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You searched for subject:(argument based). Showing records 1 – 25 of 25 total matches.

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University of Iowa

1. Keles, Nurcan. Investigating the effect of science writing heuristic approach on students’ learning of multimodal representations across 4th to 8th grade levels.

Degree: PhD, Teaching and Learning, 2016, University of Iowa

  This study was designed to examine the effect of Science Writing Heuristic Approach on Students’ Learning of Multimodal Representations across 4th Grade to 8the… (more)

Subjects/Keywords: Argument Based Inquiry; Multimodal Representations; Science Writing Heuristic

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APA (6th Edition):

Keles, N. (2016). Investigating the effect of science writing heuristic approach on students’ learning of multimodal representations across 4th to 8th grade levels. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/5955

Chicago Manual of Style (16th Edition):

Keles, Nurcan. “Investigating the effect of science writing heuristic approach on students’ learning of multimodal representations across 4th to 8th grade levels.” 2016. Doctoral Dissertation, University of Iowa. Accessed November 20, 2019. https://ir.uiowa.edu/etd/5955.

MLA Handbook (7th Edition):

Keles, Nurcan. “Investigating the effect of science writing heuristic approach on students’ learning of multimodal representations across 4th to 8th grade levels.” 2016. Web. 20 Nov 2019.

Vancouver:

Keles N. Investigating the effect of science writing heuristic approach on students’ learning of multimodal representations across 4th to 8th grade levels. [Internet] [Doctoral dissertation]. University of Iowa; 2016. [cited 2019 Nov 20]. Available from: https://ir.uiowa.edu/etd/5955.

Council of Science Editors:

Keles N. Investigating the effect of science writing heuristic approach on students’ learning of multimodal representations across 4th to 8th grade levels. [Doctoral Dissertation]. University of Iowa; 2016. Available from: https://ir.uiowa.edu/etd/5955


University of Texas – Austin

2. Setty, Srinath T.V. Toward practical argument systems for verifiable computation.

Degree: PhD, Computer Sciences, 2014, University of Texas – Austin

 How can a client extract useful work from a server without trusting it to compute correctly? A modern motivation for this classic question is third… (more)

Subjects/Keywords: Verifiable computation; Argument systems; Outsourced computation; Proof-based verifiable computation

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APA (6th Edition):

Setty, S. T. V. (2014). Toward practical argument systems for verifiable computation. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/28365

Chicago Manual of Style (16th Edition):

Setty, Srinath T V. “Toward practical argument systems for verifiable computation.” 2014. Doctoral Dissertation, University of Texas – Austin. Accessed November 20, 2019. http://hdl.handle.net/2152/28365.

MLA Handbook (7th Edition):

Setty, Srinath T V. “Toward practical argument systems for verifiable computation.” 2014. Web. 20 Nov 2019.

Vancouver:

Setty STV. Toward practical argument systems for verifiable computation. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2014. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/2152/28365.

Council of Science Editors:

Setty STV. Toward practical argument systems for verifiable computation. [Doctoral Dissertation]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/28365


University of Minnesota

3. Park, Jiyoon. Developing and validating an instrument to measure college students' inferential reasoning in statistics: an argument-based approach to validation.

Degree: PhD, Educational Psychology, 2012, University of Minnesota

 The purpose of this study was to develop and validate an assessment to measure college students' inferential reasoning in statistics. This proposed assessment aims to… (more)

Subjects/Keywords: Argument-based approach to validation; Inferential reasoning in statistics; Statistical inference; Statistics education; Validation

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APA (6th Edition):

Park, J. (2012). Developing and validating an instrument to measure college students' inferential reasoning in statistics: an argument-based approach to validation. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/165057

Chicago Manual of Style (16th Edition):

Park, Jiyoon. “Developing and validating an instrument to measure college students' inferential reasoning in statistics: an argument-based approach to validation.” 2012. Doctoral Dissertation, University of Minnesota. Accessed November 20, 2019. http://hdl.handle.net/11299/165057.

MLA Handbook (7th Edition):

Park, Jiyoon. “Developing and validating an instrument to measure college students' inferential reasoning in statistics: an argument-based approach to validation.” 2012. Web. 20 Nov 2019.

Vancouver:

Park J. Developing and validating an instrument to measure college students' inferential reasoning in statistics: an argument-based approach to validation. [Internet] [Doctoral dissertation]. University of Minnesota; 2012. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/11299/165057.

Council of Science Editors:

Park J. Developing and validating an instrument to measure college students' inferential reasoning in statistics: an argument-based approach to validation. [Doctoral Dissertation]. University of Minnesota; 2012. Available from: http://hdl.handle.net/11299/165057


University of Iowa

4. Tseng, Ching-mei. The effects of the science writing heuristic (SWH) approach versus traditional instruction on yearly critical thinking gain scores in grade 5-8 classrooms.

Degree: PhD, Teaching and Learning, 2014, University of Iowa

  Critical Thinking has been identified in the Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS) as skills needed to prepare students… (more)

Subjects/Keywords: Argument-Based Inquiry; Critical Thinking; Science Eduction; Science Writing Huristic; Students Growth; Education

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APA (6th Edition):

Tseng, C. (2014). The effects of the science writing heuristic (SWH) approach versus traditional instruction on yearly critical thinking gain scores in grade 5-8 classrooms. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/4776

Chicago Manual of Style (16th Edition):

Tseng, Ching-mei. “The effects of the science writing heuristic (SWH) approach versus traditional instruction on yearly critical thinking gain scores in grade 5-8 classrooms.” 2014. Doctoral Dissertation, University of Iowa. Accessed November 20, 2019. https://ir.uiowa.edu/etd/4776.

MLA Handbook (7th Edition):

Tseng, Ching-mei. “The effects of the science writing heuristic (SWH) approach versus traditional instruction on yearly critical thinking gain scores in grade 5-8 classrooms.” 2014. Web. 20 Nov 2019.

Vancouver:

Tseng C. The effects of the science writing heuristic (SWH) approach versus traditional instruction on yearly critical thinking gain scores in grade 5-8 classrooms. [Internet] [Doctoral dissertation]. University of Iowa; 2014. [cited 2019 Nov 20]. Available from: https://ir.uiowa.edu/etd/4776.

Council of Science Editors:

Tseng C. The effects of the science writing heuristic (SWH) approach versus traditional instruction on yearly critical thinking gain scores in grade 5-8 classrooms. [Doctoral Dissertation]. University of Iowa; 2014. Available from: https://ir.uiowa.edu/etd/4776


University of Iowa

5. Benus, Matthew J. The teacher's role in the establishment of whole-class dialogue in a fifth grade science classroom using argument-based inquiry.

Degree: PhD, Science Education, 2011, University of Iowa

  The purpose of this study was to examine the patterns of dialogue that were established and emerged in one experienced fifth-grade science teacher's classroom… (more)

Subjects/Keywords: Argument based inquiry; Dialogue; Science Argumentation; Science Writing Heuristic; Science and Mathematics Education

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APA (6th Edition):

Benus, M. J. (2011). The teacher's role in the establishment of whole-class dialogue in a fifth grade science classroom using argument-based inquiry. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/2673

Chicago Manual of Style (16th Edition):

Benus, Matthew J. “The teacher's role in the establishment of whole-class dialogue in a fifth grade science classroom using argument-based inquiry.” 2011. Doctoral Dissertation, University of Iowa. Accessed November 20, 2019. https://ir.uiowa.edu/etd/2673.

MLA Handbook (7th Edition):

Benus, Matthew J. “The teacher's role in the establishment of whole-class dialogue in a fifth grade science classroom using argument-based inquiry.” 2011. Web. 20 Nov 2019.

Vancouver:

Benus MJ. The teacher's role in the establishment of whole-class dialogue in a fifth grade science classroom using argument-based inquiry. [Internet] [Doctoral dissertation]. University of Iowa; 2011. [cited 2019 Nov 20]. Available from: https://ir.uiowa.edu/etd/2673.

Council of Science Editors:

Benus MJ. The teacher's role in the establishment of whole-class dialogue in a fifth grade science classroom using argument-based inquiry. [Doctoral Dissertation]. University of Iowa; 2011. Available from: https://ir.uiowa.edu/etd/2673


University of Illinois – Chicago

6. McCarty, Ryan P. Leveraging Historical Thinking Heuristics as Warrants in Historical Argumentative Writing.

Degree: 2016, University of Illinois – Chicago

 This dissertation reports design-based research that determined the characteristics of an effective intervention to improve adolescent historical argumentative writing. This study involved 89 diverse 11th… (more)

Subjects/Keywords: adolescent; argument writing; argument; literacy; disciplinary literacy; content area literacy; high school; writing; reading comprehension; heuristics; history; social studies; comprehension; reading; design-based research; warrant; close reading; sourcing; corroboration

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APA (6th Edition):

McCarty, R. P. (2016). Leveraging Historical Thinking Heuristics as Warrants in Historical Argumentative Writing. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/20880

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):

McCarty, Ryan P. “Leveraging Historical Thinking Heuristics as Warrants in Historical Argumentative Writing.” 2016. Thesis, University of Illinois – Chicago. Accessed November 20, 2019. http://hdl.handle.net/10027/20880.

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

MLA Handbook (7th Edition):

McCarty, Ryan P. “Leveraging Historical Thinking Heuristics as Warrants in Historical Argumentative Writing.” 2016. Web. 20 Nov 2019.

Vancouver:

McCarty RP. Leveraging Historical Thinking Heuristics as Warrants in Historical Argumentative Writing. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/10027/20880.

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

Council of Science Editors:

McCarty RP. Leveraging Historical Thinking Heuristics as Warrants in Historical Argumentative Writing. [Thesis]. University of Illinois – Chicago; 2016. Available from: http://hdl.handle.net/10027/20880

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

7. Corso, Thiago Marinho Del. Indicadores de alfabetização científica, argumentos e explicações - Análise de relatórios no contexto de uma sequência de ensino investigativo.

Degree: Mestrado, Ensino de Biologia, 2014, University of São Paulo

 Deveria ser esperado que a população fosse ciente de como a ciência, e principalmente, seus conhecimentos e aplicações, chegam até ela e, para isso, tivesse… (more)

Subjects/Keywords: Alfabetização Científica; Argument; Argumento; Atividade Experimental; Ensino por Investigação; Experimental Activity; Explanation.; Explicação.; Inquiry-based Science Teaching; Scientific Literacy

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APA (6th Edition):

Corso, T. M. D. (2014). Indicadores de alfabetização científica, argumentos e explicações - Análise de relatórios no contexto de uma sequência de ensino investigativo. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/81/81133/tde-26032015-143010/ ;

Chicago Manual of Style (16th Edition):

Corso, Thiago Marinho Del. “Indicadores de alfabetização científica, argumentos e explicações - Análise de relatórios no contexto de uma sequência de ensino investigativo.” 2014. Masters Thesis, University of São Paulo. Accessed November 20, 2019. http://www.teses.usp.br/teses/disponiveis/81/81133/tde-26032015-143010/ ;.

MLA Handbook (7th Edition):

Corso, Thiago Marinho Del. “Indicadores de alfabetização científica, argumentos e explicações - Análise de relatórios no contexto de uma sequência de ensino investigativo.” 2014. Web. 20 Nov 2019.

Vancouver:

Corso TMD. Indicadores de alfabetização científica, argumentos e explicações - Análise de relatórios no contexto de uma sequência de ensino investigativo. [Internet] [Masters thesis]. University of São Paulo; 2014. [cited 2019 Nov 20]. Available from: http://www.teses.usp.br/teses/disponiveis/81/81133/tde-26032015-143010/ ;.

Council of Science Editors:

Corso TMD. Indicadores de alfabetização científica, argumentos e explicações - Análise de relatórios no contexto de uma sequência de ensino investigativo. [Masters Thesis]. University of São Paulo; 2014. Available from: http://www.teses.usp.br/teses/disponiveis/81/81133/tde-26032015-143010/ ;

8. Perek, Florent. Verbs, Constructions, Alternations : Usage-based perspectives on argument realization : Verbes, constructions, alternances : La complémentation verbale de la linguistique de l'usage.

Degree: Docteur es, Sciences du langage, 2012, Lille 3; Albert-Ludwigs-Universität (Fribourg-en-Brisgau, Allemagne)

L’objectif général de la présente thèse est d’évaluer dans quelle mesure la grammaire des verbes, aussi appelée complémentation verbale, peut être basée sur l’usage de… (more)

Subjects/Keywords: Linguistique de l'usage; Structure argumentale; Grammaire de constructions; Verbe; Usage-based linguistics; Argument structure; Construction grammar; Verb

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APA (6th Edition):

Perek, F. (2012). Verbs, Constructions, Alternations : Usage-based perspectives on argument realization : Verbes, constructions, alternances : La complémentation verbale de la linguistique de l'usage. (Doctoral Dissertation). Lille 3; Albert-Ludwigs-Universität (Fribourg-en-Brisgau, Allemagne). Retrieved from http://www.theses.fr/2012LIL30036

Chicago Manual of Style (16th Edition):

Perek, Florent. “Verbs, Constructions, Alternations : Usage-based perspectives on argument realization : Verbes, constructions, alternances : La complémentation verbale de la linguistique de l'usage.” 2012. Doctoral Dissertation, Lille 3; Albert-Ludwigs-Universität (Fribourg-en-Brisgau, Allemagne). Accessed November 20, 2019. http://www.theses.fr/2012LIL30036.

MLA Handbook (7th Edition):

Perek, Florent. “Verbs, Constructions, Alternations : Usage-based perspectives on argument realization : Verbes, constructions, alternances : La complémentation verbale de la linguistique de l'usage.” 2012. Web. 20 Nov 2019.

Vancouver:

Perek F. Verbs, Constructions, Alternations : Usage-based perspectives on argument realization : Verbes, constructions, alternances : La complémentation verbale de la linguistique de l'usage. [Internet] [Doctoral dissertation]. Lille 3; Albert-Ludwigs-Universität (Fribourg-en-Brisgau, Allemagne); 2012. [cited 2019 Nov 20]. Available from: http://www.theses.fr/2012LIL30036.

Council of Science Editors:

Perek F. Verbs, Constructions, Alternations : Usage-based perspectives on argument realization : Verbes, constructions, alternances : La complémentation verbale de la linguistique de l'usage. [Doctoral Dissertation]. Lille 3; Albert-Ludwigs-Universität (Fribourg-en-Brisgau, Allemagne); 2012. Available from: http://www.theses.fr/2012LIL30036


University of Iowa

9. Chen, Ying-Chih. Examining the integration of talk and writing for student knowledge construction through argumentation.

Degree: PhD, Science Education, 2011, University of Iowa

  The purpose of this study was to examine students' understanding of argumentation when talk and writing were provided as learning tools, as well as… (more)

Subjects/Keywords: Argument-based Inquiry; Learning Tools; Science Writing Heuristic (SWH); Scientific Knowledge Construction; Talk; Writing; Science and Mathematics Education

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APA (6th Edition):

Chen, Y. (2011). Examining the integration of talk and writing for student knowledge construction through argumentation. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/1129

Chicago Manual of Style (16th Edition):

Chen, Ying-Chih. “Examining the integration of talk and writing for student knowledge construction through argumentation.” 2011. Doctoral Dissertation, University of Iowa. Accessed November 20, 2019. https://ir.uiowa.edu/etd/1129.

MLA Handbook (7th Edition):

Chen, Ying-Chih. “Examining the integration of talk and writing for student knowledge construction through argumentation.” 2011. Web. 20 Nov 2019.

Vancouver:

Chen Y. Examining the integration of talk and writing for student knowledge construction through argumentation. [Internet] [Doctoral dissertation]. University of Iowa; 2011. [cited 2019 Nov 20]. Available from: https://ir.uiowa.edu/etd/1129.

Council of Science Editors:

Chen Y. Examining the integration of talk and writing for student knowledge construction through argumentation. [Doctoral Dissertation]. University of Iowa; 2011. Available from: https://ir.uiowa.edu/etd/1129


Iowa State University

10. Choi, Yundeok. Graphic-prompt tasks for assessment of academic English writing ability: An argument-based approach to investigating validity.

Degree: 2018, Iowa State University

 The graphic-prompt writing task, where one or multiple visual graphs are provided as source materials, is a type of integrated writing tasks that assesses test… (more)

Subjects/Keywords: Academic Writing Assessment; Argument-Based Approach; English Placement Test; Graphic-Prompt Writing Tasks; Validation; Validity; Linguistics

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APA (6th Edition):

Choi, Y. (2018). Graphic-prompt tasks for assessment of academic English writing ability: An argument-based approach to investigating validity. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/17164

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):

Choi, Yundeok. “Graphic-prompt tasks for assessment of academic English writing ability: An argument-based approach to investigating validity.” 2018. Thesis, Iowa State University. Accessed November 20, 2019. https://lib.dr.iastate.edu/etd/17164.

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

MLA Handbook (7th Edition):

Choi, Yundeok. “Graphic-prompt tasks for assessment of academic English writing ability: An argument-based approach to investigating validity.” 2018. Web. 20 Nov 2019.

Vancouver:

Choi Y. Graphic-prompt tasks for assessment of academic English writing ability: An argument-based approach to investigating validity. [Internet] [Thesis]. Iowa State University; 2018. [cited 2019 Nov 20]. Available from: https://lib.dr.iastate.edu/etd/17164.

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

Council of Science Editors:

Choi Y. Graphic-prompt tasks for assessment of academic English writing ability: An argument-based approach to investigating validity. [Thesis]. Iowa State University; 2018. Available from: https://lib.dr.iastate.edu/etd/17164

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


University of Iowa

11. Neal, Ted A. The impact of argument-based learning environments on early learners multimodal representations.

Degree: PhD, Science Education, 2017, University of Iowa

  The purpose of this study was to examine the impact of an immersive argument based learning environment on students’ multimodal competencies. The objective was… (more)

Subjects/Keywords: Argument Based Inquiry; Early Learners; Informational Text Features; Multimodality; Next Generation Science Standards; Science Writing Heuristic; Science and Mathematics Education

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APA (6th Edition):

Neal, T. A. (2017). The impact of argument-based learning environments on early learners multimodal representations. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/5578

Chicago Manual of Style (16th Edition):

Neal, Ted A. “The impact of argument-based learning environments on early learners multimodal representations.” 2017. Doctoral Dissertation, University of Iowa. Accessed November 20, 2019. https://ir.uiowa.edu/etd/5578.

MLA Handbook (7th Edition):

Neal, Ted A. “The impact of argument-based learning environments on early learners multimodal representations.” 2017. Web. 20 Nov 2019.

Vancouver:

Neal TA. The impact of argument-based learning environments on early learners multimodal representations. [Internet] [Doctoral dissertation]. University of Iowa; 2017. [cited 2019 Nov 20]. Available from: https://ir.uiowa.edu/etd/5578.

Council of Science Editors:

Neal TA. The impact of argument-based learning environments on early learners multimodal representations. [Doctoral Dissertation]. University of Iowa; 2017. Available from: https://ir.uiowa.edu/etd/5578


Iowa State University

12. Park, Moonyoung. Development and validation of virtual interactive tasks for an aviation English assessment.

Degree: 2015, Iowa State University

 In response to growing concerns over aviation safety stemming from the limited command of aviation English by non-native English speaking practitioners, this study aimed to… (more)

Subjects/Keywords: Applied Linguistics and Technology; air traffic control; aviation English; English for Specific Purposes; interpretive argument; task-based performance assessment; validity argument; Applied Linguistics; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; English Language and Literature; Instructional Media Design

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APA (6th Edition):

Park, M. (2015). Development and validation of virtual interactive tasks for an aviation English assessment. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/14933

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):

Park, Moonyoung. “Development and validation of virtual interactive tasks for an aviation English assessment.” 2015. Thesis, Iowa State University. Accessed November 20, 2019. https://lib.dr.iastate.edu/etd/14933.

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

MLA Handbook (7th Edition):

Park, Moonyoung. “Development and validation of virtual interactive tasks for an aviation English assessment.” 2015. Web. 20 Nov 2019.

Vancouver:

Park M. Development and validation of virtual interactive tasks for an aviation English assessment. [Internet] [Thesis]. Iowa State University; 2015. [cited 2019 Nov 20]. Available from: https://lib.dr.iastate.edu/etd/14933.

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

Council of Science Editors:

Park M. Development and validation of virtual interactive tasks for an aviation English assessment. [Thesis]. Iowa State University; 2015. Available from: https://lib.dr.iastate.edu/etd/14933

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

13. Silva, Maíra Batistoni e. A construção de inscrições e seu uso no processo argumentativo em uma atividade investigativa de biologia.

Degree: PhD, Educação, 2015, University of São Paulo

Nos últimos anos aumentou o número de pesquisas que abordam aspectos epistemológicos no ensino de ciências, destacando a ideia de que este não deve se… (more)

Subjects/Keywords: Alfabetização científica; Argument; Argumentação; Ensino por investigação; Epistemic practices; Explanation; Explicação; inquiry-based learning activity; Inscrições literárias; Literary inscriptions; Práticas epistêmicas; Scientific literacy

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APA (6th Edition):

Silva, M. B. e. (2015). A construção de inscrições e seu uso no processo argumentativo em uma atividade investigativa de biologia. (Doctoral Dissertation). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/48/48134/tde-20052015-100507/ ;

Chicago Manual of Style (16th Edition):

Silva, Maíra Batistoni e. “A construção de inscrições e seu uso no processo argumentativo em uma atividade investigativa de biologia.” 2015. Doctoral Dissertation, University of São Paulo. Accessed November 20, 2019. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-20052015-100507/ ;.

MLA Handbook (7th Edition):

Silva, Maíra Batistoni e. “A construção de inscrições e seu uso no processo argumentativo em uma atividade investigativa de biologia.” 2015. Web. 20 Nov 2019.

Vancouver:

Silva MBe. A construção de inscrições e seu uso no processo argumentativo em uma atividade investigativa de biologia. [Internet] [Doctoral dissertation]. University of São Paulo; 2015. [cited 2019 Nov 20]. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-20052015-100507/ ;.

Council of Science Editors:

Silva MBe. A construção de inscrições e seu uso no processo argumentativo em uma atividade investigativa de biologia. [Doctoral Dissertation]. University of São Paulo; 2015. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-20052015-100507/ ;


Macquarie University

14. Bower, Jack Victor. Developing and validating in-house, standardised, English reading and listening placement/streaming and achievement tests aligned to the Common European Framework of Reference Levels A2–B1 at a Japanese university.

Degree: 2018, Macquarie University

Empirical thesis.

"Research carried out at Hiroshima Bunkyo Women’s University in Hiroshima, Japan"  – title page.

Bibliography: pages 269-293.

1. Introduction to the study  –… (more)

Subjects/Keywords: Educational tests and measurements  – Design and construction; Educational tests and measurements  – Evaluation; English language  – Examinations; Test of English as a Foreign Language; language test validation; argument-based; CEFR; in-house

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APA (6th Edition):

Bower, J. V. (2018). Developing and validating in-house, standardised, English reading and listening placement/streaming and achievement tests aligned to the Common European Framework of Reference Levels A2–B1 at a Japanese university. (Doctoral Dissertation). Macquarie University. Retrieved from http://hdl.handle.net/1959.14/1266788

Chicago Manual of Style (16th Edition):

Bower, Jack Victor. “Developing and validating in-house, standardised, English reading and listening placement/streaming and achievement tests aligned to the Common European Framework of Reference Levels A2–B1 at a Japanese university.” 2018. Doctoral Dissertation, Macquarie University. Accessed November 20, 2019. http://hdl.handle.net/1959.14/1266788.

MLA Handbook (7th Edition):

Bower, Jack Victor. “Developing and validating in-house, standardised, English reading and listening placement/streaming and achievement tests aligned to the Common European Framework of Reference Levels A2–B1 at a Japanese university.” 2018. Web. 20 Nov 2019.

Vancouver:

Bower JV. Developing and validating in-house, standardised, English reading and listening placement/streaming and achievement tests aligned to the Common European Framework of Reference Levels A2–B1 at a Japanese university. [Internet] [Doctoral dissertation]. Macquarie University; 2018. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/1959.14/1266788.

Council of Science Editors:

Bower JV. Developing and validating in-house, standardised, English reading and listening placement/streaming and achievement tests aligned to the Common European Framework of Reference Levels A2–B1 at a Japanese university. [Doctoral Dissertation]. Macquarie University; 2018. Available from: http://hdl.handle.net/1959.14/1266788

15. Melhuish, Anthony William. Improving judgement for local area population projection practice: a conceptual framework to evaluate the forces that shape future urban form.

Degree: 2015, University of Adelaide

 The development of local area population projection assumptions relies on judgement; the judgement of the projection practitioner, on expert opinion of likely levels and trends… (more)

Subjects/Keywords: population projections; urban form; the argument-based approach

…238 A 2: An example of the argument-based approach… …support or negate scenarios of potential future urban form, using a modified argument-based… …on the modified argument-based approach is for continued fringe growth; and the least… …and my study. I would also like to acknowledge the original author of the ‘argument-based… …assumptions based on intuitive judgement alone (Kahneman and Tversky, 1977). Three… 

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APA (6th Edition):

Melhuish, A. W. (2015). Improving judgement for local area population projection practice: a conceptual framework to evaluate the forces that shape future urban form. (Thesis). University of Adelaide. Retrieved from http://hdl.handle.net/2440/92348

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):

Melhuish, Anthony William. “Improving judgement for local area population projection practice: a conceptual framework to evaluate the forces that shape future urban form.” 2015. Thesis, University of Adelaide. Accessed November 20, 2019. http://hdl.handle.net/2440/92348.

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

MLA Handbook (7th Edition):

Melhuish, Anthony William. “Improving judgement for local area population projection practice: a conceptual framework to evaluate the forces that shape future urban form.” 2015. Web. 20 Nov 2019.

Vancouver:

Melhuish AW. Improving judgement for local area population projection practice: a conceptual framework to evaluate the forces that shape future urban form. [Internet] [Thesis]. University of Adelaide; 2015. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/2440/92348.

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

Council of Science Editors:

Melhuish AW. Improving judgement for local area population projection practice: a conceptual framework to evaluate the forces that shape future urban form. [Thesis]. University of Adelaide; 2015. Available from: http://hdl.handle.net/2440/92348

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


Iowa State University

16. Link, Stephanie Maranda. Development and validation of an automated essay scoring engine to assess students’ development across program levels.

Degree: 2015, Iowa State University

 As English as a second language (ESL) populations in English-speaking countries continue to grow steadily, the need for methods of accounting for students’ academic success… (more)

Subjects/Keywords: Applied Linguistics and Technology; argument-based validation; automated essay scoring; complexity theory; computer assisted language learning; second language writing development; systemic functional linguistics; Linguistics

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APA (6th Edition):

Link, S. M. (2015). Development and validation of an automated essay scoring engine to assess students’ development across program levels. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/14567

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):

Link, Stephanie Maranda. “Development and validation of an automated essay scoring engine to assess students’ development across program levels.” 2015. Thesis, Iowa State University. Accessed November 20, 2019. https://lib.dr.iastate.edu/etd/14567.

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

MLA Handbook (7th Edition):

Link, Stephanie Maranda. “Development and validation of an automated essay scoring engine to assess students’ development across program levels.” 2015. Web. 20 Nov 2019.

Vancouver:

Link SM. Development and validation of an automated essay scoring engine to assess students’ development across program levels. [Internet] [Thesis]. Iowa State University; 2015. [cited 2019 Nov 20]. Available from: https://lib.dr.iastate.edu/etd/14567.

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

Council of Science Editors:

Link SM. Development and validation of an automated essay scoring engine to assess students’ development across program levels. [Thesis]. Iowa State University; 2015. Available from: https://lib.dr.iastate.edu/etd/14567

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

17. Li, Zhi. An argument-based validation study of the English Placement Test (EPT) – Focusing on the inferences of extrapolation and ramification.

Degree: 2015, Iowa State University

 English placement tests have been widely used in higher education as post-admission assessment instruments to measure admitted English as a second language (ESL) students’ English… (more)

Subjects/Keywords: Applied Linguistics and Technology; academic achievement; argument-based approach to validation; English placement tests; motivational factors; self-assessment; test stakeholders; Bilingual, Multilingual, and Multicultural Education; Educational Assessment, Evaluation, and Research; English Language and Literature; Higher Education Administration; Higher Education and Teaching

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APA (6th Edition):

Li, Z. (2015). An argument-based validation study of the English Placement Test (EPT) – Focusing on the inferences of extrapolation and ramification. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/14538

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):

Li, Zhi. “An argument-based validation study of the English Placement Test (EPT) – Focusing on the inferences of extrapolation and ramification.” 2015. Thesis, Iowa State University. Accessed November 20, 2019. https://lib.dr.iastate.edu/etd/14538.

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

MLA Handbook (7th Edition):

Li, Zhi. “An argument-based validation study of the English Placement Test (EPT) – Focusing on the inferences of extrapolation and ramification.” 2015. Web. 20 Nov 2019.

Vancouver:

Li Z. An argument-based validation study of the English Placement Test (EPT) – Focusing on the inferences of extrapolation and ramification. [Internet] [Thesis]. Iowa State University; 2015. [cited 2019 Nov 20]. Available from: https://lib.dr.iastate.edu/etd/14538.

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

Council of Science Editors:

Li Z. An argument-based validation study of the English Placement Test (EPT) – Focusing on the inferences of extrapolation and ramification. [Thesis]. Iowa State University; 2015. Available from: https://lib.dr.iastate.edu/etd/14538

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


The Ohio State University

18. Mauck, Susan Anderson. The Development of the Fundamental Concepts in Applied Statistics Test and Validation of Its Use.

Degree: PhD, Educational Studies, 2019, The Ohio State University

 This dissertation study describes the development of an instrument, the Fundamental Concepts in Applied Statistics Test (FCAST), which will serve as a tool for graduate… (more)

Subjects/Keywords: Educational Tests and Measurements; Education; Statistics; Graduate student education, social and behavioral sciences, formative assessment, self-assessment, validity study, Kane argument-based approach, applied statistics, quantitative methods, IRT, EFA, measurement, validity

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APA (6th Edition):

Mauck, S. A. (2019). The Development of the Fundamental Concepts in Applied Statistics Test and Validation of Its Use. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1555451094373399

Chicago Manual of Style (16th Edition):

Mauck, Susan Anderson. “The Development of the Fundamental Concepts in Applied Statistics Test and Validation of Its Use.” 2019. Doctoral Dissertation, The Ohio State University. Accessed November 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1555451094373399.

MLA Handbook (7th Edition):

Mauck, Susan Anderson. “The Development of the Fundamental Concepts in Applied Statistics Test and Validation of Its Use.” 2019. Web. 20 Nov 2019.

Vancouver:

Mauck SA. The Development of the Fundamental Concepts in Applied Statistics Test and Validation of Its Use. [Internet] [Doctoral dissertation]. The Ohio State University; 2019. [cited 2019 Nov 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1555451094373399.

Council of Science Editors:

Mauck SA. The Development of the Fundamental Concepts in Applied Statistics Test and Validation of Its Use. [Doctoral Dissertation]. The Ohio State University; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1555451094373399

19. Chanlen, Niphon. Longitudinal analysis of standardized test scores of students in the science writing heuristic approach.

Degree: PhD, Science Education, 2013, University of Iowa

  The purpose of this study was to examine the longitudinal impacts of the Science Writing Heuristic (SWH) approach on student science achievement measured by… (more)

Subjects/Keywords: Argument-based inquiry; effectiveness; multilevel model; science; standardized test; Science and Mathematics Education

…2 Argument-Based Inquiry… …15 Argument-Based Inquiry… …a single year (Schroeder et al., 2007). 3 Argument-Based Inquiry… …techniques to teaching science within argument-based inquiry. Based on the review of literatures… …Cavagnetto (2010) purposed threes main instructional approach in argument-based inquiry… 

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APA (6th Edition):

Chanlen, N. (2013). Longitudinal analysis of standardized test scores of students in the science writing heuristic approach. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/4953

Chicago Manual of Style (16th Edition):

Chanlen, Niphon. “Longitudinal analysis of standardized test scores of students in the science writing heuristic approach.” 2013. Doctoral Dissertation, University of Iowa. Accessed November 20, 2019. https://ir.uiowa.edu/etd/4953.

MLA Handbook (7th Edition):

Chanlen, Niphon. “Longitudinal analysis of standardized test scores of students in the science writing heuristic approach.” 2013. Web. 20 Nov 2019.

Vancouver:

Chanlen N. Longitudinal analysis of standardized test scores of students in the science writing heuristic approach. [Internet] [Doctoral dissertation]. University of Iowa; 2013. [cited 2019 Nov 20]. Available from: https://ir.uiowa.edu/etd/4953.

Council of Science Editors:

Chanlen N. Longitudinal analysis of standardized test scores of students in the science writing heuristic approach. [Doctoral Dissertation]. University of Iowa; 2013. Available from: https://ir.uiowa.edu/etd/4953

20. Promyod, Nattida. Investigating the Shifts in Thai Teachers' Views of Learning and Pedagogical Practices While Adopting an Argument-Based Inquiry Approach.

Degree: PhD, Science Education, 2013, University of Iowa

  The purpose of this study was to investigate the shift of Thai teachers' views of learning and their pedagogical practices from the traditional approach… (more)

Subjects/Keywords: Argument-based Inquiry; Belief and Practice; Implementation; Thailand; Science and Mathematics Education

…approach to be more centered on an argument-based inquiry approach (ABI) in Thai… …Teachers from Implementing Argument-based Inquiry in Science Classrooms… …27 Argument-based Inquiry… …27 Learning, Language, and Negotiation As the Critical Elements of Argument-based… …Environment as Keys to Enhancing Argument-based Learning… 

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APA (6th Edition):

Promyod, N. (2013). Investigating the Shifts in Thai Teachers' Views of Learning and Pedagogical Practices While Adopting an Argument-Based Inquiry Approach. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/4900

Chicago Manual of Style (16th Edition):

Promyod, Nattida. “Investigating the Shifts in Thai Teachers' Views of Learning and Pedagogical Practices While Adopting an Argument-Based Inquiry Approach.” 2013. Doctoral Dissertation, University of Iowa. Accessed November 20, 2019. https://ir.uiowa.edu/etd/4900.

MLA Handbook (7th Edition):

Promyod, Nattida. “Investigating the Shifts in Thai Teachers' Views of Learning and Pedagogical Practices While Adopting an Argument-Based Inquiry Approach.” 2013. Web. 20 Nov 2019.

Vancouver:

Promyod N. Investigating the Shifts in Thai Teachers' Views of Learning and Pedagogical Practices While Adopting an Argument-Based Inquiry Approach. [Internet] [Doctoral dissertation]. University of Iowa; 2013. [cited 2019 Nov 20]. Available from: https://ir.uiowa.edu/etd/4900.

Council of Science Editors:

Promyod N. Investigating the Shifts in Thai Teachers' Views of Learning and Pedagogical Practices While Adopting an Argument-Based Inquiry Approach. [Doctoral Dissertation]. University of Iowa; 2013. Available from: https://ir.uiowa.edu/etd/4900


Queens University

21. Im, Gwan. Stakeholder voices: Validity argument for score meaning and use of the Test of English for International Communication (TOEIC) in international business workplaces in South Korea .

Degree: Education, Queens University

 Competent English communication skills are essential to success within international business workplaces. To assess employees’ qualifications for international businesses, international companies have used the Test… (more)

Subjects/Keywords: Validity/validation; Stakeholder approach; Document analysis; An argument-based approach; TOEIC; English as a Business Lingua Franca

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APA (6th Edition):

Im, G. (n.d.). Stakeholder voices: Validity argument for score meaning and use of the Test of English for International Communication (TOEIC) in international business workplaces in South Korea . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/26679

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Im, Gwan. “Stakeholder voices: Validity argument for score meaning and use of the Test of English for International Communication (TOEIC) in international business workplaces in South Korea .” Thesis, Queens University. Accessed November 20, 2019. http://hdl.handle.net/1974/26679.

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Im, Gwan. “Stakeholder voices: Validity argument for score meaning and use of the Test of English for International Communication (TOEIC) in international business workplaces in South Korea .” Web. 20 Nov 2019.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Im G. Stakeholder voices: Validity argument for score meaning and use of the Test of English for International Communication (TOEIC) in international business workplaces in South Korea . [Internet] [Thesis]. Queens University; [cited 2019 Nov 20]. Available from: http://hdl.handle.net/1974/26679.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

Im G. Stakeholder voices: Validity argument for score meaning and use of the Test of English for International Communication (TOEIC) in international business workplaces in South Korea . [Thesis]. Queens University; Available from: http://hdl.handle.net/1974/26679

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.


University of Queensland

22. Wells, Jill. Developing argumentation in mathematics: The role of evidence and context.

Degree: School of Education, 2014, University of Queensland

Subjects/Keywords: Argumentation; Mathematics education; Evidence; Context; Inquiry-based argument; Primary education; 130202 Curriculum and Pedagogy Theory and Development; 130208 Mathematics and Numeracy Curriculum and Pedagogy; 130309 Learning Sciences

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APA (6th Edition):

Wells, J. (2014). Developing argumentation in mathematics: The role of evidence and context. (Thesis). University of Queensland. Retrieved from http://espace.library.uq.edu.au/view/UQ:345994

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, Jill. “Developing argumentation in mathematics: The role of evidence and context.” 2014. Thesis, University of Queensland. Accessed November 20, 2019. http://espace.library.uq.edu.au/view/UQ:345994.

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

MLA Handbook (7th Edition):

Wells, Jill. “Developing argumentation in mathematics: The role of evidence and context.” 2014. Web. 20 Nov 2019.

Vancouver:

Wells J. Developing argumentation in mathematics: The role of evidence and context. [Internet] [Thesis]. University of Queensland; 2014. [cited 2019 Nov 20]. Available from: http://espace.library.uq.edu.au/view/UQ:345994.

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

Council of Science Editors:

Wells J. Developing argumentation in mathematics: The role of evidence and context. [Thesis]. University of Queensland; 2014. Available from: http://espace.library.uq.edu.au/view/UQ:345994

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


Université de Montréal

23. Arias De Los Santos, Angel Manuel. Building a validity argument for the listening component of the Test de connaissance du français in the context of Quebec immigration .

Degree: 2018, Université de Montréal

Subjects/Keywords: La validité fondée sur l'argumentation; La compréhension orale en langues secondes; L'évaluation linguistique pour l'immigration; L'analyse factorielle confirmatoire; Le fonctionnement différentiel d'items; Le modèle à réponses nominales; Argument-based validation; Second language listening; Language assessment for immigration; Confirmatory factor analysis; Differential item functioning; Nominal response model

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APA (6th Edition):

Arias De Los Santos, A. M. (2018). Building a validity argument for the listening component of the Test de connaissance du français in the context of Quebec immigration . (Thesis). Université de Montréal. Retrieved from http://hdl.handle.net/1866/21211

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):

Arias De Los Santos, Angel Manuel. “Building a validity argument for the listening component of the Test de connaissance du français in the context of Quebec immigration .” 2018. Thesis, Université de Montréal. Accessed November 20, 2019. http://hdl.handle.net/1866/21211.

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

MLA Handbook (7th Edition):

Arias De Los Santos, Angel Manuel. “Building a validity argument for the listening component of the Test de connaissance du français in the context of Quebec immigration .” 2018. Web. 20 Nov 2019.

Vancouver:

Arias De Los Santos AM. Building a validity argument for the listening component of the Test de connaissance du français in the context of Quebec immigration . [Internet] [Thesis]. Université de Montréal; 2018. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/1866/21211.

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

Council of Science Editors:

Arias De Los Santos AM. Building a validity argument for the listening component of the Test de connaissance du français in the context of Quebec immigration . [Thesis]. Université de Montréal; 2018. Available from: http://hdl.handle.net/1866/21211

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

24. Tolmie, Julie. Visualisation, navigation and mathematical perception: a visual notation for rational numbers mod1 .

Degree: 2011, Australian National University

 There are three main results in this dissertation. The first result is the construction of an abstract visual space for rational numbers mod1, based on… (more)

Subjects/Keywords: mathematical visualisation; visual mathematics; visual notation; visual object; visual abstraction; visual abstraction in time; visual representation; visual argument; visual and time-based digitalthesis; thesis by animation; pattern perception; mathematical perception; abstract choreography; visualisation of rational numbers; Farey tree; Farey sequence; Mandelbrot buds; torus; rational flowson the torus; rational lattice on the torus; cyclic groups and regular polygons.

Page 1 Page 2 Page 3

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APA (6th Edition):

Tolmie, J. (2011). Visualisation, navigation and mathematical perception: a visual notation for rational numbers mod1 . (Thesis). Australian National University. Retrieved from http://hdl.handle.net/1885/6969

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):

Tolmie, Julie. “Visualisation, navigation and mathematical perception: a visual notation for rational numbers mod1 .” 2011. Thesis, Australian National University. Accessed November 20, 2019. http://hdl.handle.net/1885/6969.

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

MLA Handbook (7th Edition):

Tolmie, Julie. “Visualisation, navigation and mathematical perception: a visual notation for rational numbers mod1 .” 2011. Web. 20 Nov 2019.

Vancouver:

Tolmie J. Visualisation, navigation and mathematical perception: a visual notation for rational numbers mod1 . [Internet] [Thesis]. Australian National University; 2011. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/1885/6969.

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

Council of Science Editors:

Tolmie J. Visualisation, navigation and mathematical perception: a visual notation for rational numbers mod1 . [Thesis]. Australian National University; 2011. Available from: http://hdl.handle.net/1885/6969

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

25. Urban, William John. Sexuated Topology and the Suspension of Meaning: A Non-Hermeneutical Phenomenological Approach to Textual Analysis.

Degree: PhD, Humanities, 2014, York University

 This study assumes the subject's pursuit of meaning is generally incapacitating and should be suspended. It aims to demonstrate how such a suspension is theoretically… (more)

Subjects/Keywords: Philosophy; Logic; Philosophy of science; Saussure; Christian Fierens; Formulae of sexuation; Sexuated formulae; Discourse Analysis; History of Linguistics; Philology; Psychoanalysis; Mathematics; Applied Mathematics; Geometry and Topology; Geometric Topology; Logic and Foundations of Mathematics; Modal Logic; Intuitionistic Logic; Set theory; Gender Studies; Diachronic Linguistics (or Historical Linguistics); Philosophy; Philosophy of Mind; Applied Philosophy; Medieval Philosophy; Kant; Philosophical Psychology; Logic; Critical Discourse Studies; Humanities; Sex and Gender; Women's Studies; Feminist Theory; Languages and Linguistics; Social Research Methods and Methodology; Art Theory; Research Methods and Methodology; Plato; Aristotle; Research Methodology; Structuralism (Literary Criticism); History of Mathematics; Low dimensional topology; General topology; Literature; Place and Identity; Philosophical Theology; Hermeneutics (Research Methodology); Set Theoretic Topology; Language and Gender; Space and Place; History of Psychoanalysis; Philosophy of Psychoanalysis; Temporal and Modal Logic; Textual Scholarship; Schleiermacher (Research Methodology); Ranciere; Literary Criticism; Nonsense; Feminist Philosophy; Textual Criticism; Theories of Meaning; Jean-Luc Nancy; Theoretical Psychology; Sex; Sexuality; Masculine Sexuality; Deconstruction; Gender and Sexuality; Phenomenological Psychology; Hermeneutics; Reformation History; Reformation Studies; Reformation Theology; Phenomenology; Wilhelm Dilthey; Philosophy of Art; Theological Hermeneutics; Theological Interpretation of Christian Scripture; Jurgen Habermas Lacan; Jungian psychology; Narrative and interpretation; Discourse; Continental Philosophy; History of Logic; Kant-studies; Subject of Experience; Algebraic Topology; Dream work; Contemporary French Philosophy; Gender; Sexual Selection; Gender Equality; Place Identity; Applied Linguistics; Literary Theory; Hegel; Kant's Practical Philosophy; Gilles Deleuze; Friedrich Nietzsche; Walter Benjamin; Jacques Lacan; Gaston Bachelard; Maurice Merleau-Ponty; Slavoj Žižek; Edmund Husserl; Martin Heidegger; Sigmund Freud; Jacques Rancière; Paul Ricoeur; Lacanian theory; Gender Discourse; Interpretive research methodology; Intertextuality; Hans-Georg Gadamer; Subjectivity (Identity Politics); Feminism; Psychoanalytic Philosophy; Critical Discourse Analysis; Algebra and Topology; Philosophical Logic; Interpretive Research (Research Methods); Deleuze; Theory of Space; Reformation and Post-Reformation; Meaning; Michel Foucault; Jacques Derrida; Theories of Gender and Transgender; Sense of Place; Language and Identity; Philosophy of Logic; Nietzsche; Schleiermacher (Philosophy); Schleiermacher; Subjectivity in Discourse; Theological exegesis; Georg Friedrich Wilhem Hegel; Emmanuel Kant; Julia Kristeva; Phenomenology of the body; Philosophy of Time; Gender and Sexuality Studies; Topology; Hermeneutic Phenomenology; Freud and Lacan; Structuralism/Post-Structuralism; Genders and Sexualities; Linguistics; Rereading and Intertextuality; Immanuel Kant; Baudrillard; Alain Badiou; Jean-Paul Sartre; Mathematical Modeling; Space And Place (Art); Psychoanalysis And Literature; Art and Interpretation; Early Heidegger; Mathematical Modelling; Legal interpretation; Ancient Philosophy; Psychoanalytic Theory of Art; Interpretive Phenomenological Analysis; Germanic Philology; Bertrand Russell; Mathematical Logic; Derridean Deconstruction; Jacques Ranciere; G.W.F. Hegel; Language; Heidegger; Aristotelian Logic; Linguistic Theory; Carl G. Jung; Text Linguistics; Constructions of femininity; Sexual Identity; Structuralism (Philosophy); History of Psychoanalysis (History); Theoretical Linguistics; Pure Mathematics; Text and Image; The Sublime; Freud and Feminist Psychoanalysis; History of Interpretation; Claude Lévi-Strauss; Singularity Theory; Philosophy of Sex; Plato and Platonism; Aristotle's Commentators; Interpretive Methods; Aristotle's underlying logic; Space and Time (Philosophy); Paul Ricoeur (in ) Philosophy; Aristotelianism; Benjamin; Walter; Husserl; Phenomenology (Research Methodology); Experiences of Place and Space; Translation and Interpretation; Feminist Research Methods; Zizek; Biblical interpretation; Managing subjectivity; Literary approaches to Biblical Studies; Philosophy of Language (Humanities); Dreams; Phenomenology of the Body (Philosophy); Phenomenology of Space and Place; Merleau-Ponty; Merleau-Ponty's Ontology; Platonism; Algebra & Algebraic topology; Phenomenology of temporality; Habermas; Textual criticism (Classics); Subjectivity Studies; Derrida; Badiou; Psychoanalytic Criticism; Psychoanalysis (Art History); Ricoeur; Feminist Literary Theory and Gender Studies; Feminism(s); Space; Rancière; Gottlob Frege; Interpretative Phenomenological Analysis; Gender identity; Discourse Analysis (Research Methodology); Textual Studies; Logical Paradox; Jacques Derrida & Deconstruction; Heidegger and critique of subjectivity; Jean Baudrillard; Construction of Meaning; Non-Classical Logic; Structural Analysis; Textual Criticism (Religion); Biblical Medieval Exegesis; Discourse Theory; Informal Logic; Roman ingarden; Early Edmund Husserl; Sexual Orientation; Textual criticism (Humanities); Sex and Sexuality; Sexuality Studies; Psychoanalysis and art; Psychoanalytic Theory; Literature and Psychoanalysis; Husserlian phenomenology; Hegel (Philosophy); Heidegger's being and time; Set Theory (Philosophy); Post-Structuralism; Meaning making; Jakobson; Roman; Hayden White; Biblical Exegesis; Žižek; Alienation; Sublime; Structuralism; Benjamin; Jean-François Lyotard; Philosophical Methodology; Identity; Lacanian psychoanalysis; Aesthetic theory; Plato and Aristotle; Francis Bacon (Painter); Gadamer; Ferdinand de Saussure; Place; Derrida and Deconstruction; Mathematic; Literary studies; Sartre; Sense-making; Phenomenology; Hermeneutics; Contemporary continental philosophy; Axiology (theories and applied research on values); Philosophical and cultural anthropology; Diversity management; Gender studies; Intercultural communication; Translations studies; Human Sexuality; Woman; Subjectivity; Research methods in applied linguistics; Woman Studies; Literary Research; Logical Paradoxes; Sexual difference theory; Singularity; Ancient Greek Philosophy; Aristotle; Deconstructionism; Subject Formation; Experience; Post-Freudian Psychoanalysis; Philosophical Foundations of Set Theory; Structuralism/Post-structuralism; Biblical Literature and Hermeneutics (esp. New Testament); Philosophical Hermeneutics; Dream analysis; Social Sciences and Humanities; Karl-Otto Apel; Phenomenology- Mind/Body Problems; Merleau-Ponty's Philosophical Thought; Phenomenology and Embodiment; Wolfgang Iser; Reformation; H. R. Jauss; Sex Difference; New testament exegesis; Philosophy of Language (esp. Wittgenstein, Rule-following, and the Normality of Meaning); Theoretical Philosophy; Mathematical Analysis; Literary Theory and Criticism; Discourse Studies; History of Exegesis; Post Structuralism; Philosophy of the Subject; Aesthetic Experience; Exegesis; Text Analysis; Textual Criticism; Old and New Testament; Jürgen Habermas; Surface; Method; Axiomatic Set Theory; Structuralism (philosophy of mathematics); Alenka Zupancic; Logical reasoning; Protestant Reformation; Wilhelm von Humboldt; Georges Poulet; Alain Badiou; Set theory; Philosophical use of mathematics; Psychoanalytical Criticism; Friedrich Schleiermacher; Bachelard; Rudolf Bultmann; Aesthetic; Humanities and Social Sciences; Research Method; Textual analysis; Carl Jung and Dreams; Hermes; Biblical Hermeneutics; Kristeva; Lyotard; Aristotle's philosophy of language; Johann Gustav Droysen; Singularity analysis; Freudian Literary Theory; Saussure; Language; Post-structuralism (especially the work of Jacques Derrida); Subject; Kantian Sublime; Kantian aesthetics; Phenomenology (Husserl, Merleau Ponty); Counter-Reformation; Hermes God; Singularities; M. Merleau-Ponty; Lacanian psychoanalysis; Psychoanalysis; Emilio Betti; Mathematical Model; Text as Image; Jean-Francois Lyotard,; Suspension; Deleuze Studies; Understanding; Interpretation; Hans-Georg Gadamar; Hermeneutic Philosophy; Hermeuetics; Gerhard Ebeling; Ingarden; Sexual Difference and Textuality; E.D.Hirsch; Szondi; Phenomenology; Post-Phenomenology; Philosophical Hermeneutics; Early Frankfurt School; Walter Benjamin; Marx; Western Marxism; Kant; Hegel; Nietzsche; Social and Political Philosophy; Philosophy; Literature; Humanities; Social Science; Zizek; Lacan; Psychoanalysis; Kant; Jaques Derrida; Meaninglessness; Zizek studies; Jungian Dream Analysis; Hegel's aesthetics; Dominick LaCapra; Manfred Frank; Hans Robert Jauss; Merleau Ponty; Jakobson; Hermeneutical Phenomenology; Contemporary Sublime; Interpretive Research; Lévi-Strauss; Post-structuralism; Problem of Experience; Psychoanalysis (Freud and Lacan); Bruce Fink; Chladenius; Critical-interpretive methodology; Aristotelian Philosophy; Exegetical; French Post-Structuralism; Post-structuralism; Objet Petit; Logical Thinking; Claude Levi Strauss; August Boeckh; Matthias Flacius Illyricus; Theory of Logical Opposition; Jacques-Alain Miller; Jaques Lacan; Levi Strauss; Francis Bacon's paintings; Logic of sense; Roman Jakobson; Exegetical Methodology; Bertrand Russell's Philosophy of Logic; Sexual difference; Freudian Psychoanalysis; Phenomenology; Husserl; Poulet; Hermeneutics; Theories of Interpretation; Russell's Paradox; Biblical Texts and Meaning Theory; W. Benjamin; History of Translation and Interpretation; Saussurean Signifier; Literary Nonsense; De Saussure; Phenomenological Philosophy; Husserl; Phenomenological and Hermeneutical Approaches to Religion; Phenomenology after Structuralism; Philosophy of Martin Heidegger; Jungian Psychoanalytic Dream Analysis; Sex and Gender based Analysis; Discourse Analysis (DA); Philosophy of Wilhelm Dilthey; History and Theory of Anthropology; Hermeneutics and Interpretive Anthropology; Aristotle’s Assumptions; Jacques Alain Miller; Aesthetic Judgement; Nonsense Inscriptions; Kristevan Abject and Inter-textuality; Foucauldian Theories; Iser Wolfgang; Jauss Hans Robert; M. Heidegger; Phenomenology; Heidegger; Phenomenological Hermeneutics (Esp. Heidegger); Metaphysics; Phenomenology; Heidegger; Identity and Subjectivity Issues; Theory of Sublime; Interpretive Argument; Continental Philosophy; Alain Badiou; Functions of Language; Jakobson; Linguistics; Peter Szondi; Ernst Kris; Foucault; Freud; Hermeneutics and Exegetical; Friedrich Ast; Richard Palmer; Demetrius Teigas; Roberto Harari; Monique David-Menard; Paul Verhaeghe; Guy Le Gaufey

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

APA (6th Edition):

Urban, W. J. (2014). Sexuated Topology and the Suspension of Meaning: A Non-Hermeneutical Phenomenological Approach to Textual Analysis. (Doctoral Dissertation). York University. Retrieved from http://hdl.handle.net/10315/27706

Chicago Manual of Style (16th Edition):

Urban, William John. “Sexuated Topology and the Suspension of Meaning: A Non-Hermeneutical Phenomenological Approach to Textual Analysis.” 2014. Doctoral Dissertation, York University. Accessed November 20, 2019. http://hdl.handle.net/10315/27706.

MLA Handbook (7th Edition):

Urban, William John. “Sexuated Topology and the Suspension of Meaning: A Non-Hermeneutical Phenomenological Approach to Textual Analysis.” 2014. Web. 20 Nov 2019.

Vancouver:

Urban WJ. Sexuated Topology and the Suspension of Meaning: A Non-Hermeneutical Phenomenological Approach to Textual Analysis. [Internet] [Doctoral dissertation]. York University; 2014. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/10315/27706.

Council of Science Editors:

Urban WJ. Sexuated Topology and the Suspension of Meaning: A Non-Hermeneutical Phenomenological Approach to Textual Analysis. [Doctoral Dissertation]. York University; 2014. Available from: http://hdl.handle.net/10315/27706

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