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You searched for subject:(Psychology of Education). Showing records 1 – 30 of 1786 total matches.

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University of Cape Town

1. Ndlovu, Sibonokuhle. The developmental conditions of classroom teaching and learning in a primary school in Zimbabwe.

Degree: Image, School of Education, 2011, University of Cape Town

 The study investigates the prevailing conditions of schooling and classroom teaching and learning in southern Zimbabwe, using the Vygotskian socio-cultural theory to analyze the consequences… (more)

Subjects/Keywords: Psychology of Education

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APA (6th Edition):

Ndlovu, S. (2011). The developmental conditions of classroom teaching and learning in a primary school in Zimbabwe. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/10659

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):

Ndlovu, Sibonokuhle. “The developmental conditions of classroom teaching and learning in a primary school in Zimbabwe.” 2011. Thesis, University of Cape Town. Accessed July 09, 2020. http://hdl.handle.net/11427/10659.

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

MLA Handbook (7th Edition):

Ndlovu, Sibonokuhle. “The developmental conditions of classroom teaching and learning in a primary school in Zimbabwe.” 2011. Web. 09 Jul 2020.

Vancouver:

Ndlovu S. The developmental conditions of classroom teaching and learning in a primary school in Zimbabwe. [Internet] [Thesis]. University of Cape Town; 2011. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/11427/10659.

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

Council of Science Editors:

Ndlovu S. The developmental conditions of classroom teaching and learning in a primary school in Zimbabwe. [Thesis]. University of Cape Town; 2011. Available from: http://hdl.handle.net/11427/10659

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


University of KwaZulu-Natal

2. [No author]. Learner conceptual categorization of food within a developing context.

Degree: Education, 2012, University of KwaZulu-Natal

 This study explored patterns of conceptual knowledge organization using a word association task among Grade 8 learners at an Ex-Model C school. The goal was… (more)

Subjects/Keywords: Learning, Psychology of.; Education.

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APA (6th Edition):

author], [. (2012). Learner conceptual categorization of food within a developing context. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/8794

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. “Learner conceptual categorization of food within a developing context. ” 2012. Thesis, University of KwaZulu-Natal. Accessed July 09, 2020. http://hdl.handle.net/10413/8794.

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. “Learner conceptual categorization of food within a developing context. ” 2012. Web. 09 Jul 2020.

Vancouver:

author] [. Learner conceptual categorization of food within a developing context. [Internet] [Thesis]. University of KwaZulu-Natal; 2012. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/10413/8794.

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

Council of Science Editors:

author] [. Learner conceptual categorization of food within a developing context. [Thesis]. University of KwaZulu-Natal; 2012. Available from: http://hdl.handle.net/10413/8794

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


University of North Carolina

3. Hutchison, Leigh. SELF-REGULATED LEARNING IN CONTEXT; INTERPLAY OF COGNITION, MOTIVATION, AND AFFECT IN THE COMPOSING PROCESS.

Degree: 2015, University of North Carolina

 Many adolescent students in the United States struggle with the writing process, while frequently failing to implement strategies that are designed to aid in effective… (more)

Subjects/Keywords: Educational psychology; School of Education

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APA (6th Edition):

Hutchison, L. (2015). SELF-REGULATED LEARNING IN CONTEXT; INTERPLAY OF COGNITION, MOTIVATION, AND AFFECT IN THE COMPOSING PROCESS. (Thesis). University of North Carolina. Retrieved from https://cdr.lib.unc.edu/record/uuid:7749b0da-f79d-4f00-8367-e3f2b9eb1a63

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):

Hutchison, Leigh. “SELF-REGULATED LEARNING IN CONTEXT; INTERPLAY OF COGNITION, MOTIVATION, AND AFFECT IN THE COMPOSING PROCESS.” 2015. Thesis, University of North Carolina. Accessed July 09, 2020. https://cdr.lib.unc.edu/record/uuid:7749b0da-f79d-4f00-8367-e3f2b9eb1a63.

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

MLA Handbook (7th Edition):

Hutchison, Leigh. “SELF-REGULATED LEARNING IN CONTEXT; INTERPLAY OF COGNITION, MOTIVATION, AND AFFECT IN THE COMPOSING PROCESS.” 2015. Web. 09 Jul 2020.

Vancouver:

Hutchison L. SELF-REGULATED LEARNING IN CONTEXT; INTERPLAY OF COGNITION, MOTIVATION, AND AFFECT IN THE COMPOSING PROCESS. [Internet] [Thesis]. University of North Carolina; 2015. [cited 2020 Jul 09]. Available from: https://cdr.lib.unc.edu/record/uuid:7749b0da-f79d-4f00-8367-e3f2b9eb1a63.

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

Council of Science Editors:

Hutchison L. SELF-REGULATED LEARNING IN CONTEXT; INTERPLAY OF COGNITION, MOTIVATION, AND AFFECT IN THE COMPOSING PROCESS. [Thesis]. University of North Carolina; 2015. Available from: https://cdr.lib.unc.edu/record/uuid:7749b0da-f79d-4f00-8367-e3f2b9eb1a63

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


University of North Carolina

4. Schmid, Lorrie. Processes of Peer Selection and Influence in Adolescents' Academic Achievement.

Degree: 2014, University of North Carolina

 In this dissertation study, I focused on changes in peer affiliations within a grade-based network and students' academic achievement, as measured through curricular grades from… (more)

Subjects/Keywords: Educational psychology; School of Education

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

APA (6th Edition):

Schmid, L. (2014). Processes of Peer Selection and Influence in Adolescents' Academic Achievement. (Thesis). University of North Carolina. Retrieved from https://cdr.lib.unc.edu/record/uuid:87917620-6733-4dc2-9a70-d47491076b8b

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):

Schmid, Lorrie. “Processes of Peer Selection and Influence in Adolescents' Academic Achievement.” 2014. Thesis, University of North Carolina. Accessed July 09, 2020. https://cdr.lib.unc.edu/record/uuid:87917620-6733-4dc2-9a70-d47491076b8b.

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

MLA Handbook (7th Edition):

Schmid, Lorrie. “Processes of Peer Selection and Influence in Adolescents' Academic Achievement.” 2014. Web. 09 Jul 2020.

Vancouver:

Schmid L. Processes of Peer Selection and Influence in Adolescents' Academic Achievement. [Internet] [Thesis]. University of North Carolina; 2014. [cited 2020 Jul 09]. Available from: https://cdr.lib.unc.edu/record/uuid:87917620-6733-4dc2-9a70-d47491076b8b.

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

Council of Science Editors:

Schmid L. Processes of Peer Selection and Influence in Adolescents' Academic Achievement. [Thesis]. University of North Carolina; 2014. Available from: https://cdr.lib.unc.edu/record/uuid:87917620-6733-4dc2-9a70-d47491076b8b

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


The University of Alabama

5. Bookout, James Marshall, Jr. An examination of relationships between psychosocial satisfaction scales in an online student learning environment.

Degree: 2010, The University of Alabama

  Research suggests that students who are satisfied with their learning experiences are typically successful and there is a fundamental theory that suggests if the… (more)

Subjects/Keywords: Psychology, General; Education, Technology of

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APA (6th Edition):

Bookout, James Marshall, J. (2010). An examination of relationships between psychosocial satisfaction scales in an online student learning environment. (Thesis). The University of Alabama. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3423011

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):

Bookout, James Marshall, Jr. “An examination of relationships between psychosocial satisfaction scales in an online student learning environment.” 2010. Thesis, The University of Alabama. Accessed July 09, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3423011.

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

MLA Handbook (7th Edition):

Bookout, James Marshall, Jr. “An examination of relationships between psychosocial satisfaction scales in an online student learning environment.” 2010. Web. 09 Jul 2020.

Vancouver:

Bookout, James Marshall J. An examination of relationships between psychosocial satisfaction scales in an online student learning environment. [Internet] [Thesis]. The University of Alabama; 2010. [cited 2020 Jul 09]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3423011.

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

Council of Science Editors:

Bookout, James Marshall J. An examination of relationships between psychosocial satisfaction scales in an online student learning environment. [Thesis]. The University of Alabama; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3423011

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

6. Thompson, Anella Kay. Memory Retention and the Effects of Background Color in Non-Traditional Students in Online Education Settings.

Degree: 2012, Kaplan University

  This study aimed to determine whether background color of online reading passages would have a significant effect on memory retention. An online survey was… (more)

Subjects/Keywords: Psychology, Behavioral; Education, Educational Psychology; Psychology, Cognitive; Education, Technology of

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APA (6th Edition):

Thompson, A. K. (2012). Memory Retention and the Effects of Background Color in Non-Traditional Students in Online Education Settings. (Thesis). Kaplan University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1511569

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):

Thompson, Anella Kay. “Memory Retention and the Effects of Background Color in Non-Traditional Students in Online Education Settings.” 2012. Thesis, Kaplan University. Accessed July 09, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=1511569.

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

MLA Handbook (7th Edition):

Thompson, Anella Kay. “Memory Retention and the Effects of Background Color in Non-Traditional Students in Online Education Settings.” 2012. Web. 09 Jul 2020.

Vancouver:

Thompson AK. Memory Retention and the Effects of Background Color in Non-Traditional Students in Online Education Settings. [Internet] [Thesis]. Kaplan University; 2012. [cited 2020 Jul 09]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1511569.

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

Council of Science Editors:

Thompson AK. Memory Retention and the Effects of Background Color in Non-Traditional Students in Online Education Settings. [Thesis]. Kaplan University; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1511569

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


University of Central Florida

7. Evans, Arthur William, III. Learning for the next generation| Predicting the usage of synthetic learning environments.

Degree: 2010, University of Central Florida

  The push to further the use of technology in learning has broadened the attempts of many to find innovated ways to aid the new,… (more)

Subjects/Keywords: Education, Educational Psychology; Psychology, Experimental; Psychology, Cognitive; Education, Technology of

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APA (6th Edition):

Evans, Arthur William, I. (2010). Learning for the next generation| Predicting the usage of synthetic learning environments. (Thesis). University of Central Florida. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3415062

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):

Evans, Arthur William, III. “Learning for the next generation| Predicting the usage of synthetic learning environments.” 2010. Thesis, University of Central Florida. Accessed July 09, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3415062.

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

MLA Handbook (7th Edition):

Evans, Arthur William, III. “Learning for the next generation| Predicting the usage of synthetic learning environments.” 2010. Web. 09 Jul 2020.

Vancouver:

Evans, Arthur William I. Learning for the next generation| Predicting the usage of synthetic learning environments. [Internet] [Thesis]. University of Central Florida; 2010. [cited 2020 Jul 09]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3415062.

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

Council of Science Editors:

Evans, Arthur William I. Learning for the next generation| Predicting the usage of synthetic learning environments. [Thesis]. University of Central Florida; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3415062

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


The University of Oklahoma

8. Huang, Kun. Metaconceptually-enhanced simulation-based inquiry learning| Effects on the 8th grade students' conceptual change and science epistemological beliefs.

Degree: 2011, The University of Oklahoma

  Two quasi-experimental studies (a pilot study and a main study) were carried out to investigate the effects of metaconceptually-enhanced, simulation-based inquiry learning on the… (more)

Subjects/Keywords: Education, Educational Psychology; Education, Philosophy of

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APA (6th Edition):

Huang, K. (2011). Metaconceptually-enhanced simulation-based inquiry learning| Effects on the 8th grade students' conceptual change and science epistemological beliefs. (Thesis). The University of Oklahoma. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3454383

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, Kun. “Metaconceptually-enhanced simulation-based inquiry learning| Effects on the 8th grade students' conceptual change and science epistemological beliefs.” 2011. Thesis, The University of Oklahoma. Accessed July 09, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3454383.

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

MLA Handbook (7th Edition):

Huang, Kun. “Metaconceptually-enhanced simulation-based inquiry learning| Effects on the 8th grade students' conceptual change and science epistemological beliefs.” 2011. Web. 09 Jul 2020.

Vancouver:

Huang K. Metaconceptually-enhanced simulation-based inquiry learning| Effects on the 8th grade students' conceptual change and science epistemological beliefs. [Internet] [Thesis]. The University of Oklahoma; 2011. [cited 2020 Jul 09]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3454383.

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

Council of Science Editors:

Huang K. Metaconceptually-enhanced simulation-based inquiry learning| Effects on the 8th grade students' conceptual change and science epistemological beliefs. [Thesis]. The University of Oklahoma; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3454383

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


The University of Oklahoma

9. Nelson, Lee. Teachers' motivation to integrate technology| A study of expectancy-value, perceived instrumentality, and prosocial goals.

Degree: 2012, The University of Oklahoma

  Research suggests that technology integration can improve student achievement and attitudes towards school and learning (Englert, Zhao, Collings, & Romig, 2005; Kulik, 2003; Martindale,… (more)

Subjects/Keywords: Education, Educational Psychology; Education, Technology of

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APA (6th Edition):

Nelson, L. (2012). Teachers' motivation to integrate technology| A study of expectancy-value, perceived instrumentality, and prosocial goals. (Thesis). The University of Oklahoma. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3488211

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):

Nelson, Lee. “Teachers' motivation to integrate technology| A study of expectancy-value, perceived instrumentality, and prosocial goals.” 2012. Thesis, The University of Oklahoma. Accessed July 09, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3488211.

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

MLA Handbook (7th Edition):

Nelson, Lee. “Teachers' motivation to integrate technology| A study of expectancy-value, perceived instrumentality, and prosocial goals.” 2012. Web. 09 Jul 2020.

Vancouver:

Nelson L. Teachers' motivation to integrate technology| A study of expectancy-value, perceived instrumentality, and prosocial goals. [Internet] [Thesis]. The University of Oklahoma; 2012. [cited 2020 Jul 09]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3488211.

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

Council of Science Editors:

Nelson L. Teachers' motivation to integrate technology| A study of expectancy-value, perceived instrumentality, and prosocial goals. [Thesis]. The University of Oklahoma; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3488211

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

10. Harris, Alycia. Social construction of knowledge in a semiformal, long-term learning environment| A qualitative study.

Degree: 2009, Walden University

  Social learning plays a critical role in cognitive apprenticeship, community of practice, and knowledge production theories. Gunawardena's interaction analysis model, which provides a means… (more)

Subjects/Keywords: Psychology, Cognitive; Education, Technology of; Education, Higher

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

APA (6th Edition):

Harris, A. (2009). Social construction of knowledge in a semiformal, long-term learning environment| A qualitative study. (Thesis). Walden University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3355024

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):

Harris, Alycia. “Social construction of knowledge in a semiformal, long-term learning environment| A qualitative study.” 2009. Thesis, Walden University. Accessed July 09, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3355024.

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

MLA Handbook (7th Edition):

Harris, Alycia. “Social construction of knowledge in a semiformal, long-term learning environment| A qualitative study.” 2009. Web. 09 Jul 2020.

Vancouver:

Harris A. Social construction of knowledge in a semiformal, long-term learning environment| A qualitative study. [Internet] [Thesis]. Walden University; 2009. [cited 2020 Jul 09]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3355024.

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

Council of Science Editors:

Harris A. Social construction of knowledge in a semiformal, long-term learning environment| A qualitative study. [Thesis]. Walden University; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3355024

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

11. Chacon, Tonya C. A survey of school psychology faculty members' knowledge, skills, and attitudes regarding distance education and distance education technologies.

Degree: 2009, State University of New York at Albany

  Research suggests that availability and use of distance education (DE) and distance education technologies (DET, i.e., technological applications) are growing at a prolific rate.… (more)

Subjects/Keywords: Education, Educational Psychology; Education, Technology of

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

APA (6th Edition):

Chacon, T. C. (2009). A survey of school psychology faculty members' knowledge, skills, and attitudes regarding distance education and distance education technologies. (Thesis). State University of New York at Albany. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3359058

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):

Chacon, Tonya C. “A survey of school psychology faculty members' knowledge, skills, and attitudes regarding distance education and distance education technologies.” 2009. Thesis, State University of New York at Albany. Accessed July 09, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3359058.

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

MLA Handbook (7th Edition):

Chacon, Tonya C. “A survey of school psychology faculty members' knowledge, skills, and attitudes regarding distance education and distance education technologies.” 2009. Web. 09 Jul 2020.

Vancouver:

Chacon TC. A survey of school psychology faculty members' knowledge, skills, and attitudes regarding distance education and distance education technologies. [Internet] [Thesis]. State University of New York at Albany; 2009. [cited 2020 Jul 09]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3359058.

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

Council of Science Editors:

Chacon TC. A survey of school psychology faculty members' knowledge, skills, and attitudes regarding distance education and distance education technologies. [Thesis]. State University of New York at Albany; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3359058

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

12. Liggins, James. Self-concept education as a motivator of life effectiveness.

Degree: 2013, Pepperdine University

  The idea that individual behavior is the result of society's influence on individual self-concept beliefs reflects more than a century of theory and research.… (more)

Subjects/Keywords: Education, Educational Psychology; Education, Technology of

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

APA (6th Edition):

Liggins, J. (2013). Self-concept education as a motivator of life effectiveness. (Thesis). Pepperdine University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3547779

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):

Liggins, James. “Self-concept education as a motivator of life effectiveness.” 2013. Thesis, Pepperdine University. Accessed July 09, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3547779.

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

MLA Handbook (7th Edition):

Liggins, James. “Self-concept education as a motivator of life effectiveness.” 2013. Web. 09 Jul 2020.

Vancouver:

Liggins J. Self-concept education as a motivator of life effectiveness. [Internet] [Thesis]. Pepperdine University; 2013. [cited 2020 Jul 09]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3547779.

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

Council of Science Editors:

Liggins J. Self-concept education as a motivator of life effectiveness. [Thesis]. Pepperdine University; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3547779

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


The University of Arizona

13. Spear Ellinwood, Karen Courtenay. Re-conceptualizing the organizing circumstance of learning.

Degree: 2011, The University of Arizona

  This study explores the web-navigation practices of adult learners in higher education and re-conceptualizes the concept of the organizing circumstance of self-managed learning, originated… (more)

Subjects/Keywords: Education, Educational Psychology; Education, Technology of

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

APA (6th Edition):

Spear Ellinwood, K. C. (2011). Re-conceptualizing the organizing circumstance of learning. (Thesis). The University of Arizona. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3464975

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):

Spear Ellinwood, Karen Courtenay. “Re-conceptualizing the organizing circumstance of learning.” 2011. Thesis, The University of Arizona. Accessed July 09, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3464975.

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

MLA Handbook (7th Edition):

Spear Ellinwood, Karen Courtenay. “Re-conceptualizing the organizing circumstance of learning.” 2011. Web. 09 Jul 2020.

Vancouver:

Spear Ellinwood KC. Re-conceptualizing the organizing circumstance of learning. [Internet] [Thesis]. The University of Arizona; 2011. [cited 2020 Jul 09]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3464975.

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

Council of Science Editors:

Spear Ellinwood KC. Re-conceptualizing the organizing circumstance of learning. [Thesis]. The University of Arizona; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3464975

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

14. Burch, Andrea R. School-Based Policies and Practices as Predictors of Parent Involvement in Children's Schooling| A Hierarchical Linear Modeling Approach.

Degree: 2012, Alfred University

  This study investigated the impact of typical school-based policies and practices on parent involvement in their children's education. This study used a cross-section of… (more)

Subjects/Keywords: Education, Sociology of; Education, Educational Psychology

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

APA (6th Edition):

Burch, A. R. (2012). School-Based Policies and Practices as Predictors of Parent Involvement in Children's Schooling| A Hierarchical Linear Modeling Approach. (Thesis). Alfred University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3506383

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):

Burch, Andrea R. “School-Based Policies and Practices as Predictors of Parent Involvement in Children's Schooling| A Hierarchical Linear Modeling Approach.” 2012. Thesis, Alfred University. Accessed July 09, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3506383.

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

MLA Handbook (7th Edition):

Burch, Andrea R. “School-Based Policies and Practices as Predictors of Parent Involvement in Children's Schooling| A Hierarchical Linear Modeling Approach.” 2012. Web. 09 Jul 2020.

Vancouver:

Burch AR. School-Based Policies and Practices as Predictors of Parent Involvement in Children's Schooling| A Hierarchical Linear Modeling Approach. [Internet] [Thesis]. Alfred University; 2012. [cited 2020 Jul 09]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3506383.

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

Council of Science Editors:

Burch AR. School-Based Policies and Practices as Predictors of Parent Involvement in Children's Schooling| A Hierarchical Linear Modeling Approach. [Thesis]. Alfred University; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3506383

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


Harvard University

15. Redding, Alexis Brooke. Portraits of Resistance & Resilience: College Student Political Identity Development in the Context of the 2016 U.S. Presidential Election.

Degree: 2018, Harvard University

Fostering the development of an engaged citizenry is one of the founding principles of American higher education (Bok, 2006; Reuben, 1996). After decades of concern… (more)

Subjects/Keywords: Education, Higher; Education, Sociology of; Psychology, Developmental

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APA (6th Edition):

Redding, A. B. (2018). Portraits of Resistance & Resilience: College Student Political Identity Development in the Context of the 2016 U.S. Presidential Election. (Thesis). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:37935842

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):

Redding, Alexis Brooke. “Portraits of Resistance & Resilience: College Student Political Identity Development in the Context of the 2016 U.S. Presidential Election.” 2018. Thesis, Harvard University. Accessed July 09, 2020. http://nrs.harvard.edu/urn-3:HUL.InstRepos:37935842.

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

MLA Handbook (7th Edition):

Redding, Alexis Brooke. “Portraits of Resistance & Resilience: College Student Political Identity Development in the Context of the 2016 U.S. Presidential Election.” 2018. Web. 09 Jul 2020.

Vancouver:

Redding AB. Portraits of Resistance & Resilience: College Student Political Identity Development in the Context of the 2016 U.S. Presidential Election. [Internet] [Thesis]. Harvard University; 2018. [cited 2020 Jul 09]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37935842.

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

Council of Science Editors:

Redding AB. Portraits of Resistance & Resilience: College Student Political Identity Development in the Context of the 2016 U.S. Presidential Election. [Thesis]. Harvard University; 2018. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37935842

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

16. Mendoza, Sean Henry Veloria. Massively multiplayer online games as a sandbox for leadership| The relationship between in and out of game leadership behaviors.

Degree: 2014, Pepperdine University

  Given society's increasingly technology centric play and workplace environment, Massively Multiplayer Online Games (MMOs) can be an excellent sandbox to develop future leaders of… (more)

Subjects/Keywords: Education, Leadership; Psychology, Social; Education, Technology of

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

APA (6th Edition):

Mendoza, S. H. V. (2014). Massively multiplayer online games as a sandbox for leadership| The relationship between in and out of game leadership behaviors. (Thesis). Pepperdine University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3619793

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):

Mendoza, Sean Henry Veloria. “Massively multiplayer online games as a sandbox for leadership| The relationship between in and out of game leadership behaviors.” 2014. Thesis, Pepperdine University. Accessed July 09, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3619793.

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

MLA Handbook (7th Edition):

Mendoza, Sean Henry Veloria. “Massively multiplayer online games as a sandbox for leadership| The relationship between in and out of game leadership behaviors.” 2014. Web. 09 Jul 2020.

Vancouver:

Mendoza SHV. Massively multiplayer online games as a sandbox for leadership| The relationship between in and out of game leadership behaviors. [Internet] [Thesis]. Pepperdine University; 2014. [cited 2020 Jul 09]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3619793.

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

Council of Science Editors:

Mendoza SHV. Massively multiplayer online games as a sandbox for leadership| The relationship between in and out of game leadership behaviors. [Thesis]. Pepperdine University; 2014. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3619793

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


University of North Carolina

17. Bridges, Adrian. THE RELATIONSHIP BETWEEN COLLABORATIVE LEARNING AND SELF-REGULATED LEARNING DURING ADOLESCENCE: A META-ANALYTIC REVIEW.

Degree: 2015, University of North Carolina

 There is evidence that, on their own, both self-regulated learning (SRL) and collaborative learning (CL) are effective ways of bolstering students' academic performance. Yet, the… (more)

Subjects/Keywords: Education; Educational psychology; School of Education

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

APA (6th Edition):

Bridges, A. (2015). THE RELATIONSHIP BETWEEN COLLABORATIVE LEARNING AND SELF-REGULATED LEARNING DURING ADOLESCENCE: A META-ANALYTIC REVIEW. (Thesis). University of North Carolina. Retrieved from https://cdr.lib.unc.edu/record/uuid:a4f87b68-0664-4842-b7ea-51cc2b549bc4

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):

Bridges, Adrian. “THE RELATIONSHIP BETWEEN COLLABORATIVE LEARNING AND SELF-REGULATED LEARNING DURING ADOLESCENCE: A META-ANALYTIC REVIEW.” 2015. Thesis, University of North Carolina. Accessed July 09, 2020. https://cdr.lib.unc.edu/record/uuid:a4f87b68-0664-4842-b7ea-51cc2b549bc4.

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

MLA Handbook (7th Edition):

Bridges, Adrian. “THE RELATIONSHIP BETWEEN COLLABORATIVE LEARNING AND SELF-REGULATED LEARNING DURING ADOLESCENCE: A META-ANALYTIC REVIEW.” 2015. Web. 09 Jul 2020.

Vancouver:

Bridges A. THE RELATIONSHIP BETWEEN COLLABORATIVE LEARNING AND SELF-REGULATED LEARNING DURING ADOLESCENCE: A META-ANALYTIC REVIEW. [Internet] [Thesis]. University of North Carolina; 2015. [cited 2020 Jul 09]. Available from: https://cdr.lib.unc.edu/record/uuid:a4f87b68-0664-4842-b7ea-51cc2b549bc4.

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

Council of Science Editors:

Bridges A. THE RELATIONSHIP BETWEEN COLLABORATIVE LEARNING AND SELF-REGULATED LEARNING DURING ADOLESCENCE: A META-ANALYTIC REVIEW. [Thesis]. University of North Carolina; 2015. Available from: https://cdr.lib.unc.edu/record/uuid:a4f87b68-0664-4842-b7ea-51cc2b549bc4

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


University of North Carolina

18. Demetriou, Cynthia. Reflections at the finish line: The activities, roles, and relationships of successful first-generation college students.

Degree: 2014, University of North Carolina

 Nearly ninety percent of first-generation college students (FGCS) in the United States fail to graduate within six years of enrollment in postsecondary education (Saenz, Hurtado,… (more)

Subjects/Keywords: Educational psychology; Education, Higher; School of Education

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APA (6th Edition):

Demetriou, C. (2014). Reflections at the finish line: The activities, roles, and relationships of successful first-generation college students. (Thesis). University of North Carolina. Retrieved from https://cdr.lib.unc.edu/record/uuid:be2af3d3-cd74-4d0b-9bf5-69a7d802b6cc

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):

Demetriou, Cynthia. “Reflections at the finish line: The activities, roles, and relationships of successful first-generation college students.” 2014. Thesis, University of North Carolina. Accessed July 09, 2020. https://cdr.lib.unc.edu/record/uuid:be2af3d3-cd74-4d0b-9bf5-69a7d802b6cc.

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

MLA Handbook (7th Edition):

Demetriou, Cynthia. “Reflections at the finish line: The activities, roles, and relationships of successful first-generation college students.” 2014. Web. 09 Jul 2020.

Vancouver:

Demetriou C. Reflections at the finish line: The activities, roles, and relationships of successful first-generation college students. [Internet] [Thesis]. University of North Carolina; 2014. [cited 2020 Jul 09]. Available from: https://cdr.lib.unc.edu/record/uuid:be2af3d3-cd74-4d0b-9bf5-69a7d802b6cc.

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

Council of Science Editors:

Demetriou C. Reflections at the finish line: The activities, roles, and relationships of successful first-generation college students. [Thesis]. University of North Carolina; 2014. Available from: https://cdr.lib.unc.edu/record/uuid:be2af3d3-cd74-4d0b-9bf5-69a7d802b6cc

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

19. Meredith, Ben P. Personality types as an indicator of online student success and retention.

Degree: 2011, Pepperdine University

  With online education courses within public institutions realizing lower than average retention and success rates for students, current retention practices and models are falling… (more)

Subjects/Keywords: Education, Educational Psychology; Psychology, Personality; Education, Technology of; Education, Higher

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

APA (6th Edition):

Meredith, B. P. (2011). Personality types as an indicator of online student success and retention. (Thesis). Pepperdine University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3449391

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):

Meredith, Ben P. “Personality types as an indicator of online student success and retention.” 2011. Thesis, Pepperdine University. Accessed July 09, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3449391.

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

MLA Handbook (7th Edition):

Meredith, Ben P. “Personality types as an indicator of online student success and retention.” 2011. Web. 09 Jul 2020.

Vancouver:

Meredith BP. Personality types as an indicator of online student success and retention. [Internet] [Thesis]. Pepperdine University; 2011. [cited 2020 Jul 09]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3449391.

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

Council of Science Editors:

Meredith BP. Personality types as an indicator of online student success and retention. [Thesis]. Pepperdine University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3449391

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


George Mason University

20. Cheng, Wai Ki Rebecca. Relationship between Visual Attention and Flow Experience in a Serious Educational Game| An Eye Tracking Analysis.

Degree: 2014, George Mason University

  Game-based learning has become a topic of interest in education, especially within the science education community. Although some evidence supporting the effectiveness of digital… (more)

Subjects/Keywords: Education, Educational Psychology; Psychology, Cognitive; Education, Technology of; Education, Sciences

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

APA (6th Edition):

Cheng, W. K. R. (2014). Relationship between Visual Attention and Flow Experience in a Serious Educational Game| An Eye Tracking Analysis. (Thesis). George Mason University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3625133

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):

Cheng, Wai Ki Rebecca. “Relationship between Visual Attention and Flow Experience in a Serious Educational Game| An Eye Tracking Analysis.” 2014. Thesis, George Mason University. Accessed July 09, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3625133.

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

MLA Handbook (7th Edition):

Cheng, Wai Ki Rebecca. “Relationship between Visual Attention and Flow Experience in a Serious Educational Game| An Eye Tracking Analysis.” 2014. Web. 09 Jul 2020.

Vancouver:

Cheng WKR. Relationship between Visual Attention and Flow Experience in a Serious Educational Game| An Eye Tracking Analysis. [Internet] [Thesis]. George Mason University; 2014. [cited 2020 Jul 09]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3625133.

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

Council of Science Editors:

Cheng WKR. Relationship between Visual Attention and Flow Experience in a Serious Educational Game| An Eye Tracking Analysis. [Thesis]. George Mason University; 2014. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3625133

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

21. Sadler, Cecilia. Designing a community college online or hybrid course| Introduction to typography.

Degree: 2009, California State University, Long Beach

  This project consisted of 2 phases: (a) the design and development of an online course and (b) the evaluation of the design. The first… (more)

Subjects/Keywords: Education, Art; Education, Community College; Education, Educational Psychology; Education, Technology of

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

APA (6th Edition):

Sadler, C. (2009). Designing a community college online or hybrid course| Introduction to typography. (Thesis). California State University, Long Beach. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1466347

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):

Sadler, Cecilia. “Designing a community college online or hybrid course| Introduction to typography.” 2009. Thesis, California State University, Long Beach. Accessed July 09, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=1466347.

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

MLA Handbook (7th Edition):

Sadler, Cecilia. “Designing a community college online or hybrid course| Introduction to typography.” 2009. Web. 09 Jul 2020.

Vancouver:

Sadler C. Designing a community college online or hybrid course| Introduction to typography. [Internet] [Thesis]. California State University, Long Beach; 2009. [cited 2020 Jul 09]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1466347.

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

Council of Science Editors:

Sadler C. Designing a community college online or hybrid course| Introduction to typography. [Thesis]. California State University, Long Beach; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1466347

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

22. Tsikalas, Kallen E. Effects of video-based peer modeling on the question asking, reading motivation and text comprehension of struggling adolescent readers.

Degree: 2012, City University of New York

  Struggling adolescent readers are distinct from others in two important ways: (1) They are <i>adolescents</i>; and (2) they have a <i> history</i> of struggle… (more)

Subjects/Keywords: Education, Middle School; Education, Educational Psychology; Education, Reading; Education, Technology of

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APA (6th Edition):

Tsikalas, K. E. (2012). Effects of video-based peer modeling on the question asking, reading motivation and text comprehension of struggling adolescent readers. (Thesis). City University of New York. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3508866

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):

Tsikalas, Kallen E. “Effects of video-based peer modeling on the question asking, reading motivation and text comprehension of struggling adolescent readers.” 2012. Thesis, City University of New York. Accessed July 09, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3508866.

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

MLA Handbook (7th Edition):

Tsikalas, Kallen E. “Effects of video-based peer modeling on the question asking, reading motivation and text comprehension of struggling adolescent readers.” 2012. Web. 09 Jul 2020.

Vancouver:

Tsikalas KE. Effects of video-based peer modeling on the question asking, reading motivation and text comprehension of struggling adolescent readers. [Internet] [Thesis]. City University of New York; 2012. [cited 2020 Jul 09]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3508866.

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

Council of Science Editors:

Tsikalas KE. Effects of video-based peer modeling on the question asking, reading motivation and text comprehension of struggling adolescent readers. [Thesis]. City University of New York; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3508866

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


University of Southern California

23. Manke-Brady, Melanie. "Clickers" and metacognition| How do electronic response devices ("clickers") influence student metacognition?.

Degree: 2012, University of Southern California

  The purpose of this study was to examine whether electronic response systems influence student metacognitions in large lecture settings, and how metacognitive processes are… (more)

Subjects/Keywords: Education, Tests and Measurements; Psychology, Social; Education, Educational Psychology; Education, Technology of; Education, Higher

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APA (6th Edition):

Manke-Brady, M. (2012). "Clickers" and metacognition| How do electronic response devices ("clickers") influence student metacognition?. (Thesis). University of Southern California. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3513725

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):

Manke-Brady, Melanie. “"Clickers" and metacognition| How do electronic response devices ("clickers") influence student metacognition?.” 2012. Thesis, University of Southern California. Accessed July 09, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3513725.

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

MLA Handbook (7th Edition):

Manke-Brady, Melanie. “"Clickers" and metacognition| How do electronic response devices ("clickers") influence student metacognition?.” 2012. Web. 09 Jul 2020.

Vancouver:

Manke-Brady M. "Clickers" and metacognition| How do electronic response devices ("clickers") influence student metacognition?. [Internet] [Thesis]. University of Southern California; 2012. [cited 2020 Jul 09]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3513725.

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

Council of Science Editors:

Manke-Brady M. "Clickers" and metacognition| How do electronic response devices ("clickers") influence student metacognition?. [Thesis]. University of Southern California; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3513725

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

24. Williams, Judith. To what extent does textual reinforcement enhance an audience's comprehension and recall of plot elements in a short, animated mystery presented on video.

Degree: 2008, Kutztown University of Pennsylvania

  Animation with text is a highly effective tool in the reinforcement of comprehension and retention, when applied as a theatrical approach to instruction (Gregg… (more)

Subjects/Keywords: Education, Educational Psychology; Psychology, Cognitive; Education, Technology of

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APA (6th Edition):

Williams, J. (2008). To what extent does textual reinforcement enhance an audience's comprehension and recall of plot elements in a short, animated mystery presented on video. (Thesis). Kutztown University of Pennsylvania. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1445916

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):

Williams, Judith. “To what extent does textual reinforcement enhance an audience's comprehension and recall of plot elements in a short, animated mystery presented on video.” 2008. Thesis, Kutztown University of Pennsylvania. Accessed July 09, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=1445916.

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

MLA Handbook (7th Edition):

Williams, Judith. “To what extent does textual reinforcement enhance an audience's comprehension and recall of plot elements in a short, animated mystery presented on video.” 2008. Web. 09 Jul 2020.

Vancouver:

Williams J. To what extent does textual reinforcement enhance an audience's comprehension and recall of plot elements in a short, animated mystery presented on video. [Internet] [Thesis]. Kutztown University of Pennsylvania; 2008. [cited 2020 Jul 09]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1445916.

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

Council of Science Editors:

Williams J. To what extent does textual reinforcement enhance an audience's comprehension and recall of plot elements in a short, animated mystery presented on video. [Thesis]. Kutztown University of Pennsylvania; 2008. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1445916

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


The University of Utah

25. Cardinal, Jennifer Rigby. "Rethink Autism"| Effectiveness of web-based applied behavior video modeling program on the performance of paraeducators and students with Autism Spectrum Disorder.

Degree: 2012, The University of Utah

  The current study examined the effects of Rethink Autism's web-based video modeling program on the behavior of paraeducators as it relates to discrete trial… (more)

Subjects/Keywords: Psychology, Behavioral; Education, Educational Psychology; Education, Technology of

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APA (6th Edition):

Cardinal, J. R. (2012). "Rethink Autism"| Effectiveness of web-based applied behavior video modeling program on the performance of paraeducators and students with Autism Spectrum Disorder. (Thesis). The University of Utah. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3503058

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):

Cardinal, Jennifer Rigby. “"Rethink Autism"| Effectiveness of web-based applied behavior video modeling program on the performance of paraeducators and students with Autism Spectrum Disorder.” 2012. Thesis, The University of Utah. Accessed July 09, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3503058.

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

MLA Handbook (7th Edition):

Cardinal, Jennifer Rigby. “"Rethink Autism"| Effectiveness of web-based applied behavior video modeling program on the performance of paraeducators and students with Autism Spectrum Disorder.” 2012. Web. 09 Jul 2020.

Vancouver:

Cardinal JR. "Rethink Autism"| Effectiveness of web-based applied behavior video modeling program on the performance of paraeducators and students with Autism Spectrum Disorder. [Internet] [Thesis]. The University of Utah; 2012. [cited 2020 Jul 09]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3503058.

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

Council of Science Editors:

Cardinal JR. "Rethink Autism"| Effectiveness of web-based applied behavior video modeling program on the performance of paraeducators and students with Autism Spectrum Disorder. [Thesis]. The University of Utah; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3503058

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


Stanford University

26. Lindgren, Robb. Perspective-based learning in virtual environments.

Degree: 2009, Stanford University

  An extensive research literature in education and psychology demonstrates positive effects of perspective-taking on various forms of learning. Until recently, perspective-taking has been limited… (more)

Subjects/Keywords: Education, Educational Psychology; Psychology, Cognitive; Education, Technology of

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

APA (6th Edition):

Lindgren, R. (2009). Perspective-based learning in virtual environments. (Thesis). Stanford University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3364505

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):

Lindgren, Robb. “Perspective-based learning in virtual environments.” 2009. Thesis, Stanford University. Accessed July 09, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3364505.

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

MLA Handbook (7th Edition):

Lindgren, Robb. “Perspective-based learning in virtual environments.” 2009. Web. 09 Jul 2020.

Vancouver:

Lindgren R. Perspective-based learning in virtual environments. [Internet] [Thesis]. Stanford University; 2009. [cited 2020 Jul 09]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3364505.

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

Council of Science Editors:

Lindgren R. Perspective-based learning in virtual environments. [Thesis]. Stanford University; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3364505

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


Arizona State University

27. Walker, Jenny L. The contextualized rapid resolution cycle intervention model for cyberbullying.

Degree: 2010, Arizona State University

  The increasing global issue of cyberbullying is affecting the social, emotional, and cognitive development of students both within and outside school boundaries. On the… (more)

Subjects/Keywords: Education, Educational Psychology; Psychology, Counseling; Education, Technology of

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

APA (6th Edition):

Walker, J. L. (2010). The contextualized rapid resolution cycle intervention model for cyberbullying. (Thesis). Arizona State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3392128

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):

Walker, Jenny L. “The contextualized rapid resolution cycle intervention model for cyberbullying.” 2010. Thesis, Arizona State University. Accessed July 09, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3392128.

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

MLA Handbook (7th Edition):

Walker, Jenny L. “The contextualized rapid resolution cycle intervention model for cyberbullying.” 2010. Web. 09 Jul 2020.

Vancouver:

Walker JL. The contextualized rapid resolution cycle intervention model for cyberbullying. [Internet] [Thesis]. Arizona State University; 2010. [cited 2020 Jul 09]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3392128.

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

Council of Science Editors:

Walker JL. The contextualized rapid resolution cycle intervention model for cyberbullying. [Thesis]. Arizona State University; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3392128

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


University of North Carolina

28. Malley, Kathleen. VALIDATION OF THE SCALE: A MEASURE OF MIDDLE SCHOOL STUDENTS' TRANSITION EXPERIENCES.

Degree: 2015, University of North Carolina

 The SCALE, a measure of students' middle school transition experiences, was validated for use with diverse, sixth-grade students attending metropolitan middle schools. Analyses were conducted… (more)

Subjects/Keywords: Educational psychology; Psychology; Psychometrics; Quantitative research; Education, Secondary; School of Education

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

APA (6th Edition):

Malley, K. (2015). VALIDATION OF THE SCALE: A MEASURE OF MIDDLE SCHOOL STUDENTS' TRANSITION EXPERIENCES. (Thesis). University of North Carolina. Retrieved from https://cdr.lib.unc.edu/record/uuid:62caef6b-d78e-43eb-b633-d0d6932b7048

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):

Malley, Kathleen. “VALIDATION OF THE SCALE: A MEASURE OF MIDDLE SCHOOL STUDENTS' TRANSITION EXPERIENCES.” 2015. Thesis, University of North Carolina. Accessed July 09, 2020. https://cdr.lib.unc.edu/record/uuid:62caef6b-d78e-43eb-b633-d0d6932b7048.

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

MLA Handbook (7th Edition):

Malley, Kathleen. “VALIDATION OF THE SCALE: A MEASURE OF MIDDLE SCHOOL STUDENTS' TRANSITION EXPERIENCES.” 2015. Web. 09 Jul 2020.

Vancouver:

Malley K. VALIDATION OF THE SCALE: A MEASURE OF MIDDLE SCHOOL STUDENTS' TRANSITION EXPERIENCES. [Internet] [Thesis]. University of North Carolina; 2015. [cited 2020 Jul 09]. Available from: https://cdr.lib.unc.edu/record/uuid:62caef6b-d78e-43eb-b633-d0d6932b7048.

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

Council of Science Editors:

Malley K. VALIDATION OF THE SCALE: A MEASURE OF MIDDLE SCHOOL STUDENTS' TRANSITION EXPERIENCES. [Thesis]. University of North Carolina; 2015. Available from: https://cdr.lib.unc.edu/record/uuid:62caef6b-d78e-43eb-b633-d0d6932b7048

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


Columbia University

29. Wang, Yuan. Demystifying Learner Success: Before, During, and After a Massive Open Online Course.

Degree: 2017, Columbia University

 Massive Open Online Courses (MOOCs) have gained great popularity during a relatively short time frame. Yet, measuring MOOC learner success has been fairly challenging. The… (more)

Subjects/Keywords: Cognitive psychology; Education; Psychology; MOOCs (Web-based instruction); Learning, Psychology of

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

APA (6th Edition):

Wang, Y. (2017). Demystifying Learner Success: Before, During, and After a Massive Open Online Course. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D84B3CQT

Chicago Manual of Style (16th Edition):

Wang, Yuan. “Demystifying Learner Success: Before, During, and After a Massive Open Online Course.” 2017. Doctoral Dissertation, Columbia University. Accessed July 09, 2020. https://doi.org/10.7916/D84B3CQT.

MLA Handbook (7th Edition):

Wang, Yuan. “Demystifying Learner Success: Before, During, and After a Massive Open Online Course.” 2017. Web. 09 Jul 2020.

Vancouver:

Wang Y. Demystifying Learner Success: Before, During, and After a Massive Open Online Course. [Internet] [Doctoral dissertation]. Columbia University; 2017. [cited 2020 Jul 09]. Available from: https://doi.org/10.7916/D84B3CQT.

Council of Science Editors:

Wang Y. Demystifying Learner Success: Before, During, and After a Massive Open Online Course. [Doctoral Dissertation]. Columbia University; 2017. Available from: https://doi.org/10.7916/D84B3CQT


University of North Carolina

30. Keroack, Jessica. Exploring the Relationship Between Coaching Behavior and Developmental Outcomes Among Adolescent Female Athletes in Competitive Sport.

Degree: 2015, University of North Carolina

 It is well documented that sport is a positive youth development context that has the potential to foster the development of life skills that surpass… (more)

Subjects/Keywords: Psychology; Developmental psychology; School of Education; School Psychology Graduate Program

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

APA (6th Edition):

Keroack, J. (2015). Exploring the Relationship Between Coaching Behavior and Developmental Outcomes Among Adolescent Female Athletes in Competitive Sport. (Thesis). University of North Carolina. Retrieved from https://cdr.lib.unc.edu/record/uuid:33f1a6b8-b5eb-4e66-9309-81365eeaa044

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):

Keroack, Jessica. “Exploring the Relationship Between Coaching Behavior and Developmental Outcomes Among Adolescent Female Athletes in Competitive Sport.” 2015. Thesis, University of North Carolina. Accessed July 09, 2020. https://cdr.lib.unc.edu/record/uuid:33f1a6b8-b5eb-4e66-9309-81365eeaa044.

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

MLA Handbook (7th Edition):

Keroack, Jessica. “Exploring the Relationship Between Coaching Behavior and Developmental Outcomes Among Adolescent Female Athletes in Competitive Sport.” 2015. Web. 09 Jul 2020.

Vancouver:

Keroack J. Exploring the Relationship Between Coaching Behavior and Developmental Outcomes Among Adolescent Female Athletes in Competitive Sport. [Internet] [Thesis]. University of North Carolina; 2015. [cited 2020 Jul 09]. Available from: https://cdr.lib.unc.edu/record/uuid:33f1a6b8-b5eb-4e66-9309-81365eeaa044.

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

Council of Science Editors:

Keroack J. Exploring the Relationship Between Coaching Behavior and Developmental Outcomes Among Adolescent Female Athletes in Competitive Sport. [Thesis]. University of North Carolina; 2015. Available from: https://cdr.lib.unc.edu/record/uuid:33f1a6b8-b5eb-4e66-9309-81365eeaa044

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

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