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Dept: Curriculum and Instruction

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

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Virginia Tech

1. Wang, Wei. The Impact of Volitional Feedback on Learners' Self-Efficacy and Course Satisfaction in a College Assignment System.

Degree: PhD, Curriculum and Instruction, 2011, Virginia Tech

 In contemporary Chinese higher education, classroom lectures combined with a web-based learning support system are broadly applied. This study investigated what kind of feedback strategy… (more)

Subjects/Keywords: Volition; Feedback; satisfaction; self-efficacy

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APA (6th Edition):

Wang, W. (2011). The Impact of Volitional Feedback on Learners' Self-Efficacy and Course Satisfaction in a College Assignment System. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29149

Chicago Manual of Style (16th Edition):

Wang, Wei. “The Impact of Volitional Feedback on Learners' Self-Efficacy and Course Satisfaction in a College Assignment System.” 2011. Doctoral Dissertation, Virginia Tech. Accessed July 09, 2020. http://hdl.handle.net/10919/29149.

MLA Handbook (7th Edition):

Wang, Wei. “The Impact of Volitional Feedback on Learners' Self-Efficacy and Course Satisfaction in a College Assignment System.” 2011. Web. 09 Jul 2020.

Vancouver:

Wang W. The Impact of Volitional Feedback on Learners' Self-Efficacy and Course Satisfaction in a College Assignment System. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/10919/29149.

Council of Science Editors:

Wang W. The Impact of Volitional Feedback on Learners' Self-Efficacy and Course Satisfaction in a College Assignment System. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/29149


Virginia Tech

2. Holt, Brent D. An Exploratory Study of Project Lead the Way Secondary Engineering Educators' Self-Efficacy.

Degree: PhD, Curriculum and Instruction, 2011, Virginia Tech

 Researchers find that teacher self-efficacy influences student performance and student academic interest (Anderson, Green & Loewen, 1988; Ross, 1992; Ashton & Webb, 1986; Woolfolk &… (more)

Subjects/Keywords: Teacher self-efficacy; PLTW; Engineering education

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APA (6th Edition):

Holt, B. D. (2011). An Exploratory Study of Project Lead the Way Secondary Engineering Educators' Self-Efficacy. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29552

Chicago Manual of Style (16th Edition):

Holt, Brent D. “An Exploratory Study of Project Lead the Way Secondary Engineering Educators' Self-Efficacy.” 2011. Doctoral Dissertation, Virginia Tech. Accessed July 09, 2020. http://hdl.handle.net/10919/29552.

MLA Handbook (7th Edition):

Holt, Brent D. “An Exploratory Study of Project Lead the Way Secondary Engineering Educators' Self-Efficacy.” 2011. Web. 09 Jul 2020.

Vancouver:

Holt BD. An Exploratory Study of Project Lead the Way Secondary Engineering Educators' Self-Efficacy. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/10919/29552.

Council of Science Editors:

Holt BD. An Exploratory Study of Project Lead the Way Secondary Engineering Educators' Self-Efficacy. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/29552


Texas Tech University

3. -1398-5537. The effects of attentional focus on a sport-specific skill and efficacy beliefs.

Degree: PhD, Curriculum and Instruction, 2018, Texas Tech University

 Over the past 20 years, researchers have consistently found that difference in a learner’s attentional focus seems to influence learning and performance of motor skills,… (more)

Subjects/Keywords: attentional focus; motor skill learning; self-efficacy; tennis serve performance

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APA (6th Edition):

-1398-5537. (2018). The effects of attentional focus on a sport-specific skill and efficacy beliefs. (Doctoral Dissertation). Texas Tech University. Retrieved from http://hdl.handle.net/2346/74433

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-1398-5537. “The effects of attentional focus on a sport-specific skill and efficacy beliefs.” 2018. Doctoral Dissertation, Texas Tech University. Accessed July 09, 2020. http://hdl.handle.net/2346/74433.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-1398-5537. “The effects of attentional focus on a sport-specific skill and efficacy beliefs.” 2018. Web. 09 Jul 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-1398-5537. The effects of attentional focus on a sport-specific skill and efficacy beliefs. [Internet] [Doctoral dissertation]. Texas Tech University; 2018. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/2346/74433.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-1398-5537. The effects of attentional focus on a sport-specific skill and efficacy beliefs. [Doctoral Dissertation]. Texas Tech University; 2018. Available from: http://hdl.handle.net/2346/74433

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


Texas A&M University

4. Miller, Jeffrey Craig. Using a Coaching Model To Develop Lead School Counselors? Leadership Self-Efficacy.

Degree: EdD, Curriculum and Instruction, 2017, Texas A&M University

 The supervision role and responsibilities of lead school counselors vary widely across and within schools and school districts. One role is increasingly significant ? the… (more)

Subjects/Keywords: Lead school counselor; clinical supervision; coaching; self-efficacy

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APA (6th Edition):

Miller, J. C. (2017). Using a Coaching Model To Develop Lead School Counselors? Leadership Self-Efficacy. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/165953

Chicago Manual of Style (16th Edition):

Miller, Jeffrey Craig. “Using a Coaching Model To Develop Lead School Counselors? Leadership Self-Efficacy.” 2017. Doctoral Dissertation, Texas A&M University. Accessed July 09, 2020. http://hdl.handle.net/1969.1/165953.

MLA Handbook (7th Edition):

Miller, Jeffrey Craig. “Using a Coaching Model To Develop Lead School Counselors? Leadership Self-Efficacy.” 2017. Web. 09 Jul 2020.

Vancouver:

Miller JC. Using a Coaching Model To Develop Lead School Counselors? Leadership Self-Efficacy. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/1969.1/165953.

Council of Science Editors:

Miller JC. Using a Coaching Model To Develop Lead School Counselors? Leadership Self-Efficacy. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/165953


Virginia Tech

5. Binthabit, Nouf Mohammed. Integration of Language Learning Strategies and Self-efficacy Enhancing Strategies for Second Language Acquisition: A Design and Development Study.

Degree: PhD, Curriculum and Instruction, 2019, Virginia Tech

 This study was conducted to establish instructional considerations that combine strategies that show, in the literature, to have an effect on second language acquisitions such… (more)

Subjects/Keywords: instructional design and technology; self-efficacy; second language

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APA (6th Edition):

Binthabit, N. M. (2019). Integration of Language Learning Strategies and Self-efficacy Enhancing Strategies for Second Language Acquisition: A Design and Development Study. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/95969

Chicago Manual of Style (16th Edition):

Binthabit, Nouf Mohammed. “Integration of Language Learning Strategies and Self-efficacy Enhancing Strategies for Second Language Acquisition: A Design and Development Study.” 2019. Doctoral Dissertation, Virginia Tech. Accessed July 09, 2020. http://hdl.handle.net/10919/95969.

MLA Handbook (7th Edition):

Binthabit, Nouf Mohammed. “Integration of Language Learning Strategies and Self-efficacy Enhancing Strategies for Second Language Acquisition: A Design and Development Study.” 2019. Web. 09 Jul 2020.

Vancouver:

Binthabit NM. Integration of Language Learning Strategies and Self-efficacy Enhancing Strategies for Second Language Acquisition: A Design and Development Study. [Internet] [Doctoral dissertation]. Virginia Tech; 2019. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/10919/95969.

Council of Science Editors:

Binthabit NM. Integration of Language Learning Strategies and Self-efficacy Enhancing Strategies for Second Language Acquisition: A Design and Development Study. [Doctoral Dissertation]. Virginia Tech; 2019. Available from: http://hdl.handle.net/10919/95969


Texas A&M University

6. Wright, Katherine Elizabeth Landau. Methods and Measures for Using Writing to Transform Knowledge in Science Classes.

Degree: PhD, Curriculum and Instruction, 2016, Texas A&M University

 This dissertation documents three connected studies addressing critical issues in writing-to-learn research: a) how to measure students’ feelings about writing, b) how to assess scientific… (more)

Subjects/Keywords: Writing; Self-Efficacy; Writing Assessment; Writing-to-learn; Science Literacy

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APA (6th Edition):

Wright, K. E. L. (2016). Methods and Measures for Using Writing to Transform Knowledge in Science Classes. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/157881

Chicago Manual of Style (16th Edition):

Wright, Katherine Elizabeth Landau. “Methods and Measures for Using Writing to Transform Knowledge in Science Classes.” 2016. Doctoral Dissertation, Texas A&M University. Accessed July 09, 2020. http://hdl.handle.net/1969.1/157881.

MLA Handbook (7th Edition):

Wright, Katherine Elizabeth Landau. “Methods and Measures for Using Writing to Transform Knowledge in Science Classes.” 2016. Web. 09 Jul 2020.

Vancouver:

Wright KEL. Methods and Measures for Using Writing to Transform Knowledge in Science Classes. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/1969.1/157881.

Council of Science Editors:

Wright KEL. Methods and Measures for Using Writing to Transform Knowledge in Science Classes. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/157881


University of New Orleans

7. Pariser, David. The Effects of Telephone Intervention on Arthritis Self-Efficacy, Depression, Pain and Fatigue in Older Adults with Arthritis.

Degree: PhD, Curriculum and Instruction, 2003, University of New Orleans

 The current study was conducted to examine the effects of telephone intervention on arthritis self-efficacy, depression, pain and fatigue in older adult patients in different… (more)

Subjects/Keywords: Education; Depression; Arthritis; Self-efficacy

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APA (6th Edition):

Pariser, D. (2003). The Effects of Telephone Intervention on Arthritis Self-Efficacy, Depression, Pain and Fatigue in Older Adults with Arthritis. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/66

Chicago Manual of Style (16th Edition):

Pariser, David. “The Effects of Telephone Intervention on Arthritis Self-Efficacy, Depression, Pain and Fatigue in Older Adults with Arthritis.” 2003. Doctoral Dissertation, University of New Orleans. Accessed July 09, 2020. https://scholarworks.uno.edu/td/66.

MLA Handbook (7th Edition):

Pariser, David. “The Effects of Telephone Intervention on Arthritis Self-Efficacy, Depression, Pain and Fatigue in Older Adults with Arthritis.” 2003. Web. 09 Jul 2020.

Vancouver:

Pariser D. The Effects of Telephone Intervention on Arthritis Self-Efficacy, Depression, Pain and Fatigue in Older Adults with Arthritis. [Internet] [Doctoral dissertation]. University of New Orleans; 2003. [cited 2020 Jul 09]. Available from: https://scholarworks.uno.edu/td/66.

Council of Science Editors:

Pariser D. The Effects of Telephone Intervention on Arthritis Self-Efficacy, Depression, Pain and Fatigue in Older Adults with Arthritis. [Doctoral Dissertation]. University of New Orleans; 2003. Available from: https://scholarworks.uno.edu/td/66


Texas A&M University

8. Weber, Nancy Dubinski. The Role of Teacher Education in the Development of First-Year Teachers’ Pedagogy and Self-Efficacy for Instructional Practices and Technology Integration.

Degree: PhD, Curriculum and Instruction, 2015, Texas A&M University

 This multiple-article dissertation explores how teacher candidates enrolled in a post-baccalaureate teacher education and Master of Education program perform during their first year in the… (more)

Subjects/Keywords: teacher education; classroom observation; self-efficacy; technology integration

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APA (6th Edition):

Weber, N. D. (2015). The Role of Teacher Education in the Development of First-Year Teachers’ Pedagogy and Self-Efficacy for Instructional Practices and Technology Integration. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/186995

Chicago Manual of Style (16th Edition):

Weber, Nancy Dubinski. “The Role of Teacher Education in the Development of First-Year Teachers’ Pedagogy and Self-Efficacy for Instructional Practices and Technology Integration.” 2015. Doctoral Dissertation, Texas A&M University. Accessed July 09, 2020. http://hdl.handle.net/1969.1/186995.

MLA Handbook (7th Edition):

Weber, Nancy Dubinski. “The Role of Teacher Education in the Development of First-Year Teachers’ Pedagogy and Self-Efficacy for Instructional Practices and Technology Integration.” 2015. Web. 09 Jul 2020.

Vancouver:

Weber ND. The Role of Teacher Education in the Development of First-Year Teachers’ Pedagogy and Self-Efficacy for Instructional Practices and Technology Integration. [Internet] [Doctoral dissertation]. Texas A&M University; 2015. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/1969.1/186995.

Council of Science Editors:

Weber ND. The Role of Teacher Education in the Development of First-Year Teachers’ Pedagogy and Self-Efficacy for Instructional Practices and Technology Integration. [Doctoral Dissertation]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/186995


Texas A&M University

9. Killough, Joy Kathleen. Advanced Placement Biology Professional Development: A Mixed Methods Approach to Inform Quality Improvement.

Degree: PhD, Curriculum and Instruction, 2018, Texas A&M University

 Reformed teaching strategies in science promote deeper conceptual understandings of how the world works. National reforms in K-12 science teaching have been recommended for decades,… (more)

Subjects/Keywords: Science reforms; Reformed beliefs; Teacher self-efficacy; Advanced Placement Biology

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APA (6th Edition):

Killough, J. K. (2018). Advanced Placement Biology Professional Development: A Mixed Methods Approach to Inform Quality Improvement. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/173377

Chicago Manual of Style (16th Edition):

Killough, Joy Kathleen. “Advanced Placement Biology Professional Development: A Mixed Methods Approach to Inform Quality Improvement.” 2018. Doctoral Dissertation, Texas A&M University. Accessed July 09, 2020. http://hdl.handle.net/1969.1/173377.

MLA Handbook (7th Edition):

Killough, Joy Kathleen. “Advanced Placement Biology Professional Development: A Mixed Methods Approach to Inform Quality Improvement.” 2018. Web. 09 Jul 2020.

Vancouver:

Killough JK. Advanced Placement Biology Professional Development: A Mixed Methods Approach to Inform Quality Improvement. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/1969.1/173377.

Council of Science Editors:

Killough JK. Advanced Placement Biology Professional Development: A Mixed Methods Approach to Inform Quality Improvement. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/173377


University of Houston

10. Smith, LaTonya 1980-. When Perception Becomes Reality: A Study of the Efficacy Beliefs of Texas Student Teachers Stemming from Personal Interactions with Cooperating Teachers.

Degree: EdD, Curriculum and Instruction, 2011, University of Houston

 Teacher preparation programs help ensure that highly qualified teachers are prepared for the challenges faced in every classroom. The student teaching experiences within the teacher… (more)

Subjects/Keywords: Teacher education; Student teaching; Student teachers; Cooperating teacher; Student and cooperating teacher interactions; Teacher efficacy; Student teachers – Texas – Houston; Self-efficacy

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APA (6th Edition):

Smith, L. 1. (2011). When Perception Becomes Reality: A Study of the Efficacy Beliefs of Texas Student Teachers Stemming from Personal Interactions with Cooperating Teachers. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/583

Chicago Manual of Style (16th Edition):

Smith, LaTonya 1980-. “When Perception Becomes Reality: A Study of the Efficacy Beliefs of Texas Student Teachers Stemming from Personal Interactions with Cooperating Teachers.” 2011. Doctoral Dissertation, University of Houston. Accessed July 09, 2020. http://hdl.handle.net/10657/583.

MLA Handbook (7th Edition):

Smith, LaTonya 1980-. “When Perception Becomes Reality: A Study of the Efficacy Beliefs of Texas Student Teachers Stemming from Personal Interactions with Cooperating Teachers.” 2011. Web. 09 Jul 2020.

Vancouver:

Smith L1. When Perception Becomes Reality: A Study of the Efficacy Beliefs of Texas Student Teachers Stemming from Personal Interactions with Cooperating Teachers. [Internet] [Doctoral dissertation]. University of Houston; 2011. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/10657/583.

Council of Science Editors:

Smith L1. When Perception Becomes Reality: A Study of the Efficacy Beliefs of Texas Student Teachers Stemming from Personal Interactions with Cooperating Teachers. [Doctoral Dissertation]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/583


Virginia Tech

11. Bass, Erika Lynn. Examining a Place-Based Curriculum for High-Performing Learners: A Place-Based, Critical, Dialogic Curriculum for High-Performing Rural Writers.

Degree: PhD, Curriculum and Instruction, 2019, Virginia Tech

 This study explored how a dialogic, place-based curriculum influences high- performing rural students as writers. The sample included treatment and control students, randomly assigned at… (more)

Subjects/Keywords: Democracy and education; self-efficacy; dialogic pedagogy; rural; place-based education; gifted writers

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APA (6th Edition):

Bass, E. L. (2019). Examining a Place-Based Curriculum for High-Performing Learners: A Place-Based, Critical, Dialogic Curriculum for High-Performing Rural Writers. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/89343

Chicago Manual of Style (16th Edition):

Bass, Erika Lynn. “Examining a Place-Based Curriculum for High-Performing Learners: A Place-Based, Critical, Dialogic Curriculum for High-Performing Rural Writers.” 2019. Doctoral Dissertation, Virginia Tech. Accessed July 09, 2020. http://hdl.handle.net/10919/89343.

MLA Handbook (7th Edition):

Bass, Erika Lynn. “Examining a Place-Based Curriculum for High-Performing Learners: A Place-Based, Critical, Dialogic Curriculum for High-Performing Rural Writers.” 2019. Web. 09 Jul 2020.

Vancouver:

Bass EL. Examining a Place-Based Curriculum for High-Performing Learners: A Place-Based, Critical, Dialogic Curriculum for High-Performing Rural Writers. [Internet] [Doctoral dissertation]. Virginia Tech; 2019. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/10919/89343.

Council of Science Editors:

Bass EL. Examining a Place-Based Curriculum for High-Performing Learners: A Place-Based, Critical, Dialogic Curriculum for High-Performing Rural Writers. [Doctoral Dissertation]. Virginia Tech; 2019. Available from: http://hdl.handle.net/10919/89343


Penn State University

12. Kim, Yang Eun. SELF-EFFICACY WITH REGARD TO THE TEACHING OF SCIENCE OF EARLY CHILDHOOD EDUCATION TEACHERS IN KOREA.

Degree: PhD, Curriculum and Instruction, 2006, Penn State University

 The purpose of this study is to examine early childhood teachers¡¯ self-efficacy in science teaching and the related factors that may contribute to this belief.… (more)

Subjects/Keywords: Self-Efficacy. Early Childhood Education. Early Ch

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APA (6th Edition):

Kim, Y. E. (2006). SELF-EFFICACY WITH REGARD TO THE TEACHING OF SCIENCE OF EARLY CHILDHOOD EDUCATION TEACHERS IN KOREA. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/8052

Chicago Manual of Style (16th Edition):

Kim, Yang Eun. “SELF-EFFICACY WITH REGARD TO THE TEACHING OF SCIENCE OF EARLY CHILDHOOD EDUCATION TEACHERS IN KOREA.” 2006. Doctoral Dissertation, Penn State University. Accessed July 09, 2020. https://etda.libraries.psu.edu/catalog/8052.

MLA Handbook (7th Edition):

Kim, Yang Eun. “SELF-EFFICACY WITH REGARD TO THE TEACHING OF SCIENCE OF EARLY CHILDHOOD EDUCATION TEACHERS IN KOREA.” 2006. Web. 09 Jul 2020.

Vancouver:

Kim YE. SELF-EFFICACY WITH REGARD TO THE TEACHING OF SCIENCE OF EARLY CHILDHOOD EDUCATION TEACHERS IN KOREA. [Internet] [Doctoral dissertation]. Penn State University; 2006. [cited 2020 Jul 09]. Available from: https://etda.libraries.psu.edu/catalog/8052.

Council of Science Editors:

Kim YE. SELF-EFFICACY WITH REGARD TO THE TEACHING OF SCIENCE OF EARLY CHILDHOOD EDUCATION TEACHERS IN KOREA. [Doctoral Dissertation]. Penn State University; 2006. Available from: https://etda.libraries.psu.edu/catalog/8052


Florida International University

13. Zeitsiff, Charlotte A. The Effects on Students' Self-Efficacy Beliefs Regarding Their Comprehension of American Literature When Aesthetic Reading and Reader Response Strategy are Implemented.

Degree: Doctor of Education (EdD), Curriculum and Instruction, 2014, Florida International University

  High-stakes testing and accountability have infiltrated the education system in the United States; the top priority for all teachers must be student progress on… (more)

Subjects/Keywords: efferent reading; aesthetic reading; self-efficacy for American literature; reader response; quasi-experimental; Title I school; Hispanic high schoolers

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APA (6th Edition):

Zeitsiff, C. A. (2014). The Effects on Students' Self-Efficacy Beliefs Regarding Their Comprehension of American Literature When Aesthetic Reading and Reader Response Strategy are Implemented. (Thesis). Florida International University. Retrieved from https://digitalcommons.fiu.edu/etd/1495 ; 10.25148/etd.FI14071153 ; FI14071153

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):

Zeitsiff, Charlotte A. “The Effects on Students' Self-Efficacy Beliefs Regarding Their Comprehension of American Literature When Aesthetic Reading and Reader Response Strategy are Implemented.” 2014. Thesis, Florida International University. Accessed July 09, 2020. https://digitalcommons.fiu.edu/etd/1495 ; 10.25148/etd.FI14071153 ; FI14071153.

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

MLA Handbook (7th Edition):

Zeitsiff, Charlotte A. “The Effects on Students' Self-Efficacy Beliefs Regarding Their Comprehension of American Literature When Aesthetic Reading and Reader Response Strategy are Implemented.” 2014. Web. 09 Jul 2020.

Vancouver:

Zeitsiff CA. The Effects on Students' Self-Efficacy Beliefs Regarding Their Comprehension of American Literature When Aesthetic Reading and Reader Response Strategy are Implemented. [Internet] [Thesis]. Florida International University; 2014. [cited 2020 Jul 09]. Available from: https://digitalcommons.fiu.edu/etd/1495 ; 10.25148/etd.FI14071153 ; FI14071153.

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

Council of Science Editors:

Zeitsiff CA. The Effects on Students' Self-Efficacy Beliefs Regarding Their Comprehension of American Literature When Aesthetic Reading and Reader Response Strategy are Implemented. [Thesis]. Florida International University; 2014. Available from: https://digitalcommons.fiu.edu/etd/1495 ; 10.25148/etd.FI14071153 ; FI14071153

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


Virginia Tech

14. Trull, Cheryl. The Effects of Substitute Teacher Training on the Teaching Efficacy of Prospective Substitute Teachers in the State of West Virginia.

Degree: PhD, Curriculum and Instruction, 2004, Virginia Tech

 Teacher absenteeism, retirement, and attrition have led to a widespread shortage of substitute teachers throughout the United States , resulting in the hiring of individuals… (more)

Subjects/Keywords: Self-efficacy; Substitute Teacher Training; Substitute Teachers

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APA (6th Edition):

Trull, C. (2004). The Effects of Substitute Teacher Training on the Teaching Efficacy of Prospective Substitute Teachers in the State of West Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27043

Chicago Manual of Style (16th Edition):

Trull, Cheryl. “The Effects of Substitute Teacher Training on the Teaching Efficacy of Prospective Substitute Teachers in the State of West Virginia.” 2004. Doctoral Dissertation, Virginia Tech. Accessed July 09, 2020. http://hdl.handle.net/10919/27043.

MLA Handbook (7th Edition):

Trull, Cheryl. “The Effects of Substitute Teacher Training on the Teaching Efficacy of Prospective Substitute Teachers in the State of West Virginia.” 2004. Web. 09 Jul 2020.

Vancouver:

Trull C. The Effects of Substitute Teacher Training on the Teaching Efficacy of Prospective Substitute Teachers in the State of West Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2004. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/10919/27043.

Council of Science Editors:

Trull C. The Effects of Substitute Teacher Training on the Teaching Efficacy of Prospective Substitute Teachers in the State of West Virginia. [Doctoral Dissertation]. Virginia Tech; 2004. Available from: http://hdl.handle.net/10919/27043


Penn State University

15. Ritter, Jennifer Marie. The Development and Validation of the Self-Efficacy Beliefs about Equitable Science Teaching and Learning Instrument for Prospective Elementary Teachers.

Degree: PhD, Curriculum and Instruction, 1999, Penn State University

 The purpose of this study was to develop, validate and establish the reliability of an instrument to assess the self-efficacy beliefs of prospective elementary teachers… (more)

Subjects/Keywords: Science Education; Outcome Expectancy; Personal Self-Efficacy; Riggs; Diverse Learners; Self-Efficacy; Prospective Teachers; Bandura; Enochs

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APA (6th Edition):

Ritter, J. M. (1999). The Development and Validation of the Self-Efficacy Beliefs about Equitable Science Teaching and Learning Instrument for Prospective Elementary Teachers. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/5799

Chicago Manual of Style (16th Edition):

Ritter, Jennifer Marie. “The Development and Validation of the Self-Efficacy Beliefs about Equitable Science Teaching and Learning Instrument for Prospective Elementary Teachers.” 1999. Doctoral Dissertation, Penn State University. Accessed July 09, 2020. https://etda.libraries.psu.edu/catalog/5799.

MLA Handbook (7th Edition):

Ritter, Jennifer Marie. “The Development and Validation of the Self-Efficacy Beliefs about Equitable Science Teaching and Learning Instrument for Prospective Elementary Teachers.” 1999. Web. 09 Jul 2020.

Vancouver:

Ritter JM. The Development and Validation of the Self-Efficacy Beliefs about Equitable Science Teaching and Learning Instrument for Prospective Elementary Teachers. [Internet] [Doctoral dissertation]. Penn State University; 1999. [cited 2020 Jul 09]. Available from: https://etda.libraries.psu.edu/catalog/5799.

Council of Science Editors:

Ritter JM. The Development and Validation of the Self-Efficacy Beliefs about Equitable Science Teaching and Learning Instrument for Prospective Elementary Teachers. [Doctoral Dissertation]. Penn State University; 1999. Available from: https://etda.libraries.psu.edu/catalog/5799


Virginia Tech

16. Whitlock, Sharon E. The Effects of Single-Sex and Coeducational Environments on the Self-Efficacy of Middle School Girls.

Degree: EdD, Curriculum and Instruction, 2006, Virginia Tech

 The purpose of this study was to investigate the effects of class type, coeducational or same-sex, on the self-efficacy of middle school girls in a… (more)

Subjects/Keywords: MSG; Middle School Girls; SSCE; Single Sex and Coeducational Environments; SSCE and self-efficacy; MSG and self-efficacy

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APA (6th Edition):

Whitlock, S. E. (2006). The Effects of Single-Sex and Coeducational Environments on the Self-Efficacy of Middle School Girls. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/28041

Chicago Manual of Style (16th Edition):

Whitlock, Sharon E. “The Effects of Single-Sex and Coeducational Environments on the Self-Efficacy of Middle School Girls.” 2006. Doctoral Dissertation, Virginia Tech. Accessed July 09, 2020. http://hdl.handle.net/10919/28041.

MLA Handbook (7th Edition):

Whitlock, Sharon E. “The Effects of Single-Sex and Coeducational Environments on the Self-Efficacy of Middle School Girls.” 2006. Web. 09 Jul 2020.

Vancouver:

Whitlock SE. The Effects of Single-Sex and Coeducational Environments on the Self-Efficacy of Middle School Girls. [Internet] [Doctoral dissertation]. Virginia Tech; 2006. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/10919/28041.

Council of Science Editors:

Whitlock SE. The Effects of Single-Sex and Coeducational Environments on the Self-Efficacy of Middle School Girls. [Doctoral Dissertation]. Virginia Tech; 2006. Available from: http://hdl.handle.net/10919/28041


Penn State University

17. Dira-Smolleck, Lori Ann. THE DEVELOPMENT AND VALIDATION OF AN INSTRUMENT TO MEASURE PRESERVICE TEACHERS’ SELF-EFFICACY IN REGARD TO THE TEACHING OF SCIENCE AS INQUIRY.

Degree: PhD, Curriculum and Instruction, 2004, Penn State University

 The purpose of this study was to develop, validate and establish the reliability of an instrument that measures preservice teachers’ self-efficacy in regard to the… (more)

Subjects/Keywords: Elementary Science Teaching; Scientific Inquiry; Science Teaching; Science; Self-Efficacy; Instrument Development

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APA (6th Edition):

Dira-Smolleck, L. A. (2004). THE DEVELOPMENT AND VALIDATION OF AN INSTRUMENT TO MEASURE PRESERVICE TEACHERS’ SELF-EFFICACY IN REGARD TO THE TEACHING OF SCIENCE AS INQUIRY. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/6236

Chicago Manual of Style (16th Edition):

Dira-Smolleck, Lori Ann. “THE DEVELOPMENT AND VALIDATION OF AN INSTRUMENT TO MEASURE PRESERVICE TEACHERS’ SELF-EFFICACY IN REGARD TO THE TEACHING OF SCIENCE AS INQUIRY.” 2004. Doctoral Dissertation, Penn State University. Accessed July 09, 2020. https://etda.libraries.psu.edu/catalog/6236.

MLA Handbook (7th Edition):

Dira-Smolleck, Lori Ann. “THE DEVELOPMENT AND VALIDATION OF AN INSTRUMENT TO MEASURE PRESERVICE TEACHERS’ SELF-EFFICACY IN REGARD TO THE TEACHING OF SCIENCE AS INQUIRY.” 2004. Web. 09 Jul 2020.

Vancouver:

Dira-Smolleck LA. THE DEVELOPMENT AND VALIDATION OF AN INSTRUMENT TO MEASURE PRESERVICE TEACHERS’ SELF-EFFICACY IN REGARD TO THE TEACHING OF SCIENCE AS INQUIRY. [Internet] [Doctoral dissertation]. Penn State University; 2004. [cited 2020 Jul 09]. Available from: https://etda.libraries.psu.edu/catalog/6236.

Council of Science Editors:

Dira-Smolleck LA. THE DEVELOPMENT AND VALIDATION OF AN INSTRUMENT TO MEASURE PRESERVICE TEACHERS’ SELF-EFFICACY IN REGARD TO THE TEACHING OF SCIENCE AS INQUIRY. [Doctoral Dissertation]. Penn State University; 2004. Available from: https://etda.libraries.psu.edu/catalog/6236


University of New Orleans

18. Mitchell, Flint. The Relationship Among Psychosocial and Environmental Determinants of Physical Activity, Physical Activity Levels, and Body Mass Index in Adolescent African American Females.

Degree: PhD, Curriculum and Instruction, 2003, University of New Orleans

 This study examined personal, social, and demographic factors related to physical activity (PA) level and body mass index (BMI) in adolescent African American (AA) females.… (more)

Subjects/Keywords: Black girls; Exercise; Overweight; Obesity; Social; Cognitive Theory .. self-efficacy

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APA (6th Edition):

Mitchell, F. (2003). The Relationship Among Psychosocial and Environmental Determinants of Physical Activity, Physical Activity Levels, and Body Mass Index in Adolescent African American Females. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/65

Chicago Manual of Style (16th Edition):

Mitchell, Flint. “The Relationship Among Psychosocial and Environmental Determinants of Physical Activity, Physical Activity Levels, and Body Mass Index in Adolescent African American Females.” 2003. Doctoral Dissertation, University of New Orleans. Accessed July 09, 2020. https://scholarworks.uno.edu/td/65.

MLA Handbook (7th Edition):

Mitchell, Flint. “The Relationship Among Psychosocial and Environmental Determinants of Physical Activity, Physical Activity Levels, and Body Mass Index in Adolescent African American Females.” 2003. Web. 09 Jul 2020.

Vancouver:

Mitchell F. The Relationship Among Psychosocial and Environmental Determinants of Physical Activity, Physical Activity Levels, and Body Mass Index in Adolescent African American Females. [Internet] [Doctoral dissertation]. University of New Orleans; 2003. [cited 2020 Jul 09]. Available from: https://scholarworks.uno.edu/td/65.

Council of Science Editors:

Mitchell F. The Relationship Among Psychosocial and Environmental Determinants of Physical Activity, Physical Activity Levels, and Body Mass Index in Adolescent African American Females. [Doctoral Dissertation]. University of New Orleans; 2003. Available from: https://scholarworks.uno.edu/td/65


Virginia Tech

19. Enyeart Smith, Theresa M. A Comparison of Health Risk Behaviors Among College Students Enrolled in a Required Personal Health Course vs. Enrolled in an Elective Personal Health Course.

Degree: PhD, Curriculum and Instruction, 2004, Virginia Tech

 Information on the overall health risk behaviors of college students is limited and it is unknown if being enrolled in an elective or a required… (more)

Subjects/Keywords: Elective Course; Self-Efficacy; Required Course; National College Health Risk Behavior Survey

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APA (6th Edition):

Enyeart Smith, T. M. (2004). A Comparison of Health Risk Behaviors Among College Students Enrolled in a Required Personal Health Course vs. Enrolled in an Elective Personal Health Course. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26998

Chicago Manual of Style (16th Edition):

Enyeart Smith, Theresa M. “A Comparison of Health Risk Behaviors Among College Students Enrolled in a Required Personal Health Course vs. Enrolled in an Elective Personal Health Course.” 2004. Doctoral Dissertation, Virginia Tech. Accessed July 09, 2020. http://hdl.handle.net/10919/26998.

MLA Handbook (7th Edition):

Enyeart Smith, Theresa M. “A Comparison of Health Risk Behaviors Among College Students Enrolled in a Required Personal Health Course vs. Enrolled in an Elective Personal Health Course.” 2004. Web. 09 Jul 2020.

Vancouver:

Enyeart Smith TM. A Comparison of Health Risk Behaviors Among College Students Enrolled in a Required Personal Health Course vs. Enrolled in an Elective Personal Health Course. [Internet] [Doctoral dissertation]. Virginia Tech; 2004. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/10919/26998.

Council of Science Editors:

Enyeart Smith TM. A Comparison of Health Risk Behaviors Among College Students Enrolled in a Required Personal Health Course vs. Enrolled in an Elective Personal Health Course. [Doctoral Dissertation]. Virginia Tech; 2004. Available from: http://hdl.handle.net/10919/26998


Virginia Tech

20. Watson, Charles Edward. Self-efficacy, the Innovation-Decision Process, and Faculty in Higher Education: Implications for Faculty Development.

Degree: PhD, Curriculum and Instruction, 2007, Virginia Tech

 Situated within the belief that faculty development is a key institutional mechanism through which colleges and universities will be able to meet emerging social, cultural,… (more)

Subjects/Keywords: faculty development; innovation-decision process; self-efficacy; higher education; change; diffusion of innovations

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APA (6th Edition):

Watson, C. E. (2007). Self-efficacy, the Innovation-Decision Process, and Faculty in Higher Education: Implications for Faculty Development. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26751

Chicago Manual of Style (16th Edition):

Watson, Charles Edward. “Self-efficacy, the Innovation-Decision Process, and Faculty in Higher Education: Implications for Faculty Development.” 2007. Doctoral Dissertation, Virginia Tech. Accessed July 09, 2020. http://hdl.handle.net/10919/26751.

MLA Handbook (7th Edition):

Watson, Charles Edward. “Self-efficacy, the Innovation-Decision Process, and Faculty in Higher Education: Implications for Faculty Development.” 2007. Web. 09 Jul 2020.

Vancouver:

Watson CE. Self-efficacy, the Innovation-Decision Process, and Faculty in Higher Education: Implications for Faculty Development. [Internet] [Doctoral dissertation]. Virginia Tech; 2007. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/10919/26751.

Council of Science Editors:

Watson CE. Self-efficacy, the Innovation-Decision Process, and Faculty in Higher Education: Implications for Faculty Development. [Doctoral Dissertation]. Virginia Tech; 2007. Available from: http://hdl.handle.net/10919/26751


Virginia Tech

21. Byrd, C. Noel. Teachers' Perceptions of Educational Research: A Self-Efficacy Perspective.

Degree: PhD, Curriculum and Instruction, 2009, Virginia Tech

 Educational research contains many data-driven implications for inservice educational professionals including those who work closely with students with disabilities, special educators. Although special education professionals… (more)

Subjects/Keywords: special education; information literacy; educational research; evidence-based practice; teachers; self-efficacy

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APA (6th Edition):

Byrd, C. N. (2009). Teachers' Perceptions of Educational Research: A Self-Efficacy Perspective. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26523

Chicago Manual of Style (16th Edition):

Byrd, C Noel. “Teachers' Perceptions of Educational Research: A Self-Efficacy Perspective.” 2009. Doctoral Dissertation, Virginia Tech. Accessed July 09, 2020. http://hdl.handle.net/10919/26523.

MLA Handbook (7th Edition):

Byrd, C Noel. “Teachers' Perceptions of Educational Research: A Self-Efficacy Perspective.” 2009. Web. 09 Jul 2020.

Vancouver:

Byrd CN. Teachers' Perceptions of Educational Research: A Self-Efficacy Perspective. [Internet] [Doctoral dissertation]. Virginia Tech; 2009. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/10919/26523.

Council of Science Editors:

Byrd CN. Teachers' Perceptions of Educational Research: A Self-Efficacy Perspective. [Doctoral Dissertation]. Virginia Tech; 2009. Available from: http://hdl.handle.net/10919/26523


University of Houston

22. Siller, Patricia. Pre-Service Teachers' Beliefs about Teaching Ells: Implications for a Teacher Preparation Program.

Degree: EdD, Curriculum and Instruction, University of Houston

 Background: Research on teacher quality supports the notion that highly effective teachers have an enriching effect in the lives of their students and are the… (more)

Subjects/Keywords: Pre-service teachers; English language learners; Teacher preparation; Self-efficacy

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APA (6th Edition):

Siller, P. (n.d.). Pre-Service Teachers' Beliefs about Teaching Ells: Implications for a Teacher Preparation Program. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/4063

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Chicago Manual of Style (16th Edition):

Siller, Patricia. “Pre-Service Teachers' Beliefs about Teaching Ells: Implications for a Teacher Preparation Program.” Doctoral Dissertation, University of Houston. Accessed July 09, 2020. http://hdl.handle.net/10657/4063.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

MLA Handbook (7th Edition):

Siller, Patricia. “Pre-Service Teachers' Beliefs about Teaching Ells: Implications for a Teacher Preparation Program.” Web. 09 Jul 2020.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Siller P. Pre-Service Teachers' Beliefs about Teaching Ells: Implications for a Teacher Preparation Program. [Internet] [Doctoral dissertation]. University of Houston; [cited 2020 Jul 09]. Available from: http://hdl.handle.net/10657/4063.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Council of Science Editors:

Siller P. Pre-Service Teachers' Beliefs about Teaching Ells: Implications for a Teacher Preparation Program. [Doctoral Dissertation]. University of Houston; Available from: http://hdl.handle.net/10657/4063

Note: this citation may be lacking information needed for this citation format:
No year of publication.


Virginia Commonwealth University

23. Southall, Sarah Parker. DIGITAL NATIVE PRESERVICE TEACHERS: AN EXAMINATION OF THEIR SELF-EFFICACY BELIEFS REGARDING TECHNOLOGY INTEGRATION IN CLASSROOM SETTINGS.

Degree: PhD, Curriculum and Instruction, 2012, Virginia Commonwealth University

 The purpose of this mixed-method study was to investigate digital native preservice teachers’ self-efficacy beliefs regarding their technology experiences and skills at the beginning and… (more)

Subjects/Keywords: teacher preparation; preservice teachers; preservice teaching; self-efficacy; technology integration; educational technology; digital natives; digital immigrants; cooperating teachers; student teaching; Curriculum and Instruction; Education

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APA (6th Edition):

Southall, S. P. (2012). DIGITAL NATIVE PRESERVICE TEACHERS: AN EXAMINATION OF THEIR SELF-EFFICACY BELIEFS REGARDING TECHNOLOGY INTEGRATION IN CLASSROOM SETTINGS. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://doi.org/10.25772/RW0V-Q722 ; https://scholarscompass.vcu.edu/etd/2824

Chicago Manual of Style (16th Edition):

Southall, Sarah Parker. “DIGITAL NATIVE PRESERVICE TEACHERS: AN EXAMINATION OF THEIR SELF-EFFICACY BELIEFS REGARDING TECHNOLOGY INTEGRATION IN CLASSROOM SETTINGS.” 2012. Doctoral Dissertation, Virginia Commonwealth University. Accessed July 09, 2020. https://doi.org/10.25772/RW0V-Q722 ; https://scholarscompass.vcu.edu/etd/2824.

MLA Handbook (7th Edition):

Southall, Sarah Parker. “DIGITAL NATIVE PRESERVICE TEACHERS: AN EXAMINATION OF THEIR SELF-EFFICACY BELIEFS REGARDING TECHNOLOGY INTEGRATION IN CLASSROOM SETTINGS.” 2012. Web. 09 Jul 2020.

Vancouver:

Southall SP. DIGITAL NATIVE PRESERVICE TEACHERS: AN EXAMINATION OF THEIR SELF-EFFICACY BELIEFS REGARDING TECHNOLOGY INTEGRATION IN CLASSROOM SETTINGS. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2012. [cited 2020 Jul 09]. Available from: https://doi.org/10.25772/RW0V-Q722 ; https://scholarscompass.vcu.edu/etd/2824.

Council of Science Editors:

Southall SP. DIGITAL NATIVE PRESERVICE TEACHERS: AN EXAMINATION OF THEIR SELF-EFFICACY BELIEFS REGARDING TECHNOLOGY INTEGRATION IN CLASSROOM SETTINGS. [Doctoral Dissertation]. Virginia Commonwealth University; 2012. Available from: https://doi.org/10.25772/RW0V-Q722 ; https://scholarscompass.vcu.edu/etd/2824

24. Bloomquist, Debra Lynn. The Effects of Coaching Using a Reflective Framework on Early Childhood Science Teachers' Depth of Reflection and Change in Practice.

Degree: PhD, Curriculum and Instruction, 2016, University of Toledo

 This embedded-mixed methods study examined if the use of a reflective framework with guiding prompts could support early childhood science teachers in improving their reflective… (more)

Subjects/Keywords: Education; Science Education; Teacher Education; Teaching; Early Childhood Education; Reflection; Cognitive Coaching; Collaboration; Reflective Framework; Collaborative Coaching; Self-Efficacy; Written Reflections; Sequential Embedded Mixed Method; Science Coaching; Early Childhood Science Teachers; Professional Development; Self-Reflect

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APA (6th Edition):

Bloomquist, D. L. (2016). The Effects of Coaching Using a Reflective Framework on Early Childhood Science Teachers' Depth of Reflection and Change in Practice. (Doctoral Dissertation). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1461753438

Chicago Manual of Style (16th Edition):

Bloomquist, Debra Lynn. “The Effects of Coaching Using a Reflective Framework on Early Childhood Science Teachers' Depth of Reflection and Change in Practice.” 2016. Doctoral Dissertation, University of Toledo. Accessed July 09, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1461753438.

MLA Handbook (7th Edition):

Bloomquist, Debra Lynn. “The Effects of Coaching Using a Reflective Framework on Early Childhood Science Teachers' Depth of Reflection and Change in Practice.” 2016. Web. 09 Jul 2020.

Vancouver:

Bloomquist DL. The Effects of Coaching Using a Reflective Framework on Early Childhood Science Teachers' Depth of Reflection and Change in Practice. [Internet] [Doctoral dissertation]. University of Toledo; 2016. [cited 2020 Jul 09]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1461753438.

Council of Science Editors:

Bloomquist DL. The Effects of Coaching Using a Reflective Framework on Early Childhood Science Teachers' Depth of Reflection and Change in Practice. [Doctoral Dissertation]. University of Toledo; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1461753438


University of Toledo

25. Weaver, Joanna Corinne. An Exploratory Study of Teacher Education Students’ Experiences with an Innovative Literacy Assessment and Remediation Course.

Degree: PhD, Curriculum and Instruction, 2014, University of Toledo

 Young adult illiteracy is an epidemic in our country, and the traditional model of literacy education will not serve the needs of struggling readers. The… (more)

Subjects/Keywords: Education; Literacy; Secondary Education; Reading Instruction; Teacher Education; Experience; aesthetic response, transaction; literacy experience; struggling readers; high-interest, authentic materials; motivation; perception; engagement; self-efficacy; collaboration; pedagogical model; assessments; connections; reflection

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APA (6th Edition):

Weaver, J. C. (2014). An Exploratory Study of Teacher Education Students’ Experiences with an Innovative Literacy Assessment and Remediation Course. (Doctoral Dissertation). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1414948474

Chicago Manual of Style (16th Edition):

Weaver, Joanna Corinne. “An Exploratory Study of Teacher Education Students’ Experiences with an Innovative Literacy Assessment and Remediation Course.” 2014. Doctoral Dissertation, University of Toledo. Accessed July 09, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1414948474.

MLA Handbook (7th Edition):

Weaver, Joanna Corinne. “An Exploratory Study of Teacher Education Students’ Experiences with an Innovative Literacy Assessment and Remediation Course.” 2014. Web. 09 Jul 2020.

Vancouver:

Weaver JC. An Exploratory Study of Teacher Education Students’ Experiences with an Innovative Literacy Assessment and Remediation Course. [Internet] [Doctoral dissertation]. University of Toledo; 2014. [cited 2020 Jul 09]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1414948474.

Council of Science Editors:

Weaver JC. An Exploratory Study of Teacher Education Students’ Experiences with an Innovative Literacy Assessment and Remediation Course. [Doctoral Dissertation]. University of Toledo; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1414948474

26. Salinas, Josephine Jeanette. Achievement and Self-Efficacy of Twice-Exceptional (2E) Students Using Mobile Applications.

Degree: EdD, Curriculum and Instruction, 2016, University of Houston

 Twice-exceptional (2e) students have exceptional abilities and disabilities, which present challenges for educators to serve their needs in schools. Their abilities may overshadow their disabilities,… (more)

Subjects/Keywords: Mobile device application; Special education; Gifted students; Disability; Achievement self-efficacy; Twice-exceptional

…the data. The results of the study explored the achievement and self-efficacy of 2e students… …self-efficacy of 2e students. Keywords: mobile device application, special education, gifted… …disabilities, achievement, self-efficacy, twice-exceptional viii Table of Contents Chapter I… …33 Table 5 PALS Subscale for Self-Efficacy… …achievement and self-efficacy of 2e students may be met. I have been a classroom teacher… 

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APA (6th Edition):

Salinas, J. J. (2016). Achievement and Self-Efficacy of Twice-Exceptional (2E) Students Using Mobile Applications. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1758

Chicago Manual of Style (16th Edition):

Salinas, Josephine Jeanette. “Achievement and Self-Efficacy of Twice-Exceptional (2E) Students Using Mobile Applications.” 2016. Doctoral Dissertation, University of Houston. Accessed July 09, 2020. http://hdl.handle.net/10657/1758.

MLA Handbook (7th Edition):

Salinas, Josephine Jeanette. “Achievement and Self-Efficacy of Twice-Exceptional (2E) Students Using Mobile Applications.” 2016. Web. 09 Jul 2020.

Vancouver:

Salinas JJ. Achievement and Self-Efficacy of Twice-Exceptional (2E) Students Using Mobile Applications. [Internet] [Doctoral dissertation]. University of Houston; 2016. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/10657/1758.

Council of Science Editors:

Salinas JJ. Achievement and Self-Efficacy of Twice-Exceptional (2E) Students Using Mobile Applications. [Doctoral Dissertation]. University of Houston; 2016. Available from: http://hdl.handle.net/10657/1758


Florida International University

27. Dou, Remy. The Interactions of Relationships, Interest, and Self-Efficacy in Undergraduate Physics.

Degree: PhD, Curriculum and Instruction, 2017, Florida International University

  This collected papers dissertation explores students’ academic interactions in an active learning, introductory physics settings as they relate to the development of physics self-efficacy(more)

Subjects/Keywords: self-efficacy; physics; education; career; interest; identity; science; STEM; social network analysis; SNA; Curriculum and Instruction; Longitudinal Data Analysis and Time Series; Multivariate Analysis; Other Physics; Science and Mathematics Education; Secondary Education

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APA (6th Edition):

Dou, R. (2017). The Interactions of Relationships, Interest, and Self-Efficacy in Undergraduate Physics. (Doctoral Dissertation). Florida International University. Retrieved from https://digitalcommons.fiu.edu/etd/3228 ; 10.25148/etd.FIDC001742 ; FIDC001742

Chicago Manual of Style (16th Edition):

Dou, Remy. “The Interactions of Relationships, Interest, and Self-Efficacy in Undergraduate Physics.” 2017. Doctoral Dissertation, Florida International University. Accessed July 09, 2020. https://digitalcommons.fiu.edu/etd/3228 ; 10.25148/etd.FIDC001742 ; FIDC001742.

MLA Handbook (7th Edition):

Dou, Remy. “The Interactions of Relationships, Interest, and Self-Efficacy in Undergraduate Physics.” 2017. Web. 09 Jul 2020.

Vancouver:

Dou R. The Interactions of Relationships, Interest, and Self-Efficacy in Undergraduate Physics. [Internet] [Doctoral dissertation]. Florida International University; 2017. [cited 2020 Jul 09]. Available from: https://digitalcommons.fiu.edu/etd/3228 ; 10.25148/etd.FIDC001742 ; FIDC001742.

Council of Science Editors:

Dou R. The Interactions of Relationships, Interest, and Self-Efficacy in Undergraduate Physics. [Doctoral Dissertation]. Florida International University; 2017. Available from: https://digitalcommons.fiu.edu/etd/3228 ; 10.25148/etd.FIDC001742 ; FIDC001742

28. Whitesel, Carl. Relationships Among Personal Characteristics, Self-Efficacy, and Conceptual Knowledge of Circuit Analysis of Community College Engineering Students.

Degree: PhD, Curriculum and Instruction, 2014, Arizona State University

 Conceptual knowledge and self-efficacy are two research topics that are well-established at universities, however very little has been investigated about these at the community college.… (more)

Subjects/Keywords: Community college education; Circuit Analysis; Community College; Conceptual Knowledge; Self-Efficacy

…Page Self-efficacy and the community college… …16 Prior knowledge bridging self-efficacy and conceptual knowledge… …Conceptual knowledge, self-efficacy and a unique population .....................................30… …61 Self-Efficacy… …63 Conceptual Knowledge and Self-Efficacy… 

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APA (6th Edition):

Whitesel, C. (2014). Relationships Among Personal Characteristics, Self-Efficacy, and Conceptual Knowledge of Circuit Analysis of Community College Engineering Students. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/25178

Chicago Manual of Style (16th Edition):

Whitesel, Carl. “Relationships Among Personal Characteristics, Self-Efficacy, and Conceptual Knowledge of Circuit Analysis of Community College Engineering Students.” 2014. Doctoral Dissertation, Arizona State University. Accessed July 09, 2020. http://repository.asu.edu/items/25178.

MLA Handbook (7th Edition):

Whitesel, Carl. “Relationships Among Personal Characteristics, Self-Efficacy, and Conceptual Knowledge of Circuit Analysis of Community College Engineering Students.” 2014. Web. 09 Jul 2020.

Vancouver:

Whitesel C. Relationships Among Personal Characteristics, Self-Efficacy, and Conceptual Knowledge of Circuit Analysis of Community College Engineering Students. [Internet] [Doctoral dissertation]. Arizona State University; 2014. [cited 2020 Jul 09]. Available from: http://repository.asu.edu/items/25178.

Council of Science Editors:

Whitesel C. Relationships Among Personal Characteristics, Self-Efficacy, and Conceptual Knowledge of Circuit Analysis of Community College Engineering Students. [Doctoral Dissertation]. Arizona State University; 2014. Available from: http://repository.asu.edu/items/25178

29. Pacheco, Heather Anne. Choice and Participation of Career by STEM Professionals with Sensory and.

Degree: Curriculum and Instruction, 2014, Arizona State University

 This is a qualitative study about sources of self-efficacy and roles of assistive technologies (AT) associated with the science, technology, engineering and mathematics (STEM) choice… (more)

Subjects/Keywords: Education; Science education; Assistive Technologies; Disabilities; Self-efficacy; STEM; Underrepresented minorities

…91 Sources of Self-­‐Efficacy… …207 Construction of self-­‐efficacy beliefs in STEM… …20 3. Development of High Self-­‐Efficacy… …26 4. Model of Low Self-­‐Efficacy… …27 5. Self-­‐Efficacy as it is Described in… 

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

APA (6th Edition):

Pacheco, H. A. (2014). Choice and Participation of Career by STEM Professionals with Sensory and. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/27484

Chicago Manual of Style (16th Edition):

Pacheco, Heather Anne. “Choice and Participation of Career by STEM Professionals with Sensory and.” 2014. Doctoral Dissertation, Arizona State University. Accessed July 09, 2020. http://repository.asu.edu/items/27484.

MLA Handbook (7th Edition):

Pacheco, Heather Anne. “Choice and Participation of Career by STEM Professionals with Sensory and.” 2014. Web. 09 Jul 2020.

Vancouver:

Pacheco HA. Choice and Participation of Career by STEM Professionals with Sensory and. [Internet] [Doctoral dissertation]. Arizona State University; 2014. [cited 2020 Jul 09]. Available from: http://repository.asu.edu/items/27484.

Council of Science Editors:

Pacheco HA. Choice and Participation of Career by STEM Professionals with Sensory and. [Doctoral Dissertation]. Arizona State University; 2014. Available from: http://repository.asu.edu/items/27484


Virginia Tech

30. Jamison, Kathleen. The Effects of Trained Facilitation of Learning-Oriented Feedback on Learner Engagement, Performance, Self-Efficacy, and Enjoyment.

Degree: PhD, Curriculum and Instruction, 2003, Virginia Tech

 The level of learner engagement, performance, self-efficacy, and enjoyment on a knot-tying task by college students who received positive verbal and non-verbal learning-oriented feedback by… (more)

Subjects/Keywords: learner enjoyment; learner performance; learning-oriented feedback; learner engagement; non-verbal feedback; flow theory; verbal feedback; experiential learning; facilitation; learner self-efficacy

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

APA (6th Edition):

Jamison, K. (2003). The Effects of Trained Facilitation of Learning-Oriented Feedback on Learner Engagement, Performance, Self-Efficacy, and Enjoyment. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27369

Chicago Manual of Style (16th Edition):

Jamison, Kathleen. “The Effects of Trained Facilitation of Learning-Oriented Feedback on Learner Engagement, Performance, Self-Efficacy, and Enjoyment.” 2003. Doctoral Dissertation, Virginia Tech. Accessed July 09, 2020. http://hdl.handle.net/10919/27369.

MLA Handbook (7th Edition):

Jamison, Kathleen. “The Effects of Trained Facilitation of Learning-Oriented Feedback on Learner Engagement, Performance, Self-Efficacy, and Enjoyment.” 2003. Web. 09 Jul 2020.

Vancouver:

Jamison K. The Effects of Trained Facilitation of Learning-Oriented Feedback on Learner Engagement, Performance, Self-Efficacy, and Enjoyment. [Internet] [Doctoral dissertation]. Virginia Tech; 2003. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/10919/27369.

Council of Science Editors:

Jamison K. The Effects of Trained Facilitation of Learning-Oriented Feedback on Learner Engagement, Performance, Self-Efficacy, and Enjoyment. [Doctoral Dissertation]. Virginia Tech; 2003. Available from: http://hdl.handle.net/10919/27369

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