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You searched for subject:(Student Learning). Showing records 1 – 30 of 1824 total matches.

[1] [2] [3] [4] [5] … [61]

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University of Namibia

1. Nyambe Kamwi John. Teacher educators' interpretation and practice of learner-centred pedagogy .

Degree: 2008, University of Namibia

 The objective of this study was to understand how teacher educators in a Namibian college of education interpret and practice the learner-centred pedagogy underpinning the… (more)

Subjects/Keywords: Student- centred learning ; Learning ; Teaching

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APA (6th Edition):

John, N. K. (2008). Teacher educators' interpretation and practice of learner-centred pedagogy . (Thesis). University of Namibia. Retrieved from http://hdl.handle.net/11070/559

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):

John, Nyambe Kamwi. “Teacher educators' interpretation and practice of learner-centred pedagogy .” 2008. Thesis, University of Namibia. Accessed December 14, 2019. http://hdl.handle.net/11070/559.

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

MLA Handbook (7th Edition):

John, Nyambe Kamwi. “Teacher educators' interpretation and practice of learner-centred pedagogy .” 2008. Web. 14 Dec 2019.

Vancouver:

John NK. Teacher educators' interpretation and practice of learner-centred pedagogy . [Internet] [Thesis]. University of Namibia; 2008. [cited 2019 Dec 14]. Available from: http://hdl.handle.net/11070/559.

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

Council of Science Editors:

John NK. Teacher educators' interpretation and practice of learner-centred pedagogy . [Thesis]. University of Namibia; 2008. Available from: http://hdl.handle.net/11070/559

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


University of Georgia

2. Moore, Allison Amanda. Programmatic assessment for an undergraduate statistics major.

Degree: MS, Statistics, 2014, University of Georgia

 Programmatic assessment is used by institutions and/or departments to prompt conversations about the status of student learning and make informed decisions about educational programs. This… (more)

Subjects/Keywords: Student learning outcomes

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APA (6th Edition):

Moore, A. A. (2014). Programmatic assessment for an undergraduate statistics major. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/moore_allison_a_201405_ms

Chicago Manual of Style (16th Edition):

Moore, Allison Amanda. “Programmatic assessment for an undergraduate statistics major.” 2014. Masters Thesis, University of Georgia. Accessed December 14, 2019. http://purl.galileo.usg.edu/uga_etd/moore_allison_a_201405_ms.

MLA Handbook (7th Edition):

Moore, Allison Amanda. “Programmatic assessment for an undergraduate statistics major.” 2014. Web. 14 Dec 2019.

Vancouver:

Moore AA. Programmatic assessment for an undergraduate statistics major. [Internet] [Masters thesis]. University of Georgia; 2014. [cited 2019 Dec 14]. Available from: http://purl.galileo.usg.edu/uga_etd/moore_allison_a_201405_ms.

Council of Science Editors:

Moore AA. Programmatic assessment for an undergraduate statistics major. [Masters Thesis]. University of Georgia; 2014. Available from: http://purl.galileo.usg.edu/uga_etd/moore_allison_a_201405_ms

3. Hoppe, Kristin S. Art Rewards the Student.

Degree: Interdisciplinary Studies Program, 2010, Sonoma State University

 Purpose of the Project: The purpose of this project is to display what I have discovered while researching student-centered learning. An appropriate way to show… (more)

Subjects/Keywords: student-centered learning

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APA (6th Edition):

Hoppe, K. S. (2010). Art Rewards the Student. (Masters Thesis). Sonoma State University. Retrieved from http://hdl.handle.net/10211.1/1447

Chicago Manual of Style (16th Edition):

Hoppe, Kristin S. “Art Rewards the Student.” 2010. Masters Thesis, Sonoma State University. Accessed December 14, 2019. http://hdl.handle.net/10211.1/1447.

MLA Handbook (7th Edition):

Hoppe, Kristin S. “Art Rewards the Student.” 2010. Web. 14 Dec 2019.

Vancouver:

Hoppe KS. Art Rewards the Student. [Internet] [Masters thesis]. Sonoma State University; 2010. [cited 2019 Dec 14]. Available from: http://hdl.handle.net/10211.1/1447.

Council of Science Editors:

Hoppe KS. Art Rewards the Student. [Masters Thesis]. Sonoma State University; 2010. Available from: http://hdl.handle.net/10211.1/1447


University of Georgia

4. Goldstein, Adam Rand. An exploratory study of faculty and student affairs perceptions of undergraduate learning goals at small liberal arts and large research institutions.

Degree: PhD, Counseling and Student Personnel Services, 2004, University of Georgia

 The increasing specialization of academic disciplines and expanding presence of the cocurriculum in American higher education has led to the evolution of an organizational divide… (more)

Subjects/Keywords: Student learning

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APA (6th Edition):

Goldstein, A. R. (2004). An exploratory study of faculty and student affairs perceptions of undergraduate learning goals at small liberal arts and large research institutions. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/goldstein_adam_r_200405_phd

Chicago Manual of Style (16th Edition):

Goldstein, Adam Rand. “An exploratory study of faculty and student affairs perceptions of undergraduate learning goals at small liberal arts and large research institutions.” 2004. Doctoral Dissertation, University of Georgia. Accessed December 14, 2019. http://purl.galileo.usg.edu/uga_etd/goldstein_adam_r_200405_phd.

MLA Handbook (7th Edition):

Goldstein, Adam Rand. “An exploratory study of faculty and student affairs perceptions of undergraduate learning goals at small liberal arts and large research institutions.” 2004. Web. 14 Dec 2019.

Vancouver:

Goldstein AR. An exploratory study of faculty and student affairs perceptions of undergraduate learning goals at small liberal arts and large research institutions. [Internet] [Doctoral dissertation]. University of Georgia; 2004. [cited 2019 Dec 14]. Available from: http://purl.galileo.usg.edu/uga_etd/goldstein_adam_r_200405_phd.

Council of Science Editors:

Goldstein AR. An exploratory study of faculty and student affairs perceptions of undergraduate learning goals at small liberal arts and large research institutions. [Doctoral Dissertation]. University of Georgia; 2004. Available from: http://purl.galileo.usg.edu/uga_etd/goldstein_adam_r_200405_phd


Victoria University of Wellington

5. Nguon, Sophal. Assessment Practices in a Cambodian University: Through the Lens of Lecturers and Students.

Degree: 2013, Victoria University of Wellington

 Assessment is a key factor in enhancing student learning when appropriate assessment tasks are conducted. Assessments are used to grade students’ achievement, check learning progress,… (more)

Subjects/Keywords: Evaluation; Tertiary education; Student learning

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APA (6th Edition):

Nguon, S. (2013). Assessment Practices in a Cambodian University: Through the Lens of Lecturers and Students. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/2786

Chicago Manual of Style (16th Edition):

Nguon, Sophal. “Assessment Practices in a Cambodian University: Through the Lens of Lecturers and Students.” 2013. Masters Thesis, Victoria University of Wellington. Accessed December 14, 2019. http://hdl.handle.net/10063/2786.

MLA Handbook (7th Edition):

Nguon, Sophal. “Assessment Practices in a Cambodian University: Through the Lens of Lecturers and Students.” 2013. Web. 14 Dec 2019.

Vancouver:

Nguon S. Assessment Practices in a Cambodian University: Through the Lens of Lecturers and Students. [Internet] [Masters thesis]. Victoria University of Wellington; 2013. [cited 2019 Dec 14]. Available from: http://hdl.handle.net/10063/2786.

Council of Science Editors:

Nguon S. Assessment Practices in a Cambodian University: Through the Lens of Lecturers and Students. [Masters Thesis]. Victoria University of Wellington; 2013. Available from: http://hdl.handle.net/10063/2786


University of KwaZulu-Natal

6. [No author]. Public adult learning centres and community needs : the case of Jabu Ngcobo in Pietermaritzburg.

Degree: Education, 2007, University of KwaZulu-Natal

 Jabu Ngcobo Public Adult Learning Centre is a learning centre of the Department of Education and Culture where Adult Basic Education and Training (ABET) is… (more)

Subjects/Keywords: Student-centered learning.; Education.

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APA (6th Edition):

author], [. (2007). Public adult learning centres and community needs : the case of Jabu Ngcobo in Pietermaritzburg. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/957

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

Chicago Manual of Style (16th Edition):

author], [No. “Public adult learning centres and community needs : the case of Jabu Ngcobo in Pietermaritzburg. ” 2007. Thesis, University of KwaZulu-Natal. Accessed December 14, 2019. http://hdl.handle.net/10413/957.

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

MLA Handbook (7th Edition):

author], [No. “Public adult learning centres and community needs : the case of Jabu Ngcobo in Pietermaritzburg. ” 2007. Web. 14 Dec 2019.

Vancouver:

author] [. Public adult learning centres and community needs : the case of Jabu Ngcobo in Pietermaritzburg. [Internet] [Thesis]. University of KwaZulu-Natal; 2007. [cited 2019 Dec 14]. Available from: http://hdl.handle.net/10413/957.

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

Council of Science Editors:

author] [. Public adult learning centres and community needs : the case of Jabu Ngcobo in Pietermaritzburg. [Thesis]. University of KwaZulu-Natal; 2007. Available from: http://hdl.handle.net/10413/957

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


Addis Ababa University

7. Anbessa, Bekele Nora. Methods of Teaching and their Implications for Quality of Student Learning at Samara University .

Degree: 2012, Addis Ababa University

 The main purpose of this study was to assess methods of teaching and their implications for quality of student learning. In order to meet the… (more)

Subjects/Keywords: Student Learning; Samara University

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APA (6th Edition):

Anbessa, B. N. (2012). Methods of Teaching and their Implications for Quality of Student Learning at Samara University . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/571

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):

Anbessa, Bekele Nora. “Methods of Teaching and their Implications for Quality of Student Learning at Samara University .” 2012. Thesis, Addis Ababa University. Accessed December 14, 2019. http://etd.aau.edu.et/dspace/handle/123456789/571.

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

MLA Handbook (7th Edition):

Anbessa, Bekele Nora. “Methods of Teaching and their Implications for Quality of Student Learning at Samara University .” 2012. Web. 14 Dec 2019.

Vancouver:

Anbessa BN. Methods of Teaching and their Implications for Quality of Student Learning at Samara University . [Internet] [Thesis]. Addis Ababa University; 2012. [cited 2019 Dec 14]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/571.

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

Council of Science Editors:

Anbessa BN. Methods of Teaching and their Implications for Quality of Student Learning at Samara University . [Thesis]. Addis Ababa University; 2012. Available from: http://etd.aau.edu.et/dspace/handle/123456789/571

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


California State University – Sacramento

8. Teske, Erin R. Cooperative learning: a sixth grade mathematics curriculum for teaching addition of fractions.

Degree: MA, Education (Curriculum and Instruction, 2010, California State University – Sacramento

 Mathematics proficiency is an important aspect of education of for today???s youth. In order to be successful in today???s society students need to have more… (more)

Subjects/Keywords: Student achievement; Collaborative learning; Motivation

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APA (6th Edition):

Teske, E. R. (2010). Cooperative learning: a sixth grade mathematics curriculum for teaching addition of fractions. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/573

Chicago Manual of Style (16th Edition):

Teske, Erin R. “Cooperative learning: a sixth grade mathematics curriculum for teaching addition of fractions.” 2010. Masters Thesis, California State University – Sacramento. Accessed December 14, 2019. http://hdl.handle.net/10211.9/573.

MLA Handbook (7th Edition):

Teske, Erin R. “Cooperative learning: a sixth grade mathematics curriculum for teaching addition of fractions.” 2010. Web. 14 Dec 2019.

Vancouver:

Teske ER. Cooperative learning: a sixth grade mathematics curriculum for teaching addition of fractions. [Internet] [Masters thesis]. California State University – Sacramento; 2010. [cited 2019 Dec 14]. Available from: http://hdl.handle.net/10211.9/573.

Council of Science Editors:

Teske ER. Cooperative learning: a sixth grade mathematics curriculum for teaching addition of fractions. [Masters Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/573


University of Hawaii – Manoa

9. Yoshioka, Jon Masao. The relationship between CREDE-based instruction and student autonomy in classroom learning.

Degree: 2016, University of Hawaii – Manoa

Ph.D. University of Hawaii at Manoa 2010.

Classrooms are increasingly diverse, and students must become more autonomous in order to compete in the international community.… (more)

Subjects/Keywords: CREDE; student autonomy; classroom learning

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APA (6th Edition):

Yoshioka, J. M. (2016). The relationship between CREDE-based instruction and student autonomy in classroom learning. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/101951

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):

Yoshioka, Jon Masao. “The relationship between CREDE-based instruction and student autonomy in classroom learning.” 2016. Thesis, University of Hawaii – Manoa. Accessed December 14, 2019. http://hdl.handle.net/10125/101951.

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

MLA Handbook (7th Edition):

Yoshioka, Jon Masao. “The relationship between CREDE-based instruction and student autonomy in classroom learning.” 2016. Web. 14 Dec 2019.

Vancouver:

Yoshioka JM. The relationship between CREDE-based instruction and student autonomy in classroom learning. [Internet] [Thesis]. University of Hawaii – Manoa; 2016. [cited 2019 Dec 14]. Available from: http://hdl.handle.net/10125/101951.

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

Council of Science Editors:

Yoshioka JM. The relationship between CREDE-based instruction and student autonomy in classroom learning. [Thesis]. University of Hawaii – Manoa; 2016. Available from: http://hdl.handle.net/10125/101951

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


University of Southern California

10. Herman, Jeanne A. A case study: using the lessons of the Holocaust to promote student learning in higher education.

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

 The Holocaust, which occurred at the hands of the Nazi regime from 1933 to 1945 is the term used to describe the systematic torture and… (more)

Subjects/Keywords: Holocaust; student learning; 21st century

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APA (6th Edition):

Herman, J. A. (2015). A case study: using the lessons of the Holocaust to promote student learning in higher education. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/533577/rec/97

Chicago Manual of Style (16th Edition):

Herman, Jeanne A. “A case study: using the lessons of the Holocaust to promote student learning in higher education.” 2015. Doctoral Dissertation, University of Southern California. Accessed December 14, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/533577/rec/97.

MLA Handbook (7th Edition):

Herman, Jeanne A. “A case study: using the lessons of the Holocaust to promote student learning in higher education.” 2015. Web. 14 Dec 2019.

Vancouver:

Herman JA. A case study: using the lessons of the Holocaust to promote student learning in higher education. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Dec 14]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/533577/rec/97.

Council of Science Editors:

Herman JA. A case study: using the lessons of the Holocaust to promote student learning in higher education. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/533577/rec/97


Virginia Tech

11. Pinello, Kimberly Ann. The Relationship between Professional Learning Communities and Student Achievement in Virginia.

Degree: EdD, Educational Leadership and Policy Studies, 2017, Virginia Tech

 Many K-12 schools across the US have embraced the philosophy of professional learning communities (PLC) as a school improvement measure; however significant quantitative research is… (more)

Subjects/Keywords: professional learning communities; student achievement

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APA (6th Edition):

Pinello, K. A. (2017). The Relationship between Professional Learning Communities and Student Achievement in Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/85191

Chicago Manual of Style (16th Edition):

Pinello, Kimberly Ann. “The Relationship between Professional Learning Communities and Student Achievement in Virginia.” 2017. Doctoral Dissertation, Virginia Tech. Accessed December 14, 2019. http://hdl.handle.net/10919/85191.

MLA Handbook (7th Edition):

Pinello, Kimberly Ann. “The Relationship between Professional Learning Communities and Student Achievement in Virginia.” 2017. Web. 14 Dec 2019.

Vancouver:

Pinello KA. The Relationship between Professional Learning Communities and Student Achievement in Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2019 Dec 14]. Available from: http://hdl.handle.net/10919/85191.

Council of Science Editors:

Pinello KA. The Relationship between Professional Learning Communities and Student Achievement in Virginia. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/85191


Victoria University of Wellington

12. Drake, Michael Richard Arthur. Student Understanding of Linear Scale in Mathematics: Exploring What Year 7 and 8 Students Know.

Degree: 2010, Victoria University of Wellington

 This thesis set out to undertake a curriculum review. Scale was chosen as the focus of the review because the Mathematics and Science Taskforce (1997)… (more)

Subjects/Keywords: Measurement; Student learning; Teaching strategies

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APA (6th Edition):

Drake, M. R. A. (2010). Student Understanding of Linear Scale in Mathematics: Exploring What Year 7 and 8 Students Know. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/1225

Chicago Manual of Style (16th Edition):

Drake, Michael Richard Arthur. “Student Understanding of Linear Scale in Mathematics: Exploring What Year 7 and 8 Students Know.” 2010. Doctoral Dissertation, Victoria University of Wellington. Accessed December 14, 2019. http://hdl.handle.net/10063/1225.

MLA Handbook (7th Edition):

Drake, Michael Richard Arthur. “Student Understanding of Linear Scale in Mathematics: Exploring What Year 7 and 8 Students Know.” 2010. Web. 14 Dec 2019.

Vancouver:

Drake MRA. Student Understanding of Linear Scale in Mathematics: Exploring What Year 7 and 8 Students Know. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2010. [cited 2019 Dec 14]. Available from: http://hdl.handle.net/10063/1225.

Council of Science Editors:

Drake MRA. Student Understanding of Linear Scale in Mathematics: Exploring What Year 7 and 8 Students Know. [Doctoral Dissertation]. Victoria University of Wellington; 2010. Available from: http://hdl.handle.net/10063/1225


University of Missouri – Kansas City

13. Needham, Martha Elaine, 1947-. Comparison of Standardized Test Scores from Traditional Classrooms and those using Problem-Based Learning .

Degree: 2010, University of Missouri – Kansas City

 This research compares differences between standardized test scores in problem-based learning (PBL) classrooms and a traditional classroom for 6th grade students using a mixed-method, quasi-experimental… (more)

Subjects/Keywords: Higher-level learning; Student engagement

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APA (6th Edition):

Needham, Martha Elaine, 1. (2010). Comparison of Standardized Test Scores from Traditional Classrooms and those using Problem-Based Learning . (Thesis). University of Missouri – Kansas City. Retrieved from http://hdl.handle.net/10355/9609

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):

Needham, Martha Elaine, 1947-. “Comparison of Standardized Test Scores from Traditional Classrooms and those using Problem-Based Learning .” 2010. Thesis, University of Missouri – Kansas City. Accessed December 14, 2019. http://hdl.handle.net/10355/9609.

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

MLA Handbook (7th Edition):

Needham, Martha Elaine, 1947-. “Comparison of Standardized Test Scores from Traditional Classrooms and those using Problem-Based Learning .” 2010. Web. 14 Dec 2019.

Vancouver:

Needham, Martha Elaine 1. Comparison of Standardized Test Scores from Traditional Classrooms and those using Problem-Based Learning . [Internet] [Thesis]. University of Missouri – Kansas City; 2010. [cited 2019 Dec 14]. Available from: http://hdl.handle.net/10355/9609.

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

Council of Science Editors:

Needham, Martha Elaine 1. Comparison of Standardized Test Scores from Traditional Classrooms and those using Problem-Based Learning . [Thesis]. University of Missouri – Kansas City; 2010. Available from: http://hdl.handle.net/10355/9609

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


University of Illinois – Urbana-Champaign

14. Schneider, Melba. Beyond the open door: an analysis of the impact of participating in a first-year learning community across social identity groups.

Degree: PhD, Educational Policy Studies, 2015, University of Illinois – Urbana-Champaign

 Upon admission, colleges and universities provide students with a promise of student life and graduation as represented in photographs of the institution. However, this promise… (more)

Subjects/Keywords: retention; student success; learning communities

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APA (6th Edition):

Schneider, M. (2015). Beyond the open door: an analysis of the impact of participating in a first-year learning community across social identity groups. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/88257

Chicago Manual of Style (16th Edition):

Schneider, Melba. “Beyond the open door: an analysis of the impact of participating in a first-year learning community across social identity groups.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed December 14, 2019. http://hdl.handle.net/2142/88257.

MLA Handbook (7th Edition):

Schneider, Melba. “Beyond the open door: an analysis of the impact of participating in a first-year learning community across social identity groups.” 2015. Web. 14 Dec 2019.

Vancouver:

Schneider M. Beyond the open door: an analysis of the impact of participating in a first-year learning community across social identity groups. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Dec 14]. Available from: http://hdl.handle.net/2142/88257.

Council of Science Editors:

Schneider M. Beyond the open door: an analysis of the impact of participating in a first-year learning community across social identity groups. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/88257


University of Rochester

15. Ely, Karen E. An Assessment of student affairs preparation.

Degree: EdD, 2010, University of Rochester

Student affairs literature broadly states that student affairs practitioners should collaborate with academic affairs personnel to educate the whole student – physically, socially, emotionally, spiritually,… (more)

Subjects/Keywords: Higher education; Student learning; Collaborative learning

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APA (6th Edition):

Ely, K. E. (2010). An Assessment of student affairs preparation. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/9124

Chicago Manual of Style (16th Edition):

Ely, Karen E. “An Assessment of student affairs preparation.” 2010. Doctoral Dissertation, University of Rochester. Accessed December 14, 2019. http://hdl.handle.net/1802/9124.

MLA Handbook (7th Edition):

Ely, Karen E. “An Assessment of student affairs preparation.” 2010. Web. 14 Dec 2019.

Vancouver:

Ely KE. An Assessment of student affairs preparation. [Internet] [Doctoral dissertation]. University of Rochester; 2010. [cited 2019 Dec 14]. Available from: http://hdl.handle.net/1802/9124.

Council of Science Editors:

Ely KE. An Assessment of student affairs preparation. [Doctoral Dissertation]. University of Rochester; 2010. Available from: http://hdl.handle.net/1802/9124


University of Ontario Institute of Technology

16. Vica, Carmina. A case study for evaluating nursing and health sciences student satisfaction with e-learning.

Degree: 2015, University of Ontario Institute of Technology

 An increased demand for e-learning in nursing and health sciences education is emerging and not enough is known about factors determining nursing student satisfaction with… (more)

Subjects/Keywords: E-learning; Nursing student; Student satisfaction; GPA; Health sciences student

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

APA (6th Edition):

Vica, C. (2015). A case study for evaluating nursing and health sciences student satisfaction with e-learning. (Thesis). University of Ontario Institute of Technology. Retrieved from http://hdl.handle.net/10155/506

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):

Vica, Carmina. “A case study for evaluating nursing and health sciences student satisfaction with e-learning.” 2015. Thesis, University of Ontario Institute of Technology. Accessed December 14, 2019. http://hdl.handle.net/10155/506.

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

MLA Handbook (7th Edition):

Vica, Carmina. “A case study for evaluating nursing and health sciences student satisfaction with e-learning.” 2015. Web. 14 Dec 2019.

Vancouver:

Vica C. A case study for evaluating nursing and health sciences student satisfaction with e-learning. [Internet] [Thesis]. University of Ontario Institute of Technology; 2015. [cited 2019 Dec 14]. Available from: http://hdl.handle.net/10155/506.

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

Council of Science Editors:

Vica C. A case study for evaluating nursing and health sciences student satisfaction with e-learning. [Thesis]. University of Ontario Institute of Technology; 2015. Available from: http://hdl.handle.net/10155/506

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


Claremont Graduate University

17. Pieratt, Jennifer Ray. Teacher-Student Relationships in Project Based Learning: A Case Study of High Tech Middle North County.

Degree: PhD, 2011, Claremont Graduate University

  The purpose of this study is to explore the relationship between pedagogy and teacher-student relationships. Researchers have hypothesized that these relationships can promote better… (more)

Subjects/Keywords: pedagogy; school structure; student achievement; student learning; teacher-student relationships; Education

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

APA (6th Edition):

Pieratt, J. R. (2011). Teacher-Student Relationships in Project Based Learning: A Case Study of High Tech Middle North County. (Doctoral Dissertation). Claremont Graduate University. Retrieved from https://scholarship.claremont.edu/cgu_etd/13

Chicago Manual of Style (16th Edition):

Pieratt, Jennifer Ray. “Teacher-Student Relationships in Project Based Learning: A Case Study of High Tech Middle North County.” 2011. Doctoral Dissertation, Claremont Graduate University. Accessed December 14, 2019. https://scholarship.claremont.edu/cgu_etd/13.

MLA Handbook (7th Edition):

Pieratt, Jennifer Ray. “Teacher-Student Relationships in Project Based Learning: A Case Study of High Tech Middle North County.” 2011. Web. 14 Dec 2019.

Vancouver:

Pieratt JR. Teacher-Student Relationships in Project Based Learning: A Case Study of High Tech Middle North County. [Internet] [Doctoral dissertation]. Claremont Graduate University; 2011. [cited 2019 Dec 14]. Available from: https://scholarship.claremont.edu/cgu_etd/13.

Council of Science Editors:

Pieratt JR. Teacher-Student Relationships in Project Based Learning: A Case Study of High Tech Middle North County. [Doctoral Dissertation]. Claremont Graduate University; 2011. Available from: https://scholarship.claremont.edu/cgu_etd/13


University of Missouri – Columbia

18. Esselman, Mary E. Formative program evaluation: a system of student-centered learning.

Degree: 2012, University of Missouri – Columbia

 [ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] In the fall of 2010, five Kansas City elementary schools pioneered a new instructional model,… (more)

Subjects/Keywords: student-centered learning; personalized learning; student voice; teacher as facilitator

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

APA (6th Edition):

Esselman, M. E. (2012). Formative program evaluation: a system of student-centered learning. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/15927

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):

Esselman, Mary E. “Formative program evaluation: a system of student-centered learning.” 2012. Thesis, University of Missouri – Columbia. Accessed December 14, 2019. http://hdl.handle.net/10355/15927.

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

MLA Handbook (7th Edition):

Esselman, Mary E. “Formative program evaluation: a system of student-centered learning.” 2012. Web. 14 Dec 2019.

Vancouver:

Esselman ME. Formative program evaluation: a system of student-centered learning. [Internet] [Thesis]. University of Missouri – Columbia; 2012. [cited 2019 Dec 14]. Available from: http://hdl.handle.net/10355/15927.

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

Council of Science Editors:

Esselman ME. Formative program evaluation: a system of student-centered learning. [Thesis]. University of Missouri – Columbia; 2012. Available from: http://hdl.handle.net/10355/15927

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


University of Missouri – Columbia

19. Esselman, Mary E. Formative program evaluation: a system of student-centered learning.

Degree: 2012, University of Missouri – Columbia

 [ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] In the fall of 2010, five Kansas City elementary schools pioneered a new instructional model,… (more)

Subjects/Keywords: student-centered learning; personalized learning; student voice; teacher as facilitator

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

APA (6th Edition):

Esselman, M. E. (2012). Formative program evaluation: a system of student-centered learning. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/15927

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):

Esselman, Mary E. “Formative program evaluation: a system of student-centered learning.” 2012. Thesis, University of Missouri – Columbia. Accessed December 14, 2019. https://doi.org/10.32469/10355/15927.

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

MLA Handbook (7th Edition):

Esselman, Mary E. “Formative program evaluation: a system of student-centered learning.” 2012. Web. 14 Dec 2019.

Vancouver:

Esselman ME. Formative program evaluation: a system of student-centered learning. [Internet] [Thesis]. University of Missouri – Columbia; 2012. [cited 2019 Dec 14]. Available from: https://doi.org/10.32469/10355/15927.

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

Council of Science Editors:

Esselman ME. Formative program evaluation: a system of student-centered learning. [Thesis]. University of Missouri – Columbia; 2012. Available from: https://doi.org/10.32469/10355/15927

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


University of Louisville

20. Cohron, Winifred Riney. The effect of teacher leader interactions with teachers on student achievement: a predictive study.

Degree: PhD, Department of Leadership, Foundations, and Human Resource Education, 2009, University of Louisville

 Research literature acknowledges the importance of teacher leadership in school reform initiatives. The literature is replete with qualitative studies describing the experience of teacher leadership… (more)

Subjects/Keywords: Achievement; Teacher leaders; Student learning; Student achievement; School reform; Teaching & learning; Learning community

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

APA (6th Edition):

Cohron, W. R. (2009). The effect of teacher leader interactions with teachers on student achievement: a predictive study. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/262 ; https://ir.library.louisville.edu/etd/262

Chicago Manual of Style (16th Edition):

Cohron, Winifred Riney. “The effect of teacher leader interactions with teachers on student achievement: a predictive study.” 2009. Doctoral Dissertation, University of Louisville. Accessed December 14, 2019. 10.18297/etd/262 ; https://ir.library.louisville.edu/etd/262.

MLA Handbook (7th Edition):

Cohron, Winifred Riney. “The effect of teacher leader interactions with teachers on student achievement: a predictive study.” 2009. Web. 14 Dec 2019.

Vancouver:

Cohron WR. The effect of teacher leader interactions with teachers on student achievement: a predictive study. [Internet] [Doctoral dissertation]. University of Louisville; 2009. [cited 2019 Dec 14]. Available from: 10.18297/etd/262 ; https://ir.library.louisville.edu/etd/262.

Council of Science Editors:

Cohron WR. The effect of teacher leader interactions with teachers on student achievement: a predictive study. [Doctoral Dissertation]. University of Louisville; 2009. Available from: 10.18297/etd/262 ; https://ir.library.louisville.edu/etd/262


University of Edinburgh

21. Vigentini, Lorenzo. From learning to e-learning : mining educational data : a novel, data-driven approach to evaluate individual differences in students' interaction with learning technology.

Degree: 2010, University of Edinburgh

 In recent years, learning technology has become a very important addition to the toolkit of instructors at any level of education and training. Not only… (more)

Subjects/Keywords: 006.312; e-learning; data mining; learning technology; student learning; HCI

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

APA (6th Edition):

Vigentini, L. (2010). From learning to e-learning : mining educational data : a novel, data-driven approach to evaluate individual differences in students' interaction with learning technology. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/5532

Chicago Manual of Style (16th Edition):

Vigentini, Lorenzo. “From learning to e-learning : mining educational data : a novel, data-driven approach to evaluate individual differences in students' interaction with learning technology.” 2010. Doctoral Dissertation, University of Edinburgh. Accessed December 14, 2019. http://hdl.handle.net/1842/5532.

MLA Handbook (7th Edition):

Vigentini, Lorenzo. “From learning to e-learning : mining educational data : a novel, data-driven approach to evaluate individual differences in students' interaction with learning technology.” 2010. Web. 14 Dec 2019.

Vancouver:

Vigentini L. From learning to e-learning : mining educational data : a novel, data-driven approach to evaluate individual differences in students' interaction with learning technology. [Internet] [Doctoral dissertation]. University of Edinburgh; 2010. [cited 2019 Dec 14]. Available from: http://hdl.handle.net/1842/5532.

Council of Science Editors:

Vigentini L. From learning to e-learning : mining educational data : a novel, data-driven approach to evaluate individual differences in students' interaction with learning technology. [Doctoral Dissertation]. University of Edinburgh; 2010. Available from: http://hdl.handle.net/1842/5532


Queensland University of Technology

22. Tang, Tommy Yin. A study of learning in economics.

Degree: 2008, Queensland University of Technology

 This thesis reports on a research program to study learning in economics utilising non-traditional research methodology. The study aimed to achieve four inter-related objectives. Research… (more)

Subjects/Keywords: economics education; student learning; knowledge transfer; learning outcome; learning process; assessment

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

APA (6th Edition):

Tang, T. Y. (2008). A study of learning in economics. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/16691/

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):

Tang, Tommy Yin. “A study of learning in economics.” 2008. Thesis, Queensland University of Technology. Accessed December 14, 2019. https://eprints.qut.edu.au/16691/.

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

MLA Handbook (7th Edition):

Tang, Tommy Yin. “A study of learning in economics.” 2008. Web. 14 Dec 2019.

Vancouver:

Tang TY. A study of learning in economics. [Internet] [Thesis]. Queensland University of Technology; 2008. [cited 2019 Dec 14]. Available from: https://eprints.qut.edu.au/16691/.

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

Council of Science Editors:

Tang TY. A study of learning in economics. [Thesis]. Queensland University of Technology; 2008. Available from: https://eprints.qut.edu.au/16691/

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


University of Wollongong

23. Baharun, N. Improving students' learning of statistics: the impact of web-based learning support on student outcomes.

Degree: PhD, 2012, University of Wollongong

  This thesis investigated the provision of learning supports within an e-learning environment in terms of its impact on student learning outcomes in mathematics and… (more)

Subjects/Keywords: learning supports; learning statistics; student outcomes; web-based learning

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

APA (6th Edition):

Baharun, N. (2012). Improving students' learning of statistics: the impact of web-based learning support on student outcomes. (Doctoral Dissertation). University of Wollongong. Retrieved from 0104 STATISTICS, 010499 Statistics not elsewhere classified, 019999 Mathematical Sciences not elsewhere classified ; https://ro.uow.edu.au/theses/3618

Chicago Manual of Style (16th Edition):

Baharun, N. “Improving students' learning of statistics: the impact of web-based learning support on student outcomes.” 2012. Doctoral Dissertation, University of Wollongong. Accessed December 14, 2019. 0104 STATISTICS, 010499 Statistics not elsewhere classified, 019999 Mathematical Sciences not elsewhere classified ; https://ro.uow.edu.au/theses/3618.

MLA Handbook (7th Edition):

Baharun, N. “Improving students' learning of statistics: the impact of web-based learning support on student outcomes.” 2012. Web. 14 Dec 2019.

Vancouver:

Baharun N. Improving students' learning of statistics: the impact of web-based learning support on student outcomes. [Internet] [Doctoral dissertation]. University of Wollongong; 2012. [cited 2019 Dec 14]. Available from: 0104 STATISTICS, 010499 Statistics not elsewhere classified, 019999 Mathematical Sciences not elsewhere classified ; https://ro.uow.edu.au/theses/3618.

Council of Science Editors:

Baharun N. Improving students' learning of statistics: the impact of web-based learning support on student outcomes. [Doctoral Dissertation]. University of Wollongong; 2012. Available from: 0104 STATISTICS, 010499 Statistics not elsewhere classified, 019999 Mathematical Sciences not elsewhere classified ; https://ro.uow.edu.au/theses/3618


University of South Africa

24. Mihrka, Adamu Assefa. Learning styles and attitudes towards active learning of students at different levels in Ethiopia .

Degree: 2014, University of South Africa

 The government of the Federal Democratic Republic of Ethiopia proclaimed a new curriculum for reconstructing the education system. The programme aimed at changing the predominantly-used… (more)

Subjects/Keywords: Learning styles; Attitudes; Active learning; Student-centred teaching; Constructivist learning theory

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

APA (6th Edition):

Mihrka, A. A. (2014). Learning styles and attitudes towards active learning of students at different levels in Ethiopia . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/18240

Chicago Manual of Style (16th Edition):

Mihrka, Adamu Assefa. “Learning styles and attitudes towards active learning of students at different levels in Ethiopia .” 2014. Doctoral Dissertation, University of South Africa. Accessed December 14, 2019. http://hdl.handle.net/10500/18240.

MLA Handbook (7th Edition):

Mihrka, Adamu Assefa. “Learning styles and attitudes towards active learning of students at different levels in Ethiopia .” 2014. Web. 14 Dec 2019.

Vancouver:

Mihrka AA. Learning styles and attitudes towards active learning of students at different levels in Ethiopia . [Internet] [Doctoral dissertation]. University of South Africa; 2014. [cited 2019 Dec 14]. Available from: http://hdl.handle.net/10500/18240.

Council of Science Editors:

Mihrka AA. Learning styles and attitudes towards active learning of students at different levels in Ethiopia . [Doctoral Dissertation]. University of South Africa; 2014. Available from: http://hdl.handle.net/10500/18240


University of Kansas

25. Comfort, Jared Michael. An exploratory study of the relationship between a blended learning approach to instruction and 5th grade student performance in a Kansas public school district.

Degree: EdD, Educational Leadership and Policy Studies, 2016, University of Kansas

 This dissertation is a mixed methods study of a mid-sized Kansas school district. It explores the relationship between a blended learning approach to instruction and… (more)

Subjects/Keywords: Educational leadership; Educational technology; blended learning; hybrid learning; instructional strategies; student learning; student outcomes; student performance

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

APA (6th Edition):

Comfort, J. M. (2016). An exploratory study of the relationship between a blended learning approach to instruction and 5th grade student performance in a Kansas public school district. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/21988

Chicago Manual of Style (16th Edition):

Comfort, Jared Michael. “An exploratory study of the relationship between a blended learning approach to instruction and 5th grade student performance in a Kansas public school district.” 2016. Doctoral Dissertation, University of Kansas. Accessed December 14, 2019. http://hdl.handle.net/1808/21988.

MLA Handbook (7th Edition):

Comfort, Jared Michael. “An exploratory study of the relationship between a blended learning approach to instruction and 5th grade student performance in a Kansas public school district.” 2016. Web. 14 Dec 2019.

Vancouver:

Comfort JM. An exploratory study of the relationship between a blended learning approach to instruction and 5th grade student performance in a Kansas public school district. [Internet] [Doctoral dissertation]. University of Kansas; 2016. [cited 2019 Dec 14]. Available from: http://hdl.handle.net/1808/21988.

Council of Science Editors:

Comfort JM. An exploratory study of the relationship between a blended learning approach to instruction and 5th grade student performance in a Kansas public school district. [Doctoral Dissertation]. University of Kansas; 2016. Available from: http://hdl.handle.net/1808/21988


University of Victoria

26. Chan, Mannix. Understanding undergraduate student engagement: motivations and experiences.

Degree: Department of Educational Psychology and Leadership Studies, 2017, University of Victoria

 An undergraduate student’s level of engagement in non-academic activities has demonstrated to be a robust predictor of their success in higher education. Previous research indicates… (more)

Subjects/Keywords: Leadership; Millennials; Higher Education; Student Motivation; Student Engagement; Student Involvement; Extracurricular Activities; Student Experience; Non-academic learning; Student Success

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

APA (6th Edition):

Chan, M. (2017). Understanding undergraduate student engagement: motivations and experiences. (Masters Thesis). University of Victoria. Retrieved from https://dspace.library.uvic.ca//handle/1828/8517

Chicago Manual of Style (16th Edition):

Chan, Mannix. “Understanding undergraduate student engagement: motivations and experiences.” 2017. Masters Thesis, University of Victoria. Accessed December 14, 2019. https://dspace.library.uvic.ca//handle/1828/8517.

MLA Handbook (7th Edition):

Chan, Mannix. “Understanding undergraduate student engagement: motivations and experiences.” 2017. Web. 14 Dec 2019.

Vancouver:

Chan M. Understanding undergraduate student engagement: motivations and experiences. [Internet] [Masters thesis]. University of Victoria; 2017. [cited 2019 Dec 14]. Available from: https://dspace.library.uvic.ca//handle/1828/8517.

Council of Science Editors:

Chan M. Understanding undergraduate student engagement: motivations and experiences. [Masters Thesis]. University of Victoria; 2017. Available from: https://dspace.library.uvic.ca//handle/1828/8517


University of Limerick

27. Prastyo, Yanuar. Effects of cooperative learning on student teachers’ communicative competence in Indonesia.

Degree: 2017, University of Limerick

peer-reviewed

Cooperative learning is one of the instructional methodologies which have gained international attention in the globalization era. The approach has been found to be… (more)

Subjects/Keywords: co-operative learning; Indonesia; student; teacher

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

APA (6th Edition):

Prastyo, Y. (2017). Effects of cooperative learning on student teachers’ communicative competence in Indonesia. (Thesis). University of Limerick. Retrieved from http://hdl.handle.net/10344/6533

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):

Prastyo, Yanuar. “Effects of cooperative learning on student teachers’ communicative competence in Indonesia.” 2017. Thesis, University of Limerick. Accessed December 14, 2019. http://hdl.handle.net/10344/6533.

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

MLA Handbook (7th Edition):

Prastyo, Yanuar. “Effects of cooperative learning on student teachers’ communicative competence in Indonesia.” 2017. Web. 14 Dec 2019.

Vancouver:

Prastyo Y. Effects of cooperative learning on student teachers’ communicative competence in Indonesia. [Internet] [Thesis]. University of Limerick; 2017. [cited 2019 Dec 14]. Available from: http://hdl.handle.net/10344/6533.

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

Council of Science Editors:

Prastyo Y. Effects of cooperative learning on student teachers’ communicative competence in Indonesia. [Thesis]. University of Limerick; 2017. Available from: http://hdl.handle.net/10344/6533

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


University of Limerick

28. Canty, Donal. The impact of holistic assessment using adaptive comparative judgement on student learning.

Degree: 2012, University of Limerick

peer-reviewed

The shift in philosophy in Irish technology education has brought with it new challenges for practitioners, curriculum developers and awarding bodies. With the emphasis… (more)

Subjects/Keywords: Irish technology; technology student; education; learning

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APA (6th Edition):

Canty, D. (2012). The impact of holistic assessment using adaptive comparative judgement on student learning. (Thesis). University of Limerick. Retrieved from http://hdl.handle.net/10344/6766

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):

Canty, Donal. “The impact of holistic assessment using adaptive comparative judgement on student learning.” 2012. Thesis, University of Limerick. Accessed December 14, 2019. http://hdl.handle.net/10344/6766.

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

MLA Handbook (7th Edition):

Canty, Donal. “The impact of holistic assessment using adaptive comparative judgement on student learning.” 2012. Web. 14 Dec 2019.

Vancouver:

Canty D. The impact of holistic assessment using adaptive comparative judgement on student learning. [Internet] [Thesis]. University of Limerick; 2012. [cited 2019 Dec 14]. Available from: http://hdl.handle.net/10344/6766.

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

Council of Science Editors:

Canty D. The impact of holistic assessment using adaptive comparative judgement on student learning. [Thesis]. University of Limerick; 2012. Available from: http://hdl.handle.net/10344/6766

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


University of Alberta

29. Karon, Dragon. Field dependence and student achievement in technology-based learning: a meta-analysis.

Degree: MEd, Department of Educational Psychology, 2009, University of Alberta

 This investigation was a synthesis of 35 research studies with a total sample size of 3,082 students selected on the basis of Witkin’s theory of… (more)

Subjects/Keywords: Field Dependence; Technology-Based Learning; Student Achievement

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APA (6th Edition):

Karon, D. (2009). Field dependence and student achievement in technology-based learning: a meta-analysis. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/bv73c167p

Chicago Manual of Style (16th Edition):

Karon, Dragon. “Field dependence and student achievement in technology-based learning: a meta-analysis.” 2009. Masters Thesis, University of Alberta. Accessed December 14, 2019. https://era.library.ualberta.ca/files/bv73c167p.

MLA Handbook (7th Edition):

Karon, Dragon. “Field dependence and student achievement in technology-based learning: a meta-analysis.” 2009. Web. 14 Dec 2019.

Vancouver:

Karon D. Field dependence and student achievement in technology-based learning: a meta-analysis. [Internet] [Masters thesis]. University of Alberta; 2009. [cited 2019 Dec 14]. Available from: https://era.library.ualberta.ca/files/bv73c167p.

Council of Science Editors:

Karon D. Field dependence and student achievement in technology-based learning: a meta-analysis. [Masters Thesis]. University of Alberta; 2009. Available from: https://era.library.ualberta.ca/files/bv73c167p


Leiden University

30. Noort, Roxanne van. Matching teacher feedback and student perceptions in a collaborative learning environment.

Degree: 2012, Leiden University

 Teacher feedback is an important aspect of social learning. However, the match between teacher feedback and students’ perceptions of this teacher feedback is scarcely studied.… (more)

Subjects/Keywords: teacher feedback; student perceptions; collaborative learning

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

APA (6th Edition):

Noort, R. v. (2012). Matching teacher feedback and student perceptions in a collaborative learning environment. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/18630

Chicago Manual of Style (16th Edition):

Noort, Roxanne van. “Matching teacher feedback and student perceptions in a collaborative learning environment.” 2012. Masters Thesis, Leiden University. Accessed December 14, 2019. http://hdl.handle.net/1887/18630.

MLA Handbook (7th Edition):

Noort, Roxanne van. “Matching teacher feedback and student perceptions in a collaborative learning environment.” 2012. Web. 14 Dec 2019.

Vancouver:

Noort Rv. Matching teacher feedback and student perceptions in a collaborative learning environment. [Internet] [Masters thesis]. Leiden University; 2012. [cited 2019 Dec 14]. Available from: http://hdl.handle.net/1887/18630.

Council of Science Editors:

Noort Rv. Matching teacher feedback and student perceptions in a collaborative learning environment. [Masters Thesis]. Leiden University; 2012. Available from: http://hdl.handle.net/1887/18630

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