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You searched for subject:(Technology Self Efficacy). Showing records 1 – 30 of 135 total matches.

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University of Ghana

1. Lamptey, A. Attitudes of Students toward Technology Usage in Foreign Language Learning: Examination of the Moderating Role of Gender, Level of Study and Self-Efficacy.

Degree: 2019, University of Ghana

 This study investigated the relationship between gender, level of study and self-efficacy on students’ attitudes toward technology use in second language learning. Using a quantitative… (more)

Subjects/Keywords: Gender; Attitude; Self-efficacy; Technology

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APA (6th Edition):

Lamptey, A. (2019). Attitudes of Students toward Technology Usage in Foreign Language Learning: Examination of the Moderating Role of Gender, Level of Study and Self-Efficacy. (Masters Thesis). University of Ghana. Retrieved from http://ugspace.ug.edu.gh/handle/123456789/35181

Chicago Manual of Style (16th Edition):

Lamptey, A. “Attitudes of Students toward Technology Usage in Foreign Language Learning: Examination of the Moderating Role of Gender, Level of Study and Self-Efficacy. ” 2019. Masters Thesis, University of Ghana. Accessed August 06, 2020. http://ugspace.ug.edu.gh/handle/123456789/35181.

MLA Handbook (7th Edition):

Lamptey, A. “Attitudes of Students toward Technology Usage in Foreign Language Learning: Examination of the Moderating Role of Gender, Level of Study and Self-Efficacy. ” 2019. Web. 06 Aug 2020.

Vancouver:

Lamptey A. Attitudes of Students toward Technology Usage in Foreign Language Learning: Examination of the Moderating Role of Gender, Level of Study and Self-Efficacy. [Internet] [Masters thesis]. University of Ghana; 2019. [cited 2020 Aug 06]. Available from: http://ugspace.ug.edu.gh/handle/123456789/35181.

Council of Science Editors:

Lamptey A. Attitudes of Students toward Technology Usage in Foreign Language Learning: Examination of the Moderating Role of Gender, Level of Study and Self-Efficacy. [Masters Thesis]. University of Ghana; 2019. Available from: http://ugspace.ug.edu.gh/handle/123456789/35181


Massey University

2. Tilton, Josephine Anne. What factors influence self-efficacy in teachers using mobile digital technology within the secondary school classroom?.

Degree: MEd, 2014, Massey University

 As digital technologies develop and change so do the way these tools are integrated into classrooms. In particular as mobile digital technologies develop further, there… (more)

Subjects/Keywords: Mobile technology in education; Teachers' self-efficacy; Self-efficacy; Secondary education

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APA (6th Edition):

Tilton, J. A. (2014). What factors influence self-efficacy in teachers using mobile digital technology within the secondary school classroom?. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/6798

Chicago Manual of Style (16th Edition):

Tilton, Josephine Anne. “What factors influence self-efficacy in teachers using mobile digital technology within the secondary school classroom?.” 2014. Masters Thesis, Massey University. Accessed August 06, 2020. http://hdl.handle.net/10179/6798.

MLA Handbook (7th Edition):

Tilton, Josephine Anne. “What factors influence self-efficacy in teachers using mobile digital technology within the secondary school classroom?.” 2014. Web. 06 Aug 2020.

Vancouver:

Tilton JA. What factors influence self-efficacy in teachers using mobile digital technology within the secondary school classroom?. [Internet] [Masters thesis]. Massey University; 2014. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/10179/6798.

Council of Science Editors:

Tilton JA. What factors influence self-efficacy in teachers using mobile digital technology within the secondary school classroom?. [Masters Thesis]. Massey University; 2014. Available from: http://hdl.handle.net/10179/6798


University of Southern California

3. Oshiro, Devin Takashi. One Hawai’i K-12 complex public school teachers’ level of computer self-efficacy and their acceptance of and integration of technology in the classroom.

Degree: EdD, Education (Leadership), 2014, University of Southern California

 This study sought to determine what the relationship was between K-12 public school teachers’ level of computer self‐efficacy and their acceptance of and integration of… (more)

Subjects/Keywords: computer self‐efficacy; technology acceptance model; ubiquitous computing; self‐efficacy

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APA (6th Edition):

Oshiro, D. T. (2014). One Hawai’i K-12 complex public school teachers’ level of computer self-efficacy and their acceptance of and integration of technology in the classroom. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/384654/rec/4564

Chicago Manual of Style (16th Edition):

Oshiro, Devin Takashi. “One Hawai’i K-12 complex public school teachers’ level of computer self-efficacy and their acceptance of and integration of technology in the classroom.” 2014. Doctoral Dissertation, University of Southern California. Accessed August 06, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/384654/rec/4564.

MLA Handbook (7th Edition):

Oshiro, Devin Takashi. “One Hawai’i K-12 complex public school teachers’ level of computer self-efficacy and their acceptance of and integration of technology in the classroom.” 2014. Web. 06 Aug 2020.

Vancouver:

Oshiro DT. One Hawai’i K-12 complex public school teachers’ level of computer self-efficacy and their acceptance of and integration of technology in the classroom. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2020 Aug 06]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/384654/rec/4564.

Council of Science Editors:

Oshiro DT. One Hawai’i K-12 complex public school teachers’ level of computer self-efficacy and their acceptance of and integration of technology in the classroom. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/384654/rec/4564


University of Kansas

4. Agnew, Shawn M. FACTORS INFLUENCING THE IMPLEMENTATION OF TECHNOLOGY IN THE MUSIC CLASSROOM.

Degree: M.M.E., Music Education & Music Therapy, 2009, University of Kansas

 The purpose of this study was to examine what factors influence the implementation of technology in the music classroom. Thirty-one Kansas Music Teachers (n=31) completed… (more)

Subjects/Keywords: Music education; Professional development; Self-efficacy; Technology

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APA (6th Edition):

Agnew, S. M. (2009). FACTORS INFLUENCING THE IMPLEMENTATION OF TECHNOLOGY IN THE MUSIC CLASSROOM. (Masters Thesis). University of Kansas. Retrieved from http://hdl.handle.net/1808/5530

Chicago Manual of Style (16th Edition):

Agnew, Shawn M. “FACTORS INFLUENCING THE IMPLEMENTATION OF TECHNOLOGY IN THE MUSIC CLASSROOM.” 2009. Masters Thesis, University of Kansas. Accessed August 06, 2020. http://hdl.handle.net/1808/5530.

MLA Handbook (7th Edition):

Agnew, Shawn M. “FACTORS INFLUENCING THE IMPLEMENTATION OF TECHNOLOGY IN THE MUSIC CLASSROOM.” 2009. Web. 06 Aug 2020.

Vancouver:

Agnew SM. FACTORS INFLUENCING THE IMPLEMENTATION OF TECHNOLOGY IN THE MUSIC CLASSROOM. [Internet] [Masters thesis]. University of Kansas; 2009. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/1808/5530.

Council of Science Editors:

Agnew SM. FACTORS INFLUENCING THE IMPLEMENTATION OF TECHNOLOGY IN THE MUSIC CLASSROOM. [Masters Thesis]. University of Kansas; 2009. Available from: http://hdl.handle.net/1808/5530


University of Illinois – Urbana-Champaign

5. McKinley, Geoffrey L. The effect of looking up information on learning and long-term memory.

Degree: PhD, Psychology, 2018, University of Illinois – Urbana-Champaign

 Retrieval is a potent method of learning, with a variety of indirect and direct benefits. The testing effect describes the finding that retrieving information enhances… (more)

Subjects/Keywords: Memory; Retrieval; Technology; Memory self-efficacy

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APA (6th Edition):

McKinley, G. L. (2018). The effect of looking up information on learning and long-term memory. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/102406

Chicago Manual of Style (16th Edition):

McKinley, Geoffrey L. “The effect of looking up information on learning and long-term memory.” 2018. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed August 06, 2020. http://hdl.handle.net/2142/102406.

MLA Handbook (7th Edition):

McKinley, Geoffrey L. “The effect of looking up information on learning and long-term memory.” 2018. Web. 06 Aug 2020.

Vancouver:

McKinley GL. The effect of looking up information on learning and long-term memory. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2018. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/2142/102406.

Council of Science Editors:

McKinley GL. The effect of looking up information on learning and long-term memory. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2018. Available from: http://hdl.handle.net/2142/102406


Duquesne University

6. Studnicki, Elaine. Beliefs and Technology - Does One Lead to the Other? Evaluating the Effects of Teacher Self-Efficacy and School Collective Efficacy on Technology Use in the Classroom.

Degree: EdD, Instructional Technology (EdDIT), 2012, Duquesne University

 This exploratory mixed method study builds upon previous research to investigate the influence of teacher self- and collective efficacy on technology use in the classroom.… (more)

Subjects/Keywords: Barriers; Collective efficacy; Human agency; Mixed method; Self-efficacy; Technology

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APA (6th Edition):

Studnicki, E. (2012). Beliefs and Technology - Does One Lead to the Other? Evaluating the Effects of Teacher Self-Efficacy and School Collective Efficacy on Technology Use in the Classroom. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/1249

Chicago Manual of Style (16th Edition):

Studnicki, Elaine. “Beliefs and Technology - Does One Lead to the Other? Evaluating the Effects of Teacher Self-Efficacy and School Collective Efficacy on Technology Use in the Classroom.” 2012. Doctoral Dissertation, Duquesne University. Accessed August 06, 2020. https://dsc.duq.edu/etd/1249.

MLA Handbook (7th Edition):

Studnicki, Elaine. “Beliefs and Technology - Does One Lead to the Other? Evaluating the Effects of Teacher Self-Efficacy and School Collective Efficacy on Technology Use in the Classroom.” 2012. Web. 06 Aug 2020.

Vancouver:

Studnicki E. Beliefs and Technology - Does One Lead to the Other? Evaluating the Effects of Teacher Self-Efficacy and School Collective Efficacy on Technology Use in the Classroom. [Internet] [Doctoral dissertation]. Duquesne University; 2012. [cited 2020 Aug 06]. Available from: https://dsc.duq.edu/etd/1249.

Council of Science Editors:

Studnicki E. Beliefs and Technology - Does One Lead to the Other? Evaluating the Effects of Teacher Self-Efficacy and School Collective Efficacy on Technology Use in the Classroom. [Doctoral Dissertation]. Duquesne University; 2012. Available from: https://dsc.duq.edu/etd/1249


Texas State University – San Marcos

7. Barry, William J. Online MS-Word, Instructional Video for Helping Students Turn-on and Use Immediate Writing Feedback: A Longitudinal Study of Developmental Writing Progress and Self-Efficacy.

Degree: PhD, Developmental Education, 2018, Texas State University – San Marcos

 Given the percentages of first-year college students whom the system assesses as not college ready in writing, the current study looked to design and evaluate… (more)

Subjects/Keywords: Self-efficacy; Developmental education; Developmental writing; Writing self-efficacy; Technology; Word processor

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APA (6th Edition):

Barry, W. J. (2018). Online MS-Word, Instructional Video for Helping Students Turn-on and Use Immediate Writing Feedback: A Longitudinal Study of Developmental Writing Progress and Self-Efficacy. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/10889

Chicago Manual of Style (16th Edition):

Barry, William J. “Online MS-Word, Instructional Video for Helping Students Turn-on and Use Immediate Writing Feedback: A Longitudinal Study of Developmental Writing Progress and Self-Efficacy.” 2018. Doctoral Dissertation, Texas State University – San Marcos. Accessed August 06, 2020. https://digital.library.txstate.edu/handle/10877/10889.

MLA Handbook (7th Edition):

Barry, William J. “Online MS-Word, Instructional Video for Helping Students Turn-on and Use Immediate Writing Feedback: A Longitudinal Study of Developmental Writing Progress and Self-Efficacy.” 2018. Web. 06 Aug 2020.

Vancouver:

Barry WJ. Online MS-Word, Instructional Video for Helping Students Turn-on and Use Immediate Writing Feedback: A Longitudinal Study of Developmental Writing Progress and Self-Efficacy. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2018. [cited 2020 Aug 06]. Available from: https://digital.library.txstate.edu/handle/10877/10889.

Council of Science Editors:

Barry WJ. Online MS-Word, Instructional Video for Helping Students Turn-on and Use Immediate Writing Feedback: A Longitudinal Study of Developmental Writing Progress and Self-Efficacy. [Doctoral Dissertation]. Texas State University – San Marcos; 2018. Available from: https://digital.library.txstate.edu/handle/10877/10889


Boise State University

8. Gray, Darin. Determining the Role That Self-Directed Learning Readiness and Internet Self-Efficacy Have on Online Learning Self-Efficacy for the Purpose of Increasing Persistence in Online Courses for Adult Learners.

Degree: 2018, Boise State University

 Retention and persistence rates in online courses are lower than that of conventional courses for adult learners. One of the major factors for students dropping… (more)

Subjects/Keywords: self-efficacy; online learning; Internet; self-directed learing; Educational Technology

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APA (6th Edition):

Gray, D. (2018). Determining the Role That Self-Directed Learning Readiness and Internet Self-Efficacy Have on Online Learning Self-Efficacy for the Purpose of Increasing Persistence in Online Courses for Adult Learners. (Thesis). Boise State University. Retrieved from https://scholarworks.boisestate.edu/td/1473

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):

Gray, Darin. “Determining the Role That Self-Directed Learning Readiness and Internet Self-Efficacy Have on Online Learning Self-Efficacy for the Purpose of Increasing Persistence in Online Courses for Adult Learners.” 2018. Thesis, Boise State University. Accessed August 06, 2020. https://scholarworks.boisestate.edu/td/1473.

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

MLA Handbook (7th Edition):

Gray, Darin. “Determining the Role That Self-Directed Learning Readiness and Internet Self-Efficacy Have on Online Learning Self-Efficacy for the Purpose of Increasing Persistence in Online Courses for Adult Learners.” 2018. Web. 06 Aug 2020.

Vancouver:

Gray D. Determining the Role That Self-Directed Learning Readiness and Internet Self-Efficacy Have on Online Learning Self-Efficacy for the Purpose of Increasing Persistence in Online Courses for Adult Learners. [Internet] [Thesis]. Boise State University; 2018. [cited 2020 Aug 06]. Available from: https://scholarworks.boisestate.edu/td/1473.

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

Council of Science Editors:

Gray D. Determining the Role That Self-Directed Learning Readiness and Internet Self-Efficacy Have on Online Learning Self-Efficacy for the Purpose of Increasing Persistence in Online Courses for Adult Learners. [Thesis]. Boise State University; 2018. Available from: https://scholarworks.boisestate.edu/td/1473

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


California State University – San Bernardino

9. Osborn, Teri L. HOW TECHNOLOGY PROFESSIONAL DEVELOPMENT GUIDES INSTRUCTIONAL PRACTICE.

Degree: Doctor of Education in Educational Leadership, Educational Leadership and Curriculum, 2016, California State University – San Bernardino

Technology integration for today’s classroom has been characterized as insufficient for today’s global society. Teachers need better training programs or professional development specifically focusing… (more)

Subjects/Keywords: education; technology integration; instructional technology; self-efficacy; guiding practices; Educational Leadership

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APA (6th Edition):

Osborn, T. L. (2016). HOW TECHNOLOGY PROFESSIONAL DEVELOPMENT GUIDES INSTRUCTIONAL PRACTICE. (Thesis). California State University – San Bernardino. Retrieved from https://scholarworks.lib.csusb.edu/etd/307

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):

Osborn, Teri L. “HOW TECHNOLOGY PROFESSIONAL DEVELOPMENT GUIDES INSTRUCTIONAL PRACTICE.” 2016. Thesis, California State University – San Bernardino. Accessed August 06, 2020. https://scholarworks.lib.csusb.edu/etd/307.

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

MLA Handbook (7th Edition):

Osborn, Teri L. “HOW TECHNOLOGY PROFESSIONAL DEVELOPMENT GUIDES INSTRUCTIONAL PRACTICE.” 2016. Web. 06 Aug 2020.

Vancouver:

Osborn TL. HOW TECHNOLOGY PROFESSIONAL DEVELOPMENT GUIDES INSTRUCTIONAL PRACTICE. [Internet] [Thesis]. California State University – San Bernardino; 2016. [cited 2020 Aug 06]. Available from: https://scholarworks.lib.csusb.edu/etd/307.

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

Council of Science Editors:

Osborn TL. HOW TECHNOLOGY PROFESSIONAL DEVELOPMENT GUIDES INSTRUCTIONAL PRACTICE. [Thesis]. California State University – San Bernardino; 2016. Available from: https://scholarworks.lib.csusb.edu/etd/307

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


Kansas State University

10. Chow, Rebeca Isabel. Examining the factors of the Technology Acceptance Model for Counselor Education graduate students in CACREP-accredited programs.

Degree: PhD, Department of Special Education, Counseling and Special Affairs, 2019, Kansas State University

 As higher education continues to integrate technology, the counselor education field has evolved and recognized the importance of graduate students’ attitudes towards technology acceptance of… (more)

Subjects/Keywords: Counselor Education; Technology acceptance; Technology Anxiety; Technology Self-Efficacy; Technology Acceptance Model

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APA (6th Edition):

Chow, R. I. (2019). Examining the factors of the Technology Acceptance Model for Counselor Education graduate students in CACREP-accredited programs. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/39463

Chicago Manual of Style (16th Edition):

Chow, Rebeca Isabel. “Examining the factors of the Technology Acceptance Model for Counselor Education graduate students in CACREP-accredited programs.” 2019. Doctoral Dissertation, Kansas State University. Accessed August 06, 2020. http://hdl.handle.net/2097/39463.

MLA Handbook (7th Edition):

Chow, Rebeca Isabel. “Examining the factors of the Technology Acceptance Model for Counselor Education graduate students in CACREP-accredited programs.” 2019. Web. 06 Aug 2020.

Vancouver:

Chow RI. Examining the factors of the Technology Acceptance Model for Counselor Education graduate students in CACREP-accredited programs. [Internet] [Doctoral dissertation]. Kansas State University; 2019. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/2097/39463.

Council of Science Editors:

Chow RI. Examining the factors of the Technology Acceptance Model for Counselor Education graduate students in CACREP-accredited programs. [Doctoral Dissertation]. Kansas State University; 2019. Available from: http://hdl.handle.net/2097/39463


University of Southern California

11. Parker, Scott Kaleiolani. Hawaiʻi public school principals' level of technology use and the meaningful integration of technology in their school.

Degree: EdD, Education (Leadership), 2014, University of Southern California

 This study sought to understand the level of Hawaiʻi public school principals' technology use and the way principals meaningfully integrate technology into their school. With… (more)

Subjects/Keywords: computer self efficacy; educational leadership; educational technology; principal technology; school technology; technology use

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APA (6th Edition):

Parker, S. K. (2014). Hawaiʻi public school principals' level of technology use and the meaningful integration of technology in their school. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/382380/rec/3134

Chicago Manual of Style (16th Edition):

Parker, Scott Kaleiolani. “Hawaiʻi public school principals' level of technology use and the meaningful integration of technology in their school.” 2014. Doctoral Dissertation, University of Southern California. Accessed August 06, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/382380/rec/3134.

MLA Handbook (7th Edition):

Parker, Scott Kaleiolani. “Hawaiʻi public school principals' level of technology use and the meaningful integration of technology in their school.” 2014. Web. 06 Aug 2020.

Vancouver:

Parker SK. Hawaiʻi public school principals' level of technology use and the meaningful integration of technology in their school. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2020 Aug 06]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/382380/rec/3134.

Council of Science Editors:

Parker SK. Hawaiʻi public school principals' level of technology use and the meaningful integration of technology in their school. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/382380/rec/3134

12. Regina ClÃudia Melo Dodt. ElaboraÃÃo e validaÃÃo de tecnologia educativa para autoeficÃcia da amamentaÃÃo.

Degree: PhD, 2011, Universidade Federal do Ceará

 As caracterÃsticas individuais do processo de amamentaÃÃo devem ser consideradas, bem como a relevÃncia da educaÃÃo em saÃde apropriada à mulher no perÃodo puerperal, no… (more)

Subjects/Keywords: ENFERMAGEM; Estudos de ValidaÃÃo; Tecnologia Educacional; Aleitamento Materno; Auto-EficÃcia; Enfermagem; Validation Studies; Educational technology; Breastfeeding; Self-efficacy; Nursing.

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APA (6th Edition):

Dodt, R. C. M. (2011). ElaboraÃÃo e validaÃÃo de tecnologia educativa para autoeficÃcia da amamentaÃÃo. (Doctoral Dissertation). Universidade Federal do Ceará. Retrieved from http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=8608 ;

Chicago Manual of Style (16th Edition):

Dodt, Regina ClÃudia Melo. “ElaboraÃÃo e validaÃÃo de tecnologia educativa para autoeficÃcia da amamentaÃÃo.” 2011. Doctoral Dissertation, Universidade Federal do Ceará. Accessed August 06, 2020. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=8608 ;.

MLA Handbook (7th Edition):

Dodt, Regina ClÃudia Melo. “ElaboraÃÃo e validaÃÃo de tecnologia educativa para autoeficÃcia da amamentaÃÃo.” 2011. Web. 06 Aug 2020.

Vancouver:

Dodt RCM. ElaboraÃÃo e validaÃÃo de tecnologia educativa para autoeficÃcia da amamentaÃÃo. [Internet] [Doctoral dissertation]. Universidade Federal do Ceará 2011. [cited 2020 Aug 06]. Available from: http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=8608 ;.

Council of Science Editors:

Dodt RCM. ElaboraÃÃo e validaÃÃo de tecnologia educativa para autoeficÃcia da amamentaÃÃo. [Doctoral Dissertation]. Universidade Federal do Ceará 2011. Available from: http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=8608 ;


Boise State University

13. Mulder, David James. Pre-Service Teachers’ Perceptions of Their Abilities for Technology Integration: A Mixed Methods Case Study.

Degree: 2017, Boise State University

 This case study was developed to understand pre-service teachers’ perceptions of their abilities to integrate technology into the classroom, and to understand their perceptions of… (more)

Subjects/Keywords: teacher preparation; technology integration; self-efficacy; technology self-efficacy; TPACK; convergent parallel design; pre-service teachers; Teacher Education and Professional Development

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APA (6th Edition):

Mulder, D. J. (2017). Pre-Service Teachers’ Perceptions of Their Abilities for Technology Integration: A Mixed Methods Case Study. (Thesis). Boise State University. Retrieved from https://scholarworks.boisestate.edu/td/1273

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):

Mulder, David James. “Pre-Service Teachers’ Perceptions of Their Abilities for Technology Integration: A Mixed Methods Case Study.” 2017. Thesis, Boise State University. Accessed August 06, 2020. https://scholarworks.boisestate.edu/td/1273.

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

MLA Handbook (7th Edition):

Mulder, David James. “Pre-Service Teachers’ Perceptions of Their Abilities for Technology Integration: A Mixed Methods Case Study.” 2017. Web. 06 Aug 2020.

Vancouver:

Mulder DJ. Pre-Service Teachers’ Perceptions of Their Abilities for Technology Integration: A Mixed Methods Case Study. [Internet] [Thesis]. Boise State University; 2017. [cited 2020 Aug 06]. Available from: https://scholarworks.boisestate.edu/td/1273.

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

Council of Science Editors:

Mulder DJ. Pre-Service Teachers’ Perceptions of Their Abilities for Technology Integration: A Mixed Methods Case Study. [Thesis]. Boise State University; 2017. Available from: https://scholarworks.boisestate.edu/td/1273

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


Universidade do Rio Grande do Sul

14. Araújo, Maria Eugênia Rodrigues. O ensino da contabilidade apoiado na dimensão afetiva da autoeficácia em ambiente virtual de aprendizagem.

Degree: 2017, Universidade do Rio Grande do Sul

Nesta pesquisa foi desenvolvido um modelo de ensino considerando a dimensão afetiva integrada numa estratégia de aprendizagem para fortalecer o desempenho dos estudantes do curso… (more)

Subjects/Keywords: Self-efficacy; Tecnologia educacional; Learning; Contabilidade; Afeto; Affection; The teaching of Accounting

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APA (6th Edition):

Araújo, M. E. R. (2017). O ensino da contabilidade apoiado na dimensão afetiva da autoeficácia em ambiente virtual de aprendizagem. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/178387

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):

Araújo, Maria Eugênia Rodrigues. “O ensino da contabilidade apoiado na dimensão afetiva da autoeficácia em ambiente virtual de aprendizagem.” 2017. Thesis, Universidade do Rio Grande do Sul. Accessed August 06, 2020. http://hdl.handle.net/10183/178387.

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

MLA Handbook (7th Edition):

Araújo, Maria Eugênia Rodrigues. “O ensino da contabilidade apoiado na dimensão afetiva da autoeficácia em ambiente virtual de aprendizagem.” 2017. Web. 06 Aug 2020.

Vancouver:

Araújo MER. O ensino da contabilidade apoiado na dimensão afetiva da autoeficácia em ambiente virtual de aprendizagem. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2017. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/10183/178387.

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

Council of Science Editors:

Araújo MER. O ensino da contabilidade apoiado na dimensão afetiva da autoeficácia em ambiente virtual de aprendizagem. [Thesis]. Universidade do Rio Grande do Sul; 2017. Available from: http://hdl.handle.net/10183/178387

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


Texas A&M University

15. Hile, Adam Ray. Teacher Perceptions of the Use of One-to-one Technology in Algebra 1 Classrooms.

Degree: 2015, Texas A&M University

 The purpose of this study was to analyze how self-efficacy interacts with technology integration in Algebra 1 classrooms. A case study approach was used to… (more)

Subjects/Keywords: Education Administration; Educational Technology; Algebra 1; Self-efficacy

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APA (6th Edition):

Hile, A. R. (2015). Teacher Perceptions of the Use of One-to-one Technology in Algebra 1 Classrooms. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156153

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):

Hile, Adam Ray. “Teacher Perceptions of the Use of One-to-one Technology in Algebra 1 Classrooms.” 2015. Thesis, Texas A&M University. Accessed August 06, 2020. http://hdl.handle.net/1969.1/156153.

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

MLA Handbook (7th Edition):

Hile, Adam Ray. “Teacher Perceptions of the Use of One-to-one Technology in Algebra 1 Classrooms.” 2015. Web. 06 Aug 2020.

Vancouver:

Hile AR. Teacher Perceptions of the Use of One-to-one Technology in Algebra 1 Classrooms. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/1969.1/156153.

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

Council of Science Editors:

Hile AR. Teacher Perceptions of the Use of One-to-one Technology in Algebra 1 Classrooms. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/156153

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


Utah Valley University

16. Frampton, Taylor. Turning the Classroom into an Adventure: The Impact of ClassCraft on Self-Regulation.

Degree: 2016, Utah Valley University

A mixed methods quasi-experimental action research study was conducted to see how ClassCraft, a game-based classroom management platform, impacts students' self-efficacy for self-regulated learning. This… (more)

Subjects/Keywords: Education, Elementary; Educational technology; Classroom management; Self-efficacy

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APA (6th Edition):

Frampton, T. (2016). Turning the Classroom into an Adventure: The Impact of ClassCraft on Self-Regulation. (Thesis). Utah Valley University. Retrieved from http://contentdm.uvu.edu:81/u?/UVUTheses,684

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):

Frampton, Taylor. “Turning the Classroom into an Adventure: The Impact of ClassCraft on Self-Regulation.” 2016. Thesis, Utah Valley University. Accessed August 06, 2020. http://contentdm.uvu.edu:81/u?/UVUTheses,684.

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

MLA Handbook (7th Edition):

Frampton, Taylor. “Turning the Classroom into an Adventure: The Impact of ClassCraft on Self-Regulation.” 2016. Web. 06 Aug 2020.

Vancouver:

Frampton T. Turning the Classroom into an Adventure: The Impact of ClassCraft on Self-Regulation. [Internet] [Thesis]. Utah Valley University; 2016. [cited 2020 Aug 06]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,684.

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

Council of Science Editors:

Frampton T. Turning the Classroom into an Adventure: The Impact of ClassCraft on Self-Regulation. [Thesis]. Utah Valley University; 2016. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,684

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


University of Waikato

17. Allen, Vincent Thor. Automated Technology Based Behavioural Intervention to Promote Exercise Adherence: A Pilot Study to Ascertain Efficacy .

Degree: 2015, University of Waikato

 Exercise has been shown to be an effective treatment for a range of physical and mental health problems. Development of automated exercise therapy options will… (more)

Subjects/Keywords: Exercise adherence; Exercise self-efficacy; Technology; Behavioural exercise intervention; Automated

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

APA (6th Edition):

Allen, V. T. (2015). Automated Technology Based Behavioural Intervention to Promote Exercise Adherence: A Pilot Study to Ascertain Efficacy . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/9489

Chicago Manual of Style (16th Edition):

Allen, Vincent Thor. “Automated Technology Based Behavioural Intervention to Promote Exercise Adherence: A Pilot Study to Ascertain Efficacy .” 2015. Masters Thesis, University of Waikato. Accessed August 06, 2020. http://hdl.handle.net/10289/9489.

MLA Handbook (7th Edition):

Allen, Vincent Thor. “Automated Technology Based Behavioural Intervention to Promote Exercise Adherence: A Pilot Study to Ascertain Efficacy .” 2015. Web. 06 Aug 2020.

Vancouver:

Allen VT. Automated Technology Based Behavioural Intervention to Promote Exercise Adherence: A Pilot Study to Ascertain Efficacy . [Internet] [Masters thesis]. University of Waikato; 2015. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/10289/9489.

Council of Science Editors:

Allen VT. Automated Technology Based Behavioural Intervention to Promote Exercise Adherence: A Pilot Study to Ascertain Efficacy . [Masters Thesis]. University of Waikato; 2015. Available from: http://hdl.handle.net/10289/9489


Virginia Tech

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

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

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Binthabit, Nouf Mohammed. “Integration of Language Learning Strategies and Self-efficacy Enhancing Strategies for Second Language Acquisition: A Design and Development Study.” 2019. Doctoral Dissertation, Virginia Tech. Accessed August 06, 2020. http://hdl.handle.net/10919/95969.

MLA Handbook (7th Edition):

Binthabit, Nouf Mohammed. “Integration of Language Learning Strategies and Self-efficacy Enhancing Strategies for Second Language Acquisition: A Design and Development Study.” 2019. Web. 06 Aug 2020.

Vancouver:

Binthabit NM. Integration of Language Learning Strategies and Self-efficacy Enhancing Strategies for Second Language Acquisition: A Design and Development Study. [Internet] [Doctoral dissertation]. Virginia Tech; 2019. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/10919/95969.

Council of Science Editors:

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


Texas A&M University

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

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

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Weber, Nancy Dubinski. “The Role of Teacher Education in the Development of First-Year Teachers’ Pedagogy and Self-Efficacy for Instructional Practices and Technology Integration.” 2015. Doctoral Dissertation, Texas A&M University. Accessed August 06, 2020. http://hdl.handle.net/1969.1/186995.

MLA Handbook (7th Edition):

Weber, Nancy Dubinski. “The Role of Teacher Education in the Development of First-Year Teachers’ Pedagogy and Self-Efficacy for Instructional Practices and Technology Integration.” 2015. Web. 06 Aug 2020.

Vancouver:

Weber ND. The Role of Teacher Education in the Development of First-Year Teachers’ Pedagogy and Self-Efficacy for Instructional Practices and Technology Integration. [Internet] [Doctoral dissertation]. Texas A&M University; 2015. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/1969.1/186995.

Council of Science Editors:

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


University of Minnesota

20. Knapp, Wendy. The Impact of TPACK and Teacher Technology Efficacy on Social Studies Teachers' use of Technology in the Classroom.

Degree: PhD, Education, Curriculum and Instruction, 2017, University of Minnesota

 THE IMPACT OF TPACK AND TEACHER TECHNOLOGY EFFICACY ON SOCIAL STUDIES TEACHERS’ USE OF TECHNOLOGY IN THE CLASSROOM Abstract Access to classroom technology and professional… (more)

Subjects/Keywords: Professional Development; Social Studies; Teacher; Technology Self-efficacy; TPACK

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

APA (6th Edition):

Knapp, W. (2017). The Impact of TPACK and Teacher Technology Efficacy on Social Studies Teachers' use of Technology in the Classroom. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/193425

Chicago Manual of Style (16th Edition):

Knapp, Wendy. “The Impact of TPACK and Teacher Technology Efficacy on Social Studies Teachers' use of Technology in the Classroom.” 2017. Doctoral Dissertation, University of Minnesota. Accessed August 06, 2020. http://hdl.handle.net/11299/193425.

MLA Handbook (7th Edition):

Knapp, Wendy. “The Impact of TPACK and Teacher Technology Efficacy on Social Studies Teachers' use of Technology in the Classroom.” 2017. Web. 06 Aug 2020.

Vancouver:

Knapp W. The Impact of TPACK and Teacher Technology Efficacy on Social Studies Teachers' use of Technology in the Classroom. [Internet] [Doctoral dissertation]. University of Minnesota; 2017. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/11299/193425.

Council of Science Editors:

Knapp W. The Impact of TPACK and Teacher Technology Efficacy on Social Studies Teachers' use of Technology in the Classroom. [Doctoral Dissertation]. University of Minnesota; 2017. Available from: http://hdl.handle.net/11299/193425

21. Castagnaro, Anne V. Evaluating Sixth Graders' Self-Efficacy in Response to the Use of Educational Technology.

Degree: PhD, School of Educational Studies, 2012, Claremont Graduate University

  Sixth grade is a pivotal time in school, as students culminate their elementary school years and anticipate junior high school. At this age, students… (more)

Subjects/Keywords: educational technology; self-efficacy

…Gender Differences in Response to Technology 31 Previous Research on Self-Efficacy 36… …Coefficients Between Frequency of Technology Use Outside the Classroom and Self-Efficacy Domain… …efficacy and educational technology. Does high self-efficacy occur because of educational… …academic self-efficacy. With the incorporation of educational technology, it is hypothesized that… …between educational technology and general self-efficacy, educators will be aware of how the… 

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

APA (6th Edition):

Castagnaro, A. V. (2012). Evaluating Sixth Graders' Self-Efficacy in Response to the Use of Educational Technology. (Doctoral Dissertation). Claremont Graduate University. Retrieved from https://scholarship.claremont.edu/cgu_etd/69

Chicago Manual of Style (16th Edition):

Castagnaro, Anne V. “Evaluating Sixth Graders' Self-Efficacy in Response to the Use of Educational Technology.” 2012. Doctoral Dissertation, Claremont Graduate University. Accessed August 06, 2020. https://scholarship.claremont.edu/cgu_etd/69.

MLA Handbook (7th Edition):

Castagnaro, Anne V. “Evaluating Sixth Graders' Self-Efficacy in Response to the Use of Educational Technology.” 2012. Web. 06 Aug 2020.

Vancouver:

Castagnaro AV. Evaluating Sixth Graders' Self-Efficacy in Response to the Use of Educational Technology. [Internet] [Doctoral dissertation]. Claremont Graduate University; 2012. [cited 2020 Aug 06]. Available from: https://scholarship.claremont.edu/cgu_etd/69.

Council of Science Editors:

Castagnaro AV. Evaluating Sixth Graders' Self-Efficacy in Response to the Use of Educational Technology. [Doctoral Dissertation]. Claremont Graduate University; 2012. Available from: https://scholarship.claremont.edu/cgu_etd/69


University of North Texas

22. Brown, Shelia. An Exploration of the Relationship Between Principal Leadership Efficacy, Principal Computer Self-Efficacy, and Student Achievement.

Degree: 2010, University of North Texas

 The purpose of this study was to examine whether or not relationships exist between principals' technology proficiency and student achievement as indicated by 2008 Texas… (more)

Subjects/Keywords: Self-efficacy; principals; computer self efficacy; High school principals  – Texas.; Academic achievement  – Texas.; Educational leadership.; Educational technology.

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APA (6th Edition):

Brown, S. (2010). An Exploration of the Relationship Between Principal Leadership Efficacy, Principal Computer Self-Efficacy, and Student Achievement. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc28399/

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):

Brown, Shelia. “An Exploration of the Relationship Between Principal Leadership Efficacy, Principal Computer Self-Efficacy, and Student Achievement.” 2010. Thesis, University of North Texas. Accessed August 06, 2020. https://digital.library.unt.edu/ark:/67531/metadc28399/.

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

MLA Handbook (7th Edition):

Brown, Shelia. “An Exploration of the Relationship Between Principal Leadership Efficacy, Principal Computer Self-Efficacy, and Student Achievement.” 2010. Web. 06 Aug 2020.

Vancouver:

Brown S. An Exploration of the Relationship Between Principal Leadership Efficacy, Principal Computer Self-Efficacy, and Student Achievement. [Internet] [Thesis]. University of North Texas; 2010. [cited 2020 Aug 06]. Available from: https://digital.library.unt.edu/ark:/67531/metadc28399/.

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

Council of Science Editors:

Brown S. An Exploration of the Relationship Between Principal Leadership Efficacy, Principal Computer Self-Efficacy, and Student Achievement. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc28399/

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


Liberty University

23. Johnson, Reeshemah Tamar. Beginning Teachers' Technology Integration Self-Efficacy Based on Level of Technology Infusion in the Undergraduate Program.

Degree: 2020, Liberty University

 Four-year educator preparation programs in North Carolina are tasked with producing teachers capable of effectively integrating technology in the curriculum. The state created The Digital… (more)

Subjects/Keywords: Educational Technology; Beginning Teacher; Technology Integration; Technology Integration Self-efficacy; Dedicated Technology Course; Technology Infusion; Curriculum and Instruction; Education

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APA (6th Edition):

Johnson, R. T. (2020). Beginning Teachers' Technology Integration Self-Efficacy Based on Level of Technology Infusion in the Undergraduate Program. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/2533

Chicago Manual of Style (16th Edition):

Johnson, Reeshemah Tamar. “Beginning Teachers' Technology Integration Self-Efficacy Based on Level of Technology Infusion in the Undergraduate Program.” 2020. Doctoral Dissertation, Liberty University. Accessed August 06, 2020. https://digitalcommons.liberty.edu/doctoral/2533.

MLA Handbook (7th Edition):

Johnson, Reeshemah Tamar. “Beginning Teachers' Technology Integration Self-Efficacy Based on Level of Technology Infusion in the Undergraduate Program.” 2020. Web. 06 Aug 2020.

Vancouver:

Johnson RT. Beginning Teachers' Technology Integration Self-Efficacy Based on Level of Technology Infusion in the Undergraduate Program. [Internet] [Doctoral dissertation]. Liberty University; 2020. [cited 2020 Aug 06]. Available from: https://digitalcommons.liberty.edu/doctoral/2533.

Council of Science Editors:

Johnson RT. Beginning Teachers' Technology Integration Self-Efficacy Based on Level of Technology Infusion in the Undergraduate Program. [Doctoral Dissertation]. Liberty University; 2020. Available from: https://digitalcommons.liberty.edu/doctoral/2533


Kent State University

24. Kelani, Razacki Raphael. A professional Development Study of Technology Education in Science Teaching in Benin: Issues of Teacher Change and Self-efficacy Beliefs.

Degree: PhD, College of Education, Health, and Human Services / Department of Teaching, Leadership and Curriculum Studies, 2009, Kent State University

  This study has two purposes. The practical purpose of the study was to provide Benin middle school science teachers with an effective technology education… (more)

Subjects/Keywords: Education; Science Education; Teaching; Technology; professional development; technology education; self-efficacy-beliefs; teacher change; PCK

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APA (6th Edition):

Kelani, R. R. (2009). A professional Development Study of Technology Education in Science Teaching in Benin: Issues of Teacher Change and Self-efficacy Beliefs. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1238763168

Chicago Manual of Style (16th Edition):

Kelani, Razacki Raphael. “A professional Development Study of Technology Education in Science Teaching in Benin: Issues of Teacher Change and Self-efficacy Beliefs.” 2009. Doctoral Dissertation, Kent State University. Accessed August 06, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent1238763168.

MLA Handbook (7th Edition):

Kelani, Razacki Raphael. “A professional Development Study of Technology Education in Science Teaching in Benin: Issues of Teacher Change and Self-efficacy Beliefs.” 2009. Web. 06 Aug 2020.

Vancouver:

Kelani RR. A professional Development Study of Technology Education in Science Teaching in Benin: Issues of Teacher Change and Self-efficacy Beliefs. [Internet] [Doctoral dissertation]. Kent State University; 2009. [cited 2020 Aug 06]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1238763168.

Council of Science Editors:

Kelani RR. A professional Development Study of Technology Education in Science Teaching in Benin: Issues of Teacher Change and Self-efficacy Beliefs. [Doctoral Dissertation]. Kent State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1238763168


University of Kansas

25. Swartz, Cindy. Transforming into an elementary technology specialist: Stories of change.

Degree: EdD, Curriculum and Teaching, 2017, University of Kansas

 The experiences of elementary technology integration specialists in a Midwestern school district were explored through narrative case studies as these educators transitioned from classroom teaching… (more)

Subjects/Keywords: Educational technology; Elementary education; Educational psychology; mindset; motivation; perseverance; self-efficacy; teacher identity; technology integration

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APA (6th Edition):

Swartz, C. (2017). Transforming into an elementary technology specialist: Stories of change. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/25974

Chicago Manual of Style (16th Edition):

Swartz, Cindy. “Transforming into an elementary technology specialist: Stories of change.” 2017. Doctoral Dissertation, University of Kansas. Accessed August 06, 2020. http://hdl.handle.net/1808/25974.

MLA Handbook (7th Edition):

Swartz, Cindy. “Transforming into an elementary technology specialist: Stories of change.” 2017. Web. 06 Aug 2020.

Vancouver:

Swartz C. Transforming into an elementary technology specialist: Stories of change. [Internet] [Doctoral dissertation]. University of Kansas; 2017. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/1808/25974.

Council of Science Editors:

Swartz C. Transforming into an elementary technology specialist: Stories of change. [Doctoral Dissertation]. University of Kansas; 2017. Available from: http://hdl.handle.net/1808/25974


Northeastern University

26. Todd, Colleen. Exploring The Impact Of Technological Self-efficacy On Employee Experiences: A Case Study On Workplace Computer Technology And Elearning Programs.

Degree: EdD, School of Education, 2019, Northeastern University

 This holistic and bounded case study explored the described experiences of newly hired corporate employees with varying degrees of technological self-efficacy as they used computer… (more)

Subjects/Keywords: Computer Technology; Cybergogy; eLearning; Induction; Onboarding; Technological Self-Efficacy; Educational technology; Business education; Adult education

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APA (6th Edition):

Todd, C. (2019). Exploring The Impact Of Technological Self-efficacy On Employee Experiences: A Case Study On Workplace Computer Technology And Elearning Programs. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20316480

Chicago Manual of Style (16th Edition):

Todd, Colleen. “Exploring The Impact Of Technological Self-efficacy On Employee Experiences: A Case Study On Workplace Computer Technology And Elearning Programs.” 2019. Doctoral Dissertation, Northeastern University. Accessed August 06, 2020. http://hdl.handle.net/2047/D20316480.

MLA Handbook (7th Edition):

Todd, Colleen. “Exploring The Impact Of Technological Self-efficacy On Employee Experiences: A Case Study On Workplace Computer Technology And Elearning Programs.” 2019. Web. 06 Aug 2020.

Vancouver:

Todd C. Exploring The Impact Of Technological Self-efficacy On Employee Experiences: A Case Study On Workplace Computer Technology And Elearning Programs. [Internet] [Doctoral dissertation]. Northeastern University; 2019. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/2047/D20316480.

Council of Science Editors:

Todd C. Exploring The Impact Of Technological Self-efficacy On Employee Experiences: A Case Study On Workplace Computer Technology And Elearning Programs. [Doctoral Dissertation]. Northeastern University; 2019. Available from: http://hdl.handle.net/2047/D20316480


Boise State University

27. Hall, Allison Barsnica. Personalized Professional Learning Experiences and Teacher Self-Efficacy for Integrating Technology in K-12 Classrooms.

Degree: 2019, Boise State University

 The studies in this dissertation were designed to develop an understanding of the impact of personalized professional learning experiences for K-12 teachers. These studies took… (more)

Subjects/Keywords: personalized professional learning; professional development; technology integration; self-efficacy; personalized learning; Educational Technology

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APA (6th Edition):

Hall, A. B. (2019). Personalized Professional Learning Experiences and Teacher Self-Efficacy for Integrating Technology in K-12 Classrooms. (Thesis). Boise State University. Retrieved from https://scholarworks.boisestate.edu/td/1525

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):

Hall, Allison Barsnica. “Personalized Professional Learning Experiences and Teacher Self-Efficacy for Integrating Technology in K-12 Classrooms.” 2019. Thesis, Boise State University. Accessed August 06, 2020. https://scholarworks.boisestate.edu/td/1525.

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

MLA Handbook (7th Edition):

Hall, Allison Barsnica. “Personalized Professional Learning Experiences and Teacher Self-Efficacy for Integrating Technology in K-12 Classrooms.” 2019. Web. 06 Aug 2020.

Vancouver:

Hall AB. Personalized Professional Learning Experiences and Teacher Self-Efficacy for Integrating Technology in K-12 Classrooms. [Internet] [Thesis]. Boise State University; 2019. [cited 2020 Aug 06]. Available from: https://scholarworks.boisestate.edu/td/1525.

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

Council of Science Editors:

Hall AB. Personalized Professional Learning Experiences and Teacher Self-Efficacy for Integrating Technology in K-12 Classrooms. [Thesis]. Boise State University; 2019. Available from: https://scholarworks.boisestate.edu/td/1525

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


Bowling Green State University

28. Hastings, Tricia A. Factors that Predict Quality Classroom Technology Use.

Degree: Doctor of Education (EdD), Leadership Studies, 2009, Bowling Green State University

  Despite technological advancements intended to enhance teaching and learning in the 21st century, numerous teacher and school factors continue to impede quality classroom technology(more)

Subjects/Keywords: Education; School Administration; Teaching; Technology; technology; quality; teacher technology use; technology integration; predict; proficiency; professional development; self efficacy; professionalism; education

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

APA (6th Edition):

Hastings, T. A. (2009). Factors that Predict Quality Classroom Technology Use. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1257194863

Chicago Manual of Style (16th Edition):

Hastings, Tricia A. “Factors that Predict Quality Classroom Technology Use.” 2009. Doctoral Dissertation, Bowling Green State University. Accessed August 06, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1257194863.

MLA Handbook (7th Edition):

Hastings, Tricia A. “Factors that Predict Quality Classroom Technology Use.” 2009. Web. 06 Aug 2020.

Vancouver:

Hastings TA. Factors that Predict Quality Classroom Technology Use. [Internet] [Doctoral dissertation]. Bowling Green State University; 2009. [cited 2020 Aug 06]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1257194863.

Council of Science Editors:

Hastings TA. Factors that Predict Quality Classroom Technology Use. [Doctoral Dissertation]. Bowling Green State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1257194863


Boise State University

29. Gomez, Frank C., Jr. Technology Integration Self-Efficacy Reframed Through the ISTE Standards: An Investigation Among Urban K-12 Teachers.

Degree: 2020, Boise State University

 Utilizing a descriptive research design and a theoretical framework based on self-efficacy theory (Bandura, 1997), this quantitative study examined self-efficacy as a factor on teachers’… (more)

Subjects/Keywords: technology use; technology integration; self-efficacy; ISTE standards for educators; technology integration confidence scale; professional development; Educational Technology

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

APA (6th Edition):

Gomez, Frank C., J. (2020). Technology Integration Self-Efficacy Reframed Through the ISTE Standards: An Investigation Among Urban K-12 Teachers. (Thesis). Boise State University. Retrieved from https://scholarworks.boisestate.edu/td/1692

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):

Gomez, Frank C., Jr. “Technology Integration Self-Efficacy Reframed Through the ISTE Standards: An Investigation Among Urban K-12 Teachers.” 2020. Thesis, Boise State University. Accessed August 06, 2020. https://scholarworks.boisestate.edu/td/1692.

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

MLA Handbook (7th Edition):

Gomez, Frank C., Jr. “Technology Integration Self-Efficacy Reframed Through the ISTE Standards: An Investigation Among Urban K-12 Teachers.” 2020. Web. 06 Aug 2020.

Vancouver:

Gomez, Frank C. J. Technology Integration Self-Efficacy Reframed Through the ISTE Standards: An Investigation Among Urban K-12 Teachers. [Internet] [Thesis]. Boise State University; 2020. [cited 2020 Aug 06]. Available from: https://scholarworks.boisestate.edu/td/1692.

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

Council of Science Editors:

Gomez, Frank C. J. Technology Integration Self-Efficacy Reframed Through the ISTE Standards: An Investigation Among Urban K-12 Teachers. [Thesis]. Boise State University; 2020. Available from: https://scholarworks.boisestate.edu/td/1692

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


Ohio University

30. Hovland, Jana A. Elementary Teachers' Practices and Self-Efficacy Related to Technology Integration for Teaching Nutrition.

Degree: PhD, Instructional Technology (Education), 2016, Ohio University

 Stakeholders are interested in using technology to integrate nutrition education into the regular school curriculum as one strategy, among many, to combat the childhood obesity… (more)

Subjects/Keywords: Education; Educational Technology; Elementary Education; Health Education; Nutrition; Teaching; Elementary; nutrition education; technology integration; teacher perceptions; teacher self-efficacy; technology integration self-efficacy; technology integration self-efficacy for teaching nutrition; elementary education; teacher training; nutrition

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

APA (6th Edition):

Hovland, J. A. (2016). Elementary Teachers' Practices and Self-Efficacy Related to Technology Integration for Teaching Nutrition. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1478697136860537

Chicago Manual of Style (16th Edition):

Hovland, Jana A. “Elementary Teachers' Practices and Self-Efficacy Related to Technology Integration for Teaching Nutrition.” 2016. Doctoral Dissertation, Ohio University. Accessed August 06, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1478697136860537.

MLA Handbook (7th Edition):

Hovland, Jana A. “Elementary Teachers' Practices and Self-Efficacy Related to Technology Integration for Teaching Nutrition.” 2016. Web. 06 Aug 2020.

Vancouver:

Hovland JA. Elementary Teachers' Practices and Self-Efficacy Related to Technology Integration for Teaching Nutrition. [Internet] [Doctoral dissertation]. Ohio University; 2016. [cited 2020 Aug 06]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1478697136860537.

Council of Science Editors:

Hovland JA. Elementary Teachers' Practices and Self-Efficacy Related to Technology Integration for Teaching Nutrition. [Doctoral Dissertation]. Ohio University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1478697136860537

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