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You searched for subject:(higher level thinking). Showing records 1 – 10 of 10 total matches.

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1. Foot, Vanessa Lauren. Judging Credibility: Can Spaced Lessons Help Students Think More Critically Online?.

Degree: MA -MA, Psychology (Functional Area: Developmental Science), 2016, York University

 Despite its prevalence in the psychological literature, the spacing effect has not yet been fully explored in real-world classroom settings using curriculum-based material. The current… (more)

Subjects/Keywords: Developmental psychology; Spacing effect; Classroom; Critical thinking; Credibility; Higher-level thinking

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

APA (6th Edition):

Foot, V. L. (2016). Judging Credibility: Can Spaced Lessons Help Students Think More Critically Online?. (Masters Thesis). York University. Retrieved from http://hdl.handle.net/10315/32772

Chicago Manual of Style (16th Edition):

Foot, Vanessa Lauren. “Judging Credibility: Can Spaced Lessons Help Students Think More Critically Online?.” 2016. Masters Thesis, York University. Accessed August 15, 2020. http://hdl.handle.net/10315/32772.

MLA Handbook (7th Edition):

Foot, Vanessa Lauren. “Judging Credibility: Can Spaced Lessons Help Students Think More Critically Online?.” 2016. Web. 15 Aug 2020.

Vancouver:

Foot VL. Judging Credibility: Can Spaced Lessons Help Students Think More Critically Online?. [Internet] [Masters thesis]. York University; 2016. [cited 2020 Aug 15]. Available from: http://hdl.handle.net/10315/32772.

Council of Science Editors:

Foot VL. Judging Credibility: Can Spaced Lessons Help Students Think More Critically Online?. [Masters Thesis]. York University; 2016. Available from: http://hdl.handle.net/10315/32772


Georgia State University

2. Owen, Laura. Developing an Integrated High School Art Curriculum.

Degree: MAEd, Art and Design, 2015, Georgia State University

  This study discusses the benefits of interdisciplinary instruction in high schools. Interdisciplinary instruction is mainly seen at the primary level. There is also some… (more)

Subjects/Keywords: interdisciplinary; literacy; visual arts; thematic; higher level thinking; deeper cognitive learning

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APA (6th Edition):

Owen, L. (2015). Developing an Integrated High School Art Curriculum. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/art_design_theses/193

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):

Owen, Laura. “Developing an Integrated High School Art Curriculum.” 2015. Thesis, Georgia State University. Accessed August 15, 2020. https://scholarworks.gsu.edu/art_design_theses/193.

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

MLA Handbook (7th Edition):

Owen, Laura. “Developing an Integrated High School Art Curriculum.” 2015. Web. 15 Aug 2020.

Vancouver:

Owen L. Developing an Integrated High School Art Curriculum. [Internet] [Thesis]. Georgia State University; 2015. [cited 2020 Aug 15]. Available from: https://scholarworks.gsu.edu/art_design_theses/193.

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

Council of Science Editors:

Owen L. Developing an Integrated High School Art Curriculum. [Thesis]. Georgia State University; 2015. Available from: https://scholarworks.gsu.edu/art_design_theses/193

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


University of Bridgeport

3. Lawrence, Shalane N. The Influence of a Transition Framework on College-Level Preparation Strategies Used in University Business Schools: A Case Study .

Degree: 2019, University of Bridgeport

 The 21st century ushered in changes regarding how people conduct business across the globe and what businesses need from their employees. The extent to which… (more)

Subjects/Keywords: 21st century workforce; Business school; College-level preparation; Higher education; Systems-thinking; Transition

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APA (6th Edition):

Lawrence, S. N. (2019). The Influence of a Transition Framework on College-Level Preparation Strategies Used in University Business Schools: A Case Study . (Thesis). University of Bridgeport. Retrieved from https://scholarworks.bridgeport.edu/xmlui/handle/123456789/4274

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):

Lawrence, Shalane N. “The Influence of a Transition Framework on College-Level Preparation Strategies Used in University Business Schools: A Case Study .” 2019. Thesis, University of Bridgeport. Accessed August 15, 2020. https://scholarworks.bridgeport.edu/xmlui/handle/123456789/4274.

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

MLA Handbook (7th Edition):

Lawrence, Shalane N. “The Influence of a Transition Framework on College-Level Preparation Strategies Used in University Business Schools: A Case Study .” 2019. Web. 15 Aug 2020.

Vancouver:

Lawrence SN. The Influence of a Transition Framework on College-Level Preparation Strategies Used in University Business Schools: A Case Study . [Internet] [Thesis]. University of Bridgeport; 2019. [cited 2020 Aug 15]. Available from: https://scholarworks.bridgeport.edu/xmlui/handle/123456789/4274.

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

Council of Science Editors:

Lawrence SN. The Influence of a Transition Framework on College-Level Preparation Strategies Used in University Business Schools: A Case Study . [Thesis]. University of Bridgeport; 2019. Available from: https://scholarworks.bridgeport.edu/xmlui/handle/123456789/4274

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

4. Markowitz, Eliz A. Personality Characteristics and the Nature of Standardized Test Score Interventions.

Degree: EdD, Curriculum and Instruction, 2017, University of Houston

 While standardized tests (STs) intend to measure student achievement, the success of the test preparation industry calls the claim into question. The goal of test… (more)

Subjects/Keywords: Standardized testing; Standardized tests; Standardized test scores; Score improvement; Test-preparation industry; Test-preparation techniques; Technique-based intervention; Content-based intervention; Personality characteristics; Lower-level thinking skills; Higher-level thinking skills

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APA (6th Edition):

Markowitz, E. A. (2017). Personality Characteristics and the Nature of Standardized Test Score Interventions. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1873

Chicago Manual of Style (16th Edition):

Markowitz, Eliz A. “Personality Characteristics and the Nature of Standardized Test Score Interventions.” 2017. Doctoral Dissertation, University of Houston. Accessed August 15, 2020. http://hdl.handle.net/10657/1873.

MLA Handbook (7th Edition):

Markowitz, Eliz A. “Personality Characteristics and the Nature of Standardized Test Score Interventions.” 2017. Web. 15 Aug 2020.

Vancouver:

Markowitz EA. Personality Characteristics and the Nature of Standardized Test Score Interventions. [Internet] [Doctoral dissertation]. University of Houston; 2017. [cited 2020 Aug 15]. Available from: http://hdl.handle.net/10657/1873.

Council of Science Editors:

Markowitz EA. Personality Characteristics and the Nature of Standardized Test Score Interventions. [Doctoral Dissertation]. University of Houston; 2017. Available from: http://hdl.handle.net/10657/1873

5. Giannimara, Reni. Δυνατότητες αξιοποίησης των διαδικτυακών παιχνιδιών Gettygames στη διδασκαλία των εικαστικών στην ΣΤ΄ τάξη του ελληνικού δημοτικού.

Degree: 2014, Athens School of Fine Arts (ASFA); Ανωτάτη Σχολή Καλών Τεχνών (ΑΣΚΤ)

The objective of this research was to study the educational possibilities of using an educational game, namely, the online Gettygames game, as a tool for… (more)

Subjects/Keywords: Διαδικτυακά παιχνίδια Gettygames; Εκπαιδευτικά παιχνίδια; Εικαστικά δημοτικού; Mαθησιακό περιβάλλον; Aνώτερου επιπέδου δεξιότητες σκέψης; Gettygames online games; Educational games; Art education in primary school; Learning environment; Higher level thinking skills

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

APA (6th Edition):

Giannimara, R. (2014). Δυνατότητες αξιοποίησης των διαδικτυακών παιχνιδιών Gettygames στη διδασκαλία των εικαστικών στην ΣΤ΄ τάξη του ελληνικού δημοτικού. (Thesis). Athens School of Fine Arts (ASFA); Ανωτάτη Σχολή Καλών Τεχνών (ΑΣΚΤ). Retrieved from http://hdl.handle.net/10442/hedi/38734

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):

Giannimara, Reni. “Δυνατότητες αξιοποίησης των διαδικτυακών παιχνιδιών Gettygames στη διδασκαλία των εικαστικών στην ΣΤ΄ τάξη του ελληνικού δημοτικού.” 2014. Thesis, Athens School of Fine Arts (ASFA); Ανωτάτη Σχολή Καλών Τεχνών (ΑΣΚΤ). Accessed August 15, 2020. http://hdl.handle.net/10442/hedi/38734.

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

MLA Handbook (7th Edition):

Giannimara, Reni. “Δυνατότητες αξιοποίησης των διαδικτυακών παιχνιδιών Gettygames στη διδασκαλία των εικαστικών στην ΣΤ΄ τάξη του ελληνικού δημοτικού.” 2014. Web. 15 Aug 2020.

Vancouver:

Giannimara R. Δυνατότητες αξιοποίησης των διαδικτυακών παιχνιδιών Gettygames στη διδασκαλία των εικαστικών στην ΣΤ΄ τάξη του ελληνικού δημοτικού. [Internet] [Thesis]. Athens School of Fine Arts (ASFA); Ανωτάτη Σχολή Καλών Τεχνών (ΑΣΚΤ); 2014. [cited 2020 Aug 15]. Available from: http://hdl.handle.net/10442/hedi/38734.

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

Council of Science Editors:

Giannimara R. Δυνατότητες αξιοποίησης των διαδικτυακών παιχνιδιών Gettygames στη διδασκαλία των εικαστικών στην ΣΤ΄ τάξη του ελληνικού δημοτικού. [Thesis]. Athens School of Fine Arts (ASFA); Ανωτάτη Σχολή Καλών Τεχνών (ΑΣΚΤ); 2014. Available from: http://hdl.handle.net/10442/hedi/38734

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


North-West University

6. Kok, Illasha. Vraagstelling as effektiewe onderrigleervaardigheid om leerders se hoërorde-denke in die natuurwetenskappe-leerarea te ontwikkel / Illasha Kok .

Degree: 2007, North-West University

 Purpose: The purpose of the study is to determine if questioning can be used as an effective teaching and learning skill to develop learners' higher(more)

Subjects/Keywords: Questioning; Questioning skills; Learning strategies; Teaching strategies; Teaching methods; Teaching skills; Learning skills; Thinking; Thinking strategies; Higher- and lower-level thinking; Thinking skills; Critical thinking; Meta-cognitive; Natural sciences

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APA (6th Edition):

Kok, I. (2007). Vraagstelling as effektiewe onderrigleervaardigheid om leerders se hoërorde-denke in die natuurwetenskappe-leerarea te ontwikkel / Illasha Kok . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/1544

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):

Kok, Illasha. “Vraagstelling as effektiewe onderrigleervaardigheid om leerders se hoërorde-denke in die natuurwetenskappe-leerarea te ontwikkel / Illasha Kok .” 2007. Thesis, North-West University. Accessed August 15, 2020. http://hdl.handle.net/10394/1544.

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

MLA Handbook (7th Edition):

Kok, Illasha. “Vraagstelling as effektiewe onderrigleervaardigheid om leerders se hoërorde-denke in die natuurwetenskappe-leerarea te ontwikkel / Illasha Kok .” 2007. Web. 15 Aug 2020.

Vancouver:

Kok I. Vraagstelling as effektiewe onderrigleervaardigheid om leerders se hoërorde-denke in die natuurwetenskappe-leerarea te ontwikkel / Illasha Kok . [Internet] [Thesis]. North-West University; 2007. [cited 2020 Aug 15]. Available from: http://hdl.handle.net/10394/1544.

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

Council of Science Editors:

Kok I. Vraagstelling as effektiewe onderrigleervaardigheid om leerders se hoërorde-denke in die natuurwetenskappe-leerarea te ontwikkel / Illasha Kok . [Thesis]. North-West University; 2007. Available from: http://hdl.handle.net/10394/1544

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

7. Graham, Rumi Y. A Multiple Case Study Exploration of Undergraduate Subject Searching.

Degree: 2011, University of Toronto

Subject searching—seeking information with a subject or topic in mind—is often involved in carrying out undergraduate assignments such as term papers and research reports. It… (more)

Subjects/Keywords: subject searching; information literacy; higher order thinking; upper level undergraduate students; Dean's Honour List students; 0399

…working within their chosen fields of expertise to apply higher order thinking regularly when… …and higher order thinking suggestive of those demonstrated by domain and search experts… …study participants’ subject searching processes evinced the kind of higher order thinking… …156 Criteria For Advanced Thinking Relating to Subject Searching… …159 ANZIIL and Relational Model Correspondences to Themes in Advanced Thinking ...... 233… 

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APA (6th Edition):

Graham, R. Y. (2011). A Multiple Case Study Exploration of Undergraduate Subject Searching. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/29732

Chicago Manual of Style (16th Edition):

Graham, Rumi Y. “A Multiple Case Study Exploration of Undergraduate Subject Searching.” 2011. Doctoral Dissertation, University of Toronto. Accessed August 15, 2020. http://hdl.handle.net/1807/29732.

MLA Handbook (7th Edition):

Graham, Rumi Y. “A Multiple Case Study Exploration of Undergraduate Subject Searching.” 2011. Web. 15 Aug 2020.

Vancouver:

Graham RY. A Multiple Case Study Exploration of Undergraduate Subject Searching. [Internet] [Doctoral dissertation]. University of Toronto; 2011. [cited 2020 Aug 15]. Available from: http://hdl.handle.net/1807/29732.

Council of Science Editors:

Graham RY. A Multiple Case Study Exploration of Undergraduate Subject Searching. [Doctoral Dissertation]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/29732


Virginia Tech

8. Ball, James D. Maryland Community College Academic Deans and Department Chair Perceptions of Higher-Order Skill Proficiencies for Associate Degree Completers.

Degree: EdD, Educational Leadership and Policy Studies, 1998, Virginia Tech

 The SCANS report issued in 1990 brought national attention to concerns about lagging competencies of US workers and their lack of preparedness for the high-performance… (more)

Subjects/Keywords: technology skills; interpersonal skills; communication skills; thinking skills; learning skills; workforce preparation; school-to-work; SKANS; higher-order skills; Maryland commnuity colleges; community college; college-level competencies

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APA (6th Edition):

Ball, J. D. (1998). Maryland Community College Academic Deans and Department Chair Perceptions of Higher-Order Skill Proficiencies for Associate Degree Completers. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27179

Chicago Manual of Style (16th Edition):

Ball, James D. “Maryland Community College Academic Deans and Department Chair Perceptions of Higher-Order Skill Proficiencies for Associate Degree Completers.” 1998. Doctoral Dissertation, Virginia Tech. Accessed August 15, 2020. http://hdl.handle.net/10919/27179.

MLA Handbook (7th Edition):

Ball, James D. “Maryland Community College Academic Deans and Department Chair Perceptions of Higher-Order Skill Proficiencies for Associate Degree Completers.” 1998. Web. 15 Aug 2020.

Vancouver:

Ball JD. Maryland Community College Academic Deans and Department Chair Perceptions of Higher-Order Skill Proficiencies for Associate Degree Completers. [Internet] [Doctoral dissertation]. Virginia Tech; 1998. [cited 2020 Aug 15]. Available from: http://hdl.handle.net/10919/27179.

Council of Science Editors:

Ball JD. Maryland Community College Academic Deans and Department Chair Perceptions of Higher-Order Skill Proficiencies for Associate Degree Completers. [Doctoral Dissertation]. Virginia Tech; 1998. Available from: http://hdl.handle.net/10919/27179

9. Hoch, Mary L. Talking To Learn: A Formative Experiment On Constructing Meaning Though Collaborative Classroom Interactions.

Degree: EdD Doctor of Education, Reading and Language, 2015, National-Louis University

  As a result of reform efforts, national standards and assessments set the stage for teaching and learning in many classrooms. This establishes a particular… (more)

Subjects/Keywords: discussion groups; comprehension; collaborative classroom interactions; formative experiment design; talk and learning; higher level thinking; Curriculum and Instruction; Education; Educational Assessment, Evaluation, and Research; Other Education

…her classroom and whether or not she tries to focus on higher-level thinking questions. This… …higher level thinking skills required by increasingly complex texts. As teachers begin to… …help students delve into the higher level thinking required to construct meaning of complex… …perspective. One factor that contributes to success in reading is the acquisition of higher-level… …higher order thinking, but I’m going to focus more on being able to read. 2 This response… 

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APA (6th Edition):

Hoch, M. L. (2015). Talking To Learn: A Formative Experiment On Constructing Meaning Though Collaborative Classroom Interactions. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/116

Chicago Manual of Style (16th Edition):

Hoch, Mary L. “Talking To Learn: A Formative Experiment On Constructing Meaning Though Collaborative Classroom Interactions.” 2015. Doctoral Dissertation, National-Louis University. Accessed August 15, 2020. http://digitalcommons.nl.edu/diss/116.

MLA Handbook (7th Edition):

Hoch, Mary L. “Talking To Learn: A Formative Experiment On Constructing Meaning Though Collaborative Classroom Interactions.” 2015. Web. 15 Aug 2020.

Vancouver:

Hoch ML. Talking To Learn: A Formative Experiment On Constructing Meaning Though Collaborative Classroom Interactions. [Internet] [Doctoral dissertation]. National-Louis University; 2015. [cited 2020 Aug 15]. Available from: http://digitalcommons.nl.edu/diss/116.

Council of Science Editors:

Hoch ML. Talking To Learn: A Formative Experiment On Constructing Meaning Though Collaborative Classroom Interactions. [Doctoral Dissertation]. National-Louis University; 2015. Available from: http://digitalcommons.nl.edu/diss/116

10. Ayyavoo, Gabriel Roman. Using Online Pedagogy to Explore Student Experiences of Science-technology-society-environment (STSE) Issues in a Secondary Science Classroom.

Degree: 2013, University of Toronto

With the proliferation of 21st century educational technologies, science teaching and learning with digitally acclimatized learners in secondary science education can be realized through an… (more)

Subjects/Keywords: Online Pedagogy; STSE (Science Technology Society Environment; Secondary Science; Secondary Physics; Online STSE-based discussions; Practical Inquiry (P.I.) Model; Cognitive Presence; Teacher Presence; Community of Inquiry (CoI); Higher Order thinking; Issues based education; Reflective thinking skills; Digital Immigrant; Threaded text-based Postings patterns; socio-political-ethical issues; level of cognitive presence; Phases of the P.I. Model; Benefits and challenges of STSE online; Blended online/offline teaching; Asynchronous STSE-based discussions; Effective online communications; Blended online STSE Model for High school science; Reflective thinking in STSE issues; STSE-issues Based Analysis Model; Female students; 21st century learners; Use of Green Energy; Time to Think and reflect; Social Presence; Increased social peer compliments; positive social interaction; nurtures online community; Teacher's Moderator role; catalyst for learning; 0727; 0714; 0533

…Reflective Thinking Indicators (Descriptors) ..102 Table 5.1 Macro-level… …skills. Newmann (1990) defines higher order thinking skills as those that “challenge… …Figure 7.1. Online Discussion Rubric …230 Figure 7.2. Reflective Thinking in… …scientific knowledge and the critical thinking skills needed to negotiate socially-laden issues in… …thinking through dialogue, discussion, debates, and argumentation (Sadler, 2009; Zeidler… 

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

APA (6th Edition):

Ayyavoo, G. R. (2013). Using Online Pedagogy to Explore Student Experiences of Science-technology-society-environment (STSE) Issues in a Secondary Science Classroom. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/35769

Chicago Manual of Style (16th Edition):

Ayyavoo, Gabriel Roman. “Using Online Pedagogy to Explore Student Experiences of Science-technology-society-environment (STSE) Issues in a Secondary Science Classroom.” 2013. Doctoral Dissertation, University of Toronto. Accessed August 15, 2020. http://hdl.handle.net/1807/35769.

MLA Handbook (7th Edition):

Ayyavoo, Gabriel Roman. “Using Online Pedagogy to Explore Student Experiences of Science-technology-society-environment (STSE) Issues in a Secondary Science Classroom.” 2013. Web. 15 Aug 2020.

Vancouver:

Ayyavoo GR. Using Online Pedagogy to Explore Student Experiences of Science-technology-society-environment (STSE) Issues in a Secondary Science Classroom. [Internet] [Doctoral dissertation]. University of Toronto; 2013. [cited 2020 Aug 15]. Available from: http://hdl.handle.net/1807/35769.

Council of Science Editors:

Ayyavoo GR. Using Online Pedagogy to Explore Student Experiences of Science-technology-society-environment (STSE) Issues in a Secondary Science Classroom. [Doctoral Dissertation]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/35769

.