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Level: dissertation

You searched for subject:(Socially Inclusive Park Design). Showing records 1 – 30 of 66 total matches.

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Florida International University

1. Lewis, Jennifer S. Investigation of Group Leadership in a Fission-Fusion Species, the Bottlenose Dolphin.

Degree: Biology, 2010, Florida International University

  Consistent leadership of group travel by specific individuals has been documented in many animals. Most species exhibiting this type of leadership have relatively stable… (more)

Subjects/Keywords: leadership; dolphin; inclusive fitness; group movement; fission-fusion; Tursiops truncatus

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APA (6th Edition):

Lewis, J. S. (2010). Investigation of Group Leadership in a Fission-Fusion Species, the Bottlenose Dolphin. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/254 ; 10.25148/etd.FI10081203 ; FI10081203

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):

Lewis, Jennifer S. “Investigation of Group Leadership in a Fission-Fusion Species, the Bottlenose Dolphin.” 2010. Thesis, Florida International University. Accessed December 06, 2019. http://digitalcommons.fiu.edu/etd/254 ; 10.25148/etd.FI10081203 ; FI10081203.

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

MLA Handbook (7th Edition):

Lewis, Jennifer S. “Investigation of Group Leadership in a Fission-Fusion Species, the Bottlenose Dolphin.” 2010. Web. 06 Dec 2019.

Vancouver:

Lewis JS. Investigation of Group Leadership in a Fission-Fusion Species, the Bottlenose Dolphin. [Internet] [Thesis]. Florida International University; 2010. [cited 2019 Dec 06]. Available from: http://digitalcommons.fiu.edu/etd/254 ; 10.25148/etd.FI10081203 ; FI10081203.

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

Council of Science Editors:

Lewis JS. Investigation of Group Leadership in a Fission-Fusion Species, the Bottlenose Dolphin. [Thesis]. Florida International University; 2010. Available from: http://digitalcommons.fiu.edu/etd/254 ; 10.25148/etd.FI10081203 ; FI10081203

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

2. Orzel, Courtney. Exploring the relationships between dialogue and inclusive school communities.

Degree: EdD, 0209, 2012, University of Illinois – Urbana-Champaign

 High standards and expectations for all students drive current school reform efforts which target accountability measures and focus on standardized tests, leaving many American students,… (more)

Subjects/Keywords: Dialogue; Social Justice; Inclusive Leadership; Inclusive Schools; Equity; Access; Leadership

…of social justice. Challenges to creating and leading a socially just, inclusive school are… …of schools in the state, and would allow states to design their own student interventions… …of democratic, inclusive practices like dialogue and collaborative, shared decision-making… …with inclusive leadership. Exclusionary Practices in Schools and Leadership Challenges Mrs… …necessary, challenge to create inclusive communities which promote—and expect—spaces for necessary… 

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APA (6th Edition):

Orzel, C. (2012). Exploring the relationships between dialogue and inclusive school communities. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/31103

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):

Orzel, Courtney. “Exploring the relationships between dialogue and inclusive school communities.” 2012. Thesis, University of Illinois – Urbana-Champaign. Accessed December 06, 2019. http://hdl.handle.net/2142/31103.

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

MLA Handbook (7th Edition):

Orzel, Courtney. “Exploring the relationships between dialogue and inclusive school communities.” 2012. Web. 06 Dec 2019.

Vancouver:

Orzel C. Exploring the relationships between dialogue and inclusive school communities. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2012. [cited 2019 Dec 06]. Available from: http://hdl.handle.net/2142/31103.

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

Council of Science Editors:

Orzel C. Exploring the relationships between dialogue and inclusive school communities. [Thesis]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/31103

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


University of Illinois – Urbana-Champaign

3. Kim, Soo-Hyun. An analysis of Jung Sun Park's Missa Brevis 'Psallentes' with guidelines for performance.

Degree: A.Mus.D., 0265, 2013, University of Illinois – Urbana-Champaign

 In the 20th century, although choral music was written by various Korean composers, most pieces required instrumental accompaniment, and very few were intended for a… (more)

Subjects/Keywords: Choral music; Missa Brevis Psallentes; Jung Sun Park; Guidelines for Performance; Korean music

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APA (6th Edition):

Kim, S. (2013). An analysis of Jung Sun Park's Missa Brevis 'Psallentes' with guidelines for performance. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/45593

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):

Kim, Soo-Hyun. “An analysis of Jung Sun Park's Missa Brevis 'Psallentes' with guidelines for performance.” 2013. Thesis, University of Illinois – Urbana-Champaign. Accessed December 06, 2019. http://hdl.handle.net/2142/45593.

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

MLA Handbook (7th Edition):

Kim, Soo-Hyun. “An analysis of Jung Sun Park's Missa Brevis 'Psallentes' with guidelines for performance.” 2013. Web. 06 Dec 2019.

Vancouver:

Kim S. An analysis of Jung Sun Park's Missa Brevis 'Psallentes' with guidelines for performance. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2013. [cited 2019 Dec 06]. Available from: http://hdl.handle.net/2142/45593.

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

Council of Science Editors:

Kim S. An analysis of Jung Sun Park's Missa Brevis 'Psallentes' with guidelines for performance. [Thesis]. University of Illinois – Urbana-Champaign; 2013. Available from: http://hdl.handle.net/2142/45593

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


Florida International University

4. Ritchey, Alicia D. Goma Curriculum, A Character Education Paradigm: Composing a Text for Shaping Classroom Character Culture.

Degree: Doctor of Education (EdD), Curriculum and Instruction, 2012, Florida International University

  The written text, and approaches to reading it, serves well as an analogy for the classroom space as a “text” that teachers are able… (more)

Subjects/Keywords: character education; classroom character culture; classroom community text; Goma curriculum; Goma 7-Step Pathway; The Inclusive Community Building Ellison Model

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APA (6th Edition):

Ritchey, A. D. (2012). Goma Curriculum, A Character Education Paradigm: Composing a Text for Shaping Classroom Character Culture. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/789 ; 10.25148/etd.FI12120516 ; FI12120516

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):

Ritchey, Alicia D. “Goma Curriculum, A Character Education Paradigm: Composing a Text for Shaping Classroom Character Culture.” 2012. Thesis, Florida International University. Accessed December 06, 2019. http://digitalcommons.fiu.edu/etd/789 ; 10.25148/etd.FI12120516 ; FI12120516.

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

MLA Handbook (7th Edition):

Ritchey, Alicia D. “Goma Curriculum, A Character Education Paradigm: Composing a Text for Shaping Classroom Character Culture.” 2012. Web. 06 Dec 2019.

Vancouver:

Ritchey AD. Goma Curriculum, A Character Education Paradigm: Composing a Text for Shaping Classroom Character Culture. [Internet] [Thesis]. Florida International University; 2012. [cited 2019 Dec 06]. Available from: http://digitalcommons.fiu.edu/etd/789 ; 10.25148/etd.FI12120516 ; FI12120516.

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

Council of Science Editors:

Ritchey AD. Goma Curriculum, A Character Education Paradigm: Composing a Text for Shaping Classroom Character Culture. [Thesis]. Florida International University; 2012. Available from: http://digitalcommons.fiu.edu/etd/789 ; 10.25148/etd.FI12120516 ; FI12120516

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


College of William and Mary

5. Lawrence, April. Toward Culturally Responsive Online Pedagogy: Practices of Selected Secondary Online Teachers.

Degree: Doctor of Education (EdD), Education, 2017, College of William and Mary

 Proponents of K-12 online learning claim that it can provide more equitable learning opportunities by offering access to courses that might not otherwise be available… (more)

Subjects/Keywords: Instructional Media Design

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APA (6th Edition):

Lawrence, A. (2017). Toward Culturally Responsive Online Pedagogy: Practices of Selected Secondary Online Teachers. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1516639542

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):

Lawrence, April. “Toward Culturally Responsive Online Pedagogy: Practices of Selected Secondary Online Teachers.” 2017. Thesis, College of William and Mary. Accessed December 06, 2019. https://scholarworks.wm.edu/etd/1516639542.

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

MLA Handbook (7th Edition):

Lawrence, April. “Toward Culturally Responsive Online Pedagogy: Practices of Selected Secondary Online Teachers.” 2017. Web. 06 Dec 2019.

Vancouver:

Lawrence A. Toward Culturally Responsive Online Pedagogy: Practices of Selected Secondary Online Teachers. [Internet] [Thesis]. College of William and Mary; 2017. [cited 2019 Dec 06]. Available from: https://scholarworks.wm.edu/etd/1516639542.

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

Council of Science Editors:

Lawrence A. Toward Culturally Responsive Online Pedagogy: Practices of Selected Secondary Online Teachers. [Thesis]. College of William and Mary; 2017. Available from: https://scholarworks.wm.edu/etd/1516639542

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


Florida International University

6. Bowen Powell, Jacqueline. Larger Foraminiferal Biostratigraphy, Systematics And Paleoenvironments of The Avon Park Formation and Ocala Limestone, Highlands County, Florida.

Degree: Geosciences, 2010, Florida International University

  This study investigates the use of larger foraminifera in determining the biostratigraphy of the Avon Park Formation and the Ocala Limestone in central Florida.… (more)

Subjects/Keywords: Larger Foraminifera; Avon Park Formation; Ocala Limestone; Eocene; Paleogene; Florida; Larger Foraminiferal Morphometry; Larger Foraminiferal Biometry

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APA (6th Edition):

Bowen Powell, J. (2010). Larger Foraminiferal Biostratigraphy, Systematics And Paleoenvironments of The Avon Park Formation and Ocala Limestone, Highlands County, Florida. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/288 ; 10.25148/etd.FI10120306 ; FI10120306

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):

Bowen Powell, Jacqueline. “Larger Foraminiferal Biostratigraphy, Systematics And Paleoenvironments of The Avon Park Formation and Ocala Limestone, Highlands County, Florida.” 2010. Thesis, Florida International University. Accessed December 06, 2019. http://digitalcommons.fiu.edu/etd/288 ; 10.25148/etd.FI10120306 ; FI10120306.

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

MLA Handbook (7th Edition):

Bowen Powell, Jacqueline. “Larger Foraminiferal Biostratigraphy, Systematics And Paleoenvironments of The Avon Park Formation and Ocala Limestone, Highlands County, Florida.” 2010. Web. 06 Dec 2019.

Vancouver:

Bowen Powell J. Larger Foraminiferal Biostratigraphy, Systematics And Paleoenvironments of The Avon Park Formation and Ocala Limestone, Highlands County, Florida. [Internet] [Thesis]. Florida International University; 2010. [cited 2019 Dec 06]. Available from: http://digitalcommons.fiu.edu/etd/288 ; 10.25148/etd.FI10120306 ; FI10120306.

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

Council of Science Editors:

Bowen Powell J. Larger Foraminiferal Biostratigraphy, Systematics And Paleoenvironments of The Avon Park Formation and Ocala Limestone, Highlands County, Florida. [Thesis]. Florida International University; 2010. Available from: http://digitalcommons.fiu.edu/etd/288 ; 10.25148/etd.FI10120306 ; FI10120306

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

7. Mere-Cook, Yvette Rosil. Implementation and Strategies to Address Sensory Regulation of Students with and without Disabilities in Two Kindergarten Classrooms.

Degree: Doctor of Education (EdD), Special Education, 2016, University of San Francisco

  Results from previous research studies suggest that inclusive settings benefit all learners. However, general education teachers often do not have built in supports within… (more)

Subjects/Keywords: autism spectrum disorder; inclusive education; occupational therapy; sensory diet; sensory processing; sensory regulation; Elementary Education and Teaching; Occupational Therapy; Special Education and Teaching

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

APA (6th Edition):

Mere-Cook, Y. R. (2016). Implementation and Strategies to Address Sensory Regulation of Students with and without Disabilities in Two Kindergarten Classrooms. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/315

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):

Mere-Cook, Yvette Rosil. “Implementation and Strategies to Address Sensory Regulation of Students with and without Disabilities in Two Kindergarten Classrooms.” 2016. Thesis, University of San Francisco. Accessed December 06, 2019. https://repository.usfca.edu/diss/315.

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

MLA Handbook (7th Edition):

Mere-Cook, Yvette Rosil. “Implementation and Strategies to Address Sensory Regulation of Students with and without Disabilities in Two Kindergarten Classrooms.” 2016. Web. 06 Dec 2019.

Vancouver:

Mere-Cook YR. Implementation and Strategies to Address Sensory Regulation of Students with and without Disabilities in Two Kindergarten Classrooms. [Internet] [Thesis]. University of San Francisco; 2016. [cited 2019 Dec 06]. Available from: https://repository.usfca.edu/diss/315.

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

Council of Science Editors:

Mere-Cook YR. Implementation and Strategies to Address Sensory Regulation of Students with and without Disabilities in Two Kindergarten Classrooms. [Thesis]. University of San Francisco; 2016. Available from: https://repository.usfca.edu/diss/315

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


College of William and Mary

8. Sorensen, Ann L. Serving students from a distance: A content analysis of persistent characteristics in distance learners.

Degree: Doctor of Education (EdD), Education, 2010, College of William and Mary

 Distance learning has experienced a noteworthy increase in both the number of institutions offering alternatives to traditional classroom instruction, and the number of students participating… (more)

Subjects/Keywords: Higher Education; Instructional Media Design

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APA (6th Edition):

Sorensen, A. L. (2010). Serving students from a distance: A content analysis of persistent characteristics in distance learners. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618707

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):

Sorensen, Ann L. “Serving students from a distance: A content analysis of persistent characteristics in distance learners.” 2010. Thesis, College of William and Mary. Accessed December 06, 2019. https://scholarworks.wm.edu/etd/1539618707.

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

MLA Handbook (7th Edition):

Sorensen, Ann L. “Serving students from a distance: A content analysis of persistent characteristics in distance learners.” 2010. Web. 06 Dec 2019.

Vancouver:

Sorensen AL. Serving students from a distance: A content analysis of persistent characteristics in distance learners. [Internet] [Thesis]. College of William and Mary; 2010. [cited 2019 Dec 06]. Available from: https://scholarworks.wm.edu/etd/1539618707.

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

Council of Science Editors:

Sorensen AL. Serving students from a distance: A content analysis of persistent characteristics in distance learners. [Thesis]. College of William and Mary; 2010. Available from: https://scholarworks.wm.edu/etd/1539618707

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

9. Simone, Joseph. Addressing the marginalized student: the secondary principal's role in eliminating deficit thinking.

Degree: EdD, 1760, 2012, University of Illinois – Urbana-Champaign

 As federal mandates purport to improve the academic achievement of all students, the achievement gap between White students and their marginalized peers has not closed.… (more)

Subjects/Keywords: Deficit thinking; dialogue; tracking; inclusive; transformative leadership; case study; marginalizing; equity; education; Access

…overcome the persistent and socially constructed disparities that exist between dominant and… …Thus, it is my contention that transformative leadership and leadership for inclusive and… …socially just learning environments are inextricably related. (p. 559) In an attempt to… …socially, and emotionally prepared than minority students in their ability to complete an… 

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APA (6th Edition):

Simone, J. (2012). Addressing the marginalized student: the secondary principal's role in eliminating deficit thinking. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/31100

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):

Simone, Joseph. “Addressing the marginalized student: the secondary principal's role in eliminating deficit thinking.” 2012. Thesis, University of Illinois – Urbana-Champaign. Accessed December 06, 2019. http://hdl.handle.net/2142/31100.

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

MLA Handbook (7th Edition):

Simone, Joseph. “Addressing the marginalized student: the secondary principal's role in eliminating deficit thinking.” 2012. Web. 06 Dec 2019.

Vancouver:

Simone J. Addressing the marginalized student: the secondary principal's role in eliminating deficit thinking. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2012. [cited 2019 Dec 06]. Available from: http://hdl.handle.net/2142/31100.

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

Council of Science Editors:

Simone J. Addressing the marginalized student: the secondary principal's role in eliminating deficit thinking. [Thesis]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/31100

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


College of William and Mary

10. Pavlidis, Philip Michael. Factors contributing to the integration of computer technology in classroom instruction.

Degree: Doctor of Education (EdD), Education, 2001, College of William and Mary

 The purpose of this study was to determine what factors contribute to and what factors inhibit the integration of computer technology in classroom instruction in… (more)

Subjects/Keywords: Instructional Media Design

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

APA (6th Edition):

Pavlidis, P. M. (2001). Factors contributing to the integration of computer technology in classroom instruction. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618556

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):

Pavlidis, Philip Michael. “Factors contributing to the integration of computer technology in classroom instruction.” 2001. Thesis, College of William and Mary. Accessed December 06, 2019. https://scholarworks.wm.edu/etd/1539618556.

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

MLA Handbook (7th Edition):

Pavlidis, Philip Michael. “Factors contributing to the integration of computer technology in classroom instruction.” 2001. Web. 06 Dec 2019.

Vancouver:

Pavlidis PM. Factors contributing to the integration of computer technology in classroom instruction. [Internet] [Thesis]. College of William and Mary; 2001. [cited 2019 Dec 06]. Available from: https://scholarworks.wm.edu/etd/1539618556.

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

Council of Science Editors:

Pavlidis PM. Factors contributing to the integration of computer technology in classroom instruction. [Thesis]. College of William and Mary; 2001. Available from: https://scholarworks.wm.edu/etd/1539618556

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


College of William and Mary

11. Nichols, Fiona Costello. Teaching slope of a line using the graphing calculator as a tool for discovery learning.

Degree: Doctor of Education (EdD), Education, 2012, College of William and Mary

 Discovery learning is one of the instructional strategies sometimes used to teach Algebra I. However, little research is available that includes investigation of the effects… (more)

Subjects/Keywords: Instructional Media Design; Science and Mathematics Education

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APA (6th Edition):

Nichols, F. C. (2012). Teaching slope of a line using the graphing calculator as a tool for discovery learning. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618734

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):

Nichols, Fiona Costello. “Teaching slope of a line using the graphing calculator as a tool for discovery learning.” 2012. Thesis, College of William and Mary. Accessed December 06, 2019. https://scholarworks.wm.edu/etd/1539618734.

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

MLA Handbook (7th Edition):

Nichols, Fiona Costello. “Teaching slope of a line using the graphing calculator as a tool for discovery learning.” 2012. Web. 06 Dec 2019.

Vancouver:

Nichols FC. Teaching slope of a line using the graphing calculator as a tool for discovery learning. [Internet] [Thesis]. College of William and Mary; 2012. [cited 2019 Dec 06]. Available from: https://scholarworks.wm.edu/etd/1539618734.

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

Council of Science Editors:

Nichols FC. Teaching slope of a line using the graphing calculator as a tool for discovery learning. [Thesis]. College of William and Mary; 2012. Available from: https://scholarworks.wm.edu/etd/1539618734

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


College of William and Mary

12. Perkins, Harvey William. The effects of microcomputer use on the critical thinking skills of middle school students.

Degree: Doctor of Education (EdD), Education, 1985, College of William and Mary

 The purpose of this study was to determine whether teaching critical thinking skills with the microcomputer produces a greater increase in the thinking skills of… (more)

Subjects/Keywords: Instructional Media Design

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APA (6th Edition):

Perkins, H. W. (1985). The effects of microcomputer use on the critical thinking skills of middle school students. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618773

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):

Perkins, Harvey William. “The effects of microcomputer use on the critical thinking skills of middle school students.” 1985. Thesis, College of William and Mary. Accessed December 06, 2019. https://scholarworks.wm.edu/etd/1539618773.

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

MLA Handbook (7th Edition):

Perkins, Harvey William. “The effects of microcomputer use on the critical thinking skills of middle school students.” 1985. Web. 06 Dec 2019.

Vancouver:

Perkins HW. The effects of microcomputer use on the critical thinking skills of middle school students. [Internet] [Thesis]. College of William and Mary; 1985. [cited 2019 Dec 06]. Available from: https://scholarworks.wm.edu/etd/1539618773.

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

Council of Science Editors:

Perkins HW. The effects of microcomputer use on the critical thinking skills of middle school students. [Thesis]. College of William and Mary; 1985. Available from: https://scholarworks.wm.edu/etd/1539618773

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


College of William and Mary

13. Meyer, Patricia Ann Furey. A comparative analysis of the value of intrinsic motivation in computer software on the math achievement, attitudes, attendance, and depth-of-involvement of underachieving students.

Degree: Doctor of Education (EdD), Education, 1986, College of William and Mary

 It was the purpose of this study to determine what effect intrinsic motivation in software programs using graphics and non-graphics has on the achievement, attitudes,… (more)

Subjects/Keywords: Instructional Media Design

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APA (6th Edition):

Meyer, P. A. F. (1986). A comparative analysis of the value of intrinsic motivation in computer software on the math achievement, attitudes, attendance, and depth-of-involvement of underachieving students. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618275

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):

Meyer, Patricia Ann Furey. “A comparative analysis of the value of intrinsic motivation in computer software on the math achievement, attitudes, attendance, and depth-of-involvement of underachieving students.” 1986. Thesis, College of William and Mary. Accessed December 06, 2019. https://scholarworks.wm.edu/etd/1539618275.

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

MLA Handbook (7th Edition):

Meyer, Patricia Ann Furey. “A comparative analysis of the value of intrinsic motivation in computer software on the math achievement, attitudes, attendance, and depth-of-involvement of underachieving students.” 1986. Web. 06 Dec 2019.

Vancouver:

Meyer PAF. A comparative analysis of the value of intrinsic motivation in computer software on the math achievement, attitudes, attendance, and depth-of-involvement of underachieving students. [Internet] [Thesis]. College of William and Mary; 1986. [cited 2019 Dec 06]. Available from: https://scholarworks.wm.edu/etd/1539618275.

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

Council of Science Editors:

Meyer PAF. A comparative analysis of the value of intrinsic motivation in computer software on the math achievement, attitudes, attendance, and depth-of-involvement of underachieving students. [Thesis]. College of William and Mary; 1986. Available from: https://scholarworks.wm.edu/etd/1539618275

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


University of Vermont

14. Buckland Parker, Holly. Learning Starts with Design: Higher Education Faculty Explore the use of Universal Design for Learning (UDL) to Address the Needs of all Students.

Degree: Doctor of Education (EdD), Educational Leadership and Policy Studies, 2013, University of Vermont

 Today‘s college students, who are often referred to as ―Millennials‖, are entering college with different expectations for learning than students born before 1982 (Howe &… (more)

Subjects/Keywords: faculty; UDL; learning; college; course design

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

APA (6th Edition):

Buckland Parker, H. (2013). Learning Starts with Design: Higher Education Faculty Explore the use of Universal Design for Learning (UDL) to Address the Needs of all Students. (Thesis). University of Vermont. Retrieved from https://scholarworks.uvm.edu/graddis/34

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):

Buckland Parker, Holly. “Learning Starts with Design: Higher Education Faculty Explore the use of Universal Design for Learning (UDL) to Address the Needs of all Students.” 2013. Thesis, University of Vermont. Accessed December 06, 2019. https://scholarworks.uvm.edu/graddis/34.

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

MLA Handbook (7th Edition):

Buckland Parker, Holly. “Learning Starts with Design: Higher Education Faculty Explore the use of Universal Design for Learning (UDL) to Address the Needs of all Students.” 2013. Web. 06 Dec 2019.

Vancouver:

Buckland Parker H. Learning Starts with Design: Higher Education Faculty Explore the use of Universal Design for Learning (UDL) to Address the Needs of all Students. [Internet] [Thesis]. University of Vermont; 2013. [cited 2019 Dec 06]. Available from: https://scholarworks.uvm.edu/graddis/34.

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

Council of Science Editors:

Buckland Parker H. Learning Starts with Design: Higher Education Faculty Explore the use of Universal Design for Learning (UDL) to Address the Needs of all Students. [Thesis]. University of Vermont; 2013. Available from: https://scholarworks.uvm.edu/graddis/34

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


Kennesaw State University

15. Clark, Timothy Neal. Designing Our Tribe with Online Learning in an Elementary Classroom.

Degree: Doctor of Education in Teacher Leadership (EdD), Teacher Leadership for Learning, 2011, Kennesaw State University

  The purpose of this study was to investigate how the design of an online learning environment within a learning management system (LMS) could enhance… (more)

Subjects/Keywords: technology integration; blended learning; online learning; learning management systems; design-based research; student engagement; Instructional Media Design

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

APA (6th Edition):

Clark, T. N. (2011). Designing Our Tribe with Online Learning in an Elementary Classroom. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/etd/467

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):

Clark, Timothy Neal. “Designing Our Tribe with Online Learning in an Elementary Classroom.” 2011. Thesis, Kennesaw State University. Accessed December 06, 2019. https://digitalcommons.kennesaw.edu/etd/467.

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

MLA Handbook (7th Edition):

Clark, Timothy Neal. “Designing Our Tribe with Online Learning in an Elementary Classroom.” 2011. Web. 06 Dec 2019.

Vancouver:

Clark TN. Designing Our Tribe with Online Learning in an Elementary Classroom. [Internet] [Thesis]. Kennesaw State University; 2011. [cited 2019 Dec 06]. Available from: https://digitalcommons.kennesaw.edu/etd/467.

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

Council of Science Editors:

Clark TN. Designing Our Tribe with Online Learning in an Elementary Classroom. [Thesis]. Kennesaw State University; 2011. Available from: https://digitalcommons.kennesaw.edu/etd/467

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


Georgia State University

16. Wass, Todd W, Ed.D. STUDENTS’ EXPERIENCES OF DESIGN THINKING AND DISTRIBUTED SCAFFOLDING IN A MIDDLE SCHOOL SOCIAL STUDIES CLASSROOM.

Degree: Doctor of Education (EdD), Middle and Secondary Education, 2018, Georgia State University

  Recently, design thinking as a method to solve ill-defined problems has increased in middle school curricula. In this qualitative case study consisting of 23… (more)

Subjects/Keywords: Design thinking; Distributed scaffolding; Students’ experience; Social studies; Middle school

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

APA (6th Edition):

Wass, Todd W, E. D. (2018). STUDENTS’ EXPERIENCES OF DESIGN THINKING AND DISTRIBUTED SCAFFOLDING IN A MIDDLE SCHOOL SOCIAL STUDIES CLASSROOM. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/50

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):

Wass, Todd W, Ed D. “STUDENTS’ EXPERIENCES OF DESIGN THINKING AND DISTRIBUTED SCAFFOLDING IN A MIDDLE SCHOOL SOCIAL STUDIES CLASSROOM.” 2018. Thesis, Georgia State University. Accessed December 06, 2019. https://scholarworks.gsu.edu/mse_diss/50.

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

MLA Handbook (7th Edition):

Wass, Todd W, Ed D. “STUDENTS’ EXPERIENCES OF DESIGN THINKING AND DISTRIBUTED SCAFFOLDING IN A MIDDLE SCHOOL SOCIAL STUDIES CLASSROOM.” 2018. Web. 06 Dec 2019.

Vancouver:

Wass, Todd W ED. STUDENTS’ EXPERIENCES OF DESIGN THINKING AND DISTRIBUTED SCAFFOLDING IN A MIDDLE SCHOOL SOCIAL STUDIES CLASSROOM. [Internet] [Thesis]. Georgia State University; 2018. [cited 2019 Dec 06]. Available from: https://scholarworks.gsu.edu/mse_diss/50.

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

Council of Science Editors:

Wass, Todd W ED. STUDENTS’ EXPERIENCES OF DESIGN THINKING AND DISTRIBUTED SCAFFOLDING IN A MIDDLE SCHOOL SOCIAL STUDIES CLASSROOM. [Thesis]. Georgia State University; 2018. Available from: https://scholarworks.gsu.edu/mse_diss/50

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


College of William and Mary

17. Sechrist, Scott Richard. Organizational citizenship behaviors and technologically proficient university faculty.

Degree: Doctor of Education (EdD), Education, 2000, College of William and Mary

 As institutions of higher education seek to meet the demands of a changing technological environment, they are compelled to push for increased faculty use of… (more)

Subjects/Keywords: Higher Education; Instructional Media Design

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

APA (6th Edition):

Sechrist, S. R. (2000). Organizational citizenship behaviors and technologically proficient university faculty. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618639

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):

Sechrist, Scott Richard. “Organizational citizenship behaviors and technologically proficient university faculty.” 2000. Thesis, College of William and Mary. Accessed December 06, 2019. https://scholarworks.wm.edu/etd/1539618639.

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

MLA Handbook (7th Edition):

Sechrist, Scott Richard. “Organizational citizenship behaviors and technologically proficient university faculty.” 2000. Web. 06 Dec 2019.

Vancouver:

Sechrist SR. Organizational citizenship behaviors and technologically proficient university faculty. [Internet] [Thesis]. College of William and Mary; 2000. [cited 2019 Dec 06]. Available from: https://scholarworks.wm.edu/etd/1539618639.

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

Council of Science Editors:

Sechrist SR. Organizational citizenship behaviors and technologically proficient university faculty. [Thesis]. College of William and Mary; 2000. Available from: https://scholarworks.wm.edu/etd/1539618639

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


North Carolina State University

18. Miller, Laura Paramoure. Perceptions of training and non-training managers of organizational impact measures based on design intent.

Degree: EdD, Adult and Community College Education, 2002, North Carolina State University

 A recent shift in focus toward training accountability has presented a new challenge for the training profession. Traditional focus for measuring training impact has been… (more)

Subjects/Keywords: organizational impact; training design

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APA (6th Edition):

Miller, L. P. (2002). Perceptions of training and non-training managers of organizational impact measures based on design intent. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/3830

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):

Miller, Laura Paramoure. “Perceptions of training and non-training managers of organizational impact measures based on design intent.” 2002. Thesis, North Carolina State University. Accessed December 06, 2019. http://www.lib.ncsu.edu/resolver/1840.16/3830.

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

MLA Handbook (7th Edition):

Miller, Laura Paramoure. “Perceptions of training and non-training managers of organizational impact measures based on design intent.” 2002. Web. 06 Dec 2019.

Vancouver:

Miller LP. Perceptions of training and non-training managers of organizational impact measures based on design intent. [Internet] [Thesis]. North Carolina State University; 2002. [cited 2019 Dec 06]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/3830.

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

Council of Science Editors:

Miller LP. Perceptions of training and non-training managers of organizational impact measures based on design intent. [Thesis]. North Carolina State University; 2002. Available from: http://www.lib.ncsu.edu/resolver/1840.16/3830

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


Georgia State University

19. Richards, Aleta W. Improving the Employee Transition Experience: A Practical Business Application for Design Thinking.

Degree: Executive Doctorate in Business (EDB), Business, 2019, Georgia State University

  Organization transitions are a complex and difficult change process. This complexity has led to a significant percentage of transitional failures. While academic process models… (more)

Subjects/Keywords: design thinking; organizational transition; organizational change; empathetic interviews; change tools

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APA (6th Edition):

Richards, A. W. (2019). Improving the Employee Transition Experience: A Practical Business Application for Design Thinking. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/bus_admin_diss/116

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):

Richards, Aleta W. “Improving the Employee Transition Experience: A Practical Business Application for Design Thinking.” 2019. Thesis, Georgia State University. Accessed December 06, 2019. https://scholarworks.gsu.edu/bus_admin_diss/116.

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

MLA Handbook (7th Edition):

Richards, Aleta W. “Improving the Employee Transition Experience: A Practical Business Application for Design Thinking.” 2019. Web. 06 Dec 2019.

Vancouver:

Richards AW. Improving the Employee Transition Experience: A Practical Business Application for Design Thinking. [Internet] [Thesis]. Georgia State University; 2019. [cited 2019 Dec 06]. Available from: https://scholarworks.gsu.edu/bus_admin_diss/116.

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

Council of Science Editors:

Richards AW. Improving the Employee Transition Experience: A Practical Business Application for Design Thinking. [Thesis]. Georgia State University; 2019. Available from: https://scholarworks.gsu.edu/bus_admin_diss/116

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

20. Hando, Antoinette. Does cultural self-awareness alter instructional design decisions?.

Degree: EdD, Curriculum & Instruction/Literacy Studies, 2014, West Virginia University

 This project looks at the influence background culture has on instructional designers. Current research supports the hypothesis that background culture affects learning preferences. This study… (more)

Subjects/Keywords: Instructional design; Educational sociology

…31 Table 9: Survey Design Chart Pilot Study… …55 Table 15 Question 8 Design Experience… …59 Table 19: Initial Design Sample Overview… …64 Table 22: Instructional Design Sample-initial and Revised Submissions… …course development that is taught in curriculum development and instructional design is the… 

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

APA (6th Edition):

Hando, A. (2014). Does cultural self-awareness alter instructional design decisions?. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/645

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):

Hando, Antoinette. “Does cultural self-awareness alter instructional design decisions?.” 2014. Thesis, West Virginia University. Accessed December 06, 2019. https://researchrepository.wvu.edu/etd/645.

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

MLA Handbook (7th Edition):

Hando, Antoinette. “Does cultural self-awareness alter instructional design decisions?.” 2014. Web. 06 Dec 2019.

Vancouver:

Hando A. Does cultural self-awareness alter instructional design decisions?. [Internet] [Thesis]. West Virginia University; 2014. [cited 2019 Dec 06]. Available from: https://researchrepository.wvu.edu/etd/645.

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

Council of Science Editors:

Hando A. Does cultural self-awareness alter instructional design decisions?. [Thesis]. West Virginia University; 2014. Available from: https://researchrepository.wvu.edu/etd/645

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


West Virginia University

21. Dowling, Angie. Rules of the Game: Effects of a Game-based Metaphor on Instructional Activity Design and the Use of Student Mentors on Learning Outcomes in a Middle School General Science Class.

Degree: EdD, Learning Sciences and Human Development, 2012, West Virginia University

 This study investigated the effects of a game-like environment on instructional activity design and the use of student mentors on learning outcomes in a middle… (more)

Subjects/Keywords: Instructional design; Teacher education; Middle school education; Science education

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APA (6th Edition):

Dowling, A. (2012). Rules of the Game: Effects of a Game-based Metaphor on Instructional Activity Design and the Use of Student Mentors on Learning Outcomes in a Middle School General Science Class. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/194

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):

Dowling, Angie. “Rules of the Game: Effects of a Game-based Metaphor on Instructional Activity Design and the Use of Student Mentors on Learning Outcomes in a Middle School General Science Class.” 2012. Thesis, West Virginia University. Accessed December 06, 2019. https://researchrepository.wvu.edu/etd/194.

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

MLA Handbook (7th Edition):

Dowling, Angie. “Rules of the Game: Effects of a Game-based Metaphor on Instructional Activity Design and the Use of Student Mentors on Learning Outcomes in a Middle School General Science Class.” 2012. Web. 06 Dec 2019.

Vancouver:

Dowling A. Rules of the Game: Effects of a Game-based Metaphor on Instructional Activity Design and the Use of Student Mentors on Learning Outcomes in a Middle School General Science Class. [Internet] [Thesis]. West Virginia University; 2012. [cited 2019 Dec 06]. Available from: https://researchrepository.wvu.edu/etd/194.

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

Council of Science Editors:

Dowling A. Rules of the Game: Effects of a Game-based Metaphor on Instructional Activity Design and the Use of Student Mentors on Learning Outcomes in a Middle School General Science Class. [Thesis]. West Virginia University; 2012. Available from: https://researchrepository.wvu.edu/etd/194

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


West Virginia University

22. Norwood, Karen Kay. Propensity of West Virginia craftspeople to use electronic media for marketing their products.

Degree: EdD, Learning Sciences and Human Development, 2002, West Virginia University

 The purpose of this study was to determine whether craftspeople in West Virginia were ready to use new communication technologies to market their products, by… (more)

Subjects/Keywords: Educational technology; Design; Fine arts

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APA (6th Edition):

Norwood, K. K. (2002). Propensity of West Virginia craftspeople to use electronic media for marketing their products. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/2467

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):

Norwood, Karen Kay. “Propensity of West Virginia craftspeople to use electronic media for marketing their products.” 2002. Thesis, West Virginia University. Accessed December 06, 2019. https://researchrepository.wvu.edu/etd/2467.

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

MLA Handbook (7th Edition):

Norwood, Karen Kay. “Propensity of West Virginia craftspeople to use electronic media for marketing their products.” 2002. Web. 06 Dec 2019.

Vancouver:

Norwood KK. Propensity of West Virginia craftspeople to use electronic media for marketing their products. [Internet] [Thesis]. West Virginia University; 2002. [cited 2019 Dec 06]. Available from: https://researchrepository.wvu.edu/etd/2467.

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

Council of Science Editors:

Norwood KK. Propensity of West Virginia craftspeople to use electronic media for marketing their products. [Thesis]. West Virginia University; 2002. Available from: https://researchrepository.wvu.edu/etd/2467

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

23. Turner, Beth Ann. Individual and Intra-Individual Differences in Interest during Instrumental Music Classes in Suburban High Schools.

Degree: Doctor of Education (EdD), 2017, University of San Francisco

  Individual differences in interest (how students’ interest differs from one another in response to the same experiences) and intra-individual differences in interest (how each… (more)

Subjects/Keywords: appraisal theory; individual interest; interest; motivation; music; repeated-measures design; Education; Educational Psychology

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APA (6th Edition):

Turner, B. A. (2017). Individual and Intra-Individual Differences in Interest during Instrumental Music Classes in Suburban High Schools. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/410

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):

Turner, Beth Ann. “Individual and Intra-Individual Differences in Interest during Instrumental Music Classes in Suburban High Schools.” 2017. Thesis, University of San Francisco. Accessed December 06, 2019. https://repository.usfca.edu/diss/410.

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

MLA Handbook (7th Edition):

Turner, Beth Ann. “Individual and Intra-Individual Differences in Interest during Instrumental Music Classes in Suburban High Schools.” 2017. Web. 06 Dec 2019.

Vancouver:

Turner BA. Individual and Intra-Individual Differences in Interest during Instrumental Music Classes in Suburban High Schools. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Dec 06]. Available from: https://repository.usfca.edu/diss/410.

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

Council of Science Editors:

Turner BA. Individual and Intra-Individual Differences in Interest during Instrumental Music Classes in Suburban High Schools. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/diss/410

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


Kennesaw State University

24. Gagnon, Daniel A. Perceptions of Blended Learning: A Case Study on Student Experiences in an Advanced Placement Macroeconomics Course.

Degree: Doctor of Education in Instructional Technology (EdD), Education, 2014, Kennesaw State University

  The purpose of this study was to use a case study design to examine the impact of a blended learning instructional model on students… (more)

Subjects/Keywords: blended learning; flipped classroom; instructional time; blended learning framework; student experience; Education; Instructional Media Design

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APA (6th Edition):

Gagnon, D. A. (2014). Perceptions of Blended Learning: A Case Study on Student Experiences in an Advanced Placement Macroeconomics Course. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/instruceddoc_etd/1

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):

Gagnon, Daniel A. “Perceptions of Blended Learning: A Case Study on Student Experiences in an Advanced Placement Macroeconomics Course.” 2014. Thesis, Kennesaw State University. Accessed December 06, 2019. https://digitalcommons.kennesaw.edu/instruceddoc_etd/1.

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

MLA Handbook (7th Edition):

Gagnon, Daniel A. “Perceptions of Blended Learning: A Case Study on Student Experiences in an Advanced Placement Macroeconomics Course.” 2014. Web. 06 Dec 2019.

Vancouver:

Gagnon DA. Perceptions of Blended Learning: A Case Study on Student Experiences in an Advanced Placement Macroeconomics Course. [Internet] [Thesis]. Kennesaw State University; 2014. [cited 2019 Dec 06]. Available from: https://digitalcommons.kennesaw.edu/instruceddoc_etd/1.

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

Council of Science Editors:

Gagnon DA. Perceptions of Blended Learning: A Case Study on Student Experiences in an Advanced Placement Macroeconomics Course. [Thesis]. Kennesaw State University; 2014. Available from: https://digitalcommons.kennesaw.edu/instruceddoc_etd/1

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


Kennesaw State University

25. Golden, Cindy Denise. The Comparative Effects of Two Types of Photographic Visual Supports on the Acquisition of Independent Performance of Multi-Step Tasks by Students with Autism Spectrum Disorders.

Degree: Doctor of Education in Teacher Leadership (EdD), Teacher Leadership for Learning, 2011, Kennesaw State University

  This study uses a single subject adapted alternating treatment design to examine the comparative effects of two types of visual supports. Photographic visual supports… (more)

Subjects/Keywords: autism; visual supports; adapted alternating treatment design; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Golden, C. D. (2011). The Comparative Effects of Two Types of Photographic Visual Supports on the Acquisition of Independent Performance of Multi-Step Tasks by Students with Autism Spectrum Disorders. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/etd/469

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):

Golden, Cindy Denise. “The Comparative Effects of Two Types of Photographic Visual Supports on the Acquisition of Independent Performance of Multi-Step Tasks by Students with Autism Spectrum Disorders.” 2011. Thesis, Kennesaw State University. Accessed December 06, 2019. https://digitalcommons.kennesaw.edu/etd/469.

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

MLA Handbook (7th Edition):

Golden, Cindy Denise. “The Comparative Effects of Two Types of Photographic Visual Supports on the Acquisition of Independent Performance of Multi-Step Tasks by Students with Autism Spectrum Disorders.” 2011. Web. 06 Dec 2019.

Vancouver:

Golden CD. The Comparative Effects of Two Types of Photographic Visual Supports on the Acquisition of Independent Performance of Multi-Step Tasks by Students with Autism Spectrum Disorders. [Internet] [Thesis]. Kennesaw State University; 2011. [cited 2019 Dec 06]. Available from: https://digitalcommons.kennesaw.edu/etd/469.

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

Council of Science Editors:

Golden CD. The Comparative Effects of Two Types of Photographic Visual Supports on the Acquisition of Independent Performance of Multi-Step Tasks by Students with Autism Spectrum Disorders. [Thesis]. Kennesaw State University; 2011. Available from: https://digitalcommons.kennesaw.edu/etd/469

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


Loyola University Chicago

26. Hatley, Marylou. What Books Don't Tell You: Teacher-Eye-View of Universal Design for Learning and the Implementation Process.

Degree: Doctor of Education (EdD), School of Education, 2011, Loyola University Chicago

  This study examines teacher perceptions of universal design for learning (UDL) and the systemic changes that might occur during implementation. The study compares differences… (more)

Subjects/Keywords: educational theory; instruction; teaching; technology; UDL; universal design for learning; Curriculum and Instruction

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APA (6th Edition):

Hatley, M. (2011). What Books Don't Tell You: Teacher-Eye-View of Universal Design for Learning and the Implementation Process. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/42

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):

Hatley, Marylou. “What Books Don't Tell You: Teacher-Eye-View of Universal Design for Learning and the Implementation Process.” 2011. Thesis, Loyola University Chicago. Accessed December 06, 2019. https://ecommons.luc.edu/luc_diss/42.

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

MLA Handbook (7th Edition):

Hatley, Marylou. “What Books Don't Tell You: Teacher-Eye-View of Universal Design for Learning and the Implementation Process.” 2011. Web. 06 Dec 2019.

Vancouver:

Hatley M. What Books Don't Tell You: Teacher-Eye-View of Universal Design for Learning and the Implementation Process. [Internet] [Thesis]. Loyola University Chicago; 2011. [cited 2019 Dec 06]. Available from: https://ecommons.luc.edu/luc_diss/42.

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

Council of Science Editors:

Hatley M. What Books Don't Tell You: Teacher-Eye-View of Universal Design for Learning and the Implementation Process. [Thesis]. Loyola University Chicago; 2011. Available from: https://ecommons.luc.edu/luc_diss/42

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


Loyola University Chicago

27. Ryan-Toye, Martha. Universal Design for Learning: An Examination of Leadership Promoting Student Learning for All.

Degree: Doctor of Education (EdD), School of Education, 2018, Loyola University Chicago

  Martha Ryan-Toye Loyola University Chicago UNIVERSAL DESIGN FOR LEARNING: AN EXAMINATION OF LEADERSHIP PROMOTING STUDENT LEARNING FOR ALL This study examines the intersection of… (more)

Subjects/Keywords: change; continuous improvement; Ethics; leadership; MTSS; universal design for learning; Educational Administration and Supervision

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

APA (6th Edition):

Ryan-Toye, M. (2018). Universal Design for Learning: An Examination of Leadership Promoting Student Learning for All. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/2849

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):

Ryan-Toye, Martha. “Universal Design for Learning: An Examination of Leadership Promoting Student Learning for All.” 2018. Thesis, Loyola University Chicago. Accessed December 06, 2019. https://ecommons.luc.edu/luc_diss/2849.

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

MLA Handbook (7th Edition):

Ryan-Toye, Martha. “Universal Design for Learning: An Examination of Leadership Promoting Student Learning for All.” 2018. Web. 06 Dec 2019.

Vancouver:

Ryan-Toye M. Universal Design for Learning: An Examination of Leadership Promoting Student Learning for All. [Internet] [Thesis]. Loyola University Chicago; 2018. [cited 2019 Dec 06]. Available from: https://ecommons.luc.edu/luc_diss/2849.

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

Council of Science Editors:

Ryan-Toye M. Universal Design for Learning: An Examination of Leadership Promoting Student Learning for All. [Thesis]. Loyola University Chicago; 2018. Available from: https://ecommons.luc.edu/luc_diss/2849

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


College of William and Mary

28. Greenhaus, Karen Larsen. Teachers' Perceived Influences on Technology Integration Decisions: A Grounded Theory on Instructional Decisions after Professional Development.

Degree: Doctor of Education (EdD), Education, 2014, College of William and Mary

 This qualitative grounded theory study explored teachers' instructional decisions around planning and practice for technology integration after participation in professional development. The purpose of this… (more)

Subjects/Keywords: Instructional Media Design; Science and Mathematics Education; Teacher Education and Professional Development

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APA (6th Edition):

Greenhaus, K. L. (2014). Teachers' Perceived Influences on Technology Integration Decisions: A Grounded Theory on Instructional Decisions after Professional Development. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618733

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):

Greenhaus, Karen Larsen. “Teachers' Perceived Influences on Technology Integration Decisions: A Grounded Theory on Instructional Decisions after Professional Development.” 2014. Thesis, College of William and Mary. Accessed December 06, 2019. https://scholarworks.wm.edu/etd/1539618733.

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

MLA Handbook (7th Edition):

Greenhaus, Karen Larsen. “Teachers' Perceived Influences on Technology Integration Decisions: A Grounded Theory on Instructional Decisions after Professional Development.” 2014. Web. 06 Dec 2019.

Vancouver:

Greenhaus KL. Teachers' Perceived Influences on Technology Integration Decisions: A Grounded Theory on Instructional Decisions after Professional Development. [Internet] [Thesis]. College of William and Mary; 2014. [cited 2019 Dec 06]. Available from: https://scholarworks.wm.edu/etd/1539618733.

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

Council of Science Editors:

Greenhaus KL. Teachers' Perceived Influences on Technology Integration Decisions: A Grounded Theory on Instructional Decisions after Professional Development. [Thesis]. College of William and Mary; 2014. Available from: https://scholarworks.wm.edu/etd/1539618733

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


New Jersey Institute of Technology

29. Liu, Wen-Tsia. A feasible direction procedure for general multiple objective optimization.

Degree: Doctor of Engineering Science in Mechanical Engineering, Mechanical Engineering, 1988, New Jersey Institute of Technology

  A series of thermotropic liquid crystalline polyesters were synthesized, based on Bis-hydroxyethyl terephthalate (BHET), para-acetoxybenzoic acid (PAB) and terephthalic acid (TA). Structural studies of… (more)

Subjects/Keywords: Mathematical optimization.; Engineering design.; Mechanical Engineering

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

APA (6th Edition):

Liu, W. (1988). A feasible direction procedure for general multiple objective optimization. (Thesis). New Jersey Institute of Technology. Retrieved from https://digitalcommons.njit.edu/dissertations/1219

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):

Liu, Wen-Tsia. “A feasible direction procedure for general multiple objective optimization.” 1988. Thesis, New Jersey Institute of Technology. Accessed December 06, 2019. https://digitalcommons.njit.edu/dissertations/1219.

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

MLA Handbook (7th Edition):

Liu, Wen-Tsia. “A feasible direction procedure for general multiple objective optimization.” 1988. Web. 06 Dec 2019.

Vancouver:

Liu W. A feasible direction procedure for general multiple objective optimization. [Internet] [Thesis]. New Jersey Institute of Technology; 1988. [cited 2019 Dec 06]. Available from: https://digitalcommons.njit.edu/dissertations/1219.

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

Council of Science Editors:

Liu W. A feasible direction procedure for general multiple objective optimization. [Thesis]. New Jersey Institute of Technology; 1988. Available from: https://digitalcommons.njit.edu/dissertations/1219

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


New Jersey Institute of Technology

30. Moradi, Jacob Yaghoub. A fast boundary tracking alogorithm for constrained nonlinear mathematical programming problems.

Degree: Doctor of Engineering Science in Mechanical Engineering, Mechanical Engineering, 1977, New Jersey Institute of Technology

  A fast search algorithm for the solution of nonlinear mathematical programming optimization problems is presented in this thesis. A gradient search procedure is combined… (more)

Subjects/Keywords: Nonlinear programming.; Structural design.; Mechanical Engineering

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

APA (6th Edition):

Moradi, J. Y. (1977). A fast boundary tracking alogorithm for constrained nonlinear mathematical programming problems. (Thesis). New Jersey Institute of Technology. Retrieved from https://digitalcommons.njit.edu/dissertations/1314

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):

Moradi, Jacob Yaghoub. “A fast boundary tracking alogorithm for constrained nonlinear mathematical programming problems.” 1977. Thesis, New Jersey Institute of Technology. Accessed December 06, 2019. https://digitalcommons.njit.edu/dissertations/1314.

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

MLA Handbook (7th Edition):

Moradi, Jacob Yaghoub. “A fast boundary tracking alogorithm for constrained nonlinear mathematical programming problems.” 1977. Web. 06 Dec 2019.

Vancouver:

Moradi JY. A fast boundary tracking alogorithm for constrained nonlinear mathematical programming problems. [Internet] [Thesis]. New Jersey Institute of Technology; 1977. [cited 2019 Dec 06]. Available from: https://digitalcommons.njit.edu/dissertations/1314.

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

Council of Science Editors:

Moradi JY. A fast boundary tracking alogorithm for constrained nonlinear mathematical programming problems. [Thesis]. New Jersey Institute of Technology; 1977. Available from: https://digitalcommons.njit.edu/dissertations/1314

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

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