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You searched for subject:(University Gateway Writing Courses). Showing records 1 – 30 of 24449 total matches.

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University of Oklahoma

1. Lange, SethAnn. USING GROWTH MINDSET STRATEGIES IN GATEWAY COMPOSITION COURSES.

Degree: EdD, 2020, University of Oklahoma

University enrollment rates have continued to decline and increasing retention efforts on campuses has become a central focus for university administration and faculty members. Growth… (more)

Subjects/Keywords: Education Psychology; Growth Mindset; Higher Education Retention; University Gateway Writing Courses

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APA (6th Edition):

Lange, S. (2020). USING GROWTH MINDSET STRATEGIES IN GATEWAY COMPOSITION COURSES. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/324151

Chicago Manual of Style (16th Edition):

Lange, SethAnn. “USING GROWTH MINDSET STRATEGIES IN GATEWAY COMPOSITION COURSES.” 2020. Doctoral Dissertation, University of Oklahoma. Accessed September 23, 2020. http://hdl.handle.net/11244/324151.

MLA Handbook (7th Edition):

Lange, SethAnn. “USING GROWTH MINDSET STRATEGIES IN GATEWAY COMPOSITION COURSES.” 2020. Web. 23 Sep 2020.

Vancouver:

Lange S. USING GROWTH MINDSET STRATEGIES IN GATEWAY COMPOSITION COURSES. [Internet] [Doctoral dissertation]. University of Oklahoma; 2020. [cited 2020 Sep 23]. Available from: http://hdl.handle.net/11244/324151.

Council of Science Editors:

Lange S. USING GROWTH MINDSET STRATEGIES IN GATEWAY COMPOSITION COURSES. [Doctoral Dissertation]. University of Oklahoma; 2020. Available from: http://hdl.handle.net/11244/324151


University of New Mexico

2. Gomez-Chavez, Jennifer. How do peer mentors impact college students in undergraduate gateway courses at a large public university?.

Degree: Teacher Education, Educational Leadership & Policy, 2014, University of New Mexico

 Peer mentoring is a growing trend utilized to improve graduation and retention rates of college students across campuses. It is a strategy being used either… (more)

Subjects/Keywords: Peer mentoring in undergraduate gateway courses

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APA (6th Edition):

Gomez-Chavez, J. (2014). How do peer mentors impact college students in undergraduate gateway courses at a large public university?. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/24558

Chicago Manual of Style (16th Edition):

Gomez-Chavez, Jennifer. “How do peer mentors impact college students in undergraduate gateway courses at a large public university?.” 2014. Doctoral Dissertation, University of New Mexico. Accessed September 23, 2020. http://hdl.handle.net/1928/24558.

MLA Handbook (7th Edition):

Gomez-Chavez, Jennifer. “How do peer mentors impact college students in undergraduate gateway courses at a large public university?.” 2014. Web. 23 Sep 2020.

Vancouver:

Gomez-Chavez J. How do peer mentors impact college students in undergraduate gateway courses at a large public university?. [Internet] [Doctoral dissertation]. University of New Mexico; 2014. [cited 2020 Sep 23]. Available from: http://hdl.handle.net/1928/24558.

Council of Science Editors:

Gomez-Chavez J. How do peer mentors impact college students in undergraduate gateway courses at a large public university?. [Doctoral Dissertation]. University of New Mexico; 2014. Available from: http://hdl.handle.net/1928/24558


University of Illinois – Urbana-Champaign

3. Haider, Iftikhar. Pakistani graduate student's perspective on the effectiveness of ESL writing courses at an American university.

Degree: MA, 0301, 2012, University of Illinois – Urbana-Champaign

 This study explored the learning experiences of 23 Pakistani graduate students and how they perceived the effectiveness of ESL writing courses they have taken. The… (more)

Subjects/Keywords: Graduate; English as a Second Language (ESL); Writing courses; University of Illinois at Urbana-Champaign (UIUC)

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APA (6th Edition):

Haider, I. (2012). Pakistani graduate student's perspective on the effectiveness of ESL writing courses at an American university. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/34554

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):

Haider, Iftikhar. “Pakistani graduate student's perspective on the effectiveness of ESL writing courses at an American university.” 2012. Thesis, University of Illinois – Urbana-Champaign. Accessed September 23, 2020. http://hdl.handle.net/2142/34554.

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

MLA Handbook (7th Edition):

Haider, Iftikhar. “Pakistani graduate student's perspective on the effectiveness of ESL writing courses at an American university.” 2012. Web. 23 Sep 2020.

Vancouver:

Haider I. Pakistani graduate student's perspective on the effectiveness of ESL writing courses at an American university. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2012. [cited 2020 Sep 23]. Available from: http://hdl.handle.net/2142/34554.

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

Council of Science Editors:

Haider I. Pakistani graduate student's perspective on the effectiveness of ESL writing courses at an American university. [Thesis]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/34554

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


Texas A&M University

4. Leggette, Holli RaNae. A Model to Augment Critical Thinking and Create Knowledge through Writing in the Social Sciences of Agriculture.

Degree: PhD, Agricultural Leadership, Education, and Communications, 2013, Texas A&M University

 The purpose of this study was to develop a model to augment critical thinking and create knowledge through writing in the social sciences of agriculture.… (more)

Subjects/Keywords: Writing; Writing Intensive Courses; Writing Factors; Writing Model; Writing in Agriculture

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APA (6th Edition):

Leggette, H. R. (2013). A Model to Augment Critical Thinking and Create Knowledge through Writing in the Social Sciences of Agriculture. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151061

Chicago Manual of Style (16th Edition):

Leggette, Holli RaNae. “A Model to Augment Critical Thinking and Create Knowledge through Writing in the Social Sciences of Agriculture.” 2013. Doctoral Dissertation, Texas A&M University. Accessed September 23, 2020. http://hdl.handle.net/1969.1/151061.

MLA Handbook (7th Edition):

Leggette, Holli RaNae. “A Model to Augment Critical Thinking and Create Knowledge through Writing in the Social Sciences of Agriculture.” 2013. Web. 23 Sep 2020.

Vancouver:

Leggette HR. A Model to Augment Critical Thinking and Create Knowledge through Writing in the Social Sciences of Agriculture. [Internet] [Doctoral dissertation]. Texas A&M University; 2013. [cited 2020 Sep 23]. Available from: http://hdl.handle.net/1969.1/151061.

Council of Science Editors:

Leggette HR. A Model to Augment Critical Thinking and Create Knowledge through Writing in the Social Sciences of Agriculture. [Doctoral Dissertation]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151061

5. Gulish, Konstantin. Conversing Across the Divides: Social Contructionism, History of Distance Learning, and the Future of Online Composition Courses.

Degree: 2013, Marymount University

 As institutions of higher learning continue to adapt to challenging financial and regulatory environments, and as more students are pressured by need for higher education… (more)

Subjects/Keywords: Composition; Online composition; Web Courses; Writing Pedogy

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APA (6th Edition):

Gulish, K. (2013). Conversing Across the Divides: Social Contructionism, History of Distance Learning, and the Future of Online Composition Courses. (Thesis). Marymount University. Retrieved from http://hdl.handle.net/1961/graduatethesesandprojects:47

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):

Gulish, Konstantin. “Conversing Across the Divides: Social Contructionism, History of Distance Learning, and the Future of Online Composition Courses.” 2013. Thesis, Marymount University. Accessed September 23, 2020. http://hdl.handle.net/1961/graduatethesesandprojects:47.

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

MLA Handbook (7th Edition):

Gulish, Konstantin. “Conversing Across the Divides: Social Contructionism, History of Distance Learning, and the Future of Online Composition Courses.” 2013. Web. 23 Sep 2020.

Vancouver:

Gulish K. Conversing Across the Divides: Social Contructionism, History of Distance Learning, and the Future of Online Composition Courses. [Internet] [Thesis]. Marymount University; 2013. [cited 2020 Sep 23]. Available from: http://hdl.handle.net/1961/graduatethesesandprojects:47.

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

Council of Science Editors:

Gulish K. Conversing Across the Divides: Social Contructionism, History of Distance Learning, and the Future of Online Composition Courses. [Thesis]. Marymount University; 2013. Available from: http://hdl.handle.net/1961/graduatethesesandprojects:47

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


Oregon State University

6. Robinson, Tracy Ann. Charting their own course as writers : a study of writing-intensive students’ self-assessment and goal-setting at start of term.

Degree: MA, English, 2006, Oregon State University

 Curricular models and teaching techniques that support college students as the primary authors of their writing-across-the-curriculum experiences remain largely unexplored. This thesis addresses that research… (more)

Subjects/Keywords: university writing-intensive courses; English language  – Composition and exercises  – Evaluation

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APA (6th Edition):

Robinson, T. A. (2006). Charting their own course as writers : a study of writing-intensive students’ self-assessment and goal-setting at start of term. (Masters Thesis). Oregon State University. Retrieved from http://hdl.handle.net/1957/1939

Chicago Manual of Style (16th Edition):

Robinson, Tracy Ann. “Charting their own course as writers : a study of writing-intensive students’ self-assessment and goal-setting at start of term.” 2006. Masters Thesis, Oregon State University. Accessed September 23, 2020. http://hdl.handle.net/1957/1939.

MLA Handbook (7th Edition):

Robinson, Tracy Ann. “Charting their own course as writers : a study of writing-intensive students’ self-assessment and goal-setting at start of term.” 2006. Web. 23 Sep 2020.

Vancouver:

Robinson TA. Charting their own course as writers : a study of writing-intensive students’ self-assessment and goal-setting at start of term. [Internet] [Masters thesis]. Oregon State University; 2006. [cited 2020 Sep 23]. Available from: http://hdl.handle.net/1957/1939.

Council of Science Editors:

Robinson TA. Charting their own course as writers : a study of writing-intensive students’ self-assessment and goal-setting at start of term. [Masters Thesis]. Oregon State University; 2006. Available from: http://hdl.handle.net/1957/1939

7. Hayashi, Seiko. TAs’ Beliefs and Knowledge about Teaching Academic Writing in ESL Writing Courses.

Degree: MA, English, 2019, St. Cloud State University

  The purpose of this study is: (1) to develop a comprehensive model that describes TAs’ beliefs and knowledge about ESL writing courses in a… (more)

Subjects/Keywords: academic writing; ESL writing courses; TA; belief; knowledge

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APA (6th Edition):

Hayashi, S. (2019). TAs’ Beliefs and Knowledge about Teaching Academic Writing in ESL Writing Courses. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/tesl_etds/23

Chicago Manual of Style (16th Edition):

Hayashi, Seiko. “TAs’ Beliefs and Knowledge about Teaching Academic Writing in ESL Writing Courses.” 2019. Masters Thesis, St. Cloud State University. Accessed September 23, 2020. https://repository.stcloudstate.edu/tesl_etds/23.

MLA Handbook (7th Edition):

Hayashi, Seiko. “TAs’ Beliefs and Knowledge about Teaching Academic Writing in ESL Writing Courses.” 2019. Web. 23 Sep 2020.

Vancouver:

Hayashi S. TAs’ Beliefs and Knowledge about Teaching Academic Writing in ESL Writing Courses. [Internet] [Masters thesis]. St. Cloud State University; 2019. [cited 2020 Sep 23]. Available from: https://repository.stcloudstate.edu/tesl_etds/23.

Council of Science Editors:

Hayashi S. TAs’ Beliefs and Knowledge about Teaching Academic Writing in ESL Writing Courses. [Masters Thesis]. St. Cloud State University; 2019. Available from: https://repository.stcloudstate.edu/tesl_etds/23


University of Pretoria

8. Goosen, Christine. Bridging the gap : interactive architectural incubator.

Degree: Architecture, 2008, University of Pretoria

 The main objective of the project is to create a gateway to the university campus which promotes public access onto campus, forming a clearly identifiable… (more)

Subjects/Keywords: University of the future; Threshold; City campus; Gateway; Architecture; Incubator; University-city integration; UCTD

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APA (6th Edition):

Goosen, C. (2008). Bridging the gap : interactive architectural incubator. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/29761

Chicago Manual of Style (16th Edition):

Goosen, Christine. “Bridging the gap : interactive architectural incubator.” 2008. Masters Thesis, University of Pretoria. Accessed September 23, 2020. http://hdl.handle.net/2263/29761.

MLA Handbook (7th Edition):

Goosen, Christine. “Bridging the gap : interactive architectural incubator.” 2008. Web. 23 Sep 2020.

Vancouver:

Goosen C. Bridging the gap : interactive architectural incubator. [Internet] [Masters thesis]. University of Pretoria; 2008. [cited 2020 Sep 23]. Available from: http://hdl.handle.net/2263/29761.

Council of Science Editors:

Goosen C. Bridging the gap : interactive architectural incubator. [Masters Thesis]. University of Pretoria; 2008. Available from: http://hdl.handle.net/2263/29761


University of Pretoria

9. [No author]. Bridging the gap : interactive architectural incubator .

Degree: 2008, University of Pretoria

 The main objective of the project is to create a gateway to the university campus which promotes public access onto campus, forming a clearly identifiable… (more)

Subjects/Keywords: University of the future; Threshold; City campus; Gateway; Architecture; Incubator; University-city integration; UCTD

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APA (6th Edition):

author], [. (2008). Bridging the gap : interactive architectural incubator . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-11242008-114949/

Chicago Manual of Style (16th Edition):

author], [No. “Bridging the gap : interactive architectural incubator .” 2008. Masters Thesis, University of Pretoria. Accessed September 23, 2020. http://upetd.up.ac.za/thesis/available/etd-11242008-114949/.

MLA Handbook (7th Edition):

author], [No. “Bridging the gap : interactive architectural incubator .” 2008. Web. 23 Sep 2020.

Vancouver:

author] [. Bridging the gap : interactive architectural incubator . [Internet] [Masters thesis]. University of Pretoria; 2008. [cited 2020 Sep 23]. Available from: http://upetd.up.ac.za/thesis/available/etd-11242008-114949/.

Council of Science Editors:

author] [. Bridging the gap : interactive architectural incubator . [Masters Thesis]. University of Pretoria; 2008. Available from: http://upetd.up.ac.za/thesis/available/etd-11242008-114949/

10. Pastore, Erin Duffy. Stuck in the Last Ice Age: Tracing the Role of Document Design in the Teaching Materials of Writing Courses.

Degree: PhD, English, 2014, Old Dominion University

  Teaching materials play vital roles in writing classrooms, yet they are understudied genres in English Studies. Teaching materials are inherently visual genres; the document… (more)

Subjects/Keywords: Document design; Teaching materials; Writing courses; Educational Technology; Rhetoric and Composition

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APA (6th Edition):

Pastore, E. D. (2014). Stuck in the Last Ice Age: Tracing the Role of Document Design in the Teaching Materials of Writing Courses. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781321564525 ; https://digitalcommons.odu.edu/english_etds/62

Chicago Manual of Style (16th Edition):

Pastore, Erin Duffy. “Stuck in the Last Ice Age: Tracing the Role of Document Design in the Teaching Materials of Writing Courses.” 2014. Doctoral Dissertation, Old Dominion University. Accessed September 23, 2020. 9781321564525 ; https://digitalcommons.odu.edu/english_etds/62.

MLA Handbook (7th Edition):

Pastore, Erin Duffy. “Stuck in the Last Ice Age: Tracing the Role of Document Design in the Teaching Materials of Writing Courses.” 2014. Web. 23 Sep 2020.

Vancouver:

Pastore ED. Stuck in the Last Ice Age: Tracing the Role of Document Design in the Teaching Materials of Writing Courses. [Internet] [Doctoral dissertation]. Old Dominion University; 2014. [cited 2020 Sep 23]. Available from: 9781321564525 ; https://digitalcommons.odu.edu/english_etds/62.

Council of Science Editors:

Pastore ED. Stuck in the Last Ice Age: Tracing the Role of Document Design in the Teaching Materials of Writing Courses. [Doctoral Dissertation]. Old Dominion University; 2014. Available from: 9781321564525 ; https://digitalcommons.odu.edu/english_etds/62


University of South Africa

11. Yoseph Zewdu Kitaw. Active learning in teaching English language support courses to first-year students in some Ethiopian universities .

Degree: 2017, University of South Africa

 The general aim of this study was to investigate the implementation of active learning approaches in the teaching of English Language support courses to first-year… (more)

Subjects/Keywords: Active learning; Student-centred approach; English as a Foreign Language; EFL teaching; Constructivism; First-year university students; Productive skills; Speaking and writing skills; Basic language skills; Teacher education; English Language support courses; EFL students

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APA (6th Edition):

Kitaw, Y. Z. (2017). Active learning in teaching English language support courses to first-year students in some Ethiopian universities . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/22745

Chicago Manual of Style (16th Edition):

Kitaw, Yoseph Zewdu. “Active learning in teaching English language support courses to first-year students in some Ethiopian universities .” 2017. Masters Thesis, University of South Africa. Accessed September 23, 2020. http://hdl.handle.net/10500/22745.

MLA Handbook (7th Edition):

Kitaw, Yoseph Zewdu. “Active learning in teaching English language support courses to first-year students in some Ethiopian universities .” 2017. Web. 23 Sep 2020.

Vancouver:

Kitaw YZ. Active learning in teaching English language support courses to first-year students in some Ethiopian universities . [Internet] [Masters thesis]. University of South Africa; 2017. [cited 2020 Sep 23]. Available from: http://hdl.handle.net/10500/22745.

Council of Science Editors:

Kitaw YZ. Active learning in teaching English language support courses to first-year students in some Ethiopian universities . [Masters Thesis]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/22745

12. Robertson, Mary Coston. An Evaluation of the Business Writing Course at North Texas State College.

Degree: 1950, North Texas State College

This study is an attempt to evaluate the Business Writing course at North Texas State College and to determine whether the course as it is now presented meets the needs and desires of the students. Advisors/Committee Members: Shepard, Haggard G., Littlefield, C. L. (Cleatice Louis).

Subjects/Keywords: business writing courses; North Texas State College; business communication; grammar; North Texas State College  – History.; University of North Texas  – History.; Business writing.

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

APA (6th Edition):

Robertson, M. C. (1950). An Evaluation of the Business Writing Course at North Texas State College. (Thesis). North Texas State College. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc663568/

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):

Robertson, Mary Coston. “An Evaluation of the Business Writing Course at North Texas State College.” 1950. Thesis, North Texas State College. Accessed September 23, 2020. https://digital.library.unt.edu/ark:/67531/metadc663568/.

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

MLA Handbook (7th Edition):

Robertson, Mary Coston. “An Evaluation of the Business Writing Course at North Texas State College.” 1950. Web. 23 Sep 2020.

Vancouver:

Robertson MC. An Evaluation of the Business Writing Course at North Texas State College. [Internet] [Thesis]. North Texas State College; 1950. [cited 2020 Sep 23]. Available from: https://digital.library.unt.edu/ark:/67531/metadc663568/.

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

Council of Science Editors:

Robertson MC. An Evaluation of the Business Writing Course at North Texas State College. [Thesis]. North Texas State College; 1950. Available from: https://digital.library.unt.edu/ark:/67531/metadc663568/

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


Louisiana State University

13. Burdette, Rebecca Acosta. The Relationship between the High-Impact Practice of Communication-Intensive Courses and Undergraduate Degree Completion at a Research University (RU/VH).

Degree: PhD, Educational Assessment, Evaluation, and Research, 2018, Louisiana State University

  With a critical public lens on quality student learning inclusive of 21st century communication skills, and organizational effectiveness à la retention and graduation rates,… (more)

Subjects/Keywords: high-impact practices; institutional effectiveness; communication-intensive courses; writing-intensive courses; graduation rate; undergraduate degree completion

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APA (6th Edition):

Burdette, R. A. (2018). The Relationship between the High-Impact Practice of Communication-Intensive Courses and Undergraduate Degree Completion at a Research University (RU/VH). (Doctoral Dissertation). Louisiana State University. Retrieved from https://digitalcommons.lsu.edu/gradschool_dissertations/4721

Chicago Manual of Style (16th Edition):

Burdette, Rebecca Acosta. “The Relationship between the High-Impact Practice of Communication-Intensive Courses and Undergraduate Degree Completion at a Research University (RU/VH).” 2018. Doctoral Dissertation, Louisiana State University. Accessed September 23, 2020. https://digitalcommons.lsu.edu/gradschool_dissertations/4721.

MLA Handbook (7th Edition):

Burdette, Rebecca Acosta. “The Relationship between the High-Impact Practice of Communication-Intensive Courses and Undergraduate Degree Completion at a Research University (RU/VH).” 2018. Web. 23 Sep 2020.

Vancouver:

Burdette RA. The Relationship between the High-Impact Practice of Communication-Intensive Courses and Undergraduate Degree Completion at a Research University (RU/VH). [Internet] [Doctoral dissertation]. Louisiana State University; 2018. [cited 2020 Sep 23]. Available from: https://digitalcommons.lsu.edu/gradschool_dissertations/4721.

Council of Science Editors:

Burdette RA. The Relationship between the High-Impact Practice of Communication-Intensive Courses and Undergraduate Degree Completion at a Research University (RU/VH). [Doctoral Dissertation]. Louisiana State University; 2018. Available from: https://digitalcommons.lsu.edu/gradschool_dissertations/4721


University of Cincinnati

14. ARMSTRONG, SONYA L. BEGINNING THE LITERACY TRANSITION: POSTSECONDARY STUDENTS' CONCEPTUALIZATIONS OF ACADEMIC WRITING IN DEVELOPMENTAL LITERACY CONTEXTS.

Degree: EdD, Education : Literacy, 2007, University of Cincinnati

 Most beginning college students experience some difficulty while trying to make the transition to the expectations of college-level writing. While much research has investigated the… (more)

Subjects/Keywords: Education, Higher; postsecondary developmental literacy; metaphor analysis; student conceptualizations; academic writing; developmental reading and writing courses; college students

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APA (6th Edition):

ARMSTRONG, S. L. (2007). BEGINNING THE LITERACY TRANSITION: POSTSECONDARY STUDENTS' CONCEPTUALIZATIONS OF ACADEMIC WRITING IN DEVELOPMENTAL LITERACY CONTEXTS. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1195948915

Chicago Manual of Style (16th Edition):

ARMSTRONG, SONYA L. “BEGINNING THE LITERACY TRANSITION: POSTSECONDARY STUDENTS' CONCEPTUALIZATIONS OF ACADEMIC WRITING IN DEVELOPMENTAL LITERACY CONTEXTS.” 2007. Doctoral Dissertation, University of Cincinnati. Accessed September 23, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1195948915.

MLA Handbook (7th Edition):

ARMSTRONG, SONYA L. “BEGINNING THE LITERACY TRANSITION: POSTSECONDARY STUDENTS' CONCEPTUALIZATIONS OF ACADEMIC WRITING IN DEVELOPMENTAL LITERACY CONTEXTS.” 2007. Web. 23 Sep 2020.

Vancouver:

ARMSTRONG SL. BEGINNING THE LITERACY TRANSITION: POSTSECONDARY STUDENTS' CONCEPTUALIZATIONS OF ACADEMIC WRITING IN DEVELOPMENTAL LITERACY CONTEXTS. [Internet] [Doctoral dissertation]. University of Cincinnati; 2007. [cited 2020 Sep 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1195948915.

Council of Science Editors:

ARMSTRONG SL. BEGINNING THE LITERACY TRANSITION: POSTSECONDARY STUDENTS' CONCEPTUALIZATIONS OF ACADEMIC WRITING IN DEVELOPMENTAL LITERACY CONTEXTS. [Doctoral Dissertation]. University of Cincinnati; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1195948915


California State University – Sacramento

15. Grossfeld, Jennifer J. The University Art Collection at Sacramento State: making a public collection available.

Degree: MA, Special Major (Art Administration, 2014, California State University – Sacramento

 Universities are treasure troves of knowledge. From the vast halls of teaching to the academic hub in the library, there is an abundance of resources.… (more)

Subjects/Keywords: Writing university policy; Collections management; Art department

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APA (6th Edition):

Grossfeld, J. J. (2014). The University Art Collection at Sacramento State: making a public collection available. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/2402

Chicago Manual of Style (16th Edition):

Grossfeld, Jennifer J. “The University Art Collection at Sacramento State: making a public collection available.” 2014. Masters Thesis, California State University – Sacramento. Accessed September 23, 2020. http://hdl.handle.net/10211.9/2402.

MLA Handbook (7th Edition):

Grossfeld, Jennifer J. “The University Art Collection at Sacramento State: making a public collection available.” 2014. Web. 23 Sep 2020.

Vancouver:

Grossfeld JJ. The University Art Collection at Sacramento State: making a public collection available. [Internet] [Masters thesis]. California State University – Sacramento; 2014. [cited 2020 Sep 23]. Available from: http://hdl.handle.net/10211.9/2402.

Council of Science Editors:

Grossfeld JJ. The University Art Collection at Sacramento State: making a public collection available. [Masters Thesis]. California State University – Sacramento; 2014. Available from: http://hdl.handle.net/10211.9/2402

16. Guarnieri, Fernanda Vieira. Cotas universitárias: perspectivas de estudantes em situação de vestibular.

Degree: Mestrado, Psicologia, 2008, University of São Paulo

Este estudo focaliza as Cotas Universitárias enquanto política pública de Ação Afirmativa na Educação Superior. Por se tratar de uma implantação legislativa recente e de… (more)

Subjects/Keywords: cotas universitárias; curso pré-vestibular; ensino superior.; higher education.; pre-vestibular courses; uotas university

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

APA (6th Edition):

Guarnieri, F. V. (2008). Cotas universitárias: perspectivas de estudantes em situação de vestibular. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/59/59137/tde-05112009-202847/ ;

Chicago Manual of Style (16th Edition):

Guarnieri, Fernanda Vieira. “Cotas universitárias: perspectivas de estudantes em situação de vestibular.” 2008. Masters Thesis, University of São Paulo. Accessed September 23, 2020. http://www.teses.usp.br/teses/disponiveis/59/59137/tde-05112009-202847/ ;.

MLA Handbook (7th Edition):

Guarnieri, Fernanda Vieira. “Cotas universitárias: perspectivas de estudantes em situação de vestibular.” 2008. Web. 23 Sep 2020.

Vancouver:

Guarnieri FV. Cotas universitárias: perspectivas de estudantes em situação de vestibular. [Internet] [Masters thesis]. University of São Paulo; 2008. [cited 2020 Sep 23]. Available from: http://www.teses.usp.br/teses/disponiveis/59/59137/tde-05112009-202847/ ;.

Council of Science Editors:

Guarnieri FV. Cotas universitárias: perspectivas de estudantes em situação de vestibular. [Masters Thesis]. University of São Paulo; 2008. Available from: http://www.teses.usp.br/teses/disponiveis/59/59137/tde-05112009-202847/ ;


Humboldt State University

17. Ertmer, Joshua Jordan. Usage rate and helpfulness of client based university classes at HSU.

Degree: 2014, Humboldt State University

 Universities around the world offer service learning/client-based courses, which provide opportunities for students and organizations to work together on semester – long projects. Research has unearthed… (more)

Subjects/Keywords: Humboldt State University; Usage rate; Client-based courses; Service learning; Clients; Helpfulness; Impact; Satisfaction recommendations

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

APA (6th Edition):

Ertmer, J. J. (2014). Usage rate and helpfulness of client based university classes at HSU. (Thesis). Humboldt State University. Retrieved from http://hdl.handle.net/10211.3/123944

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):

Ertmer, Joshua Jordan. “Usage rate and helpfulness of client based university classes at HSU.” 2014. Thesis, Humboldt State University. Accessed September 23, 2020. http://hdl.handle.net/10211.3/123944.

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

MLA Handbook (7th Edition):

Ertmer, Joshua Jordan. “Usage rate and helpfulness of client based university classes at HSU.” 2014. Web. 23 Sep 2020.

Vancouver:

Ertmer JJ. Usage rate and helpfulness of client based university classes at HSU. [Internet] [Thesis]. Humboldt State University; 2014. [cited 2020 Sep 23]. Available from: http://hdl.handle.net/10211.3/123944.

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

Council of Science Editors:

Ertmer JJ. Usage rate and helpfulness of client based university classes at HSU. [Thesis]. Humboldt State University; 2014. Available from: http://hdl.handle.net/10211.3/123944

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


University of Minnesota

18. Sintjago, Alfonso. International Participants’ xMOOC Perspectives.

Degree: PhD, Educational Policy and Administration, 2018, University of Minnesota

 Massive Open Online Courses (MOOCs) are an example of what is now possible through education technologies. Due to their unique reach and viral growth, many… (more)

Subjects/Keywords: Coursera; International Participants; International Students; Massive Open Online Courses; MOOCs; University of Minnesota

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

APA (6th Edition):

Sintjago, A. (2018). International Participants’ xMOOC Perspectives. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/201662

Chicago Manual of Style (16th Edition):

Sintjago, Alfonso. “International Participants’ xMOOC Perspectives.” 2018. Doctoral Dissertation, University of Minnesota. Accessed September 23, 2020. http://hdl.handle.net/11299/201662.

MLA Handbook (7th Edition):

Sintjago, Alfonso. “International Participants’ xMOOC Perspectives.” 2018. Web. 23 Sep 2020.

Vancouver:

Sintjago A. International Participants’ xMOOC Perspectives. [Internet] [Doctoral dissertation]. University of Minnesota; 2018. [cited 2020 Sep 23]. Available from: http://hdl.handle.net/11299/201662.

Council of Science Editors:

Sintjago A. International Participants’ xMOOC Perspectives. [Doctoral Dissertation]. University of Minnesota; 2018. Available from: http://hdl.handle.net/11299/201662


University of Tennessee – Knoxville

19. LaMance, Rachel Amanda. Say hello to hybrid: Investigating student and instructor perceptions of the first hybrid language courses at UT.

Degree: MA, French, 2012, University of Tennessee – Knoxville

  The University of Tennessee began implementing 100-level hybrid French language courses in fall 2011, and this research investigates students’ and instructors’ attitudes toward the… (more)

Subjects/Keywords: University of Tennessee; French; hybrid language courses; student perceptions; instructor perceptions; Modern Languages

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

APA (6th Edition):

LaMance, R. A. (2012). Say hello to hybrid: Investigating student and instructor perceptions of the first hybrid language courses at UT. (Thesis). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_gradthes/1177

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):

LaMance, Rachel Amanda. “Say hello to hybrid: Investigating student and instructor perceptions of the first hybrid language courses at UT.” 2012. Thesis, University of Tennessee – Knoxville. Accessed September 23, 2020. https://trace.tennessee.edu/utk_gradthes/1177.

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

MLA Handbook (7th Edition):

LaMance, Rachel Amanda. “Say hello to hybrid: Investigating student and instructor perceptions of the first hybrid language courses at UT.” 2012. Web. 23 Sep 2020.

Vancouver:

LaMance RA. Say hello to hybrid: Investigating student and instructor perceptions of the first hybrid language courses at UT. [Internet] [Thesis]. University of Tennessee – Knoxville; 2012. [cited 2020 Sep 23]. Available from: https://trace.tennessee.edu/utk_gradthes/1177.

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

Council of Science Editors:

LaMance RA. Say hello to hybrid: Investigating student and instructor perceptions of the first hybrid language courses at UT. [Thesis]. University of Tennessee – Knoxville; 2012. Available from: https://trace.tennessee.edu/utk_gradthes/1177

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


Universidade do Rio Grande do Sul

20. Estacia, Maria Aparecida Tagliari. Alunos do ProUni da Universidade de Passo Fundo : trajetórias, percepções/sentimentos e aproveitamento acadêmico.

Degree: 2009, Universidade do Rio Grande do Sul

O tema focalizado nesta tese refere-se às ações afirmativas, políticas de inclusão social especiais e temporárias. Entre estas políticas destaca-se o ProUni (Programa Universidade para… (more)

Subjects/Keywords: Ensino superior; ProUni; Student grant user; Política educacional; Aluno; University courses; Universidade de Passo Fundo.; University of Passo Fundo; Affirmative actions

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

APA (6th Edition):

Estacia, M. A. T. (2009). Alunos do ProUni da Universidade de Passo Fundo : trajetórias, percepções/sentimentos e aproveitamento acadêmico. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/21388

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):

Estacia, Maria Aparecida Tagliari. “Alunos do ProUni da Universidade de Passo Fundo : trajetórias, percepções/sentimentos e aproveitamento acadêmico.” 2009. Thesis, Universidade do Rio Grande do Sul. Accessed September 23, 2020. http://hdl.handle.net/10183/21388.

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

MLA Handbook (7th Edition):

Estacia, Maria Aparecida Tagliari. “Alunos do ProUni da Universidade de Passo Fundo : trajetórias, percepções/sentimentos e aproveitamento acadêmico.” 2009. Web. 23 Sep 2020.

Vancouver:

Estacia MAT. Alunos do ProUni da Universidade de Passo Fundo : trajetórias, percepções/sentimentos e aproveitamento acadêmico. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2009. [cited 2020 Sep 23]. Available from: http://hdl.handle.net/10183/21388.

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

Council of Science Editors:

Estacia MAT. Alunos do ProUni da Universidade de Passo Fundo : trajetórias, percepções/sentimentos e aproveitamento acadêmico. [Thesis]. Universidade do Rio Grande do Sul; 2009. Available from: http://hdl.handle.net/10183/21388

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


Universidade do Rio Grande do Sul

21. Mendes, Maíra Tavares. Inclusão ou emancipação? um estudo do Cursinho Popular Chico Mendes/Rede Emancipa na Grande São Paulo.

Degree: 2011, Universidade do Rio Grande do Sul

O trabalho busca discutir a relação entre os cursinhos pré-vestibulares populares e a educação popular, a partir das categorias “inclusão” e “emancipação”. Procura-se analisar o… (more)

Subjects/Keywords: Curso pré-vestibular; Preparatory courses for university admission; University admission; Educação popular; Popular education; Inclusão social; Inclusion; Inclusão escolar; Emancipação; Emancipation

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

APA (6th Edition):

Mendes, M. T. (2011). Inclusão ou emancipação? um estudo do Cursinho Popular Chico Mendes/Rede Emancipa na Grande São Paulo. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/33673

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):

Mendes, Maíra Tavares. “Inclusão ou emancipação? um estudo do Cursinho Popular Chico Mendes/Rede Emancipa na Grande São Paulo.” 2011. Thesis, Universidade do Rio Grande do Sul. Accessed September 23, 2020. http://hdl.handle.net/10183/33673.

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

MLA Handbook (7th Edition):

Mendes, Maíra Tavares. “Inclusão ou emancipação? um estudo do Cursinho Popular Chico Mendes/Rede Emancipa na Grande São Paulo.” 2011. Web. 23 Sep 2020.

Vancouver:

Mendes MT. Inclusão ou emancipação? um estudo do Cursinho Popular Chico Mendes/Rede Emancipa na Grande São Paulo. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2011. [cited 2020 Sep 23]. Available from: http://hdl.handle.net/10183/33673.

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

Council of Science Editors:

Mendes MT. Inclusão ou emancipação? um estudo do Cursinho Popular Chico Mendes/Rede Emancipa na Grande São Paulo. [Thesis]. Universidade do Rio Grande do Sul; 2011. Available from: http://hdl.handle.net/10183/33673

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


University of Georgia

22. Iddings, Cecily Heron. One and sundry.

Degree: 2014, University of Georgia

 The poems in this thesis are intended to code, reveal and embellish. Formally and procedurally, they rely on many of the tools of allegory: duplicitous… (more)

Subjects/Keywords: Thesis; Poetry; Creative writing; The University of Georgia; Allegorical writing

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

APA (6th Edition):

Iddings, C. H. (2014). One and sundry. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/21537

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):

Iddings, Cecily Heron. “One and sundry.” 2014. Thesis, University of Georgia. Accessed September 23, 2020. http://hdl.handle.net/10724/21537.

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

MLA Handbook (7th Edition):

Iddings, Cecily Heron. “One and sundry.” 2014. Web. 23 Sep 2020.

Vancouver:

Iddings CH. One and sundry. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Sep 23]. Available from: http://hdl.handle.net/10724/21537.

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

Council of Science Editors:

Iddings CH. One and sundry. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/21537

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


Delft University of Technology

23. Sun, C. (author). Non-Splintered City.

Degree: 2011, Delft University of Technology

Exploring the gateway corridor development Beijing-Tianjin, to develop a plan for a core local transport node, as an activator to connect the local existing functions to the governmental services related plan

Complex city

Urbanism

Architecture

Advisors/Committee Members: Sepulveda Carmona, D.A. (mentor), Bekkering, H. (mentor).

Subjects/Keywords: gateway corridor

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

APA (6th Edition):

Sun, C. (. (2011). Non-Splintered City. (Masters Thesis). Delft University of Technology. Retrieved from http://resolver.tudelft.nl/uuid:3a4eaadb-8f28-4bff-b16a-5ed4cdd88958

Chicago Manual of Style (16th Edition):

Sun, C (author). “Non-Splintered City.” 2011. Masters Thesis, Delft University of Technology. Accessed September 23, 2020. http://resolver.tudelft.nl/uuid:3a4eaadb-8f28-4bff-b16a-5ed4cdd88958.

MLA Handbook (7th Edition):

Sun, C (author). “Non-Splintered City.” 2011. Web. 23 Sep 2020.

Vancouver:

Sun C(. Non-Splintered City. [Internet] [Masters thesis]. Delft University of Technology; 2011. [cited 2020 Sep 23]. Available from: http://resolver.tudelft.nl/uuid:3a4eaadb-8f28-4bff-b16a-5ed4cdd88958.

Council of Science Editors:

Sun C(. Non-Splintered City. [Masters Thesis]. Delft University of Technology; 2011. Available from: http://resolver.tudelft.nl/uuid:3a4eaadb-8f28-4bff-b16a-5ed4cdd88958

24. Baker, Samantha Jill. Digital expansion of the CSU-Pueblo Honors Program.

Degree: Mass Communications, 2017, Colorado State University – Pueblo

 This paper attempts to explain the process of creating a website for the CSU-Pueblo Honors Program. Initial research, steps, and surveys were conducted in preparation… (more)

Subjects/Keywords: Digital age; PR campaign; Colorado State University-Pueblo  – Undergraduates  – Honors courses; Universities and colleges  – Honors courses; Web sites  – Design; Internet in public relations

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

APA (6th Edition):

Baker, S. J. (2017). Digital expansion of the CSU-Pueblo Honors Program. (Thesis). Colorado State University – Pueblo. Retrieved from http://hdl.handle.net/10217/181091

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):

Baker, Samantha Jill. “Digital expansion of the CSU-Pueblo Honors Program.” 2017. Thesis, Colorado State University – Pueblo. Accessed September 23, 2020. http://hdl.handle.net/10217/181091.

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

MLA Handbook (7th Edition):

Baker, Samantha Jill. “Digital expansion of the CSU-Pueblo Honors Program.” 2017. Web. 23 Sep 2020.

Vancouver:

Baker SJ. Digital expansion of the CSU-Pueblo Honors Program. [Internet] [Thesis]. Colorado State University – Pueblo; 2017. [cited 2020 Sep 23]. Available from: http://hdl.handle.net/10217/181091.

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

Council of Science Editors:

Baker SJ. Digital expansion of the CSU-Pueblo Honors Program. [Thesis]. Colorado State University – Pueblo; 2017. Available from: http://hdl.handle.net/10217/181091

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


University of Cambridge

25. Soper, Harriet Clementine. A Count of Days: The Life Course in Old English Poetry.

Degree: PhD, 2018, University of Cambridge

 This thesis investigates the representation of the human life course in Old English poetry. It attends to constructions of the lifespan as a durational unit,… (more)

Subjects/Keywords: Old English Literature; Anglo-Saxon England; Literary Criticism; Old English Poetry; Life Writing; Life Cycles; Life Courses

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

APA (6th Edition):

Soper, H. C. (2018). A Count of Days: The Life Course in Old English Poetry. (Doctoral Dissertation). University of Cambridge. Retrieved from https://www.repository.cam.ac.uk/handle/1810/277493https://www.repository.cam.ac.uk/bitstream/1810/277493/2/license.txt ; https://www.repository.cam.ac.uk/bitstream/1810/277493/3/A%20Count%20of%20Days.pdf.txt ; https://www.repository.cam.ac.uk/bitstream/1810/277493/4/A%20Count%20of%20Days.pdf.jpg

Chicago Manual of Style (16th Edition):

Soper, Harriet Clementine. “A Count of Days: The Life Course in Old English Poetry.” 2018. Doctoral Dissertation, University of Cambridge. Accessed September 23, 2020. https://www.repository.cam.ac.uk/handle/1810/277493https://www.repository.cam.ac.uk/bitstream/1810/277493/2/license.txt ; https://www.repository.cam.ac.uk/bitstream/1810/277493/3/A%20Count%20of%20Days.pdf.txt ; https://www.repository.cam.ac.uk/bitstream/1810/277493/4/A%20Count%20of%20Days.pdf.jpg.

MLA Handbook (7th Edition):

Soper, Harriet Clementine. “A Count of Days: The Life Course in Old English Poetry.” 2018. Web. 23 Sep 2020.

Vancouver:

Soper HC. A Count of Days: The Life Course in Old English Poetry. [Internet] [Doctoral dissertation]. University of Cambridge; 2018. [cited 2020 Sep 23]. Available from: https://www.repository.cam.ac.uk/handle/1810/277493https://www.repository.cam.ac.uk/bitstream/1810/277493/2/license.txt ; https://www.repository.cam.ac.uk/bitstream/1810/277493/3/A%20Count%20of%20Days.pdf.txt ; https://www.repository.cam.ac.uk/bitstream/1810/277493/4/A%20Count%20of%20Days.pdf.jpg.

Council of Science Editors:

Soper HC. A Count of Days: The Life Course in Old English Poetry. [Doctoral Dissertation]. University of Cambridge; 2018. Available from: https://www.repository.cam.ac.uk/handle/1810/277493https://www.repository.cam.ac.uk/bitstream/1810/277493/2/license.txt ; https://www.repository.cam.ac.uk/bitstream/1810/277493/3/A%20Count%20of%20Days.pdf.txt ; https://www.repository.cam.ac.uk/bitstream/1810/277493/4/A%20Count%20of%20Days.pdf.jpg


Northeastern University

26. Fowler-Carwright, Glendia O. Exploring Faculty Members' Perspectives On The Use Of Embedded English Courses To Enhance Writing Skills Of Community College Students.

Degree: EdD, School of Education, 2018, Northeastern University

 This research study examined the lived experiences of two faculty members who facilitated embedded-level English courses at Middlesex Community College (MxCC), a two-year public institution… (more)

Subjects/Keywords: accelerated learning program; college-ready; community college; developmental writing; embedded courses; faculty perceptions; Higher education administration

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APA (6th Edition):

Fowler-Carwright, G. O. (2018). Exploring Faculty Members' Perspectives On The Use Of Embedded English Courses To Enhance Writing Skills Of Community College Students. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20315069

Chicago Manual of Style (16th Edition):

Fowler-Carwright, Glendia O. “Exploring Faculty Members' Perspectives On The Use Of Embedded English Courses To Enhance Writing Skills Of Community College Students.” 2018. Doctoral Dissertation, Northeastern University. Accessed September 23, 2020. http://hdl.handle.net/2047/D20315069.

MLA Handbook (7th Edition):

Fowler-Carwright, Glendia O. “Exploring Faculty Members' Perspectives On The Use Of Embedded English Courses To Enhance Writing Skills Of Community College Students.” 2018. Web. 23 Sep 2020.

Vancouver:

Fowler-Carwright GO. Exploring Faculty Members' Perspectives On The Use Of Embedded English Courses To Enhance Writing Skills Of Community College Students. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2020 Sep 23]. Available from: http://hdl.handle.net/2047/D20315069.

Council of Science Editors:

Fowler-Carwright GO. Exploring Faculty Members' Perspectives On The Use Of Embedded English Courses To Enhance Writing Skills Of Community College Students. [Doctoral Dissertation]. Northeastern University; 2018. Available from: http://hdl.handle.net/2047/D20315069


Universidade do Minho

27. Oliveira, Mónica Carina Marques de. Educação e literacia: conceções, orientações e práticas em contextos de educação de adultos: Education and literacy: perspectives, guidelines and practices in adult education contexts.

Degree: 2014, Universidade do Minho

 In this thesis we intend to describe and interpret perspectives, guidelines and practices in adult education contexts in which literacy plays a relevant role. The… (more)

Subjects/Keywords: Literacia; Educação de adultos; Leitura; Escrita; Cursos EFA; Literacy; Adult education; Writing; EFA courses; 374.7; 372.41; Ciências Sociais::Ciências da Educação

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

APA (6th Edition):

Oliveira, M. C. M. d. (2014). Educação e literacia: conceções, orientações e práticas em contextos de educação de adultos: Education and literacy: perspectives, guidelines and practices in adult education contexts. (Doctoral Dissertation). Universidade do Minho. Retrieved from http://hdl.handle.net/1822/35788

Chicago Manual of Style (16th Edition):

Oliveira, Mónica Carina Marques de. “Educação e literacia: conceções, orientações e práticas em contextos de educação de adultos: Education and literacy: perspectives, guidelines and practices in adult education contexts.” 2014. Doctoral Dissertation, Universidade do Minho. Accessed September 23, 2020. http://hdl.handle.net/1822/35788.

MLA Handbook (7th Edition):

Oliveira, Mónica Carina Marques de. “Educação e literacia: conceções, orientações e práticas em contextos de educação de adultos: Education and literacy: perspectives, guidelines and practices in adult education contexts.” 2014. Web. 23 Sep 2020.

Vancouver:

Oliveira MCMd. Educação e literacia: conceções, orientações e práticas em contextos de educação de adultos: Education and literacy: perspectives, guidelines and practices in adult education contexts. [Internet] [Doctoral dissertation]. Universidade do Minho; 2014. [cited 2020 Sep 23]. Available from: http://hdl.handle.net/1822/35788.

Council of Science Editors:

Oliveira MCMd. Educação e literacia: conceções, orientações e práticas em contextos de educação de adultos: Education and literacy: perspectives, guidelines and practices in adult education contexts. [Doctoral Dissertation]. Universidade do Minho; 2014. Available from: http://hdl.handle.net/1822/35788

28. Saffiotti, Allan. Crise e transformação : um estudo sobre a experiência de alunos de baixa renda num cursinho popular.

Degree: Mestrado, Psicologia Social, 2008, University of São Paulo

Esta pesquisa tem como objetivo a identificação e discussão de crises e transformações psicossociais por que passaram estudantes de um cursinho popular de São Paulo.… (more)

Subjects/Keywords: autobiografia; autobiography; cursos-pré-vestibular; humilhação; humiliation; mudança social; popular preparatory courses for university entrance; social change

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

APA (6th Edition):

Saffiotti, A. (2008). Crise e transformação : um estudo sobre a experiência de alunos de baixa renda num cursinho popular. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/47/47134/tde-06062008-111610/ ;

Chicago Manual of Style (16th Edition):

Saffiotti, Allan. “Crise e transformação : um estudo sobre a experiência de alunos de baixa renda num cursinho popular.” 2008. Masters Thesis, University of São Paulo. Accessed September 23, 2020. http://www.teses.usp.br/teses/disponiveis/47/47134/tde-06062008-111610/ ;.

MLA Handbook (7th Edition):

Saffiotti, Allan. “Crise e transformação : um estudo sobre a experiência de alunos de baixa renda num cursinho popular.” 2008. Web. 23 Sep 2020.

Vancouver:

Saffiotti A. Crise e transformação : um estudo sobre a experiência de alunos de baixa renda num cursinho popular. [Internet] [Masters thesis]. University of São Paulo; 2008. [cited 2020 Sep 23]. Available from: http://www.teses.usp.br/teses/disponiveis/47/47134/tde-06062008-111610/ ;.

Council of Science Editors:

Saffiotti A. Crise e transformação : um estudo sobre a experiência de alunos de baixa renda num cursinho popular. [Masters Thesis]. University of São Paulo; 2008. Available from: http://www.teses.usp.br/teses/disponiveis/47/47134/tde-06062008-111610/ ;

29. Torres, Ana Cristina Paes Leme Giffoni Cilião. O processo de formação de conceitos e a configuração das mediações pedagógicas: a voz de professores de cursos de formação docente.

Degree: PhD, Educação, 2010, University of São Paulo

Esta pesquisa tem a finalidade de investigar o modo como os professores dos Cursos de Licenciatura entendem a relação que se constrói entre o processo… (more)

Subjects/Keywords: cursos de licenciatura; formação de conceitos; formação docente universitária; formation of concepts; graduation courses; mediações pedagógicas; pedagogical mediations; university teaching formation

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

APA (6th Edition):

Torres, A. C. P. L. G. C. (2010). O processo de formação de conceitos e a configuração das mediações pedagógicas: a voz de professores de cursos de formação docente. (Doctoral Dissertation). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/48/48134/tde-11062010-142228/ ;

Chicago Manual of Style (16th Edition):

Torres, Ana Cristina Paes Leme Giffoni Cilião. “O processo de formação de conceitos e a configuração das mediações pedagógicas: a voz de professores de cursos de formação docente.” 2010. Doctoral Dissertation, University of São Paulo. Accessed September 23, 2020. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-11062010-142228/ ;.

MLA Handbook (7th Edition):

Torres, Ana Cristina Paes Leme Giffoni Cilião. “O processo de formação de conceitos e a configuração das mediações pedagógicas: a voz de professores de cursos de formação docente.” 2010. Web. 23 Sep 2020.

Vancouver:

Torres ACPLGC. O processo de formação de conceitos e a configuração das mediações pedagógicas: a voz de professores de cursos de formação docente. [Internet] [Doctoral dissertation]. University of São Paulo; 2010. [cited 2020 Sep 23]. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-11062010-142228/ ;.

Council of Science Editors:

Torres ACPLGC. O processo de formação de conceitos e a configuração das mediações pedagógicas: a voz de professores de cursos de formação docente. [Doctoral Dissertation]. University of São Paulo; 2010. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-11062010-142228/ ;


Universidade do Rio Grande do Sul

30. Santos, Magda Raquel Guimarães Ferreira dos. O processo de formação e gestão de três cursos de graduação a distância na Universidade Federal do Rio Grande do Sul.

Degree: 2009, Universidade do Rio Grande do Sul

A pesquisa tem como principal objetivo descrever, analisar e compreender a implantação e a gestão de três Cursos de Graduação oferecidos na modalidade a distância… (more)

Subjects/Keywords: Universidade Federal do Rio Grande do Sul.; Management; Curso de graduação; Distance education; Ensino à distância; Graduate courses; Public university

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

APA (6th Edition):

Santos, M. R. G. F. d. (2009). O processo de formação e gestão de três cursos de graduação a distância na Universidade Federal do Rio Grande do Sul. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/17546

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):

Santos, Magda Raquel Guimarães Ferreira dos. “O processo de formação e gestão de três cursos de graduação a distância na Universidade Federal do Rio Grande do Sul.” 2009. Thesis, Universidade do Rio Grande do Sul. Accessed September 23, 2020. http://hdl.handle.net/10183/17546.

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

MLA Handbook (7th Edition):

Santos, Magda Raquel Guimarães Ferreira dos. “O processo de formação e gestão de três cursos de graduação a distância na Universidade Federal do Rio Grande do Sul.” 2009. Web. 23 Sep 2020.

Vancouver:

Santos MRGFd. O processo de formação e gestão de três cursos de graduação a distância na Universidade Federal do Rio Grande do Sul. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2009. [cited 2020 Sep 23]. Available from: http://hdl.handle.net/10183/17546.

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

Council of Science Editors:

Santos MRGFd. O processo de formação e gestão de três cursos de graduação a distância na Universidade Federal do Rio Grande do Sul. [Thesis]. Universidade do Rio Grande do Sul; 2009. Available from: http://hdl.handle.net/10183/17546

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

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