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You searched for subject:(Project Based Learning). Showing records 1 – 30 of 278 total matches.

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University of Texas – Austin

1. Lestik, Kristina. What makes a good project? : a proposed assessment of students, teachers, and observers.

Degree: MA, Science Education, 2010, University of Texas – Austin

 Much research has been conducted about project-based instruction (PBI) instantiation under a variety of conditions, yet there is a lack of literature that details the… (more)

Subjects/Keywords: Project-based instruction; Project-based learning; PBI

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APA (6th Edition):

Lestik, K. (2010). What makes a good project? : a proposed assessment of students, teachers, and observers. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/46227

Chicago Manual of Style (16th Edition):

Lestik, Kristina. “What makes a good project? : a proposed assessment of students, teachers, and observers.” 2010. Masters Thesis, University of Texas – Austin. Accessed August 15, 2020. http://hdl.handle.net/2152/46227.

MLA Handbook (7th Edition):

Lestik, Kristina. “What makes a good project? : a proposed assessment of students, teachers, and observers.” 2010. Web. 15 Aug 2020.

Vancouver:

Lestik K. What makes a good project? : a proposed assessment of students, teachers, and observers. [Internet] [Masters thesis]. University of Texas – Austin; 2010. [cited 2020 Aug 15]. Available from: http://hdl.handle.net/2152/46227.

Council of Science Editors:

Lestik K. What makes a good project? : a proposed assessment of students, teachers, and observers. [Masters Thesis]. University of Texas – Austin; 2010. Available from: http://hdl.handle.net/2152/46227


Texas A&M University

2. Powers, Scott Kenneth. Understanding Teachers' Experiences Implementing Project-Based Learning.

Degree: EdD, Curriculum and Instruction, 2014, Texas A&M University

Project-based learning (PBL) is a constructivist approach to instruction in which students are challenged to address a problem without sufficient knowledge at the outset to… (more)

Subjects/Keywords: systems; project-based learning

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APA (6th Edition):

Powers, S. K. (2014). Understanding Teachers' Experiences Implementing Project-Based Learning. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153466

Chicago Manual of Style (16th Edition):

Powers, Scott Kenneth. “Understanding Teachers' Experiences Implementing Project-Based Learning.” 2014. Doctoral Dissertation, Texas A&M University. Accessed August 15, 2020. http://hdl.handle.net/1969.1/153466.

MLA Handbook (7th Edition):

Powers, Scott Kenneth. “Understanding Teachers' Experiences Implementing Project-Based Learning.” 2014. Web. 15 Aug 2020.

Vancouver:

Powers SK. Understanding Teachers' Experiences Implementing Project-Based Learning. [Internet] [Doctoral dissertation]. Texas A&M University; 2014. [cited 2020 Aug 15]. Available from: http://hdl.handle.net/1969.1/153466.

Council of Science Editors:

Powers SK. Understanding Teachers' Experiences Implementing Project-Based Learning. [Doctoral Dissertation]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153466


University of Manitoba

3. Milloy, Tyler. An action research study exploring the effects of project-based learning on the engagement of high school spike students.

Degree: Educational Administration, Foundations and Psychology, 2017, University of Manitoba

 PBLearn is a new project-based program designed to re-engage Grade 11 students in academic learning over one semester away from their home schools. This evaluative… (more)

Subjects/Keywords: project-based learning; engagement

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APA (6th Edition):

Milloy, T. (2017). An action research study exploring the effects of project-based learning on the engagement of high school spike students. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/32585

Chicago Manual of Style (16th Edition):

Milloy, Tyler. “An action research study exploring the effects of project-based learning on the engagement of high school spike students.” 2017. Masters Thesis, University of Manitoba. Accessed August 15, 2020. http://hdl.handle.net/1993/32585.

MLA Handbook (7th Edition):

Milloy, Tyler. “An action research study exploring the effects of project-based learning on the engagement of high school spike students.” 2017. Web. 15 Aug 2020.

Vancouver:

Milloy T. An action research study exploring the effects of project-based learning on the engagement of high school spike students. [Internet] [Masters thesis]. University of Manitoba; 2017. [cited 2020 Aug 15]. Available from: http://hdl.handle.net/1993/32585.

Council of Science Editors:

Milloy T. An action research study exploring the effects of project-based learning on the engagement of high school spike students. [Masters Thesis]. University of Manitoba; 2017. Available from: http://hdl.handle.net/1993/32585

4. Elmes, Katherine. Networks of Ambiguity in Project-Based Learning: Understanding How Students Experience and Manage Ambiguity in WPI's IQP Experience.

Degree: MS, 2018, Worcester Polytechnic Institute

  WPI’s global and off-campus IQPs, rich with real-world sponsors/projects and increasingly diverse teams, require that both faculty and students navigate a network of ambiguous… (more)

Subjects/Keywords: ambiguity education project-based learning

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APA (6th Edition):

Elmes, K. (2018). Networks of Ambiguity in Project-Based Learning: Understanding How Students Experience and Manage Ambiguity in WPI's IQP Experience. (Thesis). Worcester Polytechnic Institute. Retrieved from etd-121118-093510 ; https://digitalcommons.wpi.edu/etd-theses/1255

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):

Elmes, Katherine. “Networks of Ambiguity in Project-Based Learning: Understanding How Students Experience and Manage Ambiguity in WPI's IQP Experience.” 2018. Thesis, Worcester Polytechnic Institute. Accessed August 15, 2020. etd-121118-093510 ; https://digitalcommons.wpi.edu/etd-theses/1255.

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

MLA Handbook (7th Edition):

Elmes, Katherine. “Networks of Ambiguity in Project-Based Learning: Understanding How Students Experience and Manage Ambiguity in WPI's IQP Experience.” 2018. Web. 15 Aug 2020.

Vancouver:

Elmes K. Networks of Ambiguity in Project-Based Learning: Understanding How Students Experience and Manage Ambiguity in WPI's IQP Experience. [Internet] [Thesis]. Worcester Polytechnic Institute; 2018. [cited 2020 Aug 15]. Available from: etd-121118-093510 ; https://digitalcommons.wpi.edu/etd-theses/1255.

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

Council of Science Editors:

Elmes K. Networks of Ambiguity in Project-Based Learning: Understanding How Students Experience and Manage Ambiguity in WPI's IQP Experience. [Thesis]. Worcester Polytechnic Institute; 2018. Available from: etd-121118-093510 ; https://digitalcommons.wpi.edu/etd-theses/1255

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

5. McKendree, Robert B. Teacher perceptions of student metacognition in project-based learning contexts before and after professional development.

Degree: PhD, Curriculum and Instruction Programs, 2019, Kansas State University

 This qualitative study investigated how six secondary school teachers facilitated learning and perceived metacognition in a Project-based Learning (PBL) instructional environment after participating in professional… (more)

Subjects/Keywords: metacognition; project-based learning

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APA (6th Edition):

McKendree, R. B. (2019). Teacher perceptions of student metacognition in project-based learning contexts before and after professional development. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/40031

Chicago Manual of Style (16th Edition):

McKendree, Robert B. “Teacher perceptions of student metacognition in project-based learning contexts before and after professional development.” 2019. Doctoral Dissertation, Kansas State University. Accessed August 15, 2020. http://hdl.handle.net/2097/40031.

MLA Handbook (7th Edition):

McKendree, Robert B. “Teacher perceptions of student metacognition in project-based learning contexts before and after professional development.” 2019. Web. 15 Aug 2020.

Vancouver:

McKendree RB. Teacher perceptions of student metacognition in project-based learning contexts before and after professional development. [Internet] [Doctoral dissertation]. Kansas State University; 2019. [cited 2020 Aug 15]. Available from: http://hdl.handle.net/2097/40031.

Council of Science Editors:

McKendree RB. Teacher perceptions of student metacognition in project-based learning contexts before and after professional development. [Doctoral Dissertation]. Kansas State University; 2019. Available from: http://hdl.handle.net/2097/40031


Washington State University

6. [No author]. PROJECT BASED LEARNING: VETERAN TEACHERS CREATING CURRICULUM FOR A NEW SCHOOL .

Degree: 2018, Washington State University

 John Dewey wrote Experience and Education in 1938 which essentially argued that students bring their experience into the classroom and should not be considered as… (more)

Subjects/Keywords: Educational leadership; constructivist; PBL; progressive-based learning; progressivist; project based learning; project-based learning

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APA (6th Edition):

author], [. (2018). PROJECT BASED LEARNING: VETERAN TEACHERS CREATING CURRICULUM FOR A NEW SCHOOL . (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/16319

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. “PROJECT BASED LEARNING: VETERAN TEACHERS CREATING CURRICULUM FOR A NEW SCHOOL .” 2018. Thesis, Washington State University. Accessed August 15, 2020. http://hdl.handle.net/2376/16319.

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. “PROJECT BASED LEARNING: VETERAN TEACHERS CREATING CURRICULUM FOR A NEW SCHOOL .” 2018. Web. 15 Aug 2020.

Vancouver:

author] [. PROJECT BASED LEARNING: VETERAN TEACHERS CREATING CURRICULUM FOR A NEW SCHOOL . [Internet] [Thesis]. Washington State University; 2018. [cited 2020 Aug 15]. Available from: http://hdl.handle.net/2376/16319.

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

Council of Science Editors:

author] [. PROJECT BASED LEARNING: VETERAN TEACHERS CREATING CURRICULUM FOR A NEW SCHOOL . [Thesis]. Washington State University; 2018. Available from: http://hdl.handle.net/2376/16319

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


Stellenbosch University

7. Chipato, Ngonidzashe. Organisational learning and monitoring and evaluation in project-based organisations.

Degree: MPhil, Information Science, 2016, Stellenbosch University

ENGLISH ABSTRACT: Organisation routines are central to performance and, if organised and done in a non-imitable way, allow for an organisation to gain competitive advantage.… (more)

Subjects/Keywords: Project-based learning; Organizational learning  – Evaluation; UCTD

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APA (6th Edition):

Chipato, N. (2016). Organisational learning and monitoring and evaluation in project-based organisations. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/98510

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):

Chipato, Ngonidzashe. “Organisational learning and monitoring and evaluation in project-based organisations.” 2016. Thesis, Stellenbosch University. Accessed August 15, 2020. http://hdl.handle.net/10019.1/98510.

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

MLA Handbook (7th Edition):

Chipato, Ngonidzashe. “Organisational learning and monitoring and evaluation in project-based organisations.” 2016. Web. 15 Aug 2020.

Vancouver:

Chipato N. Organisational learning and monitoring and evaluation in project-based organisations. [Internet] [Thesis]. Stellenbosch University; 2016. [cited 2020 Aug 15]. Available from: http://hdl.handle.net/10019.1/98510.

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

Council of Science Editors:

Chipato N. Organisational learning and monitoring and evaluation in project-based organisations. [Thesis]. Stellenbosch University; 2016. Available from: http://hdl.handle.net/10019.1/98510

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


University of Southern California

8. Ramos-Beal, Camille. Improving student achievement at a restructured high school academy of health sciences using an innovation gap analysis approach.

Degree: EdD, Education (Leadership), 2013, University of Southern California

 This case study used the Gap Analysis (Clark & Estes, 2008) framework, a six-step problem solving approach to identify goals, determine performance gaps, diagnose causes,… (more)

Subjects/Keywords: gap analysis; project based learning; restructured academy; project period; problem based learning; 21st century learning

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APA (6th Edition):

Ramos-Beal, C. (2013). Improving student achievement at a restructured high school academy of health sciences using an innovation gap analysis approach. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/249739/rec/3422

Chicago Manual of Style (16th Edition):

Ramos-Beal, Camille. “Improving student achievement at a restructured high school academy of health sciences using an innovation gap analysis approach.” 2013. Doctoral Dissertation, University of Southern California. Accessed August 15, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/249739/rec/3422.

MLA Handbook (7th Edition):

Ramos-Beal, Camille. “Improving student achievement at a restructured high school academy of health sciences using an innovation gap analysis approach.” 2013. Web. 15 Aug 2020.

Vancouver:

Ramos-Beal C. Improving student achievement at a restructured high school academy of health sciences using an innovation gap analysis approach. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Aug 15]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/249739/rec/3422.

Council of Science Editors:

Ramos-Beal C. Improving student achievement at a restructured high school academy of health sciences using an innovation gap analysis approach. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/249739/rec/3422


NSYSU

9. Ku, Chun-Chi. The effects of Project-based Research of creating blogs on high school students under the framework of knowledge management.

Degree: Master, Education, 2011, NSYSU

 The purposes of the research which is based on the framework of knowledge management whose five dimensions are knowledge gaining, depositing, sharing, applying and innovating… (more)

Subjects/Keywords: blogs; knowledge management; Project-based learning

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APA (6th Edition):

Ku, C. (2011). The effects of Project-based Research of creating blogs on high school students under the framework of knowledge management. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0726111-124801

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):

Ku, Chun-Chi. “The effects of Project-based Research of creating blogs on high school students under the framework of knowledge management.” 2011. Thesis, NSYSU. Accessed August 15, 2020. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0726111-124801.

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

MLA Handbook (7th Edition):

Ku, Chun-Chi. “The effects of Project-based Research of creating blogs on high school students under the framework of knowledge management.” 2011. Web. 15 Aug 2020.

Vancouver:

Ku C. The effects of Project-based Research of creating blogs on high school students under the framework of knowledge management. [Internet] [Thesis]. NSYSU; 2011. [cited 2020 Aug 15]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0726111-124801.

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

Council of Science Editors:

Ku C. The effects of Project-based Research of creating blogs on high school students under the framework of knowledge management. [Thesis]. NSYSU; 2011. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0726111-124801

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


San Jose State University

10. Nunez, Manuel Jesus. Implementing Project-Based Learning In Urban High School Classrooms: Understanding Teachers’ Mindsets and Benefits To English Learners.

Degree: Doctor of Education (EdD), Education, 2018, San Jose State University

  English learners (ELs) constitute one of the largest subgroups enrolled in the US public education system. The state of California has an estimated 1.5… (more)

Subjects/Keywords: English Learner; Project Based Learning; Teacher Mindset

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APA (6th Edition):

Nunez, M. J. (2018). Implementing Project-Based Learning In Urban High School Classrooms: Understanding Teachers’ Mindsets and Benefits To English Learners. (Doctoral Dissertation). San Jose State University. Retrieved from https://doi.org/10.31979/etd.rqcq-e67p ; https://scholarworks.sjsu.edu/etd_dissertations/19

Chicago Manual of Style (16th Edition):

Nunez, Manuel Jesus. “Implementing Project-Based Learning In Urban High School Classrooms: Understanding Teachers’ Mindsets and Benefits To English Learners.” 2018. Doctoral Dissertation, San Jose State University. Accessed August 15, 2020. https://doi.org/10.31979/etd.rqcq-e67p ; https://scholarworks.sjsu.edu/etd_dissertations/19.

MLA Handbook (7th Edition):

Nunez, Manuel Jesus. “Implementing Project-Based Learning In Urban High School Classrooms: Understanding Teachers’ Mindsets and Benefits To English Learners.” 2018. Web. 15 Aug 2020.

Vancouver:

Nunez MJ. Implementing Project-Based Learning In Urban High School Classrooms: Understanding Teachers’ Mindsets and Benefits To English Learners. [Internet] [Doctoral dissertation]. San Jose State University; 2018. [cited 2020 Aug 15]. Available from: https://doi.org/10.31979/etd.rqcq-e67p ; https://scholarworks.sjsu.edu/etd_dissertations/19.

Council of Science Editors:

Nunez MJ. Implementing Project-Based Learning In Urban High School Classrooms: Understanding Teachers’ Mindsets and Benefits To English Learners. [Doctoral Dissertation]. San Jose State University; 2018. Available from: https://doi.org/10.31979/etd.rqcq-e67p ; https://scholarworks.sjsu.edu/etd_dissertations/19


Georgia State University

11. Boyers, Nicholas. Teacher and Administrator Perspective of Project-Based Learning.

Degree: Doctor of Education (EdD), Educational Policy Studies, 2018, Georgia State University

Project-Based Learning (PBL) is a teaching method in which students gain knowledge by working for an extended period of time on a particular question,… (more)

Subjects/Keywords: Project-based learning; Elementary students; Teachers; Administrators

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APA (6th Edition):

Boyers, N. (2018). Teacher and Administrator Perspective of Project-Based Learning. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/214

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):

Boyers, Nicholas. “Teacher and Administrator Perspective of Project-Based Learning.” 2018. Thesis, Georgia State University. Accessed August 15, 2020. https://scholarworks.gsu.edu/eps_diss/214.

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

MLA Handbook (7th Edition):

Boyers, Nicholas. “Teacher and Administrator Perspective of Project-Based Learning.” 2018. Web. 15 Aug 2020.

Vancouver:

Boyers N. Teacher and Administrator Perspective of Project-Based Learning. [Internet] [Thesis]. Georgia State University; 2018. [cited 2020 Aug 15]. Available from: https://scholarworks.gsu.edu/eps_diss/214.

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

Council of Science Editors:

Boyers N. Teacher and Administrator Perspective of Project-Based Learning. [Thesis]. Georgia State University; 2018. Available from: https://scholarworks.gsu.edu/eps_diss/214

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


SUNY College at Brockport

12. Wharram-Santillo, Miranda. Physics Curriculum using Project Based Learning.

Degree: MSEd, Education and Human Development, 2018, SUNY College at Brockport

  This curriculum is a series of projects making up a project based learning physics curriculum. Each project will consist of a scenario or experience… (more)

Subjects/Keywords: Project Based Learning; Problem Based Learning; Physics; Curriculum; Education

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APA (6th Edition):

Wharram-Santillo, M. (2018). Physics Curriculum using Project Based Learning. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/1208

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):

Wharram-Santillo, Miranda. “Physics Curriculum using Project Based Learning.” 2018. Thesis, SUNY College at Brockport. Accessed August 15, 2020. https://digitalcommons.brockport.edu/ehd_theses/1208.

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

MLA Handbook (7th Edition):

Wharram-Santillo, Miranda. “Physics Curriculum using Project Based Learning.” 2018. Web. 15 Aug 2020.

Vancouver:

Wharram-Santillo M. Physics Curriculum using Project Based Learning. [Internet] [Thesis]. SUNY College at Brockport; 2018. [cited 2020 Aug 15]. Available from: https://digitalcommons.brockport.edu/ehd_theses/1208.

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

Council of Science Editors:

Wharram-Santillo M. Physics Curriculum using Project Based Learning. [Thesis]. SUNY College at Brockport; 2018. Available from: https://digitalcommons.brockport.edu/ehd_theses/1208

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


University of South Africa

13. Letshwene, M. J. (M. Jacobine), 1976-. Improving Grade 10 accounting teachers' competencies in the Ekurhuleni District of the Gauteng Province .

Degree: 2014, University of South Africa

 The aim of the study was to investigate strategies that could be used to equip Grade 10 teachers to teach accounting effectively. The aim was… (more)

Subjects/Keywords: Project-based learning; Problem-based learning; Self-directed learning; Cooperative learning and competencies

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APA (6th Edition):

Letshwene, M. J. (M. Jacobine), 1. (2014). Improving Grade 10 accounting teachers' competencies in the Ekurhuleni District of the Gauteng Province . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/19029

Chicago Manual of Style (16th Edition):

Letshwene, M. J. (M. Jacobine), 1976-. “Improving Grade 10 accounting teachers' competencies in the Ekurhuleni District of the Gauteng Province .” 2014. Masters Thesis, University of South Africa. Accessed August 15, 2020. http://hdl.handle.net/10500/19029.

MLA Handbook (7th Edition):

Letshwene, M. J. (M. Jacobine), 1976-. “Improving Grade 10 accounting teachers' competencies in the Ekurhuleni District of the Gauteng Province .” 2014. Web. 15 Aug 2020.

Vancouver:

Letshwene, M. J. (M. Jacobine) 1. Improving Grade 10 accounting teachers' competencies in the Ekurhuleni District of the Gauteng Province . [Internet] [Masters thesis]. University of South Africa; 2014. [cited 2020 Aug 15]. Available from: http://hdl.handle.net/10500/19029.

Council of Science Editors:

Letshwene, M. J. (M. Jacobine) 1. Improving Grade 10 accounting teachers' competencies in the Ekurhuleni District of the Gauteng Province . [Masters Thesis]. University of South Africa; 2014. Available from: http://hdl.handle.net/10500/19029


Rochester Institute of Technology

14. Amissah, Peter Alex Kow. Advantages and Challenges of Online Project Based Learning.

Degree: School of Media Sciences (CET), 2019, Rochester Institute of Technology

  The purpose of this research is to outline the advantages and challenges of online project-based learning. Becoming knowledgeable about online project-based learning (PBL) is… (more)

Subjects/Keywords: Online PBL; Online learning; Project-based learning; Problem-based learning; Teaching and learning methods

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APA (6th Edition):

Amissah, P. A. K. (2019). Advantages and Challenges of Online Project Based Learning. (Thesis). Rochester Institute of Technology. Retrieved from https://scholarworks.rit.edu/theses/10231

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):

Amissah, Peter Alex Kow. “Advantages and Challenges of Online Project Based Learning.” 2019. Thesis, Rochester Institute of Technology. Accessed August 15, 2020. https://scholarworks.rit.edu/theses/10231.

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

MLA Handbook (7th Edition):

Amissah, Peter Alex Kow. “Advantages and Challenges of Online Project Based Learning.” 2019. Web. 15 Aug 2020.

Vancouver:

Amissah PAK. Advantages and Challenges of Online Project Based Learning. [Internet] [Thesis]. Rochester Institute of Technology; 2019. [cited 2020 Aug 15]. Available from: https://scholarworks.rit.edu/theses/10231.

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

Council of Science Editors:

Amissah PAK. Advantages and Challenges of Online Project Based Learning. [Thesis]. Rochester Institute of Technology; 2019. Available from: https://scholarworks.rit.edu/theses/10231

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


Washington State University

15. [No author]. THE INFLUENCE OF ACADEMIC PREPARATION AND SELF-EFFICACY ON GRADUATES’ CHOICE OF AND PERSISTENCE TOWARD STEM DEGREES .

Degree: 2018, Washington State University

 As our schools, communities, and government seek to prepare students for post-secondary education and careers in STEM fields, many districts have created stand-alone project-based STEM-focused… (more)

Subjects/Keywords: Education; Science education; Advanced Placement; high school; project-based; project based learning; self-efficacy; STEM

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

APA (6th Edition):

author], [. (2018). THE INFLUENCE OF ACADEMIC PREPARATION AND SELF-EFFICACY ON GRADUATES’ CHOICE OF AND PERSISTENCE TOWARD STEM DEGREES . (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/16321

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. “THE INFLUENCE OF ACADEMIC PREPARATION AND SELF-EFFICACY ON GRADUATES’ CHOICE OF AND PERSISTENCE TOWARD STEM DEGREES .” 2018. Thesis, Washington State University. Accessed August 15, 2020. http://hdl.handle.net/2376/16321.

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. “THE INFLUENCE OF ACADEMIC PREPARATION AND SELF-EFFICACY ON GRADUATES’ CHOICE OF AND PERSISTENCE TOWARD STEM DEGREES .” 2018. Web. 15 Aug 2020.

Vancouver:

author] [. THE INFLUENCE OF ACADEMIC PREPARATION AND SELF-EFFICACY ON GRADUATES’ CHOICE OF AND PERSISTENCE TOWARD STEM DEGREES . [Internet] [Thesis]. Washington State University; 2018. [cited 2020 Aug 15]. Available from: http://hdl.handle.net/2376/16321.

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

Council of Science Editors:

author] [. THE INFLUENCE OF ACADEMIC PREPARATION AND SELF-EFFICACY ON GRADUATES’ CHOICE OF AND PERSISTENCE TOWARD STEM DEGREES . [Thesis]. Washington State University; 2018. Available from: http://hdl.handle.net/2376/16321

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


NSYSU

16. Chiu, Nu-ling. The Study of the Effects of Project-Based Learning on the Fifth Graders' Self-regulation Learning and Critical Thinking.

Degree: Master, Education, 2010, NSYSU

 The study aimed to discuss the impact of project-based learning on primary fifth graders with regards to inclination of self-regulation learning readiness and critical thinking… (more)

Subjects/Keywords: project-based learning; self-regulation learning readiness; critical thinking disposition

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

APA (6th Edition):

Chiu, N. (2010). The Study of the Effects of Project-Based Learning on the Fifth Graders' Self-regulation Learning and Critical Thinking. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0720110-161022

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):

Chiu, Nu-ling. “The Study of the Effects of Project-Based Learning on the Fifth Graders' Self-regulation Learning and Critical Thinking.” 2010. Thesis, NSYSU. Accessed August 15, 2020. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0720110-161022.

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

MLA Handbook (7th Edition):

Chiu, Nu-ling. “The Study of the Effects of Project-Based Learning on the Fifth Graders' Self-regulation Learning and Critical Thinking.” 2010. Web. 15 Aug 2020.

Vancouver:

Chiu N. The Study of the Effects of Project-Based Learning on the Fifth Graders' Self-regulation Learning and Critical Thinking. [Internet] [Thesis]. NSYSU; 2010. [cited 2020 Aug 15]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0720110-161022.

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

Council of Science Editors:

Chiu N. The Study of the Effects of Project-Based Learning on the Fifth Graders' Self-regulation Learning and Critical Thinking. [Thesis]. NSYSU; 2010. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0720110-161022

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


NSYSU

17. Huang, Chien-Fang. International Project-based English Learning Through WebQuest- A Case Study.

Degree: Master, Education, 2012, NSYSU

 The purposes of this study was to develop a teaching program about International project-based learning through WebQuest and explore the effectiveness of the teaching program… (more)

Subjects/Keywords: WebQuest; International project-based learning; Intercultural awareness; English learning motivation; iEARN

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

APA (6th Edition):

Huang, C. (2012). International Project-based English Learning Through WebQuest- A Case Study. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0726112-105029

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):

Huang, Chien-Fang. “International Project-based English Learning Through WebQuest- A Case Study.” 2012. Thesis, NSYSU. Accessed August 15, 2020. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0726112-105029.

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

MLA Handbook (7th Edition):

Huang, Chien-Fang. “International Project-based English Learning Through WebQuest- A Case Study.” 2012. Web. 15 Aug 2020.

Vancouver:

Huang C. International Project-based English Learning Through WebQuest- A Case Study. [Internet] [Thesis]. NSYSU; 2012. [cited 2020 Aug 15]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0726112-105029.

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

Council of Science Editors:

Huang C. International Project-based English Learning Through WebQuest- A Case Study. [Thesis]. NSYSU; 2012. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0726112-105029

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


University of Cambridge

18. Dobrin, Jessica Rose. Investigating learning in secondary science students engaged in project-based learning.

Degree: PhD, 2020, University of Cambridge

 This thesis explores the nature of learning in students engaged in project-based learning (PBL) projects based in secondary science subjects. The literature review first establishes… (more)

Subjects/Keywords: Project-based learning; Learning; Science Education; Secondary education; Case Study

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

APA (6th Edition):

Dobrin, J. R. (2020). Investigating learning in secondary science students engaged in project-based learning. (Doctoral Dissertation). University of Cambridge. Retrieved from https://www.repository.cam.ac.uk/handle/1810/303402

Chicago Manual of Style (16th Edition):

Dobrin, Jessica Rose. “Investigating learning in secondary science students engaged in project-based learning.” 2020. Doctoral Dissertation, University of Cambridge. Accessed August 15, 2020. https://www.repository.cam.ac.uk/handle/1810/303402.

MLA Handbook (7th Edition):

Dobrin, Jessica Rose. “Investigating learning in secondary science students engaged in project-based learning.” 2020. Web. 15 Aug 2020.

Vancouver:

Dobrin JR. Investigating learning in secondary science students engaged in project-based learning. [Internet] [Doctoral dissertation]. University of Cambridge; 2020. [cited 2020 Aug 15]. Available from: https://www.repository.cam.ac.uk/handle/1810/303402.

Council of Science Editors:

Dobrin JR. Investigating learning in secondary science students engaged in project-based learning. [Doctoral Dissertation]. University of Cambridge; 2020. Available from: https://www.repository.cam.ac.uk/handle/1810/303402


University of Minnesota

19. Dukart, Kyle. Educating the New-Century Engineer: Understanding the Role of Extracurricular Project-Based Experiential Learning in Engineering Education.

Degree: D.Ed., Organizational Leadership, Policy, and Development, 2016, University of Minnesota

 The purpose of this study is to understand the role that extracurricular project-based experiential learning plays in educating undergraduate students studying engineering. Informed by the… (more)

Subjects/Keywords: Engineering Education; Experiential Learning; Extracurriculars; Project-based Learning

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

APA (6th Edition):

Dukart, K. (2016). Educating the New-Century Engineer: Understanding the Role of Extracurricular Project-Based Experiential Learning in Engineering Education. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/182258

Chicago Manual of Style (16th Edition):

Dukart, Kyle. “Educating the New-Century Engineer: Understanding the Role of Extracurricular Project-Based Experiential Learning in Engineering Education.” 2016. Doctoral Dissertation, University of Minnesota. Accessed August 15, 2020. http://hdl.handle.net/11299/182258.

MLA Handbook (7th Edition):

Dukart, Kyle. “Educating the New-Century Engineer: Understanding the Role of Extracurricular Project-Based Experiential Learning in Engineering Education.” 2016. Web. 15 Aug 2020.

Vancouver:

Dukart K. Educating the New-Century Engineer: Understanding the Role of Extracurricular Project-Based Experiential Learning in Engineering Education. [Internet] [Doctoral dissertation]. University of Minnesota; 2016. [cited 2020 Aug 15]. Available from: http://hdl.handle.net/11299/182258.

Council of Science Editors:

Dukart K. Educating the New-Century Engineer: Understanding the Role of Extracurricular Project-Based Experiential Learning in Engineering Education. [Doctoral Dissertation]. University of Minnesota; 2016. Available from: http://hdl.handle.net/11299/182258


University of Cambridge

20. Dobrin, Jessica Rose. Investigating learning in secondary science students engaged in project-based learning.

Degree: PhD, 2020, University of Cambridge

 This thesis explores the nature of learning in students engaged in project-based learning (PBL) projects based in secondary science subjects. The literature review first establishes… (more)

Subjects/Keywords: Project-based learning; Learning; Science Education; Secondary education; Case Study

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

APA (6th Edition):

Dobrin, J. R. (2020). Investigating learning in secondary science students engaged in project-based learning. (Doctoral Dissertation). University of Cambridge. Retrieved from https://www.repository.cam.ac.uk/handle/1810/303402 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.801881

Chicago Manual of Style (16th Edition):

Dobrin, Jessica Rose. “Investigating learning in secondary science students engaged in project-based learning.” 2020. Doctoral Dissertation, University of Cambridge. Accessed August 15, 2020. https://www.repository.cam.ac.uk/handle/1810/303402 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.801881.

MLA Handbook (7th Edition):

Dobrin, Jessica Rose. “Investigating learning in secondary science students engaged in project-based learning.” 2020. Web. 15 Aug 2020.

Vancouver:

Dobrin JR. Investigating learning in secondary science students engaged in project-based learning. [Internet] [Doctoral dissertation]. University of Cambridge; 2020. [cited 2020 Aug 15]. Available from: https://www.repository.cam.ac.uk/handle/1810/303402 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.801881.

Council of Science Editors:

Dobrin JR. Investigating learning in secondary science students engaged in project-based learning. [Doctoral Dissertation]. University of Cambridge; 2020. Available from: https://www.repository.cam.ac.uk/handle/1810/303402 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.801881


University of Colorado

21. Cooper, Lauren Anne. Designing the Design Experience: Identifying Factors of Student Motivation in Project-based Learning and Project-Based Service-learning.

Degree: PhD, Mechanical Engineering, 2014, University of Colorado

  Grounded in motivation theory, this study evaluates how the contexts of project-based learning (PBL) and project-based service-learning (PBSL) affect student motivation in a required… (more)

Subjects/Keywords: Design Education; Motivation; Project based instruction; Project based learning; Project based service learning; Service learning; Education; Educational Methods; Mechanical Engineering; Science and Mathematics Education

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

APA (6th Edition):

Cooper, L. A. (2014). Designing the Design Experience: Identifying Factors of Student Motivation in Project-based Learning and Project-Based Service-learning. (Doctoral Dissertation). University of Colorado. Retrieved from https://scholar.colorado.edu/mcen_gradetds/86

Chicago Manual of Style (16th Edition):

Cooper, Lauren Anne. “Designing the Design Experience: Identifying Factors of Student Motivation in Project-based Learning and Project-Based Service-learning.” 2014. Doctoral Dissertation, University of Colorado. Accessed August 15, 2020. https://scholar.colorado.edu/mcen_gradetds/86.

MLA Handbook (7th Edition):

Cooper, Lauren Anne. “Designing the Design Experience: Identifying Factors of Student Motivation in Project-based Learning and Project-Based Service-learning.” 2014. Web. 15 Aug 2020.

Vancouver:

Cooper LA. Designing the Design Experience: Identifying Factors of Student Motivation in Project-based Learning and Project-Based Service-learning. [Internet] [Doctoral dissertation]. University of Colorado; 2014. [cited 2020 Aug 15]. Available from: https://scholar.colorado.edu/mcen_gradetds/86.

Council of Science Editors:

Cooper LA. Designing the Design Experience: Identifying Factors of Student Motivation in Project-based Learning and Project-Based Service-learning. [Doctoral Dissertation]. University of Colorado; 2014. Available from: https://scholar.colorado.edu/mcen_gradetds/86


University of Newcastle

22. Alharbi, Nada Muhaya. A CSCL script-based technological environment to support in project-based learning.

Degree: PhD, 2018, University of Newcastle

Research Doctorate - Doctor of Philosophy (PhD)

Project-Based Learning (PBL) is an instructional teaching and learning approach that many higher education institutions have embedded into… (more)

Subjects/Keywords: project based learning; technology enhanced learning; CSCL scripts; design based research; collaboration

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APA (6th Edition):

Alharbi, N. M. (2018). A CSCL script-based technological environment to support in project-based learning. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/1389331

Chicago Manual of Style (16th Edition):

Alharbi, Nada Muhaya. “A CSCL script-based technological environment to support in project-based learning.” 2018. Doctoral Dissertation, University of Newcastle. Accessed August 15, 2020. http://hdl.handle.net/1959.13/1389331.

MLA Handbook (7th Edition):

Alharbi, Nada Muhaya. “A CSCL script-based technological environment to support in project-based learning.” 2018. Web. 15 Aug 2020.

Vancouver:

Alharbi NM. A CSCL script-based technological environment to support in project-based learning. [Internet] [Doctoral dissertation]. University of Newcastle; 2018. [cited 2020 Aug 15]. Available from: http://hdl.handle.net/1959.13/1389331.

Council of Science Editors:

Alharbi NM. A CSCL script-based technological environment to support in project-based learning. [Doctoral Dissertation]. University of Newcastle; 2018. Available from: http://hdl.handle.net/1959.13/1389331


University of Southern California

23. Navarro, Zara E. Shifting educator’s paradigm from the practice of implementing standards based learning and assessments to project based learning and assessments for the Common Core State Standards.

Degree: EdD, Education (Leadership), 2015, University of Southern California

 The purpose of this study was to evaluate educator’s knowledge of standard based learning/assessments (summative tests) versus project based learning/assessments (formative assessments) and determine gaps… (more)

Subjects/Keywords: Common Core State Standards; project based learning and assessments; standard based learning and assessments

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APA (6th Edition):

Navarro, Z. E. (2015). Shifting educator’s paradigm from the practice of implementing standards based learning and assessments to project based learning and assessments for the Common Core State Standards. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/562298/rec/5832

Chicago Manual of Style (16th Edition):

Navarro, Zara E. “Shifting educator’s paradigm from the practice of implementing standards based learning and assessments to project based learning and assessments for the Common Core State Standards.” 2015. Doctoral Dissertation, University of Southern California. Accessed August 15, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/562298/rec/5832.

MLA Handbook (7th Edition):

Navarro, Zara E. “Shifting educator’s paradigm from the practice of implementing standards based learning and assessments to project based learning and assessments for the Common Core State Standards.” 2015. Web. 15 Aug 2020.

Vancouver:

Navarro ZE. Shifting educator’s paradigm from the practice of implementing standards based learning and assessments to project based learning and assessments for the Common Core State Standards. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2020 Aug 15]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/562298/rec/5832.

Council of Science Editors:

Navarro ZE. Shifting educator’s paradigm from the practice of implementing standards based learning and assessments to project based learning and assessments for the Common Core State Standards. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/562298/rec/5832


SUNY College at Brockport

24. Battle, Brian. Differentiating Science Instruction for All Learners in Problem-Based Learning.

Degree: MSEd, Education and Human Development, 2015, SUNY College at Brockport

  One of the biggest challenges for science teachers today is teaching a challenging science curriculum to an extremely diverse population of students in terms… (more)

Subjects/Keywords: Problem-Based Learning; Project-Based Learning; Science; Instruction; Differentiating; Curriculum and Instruction; Education

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APA (6th Edition):

Battle, B. (2015). Differentiating Science Instruction for All Learners in Problem-Based Learning. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/607

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):

Battle, Brian. “Differentiating Science Instruction for All Learners in Problem-Based Learning.” 2015. Thesis, SUNY College at Brockport. Accessed August 15, 2020. https://digitalcommons.brockport.edu/ehd_theses/607.

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

MLA Handbook (7th Edition):

Battle, Brian. “Differentiating Science Instruction for All Learners in Problem-Based Learning.” 2015. Web. 15 Aug 2020.

Vancouver:

Battle B. Differentiating Science Instruction for All Learners in Problem-Based Learning. [Internet] [Thesis]. SUNY College at Brockport; 2015. [cited 2020 Aug 15]. Available from: https://digitalcommons.brockport.edu/ehd_theses/607.

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

Council of Science Editors:

Battle B. Differentiating Science Instruction for All Learners in Problem-Based Learning. [Thesis]. SUNY College at Brockport; 2015. Available from: https://digitalcommons.brockport.edu/ehd_theses/607

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


Northeastern University

25. Blanchard, Kevin M. Projected to succeed: what high school graduates take with them from senior project.

Degree: EdD, School of Education, 2018, Northeastern University

 This qualitative study explored the experiences of 27 graduates of a suburban high school in New England after their successful completion of the schools senior… (more)

Subjects/Keywords: authentic learning; deeper learning; high school re-design; project-based learning; self-directed learning; senior project

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APA (6th Edition):

Blanchard, K. M. (2018). Projected to succeed: what high school graduates take with them from senior project. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20281425

Chicago Manual of Style (16th Edition):

Blanchard, Kevin M. “Projected to succeed: what high school graduates take with them from senior project.” 2018. Doctoral Dissertation, Northeastern University. Accessed August 15, 2020. http://hdl.handle.net/2047/D20281425.

MLA Handbook (7th Edition):

Blanchard, Kevin M. “Projected to succeed: what high school graduates take with them from senior project.” 2018. Web. 15 Aug 2020.

Vancouver:

Blanchard KM. Projected to succeed: what high school graduates take with them from senior project. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2020 Aug 15]. Available from: http://hdl.handle.net/2047/D20281425.

Council of Science Editors:

Blanchard KM. Projected to succeed: what high school graduates take with them from senior project. [Doctoral Dissertation]. Northeastern University; 2018. Available from: http://hdl.handle.net/2047/D20281425


Penn State University

26. Autid, Waeodao. MATHEMATICS TEACHERS’ CLASSROOM INSTRUCTION AFTER PARTICIPATING IN A STEM EDUCATION WORKSHOP IN THAILAND.

Degree: 2017, Penn State University

 Literature on teacher professional development has focused on teacher learning as the processes of change in classroom practice, student learning outcomes and teachers’ beliefs and… (more)

Subjects/Keywords: STEM implementation; STEM education workshop; inquiry-based-learning; project-based-learning; game-based-activity; independent learning

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APA (6th Edition):

Autid, W. (2017). MATHEMATICS TEACHERS’ CLASSROOM INSTRUCTION AFTER PARTICIPATING IN A STEM EDUCATION WORKSHOP IN THAILAND. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/14737wua107

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):

Autid, Waeodao. “MATHEMATICS TEACHERS’ CLASSROOM INSTRUCTION AFTER PARTICIPATING IN A STEM EDUCATION WORKSHOP IN THAILAND.” 2017. Thesis, Penn State University. Accessed August 15, 2020. https://submit-etda.libraries.psu.edu/catalog/14737wua107.

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

MLA Handbook (7th Edition):

Autid, Waeodao. “MATHEMATICS TEACHERS’ CLASSROOM INSTRUCTION AFTER PARTICIPATING IN A STEM EDUCATION WORKSHOP IN THAILAND.” 2017. Web. 15 Aug 2020.

Vancouver:

Autid W. MATHEMATICS TEACHERS’ CLASSROOM INSTRUCTION AFTER PARTICIPATING IN A STEM EDUCATION WORKSHOP IN THAILAND. [Internet] [Thesis]. Penn State University; 2017. [cited 2020 Aug 15]. Available from: https://submit-etda.libraries.psu.edu/catalog/14737wua107.

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

Council of Science Editors:

Autid W. MATHEMATICS TEACHERS’ CLASSROOM INSTRUCTION AFTER PARTICIPATING IN A STEM EDUCATION WORKSHOP IN THAILAND. [Thesis]. Penn State University; 2017. Available from: https://submit-etda.libraries.psu.edu/catalog/14737wua107

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


Brigham Young University

27. Collier, Lisa D. Using a Project-Based Language Learning Approach in the High School Spanish Classroom: Perceived Challenges and Benefits.

Degree: MA, 2017, Brigham Young University

 This thesis documents the action research study done to investigate the perceived challenges and benefits of a project-based language learning (PBLL) approach in a high… (more)

Subjects/Keywords: project-based learning; project-based language learning; achievement test; performance test; Spanish and Portuguese Language and Literature

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APA (6th Edition):

Collier, L. D. (2017). Using a Project-Based Language Learning Approach in the High School Spanish Classroom: Perceived Challenges and Benefits. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7542&context=etd

Chicago Manual of Style (16th Edition):

Collier, Lisa D. “Using a Project-Based Language Learning Approach in the High School Spanish Classroom: Perceived Challenges and Benefits.” 2017. Masters Thesis, Brigham Young University. Accessed August 15, 2020. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7542&context=etd.

MLA Handbook (7th Edition):

Collier, Lisa D. “Using a Project-Based Language Learning Approach in the High School Spanish Classroom: Perceived Challenges and Benefits.” 2017. Web. 15 Aug 2020.

Vancouver:

Collier LD. Using a Project-Based Language Learning Approach in the High School Spanish Classroom: Perceived Challenges and Benefits. [Internet] [Masters thesis]. Brigham Young University; 2017. [cited 2020 Aug 15]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7542&context=etd.

Council of Science Editors:

Collier LD. Using a Project-Based Language Learning Approach in the High School Spanish Classroom: Perceived Challenges and Benefits. [Masters Thesis]. Brigham Young University; 2017. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7542&context=etd

28. Ballard, Andrea. Authentic Learning in a Middle School Classroom: A Case Study.

Degree: Education Specialist, Education, Leadership and Public Service, 2019, Northen Michigan University

  The purpose of this case study is to explore and investigate how authentic learning is experienced in a middle school classroom within a K-12… (more)

Subjects/Keywords: authentic learning; middle school; active learning; constructivist education; project based learning; Education

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APA (6th Edition):

Ballard, A. (2019). Authentic Learning in a Middle School Classroom: A Case Study. (Thesis). Northen Michigan University. Retrieved from https://commons.nmu.edu/theses/587

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):

Ballard, Andrea. “Authentic Learning in a Middle School Classroom: A Case Study.” 2019. Thesis, Northen Michigan University. Accessed August 15, 2020. https://commons.nmu.edu/theses/587.

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

MLA Handbook (7th Edition):

Ballard, Andrea. “Authentic Learning in a Middle School Classroom: A Case Study.” 2019. Web. 15 Aug 2020.

Vancouver:

Ballard A. Authentic Learning in a Middle School Classroom: A Case Study. [Internet] [Thesis]. Northen Michigan University; 2019. [cited 2020 Aug 15]. Available from: https://commons.nmu.edu/theses/587.

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

Council of Science Editors:

Ballard A. Authentic Learning in a Middle School Classroom: A Case Study. [Thesis]. Northen Michigan University; 2019. Available from: https://commons.nmu.edu/theses/587

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


University of Toronto

29. Mosun, Matina Elizabeth. Learning and Leading Collaboratively: A Study of Intermediate Teachers Engaged in Project Based Learning in Three Elementary Schools.

Degree: 2018, University of Toronto

This qualitative study examines teacher learning during project based learning (PBL) in three elementary schools. This multiple case study involved an analysis of 10 participating… (more)

Subjects/Keywords: project based learning; student-centred learning; teacher beliefs; teacher collaboration; teacher leadership; teacher learning; 0515

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

APA (6th Edition):

Mosun, M. E. (2018). Learning and Leading Collaboratively: A Study of Intermediate Teachers Engaged in Project Based Learning in Three Elementary Schools. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/89840

Chicago Manual of Style (16th Edition):

Mosun, Matina Elizabeth. “Learning and Leading Collaboratively: A Study of Intermediate Teachers Engaged in Project Based Learning in Three Elementary Schools.” 2018. Doctoral Dissertation, University of Toronto. Accessed August 15, 2020. http://hdl.handle.net/1807/89840.

MLA Handbook (7th Edition):

Mosun, Matina Elizabeth. “Learning and Leading Collaboratively: A Study of Intermediate Teachers Engaged in Project Based Learning in Three Elementary Schools.” 2018. Web. 15 Aug 2020.

Vancouver:

Mosun ME. Learning and Leading Collaboratively: A Study of Intermediate Teachers Engaged in Project Based Learning in Three Elementary Schools. [Internet] [Doctoral dissertation]. University of Toronto; 2018. [cited 2020 Aug 15]. Available from: http://hdl.handle.net/1807/89840.

Council of Science Editors:

Mosun ME. Learning and Leading Collaboratively: A Study of Intermediate Teachers Engaged in Project Based Learning in Three Elementary Schools. [Doctoral Dissertation]. University of Toronto; 2018. Available from: http://hdl.handle.net/1807/89840


Universidade do Rio Grande do Sul

30. França, Rômulo Martins. Ambiente gamificado de aprendizagem baseada em projetos.

Degree: 2016, Universidade do Rio Grande do Sul

A utilização de métodos ativos na educação é um dos grandes desafios atuais. A Aprendizagem baseada em Projetos - ABPr é uma das abordagens que… (more)

Subjects/Keywords: Project-based Learning; Aluno; Collaboration; Projeto; Professor; Gamification; Aprendizagem colaborativa; Jogo

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

APA (6th Edition):

França, R. M. (2016). Ambiente gamificado de aprendizagem baseada em projetos. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/152716

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):

França, Rômulo Martins. “Ambiente gamificado de aprendizagem baseada em projetos.” 2016. Thesis, Universidade do Rio Grande do Sul. Accessed August 15, 2020. http://hdl.handle.net/10183/152716.

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

MLA Handbook (7th Edition):

França, Rômulo Martins. “Ambiente gamificado de aprendizagem baseada em projetos.” 2016. Web. 15 Aug 2020.

Vancouver:

França RM. Ambiente gamificado de aprendizagem baseada em projetos. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2016. [cited 2020 Aug 15]. Available from: http://hdl.handle.net/10183/152716.

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

Council of Science Editors:

França RM. Ambiente gamificado de aprendizagem baseada em projetos. [Thesis]. Universidade do Rio Grande do Sul; 2016. Available from: http://hdl.handle.net/10183/152716

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

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