subject:(concept mapping)

Louisiana State University

1. Adlaon, Ritchie. Assessing effectiveness of concept map as instructional tool in high school biology.

Degree: MNS, Physical Sciences and Mathematics, 2012, Louisiana State University

URL: etd-07092012-114044 ; https://digitalcommons.lsu.edu/gradschool_theses/2425

► This thesis emphasizes on an alternate instructional tool called “Concept Map”. The goal of this study was to determine the effectiveness of using concept maps… (more)

Subjects/Keywords: concept mapping

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APA (6^th Edition):

Adlaon, R. (2012). Assessing effectiveness of concept map as instructional tool in high school biology. (Masters Thesis). Louisiana State University. Retrieved from etd-07092012-114044 ; https://digitalcommons.lsu.edu/gradschool_theses/2425

Chicago Manual of Style (16^th Edition):

Adlaon, Ritchie. “Assessing effectiveness of concept map as instructional tool in high school biology.” 2012. Masters Thesis, Louisiana State University. Accessed July 15, 2019. etd-07092012-114044 ; https://digitalcommons.lsu.edu/gradschool_theses/2425.

MLA Handbook (7^th Edition):

Adlaon, Ritchie. “Assessing effectiveness of concept map as instructional tool in high school biology.” 2012. Web. 15 Jul 2019.

Vancouver:

Adlaon R. Assessing effectiveness of concept map as instructional tool in high school biology. [Internet] [Masters thesis]. Louisiana State University; 2012. [cited 2019 Jul 15]. Available from: etd-07092012-114044 ; https://digitalcommons.lsu.edu/gradschool_theses/2425.

Council of Science Editors:

Adlaon R. Assessing effectiveness of concept map as instructional tool in high school biology. [Masters Thesis]. Louisiana State University; 2012. Available from: etd-07092012-114044 ; https://digitalcommons.lsu.edu/gradschool_theses/2425

University of Georgia

2. Blankenship, Tracy Lynn. A comparative study of computer aided instructional interventions in the acquisition of content area material for high school students with mild disabilities.

Degree: PhD, Special Education, 2006, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/blankenship_tracy_l_200605_phd

► The following study is an extension of the current literature base which indicates that the use of computer generated cognitive organizers can help to facilitate… (more)

Subjects/Keywords: concept mapping

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APA (6^th Edition):

Blankenship, T. L. (2006). A comparative study of computer aided instructional interventions in the acquisition of content area material for high school students with mild disabilities. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/blankenship_tracy_l_200605_phd

Chicago Manual of Style (16^th Edition):

Blankenship, Tracy Lynn. “A comparative study of computer aided instructional interventions in the acquisition of content area material for high school students with mild disabilities.” 2006. Doctoral Dissertation, University of Georgia. Accessed July 15, 2019. http://purl.galileo.usg.edu/uga_etd/blankenship_tracy_l_200605_phd.

MLA Handbook (7^th Edition):

Blankenship, Tracy Lynn. “A comparative study of computer aided instructional interventions in the acquisition of content area material for high school students with mild disabilities.” 2006. Web. 15 Jul 2019.

Vancouver:

Blankenship TL. A comparative study of computer aided instructional interventions in the acquisition of content area material for high school students with mild disabilities. [Internet] [Doctoral dissertation]. University of Georgia; 2006. [cited 2019 Jul 15]. Available from: http://purl.galileo.usg.edu/uga_etd/blankenship_tracy_l_200605_phd.

Council of Science Editors:

Blankenship TL. A comparative study of computer aided instructional interventions in the acquisition of content area material for high school students with mild disabilities. [Doctoral Dissertation]. University of Georgia; 2006. Available from: http://purl.galileo.usg.edu/uga_etd/blankenship_tracy_l_200605_phd

Cornell University

3. Filiberto, David. A Structured Conceptualization Approach to Survey Instrument Design .

Degree: 2008, Cornell University

URL: http://hdl.handle.net/1813/10158

► Concept mapping provides a method of structured conceptualization where diverse stakeholders may develop a framework that can produce a variety of strategic planning or evaluation… (more)

Subjects/Keywords: Survey Research; Concept Mapping

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APA (6^th Edition):

Filiberto, D. (2008). A Structured Conceptualization Approach to Survey Instrument Design . (Thesis). Cornell University. Retrieved from http://hdl.handle.net/1813/10158

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

Chicago Manual of Style (16^th Edition):

Filiberto, David. “A Structured Conceptualization Approach to Survey Instrument Design .” 2008. Thesis, Cornell University. Accessed July 15, 2019. http://hdl.handle.net/1813/10158.

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

MLA Handbook (7^th Edition):

Filiberto, David. “A Structured Conceptualization Approach to Survey Instrument Design .” 2008. Web. 15 Jul 2019.

Vancouver:

Filiberto D. A Structured Conceptualization Approach to Survey Instrument Design . [Internet] [Thesis]. Cornell University; 2008. [cited 2019 Jul 15]. Available from: http://hdl.handle.net/1813/10158.

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

Council of Science Editors:

Filiberto D. A Structured Conceptualization Approach to Survey Instrument Design . [Thesis]. Cornell University; 2008. Available from: http://hdl.handle.net/1813/10158

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

Penn State University

4. Shoop, Glenda H. The Effects of Using Concept Mapping as an Artifact to Engender Metacognitive Thinking in First-year Medical Students’ Problem-based Learning Discussions: A Mixed-methods Investigation.

Degree: PhD, Instructional Systems, 2012, Penn State University

URL: https://etda.libraries.psu.edu/catalog/15192

► Attention in medical education is turning toward instruction that not only focuses on knowledge acquisition, but on developing the medical students’ clinical problem-solving skills, and… (more)

Subjects/Keywords: Metacognition; concept mapping; problem-based learning

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APA (6^th Edition):

Shoop, G. H. (2012). The Effects of Using Concept Mapping as an Artifact to Engender Metacognitive Thinking in First-year Medical Students’ Problem-based Learning Discussions: A Mixed-methods Investigation. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/15192

Chicago Manual of Style (16^th Edition):

Shoop, Glenda H. “The Effects of Using Concept Mapping as an Artifact to Engender Metacognitive Thinking in First-year Medical Students’ Problem-based Learning Discussions: A Mixed-methods Investigation.” 2012. Doctoral Dissertation, Penn State University. Accessed July 15, 2019. https://etda.libraries.psu.edu/catalog/15192.

MLA Handbook (7^th Edition):

Shoop, Glenda H. “The Effects of Using Concept Mapping as an Artifact to Engender Metacognitive Thinking in First-year Medical Students’ Problem-based Learning Discussions: A Mixed-methods Investigation.” 2012. Web. 15 Jul 2019.

Vancouver:

Shoop GH. The Effects of Using Concept Mapping as an Artifact to Engender Metacognitive Thinking in First-year Medical Students’ Problem-based Learning Discussions: A Mixed-methods Investigation. [Internet] [Doctoral dissertation]. Penn State University; 2012. [cited 2019 Jul 15]. Available from: https://etda.libraries.psu.edu/catalog/15192.

Council of Science Editors:

Shoop GH. The Effects of Using Concept Mapping as an Artifact to Engender Metacognitive Thinking in First-year Medical Students’ Problem-based Learning Discussions: A Mixed-methods Investigation. [Doctoral Dissertation]. Penn State University; 2012. Available from: https://etda.libraries.psu.edu/catalog/15192

Penn State University

5. Lim, Kyu Yon. THE EFFECT OF CONCEPT MAPPING WITH DIFFERENT LEVELS OF GENERATIVITY AND LEARNERS' SELF-REGULATED LEARNING SKILLS ON KNOWLEDGE ACQUISITION AND REPRESENTATION.

Degree: PhD, Instructional Systems, 2008, Penn State University

URL: https://etda.libraries.psu.edu/catalog/8740

► The purpose of this study was to investigate the effectiveness of concept mapping strategies with different levels of generativity in terms of knowledge acquisition and… (more)

Subjects/Keywords: Concept mapping; Self-regulated Learning; Generative Learning

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APA (6^th Edition):

Lim, K. Y. (2008). THE EFFECT OF CONCEPT MAPPING WITH DIFFERENT LEVELS OF GENERATIVITY AND LEARNERS' SELF-REGULATED LEARNING SKILLS ON KNOWLEDGE ACQUISITION AND REPRESENTATION. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/8740

Chicago Manual of Style (16^th Edition):

Lim, Kyu Yon. “THE EFFECT OF CONCEPT MAPPING WITH DIFFERENT LEVELS OF GENERATIVITY AND LEARNERS' SELF-REGULATED LEARNING SKILLS ON KNOWLEDGE ACQUISITION AND REPRESENTATION.” 2008. Doctoral Dissertation, Penn State University. Accessed July 15, 2019. https://etda.libraries.psu.edu/catalog/8740.

MLA Handbook (7^th Edition):

Lim, Kyu Yon. “THE EFFECT OF CONCEPT MAPPING WITH DIFFERENT LEVELS OF GENERATIVITY AND LEARNERS' SELF-REGULATED LEARNING SKILLS ON KNOWLEDGE ACQUISITION AND REPRESENTATION.” 2008. Web. 15 Jul 2019.

Vancouver:

Lim KY. THE EFFECT OF CONCEPT MAPPING WITH DIFFERENT LEVELS OF GENERATIVITY AND LEARNERS' SELF-REGULATED LEARNING SKILLS ON KNOWLEDGE ACQUISITION AND REPRESENTATION. [Internet] [Doctoral dissertation]. Penn State University; 2008. [cited 2019 Jul 15]. Available from: https://etda.libraries.psu.edu/catalog/8740.

Council of Science Editors:

Lim KY. THE EFFECT OF CONCEPT MAPPING WITH DIFFERENT LEVELS OF GENERATIVITY AND LEARNERS' SELF-REGULATED LEARNING SKILLS ON KNOWLEDGE ACQUISITION AND REPRESENTATION. [Doctoral Dissertation]. Penn State University; 2008. Available from: https://etda.libraries.psu.edu/catalog/8740

Cornell University

6. Casillas, Wanda. Cultural Responsiveness In Stem Program Planning, Implementation, And Evaluation .

Degree: 2012, Cornell University

URL: http://hdl.handle.net/1813/29508

► The recent increase in STEM and science-based programs targeted to minority students must be met with appropriate culturally responsive practices (Johnson, 2005). The current project… (more)

Subjects/Keywords: evaluation; culturally responsive; stem; concept mapping

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APA (6^th Edition):

Casillas, W. (2012). Cultural Responsiveness In Stem Program Planning, Implementation, And Evaluation . (Thesis). Cornell University. Retrieved from http://hdl.handle.net/1813/29508

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

Chicago Manual of Style (16^th Edition):

Casillas, Wanda. “Cultural Responsiveness In Stem Program Planning, Implementation, And Evaluation .” 2012. Thesis, Cornell University. Accessed July 15, 2019. http://hdl.handle.net/1813/29508.

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

MLA Handbook (7^th Edition):

Casillas, Wanda. “Cultural Responsiveness In Stem Program Planning, Implementation, And Evaluation .” 2012. Web. 15 Jul 2019.

Vancouver:

Casillas W. Cultural Responsiveness In Stem Program Planning, Implementation, And Evaluation . [Internet] [Thesis]. Cornell University; 2012. [cited 2019 Jul 15]. Available from: http://hdl.handle.net/1813/29508.

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

Council of Science Editors:

Casillas W. Cultural Responsiveness In Stem Program Planning, Implementation, And Evaluation . [Thesis]. Cornell University; 2012. Available from: http://hdl.handle.net/1813/29508

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

University of Sydney

7. Yin, Zhizhou. Automated Concept Mapping and Post-Coordination Generation From Narrative Clinical Notes .

Degree: 2013, University of Sydney

URL: http://hdl.handle.net/2123/10022

► Concept mapping is a process that maps extracted entities from textual notes into well-defined concepts in a formal ontology. It is common that a clinical… (more)

Subjects/Keywords: Concept mapping; SNOMED-CT; Post-coordination

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APA (6^th Edition):

Yin, Z. (2013). Automated Concept Mapping and Post-Coordination Generation From Narrative Clinical Notes . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/10022

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

Chicago Manual of Style (16^th Edition):

Yin, Zhizhou. “Automated Concept Mapping and Post-Coordination Generation From Narrative Clinical Notes .” 2013. Thesis, University of Sydney. Accessed July 15, 2019. http://hdl.handle.net/2123/10022.

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

MLA Handbook (7^th Edition):

Yin, Zhizhou. “Automated Concept Mapping and Post-Coordination Generation From Narrative Clinical Notes .” 2013. Web. 15 Jul 2019.

Vancouver:

Yin Z. Automated Concept Mapping and Post-Coordination Generation From Narrative Clinical Notes . [Internet] [Thesis]. University of Sydney; 2013. [cited 2019 Jul 15]. Available from: http://hdl.handle.net/2123/10022.

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

Council of Science Editors:

Yin Z. Automated Concept Mapping and Post-Coordination Generation From Narrative Clinical Notes . [Thesis]. University of Sydney; 2013. Available from: http://hdl.handle.net/2123/10022

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

Open Universiteit Nederland

8. Dekker, Ineke. Kwaliteiten van Mbo-docenten voor Passend Onderwijs .

Degree: 2017, Open Universiteit Nederland

URL: http://hdl.handle.net/1820/7927

► In 2014 is in Nederland de regeling Passend Onderwijs van kracht geworden. Alle scholen krijgen de opdracht om hun onderwijs toegankelijk en passend te maken… (more)

▼ In 2014 is in Nederland de regeling Passend Onderwijs van kracht geworden. Alle scholen krijgen de opdracht om hun onderwijs toegankelijk en passend te maken voor leerlingen met een handicap of leerprobleem. Om docenten in het middelbaar beroepsonderwijs (mbo) doelgericht te kunnen ondersteunen in de ontwikkeling van hun kwaliteiten voor passend onderwijs, is het nodig om hierop meer zicht te hebben. Uit literatuuronderzoek in de periode 2011-2015 blijkt echter dat er nauwelijks onderzoek in het mbo is gedaan naar de kwaliteiten van docenten voor passend onderwijs. Dit onderzoek heeft als doel de kwaliteiten van mbo-docenten voor passend onderwijs, het belang van deze kwaliteiten en de moeite die het kost om deze te verwerven, in kaart te brengen. In dit onderzoek waren in totaal waren 22 docenten, 2 teamleiders, 4 interne en 4 externe begeleiders, 5 studenten en 5 ouders van 2 opleidingsclusters betrokken. Bij 1 opleidingscluster deden alle 13 docenten mee. De docenten van het andere opleidingscluster konden zich opgegeven, wanneer ze belangstelling hadden. De andere participanten zijn gevraagd door de onderzoeker. In het onderzoek is gewerkt met Group Concept Mapping (GCM) om de kwaliteiten in kaart te brengen. GCM kent 6 fasen: 1) voorbereiden, 2) genereren van de kwaliteiten, 3) groeperen en waarderen van de kwaliteiten wat betreft het belang en de moeite, die het verwerven kost, 4) analyseren van de data, 5) interpreteren van de resultaten en 6) plannen maken voor de benutting van de resultaten. Vanaf de derde fase is gebruik gemaakt van Concept Systems® Global MaxTM. De data-analyse, met onder andere multidimensional scaling en hiërarchische clusteranalyse, resulteerde in een lijst van in totaal 100 gegenereerde kwaliteiten voor mbo-docenten in passend onderwijs. Deze kwaliteiten zijn samengevoegd in 12 clusters en weergegeven in een overzicht, waarin meer gelijke kwaliteiten dichter bij elkaar geplaatst zijn. Van elke kwaliteit en cluster kwaliteiten is de waardering wat betreft het belang en de moeite die het mbo-docenten kost om deze te verwerven, aangegeven. De verschillen tussen de waarderingen van beide opleidingsclusters zijn klein. De resultaten geven het mbo gelegenheid om de professionele ontwikkeling van de kwaliteiten van docenten voor passend onderwijs vorm te geven. Zo maakt het overzicht van de 100 kwaliteiten helder waarop de professionele ontwikkeling zich moet richten en biedt de weergave in de clustermap het mbo de kans om een eerste passende aanzet te kiezen. De waardering van de kwaliteiten wat betreft het belang en het moeite van het verwerven, maakt gerichte keuzes mogelijk. De 2 teams in het onderzoek hebben hun eigen plannen voor benutting van de resultaten gemaakt.

Subjects/Keywords: docenten; mbo; passend onderwijs; kwaliteiten; concept mapping

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

APA (6^th Edition):

Dekker, I. (2017). Kwaliteiten van Mbo-docenten voor Passend Onderwijs . (Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/7927

Chicago Manual of Style (16^th Edition):

Dekker, Ineke. “Kwaliteiten van Mbo-docenten voor Passend Onderwijs .” 2017. Masters Thesis, Open Universiteit Nederland. Accessed July 15, 2019. http://hdl.handle.net/1820/7927.

MLA Handbook (7^th Edition):

Dekker, Ineke. “Kwaliteiten van Mbo-docenten voor Passend Onderwijs .” 2017. Web. 15 Jul 2019.

Vancouver:

Dekker I. Kwaliteiten van Mbo-docenten voor Passend Onderwijs . [Internet] [Masters thesis]. Open Universiteit Nederland; 2017. [cited 2019 Jul 15]. Available from: http://hdl.handle.net/1820/7927.

Council of Science Editors:

Dekker I. Kwaliteiten van Mbo-docenten voor Passend Onderwijs . [Masters Thesis]. Open Universiteit Nederland; 2017. Available from: http://hdl.handle.net/1820/7927

University of North Carolina – Greensboro

9. Askew, Kshawna C. Defining culturally relevant pedagogy: an exploration of the usefulness of concept mapping and assessment engineering for rubric development.

Degree: 2016, University of North Carolina – Greensboro

URL: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19406

► Ethically diverse students consistently perform at lower levels compared to their mainstream counterparts (Rychly & Graves, 2012). Some scholars suggest that this educational deficit is… (more)

Subjects/Keywords: Culturally relevant pedagogy; Multicultural education; Concept mapping

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APA (6^th Edition):

Askew, K. C. (2016). Defining culturally relevant pedagogy: an exploration of the usefulness of concept mapping and assessment engineering for rubric development. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19406

Chicago Manual of Style (16^th Edition):

Askew, Kshawna C. “Defining culturally relevant pedagogy: an exploration of the usefulness of concept mapping and assessment engineering for rubric development.” 2016. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed July 15, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19406.

MLA Handbook (7^th Edition):

Askew, Kshawna C. “Defining culturally relevant pedagogy: an exploration of the usefulness of concept mapping and assessment engineering for rubric development.” 2016. Web. 15 Jul 2019.

Vancouver:

Askew KC. Defining culturally relevant pedagogy: an exploration of the usefulness of concept mapping and assessment engineering for rubric development. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2016. [cited 2019 Jul 15]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19406.

Council of Science Editors:

Askew KC. Defining culturally relevant pedagogy: an exploration of the usefulness of concept mapping and assessment engineering for rubric development. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2016. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=19406

Vanderbilt University

10. Lenert, Matthew Charles. Vantage: Exploring Variability in Inpatient Care Through Physiciansâ Orders.

Degree: MS, Biomedical Informatics, 2018, Vanderbilt University

URL: http://etd.library.vanderbilt.edu/available/etd-07182018-104619/ ;

► The inpatient care two seemingly identical patients receive for the same initial condition may be quite different. This variability in care affects patient outcomes and… (more)

Subjects/Keywords: care variability; clinical concept mapping; physician orders

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APA (6^th Edition):

Lenert, M. C. (2018). Vantage: Exploring Variability in Inpatient Care Through Physiciansâ Orders. (Masters Thesis). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-07182018-104619/ ;

Chicago Manual of Style (16^th Edition):

Lenert, Matthew Charles. “Vantage: Exploring Variability in Inpatient Care Through Physiciansâ Orders.” 2018. Masters Thesis, Vanderbilt University. Accessed July 15, 2019. http://etd.library.vanderbilt.edu/available/etd-07182018-104619/ ;.

MLA Handbook (7^th Edition):

Lenert, Matthew Charles. “Vantage: Exploring Variability in Inpatient Care Through Physiciansâ Orders.” 2018. Web. 15 Jul 2019.

Vancouver:

Lenert MC. Vantage: Exploring Variability in Inpatient Care Through Physiciansâ Orders. [Internet] [Masters thesis]. Vanderbilt University; 2018. [cited 2019 Jul 15]. Available from: http://etd.library.vanderbilt.edu/available/etd-07182018-104619/ ;.

Council of Science Editors:

Lenert MC. Vantage: Exploring Variability in Inpatient Care Through Physiciansâ Orders. [Masters Thesis]. Vanderbilt University; 2018. Available from: http://etd.library.vanderbilt.edu/available/etd-07182018-104619/ ;

Montana State University

11. Terry, Shaun. The effects of concept maps on student knowledge of earth science.

Degree: Graduate School, 2011, Montana State University

URL: https://scholarworks.montana.edu/xmlui/handle/1/2411

► Students at my high school have scored their lowest on the Earth science portion of the state proficiency test over the past several years. Because… (more)

Subjects/Keywords: Earth sciences.; Concept mapping.; Middle school students.

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APA (6^th Edition):

Terry, S. (2011). The effects of concept maps on student knowledge of earth science. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2411

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

Chicago Manual of Style (16^th Edition):

Terry, Shaun. “The effects of concept maps on student knowledge of earth science.” 2011. Thesis, Montana State University. Accessed July 15, 2019. https://scholarworks.montana.edu/xmlui/handle/1/2411.

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

MLA Handbook (7^th Edition):

Terry, Shaun. “The effects of concept maps on student knowledge of earth science.” 2011. Web. 15 Jul 2019.

Vancouver:

Terry S. The effects of concept maps on student knowledge of earth science. [Internet] [Thesis]. Montana State University; 2011. [cited 2019 Jul 15]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2411.

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

Council of Science Editors:

Terry S. The effects of concept maps on student knowledge of earth science. [Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2411

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

University of New South Wales

12. Khan, Naeem. System Dynamics Modelling for Dryland Salinity Strategic Management: A Methodological Investigation.

Degree: Engineering & Information Technology, 2012, University of New South Wales

URL: http://handle.unsw.edu.au/1959.4/52284 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:10956/SOURCE01?view=true

► This thesis examines the nature of dryland salinity, its causes and the difficulties thatarise in its management. Why such problematic situations are confounding tomanage is… (more)

Subjects/Keywords: Hydrogeology; Systems engineering; System dynamics modelling; Cognitive mapping; Concept mapping; Qualitative analysis; Simulation modelling

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APA (6^th Edition):

Khan, N. (2012). System Dynamics Modelling for Dryland Salinity Strategic Management: A Methodological Investigation. (Doctoral Dissertation). University of New South Wales. Retrieved from http://handle.unsw.edu.au/1959.4/52284 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:10956/SOURCE01?view=true

Chicago Manual of Style (16^th Edition):

Khan, Naeem. “System Dynamics Modelling for Dryland Salinity Strategic Management: A Methodological Investigation.” 2012. Doctoral Dissertation, University of New South Wales. Accessed July 15, 2019. http://handle.unsw.edu.au/1959.4/52284 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:10956/SOURCE01?view=true.

MLA Handbook (7^th Edition):

Khan, Naeem. “System Dynamics Modelling for Dryland Salinity Strategic Management: A Methodological Investigation.” 2012. Web. 15 Jul 2019.

Vancouver:

Khan N. System Dynamics Modelling for Dryland Salinity Strategic Management: A Methodological Investigation. [Internet] [Doctoral dissertation]. University of New South Wales; 2012. [cited 2019 Jul 15]. Available from: http://handle.unsw.edu.au/1959.4/52284 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:10956/SOURCE01?view=true.

Council of Science Editors:

Khan N. System Dynamics Modelling for Dryland Salinity Strategic Management: A Methodological Investigation. [Doctoral Dissertation]. University of New South Wales; 2012. Available from: http://handle.unsw.edu.au/1959.4/52284 ; https://unsworks.unsw.edu.au/fapi/datastream/unsworks:10956/SOURCE01?view=true

Kent State University

13. Al-Gharaibeh, Rami Salah. The Effect of Information Structuring on Analytical Knowledge Acquisition.

Degree: PhD, College of Business Administration / Department of Management and Information Systems, 2007, Kent State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=kent1184780039

► To address the growth in business environmental uncertainty, firms are increasingly adopting the practices of learning organizations. Two main organizational approaches to achieving this goal… (more)

▼ To address the growth in business environmental uncertainty, firms are increasingly adopting the practices of learning organizations. Two main organizational approaches to achieving this goal currently exist. The first approach advocates the creation of an organizational culture based on trust and cooperation among its members. The second approach promotes environmental data collection and analysis. Both approaches reflect a managerial perception of the driving forces of knowledge acquisition that gives only minimal attention to the role of information interpretation as a personal skill. Interpretations can vary significantly even among individuals working together and sharing the same technological support. Understanding a continuously changing environment benefits from a mode of knowledge acquisition largely based on analytical reasoning. According to Dreyfus’s Model of Skill Acquisition, a mode of analytical learning gradually replaces a mode of procedural or instructional learning as novice employees develop into experts. This dissertation poses the question: “Could information structuring support analytical acquisition of knowledge even among early-stage learners?” The answer to this question would have an impact on the successful creation of an analysis-based learning culture. Qualitative and quantitative mapping are the two principal categories of graphical information structuring techniques. Each of these has been shown to result in improved learning when compared to textual prose, but a cross-comparison between them has not been attempted. Novak’s Concept Mapping is being highly promoted in the literature as a qualitative mapping technique capable of enhancing the learning of early-stage learners. Acar’s Comprehensive Situation Mapping (CSM) is a mostly quantitative mapping technique beneficial for fostering analytical learning in strategic planning situations among management experts. This dissertation compares the performance of Novak’s and Acar’s techniques in fostering analytical acquisition of knowledge among early-stage learners. My experimental study led to the following findings. Process-wise, early-stage learners exhibit higher satisfaction when using graphically structured information. Content-wise: (i) the graphical structuring of information is superior to textual prose in fostering analytical reasoning among early-stage learners; (ii) CSM is superior to Concept Mapping when the harder questions in the assessment instrument are assigned higher weights. Advisors/Committee Members: Acar, William (Advisor).

Subjects/Keywords: Business Administration, Management; Knowledge Management; Knowledge Acquisition; Information Structuring; Cognitive Mapping; Knowledge Creation; DIK Hierarchy; Concept Mapping; Comprehensive Situation Mapping

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APA (6^th Edition):

Al-Gharaibeh, R. S. (2007). The Effect of Information Structuring on Analytical Knowledge Acquisition. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1184780039

Chicago Manual of Style (16^th Edition):

Al-Gharaibeh, Rami Salah. “The Effect of Information Structuring on Analytical Knowledge Acquisition.” 2007. Doctoral Dissertation, Kent State University. Accessed July 15, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1184780039.

MLA Handbook (7^th Edition):

Al-Gharaibeh, Rami Salah. “The Effect of Information Structuring on Analytical Knowledge Acquisition.” 2007. Web. 15 Jul 2019.

Vancouver:

Al-Gharaibeh RS. The Effect of Information Structuring on Analytical Knowledge Acquisition. [Internet] [Doctoral dissertation]. Kent State University; 2007. [cited 2019 Jul 15]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1184780039.

Council of Science Editors:

Al-Gharaibeh RS. The Effect of Information Structuring on Analytical Knowledge Acquisition. [Doctoral Dissertation]. Kent State University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1184780039

14. Kwon, So Young. The comparative effect of individually-generated vs. collaboratively-generated computer-based concept mapping on science concept learning.

Degree: 2007, Texas A&M University

URL: http://hdl.handle.net/1969.1/5737

► Using a quasi-experimental design, the researcher investigated the comparative effects of individually-generated and collaboratively-generated computer-based concept mapping on middle school science concept learning. Qualitative data… (more)

Subjects/Keywords: Concept mapping; collaboration

…Based Concept Mapping Workshop Training............. Instructional Format of Treatment Across… …The Positive Effect of Computer-Based Concept Mapping on Learning… …The Positive Effect and Impact of the Use of Collaboratively Generated Concept Mapping on… …x29;, concept mapping is a process of organizing and representing concepts and their… …relationships in visual form. Concept mapping is one tool that can overtly engage students in…

1 more image…

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APA (6^th Edition):

Kwon, S. Y. (2007). The comparative effect of individually-generated vs. collaboratively-generated computer-based concept mapping on science concept learning. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/5737

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

Chicago Manual of Style (16^th Edition):

Kwon, So Young. “The comparative effect of individually-generated vs. collaboratively-generated computer-based concept mapping on science concept learning.” 2007. Thesis, Texas A&M University. Accessed July 15, 2019. http://hdl.handle.net/1969.1/5737.

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

MLA Handbook (7^th Edition):

Kwon, So Young. “The comparative effect of individually-generated vs. collaboratively-generated computer-based concept mapping on science concept learning.” 2007. Web. 15 Jul 2019.

Vancouver:

Kwon SY. The comparative effect of individually-generated vs. collaboratively-generated computer-based concept mapping on science concept learning. [Internet] [Thesis]. Texas A&M University; 2007. [cited 2019 Jul 15]. Available from: http://hdl.handle.net/1969.1/5737.

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

Council of Science Editors:

Kwon SY. The comparative effect of individually-generated vs. collaboratively-generated computer-based concept mapping on science concept learning. [Thesis]. Texas A&M University; 2007. Available from: http://hdl.handle.net/1969.1/5737

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

NSYSU

15. Cai, Hui-Ru. An Action Research on the Application of Concept Mapping to Improve English Reading Comprehension Ability for Junior High School Students in Educational Priority Area Project.

Degree: Master, Education, 2012, NSYSU

URL: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0726112-171042

► This study is an action research on the application of concept mapping to improve English reading comprehension ability. It was assessed the effectiveness by utilizing… (more)

▼ This study is an action research on the application of concept mapping to improve English reading comprehension ability. It was assessed the effectiveness by utilizing the reading curriculum infusing concept mapping. The purposes of this study is promote junior high school students in educational priority area project who implemented concept mapping into the English reading instruction, also took an action research on curriculum development and did some reflection through action research. The object of the study is 21 students in the first grade of junior high school through the instructions of Concept Mapping Teaching on reading curriculum within 20 weeks. The origin of textbook is the fifteen units of Han Lin Publishing Co., Ltd and Festivals around the world of Oxford University Press. Conclusionsï¼ 1. Concept mapping teaching model should be processed in proper sequences including the readability level and studentsâfamiliarization of the topics and fifty words text that is good for learning motivation in junior high school students in educational priority area project. 2. Studentsâ difficulties in Concept mapping were their insufficient vocabulary and werenât identify the lower level of the text structure. They were lack of cultural stimulation that made a great impact on reading comprehension. Vocabularies mastery training was needed. Concept changing of the students with low achievement was notably influences by their classmates.This study show that small-group discussion can be a good way to find out their wrong concept in the light of others and then amend their thought in the small group discussion. 3. Concept mapping is helpful for students on getting key points, summary and detailed exposition.It can also improve studentsâ ability on literal comprehension and inferential comprehension. 4. Teaching skills continusously improve through the action research. Concept mapping strategy could continuously embed in the regular reading classes for a long-term effect.Teachers can expand the scope of the research to other grades to study studentsâ performance with different instructors. Advisors/Committee Members: AI-LING CHIU (chair), Pei-Yi, Chou (committee member), Hsueh-Hua Chuang (chair).

Subjects/Keywords: educational priority area; concept mapping; reading; reading comprehension; action research

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

APA (6^th Edition):

Cai, H. (2012). An Action Research on the Application of Concept Mapping to Improve English Reading Comprehension Ability for Junior High School Students in Educational Priority Area Project. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0726112-171042

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

Chicago Manual of Style (16^th Edition):

Cai, Hui-Ru. “An Action Research on the Application of Concept Mapping to Improve English Reading Comprehension Ability for Junior High School Students in Educational Priority Area Project.” 2012. Thesis, NSYSU. Accessed July 15, 2019. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0726112-171042.

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

MLA Handbook (7^th Edition):

Cai, Hui-Ru. “An Action Research on the Application of Concept Mapping to Improve English Reading Comprehension Ability for Junior High School Students in Educational Priority Area Project.” 2012. Web. 15 Jul 2019.

Vancouver:

Cai H. An Action Research on the Application of Concept Mapping to Improve English Reading Comprehension Ability for Junior High School Students in Educational Priority Area Project. [Internet] [Thesis]. NSYSU; 2012. [cited 2019 Jul 15]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0726112-171042.

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

Council of Science Editors:

Cai H. An Action Research on the Application of Concept Mapping to Improve English Reading Comprehension Ability for Junior High School Students in Educational Priority Area Project. [Thesis]. NSYSU; 2012. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0726112-171042

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

Georgia State University

16. Wells, Brandi J. Perceptions of School Psychology Supervisors and Practitioners about Supervision Practices in the Southeastern Region of the US: An Exploratory Study Using Concept Mapping.

Degree: PhD, Counseling and Psychological Services, 2009, Georgia State University

URL: https://scholarworks.gsu.edu/cps_diss/47

► Supervision is essential to the development of school psychologists. Effective supervision cultivates professional competence and objectivity, enhances service delivery, encourages critical thinking and problem… (more)

▼ Supervision is essential to the development of school psychologists. Effective supervision cultivates professional competence and objectivity, enhances service delivery, encourages critical thinking and problem solving, and supports school psychologists to engage in continuous professional development activities. Yet, there is little information available about how school psychology practitioners and supervisors view supervision and in what ways actual supervision practices can improve. This study employed concept mapping, which is a structured analytic methodology that allows qualitative and quantitative data to be expressed as visual models to explore practicing school psychologists’ and supervisors’ perceptions about supervision by: (a) investigating what impediments hindered supervision efforts, (b) identifying what advocacy methods may increase supervision opportunities, and (c) examining whether and how school psychologists and supervisors agree on potential impediments and possible facilitators to improve supervision practices. Overall, participants reported that they provided or received supervision and were generally satisfied with it; however, practitioners received much less than the time recommended by national professional associations. Although, participants were generally pleased with supervision, they also believed that supervision needed more structure, ongoing formal evaluations, setting of goals, and time management. Further, few supervisors follow established models or used clinical techniques during supervision and there was a need for formal training of supervisors. Participants suggested the following to facilitate supervision in authentic school settings: (a) planning and committing to supervision, (b) setting parameters and guidelines, (c) identifying appropriate supervisors, (d) using alternative supervision formats, and (e) seeking guidance and direction from the National Association of School Psychologists. Recommendations for practice and future research are discussed. Advisors/Committee Members: Stephen D. Truscott, Psy.D. - Committee Chair, Andrew Roach, Ph.D. - Committee Member, Catherine Cadenhead, Ph.D. - Committee Member, Julie Dangel, Ph.D. - Committee Member.

Subjects/Keywords: School Psychology; Supervision; Concept Mapping; Student Counseling and Personnel Services

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

APA (6^th Edition):

Wells, B. J. (2009). Perceptions of School Psychology Supervisors and Practitioners about Supervision Practices in the Southeastern Region of the US: An Exploratory Study Using Concept Mapping. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/cps_diss/47

Chicago Manual of Style (16^th Edition):

Wells, Brandi J. “Perceptions of School Psychology Supervisors and Practitioners about Supervision Practices in the Southeastern Region of the US: An Exploratory Study Using Concept Mapping.” 2009. Doctoral Dissertation, Georgia State University. Accessed July 15, 2019. https://scholarworks.gsu.edu/cps_diss/47.

MLA Handbook (7^th Edition):

Wells, Brandi J. “Perceptions of School Psychology Supervisors and Practitioners about Supervision Practices in the Southeastern Region of the US: An Exploratory Study Using Concept Mapping.” 2009. Web. 15 Jul 2019.

Vancouver:

Wells BJ. Perceptions of School Psychology Supervisors and Practitioners about Supervision Practices in the Southeastern Region of the US: An Exploratory Study Using Concept Mapping. [Internet] [Doctoral dissertation]. Georgia State University; 2009. [cited 2019 Jul 15]. Available from: https://scholarworks.gsu.edu/cps_diss/47.

Council of Science Editors:

Wells BJ. Perceptions of School Psychology Supervisors and Practitioners about Supervision Practices in the Southeastern Region of the US: An Exploratory Study Using Concept Mapping. [Doctoral Dissertation]. Georgia State University; 2009. Available from: https://scholarworks.gsu.edu/cps_diss/47

Montana State University

17. Bernstein, Jennifer Moore. Concept mapping and student success in a college-level environmental studies course.

Degree: Graduate School, 2011, Montana State University

URL: https://scholarworks.montana.edu/xmlui/handle/1/915

► Concept mapping is an educational tool that is used to facilitate and demonstrate student comprehension through the use of a visual medium. Because it provides… (more)

Subjects/Keywords: Education, Higher.; Environmental sciences.; Concept mapping.; College students.

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APA (6^th Edition):

Bernstein, J. M. (2011). Concept mapping and student success in a college-level environmental studies course. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/915

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

Chicago Manual of Style (16^th Edition):

Bernstein, Jennifer Moore. “Concept mapping and student success in a college-level environmental studies course.” 2011. Thesis, Montana State University. Accessed July 15, 2019. https://scholarworks.montana.edu/xmlui/handle/1/915.

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

MLA Handbook (7^th Edition):

Bernstein, Jennifer Moore. “Concept mapping and student success in a college-level environmental studies course.” 2011. Web. 15 Jul 2019.

Vancouver:

Bernstein JM. Concept mapping and student success in a college-level environmental studies course. [Internet] [Thesis]. Montana State University; 2011. [cited 2019 Jul 15]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/915.

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

Council of Science Editors:

Bernstein JM. Concept mapping and student success in a college-level environmental studies course. [Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/915

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

Montana State University

18. Tillman, Robin Francis. The effects of using dichotomous keys with analogies on college students' understanding of biology concepts.

Degree: Graduate School, 2011, Montana State University

URL: https://scholarworks.montana.edu/xmlui/handle/1/2429

► My introductory biology students are expected to acquire an extensive vocabulary and I have noticed that they often struggle to learn and make connections between… (more)

▼ My introductory biology students are expected to acquire an extensive vocabulary and I have noticed that they often struggle to learn and make connections between the many Greek and Latin derived terms. This study investigated the effects of dichotomous keys with analogies on college students' understanding of concepts. Twenty adult students enrolled in one section of my Grade 12 equivalent biology course participated. A combination of quantitative and qualitative data collection tools were used to evaluate my intervention's impacts on understanding, long-term memory, and higher-order thinking skills. Data from the three treatment units were compared to one nontreatment unit during which only existing teaching methods were employed. Paired two-tailed t-tests were used to quantify any differences observed between the preunit, postunit, and delayed unit assessment scores. Student-generated works, and interview data obtained from low-, middle-, and high-achieving students, were compared to allow for triangulation of the data. Other forms of data collection were used to determine the effects of dichotomous keys with analogies on biology students' attitudes and motivation. Students' written comments on pretreatment and posttreatment attitude scales were compared to identify trends and outliers, while responses to Yes/No questions were quantified using chi-square analyses. In addition, teacher journaling and classroom observations by a peer observer were employed. The effects on my own teaching, time management, and attitude were assessed through the use of teacher attitude scales, journaling, and peer observations. The data indicate no significant improvement in students' overall conceptual understanding and higher-order thinking skills following the treatment period, but significant benefits were observed with respect to concept retention. Both lower-order thinking skills, and student and teacher attitudes and motivation, yielded mixed results. One group of students thrived during the prolonged use of dichotomous keys, while the other group became frustrated with, and disengaged from, its highly structured format. Advisors/Committee Members: Chairperson, Graduate Committee: Peggy Taylor. (advisor).

Subjects/Keywords: Science Study and teaching.; Concept mapping.; Education, Higher.

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APA (6^th Edition):

Tillman, R. F. (2011). The effects of using dichotomous keys with analogies on college students' understanding of biology concepts. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2429

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

Chicago Manual of Style (16^th Edition):

Tillman, Robin Francis. “The effects of using dichotomous keys with analogies on college students' understanding of biology concepts.” 2011. Thesis, Montana State University. Accessed July 15, 2019. https://scholarworks.montana.edu/xmlui/handle/1/2429.

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

MLA Handbook (7^th Edition):

Tillman, Robin Francis. “The effects of using dichotomous keys with analogies on college students' understanding of biology concepts.” 2011. Web. 15 Jul 2019.

Vancouver:

Tillman RF. The effects of using dichotomous keys with analogies on college students' understanding of biology concepts. [Internet] [Thesis]. Montana State University; 2011. [cited 2019 Jul 15]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2429.

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

Council of Science Editors:

Tillman RF. The effects of using dichotomous keys with analogies on college students' understanding of biology concepts. [Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2429

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

Montana State University

19. Sumner, Garold K. Using concept mapping to enhance high school physics instruction.

Degree: Graduate School, 2014, Montana State University

URL: https://scholarworks.montana.edu/xmlui/handle/1/3595

► This study investigated the effects of using concept maps in the instruction of a high school physics class at a small classical Christian school. Eight… (more)

Subjects/Keywords: Physics.; Concept mapping.; Motivation in education.; High school students.

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APA (6^th Edition):

Sumner, G. K. (2014). Using concept mapping to enhance high school physics instruction. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/3595

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

Chicago Manual of Style (16^th Edition):

Sumner, Garold K. “Using concept mapping to enhance high school physics instruction.” 2014. Thesis, Montana State University. Accessed July 15, 2019. https://scholarworks.montana.edu/xmlui/handle/1/3595.

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

MLA Handbook (7^th Edition):

Sumner, Garold K. “Using concept mapping to enhance high school physics instruction.” 2014. Web. 15 Jul 2019.

Vancouver:

Sumner GK. Using concept mapping to enhance high school physics instruction. [Internet] [Thesis]. Montana State University; 2014. [cited 2019 Jul 15]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3595.

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

Council of Science Editors:

Sumner GK. Using concept mapping to enhance high school physics instruction. [Thesis]. Montana State University; 2014. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3595

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

Montana State University

20. Heyer, Sharon Annette. The effects of incorporating student-made visuals daily in the junior high science classroom.

Degree: Graduate School, 2015, Montana State University

URL: https://scholarworks.montana.edu/xmlui/handle/1/9261

► This project implemented student-made visuals daily in the life science classroom. Students used Play-Doh, white boards, and concept maps to create visuals that reinforced the… (more)

Subjects/Keywords: Life sciences.; Concept mapping.; Manipulatives (Education).; Middle school students.

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

APA (6^th Edition):

Heyer, S. A. (2015). The effects of incorporating student-made visuals daily in the junior high science classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/9261

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

Chicago Manual of Style (16^th Edition):

Heyer, Sharon Annette. “The effects of incorporating student-made visuals daily in the junior high science classroom.” 2015. Thesis, Montana State University. Accessed July 15, 2019. https://scholarworks.montana.edu/xmlui/handle/1/9261.

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

MLA Handbook (7^th Edition):

Heyer, Sharon Annette. “The effects of incorporating student-made visuals daily in the junior high science classroom.” 2015. Web. 15 Jul 2019.

Vancouver:

Heyer SA. The effects of incorporating student-made visuals daily in the junior high science classroom. [Internet] [Thesis]. Montana State University; 2015. [cited 2019 Jul 15]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9261.

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

Council of Science Editors:

Heyer SA. The effects of incorporating student-made visuals daily in the junior high science classroom. [Thesis]. Montana State University; 2015. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9261

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

University of the Western Cape

21. Dolo, Gilbert. Difficulties encountered by the grade ten township learners with respect to the concept of electricity .

Degree: 2012, University of the Western Cape

URL: http://hdl.handle.net/11394/4385

► The purpose of this study was to investigate the difficulties encountered by the grade ten township learners with respect to the concept of electricity. More… (more)

▼ The purpose of this study was to investigate the difficulties encountered by the grade ten township learners with respect to the concept of electricity. More specifically, the study attempted to explore the learners’ scientific knowledge by investigating their conceptions or alternative conceptions about electricity; the influence of learners’ age, career interests and gender issues on their conceptions of electricity and; the effectiveness of concept mapping (a pedagogic tool designed by Novak in the 1970s) in facilitating the learners’ understanding of electricity. The study was premised on socio-cultural constructivism as well as meaningful learning as espoused by Ausubel (1968).A Pre-Test-Post-Test Control Group Design was adopted in the study in which two comparable groups were used. The data was analyzed using both qualitative and quantitative research methods and the instruments that were used included a conception of electricity (COET) (originally adopted and administered in the Western Cape, Northern Cape provinces and in Norway in 1999 for the purpose of Science and Technology Literacy Project (STLP) with the hope that their reliability and validity was guaranteed); selected learner interviews and evaluation forms.The summary of findings has suggested that the Grade ten learners held misconceptions about the concept of electricity even after they were exposed to intervention that included concept mapping. In terms of the gender issues, there was no significant difference in performance between the boys and girls though the females outperformed their male counterparts at both groups. The underachievement of the older learners compared to the younger ones has also surfaced and that is against expectation since a number of studies carried out earlier (see Ogunniyi (1999)) have already corroborated such findings. With respect to career interests, what the learners indicated as their future dreams, i.e. what they intend to do and become, seems to have been influenced their performance at the pre- and post-test stages. Advisors/Committee Members: Ogunniyi, Meshach B (advisor).

Subjects/Keywords: Grade ten; Electricity; Concept mapping; Township schools; Constructivism (Education)

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

APA (6^th Edition):

Dolo, G. (2012). Difficulties encountered by the grade ten township learners with respect to the concept of electricity . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/4385

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

Chicago Manual of Style (16^th Edition):

Dolo, Gilbert. “Difficulties encountered by the grade ten township learners with respect to the concept of electricity .” 2012. Thesis, University of the Western Cape. Accessed July 15, 2019. http://hdl.handle.net/11394/4385.

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

MLA Handbook (7^th Edition):

Dolo, Gilbert. “Difficulties encountered by the grade ten township learners with respect to the concept of electricity .” 2012. Web. 15 Jul 2019.

Vancouver:

Dolo G. Difficulties encountered by the grade ten township learners with respect to the concept of electricity . [Internet] [Thesis]. University of the Western Cape; 2012. [cited 2019 Jul 15]. Available from: http://hdl.handle.net/11394/4385.

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

Council of Science Editors:

Dolo G. Difficulties encountered by the grade ten township learners with respect to the concept of electricity . [Thesis]. University of the Western Cape; 2012. Available from: http://hdl.handle.net/11394/4385

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

Open Universiteit Nederland

22. Kragten, Leontien. Excelleren in een Passende Omgeving: een Verkennend Onderzoek naar Wenselijke Karakteristieken van Excellentieprogramma’s voor het Middelbaar Beroepsonderwijs .

Degree: 2016, Open Universiteit Nederland

URL: http://hdl.handle.net/1820/6964

► Bevordering van excellentie is in Nederland al langer onderwijsbreed beleidsdoel; deze focus ontbrak echter in het mbo. Met een substantiële investering voor ontwikkeling van excellentieprogramma’s… (more)

▼ Bevordering van excellentie is in Nederland al langer onderwijsbreed beleidsdoel; deze focus ontbrak echter in het mbo. Met een substantiële investering voor ontwikkeling van excellentieprogramma’s in dit schoolsegment beoogt het ministerie dit te veranderen. Temeer omdat gegevens over excelleren in het mbo nauwelijks voorhanden zijn, is niet bekend of excellerende mbo-studenten andersoortige excellentieprogramma’s vragen dan in het hoger onderwijs. Het doel van dit verkennende onderzoek is om vanuit karakteristieken voor excellentieprogramma’s in het mbo aanbevelingen te doen voor vormgeving van toekomstige programma’s, passend bij de behoefte van mbo-studenten. Het onderzoek heeft plaatsgevonden bij een grote mbo-instelling in Midden-Nederland, bestaat uit drie fases en is zowel kwalitatief als kwantitatief van aard. In het vooronderzoek zijn vier programma’s geselecteerd die voldoen aan de criteria van een excellentieprogramma. Tevens is middels een vragenlijst het excellentietype van 147 mbo-studenten in kaart gebracht. Hiervoor is het Excellentiemodel van Youngworks, Motivaction en Platform Bèta Techniek (2012) gebruikt. In de hoofdstudie heeft systematisch onderzoek plaatsgevonden naar wenselijke karakteristieken van een excellentieprogramma in het mbo. Hierbij is de Group Concept Mapping-methode van Kane & Trochim (2007) gevolgd, met als toevoeging een tweede focusgroep. Voor dataverzameling en analyse is gebruik gemaakt van Concept Systems Global Max [software] (2014). In deze hoofdstudie hebben 76 studenten, docenten, managers/directeuren en stafmedewerkers geparticipeerd. Zij leverden 76 gezamenlijk geformuleerde karakteristieken van een excellentieprogramma op, die daarna zijn geclusterd. Kwantitatieve analyses als multidimensionale schaaltechnieken en hiërarchische clusteranalyses zijn gebruikt om visuele representaties van een goed excellentieprogramma te genereren. Beoordeling van karakteristieken door de stakeholders op belangrijkheid en haalbaarheid leverden go-zones met 36 meest belangrijke en haalbare karakteristieken. Data-analyse en -interpretatie vond in twee aparte focusgroepen plaats. In de evaluatiefase zijn de 36 karakteristieken als vragenlijst aan 102 mbo-studenten voorgelegd. Resultaten leverden handvatten voor vormgeving van excellentieprogramma’s van ROC Midden Nederland. De vierdeling van excellentietypen in het Excellentiemodel blijkt (binnen het mbo) niet op te gaan. Daarmee staat ook het onderscheidend vermogen voor de twee gevonden excellentietypen ter discussie en is daarom in de evaluatiefase beperkt meegenomen. De 76 karakteristieken van een excellentieprogramma blijken in te delen in 10 clusters, onderverdeeld in studentgerichte aspecten, programmagerichte aspecten en een docentprofiel. Het cluster selectie markeert de scheidslijn tussen programmagericht en studentgericht; studenten vinden selectie duidelijk minder belangrijk dan de andere stakeholders. Studentgerichte aspecten zijn het meest belangrijk en meest haalbaar; hier ligt een sleutel voor snel en makkelijk succes.…

Subjects/Keywords: Excellentieprogramma’s; karakteristieken; excellentietype; Group Concept Mapping; middelbaar beroepsonderwijs

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Kragten, L. (2016). Excelleren in een Passende Omgeving: een Verkennend Onderzoek naar Wenselijke Karakteristieken van Excellentieprogramma’s voor het Middelbaar Beroepsonderwijs . (Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/6964

Chicago Manual of Style (16^th Edition):

Kragten, Leontien. “Excelleren in een Passende Omgeving: een Verkennend Onderzoek naar Wenselijke Karakteristieken van Excellentieprogramma’s voor het Middelbaar Beroepsonderwijs .” 2016. Masters Thesis, Open Universiteit Nederland. Accessed July 15, 2019. http://hdl.handle.net/1820/6964.

MLA Handbook (7^th Edition):

Kragten, Leontien. “Excelleren in een Passende Omgeving: een Verkennend Onderzoek naar Wenselijke Karakteristieken van Excellentieprogramma’s voor het Middelbaar Beroepsonderwijs .” 2016. Web. 15 Jul 2019.

Vancouver:

Kragten L. Excelleren in een Passende Omgeving: een Verkennend Onderzoek naar Wenselijke Karakteristieken van Excellentieprogramma’s voor het Middelbaar Beroepsonderwijs . [Internet] [Masters thesis]. Open Universiteit Nederland; 2016. [cited 2019 Jul 15]. Available from: http://hdl.handle.net/1820/6964.

Council of Science Editors:

Kragten L. Excelleren in een Passende Omgeving: een Verkennend Onderzoek naar Wenselijke Karakteristieken van Excellentieprogramma’s voor het Middelbaar Beroepsonderwijs . [Masters Thesis]. Open Universiteit Nederland; 2016. Available from: http://hdl.handle.net/1820/6964

Open Universiteit Nederland

23. Kragten, Leontien. Excelleren in een Passende Omgeving: een Verkennend Onderzoek naar Wenselijke Karakteristieken van Excellentieprogramma’s voor het Middelbaar Beroepsonderwijs .

Degree: 2016, Open Universiteit Nederland

URL: http://hdl.handle.net/1820/7018

► Bevordering van excellentie is in Nederland al langer onderwijsbreed beleidsdoel; deze focus ontbrak echter in het mbo. Met een substantiële investering voor ontwikkeling van excellentieprogramma’s… (more)

▼ Bevordering van excellentie is in Nederland al langer onderwijsbreed beleidsdoel; deze focus ontbrak echter in het mbo. Met een substantiële investering voor ontwikkeling van excellentieprogramma’s in dit schoolsegment beoogt het ministerie dit te veranderen. Temeer omdat gegevens over excelleren in het mbo nauwelijks voorhanden zijn, is niet bekend of excellerende mbo-studenten andersoortige excellentieprogramma’s vragen dan in het hoger onderwijs. Het doel van dit verkennende onderzoek is om vanuit karakteristieken voor excellentieprogramma’s in het mbo aanbevelingen te doen voor vormgeving van toekomstige programma’s, passend bij de behoefte van mbo-studenten. Het onderzoek heeft plaatsgevonden bij een grote mbo-instelling in Midden-Nederland, bestaat uit drie fases en is zowel kwalitatief als kwantitatief van aard. In het vooronderzoek zijn vier programma’s geselecteerd die voldoen aan de criteria van een excellentieprogramma. Tevens is middels een vragenlijst het excellentietype van 147 mbo-studenten in kaart gebracht. Hiervoor is het Excellentiemodel van Youngworks, Motivaction en Platform Bèta Techniek (2012) gebruikt. In de hoofdstudie heeft systematisch onderzoek plaatsgevonden naar wenselijke karakteristieken van een excellentieprogramma in het mbo. Hierbij is de Group Concept Mapping-methode van Kane & Trochim (2007) gevolgd, met als toevoeging een tweede focusgroep. Voor dataverzameling en analyse is gebruik gemaakt van Concept Systems Global Max [software] (2014). In deze hoofdstudie hebben 76 studenten, docenten, managers/directeuren en stafmedewerkers geparticipeerd. Zij leverden 76 gezamenlijk geformuleerde karakteristieken van een excellentieprogramma op, die daarna zijn geclusterd. Kwantitatieve analyses als multidimensionale schaaltechnieken en hiërarchische clusteranalyses zijn gebruikt om visuele representaties van een goed excellentieprogramma te genereren. Beoordeling van karakteristieken door de stakeholders op belangrijkheid en haalbaarheid leverden go-zones met 36 meest belangrijke en haalbare karakteristieken. Data-analyse en -interpretatie vond in twee aparte focusgroepen plaats. In de evaluatiefase zijn de 36 karakteristieken als vragenlijst aan 102 mbo-studenten voorgelegd. Resultaten leverden handvatten voor vormgeving van excellentieprogramma’s van ROC Midden Nederland. De vierdeling van excellentietypen in het Excellentiemodel blijkt (binnen het mbo) niet op te gaan. Daarmee staat ook het onderscheidend vermogen voor de twee gevonden excellentietypen ter discussie en is daarom in de evaluatiefase beperkt meegenomen. De 76 karakteristieken van een excellentieprogramma blijken in te delen in 10 clusters, onderverdeeld in studentgerichte aspecten, programmagerichte aspecten en een docentprofiel. Het cluster selectie markeert de scheidslijn tussen programmagericht en studentgericht; studenten vinden selectie duidelijk minder belangrijk dan de andere stakeholders. Studentgerichte aspecten zijn het meest belangrijk en meest haalbaar; hier ligt een sleutel voor snel en makkelijk succes.…

Subjects/Keywords: Excellentieprogramma’s; karakteristieken; excellentietype; Group Concept Mapping; middelbaar beroepsonderwijs

Record Details Similar Records Cite « Share

❌

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

APA (6^th Edition):

Kragten, L. (2016). Excelleren in een Passende Omgeving: een Verkennend Onderzoek naar Wenselijke Karakteristieken van Excellentieprogramma’s voor het Middelbaar Beroepsonderwijs . (Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/7018

Chicago Manual of Style (16^th Edition):

Kragten, Leontien. “Excelleren in een Passende Omgeving: een Verkennend Onderzoek naar Wenselijke Karakteristieken van Excellentieprogramma’s voor het Middelbaar Beroepsonderwijs .” 2016. Masters Thesis, Open Universiteit Nederland. Accessed July 15, 2019. http://hdl.handle.net/1820/7018.

MLA Handbook (7^th Edition):

Kragten, Leontien. “Excelleren in een Passende Omgeving: een Verkennend Onderzoek naar Wenselijke Karakteristieken van Excellentieprogramma’s voor het Middelbaar Beroepsonderwijs .” 2016. Web. 15 Jul 2019.

Vancouver:

Kragten L. Excelleren in een Passende Omgeving: een Verkennend Onderzoek naar Wenselijke Karakteristieken van Excellentieprogramma’s voor het Middelbaar Beroepsonderwijs . [Internet] [Masters thesis]. Open Universiteit Nederland; 2016. [cited 2019 Jul 15]. Available from: http://hdl.handle.net/1820/7018.

Council of Science Editors:

Kragten L. Excelleren in een Passende Omgeving: een Verkennend Onderzoek naar Wenselijke Karakteristieken van Excellentieprogramma’s voor het Middelbaar Beroepsonderwijs . [Masters Thesis]. Open Universiteit Nederland; 2016. Available from: http://hdl.handle.net/1820/7018

Open Universiteit Nederland

24. Seinhorst, E. Aandacht voor Schrijfonderwijs. Hoe moet de Opleiding voor Leerkrachten Basisonderwijs in Schrijfonderwijs eruitzien? Een Group Concept Mapping Studie.

Degree: 2018, Open Universiteit Nederland

URL: http://hdl.handle.net/1820/9392

► Basisschoolleerkrachten geven aan tijdens de opleiding tot leerkracht basisonderwijs (Pabo) onvoldoende te zijn voorbereid op het verzorgen van goed schrijfonderwijs. Onderzoek onderschrijft dat de didactiek… (more)

▼ Basisschoolleerkrachten geven aan tijdens de opleiding tot leerkracht basisonderwijs (Pabo) onvoldoende te zijn voorbereid op het verzorgen van goed schrijfonderwijs. Onderzoek onderschrijft dat de didactiek voor het schrijven van teksten maar summier wordt aangeboden tijdens de opleiding. Het doel van dit onderzoek is daarom om na te gaan wat tijdens de opleiding tot leerkracht basisonderwijs aangeboden dient te worden op het gebied van schrijfdidactiek, om studenten op te leiden tot leerkrachten die vaardig zijn in het verzorgen van schrijfonderwijs. De vraag die in dit onderzoek centraal staat luidt: ‘Wat dient tijdens de opleiding tot leerkracht basisonderwijs (Pabo) aangeboden te worden om studenten zich te laten ontwikkelen tot leerkrachten die vaardig zijn in het verzorgen van goed schrijfonderwijs aan basisschoolleerlingen?’ Het onderzoek is opgedeeld in twee deelstudies. In de eerste deelstudie is een literatuurstudie gedaan over wat goed schrijfonderwijs in het basisonderwijs is en moet zijn. In de tweede deelstudie is onderzocht wat volgens stakeholders tijdens de opleiding aangeboden dient te worden met betrekking tot schrijfonderwijs. Aan deze studie hebben in totaal 51 stakeholders deelgenomen, waarvan vierdejaars Pabostudenten, leerkrachten basisonderwijs, lerarenopleiders en experts op het gebied van schrijfonderwijs. De methodiek van Group Concept Mapping werd gevolgd. Het betreft een gestructureerde methode waarin door middel van formuleren, sorteren en waarderen van statements de ideeën van stakeholders in kaart worden gebracht. Stakeholders hebben statements geformuleerd waarin zij aangaven wat tijdens de opleiding aangeboden dient te worden op het gebied van schrijfonderwijs. Na opschoning resulteerde dit in 78 statements. Deze statements zijn vervolgens door stakeholders geclusterd en gewaardeerd op belangrijkheid en haalbaarheid. Met multidimensionale schaaltechnieken en hiërarchische clusteranalyses zijn de data geanalyseerd en er zijn visualisaties geproduceerd die in twee workshops zijn geïnterpreteerd, gevalideerd en zijn afgezet tegen het huidige en wenselijke onderwijs op de Pabo. Uit dit onderzoek blijkt dat de statements vergelijkbaar zijn met de belangrijke thema’s geschetst door de literatuur. De GCM-studie toont dat stakeholders de statements verdelen in zes thema’s: schrijfstrategieën, instructie en schrijfproces, feedback, beoordelen en evaluatie, kennis van de leerkracht, ontwerpvaardigheid en motiveren. Alle thema’s worden door alle stakeholders belangrijk en haalbaar gevonden om in de opleiding aan te bieden. Er zijn kleine verschillen zichtbaar in de clustering door studenten en de groep leerkrachten, lerarenopleiders en expert en de mate van belangrijkheid en haalbaarheid van de clusters. Tevens lijken studenten op een meer algemene wijze naar de data te kijken in vergelijking met de meer specifieke en thematische benadering van leerkrachten, lerarenopleiders en experts. Hoewel alle stakeholders het belang inzien van het aandacht besteden aan schrijfonderwijs op…

Subjects/Keywords: schrijfonderwijs; leraren in opleiding; curriculum lerarenopleiding; group concept mapping

Record Details Similar Records Cite « Share

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

APA (6^th Edition):

Seinhorst, E. (2018). Aandacht voor Schrijfonderwijs. Hoe moet de Opleiding voor Leerkrachten Basisonderwijs in Schrijfonderwijs eruitzien? Een Group Concept Mapping Studie. (Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/9392

Chicago Manual of Style (16^th Edition):

Seinhorst, E. “Aandacht voor Schrijfonderwijs. Hoe moet de Opleiding voor Leerkrachten Basisonderwijs in Schrijfonderwijs eruitzien? Een Group Concept Mapping Studie. ” 2018. Masters Thesis, Open Universiteit Nederland. Accessed July 15, 2019. http://hdl.handle.net/1820/9392.

MLA Handbook (7^th Edition):

Seinhorst, E. “Aandacht voor Schrijfonderwijs. Hoe moet de Opleiding voor Leerkrachten Basisonderwijs in Schrijfonderwijs eruitzien? Een Group Concept Mapping Studie. ” 2018. Web. 15 Jul 2019.

Vancouver:

Seinhorst E. Aandacht voor Schrijfonderwijs. Hoe moet de Opleiding voor Leerkrachten Basisonderwijs in Schrijfonderwijs eruitzien? Een Group Concept Mapping Studie. [Internet] [Masters thesis]. Open Universiteit Nederland; 2018. [cited 2019 Jul 15]. Available from: http://hdl.handle.net/1820/9392.

Council of Science Editors:

Seinhorst E. Aandacht voor Schrijfonderwijs. Hoe moet de Opleiding voor Leerkrachten Basisonderwijs in Schrijfonderwijs eruitzien? Een Group Concept Mapping Studie. [Masters Thesis]. Open Universiteit Nederland; 2018. Available from: http://hdl.handle.net/1820/9392

University of Adelaide

25. Balan-Vnuk, Eva. Social enterprise business models: identifying the trading concepts that inform them.

Degree: 2013, University of Adelaide

URL: http://hdl.handle.net/2440/82616

► Social enterprises provide services and goods to alleviate social problems, and adopt business models to ensure financial sustainability. Differentiated from commercial enterprises due to their… (more)

▼ Social enterprises provide services and goods to alleviate social problems, and adopt business models to ensure financial sustainability. Differentiated from commercial enterprises due to their primary social mission, and from traditional nonprofit organisations due to their implementation of trading activities, little is known about how social enterprises understand the term “business model”, what the business models of social enterprises are, or what informs them. It is also unclear whether any particular social enterprise business model may confer a financial advantage. Although the business model construct is not yet clearly defined in the literature, there is a general understanding that business models are informed by an organisation’s strategy. In-depth interviews were conducted with Chief Executive Officers of 65 nonprofit social enterprises from a diverse range of sectors in Australia. Four research questions are addressed using concept mapping and Qualitative Comparative Analysis (QCA). These research methods combine qualitative insights with quantitative analysis, provide transparent research processes, allow for contextual generalizations, and offer deeper insight into an increasingly important sector of the economy. Despite growing consensus that the business model is driven by an organisation’s strategy, the operational components remain ambiguous. Business model definitions provided by the 65 CEOs were examined, similar statements were linked together, and, using a social network analysis software tool, a concept map was generated. The five resulting clusters revealed that participants defined business models as: “Sustainable revenue stream”, “Organisational form”, “Value chain”, “Business plan”, and “Unclear”. Although several of these clusters correspond with the literature, these inconsistencies clearly demonstrate that the business model has multivalent characteristics, and that investigating the business models as provided by participants would not provide useful or valid findings. The researcher therefore examined trading activity statements provided by the participants to articulate the trading concepts, or strategy, that informs this sector’s business models. Similar trading activities were linked, a concept map was generated, and five distinct trading concepts were identified after close examination of the trading activities included in each cluster: “Safety nest”, “Activity coaching”, “Needs distribution”, “Social expertise”, and “Mission engagement”. To examine whether any particular combination of trading concepts confers a financial advantage, the revenue growth of the social enterprise trading activities was evaluated using QCA. Based on Boolean algebraic logic, QCA revealed that no specific combination is financially advantageous to nonprofit social enterprises, suggesting that each trading concept is equally useful or valid. Social enterprise managers and strategists may use this set of five trading concepts to both appraise existing and creatively design new trading activities. This… Advisors/Committee Members: Lindsay, Noel John (advisor), Kropp, Fredric (advisor), Entrepreneurship, Commercialisation and Innovation Centre (ECIC) (school).

Subjects/Keywords: social enterprise; business models; concept mapping; qualitative comparative analysis

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

APA (6^th Edition):

Balan-Vnuk, E. (2013). Social enterprise business models: identifying the trading concepts that inform them. (Thesis). University of Adelaide. Retrieved from http://hdl.handle.net/2440/82616

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

Chicago Manual of Style (16^th Edition):

Balan-Vnuk, Eva. “Social enterprise business models: identifying the trading concepts that inform them.” 2013. Thesis, University of Adelaide. Accessed July 15, 2019. http://hdl.handle.net/2440/82616.

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

MLA Handbook (7^th Edition):

Balan-Vnuk, Eva. “Social enterprise business models: identifying the trading concepts that inform them.” 2013. Web. 15 Jul 2019.

Vancouver:

Balan-Vnuk E. Social enterprise business models: identifying the trading concepts that inform them. [Internet] [Thesis]. University of Adelaide; 2013. [cited 2019 Jul 15]. Available from: http://hdl.handle.net/2440/82616.

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

Council of Science Editors:

Balan-Vnuk E. Social enterprise business models: identifying the trading concepts that inform them. [Thesis]. University of Adelaide; 2013. Available from: http://hdl.handle.net/2440/82616

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

Montana State University

26. Dalbey, Leslie Heather. The impact of the 5E learning cycle on seventh grade life science students' learning and retention of science concepts.

Degree: College of Letters & Science, 2018, Montana State University

URL: https://scholarworks.montana.edu/xmlui/handle/1/14776

► Students participated in four instructional units related to genetics and the human body. Two treatment units were designed using the 5E Learning Cycle whereas two… (more)

Subjects/Keywords: 5E learning cycle.; Life sciences.; Genetics.; Middle school students.; Concept mapping.

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APA (6^th Edition):

Dalbey, L. H. (2018). The impact of the 5E learning cycle on seventh grade life science students' learning and retention of science concepts. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/14776

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

Chicago Manual of Style (16^th Edition):

Dalbey, Leslie Heather. “The impact of the 5E learning cycle on seventh grade life science students' learning and retention of science concepts.” 2018. Thesis, Montana State University. Accessed July 15, 2019. https://scholarworks.montana.edu/xmlui/handle/1/14776.

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

MLA Handbook (7^th Edition):

Dalbey, Leslie Heather. “The impact of the 5E learning cycle on seventh grade life science students' learning and retention of science concepts.” 2018. Web. 15 Jul 2019.

Vancouver:

Dalbey LH. The impact of the 5E learning cycle on seventh grade life science students' learning and retention of science concepts. [Internet] [Thesis]. Montana State University; 2018. [cited 2019 Jul 15]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14776.

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

Council of Science Editors:

Dalbey LH. The impact of the 5E learning cycle on seventh grade life science students' learning and retention of science concepts. [Thesis]. Montana State University; 2018. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14776

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

East Carolina University

27. Smith, Maurice. Use of Conceptual and Procedural Knowledge Mapping to Improve Learning in a Lecture-Laboratory Microbiology Course.

Degree: 2012, East Carolina University

URL: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14821

► Promoting successful learning is key in developing students from novice to professionals in their respective fields of study. In the field of science students have… (more)

Subjects/Keywords: Microbiology – Study and teaching (Higher) – Graphic methods; Concept mapping; Heuristic

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

APA (6^th Edition):

Smith, M. (2012). Use of Conceptual and Procedural Knowledge Mapping to Improve Learning in a Lecture-Laboratory Microbiology Course. (Masters Thesis). East Carolina University. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14821

Chicago Manual of Style (16^th Edition):

Smith, Maurice. “Use of Conceptual and Procedural Knowledge Mapping to Improve Learning in a Lecture-Laboratory Microbiology Course.” 2012. Masters Thesis, East Carolina University. Accessed July 15, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14821.

MLA Handbook (7^th Edition):

Smith, Maurice. “Use of Conceptual and Procedural Knowledge Mapping to Improve Learning in a Lecture-Laboratory Microbiology Course.” 2012. Web. 15 Jul 2019.

Vancouver:

Smith M. Use of Conceptual and Procedural Knowledge Mapping to Improve Learning in a Lecture-Laboratory Microbiology Course. [Internet] [Masters thesis]. East Carolina University; 2012. [cited 2019 Jul 15]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14821.

Council of Science Editors:

Smith M. Use of Conceptual and Procedural Knowledge Mapping to Improve Learning in a Lecture-Laboratory Microbiology Course. [Masters Thesis]. East Carolina University; 2012. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14821

University of North Carolina – Greensboro

28. Driscoll, Deborah P. Higher education planning for a strategic goal with a concept mapping process at a small private college.

Degree: 2010, University of North Carolina – Greensboro

URL: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=3498

► Faculty, staff, and administrators at a small independent college determined that planning with a Concept Mapping process efficiently produced strategic thinking and action plans for… (more)

Subjects/Keywords: Experiential learning – Education (Higher); Strategic planning.; Concept mapping.

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

APA (6^th Edition):

Driscoll, D. P. (2010). Higher education planning for a strategic goal with a concept mapping process at a small private college. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=3498

Chicago Manual of Style (16^th Edition):

Driscoll, Deborah P. “Higher education planning for a strategic goal with a concept mapping process at a small private college.” 2010. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed July 15, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=3498.

MLA Handbook (7^th Edition):

Driscoll, Deborah P. “Higher education planning for a strategic goal with a concept mapping process at a small private college.” 2010. Web. 15 Jul 2019.

Vancouver:

Driscoll DP. Higher education planning for a strategic goal with a concept mapping process at a small private college. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2010. [cited 2019 Jul 15]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=3498.

Council of Science Editors:

Driscoll DP. Higher education planning for a strategic goal with a concept mapping process at a small private college. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2010. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=3498

University of Toronto

29. Grech, Else. Implementing Cooperative Learning and Concept Mapping: Their Impact on Student Learning and Attitudes in Intermediate Accounting.

Degree: 2013, University of Toronto

URL: http://hdl.handle.net/1807/42620

►

This study explores the effect of implementing expert-developed concept maps and cooperative learning, as compared to direct instruction and cooperative learning, on student learning, experiences… (more)

Subjects/Keywords: cooperative; concept; financial; intermediate; student; attitudes; mapping; learning; accounting; 0727

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

APA (6^th Edition):

Grech, E. (2013). Implementing Cooperative Learning and Concept Mapping: Their Impact on Student Learning and Attitudes in Intermediate Accounting. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/42620

Chicago Manual of Style (16^th Edition):

Grech, Else. “Implementing Cooperative Learning and Concept Mapping: Their Impact on Student Learning and Attitudes in Intermediate Accounting.” 2013. Masters Thesis, University of Toronto. Accessed July 15, 2019. http://hdl.handle.net/1807/42620.

MLA Handbook (7^th Edition):

Grech, Else. “Implementing Cooperative Learning and Concept Mapping: Their Impact on Student Learning and Attitudes in Intermediate Accounting.” 2013. Web. 15 Jul 2019.

Vancouver:

Grech E. Implementing Cooperative Learning and Concept Mapping: Their Impact on Student Learning and Attitudes in Intermediate Accounting. [Internet] [Masters thesis]. University of Toronto; 2013. [cited 2019 Jul 15]. Available from: http://hdl.handle.net/1807/42620.

Council of Science Editors:

Grech E. Implementing Cooperative Learning and Concept Mapping: Their Impact on Student Learning and Attitudes in Intermediate Accounting. [Masters Thesis]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/42620

University of Toronto

30. Mann, Louise Alison. Navigating Paradigmatic Waters: Using Concept Mapping As A Tool for Paradigm Dialogue Amongst Emerging Qualitative Researchers.

Degree: 2014, University of Toronto

URL: http://hdl.handle.net/1807/68524

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Emerging educational researchers are often faced with significant challenges as they enter into and navigate the expansive qualitative research field. Growing evidence supports the claim… (more)

Subjects/Keywords: collaboration; concept mapping; methodology; paradigm; qualitative inquiry; social-constructivism; 0456

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

APA (6^th Edition):

Mann, L. A. (2014). Navigating Paradigmatic Waters: Using Concept Mapping As A Tool for Paradigm Dialogue Amongst Emerging Qualitative Researchers. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/68524

Chicago Manual of Style (16^th Edition):

Mann, Louise Alison. “Navigating Paradigmatic Waters: Using Concept Mapping As A Tool for Paradigm Dialogue Amongst Emerging Qualitative Researchers.” 2014. Masters Thesis, University of Toronto. Accessed July 15, 2019. http://hdl.handle.net/1807/68524.

MLA Handbook (7^th Edition):

Mann, Louise Alison. “Navigating Paradigmatic Waters: Using Concept Mapping As A Tool for Paradigm Dialogue Amongst Emerging Qualitative Researchers.” 2014. Web. 15 Jul 2019.

Vancouver:

Mann LA. Navigating Paradigmatic Waters: Using Concept Mapping As A Tool for Paradigm Dialogue Amongst Emerging Qualitative Researchers. [Internet] [Masters thesis]. University of Toronto; 2014. [cited 2019 Jul 15]. Available from: http://hdl.handle.net/1807/68524.

Council of Science Editors:

Mann LA. Navigating Paradigmatic Waters: Using Concept Mapping As A Tool for Paradigm Dialogue Amongst Emerging Qualitative Researchers. [Masters Thesis]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/68524

Open Access Theses and Dissertations