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Degree: MEd

You searched for subject:(Theory). Showing records 1 – 30 of 76 total matches.

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University of Alberta

1. Zhang,Xinxin. A Model-Based Method for Content Validation of Automatically Generated Test Items.

Degree: MEd, Department of Educational Psychology, 2016, University of Alberta

 The purpose of this study is to describe a methodology to recover the model (cognitive and item models) from generated test items using a novel… (more)

Subjects/Keywords: AIG; graph theory; cognitive model

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APA (6th Edition):

Zhang,Xinxin. (2016). A Model-Based Method for Content Validation of Automatically Generated Test Items. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/c8w32r576x

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

Zhang,Xinxin. “A Model-Based Method for Content Validation of Automatically Generated Test Items.” 2016. Masters Thesis, University of Alberta. Accessed July 16, 2019. https://era.library.ualberta.ca/files/c8w32r576x.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

Zhang,Xinxin. “A Model-Based Method for Content Validation of Automatically Generated Test Items.” 2016. Web. 16 Jul 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

Zhang,Xinxin. A Model-Based Method for Content Validation of Automatically Generated Test Items. [Internet] [Masters thesis]. University of Alberta; 2016. [cited 2019 Jul 16]. Available from: https://era.library.ualberta.ca/files/c8w32r576x.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

Zhang,Xinxin. A Model-Based Method for Content Validation of Automatically Generated Test Items. [Masters Thesis]. University of Alberta; 2016. Available from: https://era.library.ualberta.ca/files/c8w32r576x

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


Texas State University – San Marcos

2. Nielsen, Sarah. The Impact of International Service Learning on Health Profession Students' Cultural Competence.

Degree: MEd, Health Education, 2011, Texas State University – San Marcos

 In this study, the Social Cognitive Theory was used as a framework to assess the impact of international service learning on health profession students' cultural… (more)

Subjects/Keywords: Cognitive theory; Health profession students

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APA (6th Edition):

Nielsen, S. (2011). The Impact of International Service Learning on Health Profession Students' Cultural Competence. (Masters Thesis). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/3340

Chicago Manual of Style (16th Edition):

Nielsen, Sarah. “The Impact of International Service Learning on Health Profession Students' Cultural Competence.” 2011. Masters Thesis, Texas State University – San Marcos. Accessed July 16, 2019. https://digital.library.txstate.edu/handle/10877/3340.

MLA Handbook (7th Edition):

Nielsen, Sarah. “The Impact of International Service Learning on Health Profession Students' Cultural Competence.” 2011. Web. 16 Jul 2019.

Vancouver:

Nielsen S. The Impact of International Service Learning on Health Profession Students' Cultural Competence. [Internet] [Masters thesis]. Texas State University – San Marcos; 2011. [cited 2019 Jul 16]. Available from: https://digital.library.txstate.edu/handle/10877/3340.

Council of Science Editors:

Nielsen S. The Impact of International Service Learning on Health Profession Students' Cultural Competence. [Masters Thesis]. Texas State University – San Marcos; 2011. Available from: https://digital.library.txstate.edu/handle/10877/3340


University of Alberta

3. Abougoush, Mariam H. PASS Theory of Intelligence and Giftedness.

Degree: MEd, Department of Educational Psychology, 2014, University of Alberta

 The purpose of the present study was twofold: (a) to examine what PASS processes differentiate gifted children from chronological-age controls and (b) to examine what… (more)

Subjects/Keywords: PASS theory of intelligence; cognitive processing; giftedness; PASS theory

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APA (6th Edition):

Abougoush, M. H. (2014). PASS Theory of Intelligence and Giftedness. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/x059c855t

Chicago Manual of Style (16th Edition):

Abougoush, Mariam H. “PASS Theory of Intelligence and Giftedness.” 2014. Masters Thesis, University of Alberta. Accessed July 16, 2019. https://era.library.ualberta.ca/files/x059c855t.

MLA Handbook (7th Edition):

Abougoush, Mariam H. “PASS Theory of Intelligence and Giftedness.” 2014. Web. 16 Jul 2019.

Vancouver:

Abougoush MH. PASS Theory of Intelligence and Giftedness. [Internet] [Masters thesis]. University of Alberta; 2014. [cited 2019 Jul 16]. Available from: https://era.library.ualberta.ca/files/x059c855t.

Council of Science Editors:

Abougoush MH. PASS Theory of Intelligence and Giftedness. [Masters Thesis]. University of Alberta; 2014. Available from: https://era.library.ualberta.ca/files/x059c855t


University of Alberta

4. Dunn, Kristy L. Examining the Role of PASS Processes in Gifted Reading Performance.

Degree: MEd, Department of Educational Psychology, 2016, University of Alberta

 The purpose of the present study was twofold: (a) to examine what cognitive processes differentiate between gifted readers and controls, and (b) to examine the… (more)

Subjects/Keywords: cognitive processes; giftedness; reading achievement; PASS theory

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APA (6th Edition):

Dunn, K. L. (2016). Examining the Role of PASS Processes in Gifted Reading Performance. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/cbz60cw450

Chicago Manual of Style (16th Edition):

Dunn, Kristy L. “Examining the Role of PASS Processes in Gifted Reading Performance.” 2016. Masters Thesis, University of Alberta. Accessed July 16, 2019. https://era.library.ualberta.ca/files/cbz60cw450.

MLA Handbook (7th Edition):

Dunn, Kristy L. “Examining the Role of PASS Processes in Gifted Reading Performance.” 2016. Web. 16 Jul 2019.

Vancouver:

Dunn KL. Examining the Role of PASS Processes in Gifted Reading Performance. [Internet] [Masters thesis]. University of Alberta; 2016. [cited 2019 Jul 16]. Available from: https://era.library.ualberta.ca/files/cbz60cw450.

Council of Science Editors:

Dunn KL. Examining the Role of PASS Processes in Gifted Reading Performance. [Masters Thesis]. University of Alberta; 2016. Available from: https://era.library.ualberta.ca/files/cbz60cw450


University of Alberta

5. Budden, Curtis R. Using the Ottawa Surgical Competency Operative Room Evaluation (O-SCORE) in a Canadian Plastic Surgery Program.

Degree: MEd, Department of Educational Psychology, 2016, University of Alberta

 Competency-based medical education has overtaken the traditional apprenticeship model of medical education. This shift toward competence-based training demands a higher number of assessments per trainee.… (more)

Subjects/Keywords: Surgical education; Assessment; Reliability; Validity; Generalizability theory

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APA (6th Edition):

Budden, C. R. (2016). Using the Ottawa Surgical Competency Operative Room Evaluation (O-SCORE) in a Canadian Plastic Surgery Program. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/cj098zb332

Chicago Manual of Style (16th Edition):

Budden, Curtis R. “Using the Ottawa Surgical Competency Operative Room Evaluation (O-SCORE) in a Canadian Plastic Surgery Program.” 2016. Masters Thesis, University of Alberta. Accessed July 16, 2019. https://era.library.ualberta.ca/files/cj098zb332.

MLA Handbook (7th Edition):

Budden, Curtis R. “Using the Ottawa Surgical Competency Operative Room Evaluation (O-SCORE) in a Canadian Plastic Surgery Program.” 2016. Web. 16 Jul 2019.

Vancouver:

Budden CR. Using the Ottawa Surgical Competency Operative Room Evaluation (O-SCORE) in a Canadian Plastic Surgery Program. [Internet] [Masters thesis]. University of Alberta; 2016. [cited 2019 Jul 16]. Available from: https://era.library.ualberta.ca/files/cj098zb332.

Council of Science Editors:

Budden CR. Using the Ottawa Surgical Competency Operative Room Evaluation (O-SCORE) in a Canadian Plastic Surgery Program. [Masters Thesis]. University of Alberta; 2016. Available from: https://era.library.ualberta.ca/files/cj098zb332


Louisiana State University

6. Pierre, Langley. A Reader's Experience: How Teachers Can Utilize Literature Circles and Reader Response Theory in an All-Male Environment to Evaluate Reader Engagement, Motivation, and Identifying with a Text.

Degree: MEd, Education, 2016, Louisiana State University

 This teacher-research project was implemented in an all-male eighth grade English Language Arts classroom in order to identify reader motivation, engagement, and identifying with a… (more)

Subjects/Keywords: motivation; identity; all-male; reader response theory

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APA (6th Edition):

Pierre, L. (2016). A Reader's Experience: How Teachers Can Utilize Literature Circles and Reader Response Theory in an All-Male Environment to Evaluate Reader Engagement, Motivation, and Identifying with a Text. (Masters Thesis). Louisiana State University. Retrieved from etd-04112016-115851 ; https://digitalcommons.lsu.edu/gradschool_theses/3580

Chicago Manual of Style (16th Edition):

Pierre, Langley. “A Reader's Experience: How Teachers Can Utilize Literature Circles and Reader Response Theory in an All-Male Environment to Evaluate Reader Engagement, Motivation, and Identifying with a Text.” 2016. Masters Thesis, Louisiana State University. Accessed July 16, 2019. etd-04112016-115851 ; https://digitalcommons.lsu.edu/gradschool_theses/3580.

MLA Handbook (7th Edition):

Pierre, Langley. “A Reader's Experience: How Teachers Can Utilize Literature Circles and Reader Response Theory in an All-Male Environment to Evaluate Reader Engagement, Motivation, and Identifying with a Text.” 2016. Web. 16 Jul 2019.

Vancouver:

Pierre L. A Reader's Experience: How Teachers Can Utilize Literature Circles and Reader Response Theory in an All-Male Environment to Evaluate Reader Engagement, Motivation, and Identifying with a Text. [Internet] [Masters thesis]. Louisiana State University; 2016. [cited 2019 Jul 16]. Available from: etd-04112016-115851 ; https://digitalcommons.lsu.edu/gradschool_theses/3580.

Council of Science Editors:

Pierre L. A Reader's Experience: How Teachers Can Utilize Literature Circles and Reader Response Theory in an All-Male Environment to Evaluate Reader Engagement, Motivation, and Identifying with a Text. [Masters Thesis]. Louisiana State University; 2016. Available from: etd-04112016-115851 ; https://digitalcommons.lsu.edu/gradschool_theses/3580


University of Toledo

7. Templin, Carl S. Dismantling the War Machine: The Existential Foundations of Peace.

Degree: MEd, Education Theory and Social Foundations, 2010, University of Toledo

 This thesis is an elaboration on the theoretical basis for a new understanding of what peace is as well as how best to teach it.… (more)

Subjects/Keywords: Curricula; Education; Educational Theory; Education Philosophy; Pedagogy; Philosophy; existentialism; peace education; educational theory; war; peace

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APA (6th Edition):

Templin, C. S. (2010). Dismantling the War Machine: The Existential Foundations of Peace. (Masters Thesis). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1289962133

Chicago Manual of Style (16th Edition):

Templin, Carl S. “Dismantling the War Machine: The Existential Foundations of Peace.” 2010. Masters Thesis, University of Toledo. Accessed July 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1289962133.

MLA Handbook (7th Edition):

Templin, Carl S. “Dismantling the War Machine: The Existential Foundations of Peace.” 2010. Web. 16 Jul 2019.

Vancouver:

Templin CS. Dismantling the War Machine: The Existential Foundations of Peace. [Internet] [Masters thesis]. University of Toledo; 2010. [cited 2019 Jul 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1289962133.

Council of Science Editors:

Templin CS. Dismantling the War Machine: The Existential Foundations of Peace. [Masters Thesis]. University of Toledo; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1289962133


University of Pretoria

8. Smuts, Karin. ’n Interaktiewe kwalitatiewe analise van laerskoolonderwysers se aanpassing by veranderinge in die Suid-Afrikaanse kurrikulum.

Degree: MEd, Educational Psychology, 2014, University of Pretoria

 Daar bestaan verskeie stressors in onderwysers se werksomgewing (Steyn & Kamper, 2006; Van den Berg, 2003). Cox (in Travers & Cooper,1996:4) noem egter dat volgehoue… (more)

Subjects/Keywords: Kurrikulumveranderinge; Interaktiewe Kwalitatiewe Analise (IKA); Aanpassingsteorie; Stres-en hanteringsteorie; Ekosistemiese teorie; UCTD; Curriculum changes; Interactive Qualitative Analysis (IQA); Coping theory; Stress-and-coping theory; Ecosystemic theory

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APA (6th Edition):

Smuts, K. (2014). ’n Interaktiewe kwalitatiewe analise van laerskoolonderwysers se aanpassing by veranderinge in die Suid-Afrikaanse kurrikulum. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/43247

Chicago Manual of Style (16th Edition):

Smuts, Karin. “’n Interaktiewe kwalitatiewe analise van laerskoolonderwysers se aanpassing by veranderinge in die Suid-Afrikaanse kurrikulum.” 2014. Masters Thesis, University of Pretoria. Accessed July 16, 2019. http://hdl.handle.net/2263/43247.

MLA Handbook (7th Edition):

Smuts, Karin. “’n Interaktiewe kwalitatiewe analise van laerskoolonderwysers se aanpassing by veranderinge in die Suid-Afrikaanse kurrikulum.” 2014. Web. 16 Jul 2019.

Vancouver:

Smuts K. ’n Interaktiewe kwalitatiewe analise van laerskoolonderwysers se aanpassing by veranderinge in die Suid-Afrikaanse kurrikulum. [Internet] [Masters thesis]. University of Pretoria; 2014. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/2263/43247.

Council of Science Editors:

Smuts K. ’n Interaktiewe kwalitatiewe analise van laerskoolonderwysers se aanpassing by veranderinge in die Suid-Afrikaanse kurrikulum. [Masters Thesis]. University of Pretoria; 2014. Available from: http://hdl.handle.net/2263/43247


University of Alberta

9. Bahry, Louise M. Polytomous item response theory parameter recovery: An investigation of non-normal distributions and small sample size.

Degree: MEd, Department of Educational Psychology, 2012, University of Alberta

 Item Response Theory (IRT) has been extensively used in educational research with large sample sizes and normally distributed traits. However, there are cases in which… (more)

Subjects/Keywords: Item Response Theory; Parameter Recovery; Graded Response Model

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APA (6th Edition):

Bahry, L. M. (2012). Polytomous item response theory parameter recovery: An investigation of non-normal distributions and small sample size. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/mg74qn49v

Chicago Manual of Style (16th Edition):

Bahry, Louise M. “Polytomous item response theory parameter recovery: An investigation of non-normal distributions and small sample size.” 2012. Masters Thesis, University of Alberta. Accessed July 16, 2019. https://era.library.ualberta.ca/files/mg74qn49v.

MLA Handbook (7th Edition):

Bahry, Louise M. “Polytomous item response theory parameter recovery: An investigation of non-normal distributions and small sample size.” 2012. Web. 16 Jul 2019.

Vancouver:

Bahry LM. Polytomous item response theory parameter recovery: An investigation of non-normal distributions and small sample size. [Internet] [Masters thesis]. University of Alberta; 2012. [cited 2019 Jul 16]. Available from: https://era.library.ualberta.ca/files/mg74qn49v.

Council of Science Editors:

Bahry LM. Polytomous item response theory parameter recovery: An investigation of non-normal distributions and small sample size. [Masters Thesis]. University of Alberta; 2012. Available from: https://era.library.ualberta.ca/files/mg74qn49v


University of Pretoria

10. Molapo, Moyahabo Rodgers. How educators implement curriculum change.

Degree: MEd, Education Management and Policy Studies, 2017, University of Pretoria

 This qualitative, exploratory study aims to understand how grade three educators in Limpopo, South Africa, approach the curriculum implementation. The study recognizes the National Curriculum… (more)

Subjects/Keywords: UCTD; CAPS; Curriculum change; Curriculum implementation; Curriculum implementation theory

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APA (6th Edition):

Molapo, M. (2017). How educators implement curriculum change. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/60963

Chicago Manual of Style (16th Edition):

Molapo, Moyahabo. “How educators implement curriculum change.” 2017. Masters Thesis, University of Pretoria. Accessed July 16, 2019. http://hdl.handle.net/2263/60963.

MLA Handbook (7th Edition):

Molapo, Moyahabo. “How educators implement curriculum change.” 2017. Web. 16 Jul 2019.

Vancouver:

Molapo M. How educators implement curriculum change. [Internet] [Masters thesis]. University of Pretoria; 2017. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/2263/60963.

Council of Science Editors:

Molapo M. How educators implement curriculum change. [Masters Thesis]. University of Pretoria; 2017. Available from: http://hdl.handle.net/2263/60963


University of Pretoria

11. More, Teboho Edward. The role of the principal in educator professional development.

Degree: MEd, Education Management and Policy Studies, 2017, University of Pretoria

 The study investigated how principals discharge their responsibilities with regard to educator professional development and what factors, if any, assist or hinder principals in the… (more)

Subjects/Keywords: UCTD; Professional Development; Continuous Professional Development; Human Capital Theory; Secondary Schools

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APA (6th Edition):

More, T. E. (2017). The role of the principal in educator professional development. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/60964

Chicago Manual of Style (16th Edition):

More, Teboho Edward. “The role of the principal in educator professional development.” 2017. Masters Thesis, University of Pretoria. Accessed July 16, 2019. http://hdl.handle.net/2263/60964.

MLA Handbook (7th Edition):

More, Teboho Edward. “The role of the principal in educator professional development.” 2017. Web. 16 Jul 2019.

Vancouver:

More TE. The role of the principal in educator professional development. [Internet] [Masters thesis]. University of Pretoria; 2017. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/2263/60964.

Council of Science Editors:

More TE. The role of the principal in educator professional development. [Masters Thesis]. University of Pretoria; 2017. Available from: http://hdl.handle.net/2263/60964


University of Pretoria

12. Bird, Jessie-Anne. A social network analysis of bullying experienced by Grade 4 learners.

Degree: MEd, Educational Psychology, 2017, University of Pretoria

 The purpose of this research was to study the influence of strong and weak social network ties on the phenomenon of bullying by examining the… (more)

Subjects/Keywords: UCTD; Bullying; Direct bullying; Social capital theory; Social networks

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APA (6th Edition):

Bird, J. (2017). A social network analysis of bullying experienced by Grade 4 learners. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/60981

Chicago Manual of Style (16th Edition):

Bird, Jessie-Anne. “A social network analysis of bullying experienced by Grade 4 learners.” 2017. Masters Thesis, University of Pretoria. Accessed July 16, 2019. http://hdl.handle.net/2263/60981.

MLA Handbook (7th Edition):

Bird, Jessie-Anne. “A social network analysis of bullying experienced by Grade 4 learners.” 2017. Web. 16 Jul 2019.

Vancouver:

Bird J. A social network analysis of bullying experienced by Grade 4 learners. [Internet] [Masters thesis]. University of Pretoria; 2017. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/2263/60981.

Council of Science Editors:

Bird J. A social network analysis of bullying experienced by Grade 4 learners. [Masters Thesis]. University of Pretoria; 2017. Available from: http://hdl.handle.net/2263/60981


Bowling Green State University

13. Bowes, Sarah. Leisure and Social Continuity: The Secret to Successful Aging for Oldest-Old in Long-Term Care?.

Degree: MEd, Human Movement, Sport and Leisure Studies /Leisure and Tourism, 2017, Bowling Green State University

 The proportion of oldest-old in the United States, those 85 and over, is expanding more quickly than both the young-old (65-74) and the old-old (75-84).… (more)

Subjects/Keywords: Gerontology; Continuity Theory; Oldest-Old; Leisure; Social Support; Successful Aging

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APA (6th Edition):

Bowes, S. (2017). Leisure and Social Continuity: The Secret to Successful Aging for Oldest-Old in Long-Term Care?. (Masters Thesis). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1491498057044941

Chicago Manual of Style (16th Edition):

Bowes, Sarah. “Leisure and Social Continuity: The Secret to Successful Aging for Oldest-Old in Long-Term Care?.” 2017. Masters Thesis, Bowling Green State University. Accessed July 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1491498057044941.

MLA Handbook (7th Edition):

Bowes, Sarah. “Leisure and Social Continuity: The Secret to Successful Aging for Oldest-Old in Long-Term Care?.” 2017. Web. 16 Jul 2019.

Vancouver:

Bowes S. Leisure and Social Continuity: The Secret to Successful Aging for Oldest-Old in Long-Term Care?. [Internet] [Masters thesis]. Bowling Green State University; 2017. [cited 2019 Jul 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1491498057044941.

Council of Science Editors:

Bowes S. Leisure and Social Continuity: The Secret to Successful Aging for Oldest-Old in Long-Term Care?. [Masters Thesis]. Bowling Green State University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1491498057044941


University of Newcastle

14. Martucci, Katrina Maree. Young children's developing theory of mind and shared storybook reading in the preschool setting.

Degree: MEd, 2011, University of Newcastle

Masters Research - Master of Education (MEd)

How we come to understand other people’s thoughts and feelings when we are young (our theory of mind)… (more)

Subjects/Keywords: theory of mind; shared storybook reading; preschool; early childhood

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APA (6th Edition):

Martucci, K. M. (2011). Young children's developing theory of mind and shared storybook reading in the preschool setting. (Masters Thesis). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/917885

Chicago Manual of Style (16th Edition):

Martucci, Katrina Maree. “Young children's developing theory of mind and shared storybook reading in the preschool setting.” 2011. Masters Thesis, University of Newcastle. Accessed July 16, 2019. http://hdl.handle.net/1959.13/917885.

MLA Handbook (7th Edition):

Martucci, Katrina Maree. “Young children's developing theory of mind and shared storybook reading in the preschool setting.” 2011. Web. 16 Jul 2019.

Vancouver:

Martucci KM. Young children's developing theory of mind and shared storybook reading in the preschool setting. [Internet] [Masters thesis]. University of Newcastle; 2011. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/1959.13/917885.

Council of Science Editors:

Martucci KM. Young children's developing theory of mind and shared storybook reading in the preschool setting. [Masters Thesis]. University of Newcastle; 2011. Available from: http://hdl.handle.net/1959.13/917885


Texas Tech University

15. Adams, Bailey. Foster youth pathways to college.

Degree: MEd, Higher Education, 2018, Texas Tech University

 The current research that exists on former foster youth includes focuses on the factors that have contributed to either their success or failure in their… (more)

Subjects/Keywords: Foster Youth; Former Foster Youth; Standpoint Theory; Pathways To College

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APA (6th Edition):

Adams, B. (2018). Foster youth pathways to college. (Masters Thesis). Texas Tech University. Retrieved from http://hdl.handle.net/2346/73814

Chicago Manual of Style (16th Edition):

Adams, Bailey. “Foster youth pathways to college.” 2018. Masters Thesis, Texas Tech University. Accessed July 16, 2019. http://hdl.handle.net/2346/73814.

MLA Handbook (7th Edition):

Adams, Bailey. “Foster youth pathways to college.” 2018. Web. 16 Jul 2019.

Vancouver:

Adams B. Foster youth pathways to college. [Internet] [Masters thesis]. Texas Tech University; 2018. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/2346/73814.

Council of Science Editors:

Adams B. Foster youth pathways to college. [Masters Thesis]. Texas Tech University; 2018. Available from: http://hdl.handle.net/2346/73814


University of Alberta

16. Atkinson, Erin M. Pre-Service Teachers’ Causal Attributions about FASD and Their Teaching Self-Efficacy.

Degree: MEd, Department of Educational Psychology, 2012, University of Alberta

 Children with Fetal Alcohol Spectrum Disorders (FASD) often display complex problem behaviours in the classroom. The purpose of this study was to examine how pre-service… (more)

Subjects/Keywords: Teacher Self-Efficacy; Fetal Alcohol Spectrum Disorder; Attributions; Educational Psychology; Attribution Theory

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APA (6th Edition):

Atkinson, E. M. (2012). Pre-Service Teachers’ Causal Attributions about FASD and Their Teaching Self-Efficacy. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/np193b12r

Chicago Manual of Style (16th Edition):

Atkinson, Erin M. “Pre-Service Teachers’ Causal Attributions about FASD and Their Teaching Self-Efficacy.” 2012. Masters Thesis, University of Alberta. Accessed July 16, 2019. https://era.library.ualberta.ca/files/np193b12r.

MLA Handbook (7th Edition):

Atkinson, Erin M. “Pre-Service Teachers’ Causal Attributions about FASD and Their Teaching Self-Efficacy.” 2012. Web. 16 Jul 2019.

Vancouver:

Atkinson EM. Pre-Service Teachers’ Causal Attributions about FASD and Their Teaching Self-Efficacy. [Internet] [Masters thesis]. University of Alberta; 2012. [cited 2019 Jul 16]. Available from: https://era.library.ualberta.ca/files/np193b12r.

Council of Science Editors:

Atkinson EM. Pre-Service Teachers’ Causal Attributions about FASD and Their Teaching Self-Efficacy. [Masters Thesis]. University of Alberta; 2012. Available from: https://era.library.ualberta.ca/files/np193b12r


University of Alberta

17. Teske, Julie M. More Than Generalists: Towards an Identity as a Beginning Elementary Literacy Teacher.

Degree: MEd, Department of Elementary Education, 2014, University of Alberta

 Elementary teachers are known to be primarily responsible for the literacy of children, being termed “custodians” of literacy. However, this responsibility can be associated with… (more)

Subjects/Keywords: mentorship; theory and practice; language arts; constructivist teaching; literacy; literacy teacher identity; teacher identity

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

APA (6th Edition):

Teske, J. M. (2014). More Than Generalists: Towards an Identity as a Beginning Elementary Literacy Teacher. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/rx913q529

Chicago Manual of Style (16th Edition):

Teske, Julie M. “More Than Generalists: Towards an Identity as a Beginning Elementary Literacy Teacher.” 2014. Masters Thesis, University of Alberta. Accessed July 16, 2019. https://era.library.ualberta.ca/files/rx913q529.

MLA Handbook (7th Edition):

Teske, Julie M. “More Than Generalists: Towards an Identity as a Beginning Elementary Literacy Teacher.” 2014. Web. 16 Jul 2019.

Vancouver:

Teske JM. More Than Generalists: Towards an Identity as a Beginning Elementary Literacy Teacher. [Internet] [Masters thesis]. University of Alberta; 2014. [cited 2019 Jul 16]. Available from: https://era.library.ualberta.ca/files/rx913q529.

Council of Science Editors:

Teske JM. More Than Generalists: Towards an Identity as a Beginning Elementary Literacy Teacher. [Masters Thesis]. University of Alberta; 2014. Available from: https://era.library.ualberta.ca/files/rx913q529


University of Alberta

18. Allan, Jacqueline Elizabeth Ward. Educational computing environments: an autopoietic orientation.

Degree: MEd, Department of Elementary Education, 1988, University of Alberta

Subjects/Keywords: Computer-assisted instruction.; System theory.; Autopoiesis.

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APA (6th Edition):

Allan, J. E. W. (1988). Educational computing environments: an autopoietic orientation. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/5t34sn466

Chicago Manual of Style (16th Edition):

Allan, Jacqueline Elizabeth Ward. “Educational computing environments: an autopoietic orientation.” 1988. Masters Thesis, University of Alberta. Accessed July 16, 2019. https://era.library.ualberta.ca/files/5t34sn466.

MLA Handbook (7th Edition):

Allan, Jacqueline Elizabeth Ward. “Educational computing environments: an autopoietic orientation.” 1988. Web. 16 Jul 2019.

Vancouver:

Allan JEW. Educational computing environments: an autopoietic orientation. [Internet] [Masters thesis]. University of Alberta; 1988. [cited 2019 Jul 16]. Available from: https://era.library.ualberta.ca/files/5t34sn466.

Council of Science Editors:

Allan JEW. Educational computing environments: an autopoietic orientation. [Masters Thesis]. University of Alberta; 1988. Available from: https://era.library.ualberta.ca/files/5t34sn466


University of Pretoria

19. Pietersen, Willie Johannes. The value of social networks to community volunteers from high risk communities.

Degree: MEd, Educational Psychology, 2017, University of Pretoria

 The purpose of this intervention study was to explore how the community volunteers from the Supporting Home Environments in Beating Adversity (SHEBA) research project –… (more)

Subjects/Keywords: Social network theory; High-risk communities; Asset-based community development; Communication media; UCTD

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APA (6th Edition):

Pietersen, W. (2017). The value of social networks to community volunteers from high risk communities. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/62902

Chicago Manual of Style (16th Edition):

Pietersen, Willie. “The value of social networks to community volunteers from high risk communities.” 2017. Masters Thesis, University of Pretoria. Accessed July 16, 2019. http://hdl.handle.net/2263/62902.

MLA Handbook (7th Edition):

Pietersen, Willie. “The value of social networks to community volunteers from high risk communities.” 2017. Web. 16 Jul 2019.

Vancouver:

Pietersen W. The value of social networks to community volunteers from high risk communities. [Internet] [Masters thesis]. University of Pretoria; 2017. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/2263/62902.

Council of Science Editors:

Pietersen W. The value of social networks to community volunteers from high risk communities. [Masters Thesis]. University of Pretoria; 2017. Available from: http://hdl.handle.net/2263/62902


University of Pretoria

20. Treurnich, Janetta M. A secondary school teacher’s experiences as a victim of cyber bullying.

Degree: MEd, Educational Psychology, 2015, University of Pretoria

 The purpose of this study was to explore and describe the experiences of a secondary school teacher from Gauteng who was a victim of learner… (more)

Subjects/Keywords: UCTD; Cyber bullying; Psychosocial characteristics; Traditional bullying; Bronfenbrenner’s bio-ecological systems theory

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APA (6th Edition):

Treurnich, J. (2015). A secondary school teacher’s experiences as a victim of cyber bullying. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/45897

Chicago Manual of Style (16th Edition):

Treurnich, Janetta. “A secondary school teacher’s experiences as a victim of cyber bullying.” 2015. Masters Thesis, University of Pretoria. Accessed July 16, 2019. http://hdl.handle.net/2263/45897.

MLA Handbook (7th Edition):

Treurnich, Janetta. “A secondary school teacher’s experiences as a victim of cyber bullying.” 2015. Web. 16 Jul 2019.

Vancouver:

Treurnich J. A secondary school teacher’s experiences as a victim of cyber bullying. [Internet] [Masters thesis]. University of Pretoria; 2015. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/2263/45897.

Council of Science Editors:

Treurnich J. A secondary school teacher’s experiences as a victim of cyber bullying. [Masters Thesis]. University of Pretoria; 2015. Available from: http://hdl.handle.net/2263/45897


University of Pretoria

21. Longueira, Roxanne. Exploring the functionality of the South African education quintile funding system.

Degree: MEd, Science, Mathematics and Technology Education, 2017, University of Pretoria

 South African education has undergone many changes in the past two decades. In an attempt to educate all South African children and provide as many… (more)

Subjects/Keywords: UCTD; The Quintile funding system; Socio-Economic Status; Bronfenbrenner's System's Theory; prePIRLS

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APA (6th Edition):

Longueira, R. (2017). Exploring the functionality of the South African education quintile funding system. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/60952

Chicago Manual of Style (16th Edition):

Longueira, Roxanne. “Exploring the functionality of the South African education quintile funding system.” 2017. Masters Thesis, University of Pretoria. Accessed July 16, 2019. http://hdl.handle.net/2263/60952.

MLA Handbook (7th Edition):

Longueira, Roxanne. “Exploring the functionality of the South African education quintile funding system.” 2017. Web. 16 Jul 2019.

Vancouver:

Longueira R. Exploring the functionality of the South African education quintile funding system. [Internet] [Masters thesis]. University of Pretoria; 2017. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/2263/60952.

Council of Science Editors:

Longueira R. Exploring the functionality of the South African education quintile funding system. [Masters Thesis]. University of Pretoria; 2017. Available from: http://hdl.handle.net/2263/60952


Bowling Green State University

22. Blasko, Michael C. The Effects of the Presence of a Wiki Based Module in A Hypermedia Presentation On Cognitive Retention of College Students.

Degree: MEd, Technology/Manufacturing Technology, 2009, Bowling Green State University

 How will the educational community choose to communicate its knowledge today and in recent years to follow? With personal multi-media devices, non-linear social networking tools,… (more)

Subjects/Keywords: Educational Theory; Multi-Media; Wiki; Wikipedia; Non-linear; education; social networking; asynchronous education

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

APA (6th Edition):

Blasko, M. C. (2009). The Effects of the Presence of a Wiki Based Module in A Hypermedia Presentation On Cognitive Retention of College Students. (Masters Thesis). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1245206737

Chicago Manual of Style (16th Edition):

Blasko, Michael C. “The Effects of the Presence of a Wiki Based Module in A Hypermedia Presentation On Cognitive Retention of College Students.” 2009. Masters Thesis, Bowling Green State University. Accessed July 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1245206737.

MLA Handbook (7th Edition):

Blasko, Michael C. “The Effects of the Presence of a Wiki Based Module in A Hypermedia Presentation On Cognitive Retention of College Students.” 2009. Web. 16 Jul 2019.

Vancouver:

Blasko MC. The Effects of the Presence of a Wiki Based Module in A Hypermedia Presentation On Cognitive Retention of College Students. [Internet] [Masters thesis]. Bowling Green State University; 2009. [cited 2019 Jul 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1245206737.

Council of Science Editors:

Blasko MC. The Effects of the Presence of a Wiki Based Module in A Hypermedia Presentation On Cognitive Retention of College Students. [Masters Thesis]. Bowling Green State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1245206737


Bowling Green State University

23. Foust, Curt Darwin. Does Reading Naturally Equal Reading Fluently? What Effect Does Read Naturally Have on the Reading Rate and Prosody of First Grade Readers?.

Degree: MEd, Reading, 2010, Bowling Green State University

 Fluency has been a neglected part of the reading curriculum in the past. However, more recently, fluency has been shown to play a part in… (more)

Subjects/Keywords: Reading Instruction; Read Naturally; reading; fluently; fluent; repeated reading; prosody; Samuels; automaticity theory

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APA (6th Edition):

Foust, C. D. (2010). Does Reading Naturally Equal Reading Fluently? What Effect Does Read Naturally Have on the Reading Rate and Prosody of First Grade Readers?. (Masters Thesis). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1287511502

Chicago Manual of Style (16th Edition):

Foust, Curt Darwin. “Does Reading Naturally Equal Reading Fluently? What Effect Does Read Naturally Have on the Reading Rate and Prosody of First Grade Readers?.” 2010. Masters Thesis, Bowling Green State University. Accessed July 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1287511502.

MLA Handbook (7th Edition):

Foust, Curt Darwin. “Does Reading Naturally Equal Reading Fluently? What Effect Does Read Naturally Have on the Reading Rate and Prosody of First Grade Readers?.” 2010. Web. 16 Jul 2019.

Vancouver:

Foust CD. Does Reading Naturally Equal Reading Fluently? What Effect Does Read Naturally Have on the Reading Rate and Prosody of First Grade Readers?. [Internet] [Masters thesis]. Bowling Green State University; 2010. [cited 2019 Jul 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1287511502.

Council of Science Editors:

Foust CD. Does Reading Naturally Equal Reading Fluently? What Effect Does Read Naturally Have on the Reading Rate and Prosody of First Grade Readers?. [Masters Thesis]. Bowling Green State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1287511502


University of Southern California

24. Soto, Carmen. “Ask a lot of questions and hope you meet the right people”: a case study analyzing the transition experience of community college transfer students involved in the transfer program at a selective university.

Degree: MEd, Education (Counseling Psychology), 2011, University of Southern California

 The transition experience of community college transfer students at a highly selective university is marked by several difficulties, most notably a change from a seemingly… (more)

Subjects/Keywords: community college; private universities; Schlossberg'; s Transition Theory; student transition; traditionally underserved students; transfer students

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APA (6th Edition):

Soto, C. (2011). “Ask a lot of questions and hope you meet the right people”: a case study analyzing the transition experience of community college transfer students involved in the transfer program at a selective university. (Thesis). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/429484/rec/7989

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):

Soto, Carmen. ““Ask a lot of questions and hope you meet the right people”: a case study analyzing the transition experience of community college transfer students involved in the transfer program at a selective university.” 2011. Thesis, University of Southern California. Accessed July 16, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/429484/rec/7989.

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

MLA Handbook (7th Edition):

Soto, Carmen. ““Ask a lot of questions and hope you meet the right people”: a case study analyzing the transition experience of community college transfer students involved in the transfer program at a selective university.” 2011. Web. 16 Jul 2019.

Vancouver:

Soto C. “Ask a lot of questions and hope you meet the right people”: a case study analyzing the transition experience of community college transfer students involved in the transfer program at a selective university. [Internet] [Thesis]. University of Southern California; 2011. [cited 2019 Jul 16]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/429484/rec/7989.

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

Council of Science Editors:

Soto C. “Ask a lot of questions and hope you meet the right people”: a case study analyzing the transition experience of community college transfer students involved in the transfer program at a selective university. [Thesis]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/429484/rec/7989

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


Bowling Green State University

25. Cermak, Joshua A. Examining the Role of Goal Orientations, Motivational Climate, and Self-Esteem on Self-Handicapping Behavior in Division I Collegiate Athletes.

Degree: MEd, Human Movement, Sport and Leisure Studies /Kinesiology, 2018, Bowling Green State University

 <b>Purpose:</b> The purpose of the current study was threefold. The main purpose was to investigate the effects of motivational factors on self-handicapping (SH) in collegiate… (more)

Subjects/Keywords: Psychology; Kinesiology; self-handicapping; sport; motivation; motivational climate; achievement goal theory; self-esteem

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APA (6th Edition):

Cermak, J. A. (2018). Examining the Role of Goal Orientations, Motivational Climate, and Self-Esteem on Self-Handicapping Behavior in Division I Collegiate Athletes. (Masters Thesis). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1530536354977531

Chicago Manual of Style (16th Edition):

Cermak, Joshua A. “Examining the Role of Goal Orientations, Motivational Climate, and Self-Esteem on Self-Handicapping Behavior in Division I Collegiate Athletes.” 2018. Masters Thesis, Bowling Green State University. Accessed July 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1530536354977531.

MLA Handbook (7th Edition):

Cermak, Joshua A. “Examining the Role of Goal Orientations, Motivational Climate, and Self-Esteem on Self-Handicapping Behavior in Division I Collegiate Athletes.” 2018. Web. 16 Jul 2019.

Vancouver:

Cermak JA. Examining the Role of Goal Orientations, Motivational Climate, and Self-Esteem on Self-Handicapping Behavior in Division I Collegiate Athletes. [Internet] [Masters thesis]. Bowling Green State University; 2018. [cited 2019 Jul 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1530536354977531.

Council of Science Editors:

Cermak JA. Examining the Role of Goal Orientations, Motivational Climate, and Self-Esteem on Self-Handicapping Behavior in Division I Collegiate Athletes. [Masters Thesis]. Bowling Green State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1530536354977531


Brigham Young University

26. Haslem, Elizabeth Bailey. The Relationship Between Health-Related Fitness Knowledge, Perceived Competence, Self-Determination, and Physical Activity Behaviors of High School Students.

Degree: MEd, 2014, Brigham Young University

  The purpose of this study was (a) to test a hypothesized model of motivation grounded in the Self-Determination Theory within the context of conceptual… (more)

Subjects/Keywords: Conceptual physical education; Self-Determination Theory; physical activity; structural equation modeling; Educational Psychology

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APA (6th Edition):

Haslem, E. B. (2014). The Relationship Between Health-Related Fitness Knowledge, Perceived Competence, Self-Determination, and Physical Activity Behaviors of High School Students. (Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=5385&context=etd

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):

Haslem, Elizabeth Bailey. “The Relationship Between Health-Related Fitness Knowledge, Perceived Competence, Self-Determination, and Physical Activity Behaviors of High School Students.” 2014. Thesis, Brigham Young University. Accessed July 16, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=5385&context=etd.

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

MLA Handbook (7th Edition):

Haslem, Elizabeth Bailey. “The Relationship Between Health-Related Fitness Knowledge, Perceived Competence, Self-Determination, and Physical Activity Behaviors of High School Students.” 2014. Web. 16 Jul 2019.

Vancouver:

Haslem EB. The Relationship Between Health-Related Fitness Knowledge, Perceived Competence, Self-Determination, and Physical Activity Behaviors of High School Students. [Internet] [Thesis]. Brigham Young University; 2014. [cited 2019 Jul 16]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=5385&context=etd.

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

Council of Science Editors:

Haslem EB. The Relationship Between Health-Related Fitness Knowledge, Perceived Competence, Self-Determination, and Physical Activity Behaviors of High School Students. [Thesis]. Brigham Young University; 2014. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=5385&context=etd

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


University of Alberta

27. Stirling, Stella. Children's construction of meaning in an environmental program.

Degree: MEd, Department of Elementary Education, 1993, University of Alberta

Subjects/Keywords: Cognition in children.; Personal construct theory.; Environmental education – Evaluation.

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APA (6th Edition):

Stirling, S. (1993). Children's construction of meaning in an environmental program. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/5t34sm62c

Chicago Manual of Style (16th Edition):

Stirling, Stella. “Children's construction of meaning in an environmental program.” 1993. Masters Thesis, University of Alberta. Accessed July 16, 2019. https://era.library.ualberta.ca/files/5t34sm62c.

MLA Handbook (7th Edition):

Stirling, Stella. “Children's construction of meaning in an environmental program.” 1993. Web. 16 Jul 2019.

Vancouver:

Stirling S. Children's construction of meaning in an environmental program. [Internet] [Masters thesis]. University of Alberta; 1993. [cited 2019 Jul 16]. Available from: https://era.library.ualberta.ca/files/5t34sm62c.

Council of Science Editors:

Stirling S. Children's construction of meaning in an environmental program. [Masters Thesis]. University of Alberta; 1993. Available from: https://era.library.ualberta.ca/files/5t34sm62c


University of Alberta

28. Hall, Shaun F. Investigating Principals’ Beliefs and Intentions Toward the Inclusion of Students with Autism Spectrum Disorder.

Degree: MEd, Department of Educational Psychology, 2012, University of Alberta

 The purpose of this study was to improve our understanding of what influences principals’ intentions toward including children with autism spectrum disorders (ASD) in general… (more)

Subjects/Keywords: TpB; intentions; special education; inclusion; educational psychology; principals'; theory of planned behaviour; autism; beliefs; leadership; ASD; inclusive education; Autism Spectrum Disorder

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APA (6th Edition):

Hall, S. F. (2012). Investigating Principals’ Beliefs and Intentions Toward the Inclusion of Students with Autism Spectrum Disorder. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/5q47rq12x

Chicago Manual of Style (16th Edition):

Hall, Shaun F. “Investigating Principals’ Beliefs and Intentions Toward the Inclusion of Students with Autism Spectrum Disorder.” 2012. Masters Thesis, University of Alberta. Accessed July 16, 2019. https://era.library.ualberta.ca/files/5q47rq12x.

MLA Handbook (7th Edition):

Hall, Shaun F. “Investigating Principals’ Beliefs and Intentions Toward the Inclusion of Students with Autism Spectrum Disorder.” 2012. Web. 16 Jul 2019.

Vancouver:

Hall SF. Investigating Principals’ Beliefs and Intentions Toward the Inclusion of Students with Autism Spectrum Disorder. [Internet] [Masters thesis]. University of Alberta; 2012. [cited 2019 Jul 16]. Available from: https://era.library.ualberta.ca/files/5q47rq12x.

Council of Science Editors:

Hall SF. Investigating Principals’ Beliefs and Intentions Toward the Inclusion of Students with Autism Spectrum Disorder. [Masters Thesis]. University of Alberta; 2012. Available from: https://era.library.ualberta.ca/files/5q47rq12x


University of Alberta

29. Casey, Melissa. The (Ir)Relevance of Lesbian Identity within Contemporary Theorizing: A Poststructural Critique of Lesbian Feminist and Queer Theory.

Degree: MEd, Department of Educational Policy Studies, 2012, University of Alberta

 Lesbian identity has become germane to contemporary theorizing on sexuality. Since the early 1990’s, queer theory and critique have served to reveal the limitations and… (more)

Subjects/Keywords: structural linguistics; feminism; cultural feminism; intersectionality; relevance; lesbian; identity; queer; post queer; theory; structuralism; poststructuralism; sex wars; sex radicals

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APA (6th Edition):

Casey, M. (2012). The (Ir)Relevance of Lesbian Identity within Contemporary Theorizing: A Poststructural Critique of Lesbian Feminist and Queer Theory. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/j098zb97k

Chicago Manual of Style (16th Edition):

Casey, Melissa. “The (Ir)Relevance of Lesbian Identity within Contemporary Theorizing: A Poststructural Critique of Lesbian Feminist and Queer Theory.” 2012. Masters Thesis, University of Alberta. Accessed July 16, 2019. https://era.library.ualberta.ca/files/j098zb97k.

MLA Handbook (7th Edition):

Casey, Melissa. “The (Ir)Relevance of Lesbian Identity within Contemporary Theorizing: A Poststructural Critique of Lesbian Feminist and Queer Theory.” 2012. Web. 16 Jul 2019.

Vancouver:

Casey M. The (Ir)Relevance of Lesbian Identity within Contemporary Theorizing: A Poststructural Critique of Lesbian Feminist and Queer Theory. [Internet] [Masters thesis]. University of Alberta; 2012. [cited 2019 Jul 16]. Available from: https://era.library.ualberta.ca/files/j098zb97k.

Council of Science Editors:

Casey M. The (Ir)Relevance of Lesbian Identity within Contemporary Theorizing: A Poststructural Critique of Lesbian Feminist and Queer Theory. [Masters Thesis]. University of Alberta; 2012. Available from: https://era.library.ualberta.ca/files/j098zb97k


University of Alberta

30. Charron, Rémi J. Education for Sustainability: A Moral Framework.

Degree: MEd, Department of Educational Policy Studies, 2014, University of Alberta

 Issues of sustainability are germane to Canada and the US, including their educational institutions. The following thesis considers the task of how to achieve greater… (more)

Subjects/Keywords: education policy; progressive education; anti-capitalist education; sustainability; liberal theory; education reform; anti-oppression education; environmental education; moral education

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APA (6th Edition):

Charron, R. J. (2014). Education for Sustainability: A Moral Framework. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/gt54kn24n

Chicago Manual of Style (16th Edition):

Charron, Rémi J. “Education for Sustainability: A Moral Framework.” 2014. Masters Thesis, University of Alberta. Accessed July 16, 2019. https://era.library.ualberta.ca/files/gt54kn24n.

MLA Handbook (7th Edition):

Charron, Rémi J. “Education for Sustainability: A Moral Framework.” 2014. Web. 16 Jul 2019.

Vancouver:

Charron RJ. Education for Sustainability: A Moral Framework. [Internet] [Masters thesis]. University of Alberta; 2014. [cited 2019 Jul 16]. Available from: https://era.library.ualberta.ca/files/gt54kn24n.

Council of Science Editors:

Charron RJ. Education for Sustainability: A Moral Framework. [Masters Thesis]. University of Alberta; 2014. Available from: https://era.library.ualberta.ca/files/gt54kn24n

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