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You searched for subject:(constructivist). Showing records 1 – 30 of 430 total matches.

[1] [2] [3] [4] [5] … [15]

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Virginia Tech

1. Hoffman, Brittany. Investigating Personal Learning in an Ecotourism Setting.

Degree: MS, Forest Resources and Environmental Conservation, 2017, Virginia Tech

 It has been proposed that for ecotourism to be the sustainable response to mass tourism, it should not only support local communities and their environments… (more)

Subjects/Keywords: ecotourism; constructivist learning theory; Indonesia

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APA (6th Edition):

Hoffman, B. (2017). Investigating Personal Learning in an Ecotourism Setting. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77576

Chicago Manual of Style (16th Edition):

Hoffman, Brittany. “Investigating Personal Learning in an Ecotourism Setting.” 2017. Masters Thesis, Virginia Tech. Accessed January 20, 2020. http://hdl.handle.net/10919/77576.

MLA Handbook (7th Edition):

Hoffman, Brittany. “Investigating Personal Learning in an Ecotourism Setting.” 2017. Web. 20 Jan 2020.

Vancouver:

Hoffman B. Investigating Personal Learning in an Ecotourism Setting. [Internet] [Masters thesis]. Virginia Tech; 2017. [cited 2020 Jan 20]. Available from: http://hdl.handle.net/10919/77576.

Council of Science Editors:

Hoffman B. Investigating Personal Learning in an Ecotourism Setting. [Masters Thesis]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/77576


Tampere University

2. Safori, Opare. Computers in promoting constructivist practices in the classroom : the perception of basic school teachers in Ghana .

Degree: 2019, Tampere University

 Few research has been conducted on exploiting technology in order to make changes and improve upon the school system on teachers’ views resulting from the… (more)

Subjects/Keywords: constructivist; computer technology; practices; perception

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APA (6th Edition):

Safori, O. (2019). Computers in promoting constructivist practices in the classroom : the perception of basic school teachers in Ghana . (Masters Thesis). Tampere University. Retrieved from https://trepo.tuni.fi//handle/10024/116039

Chicago Manual of Style (16th Edition):

Safori, Opare. “Computers in promoting constructivist practices in the classroom : the perception of basic school teachers in Ghana .” 2019. Masters Thesis, Tampere University. Accessed January 20, 2020. https://trepo.tuni.fi//handle/10024/116039.

MLA Handbook (7th Edition):

Safori, Opare. “Computers in promoting constructivist practices in the classroom : the perception of basic school teachers in Ghana .” 2019. Web. 20 Jan 2020.

Vancouver:

Safori O. Computers in promoting constructivist practices in the classroom : the perception of basic school teachers in Ghana . [Internet] [Masters thesis]. Tampere University; 2019. [cited 2020 Jan 20]. Available from: https://trepo.tuni.fi//handle/10024/116039.

Council of Science Editors:

Safori O. Computers in promoting constructivist practices in the classroom : the perception of basic school teachers in Ghana . [Masters Thesis]. Tampere University; 2019. Available from: https://trepo.tuni.fi//handle/10024/116039


University of Tasmania

3. Ford, K. Reframing a sense of self: a constructivist grounded theory study of children’s admission to hospital for surgery.

Degree: 2010, University of Tasmania

 Children are significant users of healthcare and their needs are different to those of adults. Whilst important gains have been made in children’s hospital care… (more)

Subjects/Keywords: children's experience of hospital; constructivist grounded theory

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APA (6th Edition):

Ford, K. (2010). Reframing a sense of self: a constructivist grounded theory study of children’s admission to hospital for surgery. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/10771/1/01front.pdf ; https://eprints.utas.edu.au/10771/2/02whole-ford.pdf

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

Chicago Manual of Style (16th Edition):

Ford, K. “Reframing a sense of self: a constructivist grounded theory study of children’s admission to hospital for surgery.” 2010. Thesis, University of Tasmania. Accessed January 20, 2020. https://eprints.utas.edu.au/10771/1/01front.pdf ; https://eprints.utas.edu.au/10771/2/02whole-ford.pdf.

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

MLA Handbook (7th Edition):

Ford, K. “Reframing a sense of self: a constructivist grounded theory study of children’s admission to hospital for surgery.” 2010. Web. 20 Jan 2020.

Vancouver:

Ford K. Reframing a sense of self: a constructivist grounded theory study of children’s admission to hospital for surgery. [Internet] [Thesis]. University of Tasmania; 2010. [cited 2020 Jan 20]. Available from: https://eprints.utas.edu.au/10771/1/01front.pdf ; https://eprints.utas.edu.au/10771/2/02whole-ford.pdf.

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

Council of Science Editors:

Ford K. Reframing a sense of self: a constructivist grounded theory study of children’s admission to hospital for surgery. [Thesis]. University of Tasmania; 2010. Available from: https://eprints.utas.edu.au/10771/1/01front.pdf ; https://eprints.utas.edu.au/10771/2/02whole-ford.pdf

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

4. Brewer, Elizabeth Ann. Fighting Fire With Fire: The Use of A Multimedia WebQuest in Increasing Middle-School Students’ Understandings of Cyberbullying.

Degree: Doctorate in Education, Education, 2011, Loyola Marymount University

  Cyberbullying, the use of personal and information and communication technologies to harass or intimidate others, is an increasingly pervasive problem in schools. This mixed-… (more)

Subjects/Keywords: bullying; Constructivist; cyberbullying; technology; WebQuest; Education

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APA (6th Edition):

Brewer, E. A. (2011). Fighting Fire With Fire: The Use of A Multimedia WebQuest in Increasing Middle-School Students’ Understandings of Cyberbullying. (Doctoral Dissertation). Loyola Marymount University. Retrieved from http://digitalcommons.lmu.edu/etd/266

Chicago Manual of Style (16th Edition):

Brewer, Elizabeth Ann. “Fighting Fire With Fire: The Use of A Multimedia WebQuest in Increasing Middle-School Students’ Understandings of Cyberbullying.” 2011. Doctoral Dissertation, Loyola Marymount University. Accessed January 20, 2020. http://digitalcommons.lmu.edu/etd/266.

MLA Handbook (7th Edition):

Brewer, Elizabeth Ann. “Fighting Fire With Fire: The Use of A Multimedia WebQuest in Increasing Middle-School Students’ Understandings of Cyberbullying.” 2011. Web. 20 Jan 2020.

Vancouver:

Brewer EA. Fighting Fire With Fire: The Use of A Multimedia WebQuest in Increasing Middle-School Students’ Understandings of Cyberbullying. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2011. [cited 2020 Jan 20]. Available from: http://digitalcommons.lmu.edu/etd/266.

Council of Science Editors:

Brewer EA. Fighting Fire With Fire: The Use of A Multimedia WebQuest in Increasing Middle-School Students’ Understandings of Cyberbullying. [Doctoral Dissertation]. Loyola Marymount University; 2011. Available from: http://digitalcommons.lmu.edu/etd/266


University of Southern California

5. Arredondo, Anna Lillia. Teacher's use of socio-constructivist practices to facilitate mathematics learning.

Degree: EdD, Education (Leadership), 2011, University of Southern California

 The purpose of this study was to analyze the teaching practices of teachers to determine if they incorporated socio-constructivist practices in their teaching repertoire. This… (more)

Subjects/Keywords: socio-constructivist; teaching mathematics; teacher education

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APA (6th Edition):

Arredondo, A. L. (2011). Teacher's use of socio-constructivist practices to facilitate mathematics learning. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/211404/rec/6347

Chicago Manual of Style (16th Edition):

Arredondo, Anna Lillia. “Teacher's use of socio-constructivist practices to facilitate mathematics learning.” 2011. Doctoral Dissertation, University of Southern California. Accessed January 20, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/211404/rec/6347.

MLA Handbook (7th Edition):

Arredondo, Anna Lillia. “Teacher's use of socio-constructivist practices to facilitate mathematics learning.” 2011. Web. 20 Jan 2020.

Vancouver:

Arredondo AL. Teacher's use of socio-constructivist practices to facilitate mathematics learning. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Jan 20]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/211404/rec/6347.

Council of Science Editors:

Arredondo AL. Teacher's use of socio-constructivist practices to facilitate mathematics learning. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/211404/rec/6347


University of Ottawa

6. Nagel, Daniel. The Use of Technology in Nursing: A Grounded Theory for Getting a Picture .

Degree: 2017, University of Ottawa

 Background: Using technology requires nurses to capture, retrieve and organize digital data within virtual environments. Nurses often integrate digital data with other data sources when… (more)

Subjects/Keywords: grounded theory; telehealth; constructivist; nursing; qualitative; technology

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

APA (6th Edition):

Nagel, D. (2017). The Use of Technology in Nursing: A Grounded Theory for Getting a Picture . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/35923

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

Chicago Manual of Style (16th Edition):

Nagel, Daniel. “The Use of Technology in Nursing: A Grounded Theory for Getting a Picture .” 2017. Thesis, University of Ottawa. Accessed January 20, 2020. http://hdl.handle.net/10393/35923.

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

MLA Handbook (7th Edition):

Nagel, Daniel. “The Use of Technology in Nursing: A Grounded Theory for Getting a Picture .” 2017. Web. 20 Jan 2020.

Vancouver:

Nagel D. The Use of Technology in Nursing: A Grounded Theory for Getting a Picture . [Internet] [Thesis]. University of Ottawa; 2017. [cited 2020 Jan 20]. Available from: http://hdl.handle.net/10393/35923.

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

Council of Science Editors:

Nagel D. The Use of Technology in Nursing: A Grounded Theory for Getting a Picture . [Thesis]. University of Ottawa; 2017. Available from: http://hdl.handle.net/10393/35923

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


University of Rochester

7. Halligan Avery, Erin M.; Guiffrida, Douglas A. Valuing experience: assessing constructivist approaches to counselor supervision.

Degree: PhD, 2015, University of Rochester

 Counselor supervision has evolved as a skillset unique from counseling in the last 30 years. Approaches to counselor supervision, often created with counselor developmental models… (more)

Subjects/Keywords: Constructivism; Constructivist approaches; Counseling; Counselor education; Supervision

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APA (6th Edition):

Halligan Avery, Erin M.; Guiffrida, D. A. (2015). Valuing experience: assessing constructivist approaches to counselor supervision. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/29668

Chicago Manual of Style (16th Edition):

Halligan Avery, Erin M.; Guiffrida, Douglas A. “Valuing experience: assessing constructivist approaches to counselor supervision.” 2015. Doctoral Dissertation, University of Rochester. Accessed January 20, 2020. http://hdl.handle.net/1802/29668.

MLA Handbook (7th Edition):

Halligan Avery, Erin M.; Guiffrida, Douglas A. “Valuing experience: assessing constructivist approaches to counselor supervision.” 2015. Web. 20 Jan 2020.

Vancouver:

Halligan Avery, Erin M.; Guiffrida DA. Valuing experience: assessing constructivist approaches to counselor supervision. [Internet] [Doctoral dissertation]. University of Rochester; 2015. [cited 2020 Jan 20]. Available from: http://hdl.handle.net/1802/29668.

Council of Science Editors:

Halligan Avery, Erin M.; Guiffrida DA. Valuing experience: assessing constructivist approaches to counselor supervision. [Doctoral Dissertation]. University of Rochester; 2015. Available from: http://hdl.handle.net/1802/29668


University of Rochester

8. Tetenov, Serina M.R. Missing cues: an exploration of nonverbal communication among dyads in constructivist clinical supervision.

Degree: PhD, 2019, University of Rochester

 Nonverbal communication is a natural part of the interpersonal communication process. While senders and receivers often focus on verbal aspects of the messages they encounter,… (more)

Subjects/Keywords: Clinical; Constructivist; Counseling; Nonverbal communication; Psychology; Supervision

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

APA (6th Edition):

Tetenov, S. M. R. (2019). Missing cues: an exploration of nonverbal communication among dyads in constructivist clinical supervision. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/34998

Chicago Manual of Style (16th Edition):

Tetenov, Serina M R. “Missing cues: an exploration of nonverbal communication among dyads in constructivist clinical supervision.” 2019. Doctoral Dissertation, University of Rochester. Accessed January 20, 2020. http://hdl.handle.net/1802/34998.

MLA Handbook (7th Edition):

Tetenov, Serina M R. “Missing cues: an exploration of nonverbal communication among dyads in constructivist clinical supervision.” 2019. Web. 20 Jan 2020.

Vancouver:

Tetenov SMR. Missing cues: an exploration of nonverbal communication among dyads in constructivist clinical supervision. [Internet] [Doctoral dissertation]. University of Rochester; 2019. [cited 2020 Jan 20]. Available from: http://hdl.handle.net/1802/34998.

Council of Science Editors:

Tetenov SMR. Missing cues: an exploration of nonverbal communication among dyads in constructivist clinical supervision. [Doctoral Dissertation]. University of Rochester; 2019. Available from: http://hdl.handle.net/1802/34998


University of Pretoria

9. Havemann, Yolandi. An exploration of the psychological contract between client and consultant.

Degree: Human Resource Management, 2012, University of Pretoria

 Since the late 20th Century, the consulting industry has grown significantly. Today, consulting is a widespread, one-size-fits-all term that includes virtually any form of advice-giving… (more)

Subjects/Keywords: Constructivist grounded theory; Unconscious processes; Qualitative research; Unwritten dimensions; Psychological contract; Social constructivist approach; Underlying dimensions; Client-consultant relationship; UCTD

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APA (6th Edition):

Havemann, Y. (2012). An exploration of the psychological contract between client and consultant. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/24710

Chicago Manual of Style (16th Edition):

Havemann, Yolandi. “An exploration of the psychological contract between client and consultant.” 2012. Masters Thesis, University of Pretoria. Accessed January 20, 2020. http://hdl.handle.net/2263/24710.

MLA Handbook (7th Edition):

Havemann, Yolandi. “An exploration of the psychological contract between client and consultant.” 2012. Web. 20 Jan 2020.

Vancouver:

Havemann Y. An exploration of the psychological contract between client and consultant. [Internet] [Masters thesis]. University of Pretoria; 2012. [cited 2020 Jan 20]. Available from: http://hdl.handle.net/2263/24710.

Council of Science Editors:

Havemann Y. An exploration of the psychological contract between client and consultant. [Masters Thesis]. University of Pretoria; 2012. Available from: http://hdl.handle.net/2263/24710


University of Pretoria

10. [No author]. An exploration of the psychological contract between client and consultant .

Degree: 2012, University of Pretoria

 Since the late 20th Century, the consulting industry has grown significantly. Today, consulting is a widespread, one-size-fits-all term that includes virtually any form of advice-giving… (more)

Subjects/Keywords: Constructivist grounded theory; Unconscious processes; Qualitative research; Unwritten dimensions; Psychological contract; Social constructivist approach; Underlying dimensions; Client-consultant relationship; UCTD

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APA (6th Edition):

author], [. (2012). An exploration of the psychological contract between client and consultant . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-05152012-134900/

Chicago Manual of Style (16th Edition):

author], [No. “An exploration of the psychological contract between client and consultant .” 2012. Masters Thesis, University of Pretoria. Accessed January 20, 2020. http://upetd.up.ac.za/thesis/available/etd-05152012-134900/.

MLA Handbook (7th Edition):

author], [No. “An exploration of the psychological contract between client and consultant .” 2012. Web. 20 Jan 2020.

Vancouver:

author] [. An exploration of the psychological contract between client and consultant . [Internet] [Masters thesis]. University of Pretoria; 2012. [cited 2020 Jan 20]. Available from: http://upetd.up.ac.za/thesis/available/etd-05152012-134900/.

Council of Science Editors:

author] [. An exploration of the psychological contract between client and consultant . [Masters Thesis]. University of Pretoria; 2012. Available from: http://upetd.up.ac.za/thesis/available/etd-05152012-134900/


University of Georgia

11. Chia, Ju-Yi. Cross-cultural understanding through art appreciation: the use of constructivist pedagogy.

Degree: EdD, Art Education, 2011, University of Georgia

 This study endeavors to facilitate students’ cross-cultural understanding through a constructivist art appreciation curriculum. My curriculum research combines philosophical and practical inquiries, in which the… (more)

Subjects/Keywords: Cross-cultural understanding; Art Appreciation; Constructivist pedagogy; Curriculum development

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APA (6th Edition):

Chia, J. (2011). Cross-cultural understanding through art appreciation: the use of constructivist pedagogy. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/chia_ju-yi_201105_edd

Chicago Manual of Style (16th Edition):

Chia, Ju-Yi. “Cross-cultural understanding through art appreciation: the use of constructivist pedagogy.” 2011. Doctoral Dissertation, University of Georgia. Accessed January 20, 2020. http://purl.galileo.usg.edu/uga_etd/chia_ju-yi_201105_edd.

MLA Handbook (7th Edition):

Chia, Ju-Yi. “Cross-cultural understanding through art appreciation: the use of constructivist pedagogy.” 2011. Web. 20 Jan 2020.

Vancouver:

Chia J. Cross-cultural understanding through art appreciation: the use of constructivist pedagogy. [Internet] [Doctoral dissertation]. University of Georgia; 2011. [cited 2020 Jan 20]. Available from: http://purl.galileo.usg.edu/uga_etd/chia_ju-yi_201105_edd.

Council of Science Editors:

Chia J. Cross-cultural understanding through art appreciation: the use of constructivist pedagogy. [Doctoral Dissertation]. University of Georgia; 2011. Available from: http://purl.galileo.usg.edu/uga_etd/chia_ju-yi_201105_edd


University of Edinburgh

12. Ross, Emma Margaret Helen. 'Negotiating the dance of disclosure' : a grounded theory study of psychologists' experiences of childhood sexual abuse disclosures from clients in adult mental health.

Degree: Thesis (D.Clin.Psy.), 2010, University of Edinburgh

 Hearing disclosures of childhood sexual abuse (CSA) is a clinical reality for many therapists. Psychologists within mental health services are working increasingly with clients who… (more)

Subjects/Keywords: 616.85; psychologists; childhood sexual abuse disclosure; professional practice; Constructivist Grounded Theory

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

APA (6th Edition):

Ross, E. M. H. (2010). 'Negotiating the dance of disclosure' : a grounded theory study of psychologists' experiences of childhood sexual abuse disclosures from clients in adult mental health. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/7590

Chicago Manual of Style (16th Edition):

Ross, Emma Margaret Helen. “'Negotiating the dance of disclosure' : a grounded theory study of psychologists' experiences of childhood sexual abuse disclosures from clients in adult mental health.” 2010. Doctoral Dissertation, University of Edinburgh. Accessed January 20, 2020. http://hdl.handle.net/1842/7590.

MLA Handbook (7th Edition):

Ross, Emma Margaret Helen. “'Negotiating the dance of disclosure' : a grounded theory study of psychologists' experiences of childhood sexual abuse disclosures from clients in adult mental health.” 2010. Web. 20 Jan 2020.

Vancouver:

Ross EMH. 'Negotiating the dance of disclosure' : a grounded theory study of psychologists' experiences of childhood sexual abuse disclosures from clients in adult mental health. [Internet] [Doctoral dissertation]. University of Edinburgh; 2010. [cited 2020 Jan 20]. Available from: http://hdl.handle.net/1842/7590.

Council of Science Editors:

Ross EMH. 'Negotiating the dance of disclosure' : a grounded theory study of psychologists' experiences of childhood sexual abuse disclosures from clients in adult mental health. [Doctoral Dissertation]. University of Edinburgh; 2010. Available from: http://hdl.handle.net/1842/7590


Texas A&M University

13. Ross, Amanda Ann. The effects of constructivist teaching approaches on middle school students' algebraic understanding.

Degree: 2009, Texas A&M University

 The goal in mathematics has shifted towards an emphasis on both procedural knowledge and conceptual understanding. The importance of gaining procedural knowledge and conceptual understanding… (more)

Subjects/Keywords: Procedural knowledge; Conceptual understanding; Representation; Constructivist teaching approaches; Engagement

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APA (6th Edition):

Ross, A. A. (2009). The effects of constructivist teaching approaches on middle school students' algebraic understanding. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1777

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

Chicago Manual of Style (16th Edition):

Ross, Amanda Ann. “The effects of constructivist teaching approaches on middle school students' algebraic understanding.” 2009. Thesis, Texas A&M University. Accessed January 20, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-1777.

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

MLA Handbook (7th Edition):

Ross, Amanda Ann. “The effects of constructivist teaching approaches on middle school students' algebraic understanding.” 2009. Web. 20 Jan 2020.

Vancouver:

Ross AA. The effects of constructivist teaching approaches on middle school students' algebraic understanding. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2020 Jan 20]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1777.

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

Council of Science Editors:

Ross AA. The effects of constructivist teaching approaches on middle school students' algebraic understanding. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1777

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


Laurentian University

14. Mercer, Lorraine. Envisioning an intercultural gerontology curriculum for undergraduate gerontology programs in Canada: attributes and resources .

Degree: 2014, Laurentian University

 Intercultural gerontology curriculum development at the baccalaureate level has been discussed as a response to the challenge of global aging and a culturally diverse student… (more)

Subjects/Keywords: gerontology; curriculum; constructivist theory; life courses perspective; aging

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APA (6th Edition):

Mercer, L. (2014). Envisioning an intercultural gerontology curriculum for undergraduate gerontology programs in Canada: attributes and resources . (Thesis). Laurentian University. Retrieved from https://zone.biblio.laurentian.ca/dspace/handle/10219/2294

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

Chicago Manual of Style (16th Edition):

Mercer, Lorraine. “Envisioning an intercultural gerontology curriculum for undergraduate gerontology programs in Canada: attributes and resources .” 2014. Thesis, Laurentian University. Accessed January 20, 2020. https://zone.biblio.laurentian.ca/dspace/handle/10219/2294.

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

MLA Handbook (7th Edition):

Mercer, Lorraine. “Envisioning an intercultural gerontology curriculum for undergraduate gerontology programs in Canada: attributes and resources .” 2014. Web. 20 Jan 2020.

Vancouver:

Mercer L. Envisioning an intercultural gerontology curriculum for undergraduate gerontology programs in Canada: attributes and resources . [Internet] [Thesis]. Laurentian University; 2014. [cited 2020 Jan 20]. Available from: https://zone.biblio.laurentian.ca/dspace/handle/10219/2294.

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

Council of Science Editors:

Mercer L. Envisioning an intercultural gerontology curriculum for undergraduate gerontology programs in Canada: attributes and resources . [Thesis]. Laurentian University; 2014. Available from: https://zone.biblio.laurentian.ca/dspace/handle/10219/2294

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

15. Van Dam, PJ. Responding to the opportunities : a grounded theory of clinical nurse leadership learning.

Degree: 2015, University of Tasmania

 Background: Currently there is limited information available on how to support leadership learning in the clinical setting. Many of the cultural issues associated with organisational… (more)

Subjects/Keywords: Leadership; learning; opportunities; practice environment; nursing and constructivist grounded theory

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APA (6th Edition):

Van Dam, P. (2015). Responding to the opportunities : a grounded theory of clinical nurse leadership learning. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/22932/1/Van_Damn_whole_thesis.pdf

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

Chicago Manual of Style (16th Edition):

Van Dam, PJ. “Responding to the opportunities : a grounded theory of clinical nurse leadership learning.” 2015. Thesis, University of Tasmania. Accessed January 20, 2020. https://eprints.utas.edu.au/22932/1/Van_Damn_whole_thesis.pdf.

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

MLA Handbook (7th Edition):

Van Dam, PJ. “Responding to the opportunities : a grounded theory of clinical nurse leadership learning.” 2015. Web. 20 Jan 2020.

Vancouver:

Van Dam P. Responding to the opportunities : a grounded theory of clinical nurse leadership learning. [Internet] [Thesis]. University of Tasmania; 2015. [cited 2020 Jan 20]. Available from: https://eprints.utas.edu.au/22932/1/Van_Damn_whole_thesis.pdf.

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

Council of Science Editors:

Van Dam P. Responding to the opportunities : a grounded theory of clinical nurse leadership learning. [Thesis]. University of Tasmania; 2015. Available from: https://eprints.utas.edu.au/22932/1/Van_Damn_whole_thesis.pdf

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

16. Joseph, Jisha Rose Mary. Comparatives study of the effectiveness of computer assisted instruction,constructivist model and constructivist-computer assisted instruction in learning molecular genetics at the higher secondary school level; -.

Degree: Education, 2012, University of Kerala

None

Bibliography and appendix given

Advisors/Committee Members: Jaleel, P M.

Subjects/Keywords: Comparatives; Computer; Constructivist; Higher; Secondary

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APA (6th Edition):

Joseph, J. R. M. (2012). Comparatives study of the effectiveness of computer assisted instruction,constructivist model and constructivist-computer assisted instruction in learning molecular genetics at the higher secondary school level; -. (Thesis). University of Kerala. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/12730

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

Chicago Manual of Style (16th Edition):

Joseph, Jisha Rose Mary. “Comparatives study of the effectiveness of computer assisted instruction,constructivist model and constructivist-computer assisted instruction in learning molecular genetics at the higher secondary school level; -.” 2012. Thesis, University of Kerala. Accessed January 20, 2020. http://shodhganga.inflibnet.ac.in/handle/10603/12730.

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

MLA Handbook (7th Edition):

Joseph, Jisha Rose Mary. “Comparatives study of the effectiveness of computer assisted instruction,constructivist model and constructivist-computer assisted instruction in learning molecular genetics at the higher secondary school level; -.” 2012. Web. 20 Jan 2020.

Vancouver:

Joseph JRM. Comparatives study of the effectiveness of computer assisted instruction,constructivist model and constructivist-computer assisted instruction in learning molecular genetics at the higher secondary school level; -. [Internet] [Thesis]. University of Kerala; 2012. [cited 2020 Jan 20]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/12730.

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

Council of Science Editors:

Joseph JRM. Comparatives study of the effectiveness of computer assisted instruction,constructivist model and constructivist-computer assisted instruction in learning molecular genetics at the higher secondary school level; -. [Thesis]. University of Kerala; 2012. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/12730

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

17. Raval, Jatin Vijaybhai. Effectiveness of constructivist approach to the teaching of animal classification in science and technology of standard ninth; -.

Degree: Education, 2012, Saurashtra University

None

References p.244-253 Bibliography p.254-259

Advisors/Committee Members: Joshi, H O.

Subjects/Keywords: Constructivist Learning; Educational; Animal Classification

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APA (6th Edition):

Raval, J. V. (2012). Effectiveness of constructivist approach to the teaching of animal classification in science and technology of standard ninth; -. (Thesis). Saurashtra University. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/4642

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

Chicago Manual of Style (16th Edition):

Raval, Jatin Vijaybhai. “Effectiveness of constructivist approach to the teaching of animal classification in science and technology of standard ninth; -.” 2012. Thesis, Saurashtra University. Accessed January 20, 2020. http://shodhganga.inflibnet.ac.in/handle/10603/4642.

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

MLA Handbook (7th Edition):

Raval, Jatin Vijaybhai. “Effectiveness of constructivist approach to the teaching of animal classification in science and technology of standard ninth; -.” 2012. Web. 20 Jan 2020.

Vancouver:

Raval JV. Effectiveness of constructivist approach to the teaching of animal classification in science and technology of standard ninth; -. [Internet] [Thesis]. Saurashtra University; 2012. [cited 2020 Jan 20]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/4642.

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

Council of Science Editors:

Raval JV. Effectiveness of constructivist approach to the teaching of animal classification in science and technology of standard ninth; -. [Thesis]. Saurashtra University; 2012. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/4642

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

18. Nagalakshmi R. Effectiveness of constructivist approach on students achievement in science Science related attitude science process skills and perception of Nature of science at secondary level; -.

Degree: Education, 2014, Patna University

None

Summary p. 240-260

Advisors/Committee Members: Janakavalli, C.

Subjects/Keywords: Education effectiveness of constructivist approach

Page 1

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APA (6th Edition):

R, N. (2014). Effectiveness of constructivist approach on students achievement in science Science related attitude science process skills and perception of Nature of science at secondary level; -. (Thesis). Patna University. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/21586

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

Chicago Manual of Style (16th Edition):

R, Nagalakshmi. “Effectiveness of constructivist approach on students achievement in science Science related attitude science process skills and perception of Nature of science at secondary level; -.” 2014. Thesis, Patna University. Accessed January 20, 2020. http://shodhganga.inflibnet.ac.in/handle/10603/21586.

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

MLA Handbook (7th Edition):

R, Nagalakshmi. “Effectiveness of constructivist approach on students achievement in science Science related attitude science process skills and perception of Nature of science at secondary level; -.” 2014. Web. 20 Jan 2020.

Vancouver:

R N. Effectiveness of constructivist approach on students achievement in science Science related attitude science process skills and perception of Nature of science at secondary level; -. [Internet] [Thesis]. Patna University; 2014. [cited 2020 Jan 20]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/21586.

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

Council of Science Editors:

R N. Effectiveness of constructivist approach on students achievement in science Science related attitude science process skills and perception of Nature of science at secondary level; -. [Thesis]. Patna University; 2014. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/21586

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


University of Missouri – Columbia

19. Liang, Guodong. Teacher incentive pay programs: characteristics and association with instructional practices.

Degree: 2011, University of Missouri – Columbia

 This dissertation research examined the characteristics of teacher incentive pay programs in the United States. Using the 1999, 2003, and 2007 SASS datasets, this study… (more)

Subjects/Keywords: merit pay; performance incentive; teaching practice; constructivist instruction

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APA (6th Edition):

Liang, G. (2011). Teacher incentive pay programs: characteristics and association with instructional practices. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/14215

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

Chicago Manual of Style (16th Edition):

Liang, Guodong. “Teacher incentive pay programs: characteristics and association with instructional practices.” 2011. Thesis, University of Missouri – Columbia. Accessed January 20, 2020. http://hdl.handle.net/10355/14215.

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

MLA Handbook (7th Edition):

Liang, Guodong. “Teacher incentive pay programs: characteristics and association with instructional practices.” 2011. Web. 20 Jan 2020.

Vancouver:

Liang G. Teacher incentive pay programs: characteristics and association with instructional practices. [Internet] [Thesis]. University of Missouri – Columbia; 2011. [cited 2020 Jan 20]. Available from: http://hdl.handle.net/10355/14215.

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

Council of Science Editors:

Liang G. Teacher incentive pay programs: characteristics and association with instructional practices. [Thesis]. University of Missouri – Columbia; 2011. Available from: http://hdl.handle.net/10355/14215

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


University of Waikato

20. Nguyen, Nhung Hong. The Integration of Constructivist and Sociocultural Learning Principles with ICT in Teaching Physics .

Degree: 2016, University of Waikato

 To fulfil the requirement of nation development and globalisation, Vietnam’s Ministry of Education and Training (MOET) has introduced educational reforms at primary, secondary and tertiary… (more)

Subjects/Keywords: Constructivist; Sociocultural; ICT; Physics; Vietnam; Learning; Education; Tertiary

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APA (6th Edition):

Nguyen, N. H. (2016). The Integration of Constructivist and Sociocultural Learning Principles with ICT in Teaching Physics . (Doctoral Dissertation). University of Waikato. Retrieved from http://hdl.handle.net/10289/9977

Chicago Manual of Style (16th Edition):

Nguyen, Nhung Hong. “The Integration of Constructivist and Sociocultural Learning Principles with ICT in Teaching Physics .” 2016. Doctoral Dissertation, University of Waikato. Accessed January 20, 2020. http://hdl.handle.net/10289/9977.

MLA Handbook (7th Edition):

Nguyen, Nhung Hong. “The Integration of Constructivist and Sociocultural Learning Principles with ICT in Teaching Physics .” 2016. Web. 20 Jan 2020.

Vancouver:

Nguyen NH. The Integration of Constructivist and Sociocultural Learning Principles with ICT in Teaching Physics . [Internet] [Doctoral dissertation]. University of Waikato; 2016. [cited 2020 Jan 20]. Available from: http://hdl.handle.net/10289/9977.

Council of Science Editors:

Nguyen NH. The Integration of Constructivist and Sociocultural Learning Principles with ICT in Teaching Physics . [Doctoral Dissertation]. University of Waikato; 2016. Available from: http://hdl.handle.net/10289/9977


University of South Carolina

21. Mallicoat, Wenndy Dupkoski. A Constructivist Examination of Counselors' Conceptualization of "Sexuality": Implications for Counselor Education.

Degree: PhD, Educational Studies, 2013, University of South Carolina

  Due to the dialectical dilemma between meeting the demands of the managed health care industry through the adherence to the medical model while promoting… (more)

Subjects/Keywords: Education; Educational Methods; constructivist; counseling; counselor; education; sexuality; supervision

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APA (6th Edition):

Mallicoat, W. D. (2013). A Constructivist Examination of Counselors' Conceptualization of "Sexuality": Implications for Counselor Education. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/829

Chicago Manual of Style (16th Edition):

Mallicoat, Wenndy Dupkoski. “A Constructivist Examination of Counselors' Conceptualization of "Sexuality": Implications for Counselor Education.” 2013. Doctoral Dissertation, University of South Carolina. Accessed January 20, 2020. https://scholarcommons.sc.edu/etd/829.

MLA Handbook (7th Edition):

Mallicoat, Wenndy Dupkoski. “A Constructivist Examination of Counselors' Conceptualization of "Sexuality": Implications for Counselor Education.” 2013. Web. 20 Jan 2020.

Vancouver:

Mallicoat WD. A Constructivist Examination of Counselors' Conceptualization of "Sexuality": Implications for Counselor Education. [Internet] [Doctoral dissertation]. University of South Carolina; 2013. [cited 2020 Jan 20]. Available from: https://scholarcommons.sc.edu/etd/829.

Council of Science Editors:

Mallicoat WD. A Constructivist Examination of Counselors' Conceptualization of "Sexuality": Implications for Counselor Education. [Doctoral Dissertation]. University of South Carolina; 2013. Available from: https://scholarcommons.sc.edu/etd/829


University of Southern California

22. Lyons-Moore, Akilah Karene. The intersections of culturally responsive pedagogy and authentic teacher care in creating meaningful academic learning opportunities for students of color.

Degree: EdD, Education (Leadership), 2014, University of Southern California

 Culturally responsive pedagogy and authentic teacher care are designed to help teachers improve the educational experiences and outcomes of students of color. To understand how… (more)

Subjects/Keywords: constructivist; culturally responsive pedagogy; learning; socioculturalist; teacher care; teaching

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APA (6th Edition):

Lyons-Moore, A. K. (2014). The intersections of culturally responsive pedagogy and authentic teacher care in creating meaningful academic learning opportunities for students of color. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/442323/rec/6912

Chicago Manual of Style (16th Edition):

Lyons-Moore, Akilah Karene. “The intersections of culturally responsive pedagogy and authentic teacher care in creating meaningful academic learning opportunities for students of color.” 2014. Doctoral Dissertation, University of Southern California. Accessed January 20, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/442323/rec/6912.

MLA Handbook (7th Edition):

Lyons-Moore, Akilah Karene. “The intersections of culturally responsive pedagogy and authentic teacher care in creating meaningful academic learning opportunities for students of color.” 2014. Web. 20 Jan 2020.

Vancouver:

Lyons-Moore AK. The intersections of culturally responsive pedagogy and authentic teacher care in creating meaningful academic learning opportunities for students of color. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2020 Jan 20]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/442323/rec/6912.

Council of Science Editors:

Lyons-Moore AK. The intersections of culturally responsive pedagogy and authentic teacher care in creating meaningful academic learning opportunities for students of color. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/442323/rec/6912

23. Bous, M.A. From Copenhagen to Copenhagen. The Danish Role in Eastern Enlargement.

Degree: 2015, Universiteit Utrecht

 During the negotiations on Eastern enlargement of the European Union, from 1993 until 2003, Denmark played the role of promotor. First by chairing the European… (more)

Subjects/Keywords: Denmark; Eastern Enlargement; European Union; Constructivist; Rationalist; Schimmelfennig; Foucault

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APA (6th Edition):

Bous, M. A. (2015). From Copenhagen to Copenhagen. The Danish Role in Eastern Enlargement. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/315960

Chicago Manual of Style (16th Edition):

Bous, M A. “From Copenhagen to Copenhagen. The Danish Role in Eastern Enlargement.” 2015. Masters Thesis, Universiteit Utrecht. Accessed January 20, 2020. http://dspace.library.uu.nl:8080/handle/1874/315960.

MLA Handbook (7th Edition):

Bous, M A. “From Copenhagen to Copenhagen. The Danish Role in Eastern Enlargement.” 2015. Web. 20 Jan 2020.

Vancouver:

Bous MA. From Copenhagen to Copenhagen. The Danish Role in Eastern Enlargement. [Internet] [Masters thesis]. Universiteit Utrecht; 2015. [cited 2020 Jan 20]. Available from: http://dspace.library.uu.nl:8080/handle/1874/315960.

Council of Science Editors:

Bous MA. From Copenhagen to Copenhagen. The Danish Role in Eastern Enlargement. [Masters Thesis]. Universiteit Utrecht; 2015. Available from: http://dspace.library.uu.nl:8080/handle/1874/315960


University of Cincinnati

24. STAR, RACHEL PADMA. CONSTRUCTIVIST TEACHING PRACTICES: MIDDLE AND SECONDARY SCHOOL SCIENCE TEACHERS.

Degree: EdD, Education : Curriculum and Instruction, 2005, University of Cincinnati

 The purpose of this study was to examine the instructional practices used by middle and secondary school science teachers from the State of Ohio. Specifically,… (more)

Subjects/Keywords: Constructivist Teaching Practices; Science Teachers

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APA (6th Edition):

STAR, R. P. (2005). CONSTRUCTIVIST TEACHING PRACTICES: MIDDLE AND SECONDARY SCHOOL SCIENCE TEACHERS. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1123797028

Chicago Manual of Style (16th Edition):

STAR, RACHEL PADMA. “CONSTRUCTIVIST TEACHING PRACTICES: MIDDLE AND SECONDARY SCHOOL SCIENCE TEACHERS.” 2005. Doctoral Dissertation, University of Cincinnati. Accessed January 20, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1123797028.

MLA Handbook (7th Edition):

STAR, RACHEL PADMA. “CONSTRUCTIVIST TEACHING PRACTICES: MIDDLE AND SECONDARY SCHOOL SCIENCE TEACHERS.” 2005. Web. 20 Jan 2020.

Vancouver:

STAR RP. CONSTRUCTIVIST TEACHING PRACTICES: MIDDLE AND SECONDARY SCHOOL SCIENCE TEACHERS. [Internet] [Doctoral dissertation]. University of Cincinnati; 2005. [cited 2020 Jan 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1123797028.

Council of Science Editors:

STAR RP. CONSTRUCTIVIST TEACHING PRACTICES: MIDDLE AND SECONDARY SCHOOL SCIENCE TEACHERS. [Doctoral Dissertation]. University of Cincinnati; 2005. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1123797028


Universiteit Utrecht

25. Berg, M.A. van den. Onderwijzen met computers of leren met computers; de samenhang tussen onderwijsopvatting en ICT-toepassingen.

Degree: 2010, Universiteit Utrecht

 Een onderzoek uitgevoerd onder 149 docenten primair en voortgezet onderwijs en 477 leerlingen uit groep 5 tot en met groep 8. Door middel van een… (more)

Subjects/Keywords: Sociale Wetenschappen; Onderwijsopvatting; ict; computergebruik; geslacht; instructivist; constructivist; docent

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APA (6th Edition):

Berg, M. A. v. d. (2010). Onderwijzen met computers of leren met computers; de samenhang tussen onderwijsopvatting en ICT-toepassingen. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/188390

Chicago Manual of Style (16th Edition):

Berg, M A van den. “Onderwijzen met computers of leren met computers; de samenhang tussen onderwijsopvatting en ICT-toepassingen.” 2010. Masters Thesis, Universiteit Utrecht. Accessed January 20, 2020. http://dspace.library.uu.nl:8080/handle/1874/188390.

MLA Handbook (7th Edition):

Berg, M A van den. “Onderwijzen met computers of leren met computers; de samenhang tussen onderwijsopvatting en ICT-toepassingen.” 2010. Web. 20 Jan 2020.

Vancouver:

Berg MAvd. Onderwijzen met computers of leren met computers; de samenhang tussen onderwijsopvatting en ICT-toepassingen. [Internet] [Masters thesis]. Universiteit Utrecht; 2010. [cited 2020 Jan 20]. Available from: http://dspace.library.uu.nl:8080/handle/1874/188390.

Council of Science Editors:

Berg MAvd. Onderwijzen met computers of leren met computers; de samenhang tussen onderwijsopvatting en ICT-toepassingen. [Masters Thesis]. Universiteit Utrecht; 2010. Available from: http://dspace.library.uu.nl:8080/handle/1874/188390


Louisiana State University

26. Broussard, Michaelyn. A Quantitative Study Using Constructist Learning Activities to Connect Biology Concepts to Local Environmental Issues in a Non-Major Introductory College Biology Course.

Degree: PhD, Education, 2015, Louisiana State University

 Among the general population, there has continued to be a struggle to improve environmental literacy with the knowledge, attitude, and awareness of basic environmental issues… (more)

Subjects/Keywords: non-major biology college student; constructivist; environmental education

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APA (6th Edition):

Broussard, M. (2015). A Quantitative Study Using Constructist Learning Activities to Connect Biology Concepts to Local Environmental Issues in a Non-Major Introductory College Biology Course. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-12232015-081725 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1862

Chicago Manual of Style (16th Edition):

Broussard, Michaelyn. “A Quantitative Study Using Constructist Learning Activities to Connect Biology Concepts to Local Environmental Issues in a Non-Major Introductory College Biology Course.” 2015. Doctoral Dissertation, Louisiana State University. Accessed January 20, 2020. etd-12232015-081725 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1862.

MLA Handbook (7th Edition):

Broussard, Michaelyn. “A Quantitative Study Using Constructist Learning Activities to Connect Biology Concepts to Local Environmental Issues in a Non-Major Introductory College Biology Course.” 2015. Web. 20 Jan 2020.

Vancouver:

Broussard M. A Quantitative Study Using Constructist Learning Activities to Connect Biology Concepts to Local Environmental Issues in a Non-Major Introductory College Biology Course. [Internet] [Doctoral dissertation]. Louisiana State University; 2015. [cited 2020 Jan 20]. Available from: etd-12232015-081725 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1862.

Council of Science Editors:

Broussard M. A Quantitative Study Using Constructist Learning Activities to Connect Biology Concepts to Local Environmental Issues in a Non-Major Introductory College Biology Course. [Doctoral Dissertation]. Louisiana State University; 2015. Available from: etd-12232015-081725 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1862


University of California – Berkeley

27. Kempkey, Julia. Creating a Technology-Enabled Practice: Integrating Technology through Collaborative Professional Development.

Degree: Educational Leadership, 2016, University of California – Berkeley

 Technology has transformed our world, however; it has yet to revolutionize our schools. When teachers integrate technology effectively into their classroom practice, they provide students… (more)

Subjects/Keywords: Educational technology; Collaborative; Constructivist; Professional Development; Student Centered; Student Devices; Technology

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APA (6th Edition):

Kempkey, J. (2016). Creating a Technology-Enabled Practice: Integrating Technology through Collaborative Professional Development. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/4jf5b2c3

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

Chicago Manual of Style (16th Edition):

Kempkey, Julia. “Creating a Technology-Enabled Practice: Integrating Technology through Collaborative Professional Development.” 2016. Thesis, University of California – Berkeley. Accessed January 20, 2020. http://www.escholarship.org/uc/item/4jf5b2c3.

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

MLA Handbook (7th Edition):

Kempkey, Julia. “Creating a Technology-Enabled Practice: Integrating Technology through Collaborative Professional Development.” 2016. Web. 20 Jan 2020.

Vancouver:

Kempkey J. Creating a Technology-Enabled Practice: Integrating Technology through Collaborative Professional Development. [Internet] [Thesis]. University of California – Berkeley; 2016. [cited 2020 Jan 20]. Available from: http://www.escholarship.org/uc/item/4jf5b2c3.

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

Council of Science Editors:

Kempkey J. Creating a Technology-Enabled Practice: Integrating Technology through Collaborative Professional Development. [Thesis]. University of California – Berkeley; 2016. Available from: http://www.escholarship.org/uc/item/4jf5b2c3

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


UCLA

28. Hill, Andrew Jefferson. Social Learning in Massive Open Online Courses: An Analysis of Pedagogical Implications and Students' Learning Experiences.

Degree: Education, 2015, UCLA

 Massive Open Online Courses (MOOCs) are a relatively new form of online education which allow a single instructor to teach tens of thousands of enrolled… (more)

Subjects/Keywords: Education; Educational technology; Constructivist; Interaction; Learning; MOOC; Online; Social Learning

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APA (6th Edition):

Hill, A. J. (2015). Social Learning in Massive Open Online Courses: An Analysis of Pedagogical Implications and Students' Learning Experiences. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/6qr7p6rq

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

Chicago Manual of Style (16th Edition):

Hill, Andrew Jefferson. “Social Learning in Massive Open Online Courses: An Analysis of Pedagogical Implications and Students' Learning Experiences.” 2015. Thesis, UCLA. Accessed January 20, 2020. http://www.escholarship.org/uc/item/6qr7p6rq.

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

MLA Handbook (7th Edition):

Hill, Andrew Jefferson. “Social Learning in Massive Open Online Courses: An Analysis of Pedagogical Implications and Students' Learning Experiences.” 2015. Web. 20 Jan 2020.

Vancouver:

Hill AJ. Social Learning in Massive Open Online Courses: An Analysis of Pedagogical Implications and Students' Learning Experiences. [Internet] [Thesis]. UCLA; 2015. [cited 2020 Jan 20]. Available from: http://www.escholarship.org/uc/item/6qr7p6rq.

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

Council of Science Editors:

Hill AJ. Social Learning in Massive Open Online Courses: An Analysis of Pedagogical Implications and Students' Learning Experiences. [Thesis]. UCLA; 2015. Available from: http://www.escholarship.org/uc/item/6qr7p6rq

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


Universidade do Minho

29. Monteiro, Alexandra Patrocínio. Educar para os valores através da literatura infantil: projeto de intervenção pedagógica em duas escolas de 1.º e 2.º Ciclos do Ensino Básico em Braga .

Degree: 2017, Universidade do Minho

 Este relatório de estágio documenta um projeto de intervenção pedagógica realizado no 1.º e no 2.º ciclo, com uma turma mista do 1.º e 4.ºanos… (more)

Subjects/Keywords: Multiculturalismo; Intervenção; Pedagógica; Educar; Construtivista; Multiculturalism; Intervention; Pedagogical; Educate; Constructivist

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

APA (6th Edition):

Monteiro, A. P. (2017). Educar para os valores através da literatura infantil: projeto de intervenção pedagógica em duas escolas de 1.º e 2.º Ciclos do Ensino Básico em Braga . (Masters Thesis). Universidade do Minho. Retrieved from http://hdl.handle.net/1822/57252

Chicago Manual of Style (16th Edition):

Monteiro, Alexandra Patrocínio. “Educar para os valores através da literatura infantil: projeto de intervenção pedagógica em duas escolas de 1.º e 2.º Ciclos do Ensino Básico em Braga .” 2017. Masters Thesis, Universidade do Minho. Accessed January 20, 2020. http://hdl.handle.net/1822/57252.

MLA Handbook (7th Edition):

Monteiro, Alexandra Patrocínio. “Educar para os valores através da literatura infantil: projeto de intervenção pedagógica em duas escolas de 1.º e 2.º Ciclos do Ensino Básico em Braga .” 2017. Web. 20 Jan 2020.

Vancouver:

Monteiro AP. Educar para os valores através da literatura infantil: projeto de intervenção pedagógica em duas escolas de 1.º e 2.º Ciclos do Ensino Básico em Braga . [Internet] [Masters thesis]. Universidade do Minho; 2017. [cited 2020 Jan 20]. Available from: http://hdl.handle.net/1822/57252.

Council of Science Editors:

Monteiro AP. Educar para os valores através da literatura infantil: projeto de intervenção pedagógica em duas escolas de 1.º e 2.º Ciclos do Ensino Básico em Braga . [Masters Thesis]. Universidade do Minho; 2017. Available from: http://hdl.handle.net/1822/57252


University of Western Ontario

30. Stephenson, Daryl W. H. Factors that contribute to the process of reporting concussion symptoms experienced by Canadian Football League players.

Degree: 2018, University of Western Ontario

 Background: Concussions continue to be at the forefront of research today and are still an ongoing problem for athletes across sporting domains. Further investigation is… (more)

Subjects/Keywords: concussions; qualitative; underreporting; constructivist grounded theory; Sports Studies

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

APA (6th Edition):

Stephenson, D. W. H. (2018). Factors that contribute to the process of reporting concussion symptoms experienced by Canadian Football League players. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/5895

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

Chicago Manual of Style (16th Edition):

Stephenson, Daryl W H. “Factors that contribute to the process of reporting concussion symptoms experienced by Canadian Football League players.” 2018. Thesis, University of Western Ontario. Accessed January 20, 2020. https://ir.lib.uwo.ca/etd/5895.

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

MLA Handbook (7th Edition):

Stephenson, Daryl W H. “Factors that contribute to the process of reporting concussion symptoms experienced by Canadian Football League players.” 2018. Web. 20 Jan 2020.

Vancouver:

Stephenson DWH. Factors that contribute to the process of reporting concussion symptoms experienced by Canadian Football League players. [Internet] [Thesis]. University of Western Ontario; 2018. [cited 2020 Jan 20]. Available from: https://ir.lib.uwo.ca/etd/5895.

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

Council of Science Editors:

Stephenson DWH. Factors that contribute to the process of reporting concussion symptoms experienced by Canadian Football League players. [Thesis]. University of Western Ontario; 2018. Available from: https://ir.lib.uwo.ca/etd/5895

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

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