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You searched for subject:(Student Outcomes). Showing records 1 – 30 of 201 total matches.

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University of Georgia

1. 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 April 18, 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. 18 Apr 2019.

Vancouver:

Moore AA. Programmatic assessment for an undergraduate statistics major. [Internet] [Masters thesis]. University of Georgia; 2014. [cited 2019 Apr 18]. 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


University of Wollongong

2. Pearce, Frank. AEWs: Skilled uncles and aunties smoothing out the bumps on the road to learning.

Degree: Master of Education - Research, Faculty of Education, 2011, University of Wollongong

  Aboriginal Education Workers (AEWs) were first introduced to Australian schools in 1974 basically as a feel-good Social Justice response to the 1967 Referendum. What… (more)

Subjects/Keywords: surveys; AEWs; improved student outcomes; perceptions

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APA (6th Edition):

Pearce, F. (2011). AEWs: Skilled uncles and aunties smoothing out the bumps on the road to learning. (Masters Thesis). University of Wollongong. Retrieved from ; http://ro.uow.edu.au/theses/3685

Chicago Manual of Style (16th Edition):

Pearce, Frank. “AEWs: Skilled uncles and aunties smoothing out the bumps on the road to learning.” 2011. Masters Thesis, University of Wollongong. Accessed April 18, 2019. ; http://ro.uow.edu.au/theses/3685.

MLA Handbook (7th Edition):

Pearce, Frank. “AEWs: Skilled uncles and aunties smoothing out the bumps on the road to learning.” 2011. Web. 18 Apr 2019.

Vancouver:

Pearce F. AEWs: Skilled uncles and aunties smoothing out the bumps on the road to learning. [Internet] [Masters thesis]. University of Wollongong; 2011. [cited 2019 Apr 18]. Available from: ; http://ro.uow.edu.au/theses/3685.

Council of Science Editors:

Pearce F. AEWs: Skilled uncles and aunties smoothing out the bumps on the road to learning. [Masters Thesis]. University of Wollongong; 2011. Available from: ; http://ro.uow.edu.au/theses/3685


University of Illinois – Chicago

3. Tasker, Timothy Bruce. Rethinking Bias-Based Bullying: Stigma, Identity, and Context in Adolescent Bullying.

Degree: 2017, University of Illinois – Chicago

 Bullying constitutes a considerable threat to the physical, psychosocial, and academic wellbeing of children and adolescents around the world. Three hallmarks together define bullying behavior:… (more)

Subjects/Keywords: Bullying; bias; stigma; school climate; student outcomes

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APA (6th Edition):

Tasker, T. B. (2017). Rethinking Bias-Based Bullying: Stigma, Identity, and Context in Adolescent Bullying. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/21949

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):

Tasker, Timothy Bruce. “Rethinking Bias-Based Bullying: Stigma, Identity, and Context in Adolescent Bullying.” 2017. Thesis, University of Illinois – Chicago. Accessed April 18, 2019. http://hdl.handle.net/10027/21949.

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

MLA Handbook (7th Edition):

Tasker, Timothy Bruce. “Rethinking Bias-Based Bullying: Stigma, Identity, and Context in Adolescent Bullying.” 2017. Web. 18 Apr 2019.

Vancouver:

Tasker TB. Rethinking Bias-Based Bullying: Stigma, Identity, and Context in Adolescent Bullying. [Internet] [Thesis]. University of Illinois – Chicago; 2017. [cited 2019 Apr 18]. Available from: http://hdl.handle.net/10027/21949.

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

Council of Science Editors:

Tasker TB. Rethinking Bias-Based Bullying: Stigma, Identity, and Context in Adolescent Bullying. [Thesis]. University of Illinois – Chicago; 2017. Available from: http://hdl.handle.net/10027/21949

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

4. Smith, Richard James. The Effects of Dual Enrollment Programs on Student Level Outcomes at a Rural Community College: a Quantitative Research Study.

Degree: 2015, Ferris State University

 Higher education opportunities are prevalent in many different forms throughout the state of Michigan. These opportunities include advanced placement, early college, middle college, technical programming,… (more)

Subjects/Keywords: Student level outcomes; Dual enrollment programs.

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APA (6th Edition):

Smith, R. J. (2015). The Effects of Dual Enrollment Programs on Student Level Outcomes at a Rural Community College: a Quantitative Research Study. (Thesis). Ferris State University. Retrieved from http://hdl.handle.net/2323/5286

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

Chicago Manual of Style (16th Edition):

Smith, Richard James. “The Effects of Dual Enrollment Programs on Student Level Outcomes at a Rural Community College: a Quantitative Research Study.” 2015. Thesis, Ferris State University. Accessed April 18, 2019. http://hdl.handle.net/2323/5286.

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

MLA Handbook (7th Edition):

Smith, Richard James. “The Effects of Dual Enrollment Programs on Student Level Outcomes at a Rural Community College: a Quantitative Research Study.” 2015. Web. 18 Apr 2019.

Vancouver:

Smith RJ. The Effects of Dual Enrollment Programs on Student Level Outcomes at a Rural Community College: a Quantitative Research Study. [Internet] [Thesis]. Ferris State University; 2015. [cited 2019 Apr 18]. Available from: http://hdl.handle.net/2323/5286.

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

Council of Science Editors:

Smith RJ. The Effects of Dual Enrollment Programs on Student Level Outcomes at a Rural Community College: a Quantitative Research Study. [Thesis]. Ferris State University; 2015. Available from: http://hdl.handle.net/2323/5286

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


Vanderbilt University

5. Liu, Keke. Peer Group Effects on Student Outcomes: Evidence from Randomized Lotteries.

Degree: PhD, Leadership and Policy Studies, 2010, Vanderbilt University

 This study examines both school and classroom level peer group effects on middle school student academic and behavioral outcomes in a mid-size urban district in… (more)

Subjects/Keywords: peer effects; magnet schools; student outcomes; randomization

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APA (6th Edition):

Liu, K. (2010). Peer Group Effects on Student Outcomes: Evidence from Randomized Lotteries. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-11162010-150647/ ;

Chicago Manual of Style (16th Edition):

Liu, Keke. “Peer Group Effects on Student Outcomes: Evidence from Randomized Lotteries.” 2010. Doctoral Dissertation, Vanderbilt University. Accessed April 18, 2019. http://etd.library.vanderbilt.edu/available/etd-11162010-150647/ ;.

MLA Handbook (7th Edition):

Liu, Keke. “Peer Group Effects on Student Outcomes: Evidence from Randomized Lotteries.” 2010. Web. 18 Apr 2019.

Vancouver:

Liu K. Peer Group Effects on Student Outcomes: Evidence from Randomized Lotteries. [Internet] [Doctoral dissertation]. Vanderbilt University; 2010. [cited 2019 Apr 18]. Available from: http://etd.library.vanderbilt.edu/available/etd-11162010-150647/ ;.

Council of Science Editors:

Liu K. Peer Group Effects on Student Outcomes: Evidence from Randomized Lotteries. [Doctoral Dissertation]. Vanderbilt University; 2010. Available from: http://etd.library.vanderbilt.edu/available/etd-11162010-150647/ ;


Mississippi State University

6. Leathem, Thomas Michael. A curriculum review of a construction management program for consideration of accreditation by the American Council for Construction Education.

Degree: PhD, Curriculum, Instruction and Special Education, 2018, Mississippi State University

  The Building Construction Science program at Mississippi State University is undergoing a major curriculum review and revision process in preparation for accreditation by the… (more)

Subjects/Keywords: Construction Management;

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APA (6th Edition):

Leathem, T. M. (2018). A curriculum review of a construction management program for consideration of accreditation by the American Council for Construction Education. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-11162017-074337/ ;

Chicago Manual of Style (16th Edition):

Leathem, Thomas Michael. “A curriculum review of a construction management program for consideration of accreditation by the American Council for Construction Education.” 2018. Doctoral Dissertation, Mississippi State University. Accessed April 18, 2019. http://sun.library.msstate.edu/ETD-db/theses/available/etd-11162017-074337/ ;.

MLA Handbook (7th Edition):

Leathem, Thomas Michael. “A curriculum review of a construction management program for consideration of accreditation by the American Council for Construction Education.” 2018. Web. 18 Apr 2019.

Vancouver:

Leathem TM. A curriculum review of a construction management program for consideration of accreditation by the American Council for Construction Education. [Internet] [Doctoral dissertation]. Mississippi State University; 2018. [cited 2019 Apr 18]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-11162017-074337/ ;.

Council of Science Editors:

Leathem TM. A curriculum review of a construction management program for consideration of accreditation by the American Council for Construction Education. [Doctoral Dissertation]. Mississippi State University; 2018. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-11162017-074337/ ;


Virginia Tech

7. Brod, David. Building a Model to Test the Relationship Between Higher Education Spending and Student Debt.

Degree: PhD, Higher Education, 2018, Virginia Tech

 The rising cost of tuition and fees is no doubt a major contributor to rising student debt but it is certainly not the only factor.… (more)

Subjects/Keywords: higher education; student debt; institutional expenditures; student outcomes

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APA (6th Edition):

Brod, D. (2018). Building a Model to Test the Relationship Between Higher Education Spending and Student Debt. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/83862

Chicago Manual of Style (16th Edition):

Brod, David. “Building a Model to Test the Relationship Between Higher Education Spending and Student Debt.” 2018. Doctoral Dissertation, Virginia Tech. Accessed April 18, 2019. http://hdl.handle.net/10919/83862.

MLA Handbook (7th Edition):

Brod, David. “Building a Model to Test the Relationship Between Higher Education Spending and Student Debt.” 2018. Web. 18 Apr 2019.

Vancouver:

Brod D. Building a Model to Test the Relationship Between Higher Education Spending and Student Debt. [Internet] [Doctoral dissertation]. Virginia Tech; 2018. [cited 2019 Apr 18]. Available from: http://hdl.handle.net/10919/83862.

Council of Science Editors:

Brod D. Building a Model to Test the Relationship Between Higher Education Spending and Student Debt. [Doctoral Dissertation]. Virginia Tech; 2018. Available from: http://hdl.handle.net/10919/83862


University of Iowa

8. Rosas, Marisela. College student activism: an exploration of learning outcomes.

Degree: PhD, Counseling, Rehabilitation and Student Development, 2010, University of Iowa

  Long has been the charge by society for college and universities to produce more engaged citizenship. Institutional initiatives on civic engagement have focused on… (more)

Subjects/Keywords: college student activism; higher education; learning outcomes; student affairs administration; Student Counseling and Personnel Services

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APA (6th Edition):

Rosas, M. (2010). College student activism: an exploration of learning outcomes. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/589

Chicago Manual of Style (16th Edition):

Rosas, Marisela. “College student activism: an exploration of learning outcomes.” 2010. Doctoral Dissertation, University of Iowa. Accessed April 18, 2019. https://ir.uiowa.edu/etd/589.

MLA Handbook (7th Edition):

Rosas, Marisela. “College student activism: an exploration of learning outcomes.” 2010. Web. 18 Apr 2019.

Vancouver:

Rosas M. College student activism: an exploration of learning outcomes. [Internet] [Doctoral dissertation]. University of Iowa; 2010. [cited 2019 Apr 18]. Available from: https://ir.uiowa.edu/etd/589.

Council of Science Editors:

Rosas M. College student activism: an exploration of learning outcomes. [Doctoral Dissertation]. University of Iowa; 2010. Available from: https://ir.uiowa.edu/etd/589


Louisiana State University

9. Terlecki, Meredith Ashley. The Long-term Effect of a Brief Motivational Alcohol Intervention for Heavy Drinking Mandated College Students.

Degree: PhD, Psychology, 2011, Louisiana State University

 The study evaluated the long-term impact of a brief motivational intervention (BMI) among college undergraduates mandated to treatment relative to heavy drinking volunteer students. Participants… (more)

Subjects/Keywords: readiness to change; alcohol; moderator; treatment outcomes; mandated student; brief motivational intervention; college student

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APA (6th Edition):

Terlecki, M. A. (2011). The Long-term Effect of a Brief Motivational Alcohol Intervention for Heavy Drinking Mandated College Students. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-06272011-115911 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1619

Chicago Manual of Style (16th Edition):

Terlecki, Meredith Ashley. “The Long-term Effect of a Brief Motivational Alcohol Intervention for Heavy Drinking Mandated College Students.” 2011. Doctoral Dissertation, Louisiana State University. Accessed April 18, 2019. etd-06272011-115911 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1619.

MLA Handbook (7th Edition):

Terlecki, Meredith Ashley. “The Long-term Effect of a Brief Motivational Alcohol Intervention for Heavy Drinking Mandated College Students.” 2011. Web. 18 Apr 2019.

Vancouver:

Terlecki MA. The Long-term Effect of a Brief Motivational Alcohol Intervention for Heavy Drinking Mandated College Students. [Internet] [Doctoral dissertation]. Louisiana State University; 2011. [cited 2019 Apr 18]. Available from: etd-06272011-115911 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1619.

Council of Science Editors:

Terlecki MA. The Long-term Effect of a Brief Motivational Alcohol Intervention for Heavy Drinking Mandated College Students. [Doctoral Dissertation]. Louisiana State University; 2011. Available from: etd-06272011-115911 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1619


George Mason University

10. Baum, Evan. From Frustrated to Empowered: Exploring the Process of How Mid-Level Student Affairs Professionals Make Meaning of the Responsibility for Assessing Student Learning Outcomes .

Degree: 2015, George Mason University

 This dissertation explored the process by which ten mid-level student affairs professionals at ten different large public universities make meaning of their responsibilities for assessing… (more)

Subjects/Keywords: Higher education administration; Health education; assessment; meaning making; mid-level; student affairs; student learning outcomes

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APA (6th Edition):

Baum, E. (2015). From Frustrated to Empowered: Exploring the Process of How Mid-Level Student Affairs Professionals Make Meaning of the Responsibility for Assessing Student Learning Outcomes . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/9855

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):

Baum, Evan. “From Frustrated to Empowered: Exploring the Process of How Mid-Level Student Affairs Professionals Make Meaning of the Responsibility for Assessing Student Learning Outcomes .” 2015. Thesis, George Mason University. Accessed April 18, 2019. http://hdl.handle.net/1920/9855.

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

MLA Handbook (7th Edition):

Baum, Evan. “From Frustrated to Empowered: Exploring the Process of How Mid-Level Student Affairs Professionals Make Meaning of the Responsibility for Assessing Student Learning Outcomes .” 2015. Web. 18 Apr 2019.

Vancouver:

Baum E. From Frustrated to Empowered: Exploring the Process of How Mid-Level Student Affairs Professionals Make Meaning of the Responsibility for Assessing Student Learning Outcomes . [Internet] [Thesis]. George Mason University; 2015. [cited 2019 Apr 18]. Available from: http://hdl.handle.net/1920/9855.

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

Council of Science Editors:

Baum E. From Frustrated to Empowered: Exploring the Process of How Mid-Level Student Affairs Professionals Make Meaning of the Responsibility for Assessing Student Learning Outcomes . [Thesis]. George Mason University; 2015. Available from: http://hdl.handle.net/1920/9855

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


University of Waikato

11. Tutbury, Alicia Anne. The impact of work experience on subsequent career outcomes of New Zealand university graduates .

Degree: 2013, University of Waikato

 The principal objective of this study was to ascertain whether career outcome differences exist between recent university graduates who have had differing types of work… (more)

Subjects/Keywords: Student work experience impact on subsequent career outcomes; New Zealand university graduates; Recent university graduates; Student career outcomes; Varying types of work experience; Studying and working; Graduate career outcomes

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APA (6th Edition):

Tutbury, A. A. (2013). The impact of work experience on subsequent career outcomes of New Zealand university graduates . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/7940

Chicago Manual of Style (16th Edition):

Tutbury, Alicia Anne. “The impact of work experience on subsequent career outcomes of New Zealand university graduates .” 2013. Masters Thesis, University of Waikato. Accessed April 18, 2019. http://hdl.handle.net/10289/7940.

MLA Handbook (7th Edition):

Tutbury, Alicia Anne. “The impact of work experience on subsequent career outcomes of New Zealand university graduates .” 2013. Web. 18 Apr 2019.

Vancouver:

Tutbury AA. The impact of work experience on subsequent career outcomes of New Zealand university graduates . [Internet] [Masters thesis]. University of Waikato; 2013. [cited 2019 Apr 18]. Available from: http://hdl.handle.net/10289/7940.

Council of Science Editors:

Tutbury AA. The impact of work experience on subsequent career outcomes of New Zealand university graduates . [Masters Thesis]. University of Waikato; 2013. Available from: http://hdl.handle.net/10289/7940


Northeastern University

12. Norwood, Adam. The story of teacher skill development: an interpretative phenomenological analysis.

Degree: EdD, School of Education, 2017, Northeastern University

 An abundance of research identifies teacher quality as a major, if not dominant, factor that contributes to student achievement. Although some research has identified specific… (more)

Subjects/Keywords: mentoring; professional development; skill development; student outcomes; teacher efficacy

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APA (6th Edition):

Norwood, A. (2017). The story of teacher skill development: an interpretative phenomenological analysis. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20259588

Chicago Manual of Style (16th Edition):

Norwood, Adam. “The story of teacher skill development: an interpretative phenomenological analysis.” 2017. Doctoral Dissertation, Northeastern University. Accessed April 18, 2019. http://hdl.handle.net/2047/D20259588.

MLA Handbook (7th Edition):

Norwood, Adam. “The story of teacher skill development: an interpretative phenomenological analysis.” 2017. Web. 18 Apr 2019.

Vancouver:

Norwood A. The story of teacher skill development: an interpretative phenomenological analysis. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2019 Apr 18]. Available from: http://hdl.handle.net/2047/D20259588.

Council of Science Editors:

Norwood A. The story of teacher skill development: an interpretative phenomenological analysis. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20259588


University of Wollongong

13. 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 (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 ; http://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 April 18, 2019. 0104 STATISTICS, 010499 Statistics not elsewhere classified, 019999 Mathematical Sciences not elsewhere classified ; http://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. 18 Apr 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 Apr 18]. Available from: 0104 STATISTICS, 010499 Statistics not elsewhere classified, 019999 Mathematical Sciences not elsewhere classified ; http://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 ; http://ro.uow.edu.au/theses/3618


Texas A&M University

14. Rhodes-Monette, Kimberly. An Analysis of Four Implementation Levels for the Positive Behavioral Interventions and Supports (PBIS) on Selected Aggregated High School Student Performance Outcomes.

Degree: 2014, Texas A&M University

 The Positive Behavioral Interventions and Support (PBIS) framework is a school-wide program formulated to address discipline and academic performance along with social behavior skills. The… (more)

Subjects/Keywords: PBIS; PBS; SWPBS; policy implementation; student performance outcomes; high school PBIS

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APA (6th Edition):

Rhodes-Monette, K. (2014). An Analysis of Four Implementation Levels for the Positive Behavioral Interventions and Supports (PBIS) on Selected Aggregated High School Student Performance Outcomes. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/154202

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):

Rhodes-Monette, Kimberly. “An Analysis of Four Implementation Levels for the Positive Behavioral Interventions and Supports (PBIS) on Selected Aggregated High School Student Performance Outcomes.” 2014. Thesis, Texas A&M University. Accessed April 18, 2019. http://hdl.handle.net/1969.1/154202.

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

MLA Handbook (7th Edition):

Rhodes-Monette, Kimberly. “An Analysis of Four Implementation Levels for the Positive Behavioral Interventions and Supports (PBIS) on Selected Aggregated High School Student Performance Outcomes.” 2014. Web. 18 Apr 2019.

Vancouver:

Rhodes-Monette K. An Analysis of Four Implementation Levels for the Positive Behavioral Interventions and Supports (PBIS) on Selected Aggregated High School Student Performance Outcomes. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Apr 18]. Available from: http://hdl.handle.net/1969.1/154202.

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

Council of Science Editors:

Rhodes-Monette K. An Analysis of Four Implementation Levels for the Positive Behavioral Interventions and Supports (PBIS) on Selected Aggregated High School Student Performance Outcomes. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/154202

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


University of KwaZulu-Natal

15. Naidoo, Marlene. An outcomes evaluation of a quality improvement training initiative for undergraduate student nurses, at a public hospital in the KwaZulu-Natal Midlands, South Africa.

Degree: 2017, University of KwaZulu-Natal

 The aim of the study was to conduct an outcomes evaluation of a one-day Quality Improvement (QI) Training initiative for undergraduate student nurses, at a… (more)

Subjects/Keywords: Outcomes evaluation.; Nursing education - KwaZulu-Natal.; Training initiatives.; Undergraduate student nurses.

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APA (6th Edition):

Naidoo, M. (2017). An outcomes evaluation of a quality improvement training initiative for undergraduate student nurses, at a public hospital in the KwaZulu-Natal Midlands, South Africa. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/15760

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):

Naidoo, Marlene. “An outcomes evaluation of a quality improvement training initiative for undergraduate student nurses, at a public hospital in the KwaZulu-Natal Midlands, South Africa.” 2017. Thesis, University of KwaZulu-Natal. Accessed April 18, 2019. http://hdl.handle.net/10413/15760.

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

MLA Handbook (7th Edition):

Naidoo, Marlene. “An outcomes evaluation of a quality improvement training initiative for undergraduate student nurses, at a public hospital in the KwaZulu-Natal Midlands, South Africa.” 2017. Web. 18 Apr 2019.

Vancouver:

Naidoo M. An outcomes evaluation of a quality improvement training initiative for undergraduate student nurses, at a public hospital in the KwaZulu-Natal Midlands, South Africa. [Internet] [Thesis]. University of KwaZulu-Natal; 2017. [cited 2019 Apr 18]. Available from: http://hdl.handle.net/10413/15760.

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

Council of Science Editors:

Naidoo M. An outcomes evaluation of a quality improvement training initiative for undergraduate student nurses, at a public hospital in the KwaZulu-Natal Midlands, South Africa. [Thesis]. University of KwaZulu-Natal; 2017. Available from: http://hdl.handle.net/10413/15760

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


University of Canterbury

16. Perry, Lane Graves. A Naturalistic Inquiry of Service-Learning in New Zealand University Classrooms: Determining and Illuminating the Impact on Student Engagement.

Degree: Educational Studies and Human Development, 2011, University of Canterbury

 The purpose of this study is to more clearly understand what student' experience while involved in service-learning courses. Moreover, I sought to identify the relationships… (more)

Subjects/Keywords: community engagement; service learning; student engagement; pedagogy; outcomes

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APA (6th Edition):

Perry, L. G. (2011). A Naturalistic Inquiry of Service-Learning in New Zealand University Classrooms: Determining and Illuminating the Impact on Student Engagement. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/5991

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):

Perry, Lane Graves. “A Naturalistic Inquiry of Service-Learning in New Zealand University Classrooms: Determining and Illuminating the Impact on Student Engagement.” 2011. Thesis, University of Canterbury. Accessed April 18, 2019. http://hdl.handle.net/10092/5991.

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

MLA Handbook (7th Edition):

Perry, Lane Graves. “A Naturalistic Inquiry of Service-Learning in New Zealand University Classrooms: Determining and Illuminating the Impact on Student Engagement.” 2011. Web. 18 Apr 2019.

Vancouver:

Perry LG. A Naturalistic Inquiry of Service-Learning in New Zealand University Classrooms: Determining and Illuminating the Impact on Student Engagement. [Internet] [Thesis]. University of Canterbury; 2011. [cited 2019 Apr 18]. Available from: http://hdl.handle.net/10092/5991.

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

Council of Science Editors:

Perry LG. A Naturalistic Inquiry of Service-Learning in New Zealand University Classrooms: Determining and Illuminating the Impact on Student Engagement. [Thesis]. University of Canterbury; 2011. Available from: http://hdl.handle.net/10092/5991

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

17. Darga, Lois M. Shifting Focus, Improving Outcomes: A Qualitative Study of Community College Student and Faculty Perceptions of Faculty Perceptions of Learner-Centeredness.

Degree: 2016, Ferris State University

 Community colleges, like all American higher-education institutions, are held accountable for preparing individuals to advance personally, professionally, and civically. In recent years, an increasing number… (more)

Subjects/Keywords: Student retention.; Learning outcomes.; Community colleges.; Learner-centered education.

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APA (6th Edition):

Darga, L. M. (2016). Shifting Focus, Improving Outcomes: A Qualitative Study of Community College Student and Faculty Perceptions of Faculty Perceptions of Learner-Centeredness. (Thesis). Ferris State University. Retrieved from http://hdl.handle.net/2323/5951

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):

Darga, Lois M. “Shifting Focus, Improving Outcomes: A Qualitative Study of Community College Student and Faculty Perceptions of Faculty Perceptions of Learner-Centeredness.” 2016. Thesis, Ferris State University. Accessed April 18, 2019. http://hdl.handle.net/2323/5951.

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

MLA Handbook (7th Edition):

Darga, Lois M. “Shifting Focus, Improving Outcomes: A Qualitative Study of Community College Student and Faculty Perceptions of Faculty Perceptions of Learner-Centeredness.” 2016. Web. 18 Apr 2019.

Vancouver:

Darga LM. Shifting Focus, Improving Outcomes: A Qualitative Study of Community College Student and Faculty Perceptions of Faculty Perceptions of Learner-Centeredness. [Internet] [Thesis]. Ferris State University; 2016. [cited 2019 Apr 18]. Available from: http://hdl.handle.net/2323/5951.

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

Council of Science Editors:

Darga LM. Shifting Focus, Improving Outcomes: A Qualitative Study of Community College Student and Faculty Perceptions of Faculty Perceptions of Learner-Centeredness. [Thesis]. Ferris State University; 2016. Available from: http://hdl.handle.net/2323/5951

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


Georgia State University

18. Scruggs, Bernadette Butler. Learning Outcomes in Two Divergent Middle School String Orchestra Classroom Environments: A Comparison of a Learner-Centered and a Teacher-Centered Approach.

Degree: PhD, Music, 2009, Georgia State University

 This study investigated whether and in what ways a learner-centered instrumental music education classroom environment may nurture musical growth and independence. The mixed-methods design incorporated… (more)

Subjects/Keywords: music education; student leaders; democratic; constructivist; performance outcomes; musical growth; Music

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APA (6th Edition):

Scruggs, B. B. (2009). Learning Outcomes in Two Divergent Middle School String Orchestra Classroom Environments: A Comparison of a Learner-Centered and a Teacher-Centered Approach. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/music_diss/1

Chicago Manual of Style (16th Edition):

Scruggs, Bernadette Butler. “Learning Outcomes in Two Divergent Middle School String Orchestra Classroom Environments: A Comparison of a Learner-Centered and a Teacher-Centered Approach.” 2009. Doctoral Dissertation, Georgia State University. Accessed April 18, 2019. https://scholarworks.gsu.edu/music_diss/1.

MLA Handbook (7th Edition):

Scruggs, Bernadette Butler. “Learning Outcomes in Two Divergent Middle School String Orchestra Classroom Environments: A Comparison of a Learner-Centered and a Teacher-Centered Approach.” 2009. Web. 18 Apr 2019.

Vancouver:

Scruggs BB. Learning Outcomes in Two Divergent Middle School String Orchestra Classroom Environments: A Comparison of a Learner-Centered and a Teacher-Centered Approach. [Internet] [Doctoral dissertation]. Georgia State University; 2009. [cited 2019 Apr 18]. Available from: https://scholarworks.gsu.edu/music_diss/1.

Council of Science Editors:

Scruggs BB. Learning Outcomes in Two Divergent Middle School String Orchestra Classroom Environments: A Comparison of a Learner-Centered and a Teacher-Centered Approach. [Doctoral Dissertation]. Georgia State University; 2009. Available from: https://scholarworks.gsu.edu/music_diss/1


UCLA

19. Kanny, Mary. Forks in the Pathway? Mapping the Conditional Effects of Dual Enrollment by Gender, First-Generation Status, and Pre-college Academic Achievement on First-Year Student Engagement and Grades in College.

Degree: Education, 2014, UCLA

 At no other time in the history of American higher education have so many students aspired to earn a college degree. Lamentably, attrition rates have… (more)

Subjects/Keywords: Education; conditional effects; dual enrollment; first-year college outcomes; student engagement

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APA (6th Edition):

Kanny, M. (2014). Forks in the Pathway? Mapping the Conditional Effects of Dual Enrollment by Gender, First-Generation Status, and Pre-college Academic Achievement on First-Year Student Engagement and Grades in College. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/43q1t1bp

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):

Kanny, Mary. “Forks in the Pathway? Mapping the Conditional Effects of Dual Enrollment by Gender, First-Generation Status, and Pre-college Academic Achievement on First-Year Student Engagement and Grades in College.” 2014. Thesis, UCLA. Accessed April 18, 2019. http://www.escholarship.org/uc/item/43q1t1bp.

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

MLA Handbook (7th Edition):

Kanny, Mary. “Forks in the Pathway? Mapping the Conditional Effects of Dual Enrollment by Gender, First-Generation Status, and Pre-college Academic Achievement on First-Year Student Engagement and Grades in College.” 2014. Web. 18 Apr 2019.

Vancouver:

Kanny M. Forks in the Pathway? Mapping the Conditional Effects of Dual Enrollment by Gender, First-Generation Status, and Pre-college Academic Achievement on First-Year Student Engagement and Grades in College. [Internet] [Thesis]. UCLA; 2014. [cited 2019 Apr 18]. Available from: http://www.escholarship.org/uc/item/43q1t1bp.

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

Council of Science Editors:

Kanny M. Forks in the Pathway? Mapping the Conditional Effects of Dual Enrollment by Gender, First-Generation Status, and Pre-college Academic Achievement on First-Year Student Engagement and Grades in College. [Thesis]. UCLA; 2014. Available from: http://www.escholarship.org/uc/item/43q1t1bp

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


East Tennessee State University

20. Lampley, Dearl D. Institutional Budget Function Allocations as Predictors of Performance Outcomes of Tennessee Public Community Colleges and Universities.

Degree: EdD (Doctor of Education), Educational Leadership, 2015, East Tennessee State University

  With the increased use of performance funding in Tennessee and many other states, it is imperative that administrators strategically budget to meet performance outcome… (more)

Subjects/Keywords: : performance outcomes; budget; predictors; student success; Educational Leadership

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APA (6th Edition):

Lampley, D. D. (2015). Institutional Budget Function Allocations as Predictors of Performance Outcomes of Tennessee Public Community Colleges and Universities. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/2588

Chicago Manual of Style (16th Edition):

Lampley, Dearl D. “Institutional Budget Function Allocations as Predictors of Performance Outcomes of Tennessee Public Community Colleges and Universities.” 2015. Doctoral Dissertation, East Tennessee State University. Accessed April 18, 2019. https://dc.etsu.edu/etd/2588.

MLA Handbook (7th Edition):

Lampley, Dearl D. “Institutional Budget Function Allocations as Predictors of Performance Outcomes of Tennessee Public Community Colleges and Universities.” 2015. Web. 18 Apr 2019.

Vancouver:

Lampley DD. Institutional Budget Function Allocations as Predictors of Performance Outcomes of Tennessee Public Community Colleges and Universities. [Internet] [Doctoral dissertation]. East Tennessee State University; 2015. [cited 2019 Apr 18]. Available from: https://dc.etsu.edu/etd/2588.

Council of Science Editors:

Lampley DD. Institutional Budget Function Allocations as Predictors of Performance Outcomes of Tennessee Public Community Colleges and Universities. [Doctoral Dissertation]. East Tennessee State University; 2015. Available from: https://dc.etsu.edu/etd/2588


Indiana University

21. Ahren, Chad. Disentangling the Unique Effects of Co-Curricular Engagement on Self-Reported Student Learning Outcomes .

Degree: 2010, Indiana University

 Involvement in activities outside of class has long been assumed as complementary to educational and developmental processes. Since a liberal education approach is meant to… (more)

Subjects/Keywords: Clubs and Organizations; Co-curricular; Involvement; Learning; Learning Outcomes; Student Development

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APA (6th Edition):

Ahren, C. (2010). Disentangling the Unique Effects of Co-Curricular Engagement on Self-Reported Student Learning Outcomes . (Thesis). Indiana University. Retrieved from http://hdl.handle.net/2022/8430

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):

Ahren, Chad. “Disentangling the Unique Effects of Co-Curricular Engagement on Self-Reported Student Learning Outcomes .” 2010. Thesis, Indiana University. Accessed April 18, 2019. http://hdl.handle.net/2022/8430.

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

MLA Handbook (7th Edition):

Ahren, Chad. “Disentangling the Unique Effects of Co-Curricular Engagement on Self-Reported Student Learning Outcomes .” 2010. Web. 18 Apr 2019.

Vancouver:

Ahren C. Disentangling the Unique Effects of Co-Curricular Engagement on Self-Reported Student Learning Outcomes . [Internet] [Thesis]. Indiana University; 2010. [cited 2019 Apr 18]. Available from: http://hdl.handle.net/2022/8430.

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

Council of Science Editors:

Ahren C. Disentangling the Unique Effects of Co-Curricular Engagement on Self-Reported Student Learning Outcomes . [Thesis]. Indiana University; 2010. Available from: http://hdl.handle.net/2022/8430

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


Vanderbilt University

22. Baker, Dominique Julia. An Examination of the Effects of Undergraduate Debt on Postbaccalaureate Decision-Making.

Degree: PhD, Leadership and Policy Studies, 2016, Vanderbilt University

 High payments and default on undergraduate debt have consequences. These high payments and defaults are national concerns if aversion to those consequences deters students from… (more)

Subjects/Keywords: higher education policy; student financial aid; postbaccalaureate outcomes

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APA (6th Edition):

Baker, D. J. (2016). An Examination of the Effects of Undergraduate Debt on Postbaccalaureate Decision-Making. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-07192016-115016/ ;

Chicago Manual of Style (16th Edition):

Baker, Dominique Julia. “An Examination of the Effects of Undergraduate Debt on Postbaccalaureate Decision-Making.” 2016. Doctoral Dissertation, Vanderbilt University. Accessed April 18, 2019. http://etd.library.vanderbilt.edu/available/etd-07192016-115016/ ;.

MLA Handbook (7th Edition):

Baker, Dominique Julia. “An Examination of the Effects of Undergraduate Debt on Postbaccalaureate Decision-Making.” 2016. Web. 18 Apr 2019.

Vancouver:

Baker DJ. An Examination of the Effects of Undergraduate Debt on Postbaccalaureate Decision-Making. [Internet] [Doctoral dissertation]. Vanderbilt University; 2016. [cited 2019 Apr 18]. Available from: http://etd.library.vanderbilt.edu/available/etd-07192016-115016/ ;.

Council of Science Editors:

Baker DJ. An Examination of the Effects of Undergraduate Debt on Postbaccalaureate Decision-Making. [Doctoral Dissertation]. Vanderbilt University; 2016. Available from: http://etd.library.vanderbilt.edu/available/etd-07192016-115016/ ;

23. Memedi, Mevludin. Constructive alignment in Computer Engineering and Informatics departments at Dalarna University : An empirical investigation.

Degree: Computer Engineering, 2015, Dalarna University

Background: Constructive alignment (CA) is a pedagogical approach that emphasizes the alignment between the intended learning outcomes (ILOs), teaching and learning activities (TLAs) and… (more)

Subjects/Keywords: constructive alignment; active learning; learning outcomes; student-centered education

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APA (6th Edition):

Memedi, M. (2015). Constructive alignment in Computer Engineering and Informatics departments at Dalarna University : An empirical investigation. (Thesis). Dalarna University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:du-18005

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):

Memedi, Mevludin. “Constructive alignment in Computer Engineering and Informatics departments at Dalarna University : An empirical investigation.” 2015. Thesis, Dalarna University. Accessed April 18, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-18005.

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

MLA Handbook (7th Edition):

Memedi, Mevludin. “Constructive alignment in Computer Engineering and Informatics departments at Dalarna University : An empirical investigation.” 2015. Web. 18 Apr 2019.

Vancouver:

Memedi M. Constructive alignment in Computer Engineering and Informatics departments at Dalarna University : An empirical investigation. [Internet] [Thesis]. Dalarna University; 2015. [cited 2019 Apr 18]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:du-18005.

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

Council of Science Editors:

Memedi M. Constructive alignment in Computer Engineering and Informatics departments at Dalarna University : An empirical investigation. [Thesis]. Dalarna University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:du-18005

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


Loyola University Chicago

24. Kearns Davoren, Ann. The Relationship between Neighborhood Characteristics and College Academic Outcomes Among an NCAA Division I Student-Athlete Population: A Multilevel Approach.

Degree: PhD, Education, 2018, Loyola University Chicago

  Over 170,000 students participate annually in National Collegiate Athletic Association (NCAA) Division I sports. Approximately one-third of these student-athletes fail to graduate from their… (more)

Subjects/Keywords: Academic Outcomes; Multilevel modeling; NCAA; Neighborhood effects; Student-Athletes; Educational Sociology

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APA (6th Edition):

Kearns Davoren, A. (2018). The Relationship between Neighborhood Characteristics and College Academic Outcomes Among an NCAA Division I Student-Athlete Population: A Multilevel Approach. (Doctoral Dissertation). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/2817

Chicago Manual of Style (16th Edition):

Kearns Davoren, Ann. “The Relationship between Neighborhood Characteristics and College Academic Outcomes Among an NCAA Division I Student-Athlete Population: A Multilevel Approach.” 2018. Doctoral Dissertation, Loyola University Chicago. Accessed April 18, 2019. https://ecommons.luc.edu/luc_diss/2817.

MLA Handbook (7th Edition):

Kearns Davoren, Ann. “The Relationship between Neighborhood Characteristics and College Academic Outcomes Among an NCAA Division I Student-Athlete Population: A Multilevel Approach.” 2018. Web. 18 Apr 2019.

Vancouver:

Kearns Davoren A. The Relationship between Neighborhood Characteristics and College Academic Outcomes Among an NCAA Division I Student-Athlete Population: A Multilevel Approach. [Internet] [Doctoral dissertation]. Loyola University Chicago; 2018. [cited 2019 Apr 18]. Available from: https://ecommons.luc.edu/luc_diss/2817.

Council of Science Editors:

Kearns Davoren A. The Relationship between Neighborhood Characteristics and College Academic Outcomes Among an NCAA Division I Student-Athlete Population: A Multilevel Approach. [Doctoral Dissertation]. Loyola University Chicago; 2018. Available from: https://ecommons.luc.edu/luc_diss/2817


University of Texas – Austin

25. Pulliam, Rose Marie. Engaging diversity and difference in practice : towards a conceptual framework for assessing student outcomes.

Degree: Social Work, 2014, University of Texas – Austin

 The Council on Social Work Education (CSWE), the sole accrediting body for social work education at the baccalaureate and master's levels in the United States,… (more)

Subjects/Keywords: Social work education; Engaging diversity and difference in practice; Student outcomes

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APA (6th Edition):

Pulliam, R. M. (2014). Engaging diversity and difference in practice : towards a conceptual framework for assessing student outcomes. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/44084

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):

Pulliam, Rose Marie. “Engaging diversity and difference in practice : towards a conceptual framework for assessing student outcomes.” 2014. Thesis, University of Texas – Austin. Accessed April 18, 2019. http://hdl.handle.net/2152/44084.

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

MLA Handbook (7th Edition):

Pulliam, Rose Marie. “Engaging diversity and difference in practice : towards a conceptual framework for assessing student outcomes.” 2014. Web. 18 Apr 2019.

Vancouver:

Pulliam RM. Engaging diversity and difference in practice : towards a conceptual framework for assessing student outcomes. [Internet] [Thesis]. University of Texas – Austin; 2014. [cited 2019 Apr 18]. Available from: http://hdl.handle.net/2152/44084.

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

Council of Science Editors:

Pulliam RM. Engaging diversity and difference in practice : towards a conceptual framework for assessing student outcomes. [Thesis]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/44084

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


University of New Mexico

26. Armstrong, Stephanie. A meta-analysis of the effect of the physical education learning environment on student outcomes.

Degree: Health, Exercise, and Sports Sciences, 2016, University of New Mexico

 Understanding the qualities of effective teachers and finding accurate measures of student outcomes becomes paramount to knowing how to replicate student success from year to… (more)

Subjects/Keywords: physical education; learning environment; student outcomes; meta-analysis; appropriate practices

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APA (6th Edition):

Armstrong, S. (2016). A meta-analysis of the effect of the physical education learning environment on student outcomes. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/32274

Chicago Manual of Style (16th Edition):

Armstrong, Stephanie. “A meta-analysis of the effect of the physical education learning environment on student outcomes.” 2016. Doctoral Dissertation, University of New Mexico. Accessed April 18, 2019. http://hdl.handle.net/1928/32274.

MLA Handbook (7th Edition):

Armstrong, Stephanie. “A meta-analysis of the effect of the physical education learning environment on student outcomes.” 2016. Web. 18 Apr 2019.

Vancouver:

Armstrong S. A meta-analysis of the effect of the physical education learning environment on student outcomes. [Internet] [Doctoral dissertation]. University of New Mexico; 2016. [cited 2019 Apr 18]. Available from: http://hdl.handle.net/1928/32274.

Council of Science Editors:

Armstrong S. A meta-analysis of the effect of the physical education learning environment on student outcomes. [Doctoral Dissertation]. University of New Mexico; 2016. Available from: http://hdl.handle.net/1928/32274


University of Minnesota

27. Kuhl, Michelle Wittcoff. Crossing boundaries: understanding what factors encourage undergraduate students to interact with people different from themselves.

Degree: PhD, 2013, University of Minnesota

 This study examines factors that are related to openness to diversity among undergraduate college students. Openness to diversity is increasingly viewed as a desirable student-learning… (more)

Subjects/Keywords: Academic challenge; Community engagement; Diversity; NSSE; Student learning outcomes

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APA (6th Edition):

Kuhl, M. W. (2013). Crossing boundaries: understanding what factors encourage undergraduate students to interact with people different from themselves. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/161817

Chicago Manual of Style (16th Edition):

Kuhl, Michelle Wittcoff. “Crossing boundaries: understanding what factors encourage undergraduate students to interact with people different from themselves.” 2013. Doctoral Dissertation, University of Minnesota. Accessed April 18, 2019. http://purl.umn.edu/161817.

MLA Handbook (7th Edition):

Kuhl, Michelle Wittcoff. “Crossing boundaries: understanding what factors encourage undergraduate students to interact with people different from themselves.” 2013. Web. 18 Apr 2019.

Vancouver:

Kuhl MW. Crossing boundaries: understanding what factors encourage undergraduate students to interact with people different from themselves. [Internet] [Doctoral dissertation]. University of Minnesota; 2013. [cited 2019 Apr 18]. Available from: http://purl.umn.edu/161817.

Council of Science Editors:

Kuhl MW. Crossing boundaries: understanding what factors encourage undergraduate students to interact with people different from themselves. [Doctoral Dissertation]. University of Minnesota; 2013. Available from: http://purl.umn.edu/161817


University of Missouri – Columbia

28. Laughlin, Mary. Identification and elucidation of culturally embedded school community expectations in a newly chartered urban school.

Degree: 2012, University of Missouri – Columbia

 This case study is designed to increase the understanding of an organization's cultural impact on students' improved learning. While much literature exists on best practice… (more)

Subjects/Keywords: student learning; charter schools; organizational culture; learning outcomes

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APA (6th Edition):

Laughlin, M. (2012). Identification and elucidation of culturally embedded school community expectations in a newly chartered urban school. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/33042

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):

Laughlin, Mary. “Identification and elucidation of culturally embedded school community expectations in a newly chartered urban school.” 2012. Thesis, University of Missouri – Columbia. Accessed April 18, 2019. http://hdl.handle.net/10355/33042.

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

MLA Handbook (7th Edition):

Laughlin, Mary. “Identification and elucidation of culturally embedded school community expectations in a newly chartered urban school.” 2012. Web. 18 Apr 2019.

Vancouver:

Laughlin M. Identification and elucidation of culturally embedded school community expectations in a newly chartered urban school. [Internet] [Thesis]. University of Missouri – Columbia; 2012. [cited 2019 Apr 18]. Available from: http://hdl.handle.net/10355/33042.

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

Council of Science Editors:

Laughlin M. Identification and elucidation of culturally embedded school community expectations in a newly chartered urban school. [Thesis]. University of Missouri – Columbia; 2012. Available from: http://hdl.handle.net/10355/33042

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

29. Takle, Nicole. Analyzing the Effects of a Family Study Room on Academically-Related Outcomes in a Replicated ABA Design.

Degree: Applied Behavior Analysis: M.S., Community Psychology, Counseling and Family Therapy, 2017, St. Cloud State University

  Throughout the United States the number of students with dependents pursuing higher education continues to rise. It is predicted that around 25% of college… (more)

Subjects/Keywords: student parents; family study room; academic outcomes; daily diaries; social validity

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APA (6th Edition):

Takle, N. (2017). Analyzing the Effects of a Family Study Room on Academically-Related Outcomes in a Replicated ABA Design. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/cpcf_etds/37

Chicago Manual of Style (16th Edition):

Takle, Nicole. “Analyzing the Effects of a Family Study Room on Academically-Related Outcomes in a Replicated ABA Design.” 2017. Masters Thesis, St. Cloud State University. Accessed April 18, 2019. https://repository.stcloudstate.edu/cpcf_etds/37.

MLA Handbook (7th Edition):

Takle, Nicole. “Analyzing the Effects of a Family Study Room on Academically-Related Outcomes in a Replicated ABA Design.” 2017. Web. 18 Apr 2019.

Vancouver:

Takle N. Analyzing the Effects of a Family Study Room on Academically-Related Outcomes in a Replicated ABA Design. [Internet] [Masters thesis]. St. Cloud State University; 2017. [cited 2019 Apr 18]. Available from: https://repository.stcloudstate.edu/cpcf_etds/37.

Council of Science Editors:

Takle N. Analyzing the Effects of a Family Study Room on Academically-Related Outcomes in a Replicated ABA Design. [Masters Thesis]. St. Cloud State University; 2017. Available from: https://repository.stcloudstate.edu/cpcf_etds/37

30. Norman, Cheryl R. Students' Performance on Institutional Learning Outcomes.

Degree: Higher Education Administration: EdD, Educational Administration and Higher Education, 2017, St. Cloud State University

  In response to increased attention within higher education to develop essential learning outcomes, faculty and administrators have worked to measure students’ performance in relation… (more)

Subjects/Keywords: Student Performance on Learning Outcomes; Higher Education; Higher Education Administration

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

APA (6th Edition):

Norman, C. R. (2017). Students' Performance on Institutional Learning Outcomes. (Doctoral Dissertation). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/hied_etds/12

Chicago Manual of Style (16th Edition):

Norman, Cheryl R. “Students' Performance on Institutional Learning Outcomes.” 2017. Doctoral Dissertation, St. Cloud State University. Accessed April 18, 2019. https://repository.stcloudstate.edu/hied_etds/12.

MLA Handbook (7th Edition):

Norman, Cheryl R. “Students' Performance on Institutional Learning Outcomes.” 2017. Web. 18 Apr 2019.

Vancouver:

Norman CR. Students' Performance on Institutional Learning Outcomes. [Internet] [Doctoral dissertation]. St. Cloud State University; 2017. [cited 2019 Apr 18]. Available from: https://repository.stcloudstate.edu/hied_etds/12.

Council of Science Editors:

Norman CR. Students' Performance on Institutional Learning Outcomes. [Doctoral Dissertation]. St. Cloud State University; 2017. Available from: https://repository.stcloudstate.edu/hied_etds/12

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