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You searched for subject:(authentic learning). Showing records 1 – 30 of 134 total matches.

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University of Georgia

1. Goodroe, Joseph Turner. Teacher perspectives of contextual teaching and learning with respect to student engagement.

Degree: EdD, Educational Leadership, 2010, University of Georgia

 This qualitative dissertation was a phenomenological study of four Georgia high school teachers that examined their perceptions of contextual teaching and learning (CTL) and the… (more)

Subjects/Keywords: Authentic learning task

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APA (6th Edition):

Goodroe, J. T. (2010). Teacher perspectives of contextual teaching and learning with respect to student engagement. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/goodroe_joseph_t_201005_edd

Chicago Manual of Style (16th Edition):

Goodroe, Joseph Turner. “Teacher perspectives of contextual teaching and learning with respect to student engagement.” 2010. Doctoral Dissertation, University of Georgia. Accessed July 10, 2020. http://purl.galileo.usg.edu/uga_etd/goodroe_joseph_t_201005_edd.

MLA Handbook (7th Edition):

Goodroe, Joseph Turner. “Teacher perspectives of contextual teaching and learning with respect to student engagement.” 2010. Web. 10 Jul 2020.

Vancouver:

Goodroe JT. Teacher perspectives of contextual teaching and learning with respect to student engagement. [Internet] [Doctoral dissertation]. University of Georgia; 2010. [cited 2020 Jul 10]. Available from: http://purl.galileo.usg.edu/uga_etd/goodroe_joseph_t_201005_edd.

Council of Science Editors:

Goodroe JT. Teacher perspectives of contextual teaching and learning with respect to student engagement. [Doctoral Dissertation]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/goodroe_joseph_t_201005_edd


North-West University

2. Mrwebi, Mandosi Betty-Sarah. An investigation into the provision of authentic teaching and learning experiences in the mathematics classroom / Mrwebi, M.B .

Degree: 2011, North-West University

 The provision of authentic teaching and learning in the Mathematics classroom is one of the corner stones of the National Curriculum Statement (NCS). This study… (more)

Subjects/Keywords: Authentic teaching; Authentic learning; Authentic assessment; Mathematics education

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APA (6th Edition):

Mrwebi, M. B. (2011). An investigation into the provision of authentic teaching and learning experiences in the mathematics classroom / Mrwebi, M.B . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/7177

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):

Mrwebi, Mandosi Betty-Sarah. “An investigation into the provision of authentic teaching and learning experiences in the mathematics classroom / Mrwebi, M.B .” 2011. Thesis, North-West University. Accessed July 10, 2020. http://hdl.handle.net/10394/7177.

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

MLA Handbook (7th Edition):

Mrwebi, Mandosi Betty-Sarah. “An investigation into the provision of authentic teaching and learning experiences in the mathematics classroom / Mrwebi, M.B .” 2011. Web. 10 Jul 2020.

Vancouver:

Mrwebi MB. An investigation into the provision of authentic teaching and learning experiences in the mathematics classroom / Mrwebi, M.B . [Internet] [Thesis]. North-West University; 2011. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/10394/7177.

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

Council of Science Editors:

Mrwebi MB. An investigation into the provision of authentic teaching and learning experiences in the mathematics classroom / Mrwebi, M.B . [Thesis]. North-West University; 2011. Available from: http://hdl.handle.net/10394/7177

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


Boston College

3. Gleeson, Ann Marie. Preparing Teachers and Students for Democracy: Teacher and Student Learning and Authentic Intellectual Work.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2011, Boston College

 Preparing students to participate in a democratic society means cultivating citizens who are capable of making informed, rational decisions about complex issues related to the… (more)

Subjects/Keywords: Assessment; Authentic Intellectual Work; Learning Outcomes; Student Learning; Teacher Education

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APA (6th Edition):

Gleeson, A. M. (2011). Preparing Teachers and Students for Democracy: Teacher and Student Learning and Authentic Intellectual Work. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101485

Chicago Manual of Style (16th Edition):

Gleeson, Ann Marie. “Preparing Teachers and Students for Democracy: Teacher and Student Learning and Authentic Intellectual Work.” 2011. Doctoral Dissertation, Boston College. Accessed July 10, 2020. http://dlib.bc.edu/islandora/object/bc-ir:101485.

MLA Handbook (7th Edition):

Gleeson, Ann Marie. “Preparing Teachers and Students for Democracy: Teacher and Student Learning and Authentic Intellectual Work.” 2011. Web. 10 Jul 2020.

Vancouver:

Gleeson AM. Preparing Teachers and Students for Democracy: Teacher and Student Learning and Authentic Intellectual Work. [Internet] [Doctoral dissertation]. Boston College; 2011. [cited 2020 Jul 10]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101485.

Council of Science Editors:

Gleeson AM. Preparing Teachers and Students for Democracy: Teacher and Student Learning and Authentic Intellectual Work. [Doctoral Dissertation]. Boston College; 2011. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101485


Queens University

4. Anstey, Lauren M. Student Experiences in Undergraduate Anatomy: An Exploration of Inquiry Learning as an Authentic Experience .

Degree: Education, 2016, Queens University

 Anatomy education is challenged to develop contemporary approaches to teaching and learning that move beyond factual recall to elicit from students meaningful and deep understandings… (more)

Subjects/Keywords: inquiry-based learning; authentic learning; undergraduate education; anatomy education

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APA (6th Edition):

Anstey, L. M. (2016). Student Experiences in Undergraduate Anatomy: An Exploration of Inquiry Learning as an Authentic Experience . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/14125

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):

Anstey, Lauren M. “Student Experiences in Undergraduate Anatomy: An Exploration of Inquiry Learning as an Authentic Experience .” 2016. Thesis, Queens University. Accessed July 10, 2020. http://hdl.handle.net/1974/14125.

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

MLA Handbook (7th Edition):

Anstey, Lauren M. “Student Experiences in Undergraduate Anatomy: An Exploration of Inquiry Learning as an Authentic Experience .” 2016. Web. 10 Jul 2020.

Vancouver:

Anstey LM. Student Experiences in Undergraduate Anatomy: An Exploration of Inquiry Learning as an Authentic Experience . [Internet] [Thesis]. Queens University; 2016. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/1974/14125.

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

Council of Science Editors:

Anstey LM. Student Experiences in Undergraduate Anatomy: An Exploration of Inquiry Learning as an Authentic Experience . [Thesis]. Queens University; 2016. Available from: http://hdl.handle.net/1974/14125

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


University of Gothenburg / Göteborgs Universitet

5. Sagar, Helena. Teacher Change in relation to Professional Development in Entrepreneurial Learning.

Degree: 2013, University of Gothenburg / Göteborgs Universitet

 Abstract Compulsory school teachers’ perceptions and change in relation to Continuing Professional Development (CPD) in entrepreneurial learning are investigated in this thesis. The teacher level… (more)

Subjects/Keywords: teacher professional development; entrepreneurial learning; science and technology education; authentic learning

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APA (6th Edition):

Sagar, H. (2013). Teacher Change in relation to Professional Development in Entrepreneurial Learning. (Thesis). University of Gothenburg / Göteborgs Universitet. Retrieved from http://hdl.handle.net/2077/34375

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):

Sagar, Helena. “Teacher Change in relation to Professional Development in Entrepreneurial Learning.” 2013. Thesis, University of Gothenburg / Göteborgs Universitet. Accessed July 10, 2020. http://hdl.handle.net/2077/34375.

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

MLA Handbook (7th Edition):

Sagar, Helena. “Teacher Change in relation to Professional Development in Entrepreneurial Learning.” 2013. Web. 10 Jul 2020.

Vancouver:

Sagar H. Teacher Change in relation to Professional Development in Entrepreneurial Learning. [Internet] [Thesis]. University of Gothenburg / Göteborgs Universitet; 2013. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/2077/34375.

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

Council of Science Editors:

Sagar H. Teacher Change in relation to Professional Development in Entrepreneurial Learning. [Thesis]. University of Gothenburg / Göteborgs Universitet; 2013. Available from: http://hdl.handle.net/2077/34375

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

6. Ballard, Andrea. Authentic Learning in a Middle School Classroom: A Case Study.

Degree: Education Specialist, Education, Leadership and Public Service, 2019, Northen Michigan University

  The purpose of this case study is to explore and investigate how authentic learning is experienced in a middle school classroom within a K-12… (more)

Subjects/Keywords: authentic learning; middle school; active learning; constructivist education; project based learning; Education

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APA (6th Edition):

Ballard, A. (2019). Authentic Learning in a Middle School Classroom: A Case Study. (Thesis). Northen Michigan University. Retrieved from https://commons.nmu.edu/theses/587

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):

Ballard, Andrea. “Authentic Learning in a Middle School Classroom: A Case Study.” 2019. Thesis, Northen Michigan University. Accessed July 10, 2020. https://commons.nmu.edu/theses/587.

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

MLA Handbook (7th Edition):

Ballard, Andrea. “Authentic Learning in a Middle School Classroom: A Case Study.” 2019. Web. 10 Jul 2020.

Vancouver:

Ballard A. Authentic Learning in a Middle School Classroom: A Case Study. [Internet] [Thesis]. Northen Michigan University; 2019. [cited 2020 Jul 10]. Available from: https://commons.nmu.edu/theses/587.

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

Council of Science Editors:

Ballard A. Authentic Learning in a Middle School Classroom: A Case Study. [Thesis]. Northen Michigan University; 2019. Available from: https://commons.nmu.edu/theses/587

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


University of California – Irvine

7. Long, Jennifer Joan. Developing an Understanding of Systems in the Context of Ecohydrological Citizen Science Research.

Degree: Education, 2015, University of California – Irvine

 Systems thinking can serve as an important tool for making informed decisions about our world, but the complex nature of systems makes systems thinking challenging… (more)

Subjects/Keywords: Education; Authentic Practices; Citizen Science; Science Learning; Systems Thinking

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APA (6th Edition):

Long, J. J. (2015). Developing an Understanding of Systems in the Context of Ecohydrological Citizen Science Research. (Thesis). University of California – Irvine. Retrieved from http://www.escholarship.org/uc/item/1td4k8k9

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):

Long, Jennifer Joan. “Developing an Understanding of Systems in the Context of Ecohydrological Citizen Science Research.” 2015. Thesis, University of California – Irvine. Accessed July 10, 2020. http://www.escholarship.org/uc/item/1td4k8k9.

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

MLA Handbook (7th Edition):

Long, Jennifer Joan. “Developing an Understanding of Systems in the Context of Ecohydrological Citizen Science Research.” 2015. Web. 10 Jul 2020.

Vancouver:

Long JJ. Developing an Understanding of Systems in the Context of Ecohydrological Citizen Science Research. [Internet] [Thesis]. University of California – Irvine; 2015. [cited 2020 Jul 10]. Available from: http://www.escholarship.org/uc/item/1td4k8k9.

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

Council of Science Editors:

Long JJ. Developing an Understanding of Systems in the Context of Ecohydrological Citizen Science Research. [Thesis]. University of California – Irvine; 2015. Available from: http://www.escholarship.org/uc/item/1td4k8k9

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


University of Saskatchewan

8. Walker, Tracy. Authentic Scientific Inquiry, Student Engagement, and Transformational Learning: Are They Related?.

Degree: 2011, University of Saskatchewan

 Students on the Beamlines (SotB) is a unique program offering an opportunity for high school students and their teachers to collaborate with scientists to develop,… (more)

Subjects/Keywords: authentic science inquiry; student engagement; transformational learning; synchrotron; science outreach

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APA (6th Edition):

Walker, T. (2011). Authentic Scientific Inquiry, Student Engagement, and Transformational Learning: Are They Related?. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/ETD-2011-09-224

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):

Walker, Tracy. “Authentic Scientific Inquiry, Student Engagement, and Transformational Learning: Are They Related?.” 2011. Thesis, University of Saskatchewan. Accessed July 10, 2020. http://hdl.handle.net/10388/ETD-2011-09-224.

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

MLA Handbook (7th Edition):

Walker, Tracy. “Authentic Scientific Inquiry, Student Engagement, and Transformational Learning: Are They Related?.” 2011. Web. 10 Jul 2020.

Vancouver:

Walker T. Authentic Scientific Inquiry, Student Engagement, and Transformational Learning: Are They Related?. [Internet] [Thesis]. University of Saskatchewan; 2011. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/10388/ETD-2011-09-224.

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

Council of Science Editors:

Walker T. Authentic Scientific Inquiry, Student Engagement, and Transformational Learning: Are They Related?. [Thesis]. University of Saskatchewan; 2011. Available from: http://hdl.handle.net/10388/ETD-2011-09-224

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


University of Saskatchewan

9. Shang, Hua. University professors' perceptions about authentic learning in undergraduate teaching : a case study.

Degree: 2010, University of Saskatchewan

 In the 21st century employers put a higher value than ever before on the interpersonal and thinking competencies of employees such as skills of teamwork,… (more)

Subjects/Keywords: professors' perceptions; undergraduate teaching; collaboration; critical thinking. problem solving; Authentic learning

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APA (6th Edition):

Shang, H. (2010). University professors' perceptions about authentic learning in undergraduate teaching : a case study. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/etd-05172010-160039

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):

Shang, Hua. “University professors' perceptions about authentic learning in undergraduate teaching : a case study.” 2010. Thesis, University of Saskatchewan. Accessed July 10, 2020. http://hdl.handle.net/10388/etd-05172010-160039.

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

MLA Handbook (7th Edition):

Shang, Hua. “University professors' perceptions about authentic learning in undergraduate teaching : a case study.” 2010. Web. 10 Jul 2020.

Vancouver:

Shang H. University professors' perceptions about authentic learning in undergraduate teaching : a case study. [Internet] [Thesis]. University of Saskatchewan; 2010. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/10388/etd-05172010-160039.

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

Council of Science Editors:

Shang H. University professors' perceptions about authentic learning in undergraduate teaching : a case study. [Thesis]. University of Saskatchewan; 2010. Available from: http://hdl.handle.net/10388/etd-05172010-160039

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


The Ohio State University

10. Hoben, Kelly Anne. AUTHORSHIP, AGENCY, AND AUTHENTICITY IN THE STUDENT-CENTERED ART EXHIBITION: A PARTICIPATORY ACTION-RESEARCH CASE STUDY.

Degree: MA, Art Education, 2008, The Ohio State University

 This thesis is a participatory action research case study of a student-centered art exhibition. The case involves nine student participants cast into roles for planning… (more)

Subjects/Keywords: Art Education; Teaching; student-centered; authentic learning; exhibiting student art

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APA (6th Edition):

Hoben, K. A. (2008). AUTHORSHIP, AGENCY, AND AUTHENTICITY IN THE STUDENT-CENTERED ART EXHIBITION: A PARTICIPATORY ACTION-RESEARCH CASE STUDY. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1211980552

Chicago Manual of Style (16th Edition):

Hoben, Kelly Anne. “AUTHORSHIP, AGENCY, AND AUTHENTICITY IN THE STUDENT-CENTERED ART EXHIBITION: A PARTICIPATORY ACTION-RESEARCH CASE STUDY.” 2008. Masters Thesis, The Ohio State University. Accessed July 10, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1211980552.

MLA Handbook (7th Edition):

Hoben, Kelly Anne. “AUTHORSHIP, AGENCY, AND AUTHENTICITY IN THE STUDENT-CENTERED ART EXHIBITION: A PARTICIPATORY ACTION-RESEARCH CASE STUDY.” 2008. Web. 10 Jul 2020.

Vancouver:

Hoben KA. AUTHORSHIP, AGENCY, AND AUTHENTICITY IN THE STUDENT-CENTERED ART EXHIBITION: A PARTICIPATORY ACTION-RESEARCH CASE STUDY. [Internet] [Masters thesis]. The Ohio State University; 2008. [cited 2020 Jul 10]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1211980552.

Council of Science Editors:

Hoben KA. AUTHORSHIP, AGENCY, AND AUTHENTICITY IN THE STUDENT-CENTERED ART EXHIBITION: A PARTICIPATORY ACTION-RESEARCH CASE STUDY. [Masters Thesis]. The Ohio State University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1211980552


Universiteit Utrecht

11. Nab, J. Teaching science students to identify entrepreneurial opportunities.

Degree: 2015, Universiteit Utrecht

 This dissertation describes a research project on teaching science students to identify entrepreneurial opportunities, which is a core competence for entrepreneurs that should be emphasized… (more)

Subjects/Keywords: opportunity identification; teaching; authentic learning environment; science students; entrepreneurship education

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APA (6th Edition):

Nab, J. (2015). Teaching science students to identify entrepreneurial opportunities. (Doctoral Dissertation). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/306547

Chicago Manual of Style (16th Edition):

Nab, J. “Teaching science students to identify entrepreneurial opportunities.” 2015. Doctoral Dissertation, Universiteit Utrecht. Accessed July 10, 2020. http://dspace.library.uu.nl:8080/handle/1874/306547.

MLA Handbook (7th Edition):

Nab, J. “Teaching science students to identify entrepreneurial opportunities.” 2015. Web. 10 Jul 2020.

Vancouver:

Nab J. Teaching science students to identify entrepreneurial opportunities. [Internet] [Doctoral dissertation]. Universiteit Utrecht; 2015. [cited 2020 Jul 10]. Available from: http://dspace.library.uu.nl:8080/handle/1874/306547.

Council of Science Editors:

Nab J. Teaching science students to identify entrepreneurial opportunities. [Doctoral Dissertation]. Universiteit Utrecht; 2015. Available from: http://dspace.library.uu.nl:8080/handle/1874/306547


Royal Roads University

12. Williams, Kent Andrew. Knowing ourselves : an emerging dialogue between nature and leaders .

Degree: 2018, Royal Roads University

 This phenomenological-centered study explores the lived experiences of 12 global leaders participating in a leadership Nature retreat. Through the retreat process, set in a Nature-holding… (more)

Subjects/Keywords: Authentic Leadership; Development Movement; Experiential Learning; Leadership; Nature Education; Reflexivity

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

APA (6th Edition):

Williams, K. A. (2018). Knowing ourselves : an emerging dialogue between nature and leaders . (Thesis). Royal Roads University. Retrieved from http://hdl.handle.net/10613/5510

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):

Williams, Kent Andrew. “Knowing ourselves : an emerging dialogue between nature and leaders .” 2018. Thesis, Royal Roads University. Accessed July 10, 2020. http://hdl.handle.net/10613/5510.

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

MLA Handbook (7th Edition):

Williams, Kent Andrew. “Knowing ourselves : an emerging dialogue between nature and leaders .” 2018. Web. 10 Jul 2020.

Vancouver:

Williams KA. Knowing ourselves : an emerging dialogue between nature and leaders . [Internet] [Thesis]. Royal Roads University; 2018. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/10613/5510.

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

Council of Science Editors:

Williams KA. Knowing ourselves : an emerging dialogue between nature and leaders . [Thesis]. Royal Roads University; 2018. Available from: http://hdl.handle.net/10613/5510

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


Virginia Tech

13. Sanga, Mapopa William. Development of a Framework for Teaching L2 English as a Situated Practice in Malawi.

Degree: PhD, Curriculum and Instruction, 2011, Virginia Tech

 In response to the demands of 21st century teacher preparation practices, this developmental study was instigated by the need to employ appropriate strategies in the… (more)

Subjects/Keywords: Situated Cognition; Authentic Learning; English as an L2; Developmental Research; Framework

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APA (6th Edition):

Sanga, M. W. (2011). Development of a Framework for Teaching L2 English as a Situated Practice in Malawi. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77244

Chicago Manual of Style (16th Edition):

Sanga, Mapopa William. “Development of a Framework for Teaching L2 English as a Situated Practice in Malawi.” 2011. Doctoral Dissertation, Virginia Tech. Accessed July 10, 2020. http://hdl.handle.net/10919/77244.

MLA Handbook (7th Edition):

Sanga, Mapopa William. “Development of a Framework for Teaching L2 English as a Situated Practice in Malawi.” 2011. Web. 10 Jul 2020.

Vancouver:

Sanga MW. Development of a Framework for Teaching L2 English as a Situated Practice in Malawi. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/10919/77244.

Council of Science Editors:

Sanga MW. Development of a Framework for Teaching L2 English as a Situated Practice in Malawi. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/77244


Wayne State University

14. Mingo, Wendye Dianne. The Effects Of Applying Authentic Learning Strategies To Develop Computational Thinking Skills In Computer Literacy Students.

Degree: PhD, Instructional Technology, 2013, Wayne State University

  This study attempts to determine if authentic learning strategies can be used to acquire knowledge of and increase motivation for computational thinking. Over 600… (more)

Subjects/Keywords: authentic learning; computational thinking; instructional strategy; Other Education

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APA (6th Edition):

Mingo, W. D. (2013). The Effects Of Applying Authentic Learning Strategies To Develop Computational Thinking Skills In Computer Literacy Students. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/674

Chicago Manual of Style (16th Edition):

Mingo, Wendye Dianne. “The Effects Of Applying Authentic Learning Strategies To Develop Computational Thinking Skills In Computer Literacy Students.” 2013. Doctoral Dissertation, Wayne State University. Accessed July 10, 2020. https://digitalcommons.wayne.edu/oa_dissertations/674.

MLA Handbook (7th Edition):

Mingo, Wendye Dianne. “The Effects Of Applying Authentic Learning Strategies To Develop Computational Thinking Skills In Computer Literacy Students.” 2013. Web. 10 Jul 2020.

Vancouver:

Mingo WD. The Effects Of Applying Authentic Learning Strategies To Develop Computational Thinking Skills In Computer Literacy Students. [Internet] [Doctoral dissertation]. Wayne State University; 2013. [cited 2020 Jul 10]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/674.

Council of Science Editors:

Mingo WD. The Effects Of Applying Authentic Learning Strategies To Develop Computational Thinking Skills In Computer Literacy Students. [Doctoral Dissertation]. Wayne State University; 2013. Available from: https://digitalcommons.wayne.edu/oa_dissertations/674


Georgia State University

15. Richards Perry, Gloria D. Student Perceptions of Engagement in Schools: A Deweyan Analysis of Authenticity in High School Classrooms.

Degree: PhD, Educational Policy Studies, 2011, Georgia State University

  ABSTRACT STUDENT PERCEPTIONS OF ENGAGEMENT IN SCHOOLS:  A DEWEYAN ANALYSIS OF AUTHENTICITY IN HIGH SCHOOL CLASSROOMS by Gloria D. Richards Perry This qualitative study… (more)

Subjects/Keywords: engagement; authenticity; authentic learning; Dewey; high school; Education; Education Policy

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APA (6th Edition):

Richards Perry, G. D. (2011). Student Perceptions of Engagement in Schools: A Deweyan Analysis of Authenticity in High School Classrooms. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/69

Chicago Manual of Style (16th Edition):

Richards Perry, Gloria D. “Student Perceptions of Engagement in Schools: A Deweyan Analysis of Authenticity in High School Classrooms.” 2011. Doctoral Dissertation, Georgia State University. Accessed July 10, 2020. https://scholarworks.gsu.edu/eps_diss/69.

MLA Handbook (7th Edition):

Richards Perry, Gloria D. “Student Perceptions of Engagement in Schools: A Deweyan Analysis of Authenticity in High School Classrooms.” 2011. Web. 10 Jul 2020.

Vancouver:

Richards Perry GD. Student Perceptions of Engagement in Schools: A Deweyan Analysis of Authenticity in High School Classrooms. [Internet] [Doctoral dissertation]. Georgia State University; 2011. [cited 2020 Jul 10]. Available from: https://scholarworks.gsu.edu/eps_diss/69.

Council of Science Editors:

Richards Perry GD. Student Perceptions of Engagement in Schools: A Deweyan Analysis of Authenticity in High School Classrooms. [Doctoral Dissertation]. Georgia State University; 2011. Available from: https://scholarworks.gsu.edu/eps_diss/69


Western Kentucky University

16. Payne, Jettie Pearl. Professional Development and Its Influence on Teacher Practice and Student Achievement.

Degree: Specialist in Education, School of Teacher Education, 2018, Western Kentucky University

  This paper examines the characteristics of effective professional development (PD). It discusses the change process in a system and how it applies to an… (more)

Subjects/Keywords: authentic; effective professional learning; Teacher Education and Professional Development

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

APA (6th Edition):

Payne, J. P. (2018). Professional Development and Its Influence on Teacher Practice and Student Achievement. (Masters Thesis). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/theses/3064

Chicago Manual of Style (16th Edition):

Payne, Jettie Pearl. “Professional Development and Its Influence on Teacher Practice and Student Achievement.” 2018. Masters Thesis, Western Kentucky University. Accessed July 10, 2020. https://digitalcommons.wku.edu/theses/3064.

MLA Handbook (7th Edition):

Payne, Jettie Pearl. “Professional Development and Its Influence on Teacher Practice and Student Achievement.” 2018. Web. 10 Jul 2020.

Vancouver:

Payne JP. Professional Development and Its Influence on Teacher Practice and Student Achievement. [Internet] [Masters thesis]. Western Kentucky University; 2018. [cited 2020 Jul 10]. Available from: https://digitalcommons.wku.edu/theses/3064.

Council of Science Editors:

Payne JP. Professional Development and Its Influence on Teacher Practice and Student Achievement. [Masters Thesis]. Western Kentucky University; 2018. Available from: https://digitalcommons.wku.edu/theses/3064


University of Toronto

17. Glaes-Coutts, Lena Anna. FROM TEACHER TO LEARNER AND BACK AGAIN: A NARRATIVE INQUIRY INTO TEACHER VOICE IN PROFESSIONAL LEARNING.

Degree: PhD, 2018, University of Toronto

 FROM TEACHER TO LEARNER AND BACK AGAIN: A NARRATIVE INQUIRY INTO TEACHER VOICE IN PROFESSIONAL LEARNING Doctor of Philosophy 2018 Lena A. Glaes-Coutts Graduate Department… (more)

Subjects/Keywords: authentic; experienced teachers; knowledge; narrative; Ontario; professional learning; 0530

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APA (6th Edition):

Glaes-Coutts, L. A. (2018). FROM TEACHER TO LEARNER AND BACK AGAIN: A NARRATIVE INQUIRY INTO TEACHER VOICE IN PROFESSIONAL LEARNING. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/89892

Chicago Manual of Style (16th Edition):

Glaes-Coutts, Lena Anna. “FROM TEACHER TO LEARNER AND BACK AGAIN: A NARRATIVE INQUIRY INTO TEACHER VOICE IN PROFESSIONAL LEARNING.” 2018. Doctoral Dissertation, University of Toronto. Accessed July 10, 2020. http://hdl.handle.net/1807/89892.

MLA Handbook (7th Edition):

Glaes-Coutts, Lena Anna. “FROM TEACHER TO LEARNER AND BACK AGAIN: A NARRATIVE INQUIRY INTO TEACHER VOICE IN PROFESSIONAL LEARNING.” 2018. Web. 10 Jul 2020.

Vancouver:

Glaes-Coutts LA. FROM TEACHER TO LEARNER AND BACK AGAIN: A NARRATIVE INQUIRY INTO TEACHER VOICE IN PROFESSIONAL LEARNING. [Internet] [Doctoral dissertation]. University of Toronto; 2018. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/1807/89892.

Council of Science Editors:

Glaes-Coutts LA. FROM TEACHER TO LEARNER AND BACK AGAIN: A NARRATIVE INQUIRY INTO TEACHER VOICE IN PROFESSIONAL LEARNING. [Doctoral Dissertation]. University of Toronto; 2018. Available from: http://hdl.handle.net/1807/89892


Penn State University

18. Preston, Stephanie Danette. INVESTIGATING MINORITY STUDENT PARTICIPATION IN AN AUTHENTIC SCIENCE RESEARCH EXPERIENCE.

Degree: PhD, Curriculum and Instruction, 2009, Penn State University

 In the United States, a problem previously overlooked in increasing the total number of scientifically literate citizens is the lack of diversity in advanced science… (more)

Subjects/Keywords: learning as cultural practice; underrepresented groups in science; discourse in science; authentic science research experience; authentic practice; sociocultural perspective in science

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APA (6th Edition):

Preston, S. D. (2009). INVESTIGATING MINORITY STUDENT PARTICIPATION IN AN AUTHENTIC SCIENCE RESEARCH EXPERIENCE. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/9530

Chicago Manual of Style (16th Edition):

Preston, Stephanie Danette. “INVESTIGATING MINORITY STUDENT PARTICIPATION IN AN AUTHENTIC SCIENCE RESEARCH EXPERIENCE.” 2009. Doctoral Dissertation, Penn State University. Accessed July 10, 2020. https://etda.libraries.psu.edu/catalog/9530.

MLA Handbook (7th Edition):

Preston, Stephanie Danette. “INVESTIGATING MINORITY STUDENT PARTICIPATION IN AN AUTHENTIC SCIENCE RESEARCH EXPERIENCE.” 2009. Web. 10 Jul 2020.

Vancouver:

Preston SD. INVESTIGATING MINORITY STUDENT PARTICIPATION IN AN AUTHENTIC SCIENCE RESEARCH EXPERIENCE. [Internet] [Doctoral dissertation]. Penn State University; 2009. [cited 2020 Jul 10]. Available from: https://etda.libraries.psu.edu/catalog/9530.

Council of Science Editors:

Preston SD. INVESTIGATING MINORITY STUDENT PARTICIPATION IN AN AUTHENTIC SCIENCE RESEARCH EXPERIENCE. [Doctoral Dissertation]. Penn State University; 2009. Available from: https://etda.libraries.psu.edu/catalog/9530


Boston College

19. Zito, Nicole Alisa. Engaging Middle School Students in School Work and its Effect on Cheating.

Degree: PhD, Educational Administration and Higher Education, 2009, Boston College

 Academic cheating undermines teachers' ability to assess student learning and disadvantages honest students. Today's students increasingly express both an acceptance of cheating and a conviction… (more)

Subjects/Keywords: Authentic Assessment; Authentic Learning; cheating; Middle School; Student Engagement

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APA (6th Edition):

Zito, N. A. (2009). Engaging Middle School Students in School Work and its Effect on Cheating. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101610

Chicago Manual of Style (16th Edition):

Zito, Nicole Alisa. “Engaging Middle School Students in School Work and its Effect on Cheating.” 2009. Doctoral Dissertation, Boston College. Accessed July 10, 2020. http://dlib.bc.edu/islandora/object/bc-ir:101610.

MLA Handbook (7th Edition):

Zito, Nicole Alisa. “Engaging Middle School Students in School Work and its Effect on Cheating.” 2009. Web. 10 Jul 2020.

Vancouver:

Zito NA. Engaging Middle School Students in School Work and its Effect on Cheating. [Internet] [Doctoral dissertation]. Boston College; 2009. [cited 2020 Jul 10]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101610.

Council of Science Editors:

Zito NA. Engaging Middle School Students in School Work and its Effect on Cheating. [Doctoral Dissertation]. Boston College; 2009. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101610

20. Silva, Sara Aboim. Aprendizagens autênticas nas Ciências da Natureza do 2.º Ciclo do Ensino Básico.

Degree: 2015, RCAAP

 Esta investigação pretendeu contribuir para a qualidade do ensino e aprendizagem das Ciências da Natureza no 2.º Ciclo do Ensino Básico (2.º CEB), O problema… (more)

Subjects/Keywords: Tarefas; Atividades; Aprendizagens autênticas; Ensino experimental das ciências; Sentidos; Sensores; Práticas epistémicas; Authentic Tasks; Authentic Activities; Authentic Learning; Experimental Science Education; Senses; Sensors; Epistemic practices; Education

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

APA (6th Edition):

Silva, S. A. (2015). Aprendizagens autênticas nas Ciências da Natureza do 2.º Ciclo do Ensino Básico. (Thesis). RCAAP. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:repositorio.uportu.pt:11328/1583

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):

Silva, Sara Aboim. “Aprendizagens autênticas nas Ciências da Natureza do 2.º Ciclo do Ensino Básico.” 2015. Thesis, RCAAP. Accessed July 10, 2020. https://www.rcaap.pt/detail.jsp?id=oai:repositorio.uportu.pt:11328/1583.

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

MLA Handbook (7th Edition):

Silva, Sara Aboim. “Aprendizagens autênticas nas Ciências da Natureza do 2.º Ciclo do Ensino Básico.” 2015. Web. 10 Jul 2020.

Vancouver:

Silva SA. Aprendizagens autênticas nas Ciências da Natureza do 2.º Ciclo do Ensino Básico. [Internet] [Thesis]. RCAAP; 2015. [cited 2020 Jul 10]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.uportu.pt:11328/1583.

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

Council of Science Editors:

Silva SA. Aprendizagens autênticas nas Ciências da Natureza do 2.º Ciclo do Ensino Básico. [Thesis]. RCAAP; 2015. Available from: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.uportu.pt:11328/1583

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


University of Georgia

21. Oh, Eunjung. Collaborative group work in an online learning environment: a design research study.

Degree: PhD, Instructional Technology, 2011, University of Georgia

 This dissertation focused on improving the design of online learning environments for adult learners who need and want to continue their professional development. For such… (more)

Subjects/Keywords: Online learning environment; Collaborative group work; Teaching evaluation; Authentic learning tasks; Educational design research

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

APA (6th Edition):

Oh, E. (2011). Collaborative group work in an online learning environment: a design research study. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/oh_eunjung_201105_phd

Chicago Manual of Style (16th Edition):

Oh, Eunjung. “Collaborative group work in an online learning environment: a design research study.” 2011. Doctoral Dissertation, University of Georgia. Accessed July 10, 2020. http://purl.galileo.usg.edu/uga_etd/oh_eunjung_201105_phd.

MLA Handbook (7th Edition):

Oh, Eunjung. “Collaborative group work in an online learning environment: a design research study.” 2011. Web. 10 Jul 2020.

Vancouver:

Oh E. Collaborative group work in an online learning environment: a design research study. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2020 Jul 10]. Available from: http://purl.galileo.usg.edu/uga_etd/oh_eunjung_201105_phd.

Council of Science Editors:

Oh E. Collaborative group work in an online learning environment: a design research study. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/oh_eunjung_201105_phd


University of South Carolina

22. Turner, Larchinee. The Impacts Of A Multimodal Assessment Project In General Biology I At A Southwestern Community College.

Degree: EdD, Educational Studies, 2018, University of South Carolina

  This Dissertation in Practice (DiP) uses an action research (AR) methodology to answer a research question pertaining to the impacts of implementing a multimodal-based… (more)

Subjects/Keywords: Curriculum and Instruction; authentic assessment; community college; introductory biology; multimodal learning; project-based learning

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

APA (6th Edition):

Turner, L. (2018). The Impacts Of A Multimodal Assessment Project In General Biology I At A Southwestern Community College. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/4983

Chicago Manual of Style (16th Edition):

Turner, Larchinee. “The Impacts Of A Multimodal Assessment Project In General Biology I At A Southwestern Community College.” 2018. Doctoral Dissertation, University of South Carolina. Accessed July 10, 2020. https://scholarcommons.sc.edu/etd/4983.

MLA Handbook (7th Edition):

Turner, Larchinee. “The Impacts Of A Multimodal Assessment Project In General Biology I At A Southwestern Community College.” 2018. Web. 10 Jul 2020.

Vancouver:

Turner L. The Impacts Of A Multimodal Assessment Project In General Biology I At A Southwestern Community College. [Internet] [Doctoral dissertation]. University of South Carolina; 2018. [cited 2020 Jul 10]. Available from: https://scholarcommons.sc.edu/etd/4983.

Council of Science Editors:

Turner L. The Impacts Of A Multimodal Assessment Project In General Biology I At A Southwestern Community College. [Doctoral Dissertation]. University of South Carolina; 2018. Available from: https://scholarcommons.sc.edu/etd/4983

23. Behr, Dana. Nurturing Community and Student Voice through Communicative Language Teaching and Storytelling.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), Teaching English as a Second Language, 2019, University of San Francisco

The purpose of this project is to provide an ESL curriculum design, for intermediate to advanced learners, that will facilitate the development of the students’ voice and encourage a sense of community through the medium of storytelling. Advisors/Committee Members: Dr. Sedique Popal.

Subjects/Keywords: Student Centered Learning; Storytelling; Student Voice; Communicative Learning; Authentic Materials; Language and Literacy Education

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

APA (6th Edition):

Behr, D. (2019). Nurturing Community and Student Voice through Communicative Language Teaching and Storytelling. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/954

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):

Behr, Dana. “Nurturing Community and Student Voice through Communicative Language Teaching and Storytelling.” 2019. Thesis, University of San Francisco. Accessed July 10, 2020. https://repository.usfca.edu/capstone/954.

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

MLA Handbook (7th Edition):

Behr, Dana. “Nurturing Community and Student Voice through Communicative Language Teaching and Storytelling.” 2019. Web. 10 Jul 2020.

Vancouver:

Behr D. Nurturing Community and Student Voice through Communicative Language Teaching and Storytelling. [Internet] [Thesis]. University of San Francisco; 2019. [cited 2020 Jul 10]. Available from: https://repository.usfca.edu/capstone/954.

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

Council of Science Editors:

Behr D. Nurturing Community and Student Voice through Communicative Language Teaching and Storytelling. [Thesis]. University of San Francisco; 2019. Available from: https://repository.usfca.edu/capstone/954

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


University of Wollongong

24. Mitchell, Theresa. An investigation into the relationship between quality teaching and congregational viability.

Degree: PhD, Faculty of Education, 2011, University of Wollongong

  The purpose of this study was to investigate a possible relationship between quality teaching used in parish services and parish viability. The New South… (more)

Subjects/Keywords: quality teaching; parish and church viability; learning environment; intellectual quality; significance; authentic learning; social support

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APA (6th Edition):

Mitchell, T. (2011). An investigation into the relationship between quality teaching and congregational viability. (Doctoral Dissertation). University of Wollongong. Retrieved from 1301 EDUCATION SYSTEMS, 1303 SPECIALIST STUDIES IN EDUCATION, 160809 Sociology of Education, 220499 Religion and Religious Studies not elsewhere classified ; https://ro.uow.edu.au/theses/3531

Chicago Manual of Style (16th Edition):

Mitchell, Theresa. “An investigation into the relationship between quality teaching and congregational viability.” 2011. Doctoral Dissertation, University of Wollongong. Accessed July 10, 2020. 1301 EDUCATION SYSTEMS, 1303 SPECIALIST STUDIES IN EDUCATION, 160809 Sociology of Education, 220499 Religion and Religious Studies not elsewhere classified ; https://ro.uow.edu.au/theses/3531.

MLA Handbook (7th Edition):

Mitchell, Theresa. “An investigation into the relationship between quality teaching and congregational viability.” 2011. Web. 10 Jul 2020.

Vancouver:

Mitchell T. An investigation into the relationship between quality teaching and congregational viability. [Internet] [Doctoral dissertation]. University of Wollongong; 2011. [cited 2020 Jul 10]. Available from: 1301 EDUCATION SYSTEMS, 1303 SPECIALIST STUDIES IN EDUCATION, 160809 Sociology of Education, 220499 Religion and Religious Studies not elsewhere classified ; https://ro.uow.edu.au/theses/3531.

Council of Science Editors:

Mitchell T. An investigation into the relationship between quality teaching and congregational viability. [Doctoral Dissertation]. University of Wollongong; 2011. Available from: 1301 EDUCATION SYSTEMS, 1303 SPECIALIST STUDIES IN EDUCATION, 160809 Sociology of Education, 220499 Religion and Religious Studies not elsewhere classified ; https://ro.uow.edu.au/theses/3531


Northeastern University

25. Blanchard, Kevin M. Projected to succeed: what high school graduates take with them from senior project.

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

 This qualitative study explored the experiences of 27 graduates of a suburban high school in New England after their successful completion of the schools senior… (more)

Subjects/Keywords: authentic learning; deeper learning; high school re-design; project-based learning; self-directed learning; senior project

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APA (6th Edition):

Blanchard, K. M. (2018). Projected to succeed: what high school graduates take with them from senior project. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20281425

Chicago Manual of Style (16th Edition):

Blanchard, Kevin M. “Projected to succeed: what high school graduates take with them from senior project.” 2018. Doctoral Dissertation, Northeastern University. Accessed July 10, 2020. http://hdl.handle.net/2047/D20281425.

MLA Handbook (7th Edition):

Blanchard, Kevin M. “Projected to succeed: what high school graduates take with them from senior project.” 2018. Web. 10 Jul 2020.

Vancouver:

Blanchard KM. Projected to succeed: what high school graduates take with them from senior project. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/2047/D20281425.

Council of Science Editors:

Blanchard KM. Projected to succeed: what high school graduates take with them from senior project. [Doctoral Dissertation]. Northeastern University; 2018. Available from: http://hdl.handle.net/2047/D20281425


Queensland University of Technology

26. Miles, Prudence E. Teachers' use of multiplatform educational screen content: The case of Australia's SBS.

Degree: 2017, Queensland University of Technology

 This study explores the development and use of educational resources to accompany Special Broadcasting Service (SBS) television programs and multiplatform program content. Through action research… (more)

Subjects/Keywords: Action research; authentic learning; broadcasters; communities of practice; curriculum; informal learning; pedagogy; professional learning; Special Broadcasting Service (SBS); television programs

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

APA (6th Edition):

Miles, P. E. (2017). Teachers' use of multiplatform educational screen content: The case of Australia's SBS. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/107547/

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):

Miles, Prudence E. “Teachers' use of multiplatform educational screen content: The case of Australia's SBS.” 2017. Thesis, Queensland University of Technology. Accessed July 10, 2020. https://eprints.qut.edu.au/107547/.

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

MLA Handbook (7th Edition):

Miles, Prudence E. “Teachers' use of multiplatform educational screen content: The case of Australia's SBS.” 2017. Web. 10 Jul 2020.

Vancouver:

Miles PE. Teachers' use of multiplatform educational screen content: The case of Australia's SBS. [Internet] [Thesis]. Queensland University of Technology; 2017. [cited 2020 Jul 10]. Available from: https://eprints.qut.edu.au/107547/.

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

Council of Science Editors:

Miles PE. Teachers' use of multiplatform educational screen content: The case of Australia's SBS. [Thesis]. Queensland University of Technology; 2017. Available from: https://eprints.qut.edu.au/107547/

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

27. Richards, Stephanie R. Gaining Proficiency in French Through Service Learning: An Action Research Project with Secondary French Students in California and Secondary Students in a French School in France.

Degree: MS, Education, 2017, Dominican University of California

  Engaging in service learning at the high school level in a world language classroom is integral to gaining oral proficiency in the target language.… (more)

Subjects/Keywords: French; secondary; service learning; experiential learning; oral proficiency; high school; authentic learning; communicative competence; Secondary Education

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APA (6th Edition):

Richards, S. R. (2017). Gaining Proficiency in French Through Service Learning: An Action Research Project with Secondary French Students in California and Secondary Students in a French School in France. (Masters Thesis). Dominican University of California. Retrieved from https://scholar.dominican.edu/masters-theses/254

Chicago Manual of Style (16th Edition):

Richards, Stephanie R. “Gaining Proficiency in French Through Service Learning: An Action Research Project with Secondary French Students in California and Secondary Students in a French School in France.” 2017. Masters Thesis, Dominican University of California. Accessed July 10, 2020. https://scholar.dominican.edu/masters-theses/254.

MLA Handbook (7th Edition):

Richards, Stephanie R. “Gaining Proficiency in French Through Service Learning: An Action Research Project with Secondary French Students in California and Secondary Students in a French School in France.” 2017. Web. 10 Jul 2020.

Vancouver:

Richards SR. Gaining Proficiency in French Through Service Learning: An Action Research Project with Secondary French Students in California and Secondary Students in a French School in France. [Internet] [Masters thesis]. Dominican University of California; 2017. [cited 2020 Jul 10]. Available from: https://scholar.dominican.edu/masters-theses/254.

Council of Science Editors:

Richards SR. Gaining Proficiency in French Through Service Learning: An Action Research Project with Secondary French Students in California and Secondary Students in a French School in France. [Masters Thesis]. Dominican University of California; 2017. Available from: https://scholar.dominican.edu/masters-theses/254

28. Milić Bojana. Liderstvo i učeća organizacija.

Degree: 2016, University of Novi Sad

Cilj ovog istraživanja je utvrđivanje prirode veza između autentčnog liderstva, afektivne posvećenosti i učeće organizacije, u tržišnim uslovima Republike Srbije. Konkretno, rad ispituje uticaj… (more)

Subjects/Keywords: Autentično liderstvo, afektivna posvećenost, učeća organizacija; Authentic Leadership, Affective Commitment, Learning Organization

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APA (6th Edition):

Bojana, M. (2016). Liderstvo i učeća organizacija. (Thesis). University of Novi Sad. Retrieved from http://www.cris.uns.ac.rs/DownloadFileServlet/Disertacija145864596689462.pdf?controlNumber=(BISIS)100325&fileName=145864596689462.pdf&id=5131&source=OATD&language=en ; http://www.cris.uns.ac.rs/record.jsf?recordId=100325&source=OATD&language=en

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):

Bojana, Milić. “Liderstvo i učeća organizacija.” 2016. Thesis, University of Novi Sad. Accessed July 10, 2020. http://www.cris.uns.ac.rs/DownloadFileServlet/Disertacija145864596689462.pdf?controlNumber=(BISIS)100325&fileName=145864596689462.pdf&id=5131&source=OATD&language=en ; http://www.cris.uns.ac.rs/record.jsf?recordId=100325&source=OATD&language=en.

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

MLA Handbook (7th Edition):

Bojana, Milić. “Liderstvo i učeća organizacija.” 2016. Web. 10 Jul 2020.

Vancouver:

Bojana M. Liderstvo i učeća organizacija. [Internet] [Thesis]. University of Novi Sad; 2016. [cited 2020 Jul 10]. Available from: http://www.cris.uns.ac.rs/DownloadFileServlet/Disertacija145864596689462.pdf?controlNumber=(BISIS)100325&fileName=145864596689462.pdf&id=5131&source=OATD&language=en ; http://www.cris.uns.ac.rs/record.jsf?recordId=100325&source=OATD&language=en.

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

Council of Science Editors:

Bojana M. Liderstvo i učeća organizacija. [Thesis]. University of Novi Sad; 2016. Available from: http://www.cris.uns.ac.rs/DownloadFileServlet/Disertacija145864596689462.pdf?controlNumber=(BISIS)100325&fileName=145864596689462.pdf&id=5131&source=OATD&language=en ; http://www.cris.uns.ac.rs/record.jsf?recordId=100325&source=OATD&language=en

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


Virginia Tech

29. Hunger, Gail M. Guidelines for Authentic Instruction in an Online Environment for Faculty in Higher Education: Design, Development, and Illustrative Module Prototype.

Degree: EdD, Instructional Design and Technology, 2010, Virginia Tech

 This development design research dissertation used Richey and Kleinâ s (1996) Type 2 model to create guidelines that inform instructional designers when designing authentic tasks… (more)

Subjects/Keywords: Guidelines for Authentic Instruction; Distance Learning; Online Instruction; Instructional Design; Development Design Research

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

APA (6th Edition):

Hunger, G. M. (2010). Guidelines for Authentic Instruction in an Online Environment for Faculty in Higher Education: Design, Development, and Illustrative Module Prototype. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26455

Chicago Manual of Style (16th Edition):

Hunger, Gail M. “Guidelines for Authentic Instruction in an Online Environment for Faculty in Higher Education: Design, Development, and Illustrative Module Prototype.” 2010. Doctoral Dissertation, Virginia Tech. Accessed July 10, 2020. http://hdl.handle.net/10919/26455.

MLA Handbook (7th Edition):

Hunger, Gail M. “Guidelines for Authentic Instruction in an Online Environment for Faculty in Higher Education: Design, Development, and Illustrative Module Prototype.” 2010. Web. 10 Jul 2020.

Vancouver:

Hunger GM. Guidelines for Authentic Instruction in an Online Environment for Faculty in Higher Education: Design, Development, and Illustrative Module Prototype. [Internet] [Doctoral dissertation]. Virginia Tech; 2010. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/10919/26455.

Council of Science Editors:

Hunger GM. Guidelines for Authentic Instruction in an Online Environment for Faculty in Higher Education: Design, Development, and Illustrative Module Prototype. [Doctoral Dissertation]. Virginia Tech; 2010. Available from: http://hdl.handle.net/10919/26455


Brigham Young University

30. Hobbs, Joshua T. A Theory of Presence: Bringing Students and Art Closer Together.

Degree: MA, 2015, Brigham Young University

 In seeking to create a richer learning environment in a junior high art classroom, the author develops a theory of presence. Closely connected to object-centered… (more)

Subjects/Keywords: presence; object-centered learning; action research; authentic; guest artist; art museum education; Art Practice

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

APA (6th Edition):

Hobbs, J. T. (2015). A Theory of Presence: Bringing Students and Art Closer Together. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6716&context=etd

Chicago Manual of Style (16th Edition):

Hobbs, Joshua T. “A Theory of Presence: Bringing Students and Art Closer Together.” 2015. Masters Thesis, Brigham Young University. Accessed July 10, 2020. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6716&context=etd.

MLA Handbook (7th Edition):

Hobbs, Joshua T. “A Theory of Presence: Bringing Students and Art Closer Together.” 2015. Web. 10 Jul 2020.

Vancouver:

Hobbs JT. A Theory of Presence: Bringing Students and Art Closer Together. [Internet] [Masters thesis]. Brigham Young University; 2015. [cited 2020 Jul 10]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6716&context=etd.

Council of Science Editors:

Hobbs JT. A Theory of Presence: Bringing Students and Art Closer Together. [Masters Thesis]. Brigham Young University; 2015. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6716&context=etd

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