition of prior learning (RPL) at the university of South Africa .” 2011. Masters Thesis, University of South Africa. Accessed September 17, 2019. http://hdl.handle.net/10500/5801.

MLA Handbook (7th Edition):

Janakk, Lisa. “A management model for the recognition of prior learning (RPL) at the university of South Africa .” 2011. Web. 17 Sep 2019.

Vancouver:

Janakk L. A management model for the recognition of prior learning (RPL) at the university of South Africa . [Internet] [Masters thesis]. University of South Africa; 2011. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/10500/5801.

Council of Science Editors:

Janakk L. A management model for the recognition of prior learning (RPL) at the university of South Africa . [Masters Thesis]. University of South Africa; 2011. Available from: http://hdl.handle.net/10500/5801


Temple University

20. Bernacki, Matthew L. The influence of self-regulated learning and prior knowledge on knowledge acquisition in computer-based learning environments.

Degree: PhD, 2010, Temple University

Educational Psychology

This study examined how learners construct textbase and situation model knowledge in hypertext computer-based learning environments (CBLEs) and documented the influence of specific… (more)

Subjects/Keywords: Education, Educational Psychology; Information Technology; Education, Higher; computer-based learning; hypertext; knowledge acquisition; prior knowledge; self-regulated learning; study strategies

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

APA (6th Edition):

Bernacki, M. L. (2010). The influence of self-regulated learning and prior knowledge on knowledge acquisition in computer-based learning environments. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,78622

Chicago Manual of Style (16th Edition):

Bernacki, Matthew L. “The influence of self-regulated learning and prior knowledge on knowledge acquisition in computer-based learning environments.” 2010. Doctoral Dissertation, Temple University. Accessed September 17, 2019. http://digital.library.temple.edu/u?/p245801coll10,78622.

MLA Handbook (7th Edition):

Bernacki, Matthew L. “The influence of self-regulated learning and prior knowledge on knowledge acquisition in computer-based learning environments.” 2010. Web. 17 Sep 2019.

Vancouver:

Bernacki ML. The influence of self-regulated learning and prior knowledge on knowledge acquisition in computer-based learning environments. [Internet] [Doctoral dissertation]. Temple University; 2010. [cited 2019 Sep 17]. Available from: http://digital.library.temple.edu/u?/p245801coll10,78622.

Council of Science Editors:

Bernacki ML. The influence of self-regulated learning and prior knowledge on knowledge acquisition in computer-based learning environments. [Doctoral Dissertation]. Temple University; 2010. Available from: http://digital.library.temple.edu/u?/p245801coll10,78622


NSYSU

21. Chuang, Yu-chen. Effects of Prior Knowledge on Cooperative Learning Outcome.

Degree: Master, Information Management, 2007, NSYSU

 Cooperative learning is a major teaching method which is used by many instructors as their teaching framework. It has been proven better than individual and… (more)

Subjects/Keywords: cooperative learning; learning material; prior knowledge; knowledge diagnostic

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APA (6th Edition):

Chuang, Y. (2007). Effects of Prior Knowledge on Cooperative Learning Outcome. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0719107-115901

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):

Chuang, Yu-chen. “Effects of Prior Knowledge on Cooperative Learning Outcome.” 2007. Thesis, NSYSU. Accessed September 17, 2019. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0719107-115901.

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

MLA Handbook (7th Edition):

Chuang, Yu-chen. “Effects of Prior Knowledge on Cooperative Learning Outcome.” 2007. Web. 17 Sep 2019.

Vancouver:

Chuang Y. Effects of Prior Knowledge on Cooperative Learning Outcome. [Internet] [Thesis]. NSYSU; 2007. [cited 2019 Sep 17]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0719107-115901.

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

Council of Science Editors:

Chuang Y. Effects of Prior Knowledge on Cooperative Learning Outcome. [Thesis]. NSYSU; 2007. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0719107-115901

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


University of Florida

22. Rogers, Christine J. Exploring Relationships between Sixth Graders Online Information Seeking Effectiveness, Epistemic Metacognition, and Prior Knowledge in a Science Classroom.

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

 With the increase of student access to the Internet in schools, teachers are more commonly designing open ended online information seeking tasks in which students… (more)

Subjects/Keywords: Belief; Empirical evidence; Epistemic justification; Epistemology; Information search and retrieval; Learning; Metacognition; Prior learning; Questionnaires; Websites; elementary  – epistemic  – metacognition  – online

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

APA (6th Edition):

Rogers, C. J. (2015). Exploring Relationships between Sixth Graders Online Information Seeking Effectiveness, Epistemic Metacognition, and Prior Knowledge in a Science Classroom. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0049040

Chicago Manual of Style (16th Edition):

Rogers, Christine J. “Exploring Relationships between Sixth Graders Online Information Seeking Effectiveness, Epistemic Metacognition, and Prior Knowledge in a Science Classroom.” 2015. Doctoral Dissertation, University of Florida. Accessed September 17, 2019. http://ufdc.ufl.edu/UFE0049040.

MLA Handbook (7th Edition):

Rogers, Christine J. “Exploring Relationships between Sixth Graders Online Information Seeking Effectiveness, Epistemic Metacognition, and Prior Knowledge in a Science Classroom.” 2015. Web. 17 Sep 2019.

Vancouver:

Rogers CJ. Exploring Relationships between Sixth Graders Online Information Seeking Effectiveness, Epistemic Metacognition, and Prior Knowledge in a Science Classroom. [Internet] [Doctoral dissertation]. University of Florida; 2015. [cited 2019 Sep 17]. Available from: http://ufdc.ufl.edu/UFE0049040.

Council of Science Editors:

Rogers CJ. Exploring Relationships between Sixth Graders Online Information Seeking Effectiveness, Epistemic Metacognition, and Prior Knowledge in a Science Classroom. [Doctoral Dissertation]. University of Florida; 2015. Available from: http://ufdc.ufl.edu/UFE0049040


Washington State University

23. [No author]. SEDUCTIVE DETAILS: A META-REGRESSION AND EMPIRICAL STUDY .

Degree: 2018, Washington State University

 Seductive details are interesting information that is irrelevant to the learning objective, often included to trigger learners’ interests. Since its introduction in 1989, there is… (more)

Subjects/Keywords: Educational psychology; Cognitive Theory of Multimedia Learning; Interest; Meta-analysis; Multimedia Learning; Prior Knowledge; Seductive details

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APA (6th Edition):

author], [. (2018). SEDUCTIVE DETAILS: A META-REGRESSION AND EMPIRICAL STUDY . (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/16327

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

Chicago Manual of Style (16th Edition):

author], [No. “SEDUCTIVE DETAILS: A META-REGRESSION AND EMPIRICAL STUDY .” 2018. Thesis, Washington State University. Accessed September 17, 2019. http://hdl.handle.net/2376/16327.

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

MLA Handbook (7th Edition):

author], [No. “SEDUCTIVE DETAILS: A META-REGRESSION AND EMPIRICAL STUDY .” 2018. Web. 17 Sep 2019.

Vancouver:

author] [. SEDUCTIVE DETAILS: A META-REGRESSION AND EMPIRICAL STUDY . [Internet] [Thesis]. Washington State University; 2018. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/2376/16327.

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

Council of Science Editors:

author] [. SEDUCTIVE DETAILS: A META-REGRESSION AND EMPIRICAL STUDY . [Thesis]. Washington State University; 2018. Available from: http://hdl.handle.net/2376/16327

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


University of South Florida

24. McNally, John D. Systematic Development and Validation of a Course of Instruction in Prior Learning Assessment.

Degree: 2010, University of South Florida

 Many post-secondary schools across the country offer adult working students an opportunity to obtain at least partial credit for work and life experiences in their… (more)

Subjects/Keywords: Andragogy; Adult Learning Theory; Self-Directed Learners; Experiential Learning; Project-Based Learning; Kolb; Prior Learning Assessment; Portfolio; Knowles; American Studies; Arts and Humanities; Secondary Education and Teaching

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APA (6th Edition):

McNally, J. D. (2010). Systematic Development and Validation of a Course of Instruction in Prior Learning Assessment. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/3543

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):

McNally, John D. “Systematic Development and Validation of a Course of Instruction in Prior Learning Assessment.” 2010. Thesis, University of South Florida. Accessed September 17, 2019. https://scholarcommons.usf.edu/etd/3543.

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

MLA Handbook (7th Edition):

McNally, John D. “Systematic Development and Validation of a Course of Instruction in Prior Learning Assessment.” 2010. Web. 17 Sep 2019.

Vancouver:

McNally JD. Systematic Development and Validation of a Course of Instruction in Prior Learning Assessment. [Internet] [Thesis]. University of South Florida; 2010. [cited 2019 Sep 17]. Available from: https://scholarcommons.usf.edu/etd/3543.

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

Council of Science Editors:

McNally JD. Systematic Development and Validation of a Course of Instruction in Prior Learning Assessment. [Thesis]. University of South Florida; 2010. Available from: https://scholarcommons.usf.edu/etd/3543

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


University of Edinburgh

25. Cuayáhuitl, Heriberto. Hierarchical reinforcement learning for spoken dialogue systems.

Degree: PhD, 2009, University of Edinburgh

 This thesis focuses on the problem of scalable optimization of dialogue behaviour in speech-based conversational systems using reinforcement learning. Most previous investigations in dialogue strategy… (more)

Subjects/Keywords: 020; Spoken dialogue systems; (Semi-) Automatic dialogue strategy design; Hierarchical control; Prior expert knowledge; Semi-Markov decision processes; Hierarchical reinforcement learning

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APA (6th Edition):

Cuayáhuitl, H. (2009). Hierarchical reinforcement learning for spoken dialogue systems. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/2750

Chicago Manual of Style (16th Edition):

Cuayáhuitl, Heriberto. “Hierarchical reinforcement learning for spoken dialogue systems.” 2009. Doctoral Dissertation, University of Edinburgh. Accessed September 17, 2019. http://hdl.handle.net/1842/2750.

MLA Handbook (7th Edition):

Cuayáhuitl, Heriberto. “Hierarchical reinforcement learning for spoken dialogue systems.” 2009. Web. 17 Sep 2019.

Vancouver:

Cuayáhuitl H. Hierarchical reinforcement learning for spoken dialogue systems. [Internet] [Doctoral dissertation]. University of Edinburgh; 2009. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/1842/2750.

Council of Science Editors:

Cuayáhuitl H. Hierarchical reinforcement learning for spoken dialogue systems. [Doctoral Dissertation]. University of Edinburgh; 2009. Available from: http://hdl.handle.net/1842/2750

26. Lind, Tim. Does prior knowledge affect a rise or decline in curiosity? : A study on curiosity from an information theoretic perspective.

Degree: Psychology, 2015, Umeå University

To study whether the curiosity can decline or not for a certain task could help us understand how to keep students both interested and… (more)

Subjects/Keywords: prior knowledge; curiosity; time series data; Social Sciences Interdisciplinary; Tvärvetenskapliga studier inom samhällsvetenskap; Learning; Lärande; Pedagogy; Pedagogik

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

APA (6th Edition):

Lind, T. (2015). Does prior knowledge affect a rise or decline in curiosity? : A study on curiosity from an information theoretic perspective. (Thesis). Umeå University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-105867

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):

Lind, Tim. “Does prior knowledge affect a rise or decline in curiosity? : A study on curiosity from an information theoretic perspective.” 2015. Thesis, Umeå University. Accessed September 17, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-105867.

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

MLA Handbook (7th Edition):

Lind, Tim. “Does prior knowledge affect a rise or decline in curiosity? : A study on curiosity from an information theoretic perspective.” 2015. Web. 17 Sep 2019.

Vancouver:

Lind T. Does prior knowledge affect a rise or decline in curiosity? : A study on curiosity from an information theoretic perspective. [Internet] [Thesis]. Umeå University; 2015. [cited 2019 Sep 17]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-105867.

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

Council of Science Editors:

Lind T. Does prior knowledge affect a rise or decline in curiosity? : A study on curiosity from an information theoretic perspective. [Thesis]. Umeå University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-105867

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


Universidade do Minho

27. Fulano, Celso Simão. Procrastinação académica a Matemática em alunos de Maputo: Estudos com adolescentes .

Degree: 2017, Universidade do Minho

 A presente tese pretende contribuir para a literatura no domínio da procrastinação académica, analisando algumas variáveis que ajudam a explicar a procrastinação académica em matemática.… (more)

Subjects/Keywords: Procrastinação académica; autorregulação da aprendizagem; conhecimento prévio; autoeficácia a matemática; Academic procrastination; self-regulation of learning; prior knowledge; mathematical selfefficacy

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APA (6th Edition):

Fulano, C. S. (2017). Procrastinação académica a Matemática em alunos de Maputo: Estudos com adolescentes . (Doctoral Dissertation). Universidade do Minho. Retrieved from http://hdl.handle.net/1822/48638

Chicago Manual of Style (16th Edition):

Fulano, Celso Simão. “Procrastinação académica a Matemática em alunos de Maputo: Estudos com adolescentes .” 2017. Doctoral Dissertation, Universidade do Minho. Accessed September 17, 2019. http://hdl.handle.net/1822/48638.

MLA Handbook (7th Edition):

Fulano, Celso Simão. “Procrastinação académica a Matemática em alunos de Maputo: Estudos com adolescentes .” 2017. Web. 17 Sep 2019.

Vancouver:

Fulano CS. Procrastinação académica a Matemática em alunos de Maputo: Estudos com adolescentes . [Internet] [Doctoral dissertation]. Universidade do Minho; 2017. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/1822/48638.

Council of Science Editors:

Fulano CS. Procrastinação académica a Matemática em alunos de Maputo: Estudos com adolescentes . [Doctoral Dissertation]. Universidade do Minho; 2017. Available from: http://hdl.handle.net/1822/48638


Durban University of Technology

28. Cermak, Radomir. An investigation into recognition of prior learning within the National Certificate: Emergency Care Programme in the Western Cape.

Degree: 2016, Durban University of Technology

Submitted in fulfillment of the requirements for the Degree of Master of Health Sciences in Emergency Medical Care, Durban University of Technology, Durban, South Africa,… (more)

Subjects/Keywords: Emergency medical services – Study and teaching; Recognition of prior learning; Emergency medical personnel – Certification – South Africa – Western Cape

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APA (6th Edition):

Cermak, R. (2016). An investigation into recognition of prior learning within the National Certificate: Emergency Care Programme in the Western Cape. (Thesis). Durban University of Technology. Retrieved from http://hdl.handle.net/10321/1741

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):

Cermak, Radomir. “An investigation into recognition of prior learning within the National Certificate: Emergency Care Programme in the Western Cape.” 2016. Thesis, Durban University of Technology. Accessed September 17, 2019. http://hdl.handle.net/10321/1741.

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

MLA Handbook (7th Edition):

Cermak, Radomir. “An investigation into recognition of prior learning within the National Certificate: Emergency Care Programme in the Western Cape.” 2016. Web. 17 Sep 2019.

Vancouver:

Cermak R. An investigation into recognition of prior learning within the National Certificate: Emergency Care Programme in the Western Cape. [Internet] [Thesis]. Durban University of Technology; 2016. [cited 2019 Sep 17]. Available from: http://hdl.handle.net/10321/1741.

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

Council of Science Editors:

Cermak R. An investigation into recognition of prior learning within the National Certificate: Emergency Care Programme in the Western Cape. [Thesis]. Durban University of Technology; 2016. Available from: http://hdl.handle.net/10321/1741

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


Penn State University

29. Wang, Charles Xiaoxue. THE INSTRUCTIONAL EFFECTS OF PRIOR KNOWLEDGE AND THREE CONCEPT MAPPING STRATEGIES IN FACILITATING ACHIEVEMENT OF DIFFERENT EDUCATIONAL OBJECTIVES.

Degree: PhD, Instructional Systems, 2003, Penn State University

 ABSTRACT The purpose of this study was to explore the instructional effects of prior knowledge and three concept mapping strategies in facilitating achievement of different… (more)

Subjects/Keywords: concept mapping; prior knowledge; learning achievement; conept map

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

APA (6th Edition):

Wang, C. X. (2003). THE INSTRUCTIONAL EFFECTS OF PRIOR KNOWLEDGE AND THREE CONCEPT MAPPING STRATEGIES IN FACILITATING ACHIEVEMENT OF DIFFERENT EDUCATIONAL OBJECTIVES. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/6098

Chicago Manual of Style (16th Edition):

Wang, Charles Xiaoxue. “THE INSTRUCTIONAL EFFECTS OF PRIOR KNOWLEDGE AND THREE CONCEPT MAPPING STRATEGIES IN FACILITATING ACHIEVEMENT OF DIFFERENT EDUCATIONAL OBJECTIVES.” 2003. Doctoral Dissertation, Penn State University. Accessed September 17, 2019. https://etda.libraries.psu.edu/catalog/6098.

MLA Handbook (7th Edition):

Wang, Charles Xiaoxue. “THE INSTRUCTIONAL EFFECTS OF PRIOR KNOWLEDGE AND THREE CONCEPT MAPPING STRATEGIES IN FACILITATING ACHIEVEMENT OF DIFFERENT EDUCATIONAL OBJECTIVES.” 2003. Web. 17 Sep 2019.

Vancouver:

Wang CX. THE INSTRUCTIONAL EFFECTS OF PRIOR KNOWLEDGE AND THREE CONCEPT MAPPING STRATEGIES IN FACILITATING ACHIEVEMENT OF DIFFERENT EDUCATIONAL OBJECTIVES. [Internet] [Doctoral dissertation]. Penn State University; 2003. [cited 2019 Sep 17]. Available from: https://etda.libraries.psu.edu/catalog/6098.

Council of Science Editors:

Wang CX. THE INSTRUCTIONAL EFFECTS OF PRIOR KNOWLEDGE AND THREE CONCEPT MAPPING STRATEGIES IN FACILITATING ACHIEVEMENT OF DIFFERENT EDUCATIONAL OBJECTIVES. [Doctoral Dissertation]. Penn State University; 2003. Available from: https://etda.libraries.psu.edu/catalog/6098


University of Florida

30. Angel, Juan. Domain-Specific Epistemological Beliefs and Reading Comprehension of Psychology and Physics Texts.

Degree: MA, Educational Psychology - Human Development and Organizational Studies in Education, 2010, University of Florida

 The relations between domain-specific epistemological beliefs and reading comprehension of expository texts on the subjects of psychology and physics were investigated. Thirty-six undergraduate students typed… (more)

Subjects/Keywords: Belief; Cognitive psychology; Epistemology; Permanence; Physics; Prior learning; Psychological assessment; Questionnaires; Reading; Reading comprehension; epistemological, metacognition, personal, reading

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

APA (6th Edition):

Angel, J. (2010). Domain-Specific Epistemological Beliefs and Reading Comprehension of Psychology and Physics Texts. (Masters Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0041739

Chicago Manual of Style (16th Edition):

Angel, Juan. “Domain-Specific Epistemological Beliefs and Reading Comprehension of Psychology and Physics Texts.” 2010. Masters Thesis, University of Florida. Accessed September 17, 2019. http://ufdc.ufl.edu/UFE0041739.

MLA Handbook (7th Edition):

Angel, Juan. “Domain-Specific Epistemological Beliefs and Reading Comprehension of Psychology and Physics Texts.” 2010. Web. 17 Sep 2019.

Vancouver:

Angel J. Domain-Specific Epistemological Beliefs and Reading Comprehension of Psychology and Physics Texts. [Internet] [Masters thesis]. University of Florida; 2010. [cited 2019 Sep 17]. Available from: http://ufdc.ufl.edu/UFE0041739.

Council of Science Editors:

Angel J. Domain-Specific Epistemological Beliefs and Reading Comprehension of Psychology and Physics Texts. [Masters Thesis]. University of Florida; 2010. Available from: http://ufdc.ufl.edu/UFE0041739

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