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You searched for subject:(Universal College of Learning). Showing records 1 – 30 of 284918 total matches.

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Massey University

1. Whitehouse, Danette-Ann. We can't hear you : enhancing stakeholder engagement through effective meeting practices.

Degree: Master of Management, Communication Management, 2010, Massey University

 With increasing governmental pressure on tertiary institutions to seek feedback from external stakeholders, it is timely to review how effective this interaction is in relation… (more)

Subjects/Keywords: Universal College of Learning; UCOL; Meeting management; Stakeholder advisory

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APA (6th Edition):

Whitehouse, D. (2010). We can't hear you : enhancing stakeholder engagement through effective meeting practices. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/1968

Chicago Manual of Style (16th Edition):

Whitehouse, Danette-Ann. “We can't hear you : enhancing stakeholder engagement through effective meeting practices.” 2010. Masters Thesis, Massey University. Accessed September 23, 2019. http://hdl.handle.net/10179/1968.

MLA Handbook (7th Edition):

Whitehouse, Danette-Ann. “We can't hear you : enhancing stakeholder engagement through effective meeting practices.” 2010. Web. 23 Sep 2019.

Vancouver:

Whitehouse D. We can't hear you : enhancing stakeholder engagement through effective meeting practices. [Internet] [Masters thesis]. Massey University; 2010. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10179/1968.

Council of Science Editors:

Whitehouse D. We can't hear you : enhancing stakeholder engagement through effective meeting practices. [Masters Thesis]. Massey University; 2010. Available from: http://hdl.handle.net/10179/1968


University of Minnesota

2. Chen, Ting-Wen. The Effects of Training in Universal Design for Learning.

Degree: PhD, tional Psychology, 2014, University of Minnesota

 Adaptation is a vital component to effective inclusion across students with mild to severe disabilities. The purpose of this study was to examine the effects… (more)

Subjects/Keywords: Preservice general educators; Universal Design of Learning

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APA (6th Edition):

Chen, T. (2014). The Effects of Training in Universal Design for Learning. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/165203

Chicago Manual of Style (16th Edition):

Chen, Ting-Wen. “The Effects of Training in Universal Design for Learning.” 2014. Doctoral Dissertation, University of Minnesota. Accessed September 23, 2019. http://hdl.handle.net/11299/165203.

MLA Handbook (7th Edition):

Chen, Ting-Wen. “The Effects of Training in Universal Design for Learning.” 2014. Web. 23 Sep 2019.

Vancouver:

Chen T. The Effects of Training in Universal Design for Learning. [Internet] [Doctoral dissertation]. University of Minnesota; 2014. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/11299/165203.

Council of Science Editors:

Chen T. The Effects of Training in Universal Design for Learning. [Doctoral Dissertation]. University of Minnesota; 2014. Available from: http://hdl.handle.net/11299/165203

3. Warren, Gretchen Winifred Langford. Community College Students with Psychological Disorders and Their Perceptions of Online Learning.

Degree: PhD, Educ Foundations & Leadership, 2014, Old Dominion University

  Research focusing on students with learning disabilities is abundant for secondary and higher education. Studies utilizing data on students with psychological disorders cover secondary… (more)

Subjects/Keywords: Community college; Online learning; Psychological disorders; Universal design for learning; Community College Education Administration; Education Policy; Higher Education

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

APA (6th Edition):

Warren, G. W. L. (2014). Community College Students with Psychological Disorders and Their Perceptions of Online Learning. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781303991219 ; https://digitalcommons.odu.edu/efl_etds/176

Chicago Manual of Style (16th Edition):

Warren, Gretchen Winifred Langford. “Community College Students with Psychological Disorders and Their Perceptions of Online Learning.” 2014. Doctoral Dissertation, Old Dominion University. Accessed September 23, 2019. 9781303991219 ; https://digitalcommons.odu.edu/efl_etds/176.

MLA Handbook (7th Edition):

Warren, Gretchen Winifred Langford. “Community College Students with Psychological Disorders and Their Perceptions of Online Learning.” 2014. Web. 23 Sep 2019.

Vancouver:

Warren GWL. Community College Students with Psychological Disorders and Their Perceptions of Online Learning. [Internet] [Doctoral dissertation]. Old Dominion University; 2014. [cited 2019 Sep 23]. Available from: 9781303991219 ; https://digitalcommons.odu.edu/efl_etds/176.

Council of Science Editors:

Warren GWL. Community College Students with Psychological Disorders and Their Perceptions of Online Learning. [Doctoral Dissertation]. Old Dominion University; 2014. Available from: 9781303991219 ; https://digitalcommons.odu.edu/efl_etds/176


University of Florida

4. Edmiston, Daniel. Anglophone Acquisition of Verb Raising in French as an L2.

Degree: 2011, University of Florida

 French and English have largely similar grammars, though one of the places in which they diverge is their treatment of lexical verbs. In order to… (more)

Subjects/Keywords: Adverbs; College students; Foreign language learning; High school students; Learning; Native languages; Second language learning; Sentences; Universal grammar; Verbs; College students; French language; French language – Verb; Lexical grammar

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

APA (6th Edition):

Edmiston, D. (2011). Anglophone Acquisition of Verb Raising in French as an L2. (Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/AA00059749

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):

Edmiston, Daniel. “Anglophone Acquisition of Verb Raising in French as an L2.” 2011. Thesis, University of Florida. Accessed September 23, 2019. http://ufdc.ufl.edu/AA00059749.

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

MLA Handbook (7th Edition):

Edmiston, Daniel. “Anglophone Acquisition of Verb Raising in French as an L2.” 2011. Web. 23 Sep 2019.

Vancouver:

Edmiston D. Anglophone Acquisition of Verb Raising in French as an L2. [Internet] [Thesis]. University of Florida; 2011. [cited 2019 Sep 23]. Available from: http://ufdc.ufl.edu/AA00059749.

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

Council of Science Editors:

Edmiston D. Anglophone Acquisition of Verb Raising in French as an L2. [Thesis]. University of Florida; 2011. Available from: http://ufdc.ufl.edu/AA00059749

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


University of Edinburgh

5. McGreevey, Alice. Greenberg in the Laboratory.

Degree: 2012, University of Edinburgh

 Word order universals have been recognized for many decades, but their significance continues to be debated. In the last few decades increasing efforts have been… (more)

Subjects/Keywords: Artificial language experiment; Greenberg universal 41; Linguistic learning bias; Evolution of language

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

APA (6th Edition):

McGreevey, A. (2012). Greenberg in the Laboratory. (Thesis). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/8414

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):

McGreevey, Alice. “Greenberg in the Laboratory.” 2012. Thesis, University of Edinburgh. Accessed September 23, 2019. http://hdl.handle.net/1842/8414.

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

MLA Handbook (7th Edition):

McGreevey, Alice. “Greenberg in the Laboratory.” 2012. Web. 23 Sep 2019.

Vancouver:

McGreevey A. Greenberg in the Laboratory. [Internet] [Thesis]. University of Edinburgh; 2012. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/1842/8414.

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

Council of Science Editors:

McGreevey A. Greenberg in the Laboratory. [Thesis]. University of Edinburgh; 2012. Available from: http://hdl.handle.net/1842/8414

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

6. Steger, Daniel George. Understanding the Innovation of Utilizing Universal Design for Learning in Integrated STEM Classrooms by Early Adaptors.

Degree: MSin Life Sciences, Agricultural, Leadership, and Community Education, 2018, Virginia Tech

 Integrated STEM education and Universal Design for Learning (UDL) have been often theorized as compatible. However, there has been little research done to understand how… (more)

Subjects/Keywords: Integrated STEM education; Inclusive education; Universal Design for Learning; STEM education; Diffusion of Innovation theory

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

APA (6th Edition):

Steger, D. G. (2018). Understanding the Innovation of Utilizing Universal Design for Learning in Integrated STEM Classrooms by Early Adaptors. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/86519

Chicago Manual of Style (16th Edition):

Steger, Daniel George. “Understanding the Innovation of Utilizing Universal Design for Learning in Integrated STEM Classrooms by Early Adaptors.” 2018. Masters Thesis, Virginia Tech. Accessed September 23, 2019. http://hdl.handle.net/10919/86519.

MLA Handbook (7th Edition):

Steger, Daniel George. “Understanding the Innovation of Utilizing Universal Design for Learning in Integrated STEM Classrooms by Early Adaptors.” 2018. Web. 23 Sep 2019.

Vancouver:

Steger DG. Understanding the Innovation of Utilizing Universal Design for Learning in Integrated STEM Classrooms by Early Adaptors. [Internet] [Masters thesis]. Virginia Tech; 2018. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10919/86519.

Council of Science Editors:

Steger DG. Understanding the Innovation of Utilizing Universal Design for Learning in Integrated STEM Classrooms by Early Adaptors. [Masters Thesis]. Virginia Tech; 2018. Available from: http://hdl.handle.net/10919/86519

7. Grater-Nakamura, Catherine. Experiences of Deaf and Hard of Hearing Students in Undergraduate and Graduate Students in Distance Education.

Degree: 2016, Athabasca University

This exploratory case study investigates the experiences of university distance education (DE) students with hearing loss. Nine individuals responded to an online questionnaire designed to… (more)

Subjects/Keywords: Distance education; Distance learning; Postsecondary; University; Graduate; Undergraduate; Hearing loss; Hard of hearing; Hearing impaired; Deaf; Disability; Universal accessibility; Universal instructional design; Course design; Academic accommodation; Accessibility

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

APA (6th Edition):

Grater-Nakamura, C. (2016). Experiences of Deaf and Hard of Hearing Students in Undergraduate and Graduate Students in Distance Education. (Thesis). Athabasca University. Retrieved from http://hdl.handle.net/10791/188

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):

Grater-Nakamura, Catherine. “Experiences of Deaf and Hard of Hearing Students in Undergraduate and Graduate Students in Distance Education.” 2016. Thesis, Athabasca University. Accessed September 23, 2019. http://hdl.handle.net/10791/188.

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

MLA Handbook (7th Edition):

Grater-Nakamura, Catherine. “Experiences of Deaf and Hard of Hearing Students in Undergraduate and Graduate Students in Distance Education.” 2016. Web. 23 Sep 2019.

Vancouver:

Grater-Nakamura C. Experiences of Deaf and Hard of Hearing Students in Undergraduate and Graduate Students in Distance Education. [Internet] [Thesis]. Athabasca University; 2016. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10791/188.

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

Council of Science Editors:

Grater-Nakamura C. Experiences of Deaf and Hard of Hearing Students in Undergraduate and Graduate Students in Distance Education. [Thesis]. Athabasca University; 2016. Available from: http://hdl.handle.net/10791/188

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

8. Flach, Tami Wootton. Application of Differentiation and Universal Design for Learning in the Second Grade Science Curriculum.

Degree: 2006, Regis University

 Differentiated instruction (DI) and Universal Design for Learning (UDL) are philosophies that serve as teaching methodologies that address the needs of diverse learners in the… (more)

Subjects/Keywords: Education; differentiated instruction; universal design for learning; science curriculum; primary education; Regis University MED thesis; College for Professional Studies; Master of Education; School of Education and Counseling

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APA (6th Edition):

Flach, T. W. (2006). Application of Differentiation and Universal Design for Learning in the Second Grade Science Curriculum. (Thesis). Regis University. Retrieved from http://epublications.regis.edu/theses/313

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):

Flach, Tami Wootton. “Application of Differentiation and Universal Design for Learning in the Second Grade Science Curriculum.” 2006. Thesis, Regis University. Accessed September 23, 2019. http://epublications.regis.edu/theses/313.

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

MLA Handbook (7th Edition):

Flach, Tami Wootton. “Application of Differentiation and Universal Design for Learning in the Second Grade Science Curriculum.” 2006. Web. 23 Sep 2019.

Vancouver:

Flach TW. Application of Differentiation and Universal Design for Learning in the Second Grade Science Curriculum. [Internet] [Thesis]. Regis University; 2006. [cited 2019 Sep 23]. Available from: http://epublications.regis.edu/theses/313.

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

Council of Science Editors:

Flach TW. Application of Differentiation and Universal Design for Learning in the Second Grade Science Curriculum. [Thesis]. Regis University; 2006. Available from: http://epublications.regis.edu/theses/313

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


Temple University

9. Moore, Carl Stanley. Inclusive College Teaching: A Study of How Four Award-Winning Faculty Employ Universal Design Instruction.

Degree: PhD, 2013, Temple University

Urban Education

Using universal design instruction (UDI) as a framework, this study explores the inclusive teaching practices of four award-winning humanities and social sciences faculty… (more)

Subjects/Keywords: Education;

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

APA (6th Edition):

Moore, C. S. (2013). Inclusive College Teaching: A Study of How Four Award-Winning Faculty Employ Universal Design Instruction. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,216599

Chicago Manual of Style (16th Edition):

Moore, Carl Stanley. “Inclusive College Teaching: A Study of How Four Award-Winning Faculty Employ Universal Design Instruction.” 2013. Doctoral Dissertation, Temple University. Accessed September 23, 2019. http://digital.library.temple.edu/u?/p245801coll10,216599.

MLA Handbook (7th Edition):

Moore, Carl Stanley. “Inclusive College Teaching: A Study of How Four Award-Winning Faculty Employ Universal Design Instruction.” 2013. Web. 23 Sep 2019.

Vancouver:

Moore CS. Inclusive College Teaching: A Study of How Four Award-Winning Faculty Employ Universal Design Instruction. [Internet] [Doctoral dissertation]. Temple University; 2013. [cited 2019 Sep 23]. Available from: http://digital.library.temple.edu/u?/p245801coll10,216599.

Council of Science Editors:

Moore CS. Inclusive College Teaching: A Study of How Four Award-Winning Faculty Employ Universal Design Instruction. [Doctoral Dissertation]. Temple University; 2013. Available from: http://digital.library.temple.edu/u?/p245801coll10,216599


University of Kansas

10. Alsalem, Majed. Considering and Supporting the Implementation of Universal Design for Learning Among Teachers of Students Who Are Deaf and Hard of Hearing in Saudi Arabia.

Degree: PhD, Special Education, 2015, University of Kansas

 The purpose of this study was to investigate the variables associated with the implementation of Universal Design for Learning (UDL) and identify the barriers that… (more)

Subjects/Keywords: Special education; Concerns-Based Adoption Model; Deaf and Hard of Hearing; Professional Development; Saudi Arabia; Teachers; Universal Design for Learning

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APA (6th Edition):

Alsalem, M. (2015). Considering and Supporting the Implementation of Universal Design for Learning Among Teachers of Students Who Are Deaf and Hard of Hearing in Saudi Arabia. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/19500

Chicago Manual of Style (16th Edition):

Alsalem, Majed. “Considering and Supporting the Implementation of Universal Design for Learning Among Teachers of Students Who Are Deaf and Hard of Hearing in Saudi Arabia.” 2015. Doctoral Dissertation, University of Kansas. Accessed September 23, 2019. http://hdl.handle.net/1808/19500.

MLA Handbook (7th Edition):

Alsalem, Majed. “Considering and Supporting the Implementation of Universal Design for Learning Among Teachers of Students Who Are Deaf and Hard of Hearing in Saudi Arabia.” 2015. Web. 23 Sep 2019.

Vancouver:

Alsalem M. Considering and Supporting the Implementation of Universal Design for Learning Among Teachers of Students Who Are Deaf and Hard of Hearing in Saudi Arabia. [Internet] [Doctoral dissertation]. University of Kansas; 2015. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/1808/19500.

Council of Science Editors:

Alsalem M. Considering and Supporting the Implementation of Universal Design for Learning Among Teachers of Students Who Are Deaf and Hard of Hearing in Saudi Arabia. [Doctoral Dissertation]. University of Kansas; 2015. Available from: http://hdl.handle.net/1808/19500


RMIT University

11. [No author]. Education as a way of love: answering the call of the other in the time of Gestell.

Degree: 2011, RMIT University

 This thesis is a transdisciplinary investigation into why, in spite of our best intentions, modern cultures continue to marginalise people and the other-than-human world, and… (more)

Subjects/Keywords: Fields of Research; Ontology; Learning; Heidegger; Gestell; Research practice; Self; Praxis; Millennial dream; Lévinas; Ethics; Love; Care; Universal responsibility

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APA (6th Edition):

author], [. (2011). Education as a way of love: answering the call of the other in the time of Gestell. (Thesis). RMIT University. Retrieved from http://researchbank.rmit.edu.au/view/rmit:160054

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

Chicago Manual of Style (16th Edition):

author], [No. “Education as a way of love: answering the call of the other in the time of Gestell.” 2011. Thesis, RMIT University. Accessed September 23, 2019. http://researchbank.rmit.edu.au/view/rmit:160054.

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

MLA Handbook (7th Edition):

author], [No. “Education as a way of love: answering the call of the other in the time of Gestell.” 2011. Web. 23 Sep 2019.

Vancouver:

author] [. Education as a way of love: answering the call of the other in the time of Gestell. [Internet] [Thesis]. RMIT University; 2011. [cited 2019 Sep 23]. Available from: http://researchbank.rmit.edu.au/view/rmit:160054.

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

Council of Science Editors:

author] [. Education as a way of love: answering the call of the other in the time of Gestell. [Thesis]. RMIT University; 2011. Available from: http://researchbank.rmit.edu.au/view/rmit:160054

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


Université Catholique de Louvain

12. Premanand, Anupam. PEACE AND VALUE EDUCATION A comparative understanding from Montessori and Freire.

Degree: 2016, Université Catholique de Louvain

The thesis entitled ‘Peace and Value Education- A comparative understanding from Montessori and Freire’ is an effort in knowing the foundation of peace and value… (more)

Subjects/Keywords: Peace Education; Value Education; Montessori; Freire; Cooperative Learning; Pedagogy of Oppressed; Peace and Education; Peace Classes; Self Discipline; Universal Human Values

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APA (6th Edition):

Premanand, A. (2016). PEACE AND VALUE EDUCATION A comparative understanding from Montessori and Freire. (Thesis). Université Catholique de Louvain. Retrieved from http://hdl.handle.net/2078.1/thesis:8186

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):

Premanand, Anupam. “PEACE AND VALUE EDUCATION A comparative understanding from Montessori and Freire.” 2016. Thesis, Université Catholique de Louvain. Accessed September 23, 2019. http://hdl.handle.net/2078.1/thesis:8186.

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

MLA Handbook (7th Edition):

Premanand, Anupam. “PEACE AND VALUE EDUCATION A comparative understanding from Montessori and Freire.” 2016. Web. 23 Sep 2019.

Vancouver:

Premanand A. PEACE AND VALUE EDUCATION A comparative understanding from Montessori and Freire. [Internet] [Thesis]. Université Catholique de Louvain; 2016. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/2078.1/thesis:8186.

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

Council of Science Editors:

Premanand A. PEACE AND VALUE EDUCATION A comparative understanding from Montessori and Freire. [Thesis]. Université Catholique de Louvain; 2016. Available from: http://hdl.handle.net/2078.1/thesis:8186

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


University of Central Florida

13. Merritt, Donald. The Impact of User-Generated Interfaces on the Participation of Users with a Disability in Virtual Environments: Blizzard Entertainment's World of Warcraft Model.

Degree: 2015, University of Central Florida

 When discussing games and the experience of gamers those with disabilities are often overlooked. This has left a gap in our understanding of the experience… (more)

Subjects/Keywords: Video games; gaming; disability; accessibility; user generated content; universal design for learning; world of warcraft; virtual worlds; user interface

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APA (6th Edition):

Merritt, D. (2015). The Impact of User-Generated Interfaces on the Participation of Users with a Disability in Virtual Environments: Blizzard Entertainment's World of Warcraft Model. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/1153

Chicago Manual of Style (16th Edition):

Merritt, Donald. “The Impact of User-Generated Interfaces on the Participation of Users with a Disability in Virtual Environments: Blizzard Entertainment's World of Warcraft Model.” 2015. Doctoral Dissertation, University of Central Florida. Accessed September 23, 2019. https://stars.library.ucf.edu/etd/1153.

MLA Handbook (7th Edition):

Merritt, Donald. “The Impact of User-Generated Interfaces on the Participation of Users with a Disability in Virtual Environments: Blizzard Entertainment's World of Warcraft Model.” 2015. Web. 23 Sep 2019.

Vancouver:

Merritt D. The Impact of User-Generated Interfaces on the Participation of Users with a Disability in Virtual Environments: Blizzard Entertainment's World of Warcraft Model. [Internet] [Doctoral dissertation]. University of Central Florida; 2015. [cited 2019 Sep 23]. Available from: https://stars.library.ucf.edu/etd/1153.

Council of Science Editors:

Merritt D. The Impact of User-Generated Interfaces on the Participation of Users with a Disability in Virtual Environments: Blizzard Entertainment's World of Warcraft Model. [Doctoral Dissertation]. University of Central Florida; 2015. Available from: https://stars.library.ucf.edu/etd/1153


University of Hawaii – Manoa

14. Ortiz, Tracie Renee. Accessibility in distance education : implements of universal design for learning.

Degree: 2015, University of Hawaii – Manoa

Ph.D. University of Hawaii at Manoa 2014.

In recent years, upward shifts by universities to encourage faculty to teach in an online environment has increased… (more)

Subjects/Keywords: Universal Design for Learning; Online Accessibility; Andragogy

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APA (6th Edition):

Ortiz, T. R. (2015). Accessibility in distance education : implements of universal design for learning. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/100462

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):

Ortiz, Tracie Renee. “Accessibility in distance education : implements of universal design for learning.” 2015. Thesis, University of Hawaii – Manoa. Accessed September 23, 2019. http://hdl.handle.net/10125/100462.

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

MLA Handbook (7th Edition):

Ortiz, Tracie Renee. “Accessibility in distance education : implements of universal design for learning.” 2015. Web. 23 Sep 2019.

Vancouver:

Ortiz TR. Accessibility in distance education : implements of universal design for learning. [Internet] [Thesis]. University of Hawaii – Manoa; 2015. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10125/100462.

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

Council of Science Editors:

Ortiz TR. Accessibility in distance education : implements of universal design for learning. [Thesis]. University of Hawaii – Manoa; 2015. Available from: http://hdl.handle.net/10125/100462

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


Montana Tech

15. Squires, Robert I. UNIVERSAL DESIGN FOR LEARNING IN ONLINE CREDIT RECOVERY: DO COURSE FEATURES IMPACT ACHIEVEMENT?.

Degree: Doctor of Education (EdD), 2018, Montana Tech

  This experimental study investigated whether the addition of course features based on the Universal Design for Learning (UDL) framework impacted achievement in an online… (more)

Subjects/Keywords: Educational technology; universal design for learning; Education

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APA (6th Edition):

Squires, R. I. (2018). UNIVERSAL DESIGN FOR LEARNING IN ONLINE CREDIT RECOVERY: DO COURSE FEATURES IMPACT ACHIEVEMENT?. (Doctoral Dissertation). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/11243

Chicago Manual of Style (16th Edition):

Squires, Robert I. “UNIVERSAL DESIGN FOR LEARNING IN ONLINE CREDIT RECOVERY: DO COURSE FEATURES IMPACT ACHIEVEMENT?.” 2018. Doctoral Dissertation, Montana Tech. Accessed September 23, 2019. https://scholarworks.umt.edu/etd/11243.

MLA Handbook (7th Edition):

Squires, Robert I. “UNIVERSAL DESIGN FOR LEARNING IN ONLINE CREDIT RECOVERY: DO COURSE FEATURES IMPACT ACHIEVEMENT?.” 2018. Web. 23 Sep 2019.

Vancouver:

Squires RI. UNIVERSAL DESIGN FOR LEARNING IN ONLINE CREDIT RECOVERY: DO COURSE FEATURES IMPACT ACHIEVEMENT?. [Internet] [Doctoral dissertation]. Montana Tech; 2018. [cited 2019 Sep 23]. Available from: https://scholarworks.umt.edu/etd/11243.

Council of Science Editors:

Squires RI. UNIVERSAL DESIGN FOR LEARNING IN ONLINE CREDIT RECOVERY: DO COURSE FEATURES IMPACT ACHIEVEMENT?. [Doctoral Dissertation]. Montana Tech; 2018. Available from: https://scholarworks.umt.edu/etd/11243


University of New South Wales

16. Veness, Joel William. Approximate universal artificial intelligence and self-play learning for games.

Degree: Computer Science & Engineering, 2011, University of New South Wales

 This thesis is split into two independent parts.The first is an investigation of some practical aspects of Marcus Hutter's Universal Artificial Intelligence theory.The main contributions… (more)

Subjects/Keywords: AIXI; Universal Artificial Intelligence; Reinforcement Learning

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APA (6th Edition):

Veness, J. W. (2011). Approximate universal artificial intelligence and self-play learning for games. (Doctoral Dissertation). University of New South Wales. Retrieved from http://handle.unsw.edu.au/1959.4/50800 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:9695/SOURCE02?view=true

Chicago Manual of Style (16th Edition):

Veness, Joel William. “Approximate universal artificial intelligence and self-play learning for games.” 2011. Doctoral Dissertation, University of New South Wales. Accessed September 23, 2019. http://handle.unsw.edu.au/1959.4/50800 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:9695/SOURCE02?view=true.

MLA Handbook (7th Edition):

Veness, Joel William. “Approximate universal artificial intelligence and self-play learning for games.” 2011. Web. 23 Sep 2019.

Vancouver:

Veness JW. Approximate universal artificial intelligence and self-play learning for games. [Internet] [Doctoral dissertation]. University of New South Wales; 2011. [cited 2019 Sep 23]. Available from: http://handle.unsw.edu.au/1959.4/50800 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:9695/SOURCE02?view=true.

Council of Science Editors:

Veness JW. Approximate universal artificial intelligence and self-play learning for games. [Doctoral Dissertation]. University of New South Wales; 2011. Available from: http://handle.unsw.edu.au/1959.4/50800 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:9695/SOURCE02?view=true


University of Manitoba

17. Wells-Dyck, Alison. The co-development of a new inclusive pedagogical planner.

Degree: Educational Administration, Foundations and Psychology, 2018, University of Manitoba

 Typically, across Canada, curriculum and special education are separate and distinct branches within provincial departments of education. The development of two branches within one provincial… (more)

Subjects/Keywords: Inclusive pedagogy; Differentiation; Universal design for learning

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

APA (6th Edition):

Wells-Dyck, A. (2018). The co-development of a new inclusive pedagogical planner. (Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/33639

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):

Wells-Dyck, Alison. “The co-development of a new inclusive pedagogical planner.” 2018. Thesis, University of Manitoba. Accessed September 23, 2019. http://hdl.handle.net/1993/33639.

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

MLA Handbook (7th Edition):

Wells-Dyck, Alison. “The co-development of a new inclusive pedagogical planner.” 2018. Web. 23 Sep 2019.

Vancouver:

Wells-Dyck A. The co-development of a new inclusive pedagogical planner. [Internet] [Thesis]. University of Manitoba; 2018. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/1993/33639.

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

Council of Science Editors:

Wells-Dyck A. The co-development of a new inclusive pedagogical planner. [Thesis]. University of Manitoba; 2018. Available from: http://hdl.handle.net/1993/33639

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


Colorado State University

18. Gawronski, Michael E. Universal design for learning : perceptions of faculty and students at a northeastern community college.

Degree: PhD, Education, 2007, Colorado State University

 To examine community college faculty and student attitudes toward and actions associated with inclusive instruction based on Universal Design for Learning (UDL) principles and practices,… (more)

Subjects/Keywords: universal design for learning; college faculty; college students; college students with disabilities; diversity; inclusive teaching

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

APA (6th Edition):

Gawronski, M. E. (2007). Universal design for learning : perceptions of faculty and students at a northeastern community college. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/88432

Chicago Manual of Style (16th Edition):

Gawronski, Michael E. “Universal design for learning : perceptions of faculty and students at a northeastern community college.” 2007. Doctoral Dissertation, Colorado State University. Accessed September 23, 2019. http://hdl.handle.net/10217/88432.

MLA Handbook (7th Edition):

Gawronski, Michael E. “Universal design for learning : perceptions of faculty and students at a northeastern community college.” 2007. Web. 23 Sep 2019.

Vancouver:

Gawronski ME. Universal design for learning : perceptions of faculty and students at a northeastern community college. [Internet] [Doctoral dissertation]. Colorado State University; 2007. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10217/88432.

Council of Science Editors:

Gawronski ME. Universal design for learning : perceptions of faculty and students at a northeastern community college. [Doctoral Dissertation]. Colorado State University; 2007. Available from: http://hdl.handle.net/10217/88432


University of Johannesburg

19. Dunne, Ilka N. Graduate identity development in the first year of work.

Degree: 2013, University of Johannesburg

D.Phil. (Personal and Professional Leadership)

For most graduates, entry into the working world is the start of everything they have aimed for through school and… (more)

Subjects/Keywords: College graduates - Employment; College graduates - Life skills guides; Professional employees - Training of; Organizational learning

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

APA (6th Edition):

Dunne, I. N. (2013). Graduate identity development in the first year of work. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/8721

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):

Dunne, Ilka N. “Graduate identity development in the first year of work.” 2013. Thesis, University of Johannesburg. Accessed September 23, 2019. http://hdl.handle.net/10210/8721.

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

MLA Handbook (7th Edition):

Dunne, Ilka N. “Graduate identity development in the first year of work.” 2013. Web. 23 Sep 2019.

Vancouver:

Dunne IN. Graduate identity development in the first year of work. [Internet] [Thesis]. University of Johannesburg; 2013. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10210/8721.

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

Council of Science Editors:

Dunne IN. Graduate identity development in the first year of work. [Thesis]. University of Johannesburg; 2013. Available from: http://hdl.handle.net/10210/8721

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


University of Tennessee – Knoxville

20. Smith, John Thomas. Stories of Success: A Phenomenological Study of Positive Transformative Learning Experiences of Low-Socioeconomic Status Community College Mathematics Students.

Degree: 2016, University of Tennessee – Knoxville

 All too often education research focuses on academic disparities with under-served student populations. Frequently, both remedial and introductory college-level mathematics courses are cited as gatekeepers… (more)

Subjects/Keywords: community college; mathematics education; hermeneutic phenomenology; transformative learning; Scholarship of Teaching and Learning

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APA (6th Edition):

Smith, J. T. (2016). Stories of Success: A Phenomenological Study of Positive Transformative Learning Experiences of Low-Socioeconomic Status Community College Mathematics Students. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/4168

Chicago Manual of Style (16th Edition):

Smith, John Thomas. “Stories of Success: A Phenomenological Study of Positive Transformative Learning Experiences of Low-Socioeconomic Status Community College Mathematics Students.” 2016. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed September 23, 2019. https://trace.tennessee.edu/utk_graddiss/4168.

MLA Handbook (7th Edition):

Smith, John Thomas. “Stories of Success: A Phenomenological Study of Positive Transformative Learning Experiences of Low-Socioeconomic Status Community College Mathematics Students.” 2016. Web. 23 Sep 2019.

Vancouver:

Smith JT. Stories of Success: A Phenomenological Study of Positive Transformative Learning Experiences of Low-Socioeconomic Status Community College Mathematics Students. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2016. [cited 2019 Sep 23]. Available from: https://trace.tennessee.edu/utk_graddiss/4168.

Council of Science Editors:

Smith JT. Stories of Success: A Phenomenological Study of Positive Transformative Learning Experiences of Low-Socioeconomic Status Community College Mathematics Students. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2016. Available from: https://trace.tennessee.edu/utk_graddiss/4168

21. Sisneros, Kathy. The Forgotten Voices Behind Designated Diversity Initiatives: Perspectives from Students of Color Living in a Multicultural Residential Community.

Degree: Doctor of Education (EdD), Education (also CAGS), 2011, U of Massachusetts : PhD

  Colleges and universities have become increasingly diverse since Brown .v Board of Education requiring that institutions figure out how to manage a more racially… (more)

Subjects/Keywords: college; diversity; multicultural learning community; residential learning community; students of color; university; Education

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APA (6th Edition):

Sisneros, K. (2011). The Forgotten Voices Behind Designated Diversity Initiatives: Perspectives from Students of Color Living in a Multicultural Residential Community. (Doctoral Dissertation). U of Massachusetts : PhD. Retrieved from https://scholarworks.umass.edu/open_access_dissertations/413

Chicago Manual of Style (16th Edition):

Sisneros, Kathy. “The Forgotten Voices Behind Designated Diversity Initiatives: Perspectives from Students of Color Living in a Multicultural Residential Community.” 2011. Doctoral Dissertation, U of Massachusetts : PhD. Accessed September 23, 2019. https://scholarworks.umass.edu/open_access_dissertations/413.

MLA Handbook (7th Edition):

Sisneros, Kathy. “The Forgotten Voices Behind Designated Diversity Initiatives: Perspectives from Students of Color Living in a Multicultural Residential Community.” 2011. Web. 23 Sep 2019.

Vancouver:

Sisneros K. The Forgotten Voices Behind Designated Diversity Initiatives: Perspectives from Students of Color Living in a Multicultural Residential Community. [Internet] [Doctoral dissertation]. U of Massachusetts : PhD; 2011. [cited 2019 Sep 23]. Available from: https://scholarworks.umass.edu/open_access_dissertations/413.

Council of Science Editors:

Sisneros K. The Forgotten Voices Behind Designated Diversity Initiatives: Perspectives from Students of Color Living in a Multicultural Residential Community. [Doctoral Dissertation]. U of Massachusetts : PhD; 2011. Available from: https://scholarworks.umass.edu/open_access_dissertations/413


University of Kansas

22. Hoy, Farrell Alysoun. CREATING A COLLABORATIVE COMMUNITY COLLEGE CULTURE THROUGH THE PRACTICE OF THE SCHOLARSHIP OF TEACHING AND LEARNING (SoTL).

Degree: EdD, Curriculum and Teaching, 2019, University of Kansas

 At the college-level, instructors are experts in their own subject matter, but often have less knowledge of the theory and practice of successful teaching models… (more)

Subjects/Keywords: Curriculum development; Collaboration; Community College; Faculty Learning Community; FLC; Scholarship of Teaching and Learning; SoTL

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APA (6th Edition):

Hoy, F. A. (2019). CREATING A COLLABORATIVE COMMUNITY COLLEGE CULTURE THROUGH THE PRACTICE OF THE SCHOLARSHIP OF TEACHING AND LEARNING (SoTL). (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/29485

Chicago Manual of Style (16th Edition):

Hoy, Farrell Alysoun. “CREATING A COLLABORATIVE COMMUNITY COLLEGE CULTURE THROUGH THE PRACTICE OF THE SCHOLARSHIP OF TEACHING AND LEARNING (SoTL).” 2019. Doctoral Dissertation, University of Kansas. Accessed September 23, 2019. http://hdl.handle.net/1808/29485.

MLA Handbook (7th Edition):

Hoy, Farrell Alysoun. “CREATING A COLLABORATIVE COMMUNITY COLLEGE CULTURE THROUGH THE PRACTICE OF THE SCHOLARSHIP OF TEACHING AND LEARNING (SoTL).” 2019. Web. 23 Sep 2019.

Vancouver:

Hoy FA. CREATING A COLLABORATIVE COMMUNITY COLLEGE CULTURE THROUGH THE PRACTICE OF THE SCHOLARSHIP OF TEACHING AND LEARNING (SoTL). [Internet] [Doctoral dissertation]. University of Kansas; 2019. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/1808/29485.

Council of Science Editors:

Hoy FA. CREATING A COLLABORATIVE COMMUNITY COLLEGE CULTURE THROUGH THE PRACTICE OF THE SCHOLARSHIP OF TEACHING AND LEARNING (SoTL). [Doctoral Dissertation]. University of Kansas; 2019. Available from: http://hdl.handle.net/1808/29485


Montana Tech

23. Peters, Greg. Student Satisfaction With a Student-Written Textbook in an Introductory College Biology Course.

Degree: MA, 2017, Montana Tech

  Textbooks are ubiquitous tools in college classes, particularly in the sciences. Regular use of textbooks to complement science coursework can foster academic achievement and… (more)

Subjects/Keywords: science; education; student-written; textbook; college; Scholarship of Teaching and Learning

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APA (6th Edition):

Peters, G. (2017). Student Satisfaction With a Student-Written Textbook in an Introductory College Biology Course. (Masters Thesis). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/11089

Chicago Manual of Style (16th Edition):

Peters, Greg. “Student Satisfaction With a Student-Written Textbook in an Introductory College Biology Course.” 2017. Masters Thesis, Montana Tech. Accessed September 23, 2019. https://scholarworks.umt.edu/etd/11089.

MLA Handbook (7th Edition):

Peters, Greg. “Student Satisfaction With a Student-Written Textbook in an Introductory College Biology Course.” 2017. Web. 23 Sep 2019.

Vancouver:

Peters G. Student Satisfaction With a Student-Written Textbook in an Introductory College Biology Course. [Internet] [Masters thesis]. Montana Tech; 2017. [cited 2019 Sep 23]. Available from: https://scholarworks.umt.edu/etd/11089.

Council of Science Editors:

Peters G. Student Satisfaction With a Student-Written Textbook in an Introductory College Biology Course. [Masters Thesis]. Montana Tech; 2017. Available from: https://scholarworks.umt.edu/etd/11089

24. Sweet, John. Using personal and academic development to reconcile research with learning and teaching in a model for scholarship in higher education.

Degree: PhD, University of Glamorgan, 2012, University of South Wales

 This thesis traces the contested scholarship between the three activity topics of learning and teaching, research and academic and professional development. 11 published articles and… (more)

Subjects/Keywords: Learning, Psychology of; Education, Higher; Teaching; College teaching; 378.125

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APA (6th Edition):

Sweet, J. (2012). Using personal and academic development to reconcile research with learning and teaching in a model for scholarship in higher education. (Doctoral Dissertation). University of South Wales. Retrieved from http://hdl.handle.net/10265/537

Chicago Manual of Style (16th Edition):

Sweet, John. “Using personal and academic development to reconcile research with learning and teaching in a model for scholarship in higher education.” 2012. Doctoral Dissertation, University of South Wales. Accessed September 23, 2019. http://hdl.handle.net/10265/537.

MLA Handbook (7th Edition):

Sweet, John. “Using personal and academic development to reconcile research with learning and teaching in a model for scholarship in higher education.” 2012. Web. 23 Sep 2019.

Vancouver:

Sweet J. Using personal and academic development to reconcile research with learning and teaching in a model for scholarship in higher education. [Internet] [Doctoral dissertation]. University of South Wales; 2012. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10265/537.

Council of Science Editors:

Sweet J. Using personal and academic development to reconcile research with learning and teaching in a model for scholarship in higher education. [Doctoral Dissertation]. University of South Wales; 2012. Available from: http://hdl.handle.net/10265/537

25. Sweet, John. Using personal and academic development to reconcile research with learning and teaching in a model for scholarship in higher education.

Degree: PhD, 2011, University of South Wales

 This thesis traces the contested scholarship between the three activity topics of learning and teaching, research and academic and professional development. 11 published articles and… (more)

Subjects/Keywords: 378.125; Learning, Psychology of; Higher education; Teaching; College teaching

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APA (6th Edition):

Sweet, J. (2011). Using personal and academic development to reconcile research with learning and teaching in a model for scholarship in higher education. (Doctoral Dissertation). University of South Wales. Retrieved from https://pure.southwales.ac.uk/en/studentthesis/using-personal-and-academic-development-to-reconcile-research-with-learning-and-teaching-in-a-model-for-scholarship-in-higher-education(561903ec-cabc-4c41-81ce-2e1283e911fb).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.541663

Chicago Manual of Style (16th Edition):

Sweet, John. “Using personal and academic development to reconcile research with learning and teaching in a model for scholarship in higher education.” 2011. Doctoral Dissertation, University of South Wales. Accessed September 23, 2019. https://pure.southwales.ac.uk/en/studentthesis/using-personal-and-academic-development-to-reconcile-research-with-learning-and-teaching-in-a-model-for-scholarship-in-higher-education(561903ec-cabc-4c41-81ce-2e1283e911fb).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.541663.

MLA Handbook (7th Edition):

Sweet, John. “Using personal and academic development to reconcile research with learning and teaching in a model for scholarship in higher education.” 2011. Web. 23 Sep 2019.

Vancouver:

Sweet J. Using personal and academic development to reconcile research with learning and teaching in a model for scholarship in higher education. [Internet] [Doctoral dissertation]. University of South Wales; 2011. [cited 2019 Sep 23]. Available from: https://pure.southwales.ac.uk/en/studentthesis/using-personal-and-academic-development-to-reconcile-research-with-learning-and-teaching-in-a-model-for-scholarship-in-higher-education(561903ec-cabc-4c41-81ce-2e1283e911fb).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.541663.

Council of Science Editors:

Sweet J. Using personal and academic development to reconcile research with learning and teaching in a model for scholarship in higher education. [Doctoral Dissertation]. University of South Wales; 2011. Available from: https://pure.southwales.ac.uk/en/studentthesis/using-personal-and-academic-development-to-reconcile-research-with-learning-and-teaching-in-a-model-for-scholarship-in-higher-education(561903ec-cabc-4c41-81ce-2e1283e911fb).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.541663

26. Shirel, Susan E. Using learning-theory-based teaching strategies for teaching singing : an explanatory sequential study of collegiate teachers of singing.

Degree: Thesis (D.A.), 2018, Ball State University

 PAGES: 185 The purpose of this study was to explore the uses of learning-theory-based teaching strategies (LTBTS) by teachers of singing in colleges and universities… (more)

Subjects/Keywords: Singing  – Instruction and study.; Learning, Psychology of.; College teachers  – Attitudes.

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

APA (6th Edition):

Shirel, S. E. (2018). Using learning-theory-based teaching strategies for teaching singing : an explanatory sequential study of collegiate teachers of singing. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/201115

Chicago Manual of Style (16th Edition):

Shirel, Susan E. “Using learning-theory-based teaching strategies for teaching singing : an explanatory sequential study of collegiate teachers of singing.” 2018. Doctoral Dissertation, Ball State University. Accessed September 23, 2019. http://cardinalscholar.bsu.edu/handle/123456789/201115.

MLA Handbook (7th Edition):

Shirel, Susan E. “Using learning-theory-based teaching strategies for teaching singing : an explanatory sequential study of collegiate teachers of singing.” 2018. Web. 23 Sep 2019.

Vancouver:

Shirel SE. Using learning-theory-based teaching strategies for teaching singing : an explanatory sequential study of collegiate teachers of singing. [Internet] [Doctoral dissertation]. Ball State University; 2018. [cited 2019 Sep 23]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/201115.

Council of Science Editors:

Shirel SE. Using learning-theory-based teaching strategies for teaching singing : an explanatory sequential study of collegiate teachers of singing. [Doctoral Dissertation]. Ball State University; 2018. Available from: http://cardinalscholar.bsu.edu/handle/123456789/201115


University of Florida

27. Strollo,Toni Marie. Faculty and Administrator Beliefs Regarding Assessment of Student Learning Outcomes A Community College Case Study.

Degree: EdD, Higher Education Administration - Human Development and Organizational Studies in Education, 2011, University of Florida

 This study examined higher education faculty and academic administrator (AO) beliefs regarding the value of assessment of student learning outcomes (ASLO) as a means for… (more)

Subjects/Keywords: Academic learning; Assessed values; College instruction; College students; Colleges; Community colleges; Educational administration; Higher education; Learning; Outcomes of education; administration  – administrators  – assessment  – beliefs  – college  – community  – education  – faculty  – learning  – outcomes

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APA (6th Edition):

Marie, S. (2011). Faculty and Administrator Beliefs Regarding Assessment of Student Learning Outcomes A Community College Case Study. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0042907

Chicago Manual of Style (16th Edition):

Marie, Strollo,Toni. “Faculty and Administrator Beliefs Regarding Assessment of Student Learning Outcomes A Community College Case Study.” 2011. Doctoral Dissertation, University of Florida. Accessed September 23, 2019. http://ufdc.ufl.edu/UFE0042907.

MLA Handbook (7th Edition):

Marie, Strollo,Toni. “Faculty and Administrator Beliefs Regarding Assessment of Student Learning Outcomes A Community College Case Study.” 2011. Web. 23 Sep 2019.

Vancouver:

Marie S. Faculty and Administrator Beliefs Regarding Assessment of Student Learning Outcomes A Community College Case Study. [Internet] [Doctoral dissertation]. University of Florida; 2011. [cited 2019 Sep 23]. Available from: http://ufdc.ufl.edu/UFE0042907.

Council of Science Editors:

Marie S. Faculty and Administrator Beliefs Regarding Assessment of Student Learning Outcomes A Community College Case Study. [Doctoral Dissertation]. University of Florida; 2011. Available from: http://ufdc.ufl.edu/UFE0042907


University of California – Berkeley

28. Lapid, Patrick Andrew. Essays on the Economics of College Access and Completion.

Degree: Economics, 2017, University of California – Berkeley

 This thesis examines two uncommon topics in the economic literature regarding college access and completion: the role of college proximity in recent high school graduates’… (more)

Subjects/Keywords: Economics; Higher education; Education policy; college access; college completion; college proximity; economics of education; higher education; learning communities

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APA (6th Edition):

Lapid, P. A. (2017). Essays on the Economics of College Access and Completion. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/5w75x170

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):

Lapid, Patrick Andrew. “Essays on the Economics of College Access and Completion.” 2017. Thesis, University of California – Berkeley. Accessed September 23, 2019. http://www.escholarship.org/uc/item/5w75x170.

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

MLA Handbook (7th Edition):

Lapid, Patrick Andrew. “Essays on the Economics of College Access and Completion.” 2017. Web. 23 Sep 2019.

Vancouver:

Lapid PA. Essays on the Economics of College Access and Completion. [Internet] [Thesis]. University of California – Berkeley; 2017. [cited 2019 Sep 23]. Available from: http://www.escholarship.org/uc/item/5w75x170.

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

Council of Science Editors:

Lapid PA. Essays on the Economics of College Access and Completion. [Thesis]. University of California – Berkeley; 2017. Available from: http://www.escholarship.org/uc/item/5w75x170

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


Durban University of Technology

29. Kubheka, Phumelele Precious. Analysing the preparedness of Office Management & Technology graduates for multitasking in the workplace.

Degree: 2018, Durban University of Technology

Submitted in fulfillment of the requirements of the Master of Management Sciences in Administration and Information Management, Durban University of Technology, Durban, South Africa, 2018.… (more)

Subjects/Keywords: Education, Higher – South Africa; College graduates – Knowledge and learning; College graduates – Employment – South Africa; College graduates – Training of

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

APA (6th Edition):

Kubheka, P. P. (2018). Analysing the preparedness of Office Management & Technology graduates for multitasking in the workplace. (Thesis). Durban University of Technology. Retrieved from http://hdl.handle.net/10321/3207

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):

Kubheka, Phumelele Precious. “Analysing the preparedness of Office Management & Technology graduates for multitasking in the workplace.” 2018. Thesis, Durban University of Technology. Accessed September 23, 2019. http://hdl.handle.net/10321/3207.

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

MLA Handbook (7th Edition):

Kubheka, Phumelele Precious. “Analysing the preparedness of Office Management & Technology graduates for multitasking in the workplace.” 2018. Web. 23 Sep 2019.

Vancouver:

Kubheka PP. Analysing the preparedness of Office Management & Technology graduates for multitasking in the workplace. [Internet] [Thesis]. Durban University of Technology; 2018. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10321/3207.

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

Council of Science Editors:

Kubheka PP. Analysing the preparedness of Office Management & Technology graduates for multitasking in the workplace. [Thesis]. Durban University of Technology; 2018. Available from: http://hdl.handle.net/10321/3207

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


Northeastern University

30. Powers, Ed. How industry professionals learn to become effective adjunct professors.

Degree: EdD, School of Education, 2016, Northeastern University

 This study investigated how industry professionals go about acquiring and building the teaching skills required to succeed as an adjunct professor. A target outcome was… (more)

Subjects/Keywords: adjunct; development; faculty; orientation; part-time; teaching; College teachers; Training of; College teachers, Part-time; Training of; College teachers, Part-time; Rating of; College teaching; Effective teaching; Adult learning

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

APA (6th Edition):

Powers, E. (2016). How industry professionals learn to become effective adjunct professors. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20209148

Chicago Manual of Style (16th Edition):

Powers, Ed. “How industry professionals learn to become effective adjunct professors.” 2016. Doctoral Dissertation, Northeastern University. Accessed September 23, 2019. http://hdl.handle.net/2047/D20209148.

MLA Handbook (7th Edition):

Powers, Ed. “How industry professionals learn to become effective adjunct professors.” 2016. Web. 23 Sep 2019.

Vancouver:

Powers E. How industry professionals learn to become effective adjunct professors. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/2047/D20209148.

Council of Science Editors:

Powers E. How industry professionals learn to become effective adjunct professors. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20209148

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