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You searched for subject:(Questioning). Showing records 1 – 30 of 224 total matches.

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Rutgers University

1. Swanson, Carrie Elizabeth. Socratic dialectic and the resolution of fallacy in Plato's Euthydemus.

Degree: PhD, Philosophy, 2011, Rutgers University

My dissertation is devoted to an examination of the resolution of fallacy in Plato's Euthydemus. It is a familiar claim that the Euthydemus champions Socratic… (more)

Subjects/Keywords: Questioning

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APA (6th Edition):

Swanson, C. E. (2011). Socratic dialectic and the resolution of fallacy in Plato's Euthydemus. (Doctoral Dissertation). Rutgers University. Retrieved from http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000061530

Chicago Manual of Style (16th Edition):

Swanson, Carrie Elizabeth. “Socratic dialectic and the resolution of fallacy in Plato's Euthydemus.” 2011. Doctoral Dissertation, Rutgers University. Accessed August 24, 2019. http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000061530.

MLA Handbook (7th Edition):

Swanson, Carrie Elizabeth. “Socratic dialectic and the resolution of fallacy in Plato's Euthydemus.” 2011. Web. 24 Aug 2019.

Vancouver:

Swanson CE. Socratic dialectic and the resolution of fallacy in Plato's Euthydemus. [Internet] [Doctoral dissertation]. Rutgers University; 2011. [cited 2019 Aug 24]. Available from: http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000061530.

Council of Science Editors:

Swanson CE. Socratic dialectic and the resolution of fallacy in Plato's Euthydemus. [Doctoral Dissertation]. Rutgers University; 2011. Available from: http://hdl.rutgers.edu/1782.1/rucore10001600001.ETD.000061530


Oregon State University

2. Samiroden, Walter Donald. The effects of higher cognitive level question wait-time ranges by biology student teachers on student achievement and perception of teacher effectiveness.

Degree: PhD, Education, 1982, Oregon State University

 The purposes of the study were to determine the relationship which existed between higher cognitive level question wait-time range and student achievement, and whether students… (more)

Subjects/Keywords: Questioning

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APA (6th Edition):

Samiroden, W. D. (1982). The effects of higher cognitive level question wait-time ranges by biology student teachers on student achievement and perception of teacher effectiveness. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/41198

Chicago Manual of Style (16th Edition):

Samiroden, Walter Donald. “The effects of higher cognitive level question wait-time ranges by biology student teachers on student achievement and perception of teacher effectiveness.” 1982. Doctoral Dissertation, Oregon State University. Accessed August 24, 2019. http://hdl.handle.net/1957/41198.

MLA Handbook (7th Edition):

Samiroden, Walter Donald. “The effects of higher cognitive level question wait-time ranges by biology student teachers on student achievement and perception of teacher effectiveness.” 1982. Web. 24 Aug 2019.

Vancouver:

Samiroden WD. The effects of higher cognitive level question wait-time ranges by biology student teachers on student achievement and perception of teacher effectiveness. [Internet] [Doctoral dissertation]. Oregon State University; 1982. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/1957/41198.

Council of Science Editors:

Samiroden WD. The effects of higher cognitive level question wait-time ranges by biology student teachers on student achievement and perception of teacher effectiveness. [Doctoral Dissertation]. Oregon State University; 1982. Available from: http://hdl.handle.net/1957/41198


Oregon State University

3. Davivongse, Pachara. The effects of a training program on wait-time and the questions asked by junior high school science teachers in Thailand.

Degree: PhD, Science Education, 1984, Oregon State University

 The purpose of this study was to assess the effectiveness of a training program designed to assist Thai junior high school science teachers in asking… (more)

Subjects/Keywords: Questioning

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APA (6th Edition):

Davivongse, P. (1984). The effects of a training program on wait-time and the questions asked by junior high school science teachers in Thailand. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/41418

Chicago Manual of Style (16th Edition):

Davivongse, Pachara. “The effects of a training program on wait-time and the questions asked by junior high school science teachers in Thailand.” 1984. Doctoral Dissertation, Oregon State University. Accessed August 24, 2019. http://hdl.handle.net/1957/41418.

MLA Handbook (7th Edition):

Davivongse, Pachara. “The effects of a training program on wait-time and the questions asked by junior high school science teachers in Thailand.” 1984. Web. 24 Aug 2019.

Vancouver:

Davivongse P. The effects of a training program on wait-time and the questions asked by junior high school science teachers in Thailand. [Internet] [Doctoral dissertation]. Oregon State University; 1984. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/1957/41418.

Council of Science Editors:

Davivongse P. The effects of a training program on wait-time and the questions asked by junior high school science teachers in Thailand. [Doctoral Dissertation]. Oregon State University; 1984. Available from: http://hdl.handle.net/1957/41418


Oregon State University

4. Walker, Thomas Jerry. An analysis of certain effects of teaching students to construct and analyze questions.

Degree: EdD, Education, 1972, Oregon State University

 The purpose of the study was to analyze the effects of teaching elementary and secondary students the Gallagher Topic Classification System as a technique for… (more)

Subjects/Keywords: Questioning

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APA (6th Edition):

Walker, T. J. (1972). An analysis of certain effects of teaching students to construct and analyze questions. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/45143

Chicago Manual of Style (16th Edition):

Walker, Thomas Jerry. “An analysis of certain effects of teaching students to construct and analyze questions.” 1972. Doctoral Dissertation, Oregon State University. Accessed August 24, 2019. http://hdl.handle.net/1957/45143.

MLA Handbook (7th Edition):

Walker, Thomas Jerry. “An analysis of certain effects of teaching students to construct and analyze questions.” 1972. Web. 24 Aug 2019.

Vancouver:

Walker TJ. An analysis of certain effects of teaching students to construct and analyze questions. [Internet] [Doctoral dissertation]. Oregon State University; 1972. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/1957/45143.

Council of Science Editors:

Walker TJ. An analysis of certain effects of teaching students to construct and analyze questions. [Doctoral Dissertation]. Oregon State University; 1972. Available from: http://hdl.handle.net/1957/45143


The Ohio State University

5. Riegle, Rodney P. The logic of classroom questions.

Degree: PhD, Graduate School, 1974, The Ohio State University

Subjects/Keywords: Education; Questioning

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APA (6th Edition):

Riegle, R. P. (1974). The logic of classroom questions. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1486986122440452

Chicago Manual of Style (16th Edition):

Riegle, Rodney P. “The logic of classroom questions.” 1974. Doctoral Dissertation, The Ohio State University. Accessed August 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486986122440452.

MLA Handbook (7th Edition):

Riegle, Rodney P. “The logic of classroom questions.” 1974. Web. 24 Aug 2019.

Vancouver:

Riegle RP. The logic of classroom questions. [Internet] [Doctoral dissertation]. The Ohio State University; 1974. [cited 2019 Aug 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486986122440452.

Council of Science Editors:

Riegle RP. The logic of classroom questions. [Doctoral Dissertation]. The Ohio State University; 1974. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486986122440452


University of Edinburgh

6. Watson, Lani Hayley Marie. Why ask : the epistemology of questioning.

Degree: PhD, 2015, University of Edinburgh

 Imagine living one day without asking a single question. Why not try it. How long before a question surfaces in your mind. How long before… (more)

Subjects/Keywords: 371.3; epistemology; questions; questioning; education

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APA (6th Edition):

Watson, L. H. M. (2015). Why ask : the epistemology of questioning. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/19538

Chicago Manual of Style (16th Edition):

Watson, Lani Hayley Marie. “Why ask : the epistemology of questioning.” 2015. Doctoral Dissertation, University of Edinburgh. Accessed August 24, 2019. http://hdl.handle.net/1842/19538.

MLA Handbook (7th Edition):

Watson, Lani Hayley Marie. “Why ask : the epistemology of questioning.” 2015. Web. 24 Aug 2019.

Vancouver:

Watson LHM. Why ask : the epistemology of questioning. [Internet] [Doctoral dissertation]. University of Edinburgh; 2015. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/1842/19538.

Council of Science Editors:

Watson LHM. Why ask : the epistemology of questioning. [Doctoral Dissertation]. University of Edinburgh; 2015. Available from: http://hdl.handle.net/1842/19538


Montana State University

7. Buck, David Hidden. Promoting more effective student questions through specific questioning strategies.

Degree: Graduate School, 2011, Montana State University

 This project addresses the question "Do students understand key scientific concepts better with training in the use of specific questioning strategies?" Students were trained specifically… (more)

Subjects/Keywords: Students.; Questioning.; Cognitive psychology.

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APA (6th Edition):

Buck, D. H. (2011). Promoting more effective student questions through specific questioning strategies. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1004

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):

Buck, David Hidden. “Promoting more effective student questions through specific questioning strategies.” 2011. Thesis, Montana State University. Accessed August 24, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1004.

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

MLA Handbook (7th Edition):

Buck, David Hidden. “Promoting more effective student questions through specific questioning strategies.” 2011. Web. 24 Aug 2019.

Vancouver:

Buck DH. Promoting more effective student questions through specific questioning strategies. [Internet] [Thesis]. Montana State University; 2011. [cited 2019 Aug 24]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1004.

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

Council of Science Editors:

Buck DH. Promoting more effective student questions through specific questioning strategies. [Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1004

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


University of North Texas

8. Kuehnert, Eloise Aniag. Operationalizing Listening-to-Question and Questioning-to-Listen in Mathematics Teaching.

Degree: 2018, University of North Texas

 This study focused on the evaluative listening practices of four teachers who participated in an algebra professional development involving lesson study. This instrumental case study… (more)

Subjects/Keywords: listening; questioning; mathematics teaching

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APA (6th Edition):

Kuehnert, E. A. (2018). Operationalizing Listening-to-Question and Questioning-to-Listen in Mathematics Teaching. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1248430/

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):

Kuehnert, Eloise Aniag. “Operationalizing Listening-to-Question and Questioning-to-Listen in Mathematics Teaching.” 2018. Thesis, University of North Texas. Accessed August 24, 2019. https://digital.library.unt.edu/ark:/67531/metadc1248430/.

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

MLA Handbook (7th Edition):

Kuehnert, Eloise Aniag. “Operationalizing Listening-to-Question and Questioning-to-Listen in Mathematics Teaching.” 2018. Web. 24 Aug 2019.

Vancouver:

Kuehnert EA. Operationalizing Listening-to-Question and Questioning-to-Listen in Mathematics Teaching. [Internet] [Thesis]. University of North Texas; 2018. [cited 2019 Aug 24]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1248430/.

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

Council of Science Editors:

Kuehnert EA. Operationalizing Listening-to-Question and Questioning-to-Listen in Mathematics Teaching. [Thesis]. University of North Texas; 2018. Available from: https://digital.library.unt.edu/ark:/67531/metadc1248430/

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


University of Iowa

9. Pinney, Brian Robert John. Characterizing the changes in student discussion after teacher questions with changing grade level.

Degree: MS, Education, 2010, University of Iowa

  This study characterizes teacher questions in order to look at student discussion resulting from those questions in whole class discussion of claims and evidence… (more)

Subjects/Keywords: Student Discussion; Teacher Questioning; Education

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APA (6th Edition):

Pinney, B. R. J. (2010). Characterizing the changes in student discussion after teacher questions with changing grade level. (Masters Thesis). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/573

Chicago Manual of Style (16th Edition):

Pinney, Brian Robert John. “Characterizing the changes in student discussion after teacher questions with changing grade level.” 2010. Masters Thesis, University of Iowa. Accessed August 24, 2019. https://ir.uiowa.edu/etd/573.

MLA Handbook (7th Edition):

Pinney, Brian Robert John. “Characterizing the changes in student discussion after teacher questions with changing grade level.” 2010. Web. 24 Aug 2019.

Vancouver:

Pinney BRJ. Characterizing the changes in student discussion after teacher questions with changing grade level. [Internet] [Masters thesis]. University of Iowa; 2010. [cited 2019 Aug 24]. Available from: https://ir.uiowa.edu/etd/573.

Council of Science Editors:

Pinney BRJ. Characterizing the changes in student discussion after teacher questions with changing grade level. [Masters Thesis]. University of Iowa; 2010. Available from: https://ir.uiowa.edu/etd/573


University of Alberta

10. Morris, Robin H. The nature of teachers' questioning and theoretical orientations to reading in grade five classrooms.

Degree: MEd, Department of Elementary Education, 1985, University of Alberta

Subjects/Keywords: Questioning.; Reading (Elementary)

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APA (6th Edition):

Morris, R. H. (1985). The nature of teachers' questioning and theoretical orientations to reading in grade five classrooms. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/sb397b921

Chicago Manual of Style (16th Edition):

Morris, Robin H. “The nature of teachers' questioning and theoretical orientations to reading in grade five classrooms.” 1985. Masters Thesis, University of Alberta. Accessed August 24, 2019. https://era.library.ualberta.ca/files/sb397b921.

MLA Handbook (7th Edition):

Morris, Robin H. “The nature of teachers' questioning and theoretical orientations to reading in grade five classrooms.” 1985. Web. 24 Aug 2019.

Vancouver:

Morris RH. The nature of teachers' questioning and theoretical orientations to reading in grade five classrooms. [Internet] [Masters thesis]. University of Alberta; 1985. [cited 2019 Aug 24]. Available from: https://era.library.ualberta.ca/files/sb397b921.

Council of Science Editors:

Morris RH. The nature of teachers' questioning and theoretical orientations to reading in grade five classrooms. [Masters Thesis]. University of Alberta; 1985. Available from: https://era.library.ualberta.ca/files/sb397b921


University of Nairobi

11. Okou, James M. Efficacy of meta-adjunct mode of questioning as a formative assessment technique in secondary schools in Kenya .

Degree: 2015, University of Nairobi

 The purpose of this study was to investigate the effect of meta-adjunct questioning on students’ academic attainment. To accomplish this purpose, three smaller objectives were… (more)

Subjects/Keywords: Efficacy of meta-adjunct mode of questioning

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APA (6th Edition):

Okou, J. M. (2015). Efficacy of meta-adjunct mode of questioning as a formative assessment technique in secondary schools in Kenya . (Thesis). University of Nairobi. Retrieved from http://hdl.handle.net/11295/94712

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):

Okou, James M. “Efficacy of meta-adjunct mode of questioning as a formative assessment technique in secondary schools in Kenya .” 2015. Thesis, University of Nairobi. Accessed August 24, 2019. http://hdl.handle.net/11295/94712.

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

MLA Handbook (7th Edition):

Okou, James M. “Efficacy of meta-adjunct mode of questioning as a formative assessment technique in secondary schools in Kenya .” 2015. Web. 24 Aug 2019.

Vancouver:

Okou JM. Efficacy of meta-adjunct mode of questioning as a formative assessment technique in secondary schools in Kenya . [Internet] [Thesis]. University of Nairobi; 2015. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/11295/94712.

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

Council of Science Editors:

Okou JM. Efficacy of meta-adjunct mode of questioning as a formative assessment technique in secondary schools in Kenya . [Thesis]. University of Nairobi; 2015. Available from: http://hdl.handle.net/11295/94712

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


University of Zambia

12. Likando, Mundia. Primary teachers training in classroom questioning skills in Primary Teachers' Colleges of Education: A case of serving primary School Teachers in Lukulu District .

Degree: 2014, University of Zambia

 This study sought to find out perceptions that primary school teachers have on their training and preparation in classroom questioning skills in primary teachers’ colleges… (more)

Subjects/Keywords: Instructional Systems; Questioning; Teachers-Training of-Lukulu

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APA (6th Edition):

Likando, M. (2014). Primary teachers training in classroom questioning skills in Primary Teachers' Colleges of Education: A case of serving primary School Teachers in Lukulu District . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/3227

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):

Likando, Mundia. “Primary teachers training in classroom questioning skills in Primary Teachers' Colleges of Education: A case of serving primary School Teachers in Lukulu District .” 2014. Thesis, University of Zambia. Accessed August 24, 2019. http://hdl.handle.net/123456789/3227.

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

MLA Handbook (7th Edition):

Likando, Mundia. “Primary teachers training in classroom questioning skills in Primary Teachers' Colleges of Education: A case of serving primary School Teachers in Lukulu District .” 2014. Web. 24 Aug 2019.

Vancouver:

Likando M. Primary teachers training in classroom questioning skills in Primary Teachers' Colleges of Education: A case of serving primary School Teachers in Lukulu District . [Internet] [Thesis]. University of Zambia; 2014. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/123456789/3227.

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

Council of Science Editors:

Likando M. Primary teachers training in classroom questioning skills in Primary Teachers' Colleges of Education: A case of serving primary School Teachers in Lukulu District . [Thesis]. University of Zambia; 2014. Available from: http://hdl.handle.net/123456789/3227

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


Penn State University

13. Wilson, Natasha Michelle. KNOWLEDGE, COMMUNICATION, AND ADVOCACY OF CULTURALLY AND LINGUISTICALLY DIVERSE PARENTS AT INDIVIDUALIZED EDUCATION PROGRAM MEETINGS.

Degree: PhD, Special Education, 2013, Penn State University

 Semi-structured interviews using Cognitive Interview method techniques were conducted with nine Culturally and Linguistically Diverse parents of students with disabilities in this exploratory study. Parents… (more)

Subjects/Keywords: IEP meeting; questioning; advocacy; parent-educator collaboration

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APA (6th Edition):

Wilson, N. M. (2013). KNOWLEDGE, COMMUNICATION, AND ADVOCACY OF CULTURALLY AND LINGUISTICALLY DIVERSE PARENTS AT INDIVIDUALIZED EDUCATION PROGRAM MEETINGS. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/19614

Chicago Manual of Style (16th Edition):

Wilson, Natasha Michelle. “KNOWLEDGE, COMMUNICATION, AND ADVOCACY OF CULTURALLY AND LINGUISTICALLY DIVERSE PARENTS AT INDIVIDUALIZED EDUCATION PROGRAM MEETINGS.” 2013. Doctoral Dissertation, Penn State University. Accessed August 24, 2019. https://etda.libraries.psu.edu/catalog/19614.

MLA Handbook (7th Edition):

Wilson, Natasha Michelle. “KNOWLEDGE, COMMUNICATION, AND ADVOCACY OF CULTURALLY AND LINGUISTICALLY DIVERSE PARENTS AT INDIVIDUALIZED EDUCATION PROGRAM MEETINGS.” 2013. Web. 24 Aug 2019.

Vancouver:

Wilson NM. KNOWLEDGE, COMMUNICATION, AND ADVOCACY OF CULTURALLY AND LINGUISTICALLY DIVERSE PARENTS AT INDIVIDUALIZED EDUCATION PROGRAM MEETINGS. [Internet] [Doctoral dissertation]. Penn State University; 2013. [cited 2019 Aug 24]. Available from: https://etda.libraries.psu.edu/catalog/19614.

Council of Science Editors:

Wilson NM. KNOWLEDGE, COMMUNICATION, AND ADVOCACY OF CULTURALLY AND LINGUISTICALLY DIVERSE PARENTS AT INDIVIDUALIZED EDUCATION PROGRAM MEETINGS. [Doctoral Dissertation]. Penn State University; 2013. Available from: https://etda.libraries.psu.edu/catalog/19614


Penn State University

14. Cameron, Chelsea. FOSTERING HISTORICAL THINKING AND INTEGRATION: THE EFFECTS OF INSTRUCTION ON STUDENT QUESTION GENERATION IN HISTORY.

Degree: MS, Educational Psychology, 2015, Penn State University

 The purpose of this research was to examine the development and use of historical thinking skills and integration through the MD-TRACE Model (Rouet & Britt,… (more)

Subjects/Keywords: History Education; Reading; Multiple Documents; Questioning; Questions

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APA (6th Edition):

Cameron, C. (2015). FOSTERING HISTORICAL THINKING AND INTEGRATION: THE EFFECTS OF INSTRUCTION ON STUDENT QUESTION GENERATION IN HISTORY. (Masters Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/25047

Chicago Manual of Style (16th Edition):

Cameron, Chelsea. “FOSTERING HISTORICAL THINKING AND INTEGRATION: THE EFFECTS OF INSTRUCTION ON STUDENT QUESTION GENERATION IN HISTORY.” 2015. Masters Thesis, Penn State University. Accessed August 24, 2019. https://etda.libraries.psu.edu/catalog/25047.

MLA Handbook (7th Edition):

Cameron, Chelsea. “FOSTERING HISTORICAL THINKING AND INTEGRATION: THE EFFECTS OF INSTRUCTION ON STUDENT QUESTION GENERATION IN HISTORY.” 2015. Web. 24 Aug 2019.

Vancouver:

Cameron C. FOSTERING HISTORICAL THINKING AND INTEGRATION: THE EFFECTS OF INSTRUCTION ON STUDENT QUESTION GENERATION IN HISTORY. [Internet] [Masters thesis]. Penn State University; 2015. [cited 2019 Aug 24]. Available from: https://etda.libraries.psu.edu/catalog/25047.

Council of Science Editors:

Cameron C. FOSTERING HISTORICAL THINKING AND INTEGRATION: THE EFFECTS OF INSTRUCTION ON STUDENT QUESTION GENERATION IN HISTORY. [Masters Thesis]. Penn State University; 2015. Available from: https://etda.libraries.psu.edu/catalog/25047


Montana State University

15. Tiboldo, Crista E. The effect of training in question generation on the development of better questions posed by seventh grade science students.

Degree: College of Letters & Science, 2017, Montana State University

 Student generation of good questions provides many benefits for students, including active engagement in learning and development of their curiosity, as well as benefitting the… (more)

Subjects/Keywords: Biology.; Middle school students.; Questioning.; Comprehension.

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APA (6th Edition):

Tiboldo, C. E. (2017). The effect of training in question generation on the development of better questions posed by seventh grade science students. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13698

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):

Tiboldo, Crista E. “The effect of training in question generation on the development of better questions posed by seventh grade science students.” 2017. Thesis, Montana State University. Accessed August 24, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13698.

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

MLA Handbook (7th Edition):

Tiboldo, Crista E. “The effect of training in question generation on the development of better questions posed by seventh grade science students.” 2017. Web. 24 Aug 2019.

Vancouver:

Tiboldo CE. The effect of training in question generation on the development of better questions posed by seventh grade science students. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Aug 24]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13698.

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

Council of Science Editors:

Tiboldo CE. The effect of training in question generation on the development of better questions posed by seventh grade science students. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13698

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


Montana State University

16. Smith, Jennifer Anne. A classical approach to science : socratic seminars and data analysis and interpretation.

Degree: Graduate School, 2014, Montana State University

 In this study, Socratic seminars were implemented in chemistry classes for the purpose of promoting data analysis and interpretation. Socratic seminars are deliberate discussions surrounding… (more)

Subjects/Keywords: Chemistry.; Questioning.; Critical thinking.; High school students.

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APA (6th Edition):

Smith, J. A. (2014). A classical approach to science : socratic seminars and data analysis and interpretation. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/3594

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):

Smith, Jennifer Anne. “A classical approach to science : socratic seminars and data analysis and interpretation.” 2014. Thesis, Montana State University. Accessed August 24, 2019. https://scholarworks.montana.edu/xmlui/handle/1/3594.

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

MLA Handbook (7th Edition):

Smith, Jennifer Anne. “A classical approach to science : socratic seminars and data analysis and interpretation.” 2014. Web. 24 Aug 2019.

Vancouver:

Smith JA. A classical approach to science : socratic seminars and data analysis and interpretation. [Internet] [Thesis]. Montana State University; 2014. [cited 2019 Aug 24]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3594.

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

Council of Science Editors:

Smith JA. A classical approach to science : socratic seminars and data analysis and interpretation. [Thesis]. Montana State University; 2014. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3594

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

17. Wolfman, Missy. Understanding and addressing challenges faced by forensic interviewers in their work with children.

Degree: 2016, Victoria University of Wellington

Questioning techniques in forensic interviews make a critical contribution to the amount and quality of children’s testimony (Lamb, La Rooy, Malloy, & Katz, 2011). Best… (more)

Subjects/Keywords: Forensic interviewing; Questioning techniques; Children's eyewitness testimony

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

APA (6th Edition):

Wolfman, M. (2016). Understanding and addressing challenges faced by forensic interviewers in their work with children. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/5144

Chicago Manual of Style (16th Edition):

Wolfman, Missy. “Understanding and addressing challenges faced by forensic interviewers in their work with children.” 2016. Doctoral Dissertation, Victoria University of Wellington. Accessed August 24, 2019. http://hdl.handle.net/10063/5144.

MLA Handbook (7th Edition):

Wolfman, Missy. “Understanding and addressing challenges faced by forensic interviewers in their work with children.” 2016. Web. 24 Aug 2019.

Vancouver:

Wolfman M. Understanding and addressing challenges faced by forensic interviewers in their work with children. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2016. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/10063/5144.

Council of Science Editors:

Wolfman M. Understanding and addressing challenges faced by forensic interviewers in their work with children. [Doctoral Dissertation]. Victoria University of Wellington; 2016. Available from: http://hdl.handle.net/10063/5144


University of Arizona

18. Renteria, Irma Garza, 1954-. THE EFFECTS OF QARS ON THIRD GRADE STUDENTS' RESPONSE TO COMPREHENSION QUESTIONS .

Degree: 1987, University of Arizona

 This descriptive study investigates the effects of a metacognitive strategy called "Question-Answer Relationships (QARs)" on the ability to answer comprehension questions of content area passages.… (more)

Subjects/Keywords: Reading comprehension.; Questioning.

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APA (6th Edition):

Renteria, Irma Garza, 1. (1987). THE EFFECTS OF QARS ON THIRD GRADE STUDENTS' RESPONSE TO COMPREHENSION QUESTIONS . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/276510

Chicago Manual of Style (16th Edition):

Renteria, Irma Garza, 1954-. “THE EFFECTS OF QARS ON THIRD GRADE STUDENTS' RESPONSE TO COMPREHENSION QUESTIONS .” 1987. Masters Thesis, University of Arizona. Accessed August 24, 2019. http://hdl.handle.net/10150/276510.

MLA Handbook (7th Edition):

Renteria, Irma Garza, 1954-. “THE EFFECTS OF QARS ON THIRD GRADE STUDENTS' RESPONSE TO COMPREHENSION QUESTIONS .” 1987. Web. 24 Aug 2019.

Vancouver:

Renteria, Irma Garza 1. THE EFFECTS OF QARS ON THIRD GRADE STUDENTS' RESPONSE TO COMPREHENSION QUESTIONS . [Internet] [Masters thesis]. University of Arizona; 1987. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/10150/276510.

Council of Science Editors:

Renteria, Irma Garza 1. THE EFFECTS OF QARS ON THIRD GRADE STUDENTS' RESPONSE TO COMPREHENSION QUESTIONS . [Masters Thesis]. University of Arizona; 1987. Available from: http://hdl.handle.net/10150/276510


University of Arizona

19. Holmberg, Janice, 1959-. THE EFFECTS OF QARS ON SEVENTH GRADE STUDENTS' RESPONSE TO COMPREHENSION QUESTIONS .

Degree: 1987, University of Arizona

 Question Answer Relationships (QARS), is a metacognitive strategy which develops students abilty to answer comprehension questions. This study was designed to assess the effects of… (more)

Subjects/Keywords: Reading comprehension.; Questioning.

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APA (6th Edition):

Holmberg, Janice, 1. (1987). THE EFFECTS OF QARS ON SEVENTH GRADE STUDENTS' RESPONSE TO COMPREHENSION QUESTIONS . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/276530

Chicago Manual of Style (16th Edition):

Holmberg, Janice, 1959-. “THE EFFECTS OF QARS ON SEVENTH GRADE STUDENTS' RESPONSE TO COMPREHENSION QUESTIONS .” 1987. Masters Thesis, University of Arizona. Accessed August 24, 2019. http://hdl.handle.net/10150/276530.

MLA Handbook (7th Edition):

Holmberg, Janice, 1959-. “THE EFFECTS OF QARS ON SEVENTH GRADE STUDENTS' RESPONSE TO COMPREHENSION QUESTIONS .” 1987. Web. 24 Aug 2019.

Vancouver:

Holmberg, Janice 1. THE EFFECTS OF QARS ON SEVENTH GRADE STUDENTS' RESPONSE TO COMPREHENSION QUESTIONS . [Internet] [Masters thesis]. University of Arizona; 1987. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/10150/276530.

Council of Science Editors:

Holmberg, Janice 1. THE EFFECTS OF QARS ON SEVENTH GRADE STUDENTS' RESPONSE TO COMPREHENSION QUESTIONS . [Masters Thesis]. University of Arizona; 1987. Available from: http://hdl.handle.net/10150/276530


Duquesne University

20. Ahern, Jonathan. Encountering Questions of Religion in Psychotherapy: A Hermeneutical-Phenomenological Study of Religious Patients' Experiences.

Degree: PhD, Clinical Psychology, 2011, Duquesne University

 This dissertation presents a hermeneutical-phenomenological investigation of having one's religious or spiritual views called into question in psychotherapy. A review of the literature revealed very… (more)

Subjects/Keywords: Counseling; Psychology; Psychotherapy; Questioning; Religion; Religious

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

APA (6th Edition):

Ahern, J. (2011). Encountering Questions of Religion in Psychotherapy: A Hermeneutical-Phenomenological Study of Religious Patients' Experiences. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/275

Chicago Manual of Style (16th Edition):

Ahern, Jonathan. “Encountering Questions of Religion in Psychotherapy: A Hermeneutical-Phenomenological Study of Religious Patients' Experiences.” 2011. Doctoral Dissertation, Duquesne University. Accessed August 24, 2019. https://dsc.duq.edu/etd/275.

MLA Handbook (7th Edition):

Ahern, Jonathan. “Encountering Questions of Religion in Psychotherapy: A Hermeneutical-Phenomenological Study of Religious Patients' Experiences.” 2011. Web. 24 Aug 2019.

Vancouver:

Ahern J. Encountering Questions of Religion in Psychotherapy: A Hermeneutical-Phenomenological Study of Religious Patients' Experiences. [Internet] [Doctoral dissertation]. Duquesne University; 2011. [cited 2019 Aug 24]. Available from: https://dsc.duq.edu/etd/275.

Council of Science Editors:

Ahern J. Encountering Questions of Religion in Psychotherapy: A Hermeneutical-Phenomenological Study of Religious Patients' Experiences. [Doctoral Dissertation]. Duquesne University; 2011. Available from: https://dsc.duq.edu/etd/275

21. Sefkow, Susan Bennett. Review effects of adjunct questions on learning from prose.

Degree: Psychology, 1976, University of Massachusetts

Subjects/Keywords: Questioning; Recollection (Psychology)

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APA (6th Edition):

Sefkow, S. B. (1976). Review effects of adjunct questions on learning from prose. (Thesis). University of Massachusetts. Retrieved from https://scholarworks.umass.edu/theses/1948

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):

Sefkow, Susan Bennett. “Review effects of adjunct questions on learning from prose.” 1976. Thesis, University of Massachusetts. Accessed August 24, 2019. https://scholarworks.umass.edu/theses/1948.

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

MLA Handbook (7th Edition):

Sefkow, Susan Bennett. “Review effects of adjunct questions on learning from prose.” 1976. Web. 24 Aug 2019.

Vancouver:

Sefkow SB. Review effects of adjunct questions on learning from prose. [Internet] [Thesis]. University of Massachusetts; 1976. [cited 2019 Aug 24]. Available from: https://scholarworks.umass.edu/theses/1948.

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

Council of Science Editors:

Sefkow SB. Review effects of adjunct questions on learning from prose. [Thesis]. University of Massachusetts; 1976. Available from: https://scholarworks.umass.edu/theses/1948

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


University of Johannesburg

22. Du Plessis, Anke. ‘n Internasionale perspektief op insolvensie-ondervragings : is daar tekortkominge in die Suid-Afrikaanse reg wat gevul moet word?.

Degree: 2012, University of Johannesburg

LL.M.

The main objective of the South African interrogation procedures during corporate insolvency is to trace and recover all corporate assets. The focus of such… (more)

Subjects/Keywords: Insolvency law; Questioning; Bankruptcy; Corporation law

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APA (6th Edition):

Du Plessis, A. (2012). ‘n Internasionale perspektief op insolvensie-ondervragings : is daar tekortkominge in die Suid-Afrikaanse reg wat gevul moet word?. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/5379

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):

Du Plessis, Anke. “‘n Internasionale perspektief op insolvensie-ondervragings : is daar tekortkominge in die Suid-Afrikaanse reg wat gevul moet word?.” 2012. Thesis, University of Johannesburg. Accessed August 24, 2019. http://hdl.handle.net/10210/5379.

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

MLA Handbook (7th Edition):

Du Plessis, Anke. “‘n Internasionale perspektief op insolvensie-ondervragings : is daar tekortkominge in die Suid-Afrikaanse reg wat gevul moet word?.” 2012. Web. 24 Aug 2019.

Vancouver:

Du Plessis A. ‘n Internasionale perspektief op insolvensie-ondervragings : is daar tekortkominge in die Suid-Afrikaanse reg wat gevul moet word?. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2019 Aug 24]. Available from: http://hdl.handle.net/10210/5379.

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

Council of Science Editors:

Du Plessis A. ‘n Internasionale perspektief op insolvensie-ondervragings : is daar tekortkominge in die Suid-Afrikaanse reg wat gevul moet word?. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/5379

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


Michigan State University

23. Cutler, Sue A. Attorney strategies for witness interrogation in the courtroom : a sociolinguistic study.

Degree: MA, Department of Linguistics and Germanic, Slavic, Oriental and African Languages, 1982, Michigan State University

Subjects/Keywords: Witnesses; Lawyers; Questioning

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APA (6th Edition):

Cutler, S. A. (1982). Attorney strategies for witness interrogation in the courtroom : a sociolinguistic study. (Masters Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:23539

Chicago Manual of Style (16th Edition):

Cutler, Sue A. “Attorney strategies for witness interrogation in the courtroom : a sociolinguistic study.” 1982. Masters Thesis, Michigan State University. Accessed August 24, 2019. http://etd.lib.msu.edu/islandora/object/etd:23539.

MLA Handbook (7th Edition):

Cutler, Sue A. “Attorney strategies for witness interrogation in the courtroom : a sociolinguistic study.” 1982. Web. 24 Aug 2019.

Vancouver:

Cutler SA. Attorney strategies for witness interrogation in the courtroom : a sociolinguistic study. [Internet] [Masters thesis]. Michigan State University; 1982. [cited 2019 Aug 24]. Available from: http://etd.lib.msu.edu/islandora/object/etd:23539.

Council of Science Editors:

Cutler SA. Attorney strategies for witness interrogation in the courtroom : a sociolinguistic study. [Masters Thesis]. Michigan State University; 1982. Available from: http://etd.lib.msu.edu/islandora/object/etd:23539


Michigan State University

24. Lee, Hyun Ou. Effects of cultural similarity and anticipation of future interaction on information-seeking behavior : an information-based approach to uncertainty reduction theory in a structured initial interaction.

Degree: PhD, 1989, Michigan State University

Subjects/Keywords: Questioning; Interpersonal communication

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APA (6th Edition):

Lee, H. O. (1989). Effects of cultural similarity and anticipation of future interaction on information-seeking behavior : an information-based approach to uncertainty reduction theory in a structured initial interaction. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:20913

Chicago Manual of Style (16th Edition):

Lee, Hyun Ou. “Effects of cultural similarity and anticipation of future interaction on information-seeking behavior : an information-based approach to uncertainty reduction theory in a structured initial interaction.” 1989. Doctoral Dissertation, Michigan State University. Accessed August 24, 2019. http://etd.lib.msu.edu/islandora/object/etd:20913.

MLA Handbook (7th Edition):

Lee, Hyun Ou. “Effects of cultural similarity and anticipation of future interaction on information-seeking behavior : an information-based approach to uncertainty reduction theory in a structured initial interaction.” 1989. Web. 24 Aug 2019.

Vancouver:

Lee HO. Effects of cultural similarity and anticipation of future interaction on information-seeking behavior : an information-based approach to uncertainty reduction theory in a structured initial interaction. [Internet] [Doctoral dissertation]. Michigan State University; 1989. [cited 2019 Aug 24]. Available from: http://etd.lib.msu.edu/islandora/object/etd:20913.

Council of Science Editors:

Lee HO. Effects of cultural similarity and anticipation of future interaction on information-seeking behavior : an information-based approach to uncertainty reduction theory in a structured initial interaction. [Doctoral Dissertation]. Michigan State University; 1989. Available from: http://etd.lib.msu.edu/islandora/object/etd:20913


Temple University

25. Bergey, Bradley Wade. Student-Generated Questions During Chemistry Lectures: Patterns, Self-Appraisals, and Relations with Motivational Beliefs and Achievement.

Degree: PhD, 2014, Temple University

Educational Psychology

Self-generated questions are a central mechanism for learning, yet students' questions are often infrequent during classroom instruction. As a result, little is known… (more)

Subjects/Keywords: Educational psychology; Science education; Education;

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APA (6th Edition):

Bergey, B. W. (2014). Student-Generated Questions During Chemistry Lectures: Patterns, Self-Appraisals, and Relations with Motivational Beliefs and Achievement. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,243566

Chicago Manual of Style (16th Edition):

Bergey, Bradley Wade. “Student-Generated Questions During Chemistry Lectures: Patterns, Self-Appraisals, and Relations with Motivational Beliefs and Achievement.” 2014. Doctoral Dissertation, Temple University. Accessed August 24, 2019. http://digital.library.temple.edu/u?/p245801coll10,243566.

MLA Handbook (7th Edition):

Bergey, Bradley Wade. “Student-Generated Questions During Chemistry Lectures: Patterns, Self-Appraisals, and Relations with Motivational Beliefs and Achievement.” 2014. Web. 24 Aug 2019.

Vancouver:

Bergey BW. Student-Generated Questions During Chemistry Lectures: Patterns, Self-Appraisals, and Relations with Motivational Beliefs and Achievement. [Internet] [Doctoral dissertation]. Temple University; 2014. [cited 2019 Aug 24]. Available from: http://digital.library.temple.edu/u?/p245801coll10,243566.

Council of Science Editors:

Bergey BW. Student-Generated Questions During Chemistry Lectures: Patterns, Self-Appraisals, and Relations with Motivational Beliefs and Achievement. [Doctoral Dissertation]. Temple University; 2014. Available from: http://digital.library.temple.edu/u?/p245801coll10,243566


Utah State University

26. Horton, Zachary R. Questioning Questions: A Grounded Theory Investigation of Teacher Questioning in Seminary for the Church of Jesus Christ.

Degree: PhD, Education, 2019, Utah State University

  This study investigated teacher questioning practices and rationales in released-time seminary classes for The Church of Jesus Christ of Latter-day Saints (the Church of… (more)

Subjects/Keywords: teacher questioning; classroom discussion; questioning taxonomies; higher-level questions; student participation; Education

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APA (6th Edition):

Horton, Z. R. (2019). Questioning Questions: A Grounded Theory Investigation of Teacher Questioning in Seminary for the Church of Jesus Christ. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/7516

Chicago Manual of Style (16th Edition):

Horton, Zachary R. “Questioning Questions: A Grounded Theory Investigation of Teacher Questioning in Seminary for the Church of Jesus Christ.” 2019. Doctoral Dissertation, Utah State University. Accessed August 24, 2019. https://digitalcommons.usu.edu/etd/7516.

MLA Handbook (7th Edition):

Horton, Zachary R. “Questioning Questions: A Grounded Theory Investigation of Teacher Questioning in Seminary for the Church of Jesus Christ.” 2019. Web. 24 Aug 2019.

Vancouver:

Horton ZR. Questioning Questions: A Grounded Theory Investigation of Teacher Questioning in Seminary for the Church of Jesus Christ. [Internet] [Doctoral dissertation]. Utah State University; 2019. [cited 2019 Aug 24]. Available from: https://digitalcommons.usu.edu/etd/7516.

Council of Science Editors:

Horton ZR. Questioning Questions: A Grounded Theory Investigation of Teacher Questioning in Seminary for the Church of Jesus Christ. [Doctoral Dissertation]. Utah State University; 2019. Available from: https://digitalcommons.usu.edu/etd/7516


Michigan State University

27. Blair, John P., 1971-. The roles of interrogation, perception, and personality in producing compliant false confessions.

Degree: PhD, School of Criminal Justice, 2004, Michigan State University

Subjects/Keywords: Confession (Law); Questioning; Police questioning; Personality and situation; Perception

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APA (6th Edition):

Blair, John P., 1. (2004). The roles of interrogation, perception, and personality in producing compliant false confessions. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:33195

Chicago Manual of Style (16th Edition):

Blair, John P., 1971-. “The roles of interrogation, perception, and personality in producing compliant false confessions.” 2004. Doctoral Dissertation, Michigan State University. Accessed August 24, 2019. http://etd.lib.msu.edu/islandora/object/etd:33195.

MLA Handbook (7th Edition):

Blair, John P., 1971-. “The roles of interrogation, perception, and personality in producing compliant false confessions.” 2004. Web. 24 Aug 2019.

Vancouver:

Blair, John P. 1. The roles of interrogation, perception, and personality in producing compliant false confessions. [Internet] [Doctoral dissertation]. Michigan State University; 2004. [cited 2019 Aug 24]. Available from: http://etd.lib.msu.edu/islandora/object/etd:33195.

Council of Science Editors:

Blair, John P. 1. The roles of interrogation, perception, and personality in producing compliant false confessions. [Doctoral Dissertation]. Michigan State University; 2004. Available from: http://etd.lib.msu.edu/islandora/object/etd:33195


The Ohio State University

28. Walldren, Allan Wade. The development of an instrument to analyze student questions during problem solving.

Degree: PhD, Graduate School, 1971, The Ohio State University

Subjects/Keywords: Education; Problem solving; Questioning

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APA (6th Edition):

Walldren, A. W. (1971). The development of an instrument to analyze student questions during problem solving. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1486726385808921

Chicago Manual of Style (16th Edition):

Walldren, Allan Wade. “The development of an instrument to analyze student questions during problem solving.” 1971. Doctoral Dissertation, The Ohio State University. Accessed August 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486726385808921.

MLA Handbook (7th Edition):

Walldren, Allan Wade. “The development of an instrument to analyze student questions during problem solving.” 1971. Web. 24 Aug 2019.

Vancouver:

Walldren AW. The development of an instrument to analyze student questions during problem solving. [Internet] [Doctoral dissertation]. The Ohio State University; 1971. [cited 2019 Aug 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486726385808921.

Council of Science Editors:

Walldren AW. The development of an instrument to analyze student questions during problem solving. [Doctoral Dissertation]. The Ohio State University; 1971. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486726385808921


Edith Cowan University

29. Sellappah, Sue. Questioning strategies: Their use by clinical teachers.

Degree: 1994, Edith Cowan University

 This study examined clinical teachers' use of questioning and the variations in their use of questioning as a teaching strategy. By using questioning and other… (more)

Subjects/Keywords: Questioning; Teaching; Methodology; Nursing

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APA (6th Edition):

Sellappah, S. (1994). Questioning strategies: Their use by clinical teachers. (Thesis). Edith Cowan University. Retrieved from http://ro.ecu.edu.au/theses/1095

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):

Sellappah, Sue. “Questioning strategies: Their use by clinical teachers.” 1994. Thesis, Edith Cowan University. Accessed August 24, 2019. http://ro.ecu.edu.au/theses/1095.

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

MLA Handbook (7th Edition):

Sellappah, Sue. “Questioning strategies: Their use by clinical teachers.” 1994. Web. 24 Aug 2019.

Vancouver:

Sellappah S. Questioning strategies: Their use by clinical teachers. [Internet] [Thesis]. Edith Cowan University; 1994. [cited 2019 Aug 24]. Available from: http://ro.ecu.edu.au/theses/1095.

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

Council of Science Editors:

Sellappah S. Questioning strategies: Their use by clinical teachers. [Thesis]. Edith Cowan University; 1994. Available from: http://ro.ecu.edu.au/theses/1095

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

30. Souza Filho, José Osvaldo Xavier de. Escola e emancipação: um papel para as ciências?.

Degree: Mestrado, Ensino de Física, 2014, University of São Paulo

Este trabalho discute a relação entre escola e emancipação, mais especificamente, o papel da dúvida e do questionamento no ensino de ciências e a emancipação… (more)

Subjects/Keywords: Educação de resistência; Emancipação; Emancipation; Questionamento; Questioning; Resistance Education

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APA (6th Edition):

Souza Filho, J. O. X. d. (2014). Escola e emancipação: um papel para as ciências?. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/81/81131/tde-20072015-115904/ ;

Chicago Manual of Style (16th Edition):

Souza Filho, José Osvaldo Xavier de. “Escola e emancipação: um papel para as ciências?.” 2014. Masters Thesis, University of São Paulo. Accessed August 24, 2019. http://www.teses.usp.br/teses/disponiveis/81/81131/tde-20072015-115904/ ;.

MLA Handbook (7th Edition):

Souza Filho, José Osvaldo Xavier de. “Escola e emancipação: um papel para as ciências?.” 2014. Web. 24 Aug 2019.

Vancouver:

Souza Filho JOXd. Escola e emancipação: um papel para as ciências?. [Internet] [Masters thesis]. University of São Paulo; 2014. [cited 2019 Aug 24]. Available from: http://www.teses.usp.br/teses/disponiveis/81/81131/tde-20072015-115904/ ;.

Council of Science Editors:

Souza Filho JOXd. Escola e emancipação: um papel para as ciências?. [Masters Thesis]. University of São Paulo; 2014. Available from: http://www.teses.usp.br/teses/disponiveis/81/81131/tde-20072015-115904/ ;

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