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You searched for subject:(immediacy). Showing records 1 – 30 of 99 total matches.

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1. Vegari, Amy N. Violence, Immediately: Representation and Materiality in Coetzee, Ellis, Cooper, Beckett, Godard, and Noé.

Degree: PhD, Comparative Literature, 2008, Brown University

 This dissertation studies the way in which violent scenes come to structure entire works of fiction and cinema during the late twentieth and early twenty-first… (more)

Subjects/Keywords: immediacy

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APA (6th Edition):

Vegari, A. N. (2008). Violence, Immediately: Representation and Materiality in Coetzee, Ellis, Cooper, Beckett, Godard, and Noé. (Doctoral Dissertation). Brown University. Retrieved from https://repository.library.brown.edu/studio/item/bdr:302/

Chicago Manual of Style (16th Edition):

Vegari, Amy N. “Violence, Immediately: Representation and Materiality in Coetzee, Ellis, Cooper, Beckett, Godard, and Noé.” 2008. Doctoral Dissertation, Brown University. Accessed April 19, 2019. https://repository.library.brown.edu/studio/item/bdr:302/.

MLA Handbook (7th Edition):

Vegari, Amy N. “Violence, Immediately: Representation and Materiality in Coetzee, Ellis, Cooper, Beckett, Godard, and Noé.” 2008. Web. 19 Apr 2019.

Vancouver:

Vegari AN. Violence, Immediately: Representation and Materiality in Coetzee, Ellis, Cooper, Beckett, Godard, and Noé. [Internet] [Doctoral dissertation]. Brown University; 2008. [cited 2019 Apr 19]. Available from: https://repository.library.brown.edu/studio/item/bdr:302/.

Council of Science Editors:

Vegari AN. Violence, Immediately: Representation and Materiality in Coetzee, Ellis, Cooper, Beckett, Godard, and Noé. [Doctoral Dissertation]. Brown University; 2008. Available from: https://repository.library.brown.edu/studio/item/bdr:302/

2. Fordham, Wayne. The Theory and Practice of the Sense of Immediacy in Fiction.

Degree: 1970, North Texas State University

 The purpose of this essay is to examine the sense of immediacy in fiction, i.e., the sense that the story is unfolding before one's eyes;… (more)

Subjects/Keywords: fiction; immediacy

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APA (6th Edition):

Fordham, W. (1970). The Theory and Practice of the Sense of Immediacy in Fiction. (Thesis). North Texas State University. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc163968/

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):

Fordham, Wayne. “The Theory and Practice of the Sense of Immediacy in Fiction.” 1970. Thesis, North Texas State University. Accessed April 19, 2019. https://digital.library.unt.edu/ark:/67531/metadc163968/.

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

MLA Handbook (7th Edition):

Fordham, Wayne. “The Theory and Practice of the Sense of Immediacy in Fiction.” 1970. Web. 19 Apr 2019.

Vancouver:

Fordham W. The Theory and Practice of the Sense of Immediacy in Fiction. [Internet] [Thesis]. North Texas State University; 1970. [cited 2019 Apr 19]. Available from: https://digital.library.unt.edu/ark:/67531/metadc163968/.

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

Council of Science Editors:

Fordham W. The Theory and Practice of the Sense of Immediacy in Fiction. [Thesis]. North Texas State University; 1970. Available from: https://digital.library.unt.edu/ark:/67531/metadc163968/

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


University of Central Florida

3. Kalish, Sabrina. Effects Of Instructor Immediacy And Student Need For Cognition On Student Motivation And Perceptions Of Learning.

Degree: 2009, University of Central Florida

 This study built on previous literature linking instructor immediacy, student motivation, and student learning. The purpose of this research was to examine main and interaction… (more)

Subjects/Keywords: Immediacy; motivation; learning; Communication

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APA (6th Edition):

Kalish, S. (2009). Effects Of Instructor Immediacy And Student Need For Cognition On Student Motivation And Perceptions Of Learning. (Masters Thesis). University of Central Florida. Retrieved from http://stars.library.ucf.edu/etd/4163

Chicago Manual of Style (16th Edition):

Kalish, Sabrina. “Effects Of Instructor Immediacy And Student Need For Cognition On Student Motivation And Perceptions Of Learning.” 2009. Masters Thesis, University of Central Florida. Accessed April 19, 2019. http://stars.library.ucf.edu/etd/4163.

MLA Handbook (7th Edition):

Kalish, Sabrina. “Effects Of Instructor Immediacy And Student Need For Cognition On Student Motivation And Perceptions Of Learning.” 2009. Web. 19 Apr 2019.

Vancouver:

Kalish S. Effects Of Instructor Immediacy And Student Need For Cognition On Student Motivation And Perceptions Of Learning. [Internet] [Masters thesis]. University of Central Florida; 2009. [cited 2019 Apr 19]. Available from: http://stars.library.ucf.edu/etd/4163.

Council of Science Editors:

Kalish S. Effects Of Instructor Immediacy And Student Need For Cognition On Student Motivation And Perceptions Of Learning. [Masters Thesis]. University of Central Florida; 2009. Available from: http://stars.library.ucf.edu/etd/4163


Brigham Young University

4. Hill, Karen D. The Personal Characteristics and Pedgagogical Styles of Effective Abstinence Education Instructors.

Degree: MS, 2012, Brigham Young University

 The purpose of this study was to explore the personal characteristics and pedagogical styles of effective abstinence instructors. Abstinence instructors receive regular training and evaluation… (more)

Subjects/Keywords: abstinence educators; teacher immediacy; Sociology

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APA (6th Edition):

Hill, K. D. (2012). The Personal Characteristics and Pedgagogical Styles of Effective Abstinence Education Instructors. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4236&context=etd

Chicago Manual of Style (16th Edition):

Hill, Karen D. “The Personal Characteristics and Pedgagogical Styles of Effective Abstinence Education Instructors.” 2012. Masters Thesis, Brigham Young University. Accessed April 19, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4236&context=etd.

MLA Handbook (7th Edition):

Hill, Karen D. “The Personal Characteristics and Pedgagogical Styles of Effective Abstinence Education Instructors.” 2012. Web. 19 Apr 2019.

Vancouver:

Hill KD. The Personal Characteristics and Pedgagogical Styles of Effective Abstinence Education Instructors. [Internet] [Masters thesis]. Brigham Young University; 2012. [cited 2019 Apr 19]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4236&context=etd.

Council of Science Editors:

Hill KD. The Personal Characteristics and Pedgagogical Styles of Effective Abstinence Education Instructors. [Masters Thesis]. Brigham Young University; 2012. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4236&context=etd


Boise State University

5. Saba, Anthony Charles. Student Perceptions of Instructor Immediacy in Online Program Courses.

Degree: 2018, Boise State University

 The first online course was taught over 30 years ago. Over that time, instructors have primarily used text-based asynchronous communication in the online courses they… (more)

Subjects/Keywords: immediacy behaviors; immediacy cues; verbal immediacy; non-verbal immediacy; distance education; student satisfaction; Online and Distance Education

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APA (6th Edition):

Saba, A. C. (2018). Student Perceptions of Instructor Immediacy in Online Program Courses. (Thesis). Boise State University. Retrieved from https://scholarworks.boisestate.edu/td/1505

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):

Saba, Anthony Charles. “Student Perceptions of Instructor Immediacy in Online Program Courses.” 2018. Thesis, Boise State University. Accessed April 19, 2019. https://scholarworks.boisestate.edu/td/1505.

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

MLA Handbook (7th Edition):

Saba, Anthony Charles. “Student Perceptions of Instructor Immediacy in Online Program Courses.” 2018. Web. 19 Apr 2019.

Vancouver:

Saba AC. Student Perceptions of Instructor Immediacy in Online Program Courses. [Internet] [Thesis]. Boise State University; 2018. [cited 2019 Apr 19]. Available from: https://scholarworks.boisestate.edu/td/1505.

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

Council of Science Editors:

Saba AC. Student Perceptions of Instructor Immediacy in Online Program Courses. [Thesis]. Boise State University; 2018. Available from: https://scholarworks.boisestate.edu/td/1505

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


Unitec New Zealand

6. Gamble, Simon. Horological furniture: An investigation into temporal form.

Degree: 2011, Unitec New Zealand

 Research Question: How can temporality be used to develop new strategies for the design of furniture? This exegesis documents the journey through my Masters of… (more)

Subjects/Keywords: Furniture design; Temporality; Immediacy; Longevity; 190501 Crafts

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APA (6th Edition):

Gamble, S. (2011). Horological furniture: An investigation into temporal form. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/1998

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):

Gamble, Simon. “Horological furniture: An investigation into temporal form.” 2011. Thesis, Unitec New Zealand. Accessed April 19, 2019. http://hdl.handle.net/10652/1998.

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

MLA Handbook (7th Edition):

Gamble, Simon. “Horological furniture: An investigation into temporal form.” 2011. Web. 19 Apr 2019.

Vancouver:

Gamble S. Horological furniture: An investigation into temporal form. [Internet] [Thesis]. Unitec New Zealand; 2011. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10652/1998.

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

Council of Science Editors:

Gamble S. Horological furniture: An investigation into temporal form. [Thesis]. Unitec New Zealand; 2011. Available from: http://hdl.handle.net/10652/1998

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


Texas State University – San Marcos

7. Pridgen, Stephanie. The Relationship between an Immediate Communicator Style and Relational Outcomes: An Investigation of Communication Technologies.

Degree: MA, Communication Studies, 2011, Texas State University – San Marcos

 The purpose of this thesis is to examine the relationship between an immediate communicator style, the use of technologies, and relational outcomes. To communicate, individuals… (more)

Subjects/Keywords: Communication style; Communication technology; Commitment; Satisfaction; Immediacy

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APA (6th Edition):

Pridgen, S. (2011). The Relationship between an Immediate Communicator Style and Relational Outcomes: An Investigation of Communication Technologies. (Masters Thesis). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/2515

Chicago Manual of Style (16th Edition):

Pridgen, Stephanie. “The Relationship between an Immediate Communicator Style and Relational Outcomes: An Investigation of Communication Technologies.” 2011. Masters Thesis, Texas State University – San Marcos. Accessed April 19, 2019. https://digital.library.txstate.edu/handle/10877/2515.

MLA Handbook (7th Edition):

Pridgen, Stephanie. “The Relationship between an Immediate Communicator Style and Relational Outcomes: An Investigation of Communication Technologies.” 2011. Web. 19 Apr 2019.

Vancouver:

Pridgen S. The Relationship between an Immediate Communicator Style and Relational Outcomes: An Investigation of Communication Technologies. [Internet] [Masters thesis]. Texas State University – San Marcos; 2011. [cited 2019 Apr 19]. Available from: https://digital.library.txstate.edu/handle/10877/2515.

Council of Science Editors:

Pridgen S. The Relationship between an Immediate Communicator Style and Relational Outcomes: An Investigation of Communication Technologies. [Masters Thesis]. Texas State University – San Marcos; 2011. Available from: https://digital.library.txstate.edu/handle/10877/2515


The Ohio State University

8. Easley, Nicole G. Explicating Presence and Immediacy: An Examination of Two Overlapping Constructs.

Degree: MA, Communication, 2014, The Ohio State University

 The purpose of this study was threefold. First, it sought to conceptually compare two constructs that have numerous similarities, social presence and mediated immediacy. Second,… (more)

Subjects/Keywords: Communication; Presence; Immediacy; Social Presence; Mediated Immediacy; Explication; Confirmatory Factor Analysis; Twitter; Communication; Interactivity; Target

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APA (6th Edition):

Easley, N. G. (2014). Explicating Presence and Immediacy: An Examination of Two Overlapping Constructs. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1397489807

Chicago Manual of Style (16th Edition):

Easley, Nicole G. “Explicating Presence and Immediacy: An Examination of Two Overlapping Constructs.” 2014. Masters Thesis, The Ohio State University. Accessed April 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397489807.

MLA Handbook (7th Edition):

Easley, Nicole G. “Explicating Presence and Immediacy: An Examination of Two Overlapping Constructs.” 2014. Web. 19 Apr 2019.

Vancouver:

Easley NG. Explicating Presence and Immediacy: An Examination of Two Overlapping Constructs. [Internet] [Masters thesis]. The Ohio State University; 2014. [cited 2019 Apr 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1397489807.

Council of Science Editors:

Easley NG. Explicating Presence and Immediacy: An Examination of Two Overlapping Constructs. [Masters Thesis]. The Ohio State University; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1397489807


The Ohio State University

9. Velez, Jonathan J. Instructor Communication Behaviors and Classroom Climate: Exploring Relationships with Student Self-Efficacy and Task Value Motivation.

Degree: PhD, Agricultural and Extension Education, 2008, The Ohio State University

  This descriptive-correlational research study examined the relationships between teacher immediacy, autonomy and student self-efficacy, and task value motivation as reported by college students. Respondent… (more)

Subjects/Keywords: Communication; Education; Educational Psychology; Secondary Education; Teacher Education; Vocational Education; Immediacy; Motivation; Communication; Self-efficacy; Task Value; Nonverbal Immediacy; Verbal Immediacy; Teacher Behaviors

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APA (6th Edition):

Velez, J. J. (2008). Instructor Communication Behaviors and Classroom Climate: Exploring Relationships with Student Self-Efficacy and Task Value Motivation. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1211151901

Chicago Manual of Style (16th Edition):

Velez, Jonathan J. “Instructor Communication Behaviors and Classroom Climate: Exploring Relationships with Student Self-Efficacy and Task Value Motivation.” 2008. Doctoral Dissertation, The Ohio State University. Accessed April 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1211151901.

MLA Handbook (7th Edition):

Velez, Jonathan J. “Instructor Communication Behaviors and Classroom Climate: Exploring Relationships with Student Self-Efficacy and Task Value Motivation.” 2008. Web. 19 Apr 2019.

Vancouver:

Velez JJ. Instructor Communication Behaviors and Classroom Climate: Exploring Relationships with Student Self-Efficacy and Task Value Motivation. [Internet] [Doctoral dissertation]. The Ohio State University; 2008. [cited 2019 Apr 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1211151901.

Council of Science Editors:

Velez JJ. Instructor Communication Behaviors and Classroom Climate: Exploring Relationships with Student Self-Efficacy and Task Value Motivation. [Doctoral Dissertation]. The Ohio State University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1211151901


University of Kentucky

10. Alabdali, Mariam. I CAN’T BELIEVE MY INSTRUCTOR DID THAT?! MIDDLE EASTERN STUDENTS’ EXPECTATIONS OF INSTURCTORS’ VERBAL AND NONVERBAL IMMEDIACY BEHAVIORS.

Degree: 2017, University of Kentucky

 This study seeks to explore an understudied population, Middle Eastern students, in the area of instructional communication. Of particular interest, the study seeks to understand… (more)

Subjects/Keywords: Middle Eastern students; Expectancy Violations Theory; Hofstede's Dimensions; verbal immediacy; nonverbal immediacy; International and Intercultural Communication; Social and Behavioral Sciences

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APA (6th Edition):

Alabdali, M. (2017). I CAN’T BELIEVE MY INSTRUCTOR DID THAT?! MIDDLE EASTERN STUDENTS’ EXPECTATIONS OF INSTURCTORS’ VERBAL AND NONVERBAL IMMEDIACY BEHAVIORS. (Masters Thesis). University of Kentucky. Retrieved from http://uknowledge.uky.edu/comm_etds/62

Chicago Manual of Style (16th Edition):

Alabdali, Mariam. “I CAN’T BELIEVE MY INSTRUCTOR DID THAT?! MIDDLE EASTERN STUDENTS’ EXPECTATIONS OF INSTURCTORS’ VERBAL AND NONVERBAL IMMEDIACY BEHAVIORS.” 2017. Masters Thesis, University of Kentucky. Accessed April 19, 2019. http://uknowledge.uky.edu/comm_etds/62.

MLA Handbook (7th Edition):

Alabdali, Mariam. “I CAN’T BELIEVE MY INSTRUCTOR DID THAT?! MIDDLE EASTERN STUDENTS’ EXPECTATIONS OF INSTURCTORS’ VERBAL AND NONVERBAL IMMEDIACY BEHAVIORS.” 2017. Web. 19 Apr 2019.

Vancouver:

Alabdali M. I CAN’T BELIEVE MY INSTRUCTOR DID THAT?! MIDDLE EASTERN STUDENTS’ EXPECTATIONS OF INSTURCTORS’ VERBAL AND NONVERBAL IMMEDIACY BEHAVIORS. [Internet] [Masters thesis]. University of Kentucky; 2017. [cited 2019 Apr 19]. Available from: http://uknowledge.uky.edu/comm_etds/62.

Council of Science Editors:

Alabdali M. I CAN’T BELIEVE MY INSTRUCTOR DID THAT?! MIDDLE EASTERN STUDENTS’ EXPECTATIONS OF INSTURCTORS’ VERBAL AND NONVERBAL IMMEDIACY BEHAVIORS. [Masters Thesis]. University of Kentucky; 2017. Available from: http://uknowledge.uky.edu/comm_etds/62


University of Florida

11. Estepp, Christopher M. The Relationships among Teacher Immediacy, Professor/Student Rapport, and Self-Regulated Learning.

Degree: PhD, Agricultural Education and Communication, 2012, University of Florida

 The purpose of this study was to determine the relationships among teacher immediacy, professor/student rapport, and student self-regulated learning among selected undergraduate students in a… (more)

Subjects/Keywords: College students; Immediacy; Learner engagement; Learning; Learning motivation; Motivation; Rapport; Student motivation; Students; Teachers; engagement  – immediacy  – motivation  – rapport

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APA (6th Edition):

Estepp, C. M. (2012). The Relationships among Teacher Immediacy, Professor/Student Rapport, and Self-Regulated Learning. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0044392

Chicago Manual of Style (16th Edition):

Estepp, Christopher M. “The Relationships among Teacher Immediacy, Professor/Student Rapport, and Self-Regulated Learning.” 2012. Doctoral Dissertation, University of Florida. Accessed April 19, 2019. http://ufdc.ufl.edu/UFE0044392.

MLA Handbook (7th Edition):

Estepp, Christopher M. “The Relationships among Teacher Immediacy, Professor/Student Rapport, and Self-Regulated Learning.” 2012. Web. 19 Apr 2019.

Vancouver:

Estepp CM. The Relationships among Teacher Immediacy, Professor/Student Rapport, and Self-Regulated Learning. [Internet] [Doctoral dissertation]. University of Florida; 2012. [cited 2019 Apr 19]. Available from: http://ufdc.ufl.edu/UFE0044392.

Council of Science Editors:

Estepp CM. The Relationships among Teacher Immediacy, Professor/Student Rapport, and Self-Regulated Learning. [Doctoral Dissertation]. University of Florida; 2012. Available from: http://ufdc.ufl.edu/UFE0044392


Texas A&M University

12. Chakraborty, Misha. Learner Engagement Strategies in Online Class Environment.

Degree: 2017, Texas A&M University

 This dissertation explores the area of student engagement. Precisely, the dissertation attempts to find out the importance, roles, significance and factors involved in online student… (more)

Subjects/Keywords: Student Engagement; Teaching Presence; Teaching immediacy; Students? learning

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APA (6th Edition):

Chakraborty, M. (2017). Learner Engagement Strategies in Online Class Environment. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/161353

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):

Chakraborty, Misha. “Learner Engagement Strategies in Online Class Environment.” 2017. Thesis, Texas A&M University. Accessed April 19, 2019. http://hdl.handle.net/1969.1/161353.

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

MLA Handbook (7th Edition):

Chakraborty, Misha. “Learner Engagement Strategies in Online Class Environment.” 2017. Web. 19 Apr 2019.

Vancouver:

Chakraborty M. Learner Engagement Strategies in Online Class Environment. [Internet] [Thesis]. Texas A&M University; 2017. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1969.1/161353.

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

Council of Science Editors:

Chakraborty M. Learner Engagement Strategies in Online Class Environment. [Thesis]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/161353

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


University of Akron

13. Gao, Huirui. Nonverbal Immediacy and Attachment Style in Dating: A Comparison between Us Amercan and Chinese College Students.

Degree: MA, Communication, 2014, University of Akron

 This study is a preliminary investigation to examine whether US American and Chinese college students exhibit different nonverbal immediacy behaviors and attachment styles in a… (more)

Subjects/Keywords: Communication; attachment styles, nonverbal immediacy, cultural differences, dating relationship

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APA (6th Edition):

Gao, H. (2014). Nonverbal Immediacy and Attachment Style in Dating: A Comparison between Us Amercan and Chinese College Students. (Masters Thesis). University of Akron. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=akron1404729376

Chicago Manual of Style (16th Edition):

Gao, Huirui. “Nonverbal Immediacy and Attachment Style in Dating: A Comparison between Us Amercan and Chinese College Students.” 2014. Masters Thesis, University of Akron. Accessed April 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=akron1404729376.

MLA Handbook (7th Edition):

Gao, Huirui. “Nonverbal Immediacy and Attachment Style in Dating: A Comparison between Us Amercan and Chinese College Students.” 2014. Web. 19 Apr 2019.

Vancouver:

Gao H. Nonverbal Immediacy and Attachment Style in Dating: A Comparison between Us Amercan and Chinese College Students. [Internet] [Masters thesis]. University of Akron; 2014. [cited 2019 Apr 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1404729376.

Council of Science Editors:

Gao H. Nonverbal Immediacy and Attachment Style in Dating: A Comparison between Us Amercan and Chinese College Students. [Masters Thesis]. University of Akron; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1404729376


Louisiana State University

14. Denham, Jonathan Paul. Teacher Matters: Teacher Normative Influence and Student Persistence in College.

Degree: PhD, Communication, 2014, Louisiana State University

 This dissertation extends the work on teacher immediacy (TI) and student persistence by using the Theory of Planned Behavior (TPB) (Ajzen, 1985) to account for… (more)

Subjects/Keywords: teacher immediacy; instructional communication; student persistence; theory of planned behavior

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APA (6th Edition):

Denham, J. P. (2014). Teacher Matters: Teacher Normative Influence and Student Persistence in College. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-07142014-135910 ; https://digitalcommons.lsu.edu/gradschool_dissertations/818

Chicago Manual of Style (16th Edition):

Denham, Jonathan Paul. “Teacher Matters: Teacher Normative Influence and Student Persistence in College.” 2014. Doctoral Dissertation, Louisiana State University. Accessed April 19, 2019. etd-07142014-135910 ; https://digitalcommons.lsu.edu/gradschool_dissertations/818.

MLA Handbook (7th Edition):

Denham, Jonathan Paul. “Teacher Matters: Teacher Normative Influence and Student Persistence in College.” 2014. Web. 19 Apr 2019.

Vancouver:

Denham JP. Teacher Matters: Teacher Normative Influence and Student Persistence in College. [Internet] [Doctoral dissertation]. Louisiana State University; 2014. [cited 2019 Apr 19]. Available from: etd-07142014-135910 ; https://digitalcommons.lsu.edu/gradschool_dissertations/818.

Council of Science Editors:

Denham JP. Teacher Matters: Teacher Normative Influence and Student Persistence in College. [Doctoral Dissertation]. Louisiana State University; 2014. Available from: etd-07142014-135910 ; https://digitalcommons.lsu.edu/gradschool_dissertations/818


University of Ottawa

15. Chen, Danyan. Chinese Students’ Experience of Student-instructor Relationships at the University of Ottawa .

Degree: 2017, University of Ottawa

 Research shows that there is an increasing number of international students studying in universities and colleges in Canada, with China a top source country of… (more)

Subjects/Keywords: Interpersonal Relationship; Teacher Immediacy; Rapport; Phenomenology; qualitative interviews; instructional Communication

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

APA (6th Edition):

Chen, D. (2017). Chinese Students’ Experience of Student-instructor Relationships at the University of Ottawa . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/35735

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):

Chen, Danyan. “Chinese Students’ Experience of Student-instructor Relationships at the University of Ottawa .” 2017. Thesis, University of Ottawa. Accessed April 19, 2019. http://hdl.handle.net/10393/35735.

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

MLA Handbook (7th Edition):

Chen, Danyan. “Chinese Students’ Experience of Student-instructor Relationships at the University of Ottawa .” 2017. Web. 19 Apr 2019.

Vancouver:

Chen D. Chinese Students’ Experience of Student-instructor Relationships at the University of Ottawa . [Internet] [Thesis]. University of Ottawa; 2017. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10393/35735.

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

Council of Science Editors:

Chen D. Chinese Students’ Experience of Student-instructor Relationships at the University of Ottawa . [Thesis]. University of Ottawa; 2017. Available from: http://hdl.handle.net/10393/35735

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


University of Plymouth

16. Kennedy, James R. The impact of robot tutor social behaviour on children.

Degree: PhD, 2017, University of Plymouth

 Robotic technologies possess great potential to enter our daily lives because they have the ability to interact with our world. But our world is inherently… (more)

Subjects/Keywords: 629.8; robot tutor; immediacy; social behaviour; human-robot interaction

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

APA (6th Edition):

Kennedy, J. R. (2017). The impact of robot tutor social behaviour on children. (Doctoral Dissertation). University of Plymouth. Retrieved from http://hdl.handle.net/10026.1/8758

Chicago Manual of Style (16th Edition):

Kennedy, James R. “The impact of robot tutor social behaviour on children.” 2017. Doctoral Dissertation, University of Plymouth. Accessed April 19, 2019. http://hdl.handle.net/10026.1/8758.

MLA Handbook (7th Edition):

Kennedy, James R. “The impact of robot tutor social behaviour on children.” 2017. Web. 19 Apr 2019.

Vancouver:

Kennedy JR. The impact of robot tutor social behaviour on children. [Internet] [Doctoral dissertation]. University of Plymouth; 2017. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10026.1/8758.

Council of Science Editors:

Kennedy JR. The impact of robot tutor social behaviour on children. [Doctoral Dissertation]. University of Plymouth; 2017. Available from: http://hdl.handle.net/10026.1/8758


George Mason University

17. Bohnstedt, Kathy D. Instructor Interaction and Immediacy Behaviors in a Multi-Point Videoconferenced Instructional Environment: A Descriptive Case Study .

Degree: 2011, George Mason University

 The purpose of this study was to examine the experiences of professors teaching in a multi-point videoconferencing instructional environment and how they interacted with students… (more)

Subjects/Keywords: Video Conferencing; Instructor Behavior; Interaction; Special Education; Immediacy; Distance Education

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

APA (6th Edition):

Bohnstedt, K. D. (2011). Instructor Interaction and Immediacy Behaviors in a Multi-Point Videoconferenced Instructional Environment: A Descriptive Case Study . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/6329

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):

Bohnstedt, Kathy D. “Instructor Interaction and Immediacy Behaviors in a Multi-Point Videoconferenced Instructional Environment: A Descriptive Case Study .” 2011. Thesis, George Mason University. Accessed April 19, 2019. http://hdl.handle.net/1920/6329.

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

MLA Handbook (7th Edition):

Bohnstedt, Kathy D. “Instructor Interaction and Immediacy Behaviors in a Multi-Point Videoconferenced Instructional Environment: A Descriptive Case Study .” 2011. Web. 19 Apr 2019.

Vancouver:

Bohnstedt KD. Instructor Interaction and Immediacy Behaviors in a Multi-Point Videoconferenced Instructional Environment: A Descriptive Case Study . [Internet] [Thesis]. George Mason University; 2011. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1920/6329.

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

Council of Science Editors:

Bohnstedt KD. Instructor Interaction and Immediacy Behaviors in a Multi-Point Videoconferenced Instructional Environment: A Descriptive Case Study . [Thesis]. George Mason University; 2011. Available from: http://hdl.handle.net/1920/6329

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


University of Minnesota

18. Norden, Amie. Renewing the Investigation into Social Presence: The Impact of Psychological Closeness and Technology Modality on Satisfaction, Future Persistence and Final Grade.

Degree: PhD, Education, Curriculum and Instruction, 2016, University of Minnesota

 In 1975, Weinberg (2001) first posed the challenging question that we, as educators, are unfortunately still struggling to answer: Why are we so unable to… (more)

Subjects/Keywords: curriculum; immediacy; online learning; social presence; teaching; technology

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APA (6th Edition):

Norden, A. (2016). Renewing the Investigation into Social Presence: The Impact of Psychological Closeness and Technology Modality on Satisfaction, Future Persistence and Final Grade. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/194561

Chicago Manual of Style (16th Edition):

Norden, Amie. “Renewing the Investigation into Social Presence: The Impact of Psychological Closeness and Technology Modality on Satisfaction, Future Persistence and Final Grade.” 2016. Doctoral Dissertation, University of Minnesota. Accessed April 19, 2019. http://hdl.handle.net/11299/194561.

MLA Handbook (7th Edition):

Norden, Amie. “Renewing the Investigation into Social Presence: The Impact of Psychological Closeness and Technology Modality on Satisfaction, Future Persistence and Final Grade.” 2016. Web. 19 Apr 2019.

Vancouver:

Norden A. Renewing the Investigation into Social Presence: The Impact of Psychological Closeness and Technology Modality on Satisfaction, Future Persistence and Final Grade. [Internet] [Doctoral dissertation]. University of Minnesota; 2016. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/11299/194561.

Council of Science Editors:

Norden A. Renewing the Investigation into Social Presence: The Impact of Psychological Closeness and Technology Modality on Satisfaction, Future Persistence and Final Grade. [Doctoral Dissertation]. University of Minnesota; 2016. Available from: http://hdl.handle.net/11299/194561

19. Shortt, Mickey, Jr. DOES TOUCH HAVE A PLACE IN INTERPRETATION? RESEARCHING THE ROLE OF APPROPRIATE INTERPERSONAL TOUCH (AIT) IN INTERPRETIVE PROGRAMS.

Degree: MS- Resource Interpretation, Forestry, 2017, Stephen F. Austin State University

  The role of interpersonal touch has been studied in communication fields, demonstrating a handshake or other form of appropriate interpersonal touch (AIT) has rendered… (more)

Subjects/Keywords: Interpretation; Audience; Immediacy Behaviors; Handshake; Credibility; Rapport; Outdoor Education

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

APA (6th Edition):

Shortt, Mickey, J. (2017). DOES TOUCH HAVE A PLACE IN INTERPRETATION? RESEARCHING THE ROLE OF APPROPRIATE INTERPERSONAL TOUCH (AIT) IN INTERPRETIVE PROGRAMS. (Masters Thesis). Stephen F. Austin State University. Retrieved from https://scholarworks.sfasu.edu/etds/95

Chicago Manual of Style (16th Edition):

Shortt, Mickey, Jr. “DOES TOUCH HAVE A PLACE IN INTERPRETATION? RESEARCHING THE ROLE OF APPROPRIATE INTERPERSONAL TOUCH (AIT) IN INTERPRETIVE PROGRAMS.” 2017. Masters Thesis, Stephen F. Austin State University. Accessed April 19, 2019. https://scholarworks.sfasu.edu/etds/95.

MLA Handbook (7th Edition):

Shortt, Mickey, Jr. “DOES TOUCH HAVE A PLACE IN INTERPRETATION? RESEARCHING THE ROLE OF APPROPRIATE INTERPERSONAL TOUCH (AIT) IN INTERPRETIVE PROGRAMS.” 2017. Web. 19 Apr 2019.

Vancouver:

Shortt, Mickey J. DOES TOUCH HAVE A PLACE IN INTERPRETATION? RESEARCHING THE ROLE OF APPROPRIATE INTERPERSONAL TOUCH (AIT) IN INTERPRETIVE PROGRAMS. [Internet] [Masters thesis]. Stephen F. Austin State University; 2017. [cited 2019 Apr 19]. Available from: https://scholarworks.sfasu.edu/etds/95.

Council of Science Editors:

Shortt, Mickey J. DOES TOUCH HAVE A PLACE IN INTERPRETATION? RESEARCHING THE ROLE OF APPROPRIATE INTERPERSONAL TOUCH (AIT) IN INTERPRETIVE PROGRAMS. [Masters Thesis]. Stephen F. Austin State University; 2017. Available from: https://scholarworks.sfasu.edu/etds/95


San Jose State University

20. Toland, Georgia Lynne. African American Community College Student Perceptions of Mathematics Instructor Immediacy Behaviors and Perceived Cognitive Learning.

Degree: MA, Mathematics, 2011, San Jose State University

  The purpose of this research is to examine what instructor immediacy behaviors are perceived to most positively affect the perceived cognitive learning of African… (more)

Subjects/Keywords: African American; Community College; Immediacy; Mathematics; Perceived Cognitive Learning

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APA (6th Edition):

Toland, G. L. (2011). African American Community College Student Perceptions of Mathematics Instructor Immediacy Behaviors and Perceived Cognitive Learning. (Masters Thesis). San Jose State University. Retrieved from https://scholarworks.sjsu.edu/etd_theses/3957

Chicago Manual of Style (16th Edition):

Toland, Georgia Lynne. “African American Community College Student Perceptions of Mathematics Instructor Immediacy Behaviors and Perceived Cognitive Learning.” 2011. Masters Thesis, San Jose State University. Accessed April 19, 2019. https://scholarworks.sjsu.edu/etd_theses/3957.

MLA Handbook (7th Edition):

Toland, Georgia Lynne. “African American Community College Student Perceptions of Mathematics Instructor Immediacy Behaviors and Perceived Cognitive Learning.” 2011. Web. 19 Apr 2019.

Vancouver:

Toland GL. African American Community College Student Perceptions of Mathematics Instructor Immediacy Behaviors and Perceived Cognitive Learning. [Internet] [Masters thesis]. San Jose State University; 2011. [cited 2019 Apr 19]. Available from: https://scholarworks.sjsu.edu/etd_theses/3957.

Council of Science Editors:

Toland GL. African American Community College Student Perceptions of Mathematics Instructor Immediacy Behaviors and Perceived Cognitive Learning. [Masters Thesis]. San Jose State University; 2011. Available from: https://scholarworks.sjsu.edu/etd_theses/3957


Universidade do Minho

21. Gomes, Vânia Andrea Oliveira. Atuação da Psicologia no Direito: reflexões sobre o artigo 328º do CPP .

Degree: 2016, Universidade do Minho

 A relevância dada ao artigo 328º nº6 do CPP surge por força da necessidade do STJ, de 29 de outubro de 2008, em fixar jurisprudência… (more)

Subjects/Keywords: Artigo 328º; Memória; Preclusão da prova; Meios tecnológicos; Princípio da imediação; Limitações ao princípio da imediação; Article 328; Memory; Proof preclusion; Technology resources; Immediacy principle; Immediacy principle limitation

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

APA (6th Edition):

Gomes, V. A. O. (2016). Atuação da Psicologia no Direito: reflexões sobre o artigo 328º do CPP . (Masters Thesis). Universidade do Minho. Retrieved from http://hdl.handle.net/1822/44561

Chicago Manual of Style (16th Edition):

Gomes, Vânia Andrea Oliveira. “Atuação da Psicologia no Direito: reflexões sobre o artigo 328º do CPP .” 2016. Masters Thesis, Universidade do Minho. Accessed April 19, 2019. http://hdl.handle.net/1822/44561.

MLA Handbook (7th Edition):

Gomes, Vânia Andrea Oliveira. “Atuação da Psicologia no Direito: reflexões sobre o artigo 328º do CPP .” 2016. Web. 19 Apr 2019.

Vancouver:

Gomes VAO. Atuação da Psicologia no Direito: reflexões sobre o artigo 328º do CPP . [Internet] [Masters thesis]. Universidade do Minho; 2016. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1822/44561.

Council of Science Editors:

Gomes VAO. Atuação da Psicologia no Direito: reflexões sobre o artigo 328º do CPP . [Masters Thesis]. Universidade do Minho; 2016. Available from: http://hdl.handle.net/1822/44561


Kennesaw State University

22. Reams, Russell. Online Social Presence (OSP) In E-Tailing: Construct Development And Testing.

Degree: DBA, Marketing, 2013, Kennesaw State University

  This research proposes and validates the Online Social Presence (OSP) scale and framework as an effective means of addressing the struggle e-tailers have encountered… (more)

Subjects/Keywords: Authenticity; e-tailing; e-Satisfaction; Immediacy; Intimacy; Online Shopping; Online Social Presence; Marketing

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

APA (6th Edition):

Reams, R. (2013). Online Social Presence (OSP) In E-Tailing: Construct Development And Testing. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/etd/573

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):

Reams, Russell. “Online Social Presence (OSP) In E-Tailing: Construct Development And Testing.” 2013. Thesis, Kennesaw State University. Accessed April 19, 2019. https://digitalcommons.kennesaw.edu/etd/573.

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

MLA Handbook (7th Edition):

Reams, Russell. “Online Social Presence (OSP) In E-Tailing: Construct Development And Testing.” 2013. Web. 19 Apr 2019.

Vancouver:

Reams R. Online Social Presence (OSP) In E-Tailing: Construct Development And Testing. [Internet] [Thesis]. Kennesaw State University; 2013. [cited 2019 Apr 19]. Available from: https://digitalcommons.kennesaw.edu/etd/573.

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

Council of Science Editors:

Reams R. Online Social Presence (OSP) In E-Tailing: Construct Development And Testing. [Thesis]. Kennesaw State University; 2013. Available from: https://digitalcommons.kennesaw.edu/etd/573

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

23. Barahona Guerrero, Andrea N. Exploring the Relationship Between Immediacy Behaviors and Student Motivation in Engineering Classrooms: Immediacy as a Cause of Motivation.

Degree: MS, Communication Studies and Theatre, 2017, South Dakota State University

  Instructor immediacy is an essential characteristic of effective instructors. Although instructional communication has done extensive research on the impact of immediacy behaviors on students,… (more)

Subjects/Keywords: engineering education; engineering students; immediacy; instructional communication; motivation; self-determination; Communication; Education; Engineering Education

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APA (6th Edition):

Barahona Guerrero, A. N. (2017). Exploring the Relationship Between Immediacy Behaviors and Student Motivation in Engineering Classrooms: Immediacy as a Cause of Motivation. (Masters Thesis). South Dakota State University. Retrieved from http://openprairie.sdstate.edu/etd/1212

Chicago Manual of Style (16th Edition):

Barahona Guerrero, Andrea N. “Exploring the Relationship Between Immediacy Behaviors and Student Motivation in Engineering Classrooms: Immediacy as a Cause of Motivation.” 2017. Masters Thesis, South Dakota State University. Accessed April 19, 2019. http://openprairie.sdstate.edu/etd/1212.

MLA Handbook (7th Edition):

Barahona Guerrero, Andrea N. “Exploring the Relationship Between Immediacy Behaviors and Student Motivation in Engineering Classrooms: Immediacy as a Cause of Motivation.” 2017. Web. 19 Apr 2019.

Vancouver:

Barahona Guerrero AN. Exploring the Relationship Between Immediacy Behaviors and Student Motivation in Engineering Classrooms: Immediacy as a Cause of Motivation. [Internet] [Masters thesis]. South Dakota State University; 2017. [cited 2019 Apr 19]. Available from: http://openprairie.sdstate.edu/etd/1212.

Council of Science Editors:

Barahona Guerrero AN. Exploring the Relationship Between Immediacy Behaviors and Student Motivation in Engineering Classrooms: Immediacy as a Cause of Motivation. [Masters Thesis]. South Dakota State University; 2017. Available from: http://openprairie.sdstate.edu/etd/1212


Utah State University

24. Bolton, Alexis. Preventative Behavioral Parent Training: Demonstration of the Immediacy Effects of an Innovative Conduct Problem Prevention Program in Young At-Risk Children.

Degree: Educational Specialist (EdS), Psychology, 2012, Utah State University

  Among preschool-aged children, conduct problems (CP) are the number one reason for referral to mental health professionals. Research has consistently indicated that behavioral parent… (more)

Subjects/Keywords: behavioral training; parent; immediacy; conduct problem prevention program; at-risk children; Psychology

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APA (6th Edition):

Bolton, A. (2012). Preventative Behavioral Parent Training: Demonstration of the Immediacy Effects of an Innovative Conduct Problem Prevention Program in Young At-Risk Children. (Thesis). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/1345

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):

Bolton, Alexis. “Preventative Behavioral Parent Training: Demonstration of the Immediacy Effects of an Innovative Conduct Problem Prevention Program in Young At-Risk Children.” 2012. Thesis, Utah State University. Accessed April 19, 2019. https://digitalcommons.usu.edu/etd/1345.

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

MLA Handbook (7th Edition):

Bolton, Alexis. “Preventative Behavioral Parent Training: Demonstration of the Immediacy Effects of an Innovative Conduct Problem Prevention Program in Young At-Risk Children.” 2012. Web. 19 Apr 2019.

Vancouver:

Bolton A. Preventative Behavioral Parent Training: Demonstration of the Immediacy Effects of an Innovative Conduct Problem Prevention Program in Young At-Risk Children. [Internet] [Thesis]. Utah State University; 2012. [cited 2019 Apr 19]. Available from: https://digitalcommons.usu.edu/etd/1345.

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

Council of Science Editors:

Bolton A. Preventative Behavioral Parent Training: Demonstration of the Immediacy Effects of an Innovative Conduct Problem Prevention Program in Young At-Risk Children. [Thesis]. Utah State University; 2012. Available from: https://digitalcommons.usu.edu/etd/1345

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


California State University – San Bernardino

25. Burkhart, Angelina Nicole. MASTERING THE TASK AND TENDING TO THE SELF: A GUIDE FOR THE GRADUATE TEACHING ASSOCIATE.

Degree: MAin Communication Studies, Communication Studies, 2017, California State University – San Bernardino

  Graduate teaching associates (GTAs) maintain a prominent presence in higher education institutions nationwide, warranting our attention to both their instructional effectiveness and well-being. Though… (more)

Subjects/Keywords: graduate teaching associates; teacher immediacy; behavior alteration techniques; GTA socialization; GTA; GTA training; Communication

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APA (6th Edition):

Burkhart, A. N. (2017). MASTERING THE TASK AND TENDING TO THE SELF: A GUIDE FOR THE GRADUATE TEACHING ASSOCIATE. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd/594

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):

Burkhart, Angelina Nicole. “MASTERING THE TASK AND TENDING TO THE SELF: A GUIDE FOR THE GRADUATE TEACHING ASSOCIATE.” 2017. Thesis, California State University – San Bernardino. Accessed April 19, 2019. http://scholarworks.lib.csusb.edu/etd/594.

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

MLA Handbook (7th Edition):

Burkhart, Angelina Nicole. “MASTERING THE TASK AND TENDING TO THE SELF: A GUIDE FOR THE GRADUATE TEACHING ASSOCIATE.” 2017. Web. 19 Apr 2019.

Vancouver:

Burkhart AN. MASTERING THE TASK AND TENDING TO THE SELF: A GUIDE FOR THE GRADUATE TEACHING ASSOCIATE. [Internet] [Thesis]. California State University – San Bernardino; 2017. [cited 2019 Apr 19]. Available from: http://scholarworks.lib.csusb.edu/etd/594.

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

Council of Science Editors:

Burkhart AN. MASTERING THE TASK AND TENDING TO THE SELF: A GUIDE FOR THE GRADUATE TEACHING ASSOCIATE. [Thesis]. California State University – San Bernardino; 2017. Available from: http://scholarworks.lib.csusb.edu/etd/594

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


Miami University

26. Norgard, Christine A. La estructura lingüística del paréntesis en conversación informal: La conexión entre el contexto conversacional y el contexto situacional.

Degree: MA, Spanish, 2007, Miami University

 This study examines the use of a linguistic structure related to both interruptions and topic change in informal Spanish conversation. Upon analyzing conversations recorded during… (more)

Subjects/Keywords: Language, Linguistics; Linguistics; Conversation Analysis; Topic change; Interruption; Spanish; Informal Conversation; Immediacy

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APA (6th Edition):

Norgard, C. A. (2007). La estructura lingüística del paréntesis en conversación informal: La conexión entre el contexto conversacional y el contexto situacional. (Masters Thesis). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1196439304

Chicago Manual of Style (16th Edition):

Norgard, Christine A. “La estructura lingüística del paréntesis en conversación informal: La conexión entre el contexto conversacional y el contexto situacional.” 2007. Masters Thesis, Miami University. Accessed April 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1196439304.

MLA Handbook (7th Edition):

Norgard, Christine A. “La estructura lingüística del paréntesis en conversación informal: La conexión entre el contexto conversacional y el contexto situacional.” 2007. Web. 19 Apr 2019.

Vancouver:

Norgard CA. La estructura lingüística del paréntesis en conversación informal: La conexión entre el contexto conversacional y el contexto situacional. [Internet] [Masters thesis]. Miami University; 2007. [cited 2019 Apr 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1196439304.

Council of Science Editors:

Norgard CA. La estructura lingüística del paréntesis en conversación informal: La conexión entre el contexto conversacional y el contexto situacional. [Masters Thesis]. Miami University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1196439304


Ohio University

27. Mazer, Joseph P. Student Interest in Teaching and Learning: Conceptualizing and Testing a Process Model of Teacher Communication, Student Emotional and Cognitive Interest, and Engagement.

Degree: PhD, Communication Studies (Communication), 2010, Ohio University

 This dissertation examines the role of teacher communication, student interest, and student engagement in the teaching and process and contributes to prior theory and research… (more)

Subjects/Keywords: Communication; student interest; student engagement; teacher immediacy; teacher clarity; instructional communication; student learning

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APA (6th Edition):

Mazer, J. P. (2010). Student Interest in Teaching and Learning: Conceptualizing and Testing a Process Model of Teacher Communication, Student Emotional and Cognitive Interest, and Engagement. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1265901490

Chicago Manual of Style (16th Edition):

Mazer, Joseph P. “Student Interest in Teaching and Learning: Conceptualizing and Testing a Process Model of Teacher Communication, Student Emotional and Cognitive Interest, and Engagement.” 2010. Doctoral Dissertation, Ohio University. Accessed April 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1265901490.

MLA Handbook (7th Edition):

Mazer, Joseph P. “Student Interest in Teaching and Learning: Conceptualizing and Testing a Process Model of Teacher Communication, Student Emotional and Cognitive Interest, and Engagement.” 2010. Web. 19 Apr 2019.

Vancouver:

Mazer JP. Student Interest in Teaching and Learning: Conceptualizing and Testing a Process Model of Teacher Communication, Student Emotional and Cognitive Interest, and Engagement. [Internet] [Doctoral dissertation]. Ohio University; 2010. [cited 2019 Apr 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1265901490.

Council of Science Editors:

Mazer JP. Student Interest in Teaching and Learning: Conceptualizing and Testing a Process Model of Teacher Communication, Student Emotional and Cognitive Interest, and Engagement. [Doctoral Dissertation]. Ohio University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1265901490


Montana Tech

28. Johnson, Leah R. Training the Professoraite of Tomorrow: Implementing the Needs Centered Training Model to Instruct Graduate Teaching Assistants in the use of Teacher Immediacy.

Degree: MA, 2016, Montana Tech

  The effects of providing training for Graduate Teaching Assistants (GTAs) in the implementation of immediacy behaviors on the creation of a supportive classroom environment… (more)

Subjects/Keywords: Needs Centered Training Model; Graduate Teaching Assistants; Teacher Immediacy; Supportive Classroom Environment

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

APA (6th Edition):

Johnson, L. R. (2016). Training the Professoraite of Tomorrow: Implementing the Needs Centered Training Model to Instruct Graduate Teaching Assistants in the use of Teacher Immediacy. (Masters Thesis). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/10673

Chicago Manual of Style (16th Edition):

Johnson, Leah R. “Training the Professoraite of Tomorrow: Implementing the Needs Centered Training Model to Instruct Graduate Teaching Assistants in the use of Teacher Immediacy.” 2016. Masters Thesis, Montana Tech. Accessed April 19, 2019. https://scholarworks.umt.edu/etd/10673.

MLA Handbook (7th Edition):

Johnson, Leah R. “Training the Professoraite of Tomorrow: Implementing the Needs Centered Training Model to Instruct Graduate Teaching Assistants in the use of Teacher Immediacy.” 2016. Web. 19 Apr 2019.

Vancouver:

Johnson LR. Training the Professoraite of Tomorrow: Implementing the Needs Centered Training Model to Instruct Graduate Teaching Assistants in the use of Teacher Immediacy. [Internet] [Masters thesis]. Montana Tech; 2016. [cited 2019 Apr 19]. Available from: https://scholarworks.umt.edu/etd/10673.

Council of Science Editors:

Johnson LR. Training the Professoraite of Tomorrow: Implementing the Needs Centered Training Model to Instruct Graduate Teaching Assistants in the use of Teacher Immediacy. [Masters Thesis]. Montana Tech; 2016. Available from: https://scholarworks.umt.edu/etd/10673

29. Charfeddine, Slim. Immédiateté et médiation dans le discours sur l'être chez Aristote et Hegel : Immediaty and mediation in the discourse on being in Aristotle's and Hegel's philosophy.

Degree: Docteur es, Philosophie (métaphysique, épistémologie, esthétique), 2014, Lille 3

Telle la nature qui aime à se cacher, la médiation apparaît d’abord comme médiation absente ou oubliée. L’ontologie se développe spontanément comme discours qui affirme… (more)

Subjects/Keywords: Aristote; Hegel; Ontologie; Métaphysique; Médiation; Immédiateté; Dialectique; Aristote; Hegel; Ontology; Metaphysics; Mediation; Immediacy; Dialectics

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

APA (6th Edition):

Charfeddine, S. (2014). Immédiateté et médiation dans le discours sur l'être chez Aristote et Hegel : Immediaty and mediation in the discourse on being in Aristotle's and Hegel's philosophy. (Doctoral Dissertation). Lille 3. Retrieved from http://www.theses.fr/2014LIL30044

Chicago Manual of Style (16th Edition):

Charfeddine, Slim. “Immédiateté et médiation dans le discours sur l'être chez Aristote et Hegel : Immediaty and mediation in the discourse on being in Aristotle's and Hegel's philosophy.” 2014. Doctoral Dissertation, Lille 3. Accessed April 19, 2019. http://www.theses.fr/2014LIL30044.

MLA Handbook (7th Edition):

Charfeddine, Slim. “Immédiateté et médiation dans le discours sur l'être chez Aristote et Hegel : Immediaty and mediation in the discourse on being in Aristotle's and Hegel's philosophy.” 2014. Web. 19 Apr 2019.

Vancouver:

Charfeddine S. Immédiateté et médiation dans le discours sur l'être chez Aristote et Hegel : Immediaty and mediation in the discourse on being in Aristotle's and Hegel's philosophy. [Internet] [Doctoral dissertation]. Lille 3; 2014. [cited 2019 Apr 19]. Available from: http://www.theses.fr/2014LIL30044.

Council of Science Editors:

Charfeddine S. Immédiateté et médiation dans le discours sur l'être chez Aristote et Hegel : Immediaty and mediation in the discourse on being in Aristotle's and Hegel's philosophy. [Doctoral Dissertation]. Lille 3; 2014. Available from: http://www.theses.fr/2014LIL30044


University of Central Florida

30. Tao, Yedong. The Relationship Between Motivation And Online Social Presence In An Online Class.

Degree: 2009, University of Central Florida

 The purpose of this study was to investigate the relationship between the level of student motivation and perceived online social presence in an online course.… (more)

Subjects/Keywords: online social presence; motivation; social presence; online class; verbal immediacy; instructional technology; educational technology; Education

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

APA (6th Edition):

Tao, Y. (2009). The Relationship Between Motivation And Online Social Presence In An Online Class. (Doctoral Dissertation). University of Central Florida. Retrieved from http://stars.library.ucf.edu/etd/3871

Chicago Manual of Style (16th Edition):

Tao, Yedong. “The Relationship Between Motivation And Online Social Presence In An Online Class.” 2009. Doctoral Dissertation, University of Central Florida. Accessed April 19, 2019. http://stars.library.ucf.edu/etd/3871.

MLA Handbook (7th Edition):

Tao, Yedong. “The Relationship Between Motivation And Online Social Presence In An Online Class.” 2009. Web. 19 Apr 2019.

Vancouver:

Tao Y. The Relationship Between Motivation And Online Social Presence In An Online Class. [Internet] [Doctoral dissertation]. University of Central Florida; 2009. [cited 2019 Apr 19]. Available from: http://stars.library.ucf.edu/etd/3871.

Council of Science Editors:

Tao Y. The Relationship Between Motivation And Online Social Presence In An Online Class. [Doctoral Dissertation]. University of Central Florida; 2009. Available from: http://stars.library.ucf.edu/etd/3871

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