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You searched for subject:(Student learning). Showing records 1 – 30 of 2104 total matches.

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1. Vinayakumar, Meghana Kasal. The effect of prompted self-revision on student performance in the context of open-ended problems using Randomized Control Trials.

Degree: MS, 2020, Worcester Polytechnic Institute

  Assessments improve student learning. More than 50 years ago, Benjamin Bloom showed how to conduct this process in practical and highly effective ways when… (more)

Subjects/Keywords: student learning

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

APA (6th Edition):

Vinayakumar, M. K. (2020). The effect of prompted self-revision on student performance in the context of open-ended problems using Randomized Control Trials. (Thesis). Worcester Polytechnic Institute. Retrieved from etd-3866 ; https://digitalcommons.wpi.edu/etd-theses/1363

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):

Vinayakumar, Meghana Kasal. “The effect of prompted self-revision on student performance in the context of open-ended problems using Randomized Control Trials.” 2020. Thesis, Worcester Polytechnic Institute. Accessed December 04, 2020. etd-3866 ; https://digitalcommons.wpi.edu/etd-theses/1363.

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

MLA Handbook (7th Edition):

Vinayakumar, Meghana Kasal. “The effect of prompted self-revision on student performance in the context of open-ended problems using Randomized Control Trials.” 2020. Web. 04 Dec 2020.

Vancouver:

Vinayakumar MK. The effect of prompted self-revision on student performance in the context of open-ended problems using Randomized Control Trials. [Internet] [Thesis]. Worcester Polytechnic Institute; 2020. [cited 2020 Dec 04]. Available from: etd-3866 ; https://digitalcommons.wpi.edu/etd-theses/1363.

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

Council of Science Editors:

Vinayakumar MK. The effect of prompted self-revision on student performance in the context of open-ended problems using Randomized Control Trials. [Thesis]. Worcester Polytechnic Institute; 2020. Available from: etd-3866 ; https://digitalcommons.wpi.edu/etd-theses/1363

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


University of Namibia

2. Tawana, Philip Milinga. Teacher-learner relationships and the effect on student learning at selected secondary schools in the Khomas region .

Degree: 2020, University of Namibia

 Given the limitations of almost no research information in Namibia and Khomas region about teacher-learner relationships and its effect on student learning in secondary schools.… (more)

Subjects/Keywords: Student learning

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APA (6th Edition):

Tawana, P. M. (2020). Teacher-learner relationships and the effect on student learning at selected secondary schools in the Khomas region . (Thesis). University of Namibia. Retrieved from http://hdl.handle.net/11070/2780

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):

Tawana, Philip Milinga. “Teacher-learner relationships and the effect on student learning at selected secondary schools in the Khomas region .” 2020. Thesis, University of Namibia. Accessed December 04, 2020. http://hdl.handle.net/11070/2780.

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

MLA Handbook (7th Edition):

Tawana, Philip Milinga. “Teacher-learner relationships and the effect on student learning at selected secondary schools in the Khomas region .” 2020. Web. 04 Dec 2020.

Vancouver:

Tawana PM. Teacher-learner relationships and the effect on student learning at selected secondary schools in the Khomas region . [Internet] [Thesis]. University of Namibia; 2020. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/11070/2780.

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

Council of Science Editors:

Tawana PM. Teacher-learner relationships and the effect on student learning at selected secondary schools in the Khomas region . [Thesis]. University of Namibia; 2020. Available from: http://hdl.handle.net/11070/2780

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


University of Namibia

3. Tawana, Philip Milinga. Teacher-learner relationships and the effect on student learning at selected secondary schools in the Khomas region .

Degree: 2020, University of Namibia

 Given the limitations of almost no research information in Namibia and Khomas region about teacher-learner relationships and its effect on student learning in secondary schools.… (more)

Subjects/Keywords: Student learning

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APA (6th Edition):

Tawana, P. M. (2020). Teacher-learner relationships and the effect on student learning at selected secondary schools in the Khomas region . (Thesis). University of Namibia. Retrieved from http://hdl.handle.net/11070/2744

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):

Tawana, Philip Milinga. “Teacher-learner relationships and the effect on student learning at selected secondary schools in the Khomas region .” 2020. Thesis, University of Namibia. Accessed December 04, 2020. http://hdl.handle.net/11070/2744.

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

MLA Handbook (7th Edition):

Tawana, Philip Milinga. “Teacher-learner relationships and the effect on student learning at selected secondary schools in the Khomas region .” 2020. Web. 04 Dec 2020.

Vancouver:

Tawana PM. Teacher-learner relationships and the effect on student learning at selected secondary schools in the Khomas region . [Internet] [Thesis]. University of Namibia; 2020. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/11070/2744.

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

Council of Science Editors:

Tawana PM. Teacher-learner relationships and the effect on student learning at selected secondary schools in the Khomas region . [Thesis]. University of Namibia; 2020. Available from: http://hdl.handle.net/11070/2744

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


Penn State University

4. Kimball, Ezekiel Wayne. Developing a model of theory-to-practice-to-theory in student affairs: An extended case analysis of theories of student learning and development .

Degree: 2012, Penn State University

 Recent literature suggests a problematic connection between theory and practice in higher education scholarship generally and the study of student learning and development specifically (e.g.… (more)

Subjects/Keywords: student affairs practice; student development; student learning

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

APA (6th Edition):

Kimball, E. W. (2012). Developing a model of theory-to-practice-to-theory in student affairs: An extended case analysis of theories of student learning and development . (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/15353

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):

Kimball, Ezekiel Wayne. “Developing a model of theory-to-practice-to-theory in student affairs: An extended case analysis of theories of student learning and development .” 2012. Thesis, Penn State University. Accessed December 04, 2020. https://submit-etda.libraries.psu.edu/catalog/15353.

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

MLA Handbook (7th Edition):

Kimball, Ezekiel Wayne. “Developing a model of theory-to-practice-to-theory in student affairs: An extended case analysis of theories of student learning and development .” 2012. Web. 04 Dec 2020.

Vancouver:

Kimball EW. Developing a model of theory-to-practice-to-theory in student affairs: An extended case analysis of theories of student learning and development . [Internet] [Thesis]. Penn State University; 2012. [cited 2020 Dec 04]. Available from: https://submit-etda.libraries.psu.edu/catalog/15353.

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

Council of Science Editors:

Kimball EW. Developing a model of theory-to-practice-to-theory in student affairs: An extended case analysis of theories of student learning and development . [Thesis]. Penn State University; 2012. Available from: https://submit-etda.libraries.psu.edu/catalog/15353

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


University of Namibia

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

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 04, 2020. 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. 04 Dec 2020.

Vancouver:

John NK. Teacher educators' interpretation and practice of learner-centred pedagogy . [Internet] [Thesis]. University of Namibia; 2008. [cited 2020 Dec 04]. 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


Penn State University

6. Steiger, Jessica. A Comparative Analysis of Education Policy Fragmentation for Student-Athletes with Learning Disabilities.

Degree: 2019, Penn State University

 This thesis investigates the current structure of education policies in secondary education and how those policies translate into supports at postsecondary institutions for student-athletes with… (more)

Subjects/Keywords: Student-athletes; NCAA; Learning disabilities

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APA (6th Edition):

Steiger, J. (2019). A Comparative Analysis of Education Policy Fragmentation for Student-Athletes with Learning Disabilities. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/16892jls1141

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):

Steiger, Jessica. “A Comparative Analysis of Education Policy Fragmentation for Student-Athletes with Learning Disabilities.” 2019. Thesis, Penn State University. Accessed December 04, 2020. https://submit-etda.libraries.psu.edu/catalog/16892jls1141.

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

MLA Handbook (7th Edition):

Steiger, Jessica. “A Comparative Analysis of Education Policy Fragmentation for Student-Athletes with Learning Disabilities.” 2019. Web. 04 Dec 2020.

Vancouver:

Steiger J. A Comparative Analysis of Education Policy Fragmentation for Student-Athletes with Learning Disabilities. [Internet] [Thesis]. Penn State University; 2019. [cited 2020 Dec 04]. Available from: https://submit-etda.libraries.psu.edu/catalog/16892jls1141.

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

Council of Science Editors:

Steiger J. A Comparative Analysis of Education Policy Fragmentation for Student-Athletes with Learning Disabilities. [Thesis]. Penn State University; 2019. Available from: https://submit-etda.libraries.psu.edu/catalog/16892jls1141

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

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 04, 2020. 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. 04 Dec 2020.

Vancouver:

Anbessa BN. Methods of Teaching and their Implications for Quality of Student Learning at Samara University . [Internet] [Thesis]. Addis Ababa University; 2012. [cited 2020 Dec 04]. 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


Victoria University of Wellington

8. 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 04, 2020. 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. 04 Dec 2020.

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 2020 Dec 04]. 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


Victoria University of Wellington

9. 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 04, 2020. 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. 04 Dec 2020.

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 2020 Dec 04]. 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 Illinois – Urbana-Champaign

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

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 04, 2020. 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. 04 Dec 2020.

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 2020 Dec 04]. 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 Melbourne

11. RYAN, JOANNE. Student views of talk interactions in learning: a case study of year 8 girls.

Degree: 2013, University of Melbourne

 The aim of this study is to identify student attitudes to classroom talk interactions, specifically class discussion, to ascertain whether students view these contexts as… (more)

Subjects/Keywords: classroom talk; learning; student views

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

APA (6th Edition):

RYAN, J. (2013). Student views of talk interactions in learning: a case study of year 8 girls. (Masters Thesis). University of Melbourne. Retrieved from http://hdl.handle.net/11343/39822

Chicago Manual of Style (16th Edition):

RYAN, JOANNE. “Student views of talk interactions in learning: a case study of year 8 girls.” 2013. Masters Thesis, University of Melbourne. Accessed December 04, 2020. http://hdl.handle.net/11343/39822.

MLA Handbook (7th Edition):

RYAN, JOANNE. “Student views of talk interactions in learning: a case study of year 8 girls.” 2013. Web. 04 Dec 2020.

Vancouver:

RYAN J. Student views of talk interactions in learning: a case study of year 8 girls. [Internet] [Masters thesis]. University of Melbourne; 2013. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/11343/39822.

Council of Science Editors:

RYAN J. Student views of talk interactions in learning: a case study of year 8 girls. [Masters Thesis]. University of Melbourne; 2013. Available from: http://hdl.handle.net/11343/39822


University of Southern California

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

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 04, 2020. 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. 04 Dec 2020.

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 2020 Dec 04]. 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


University of Hawaii – Manoa

13. 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 04, 2020. 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. 04 Dec 2020.

Vancouver:

Yoshioka JM. The relationship between CREDE-based instruction and student autonomy in classroom learning. [Internet] [Thesis]. University of Hawaii – Manoa; 2016. [cited 2020 Dec 04]. 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


Virginia Tech

14. 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 04, 2020. 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. 04 Dec 2020.

Vancouver:

Pinello KA. The Relationship between Professional Learning Communities and Student Achievement in Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2020 Dec 04]. 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

15. Coombe, Peter. ONLINE LEARNING IN A RURAL SCHOOL SETTING.

Degree: Doctor of Education (EdD), Educational Policy Studies, 2017, Georgia State University

  Background: Online learning is a growing delivery model for education; however, there exists a void in the literature regarding the adoption of online learning(more)

Subjects/Keywords: Asynchronous online learning; Student achievement

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

APA (6th Edition):

Coombe, P. (2017). ONLINE LEARNING IN A RURAL SCHOOL SETTING. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/165

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):

Coombe, Peter. “ONLINE LEARNING IN A RURAL SCHOOL SETTING.” 2017. Thesis, Georgia State University. Accessed December 04, 2020. https://scholarworks.gsu.edu/eps_diss/165.

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

MLA Handbook (7th Edition):

Coombe, Peter. “ONLINE LEARNING IN A RURAL SCHOOL SETTING.” 2017. Web. 04 Dec 2020.

Vancouver:

Coombe P. ONLINE LEARNING IN A RURAL SCHOOL SETTING. [Internet] [Thesis]. Georgia State University; 2017. [cited 2020 Dec 04]. Available from: https://scholarworks.gsu.edu/eps_diss/165.

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

Council of Science Editors:

Coombe P. ONLINE LEARNING IN A RURAL SCHOOL SETTING. [Thesis]. Georgia State University; 2017. Available from: https://scholarworks.gsu.edu/eps_diss/165

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


University of Illinois – Urbana-Champaign

16. Zavala, Jose Alejandro. Harnessing curiosity, interest, and empathy in the college chemistry classroom.

Degree: PhD, Chemistry, 2020, University of Illinois – Urbana-Champaign

 Freshmen and sophomores in college are historically at risk of disengaging with general and organic chemistry courses, performing poorly and not continuing in STEM. Utility… (more)

Subjects/Keywords: chemistry education; student-centered learning

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APA (6th Edition):

Zavala, J. A. (2020). Harnessing curiosity, interest, and empathy in the college chemistry classroom. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/108441

Chicago Manual of Style (16th Edition):

Zavala, Jose Alejandro. “Harnessing curiosity, interest, and empathy in the college chemistry classroom.” 2020. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed December 04, 2020. http://hdl.handle.net/2142/108441.

MLA Handbook (7th Edition):

Zavala, Jose Alejandro. “Harnessing curiosity, interest, and empathy in the college chemistry classroom.” 2020. Web. 04 Dec 2020.

Vancouver:

Zavala JA. Harnessing curiosity, interest, and empathy in the college chemistry classroom. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2020. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/2142/108441.

Council of Science Editors:

Zavala JA. Harnessing curiosity, interest, and empathy in the college chemistry classroom. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2020. Available from: http://hdl.handle.net/2142/108441


University of Rochester

17. Flaherty, Megan A. Informal civic learning and democratic engagement in college settings.

Degree: PhD, 2020, University of Rochester

 The purpose of this study was to explore how students develop an understanding of democracy and democratic engagement through informal learning in mini-polities, mini-publics, or… (more)

Subjects/Keywords: Civic learning; College student learning; Democratic engagement

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

APA (6th Edition):

Flaherty, M. A. (2020). Informal civic learning and democratic engagement in college settings. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/35785

Chicago Manual of Style (16th Edition):

Flaherty, Megan A. “Informal civic learning and democratic engagement in college settings.” 2020. Doctoral Dissertation, University of Rochester. Accessed December 04, 2020. http://hdl.handle.net/1802/35785.

MLA Handbook (7th Edition):

Flaherty, Megan A. “Informal civic learning and democratic engagement in college settings.” 2020. Web. 04 Dec 2020.

Vancouver:

Flaherty MA. Informal civic learning and democratic engagement in college settings. [Internet] [Doctoral dissertation]. University of Rochester; 2020. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1802/35785.

Council of Science Editors:

Flaherty MA. Informal civic learning and democratic engagement in college settings. [Doctoral Dissertation]. University of Rochester; 2020. Available from: http://hdl.handle.net/1802/35785


University of Georgia

18. Idsardi, Robert Christopher. Congruence of stem faculty conceptions of how students learn and instructional practices.

Degree: 2018, University of Georgia

 Active-learning can be beneficial for undergraduate STEM students, but difficult for faculty to implement without support. This dissertation is composed of two manuscripts which aim… (more)

Subjects/Keywords: Active-learning; STEM; professional development; student learning

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

APA (6th Edition):

Idsardi, R. C. (2018). Congruence of stem faculty conceptions of how students learn and instructional practices. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/38385

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):

Idsardi, Robert Christopher. “Congruence of stem faculty conceptions of how students learn and instructional practices.” 2018. Thesis, University of Georgia. Accessed December 04, 2020. http://hdl.handle.net/10724/38385.

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

MLA Handbook (7th Edition):

Idsardi, Robert Christopher. “Congruence of stem faculty conceptions of how students learn and instructional practices.” 2018. Web. 04 Dec 2020.

Vancouver:

Idsardi RC. Congruence of stem faculty conceptions of how students learn and instructional practices. [Internet] [Thesis]. University of Georgia; 2018. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10724/38385.

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

Council of Science Editors:

Idsardi RC. Congruence of stem faculty conceptions of how students learn and instructional practices. [Thesis]. University of Georgia; 2018. Available from: http://hdl.handle.net/10724/38385

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


University of Ontario Institute of Technology

19. 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 04, 2020. 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. 04 Dec 2020.

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 2020 Dec 04]. 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

20. Botelho, Anthony. Characterizing Productive Perseverance Using Sensor-Free Detectors of Student Knowledge, Behavior, and Affect.

Degree: PhD, 2019, Worcester Polytechnic Institute

 Failure is a necessary step in the process of learning. For this reason, there has been a myriad of research dedicated to the study of… (more)

Subjects/Keywords: Behavior Modeling; Productive Perseverance; Student Affect; Student Learning; Student Modeling

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APA (6th Edition):

Botelho, A. (2019). Characterizing Productive Perseverance Using Sensor-Free Detectors of Student Knowledge, Behavior, and Affect. (Doctoral Dissertation). Worcester Polytechnic Institute. Retrieved from etd-042419-162427 ; https://digitalcommons.wpi.edu/etd-dissertations/523

Chicago Manual of Style (16th Edition):

Botelho, Anthony. “Characterizing Productive Perseverance Using Sensor-Free Detectors of Student Knowledge, Behavior, and Affect.” 2019. Doctoral Dissertation, Worcester Polytechnic Institute. Accessed December 04, 2020. etd-042419-162427 ; https://digitalcommons.wpi.edu/etd-dissertations/523.

MLA Handbook (7th Edition):

Botelho, Anthony. “Characterizing Productive Perseverance Using Sensor-Free Detectors of Student Knowledge, Behavior, and Affect.” 2019. Web. 04 Dec 2020.

Vancouver:

Botelho A. Characterizing Productive Perseverance Using Sensor-Free Detectors of Student Knowledge, Behavior, and Affect. [Internet] [Doctoral dissertation]. Worcester Polytechnic Institute; 2019. [cited 2020 Dec 04]. Available from: etd-042419-162427 ; https://digitalcommons.wpi.edu/etd-dissertations/523.

Council of Science Editors:

Botelho A. Characterizing Productive Perseverance Using Sensor-Free Detectors of Student Knowledge, Behavior, and Affect. [Doctoral Dissertation]. Worcester Polytechnic Institute; 2019. Available from: etd-042419-162427 ; https://digitalcommons.wpi.edu/etd-dissertations/523


Claremont Graduate University

21. 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 04, 2020. 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. 04 Dec 2020.

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 2020 Dec 04]. 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

22. 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 04, 2020. 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. 04 Dec 2020.

Vancouver:

Esselman ME. Formative program evaluation : a system of student-centered learning. [Internet] [Thesis]. University of Missouri – Columbia; 2012. [cited 2020 Dec 04]. 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 Georgia

23. Lee, Sang Joon. Exploring students' beliefs about teaching and learning in relation to their perceptions of student-centered learning environments.

Degree: 2014, University of Georgia

Student-centered learning environments place students in the center of the learning process, requiring their active participation in knowledge construction. Considering that most students have experienced… (more)

Subjects/Keywords: Student beliefs; Belief about teaching and learning; Conception of teaching and learning; Student perceptions; Student-centered learning; Student-centered learning environments; Self-directed learning; Constructivist learning environments

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

APA (6th Edition):

Lee, S. J. (2014). Exploring students' beliefs about teaching and learning in relation to their perceptions of student-centered learning environments. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/25855

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):

Lee, Sang Joon. “Exploring students' beliefs about teaching and learning in relation to their perceptions of student-centered learning environments.” 2014. Thesis, University of Georgia. Accessed December 04, 2020. http://hdl.handle.net/10724/25855.

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

MLA Handbook (7th Edition):

Lee, Sang Joon. “Exploring students' beliefs about teaching and learning in relation to their perceptions of student-centered learning environments.” 2014. Web. 04 Dec 2020.

Vancouver:

Lee SJ. Exploring students' beliefs about teaching and learning in relation to their perceptions of student-centered learning environments. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10724/25855.

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

Council of Science Editors:

Lee SJ. Exploring students' beliefs about teaching and learning in relation to their perceptions of student-centered learning environments. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/25855

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


University of Georgia

24. Koh, Myung Hwa. Groupwork in an online learning environment.

Degree: 2014, University of Georgia

 Online groupwork is becoming an increasingly popular instructional strategy. Although researchers have questioned the benefits of groupwork in online learning environments, little research has examined… (more)

Subjects/Keywords: Student perceptions; online learning; groupwork; cooperative learning; collaborative learning

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

APA (6th Edition):

Koh, M. H. (2014). Groupwork in an online learning environment. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/24427

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):

Koh, Myung Hwa. “Groupwork in an online learning environment.” 2014. Thesis, University of Georgia. Accessed December 04, 2020. http://hdl.handle.net/10724/24427.

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

MLA Handbook (7th Edition):

Koh, Myung Hwa. “Groupwork in an online learning environment.” 2014. Web. 04 Dec 2020.

Vancouver:

Koh MH. Groupwork in an online learning environment. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10724/24427.

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

Council of Science Editors:

Koh MH. Groupwork in an online learning environment. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/24427

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


University of South Africa

25. 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 04, 2020. 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. 04 Dec 2020.

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 2020 Dec 04]. 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 Wollongong

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

Degree: Doctor of Philosophy, 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 04, 2020. 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. 04 Dec 2020.

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 2020 Dec 04]. 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


Queensland University of Technology

27. 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 (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 04, 2020. 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. 04 Dec 2020.

Vancouver:

Tang TY. A study of learning in economics. [Internet] [Thesis]. Queensland University of Technology; 2008. [cited 2020 Dec 04]. 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 Georgia

28. 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: 2014, 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; Learning goals; Assessment; Collaboration; Curricular Reform; Student affairs philosophy; Faculty; Student Learning Goals Inventory; SLGI

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APA (6th Edition):

Goldstein, A. R. (2014). An exploratory study of faculty and student affairs perceptions of undergraduate learning goals at small liberal arts and large research institutions. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/21508

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):

Goldstein, Adam Rand. “An exploratory study of faculty and student affairs perceptions of undergraduate learning goals at small liberal arts and large research institutions.” 2014. Thesis, University of Georgia. Accessed December 04, 2020. http://hdl.handle.net/10724/21508.

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

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.” 2014. Web. 04 Dec 2020.

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] [Thesis]. University of Georgia; 2014. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10724/21508.

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

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. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/21508

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


University of Kansas

29. 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 04, 2020. 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. 04 Dec 2020.

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 2020 Dec 04]. 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 Delaware

30. Mantz, Lindsey Susanne. School-based social-emotional development: the role of relationships and teaching.

Degree: PhD, University of Delaware, School of Education, 2017, University of Delaware

 This study investigated the association of grade level, teacher–student relationship quality, student–student relationship quality, and the teaching of social– emotional skills with students’ social–emotional competence.… (more)

Subjects/Keywords: Education; Social-emotional competence; Social-emotional learning; Student-student relationships; Teacher-student relationships

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APA (6th Edition):

Mantz, L. S. (2017). School-based social-emotional development: the role of relationships and teaching. (Doctoral Dissertation). University of Delaware. Retrieved from http://udspace.udel.edu/handle/19716/21828

Chicago Manual of Style (16th Edition):

Mantz, Lindsey Susanne. “School-based social-emotional development: the role of relationships and teaching.” 2017. Doctoral Dissertation, University of Delaware. Accessed December 04, 2020. http://udspace.udel.edu/handle/19716/21828.

MLA Handbook (7th Edition):

Mantz, Lindsey Susanne. “School-based social-emotional development: the role of relationships and teaching.” 2017. Web. 04 Dec 2020.

Vancouver:

Mantz LS. School-based social-emotional development: the role of relationships and teaching. [Internet] [Doctoral dissertation]. University of Delaware; 2017. [cited 2020 Dec 04]. Available from: http://udspace.udel.edu/handle/19716/21828.

Council of Science Editors:

Mantz LS. School-based social-emotional development: the role of relationships and teaching. [Doctoral Dissertation]. University of Delaware; 2017. Available from: http://udspace.udel.edu/handle/19716/21828

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