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You searched for subject:(instructors). Showing records 1 – 30 of 147 total matches.

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Addis Ababa University

1. KEFELEGN, TEFERA. A STUDY OF STUDENTS’ ACADEMIC WRITING IN RESPONSE TO INSTRUCTORS’ EXPECTATIONS AT AAU: FOUR DEPARTMENTS IN FOCUS .

Degree: 2012, Addis Ababa University

 It is obvious that the English courses (College English and Sophomore) offered in Addis Ababa University are based on the assumption that what is taught… (more)

Subjects/Keywords: Students’ Academic Writing; Instructors’ Expectations

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

APA (6th Edition):

KEFELEGN, T. (2012). A STUDY OF STUDENTS’ ACADEMIC WRITING IN RESPONSE TO INSTRUCTORS’ EXPECTATIONS AT AAU: FOUR DEPARTMENTS IN FOCUS . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/1992

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):

KEFELEGN, TEFERA. “A STUDY OF STUDENTS’ ACADEMIC WRITING IN RESPONSE TO INSTRUCTORS’ EXPECTATIONS AT AAU: FOUR DEPARTMENTS IN FOCUS .” 2012. Thesis, Addis Ababa University. Accessed April 15, 2021. http://etd.aau.edu.et/dspace/handle/123456789/1992.

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

MLA Handbook (7th Edition):

KEFELEGN, TEFERA. “A STUDY OF STUDENTS’ ACADEMIC WRITING IN RESPONSE TO INSTRUCTORS’ EXPECTATIONS AT AAU: FOUR DEPARTMENTS IN FOCUS .” 2012. Web. 15 Apr 2021.

Vancouver:

KEFELEGN T. A STUDY OF STUDENTS’ ACADEMIC WRITING IN RESPONSE TO INSTRUCTORS’ EXPECTATIONS AT AAU: FOUR DEPARTMENTS IN FOCUS . [Internet] [Thesis]. Addis Ababa University; 2012. [cited 2021 Apr 15]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/1992.

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

Council of Science Editors:

KEFELEGN T. A STUDY OF STUDENTS’ ACADEMIC WRITING IN RESPONSE TO INSTRUCTORS’ EXPECTATIONS AT AAU: FOUR DEPARTMENTS IN FOCUS . [Thesis]. Addis Ababa University; 2012. Available from: http://etd.aau.edu.et/dspace/handle/123456789/1992

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


Addis Ababa University

2. KEFELEGN, TEFERA. A STUDY OF STUDENTS’ ACADEMIC WRITING IN RESPONSE TO INSTRUCTORS’ EXPECTATIONS AT AAU: FOUR DEPARTMENTS IN FOCUS INSTRUCTORS’ EXPECTATIONS AT AAU: FOUR DEPARTMENTS IN FOCUS .

Degree: 2012, Addis Ababa University

 It is obvious that the English courses (College English and Sophomore) offered in Addis Ababa University are based on the assumption that what is taught… (more)

Subjects/Keywords: Students’ Academic Writing; Instructors’ Expectations

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

APA (6th Edition):

KEFELEGN, T. (2012). A STUDY OF STUDENTS’ ACADEMIC WRITING IN RESPONSE TO INSTRUCTORS’ EXPECTATIONS AT AAU: FOUR DEPARTMENTS IN FOCUS INSTRUCTORS’ EXPECTATIONS AT AAU: FOUR DEPARTMENTS IN FOCUS . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/2036

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):

KEFELEGN, TEFERA. “A STUDY OF STUDENTS’ ACADEMIC WRITING IN RESPONSE TO INSTRUCTORS’ EXPECTATIONS AT AAU: FOUR DEPARTMENTS IN FOCUS INSTRUCTORS’ EXPECTATIONS AT AAU: FOUR DEPARTMENTS IN FOCUS .” 2012. Thesis, Addis Ababa University. Accessed April 15, 2021. http://etd.aau.edu.et/dspace/handle/123456789/2036.

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

MLA Handbook (7th Edition):

KEFELEGN, TEFERA. “A STUDY OF STUDENTS’ ACADEMIC WRITING IN RESPONSE TO INSTRUCTORS’ EXPECTATIONS AT AAU: FOUR DEPARTMENTS IN FOCUS INSTRUCTORS’ EXPECTATIONS AT AAU: FOUR DEPARTMENTS IN FOCUS .” 2012. Web. 15 Apr 2021.

Vancouver:

KEFELEGN T. A STUDY OF STUDENTS’ ACADEMIC WRITING IN RESPONSE TO INSTRUCTORS’ EXPECTATIONS AT AAU: FOUR DEPARTMENTS IN FOCUS INSTRUCTORS’ EXPECTATIONS AT AAU: FOUR DEPARTMENTS IN FOCUS . [Internet] [Thesis]. Addis Ababa University; 2012. [cited 2021 Apr 15]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/2036.

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

Council of Science Editors:

KEFELEGN T. A STUDY OF STUDENTS’ ACADEMIC WRITING IN RESPONSE TO INSTRUCTORS’ EXPECTATIONS AT AAU: FOUR DEPARTMENTS IN FOCUS INSTRUCTORS’ EXPECTATIONS AT AAU: FOUR DEPARTMENTS IN FOCUS . [Thesis]. Addis Ababa University; 2012. Available from: http://etd.aau.edu.et/dspace/handle/123456789/2036

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


University of Manitoba

3. Roberts, Tara L. Understanding and use of emotional intelligence among clinical nursing instructors.

Degree: Nursing, 2018, University of Manitoba

 The purpose of this qualitative study was to explore clinical nursing instructors understanding and use of emotional intelligence (EI). Emotional intelligence can be defined as… (more)

Subjects/Keywords: Emotional intelligence; Clinical nursing instructors

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APA (6th Edition):

Roberts, T. L. (2018). Understanding and use of emotional intelligence among clinical nursing instructors. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/33052

Chicago Manual of Style (16th Edition):

Roberts, Tara L. “Understanding and use of emotional intelligence among clinical nursing instructors.” 2018. Masters Thesis, University of Manitoba. Accessed April 15, 2021. http://hdl.handle.net/1993/33052.

MLA Handbook (7th Edition):

Roberts, Tara L. “Understanding and use of emotional intelligence among clinical nursing instructors.” 2018. Web. 15 Apr 2021.

Vancouver:

Roberts TL. Understanding and use of emotional intelligence among clinical nursing instructors. [Internet] [Masters thesis]. University of Manitoba; 2018. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/1993/33052.

Council of Science Editors:

Roberts TL. Understanding and use of emotional intelligence among clinical nursing instructors. [Masters Thesis]. University of Manitoba; 2018. Available from: http://hdl.handle.net/1993/33052

4. Goff, Erik Michael. Effects Of Instructor Continuity On A Large-Scale Pilot Training Program.

Degree: MS, Economics & Finance, 2013, University of North Dakota

  In a large-scale pilot training program, like those run by the United States Air Force, Navy or many civilian colleges, quality of instruction is… (more)

Subjects/Keywords: Continuity; Flight Instructors; Flight Training

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APA (6th Edition):

Goff, E. M. (2013). Effects Of Instructor Continuity On A Large-Scale Pilot Training Program. (Masters Thesis). University of North Dakota. Retrieved from https://commons.und.edu/theses/1426

Chicago Manual of Style (16th Edition):

Goff, Erik Michael. “Effects Of Instructor Continuity On A Large-Scale Pilot Training Program.” 2013. Masters Thesis, University of North Dakota. Accessed April 15, 2021. https://commons.und.edu/theses/1426.

MLA Handbook (7th Edition):

Goff, Erik Michael. “Effects Of Instructor Continuity On A Large-Scale Pilot Training Program.” 2013. Web. 15 Apr 2021.

Vancouver:

Goff EM. Effects Of Instructor Continuity On A Large-Scale Pilot Training Program. [Internet] [Masters thesis]. University of North Dakota; 2013. [cited 2021 Apr 15]. Available from: https://commons.und.edu/theses/1426.

Council of Science Editors:

Goff EM. Effects Of Instructor Continuity On A Large-Scale Pilot Training Program. [Masters Thesis]. University of North Dakota; 2013. Available from: https://commons.und.edu/theses/1426


Wayne State University

5. Alasfor, Khalid Abdulaziz. Social Media Adoption Among University Instructors In Saudi Arabia.

Degree: PhD, Instructional Technology, 2016, Wayne State University

  There is an orientation from the government of Saudi Arabia toward social media in general. The government of Saudi Arabia considers the significance of… (more)

Subjects/Keywords: Social Media; University Instructors; Instructional Media Design

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

APA (6th Edition):

Alasfor, K. A. (2016). Social Media Adoption Among University Instructors In Saudi Arabia. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/1618

Chicago Manual of Style (16th Edition):

Alasfor, Khalid Abdulaziz. “Social Media Adoption Among University Instructors In Saudi Arabia.” 2016. Doctoral Dissertation, Wayne State University. Accessed April 15, 2021. https://digitalcommons.wayne.edu/oa_dissertations/1618.

MLA Handbook (7th Edition):

Alasfor, Khalid Abdulaziz. “Social Media Adoption Among University Instructors In Saudi Arabia.” 2016. Web. 15 Apr 2021.

Vancouver:

Alasfor KA. Social Media Adoption Among University Instructors In Saudi Arabia. [Internet] [Doctoral dissertation]. Wayne State University; 2016. [cited 2021 Apr 15]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1618.

Council of Science Editors:

Alasfor KA. Social Media Adoption Among University Instructors In Saudi Arabia. [Doctoral Dissertation]. Wayne State University; 2016. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1618

6. Hoffman, Nicole Lynn. Exploring how clinical nursing instructors understand and facilitate clinical judgment in nursing students.

Degree: 2019, Athabasca University

Clinical judgment is recognised as an essential skill for competent nursing practice. The clinical setting is an ideal place for students to explore clinical judgment.… (more)

Subjects/Keywords: clinical judgment; nursing education; clinical instructors

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

APA (6th Edition):

Hoffman, N. L. (2019). Exploring how clinical nursing instructors understand and facilitate clinical judgment in nursing students. (Thesis). Athabasca University. Retrieved from http://hdl.handle.net/10791/295

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):

Hoffman, Nicole Lynn. “Exploring how clinical nursing instructors understand and facilitate clinical judgment in nursing students.” 2019. Thesis, Athabasca University. Accessed April 15, 2021. http://hdl.handle.net/10791/295.

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

MLA Handbook (7th Edition):

Hoffman, Nicole Lynn. “Exploring how clinical nursing instructors understand and facilitate clinical judgment in nursing students.” 2019. Web. 15 Apr 2021.

Vancouver:

Hoffman NL. Exploring how clinical nursing instructors understand and facilitate clinical judgment in nursing students. [Internet] [Thesis]. Athabasca University; 2019. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/10791/295.

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

Council of Science Editors:

Hoffman NL. Exploring how clinical nursing instructors understand and facilitate clinical judgment in nursing students. [Thesis]. Athabasca University; 2019. Available from: http://hdl.handle.net/10791/295

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

7. Salentiny, Adrienne M. Analysis Of Preservice Teacher And Instructor Technology Uses And Beliefs.

Degree: PhD, Teaching & Learning, 2012, University of North Dakota

  In our technology-immersed society in which information is central to the economy, citizens should be fluent with technology and possess 21st century skills that… (more)

Subjects/Keywords: barriers; education; fluency; instructors; preservice; technology

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

APA (6th Edition):

Salentiny, A. M. (2012). Analysis Of Preservice Teacher And Instructor Technology Uses And Beliefs. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/1268

Chicago Manual of Style (16th Edition):

Salentiny, Adrienne M. “Analysis Of Preservice Teacher And Instructor Technology Uses And Beliefs.” 2012. Doctoral Dissertation, University of North Dakota. Accessed April 15, 2021. https://commons.und.edu/theses/1268.

MLA Handbook (7th Edition):

Salentiny, Adrienne M. “Analysis Of Preservice Teacher And Instructor Technology Uses And Beliefs.” 2012. Web. 15 Apr 2021.

Vancouver:

Salentiny AM. Analysis Of Preservice Teacher And Instructor Technology Uses And Beliefs. [Internet] [Doctoral dissertation]. University of North Dakota; 2012. [cited 2021 Apr 15]. Available from: https://commons.und.edu/theses/1268.

Council of Science Editors:

Salentiny AM. Analysis Of Preservice Teacher And Instructor Technology Uses And Beliefs. [Doctoral Dissertation]. University of North Dakota; 2012. Available from: https://commons.und.edu/theses/1268

8. Thuss, Mary E. Nursing Clinical Instructor Experiences of Empowerment in Rwanda: Applying Kanter's and Spreitzer's Theories.

Degree: 2014, University of Western Ontario

 Clinical instructors (CIs) play a vital role in students’ development by facilitating learning in various health care practice environments. Quality nursing education hinges on the… (more)

Subjects/Keywords: NURSING CLINICAL INSTRUCTORS; EMPOWERMENT; RWANDA; Nursing

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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

APA (6th Edition):

Thuss, M. E. (2014). Nursing Clinical Instructor Experiences of Empowerment in Rwanda: Applying Kanter's and Spreitzer's Theories. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/2180

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):

Thuss, Mary E. “Nursing Clinical Instructor Experiences of Empowerment in Rwanda: Applying Kanter's and Spreitzer's Theories.” 2014. Thesis, University of Western Ontario. Accessed April 15, 2021. https://ir.lib.uwo.ca/etd/2180.

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

MLA Handbook (7th Edition):

Thuss, Mary E. “Nursing Clinical Instructor Experiences of Empowerment in Rwanda: Applying Kanter's and Spreitzer's Theories.” 2014. Web. 15 Apr 2021.

Vancouver:

Thuss ME. Nursing Clinical Instructor Experiences of Empowerment in Rwanda: Applying Kanter's and Spreitzer's Theories. [Internet] [Thesis]. University of Western Ontario; 2014. [cited 2021 Apr 15]. Available from: https://ir.lib.uwo.ca/etd/2180.

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

Council of Science Editors:

Thuss ME. Nursing Clinical Instructor Experiences of Empowerment in Rwanda: Applying Kanter's and Spreitzer's Theories. [Thesis]. University of Western Ontario; 2014. Available from: https://ir.lib.uwo.ca/etd/2180

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


University of Southern California

9. Nakagawa, Linda Yumi. Examining the role of instructors and instruction in an after-school program.

Degree: EdD, Education, 2012, University of Southern California

 This case study sought to provide a deeper understanding of after-school instructors’ characteristics and instructional practices. Examining one state-funded after-school program, the following overarching question… (more)

Subjects/Keywords: after-school; afterschool; after school; instruction; after-school instruction; afterschool instruction; after school instruction; after-school instructors; afterschool instructors; after school instructors; instructors; ASES; 21st CCLC

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

APA (6th Edition):

Nakagawa, L. Y. (2012). Examining the role of instructors and instruction in an after-school program. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/111272/rec/2599

Chicago Manual of Style (16th Edition):

Nakagawa, Linda Yumi. “Examining the role of instructors and instruction in an after-school program.” 2012. Doctoral Dissertation, University of Southern California. Accessed April 15, 2021. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/111272/rec/2599.

MLA Handbook (7th Edition):

Nakagawa, Linda Yumi. “Examining the role of instructors and instruction in an after-school program.” 2012. Web. 15 Apr 2021.

Vancouver:

Nakagawa LY. Examining the role of instructors and instruction in an after-school program. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2021 Apr 15]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/111272/rec/2599.

Council of Science Editors:

Nakagawa LY. Examining the role of instructors and instruction in an after-school program. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/111272/rec/2599


Loughborough University

10. Richardson, Emma V. Resisting disablism in the gym : a narrative exploration of the journey from disabled client to disabled instructor.

Degree: PhD, 2017, Loughborough University

 It is imperative that individuals with physical impairments maintain an active lifestyle to enhance various aspects of well-being and overall quality of life. This population,… (more)

Subjects/Keywords: 613.7; Disability; Gyms; Instructors; Disablism; Narrative

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APA (6th Edition):

Richardson, E. V. (2017). Resisting disablism in the gym : a narrative exploration of the journey from disabled client to disabled instructor. (Doctoral Dissertation). Loughborough University. Retrieved from http://hdl.handle.net/2134/26422

Chicago Manual of Style (16th Edition):

Richardson, Emma V. “Resisting disablism in the gym : a narrative exploration of the journey from disabled client to disabled instructor.” 2017. Doctoral Dissertation, Loughborough University. Accessed April 15, 2021. http://hdl.handle.net/2134/26422.

MLA Handbook (7th Edition):

Richardson, Emma V. “Resisting disablism in the gym : a narrative exploration of the journey from disabled client to disabled instructor.” 2017. Web. 15 Apr 2021.

Vancouver:

Richardson EV. Resisting disablism in the gym : a narrative exploration of the journey from disabled client to disabled instructor. [Internet] [Doctoral dissertation]. Loughborough University; 2017. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/2134/26422.

Council of Science Editors:

Richardson EV. Resisting disablism in the gym : a narrative exploration of the journey from disabled client to disabled instructor. [Doctoral Dissertation]. Loughborough University; 2017. Available from: http://hdl.handle.net/2134/26422


California State University – Sacramento

11. Aguirre, Samia. Basic skills mathematics: the perspectives of community college mathematics instructors regarding factors affecting student success.

Degree: 2013, California State University – Sacramento

 Basic skills education is one of the greater challenges facing higher educational institutions in the United States in the 21st century. Each year, students around… (more)

Subjects/Keywords: College remedial mathematics; Community college; Math instructors

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APA (6th Edition):

Aguirre, S. (2013). Basic skills mathematics: the perspectives of community college mathematics instructors regarding factors affecting student success. (Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/2231

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):

Aguirre, Samia. “Basic skills mathematics: the perspectives of community college mathematics instructors regarding factors affecting student success.” 2013. Thesis, California State University – Sacramento. Accessed April 15, 2021. http://hdl.handle.net/10211.9/2231.

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

MLA Handbook (7th Edition):

Aguirre, Samia. “Basic skills mathematics: the perspectives of community college mathematics instructors regarding factors affecting student success.” 2013. Web. 15 Apr 2021.

Vancouver:

Aguirre S. Basic skills mathematics: the perspectives of community college mathematics instructors regarding factors affecting student success. [Internet] [Thesis]. California State University – Sacramento; 2013. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/10211.9/2231.

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

Council of Science Editors:

Aguirre S. Basic skills mathematics: the perspectives of community college mathematics instructors regarding factors affecting student success. [Thesis]. California State University – Sacramento; 2013. Available from: http://hdl.handle.net/10211.9/2231

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


Georgia State University

12. Strader, Ryan. A Comparative Study of Army ROTC Writing Pedagogy.

Degree: PhD, English, 2019, Georgia State University

  As composition instructors, we often describe ourselves as capacitating students for complex work environments, and we often describe ourselves as capacitating students for civic… (more)

Subjects/Keywords: Writing pedagogy; Workplace-based writing; Writing studies; Army writing; Army instructors; Writing instructors

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

APA (6th Edition):

Strader, R. (2019). A Comparative Study of Army ROTC Writing Pedagogy. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/english_diss/214

Chicago Manual of Style (16th Edition):

Strader, Ryan. “A Comparative Study of Army ROTC Writing Pedagogy.” 2019. Doctoral Dissertation, Georgia State University. Accessed April 15, 2021. https://scholarworks.gsu.edu/english_diss/214.

MLA Handbook (7th Edition):

Strader, Ryan. “A Comparative Study of Army ROTC Writing Pedagogy.” 2019. Web. 15 Apr 2021.

Vancouver:

Strader R. A Comparative Study of Army ROTC Writing Pedagogy. [Internet] [Doctoral dissertation]. Georgia State University; 2019. [cited 2021 Apr 15]. Available from: https://scholarworks.gsu.edu/english_diss/214.

Council of Science Editors:

Strader R. A Comparative Study of Army ROTC Writing Pedagogy. [Doctoral Dissertation]. Georgia State University; 2019. Available from: https://scholarworks.gsu.edu/english_diss/214


NSYSU

13. Yang, Chia-Wei. Study in Qualification,Rights and Obligations of the Taiwanese and Chinese Teacher.

Degree: Master, ICAPS, 2017, NSYSU

 Taiwan and China have once shared mutual historical background and both of them own similar races, languages and cultures. All the above reasons make them… (more)

Subjects/Keywords: instructors of two sides; literature review method; policy for instructors; comparative research methodology; rights and obligations; merit system

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APA (6th Edition):

Yang, C. (2017). Study in Qualification,Rights and Obligations of the Taiwanese and Chinese Teacher. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0812117-153710

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):

Yang, Chia-Wei. “Study in Qualification,Rights and Obligations of the Taiwanese and Chinese Teacher.” 2017. Thesis, NSYSU. Accessed April 15, 2021. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0812117-153710.

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

MLA Handbook (7th Edition):

Yang, Chia-Wei. “Study in Qualification,Rights and Obligations of the Taiwanese and Chinese Teacher.” 2017. Web. 15 Apr 2021.

Vancouver:

Yang C. Study in Qualification,Rights and Obligations of the Taiwanese and Chinese Teacher. [Internet] [Thesis]. NSYSU; 2017. [cited 2021 Apr 15]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0812117-153710.

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

Council of Science Editors:

Yang C. Study in Qualification,Rights and Obligations of the Taiwanese and Chinese Teacher. [Thesis]. NSYSU; 2017. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0812117-153710

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


Brigham Young University

14. Harper, Lena May. "What More Could I Have Done?" A Graduate Student's Experience Teaching Writing About Writing.

Degree: MA, 2017, Brigham Young University

  As writing about writing (WAW) research enters its "second wave," characterized not only by an increase in data-driven studies that theorize and assess the… (more)

Subjects/Keywords: writing about writing; WAW; first-year composition; FYC; threshold concepts; graduate student instructors; new writing instructors; case study

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APA (6th Edition):

Harper, L. M. (2017). "What More Could I Have Done?" A Graduate Student's Experience Teaching Writing About Writing. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8226&context=etd

Chicago Manual of Style (16th Edition):

Harper, Lena May. “"What More Could I Have Done?" A Graduate Student's Experience Teaching Writing About Writing.” 2017. Masters Thesis, Brigham Young University. Accessed April 15, 2021. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8226&context=etd.

MLA Handbook (7th Edition):

Harper, Lena May. “"What More Could I Have Done?" A Graduate Student's Experience Teaching Writing About Writing.” 2017. Web. 15 Apr 2021.

Vancouver:

Harper LM. "What More Could I Have Done?" A Graduate Student's Experience Teaching Writing About Writing. [Internet] [Masters thesis]. Brigham Young University; 2017. [cited 2021 Apr 15]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8226&context=etd.

Council of Science Editors:

Harper LM. "What More Could I Have Done?" A Graduate Student's Experience Teaching Writing About Writing. [Masters Thesis]. Brigham Young University; 2017. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8226&context=etd


NSYSU

15. Kuei, Wen. An Investigation on the Factors of the Successful Training Program in the Life Insurance Industry: Based on the Financed Agents Program of N Company.

Degree: Master, EMBA, 2012, NSYSU

 This study is to investigate the factors for successful training programs in the life insurance industry. From the aspects of curriculum design, instructorsâ arrangements, and… (more)

Subjects/Keywords: curriculum design; instructors; life insurance industry; personal qualities; education training

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

APA (6th Edition):

Kuei, W. (2012). An Investigation on the Factors of the Successful Training Program in the Life Insurance Industry: Based on the Financed Agents Program of N Company. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0727112-030429

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):

Kuei, Wen. “An Investigation on the Factors of the Successful Training Program in the Life Insurance Industry: Based on the Financed Agents Program of N Company.” 2012. Thesis, NSYSU. Accessed April 15, 2021. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0727112-030429.

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

MLA Handbook (7th Edition):

Kuei, Wen. “An Investigation on the Factors of the Successful Training Program in the Life Insurance Industry: Based on the Financed Agents Program of N Company.” 2012. Web. 15 Apr 2021.

Vancouver:

Kuei W. An Investigation on the Factors of the Successful Training Program in the Life Insurance Industry: Based on the Financed Agents Program of N Company. [Internet] [Thesis]. NSYSU; 2012. [cited 2021 Apr 15]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0727112-030429.

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

Council of Science Editors:

Kuei W. An Investigation on the Factors of the Successful Training Program in the Life Insurance Industry: Based on the Financed Agents Program of N Company. [Thesis]. NSYSU; 2012. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0727112-030429

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


Lithuanian Academy of Physical Education

16. Valeikaitė, Ieva. Lietuvos sveikatingumo centrų aerobikos instruktorių kompetencijas atskleidžiančios dimensijos.

Degree: Master, Marketing and Administration, 2008, Lithuanian Academy of Physical Education

Nuolat kintančios aplinkos reikalavimai Lietuvai įstojus į ES, skatina organizacijas ir dirbančiuosius nuolat tobulintis, plėsti savo kompetencijas, sudarant palankesnes sąlygas ne tik dalyvauti darbo rinkoje,… (more)

Subjects/Keywords: Aerobikos instruktotiai; Kompetencijos; Veikatingumo klubai; Aerobic instructors; Competences; Health centres

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APA (6th Edition):

Valeikaitė, Ieva. (2008). Lietuvos sveikatingumo centrų aerobikos instruktorių kompetencijas atskleidžiančios dimensijos. (Masters Thesis). Lithuanian Academy of Physical Education. Retrieved from http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20080618_121427-12091 ;

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

Valeikaitė, Ieva. “Lietuvos sveikatingumo centrų aerobikos instruktorių kompetencijas atskleidžiančios dimensijos.” 2008. Masters Thesis, Lithuanian Academy of Physical Education. Accessed April 15, 2021. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20080618_121427-12091 ;.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

Valeikaitė, Ieva. “Lietuvos sveikatingumo centrų aerobikos instruktorių kompetencijas atskleidžiančios dimensijos.” 2008. Web. 15 Apr 2021.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

Valeikaitė, Ieva. Lietuvos sveikatingumo centrų aerobikos instruktorių kompetencijas atskleidžiančios dimensijos. [Internet] [Masters thesis]. Lithuanian Academy of Physical Education; 2008. [cited 2021 Apr 15]. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20080618_121427-12091 ;.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

Valeikaitė, Ieva. Lietuvos sveikatingumo centrų aerobikos instruktorių kompetencijas atskleidžiančios dimensijos. [Masters Thesis]. Lithuanian Academy of Physical Education; 2008. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2008~D_20080618_121427-12091 ;

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


University of Manchester

17. Hawley, Helen. The role of the exercise instructor in older adults' uptake and adherence to exercise classes.

Degree: PhD, 2012, University of Manchester

 Encouraging older adults to become more active and maintain that activity is critical to the promotion of their health and well-being, social networks and independence.… (more)

Subjects/Keywords: 361; older adults; instructors; Uptake; Adherence; exercise classes

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APA (6th Edition):

Hawley, H. (2012). The role of the exercise instructor in older adults' uptake and adherence to exercise classes. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/the-role-of-the-exercise-instructor-in-older-adults-uptake-and-adherence-to-exercise-classes(6ea1e5fe-f798-4635-9fc4-3c1d65bca92b).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.553331

Chicago Manual of Style (16th Edition):

Hawley, Helen. “The role of the exercise instructor in older adults' uptake and adherence to exercise classes.” 2012. Doctoral Dissertation, University of Manchester. Accessed April 15, 2021. https://www.research.manchester.ac.uk/portal/en/theses/the-role-of-the-exercise-instructor-in-older-adults-uptake-and-adherence-to-exercise-classes(6ea1e5fe-f798-4635-9fc4-3c1d65bca92b).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.553331.

MLA Handbook (7th Edition):

Hawley, Helen. “The role of the exercise instructor in older adults' uptake and adherence to exercise classes.” 2012. Web. 15 Apr 2021.

Vancouver:

Hawley H. The role of the exercise instructor in older adults' uptake and adherence to exercise classes. [Internet] [Doctoral dissertation]. University of Manchester; 2012. [cited 2021 Apr 15]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/the-role-of-the-exercise-instructor-in-older-adults-uptake-and-adherence-to-exercise-classes(6ea1e5fe-f798-4635-9fc4-3c1d65bca92b).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.553331.

Council of Science Editors:

Hawley H. The role of the exercise instructor in older adults' uptake and adherence to exercise classes. [Doctoral Dissertation]. University of Manchester; 2012. Available from: https://www.research.manchester.ac.uk/portal/en/theses/the-role-of-the-exercise-instructor-in-older-adults-uptake-and-adherence-to-exercise-classes(6ea1e5fe-f798-4635-9fc4-3c1d65bca92b).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.553331

18. Quong, Jennifer. Child development instructors' and undergraduates' perspectives and experiences in online education through second culture acquisition and cognitive load lenses: A mixed methods study.

Degree: PhD, Child Development, 2012, Texas Woman's University

 The educational landscape of higher education is shifting to include more online education courses. This shift has produced successes and struggles for instructors and undergraduates.… (more)

Subjects/Keywords: Education; Child development instructors; Cognitive load; Online; Second culture; Undergraduates

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

APA (6th Edition):

Quong, J. (2012). Child development instructors' and undergraduates' perspectives and experiences in online education through second culture acquisition and cognitive load lenses: A mixed methods study. (Doctoral Dissertation). Texas Woman's University. Retrieved from https://twu-ir.tdl.org/handle/11274/10482

Chicago Manual of Style (16th Edition):

Quong, Jennifer. “Child development instructors' and undergraduates' perspectives and experiences in online education through second culture acquisition and cognitive load lenses: A mixed methods study.” 2012. Doctoral Dissertation, Texas Woman's University. Accessed April 15, 2021. https://twu-ir.tdl.org/handle/11274/10482.

MLA Handbook (7th Edition):

Quong, Jennifer. “Child development instructors' and undergraduates' perspectives and experiences in online education through second culture acquisition and cognitive load lenses: A mixed methods study.” 2012. Web. 15 Apr 2021.

Vancouver:

Quong J. Child development instructors' and undergraduates' perspectives and experiences in online education through second culture acquisition and cognitive load lenses: A mixed methods study. [Internet] [Doctoral dissertation]. Texas Woman's University; 2012. [cited 2021 Apr 15]. Available from: https://twu-ir.tdl.org/handle/11274/10482.

Council of Science Editors:

Quong J. Child development instructors' and undergraduates' perspectives and experiences in online education through second culture acquisition and cognitive load lenses: A mixed methods study. [Doctoral Dissertation]. Texas Woman's University; 2012. Available from: https://twu-ir.tdl.org/handle/11274/10482


University of Illinois – Urbana-Champaign

19. Allen, Crystal Ann. Learning styles and multiple intelligences in animal science: college instructors and their students.

Degree: PhD, Animal Sciences, 2015, University of Illinois – Urbana-Champaign

 There is a disconnection between how college students are taught and what the research has shown to be the most effective teaching methods. A majority… (more)

Subjects/Keywords: Animal Science; Learning Styles; Multiple Intelligences; College Students; College Instructors

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APA (6th Edition):

Allen, C. A. (2015). Learning styles and multiple intelligences in animal science: college instructors and their students. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/88938

Chicago Manual of Style (16th Edition):

Allen, Crystal Ann. “Learning styles and multiple intelligences in animal science: college instructors and their students.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed April 15, 2021. http://hdl.handle.net/2142/88938.

MLA Handbook (7th Edition):

Allen, Crystal Ann. “Learning styles and multiple intelligences in animal science: college instructors and their students.” 2015. Web. 15 Apr 2021.

Vancouver:

Allen CA. Learning styles and multiple intelligences in animal science: college instructors and their students. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/2142/88938.

Council of Science Editors:

Allen CA. Learning styles and multiple intelligences in animal science: college instructors and their students. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/88938


University of Minnesota

20. Straub, Miranda. An Empirical Model of Physics Instructors' Beliefs about the Purpose, Actions, and Context of Doing Homework.

Degree: PhD, Education, Curriculum and Instruction, 2018, University of Minnesota

 Over the past half century, researchers and curriculum developers studying physics education have created dozens of innovative curricula and educational tools, broadly referred to as… (more)

Subjects/Keywords: Homework; Instructors' beliefs; Physics Education Research; Problem solving

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APA (6th Edition):

Straub, M. (2018). An Empirical Model of Physics Instructors' Beliefs about the Purpose, Actions, and Context of Doing Homework. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/202132

Chicago Manual of Style (16th Edition):

Straub, Miranda. “An Empirical Model of Physics Instructors' Beliefs about the Purpose, Actions, and Context of Doing Homework.” 2018. Doctoral Dissertation, University of Minnesota. Accessed April 15, 2021. http://hdl.handle.net/11299/202132.

MLA Handbook (7th Edition):

Straub, Miranda. “An Empirical Model of Physics Instructors' Beliefs about the Purpose, Actions, and Context of Doing Homework.” 2018. Web. 15 Apr 2021.

Vancouver:

Straub M. An Empirical Model of Physics Instructors' Beliefs about the Purpose, Actions, and Context of Doing Homework. [Internet] [Doctoral dissertation]. University of Minnesota; 2018. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/11299/202132.

Council of Science Editors:

Straub M. An Empirical Model of Physics Instructors' Beliefs about the Purpose, Actions, and Context of Doing Homework. [Doctoral Dissertation]. University of Minnesota; 2018. Available from: http://hdl.handle.net/11299/202132


University of Southern California

21. Huang, Fang-Ping. Increasing instructors' performance in recruitment services at Kao Yuan University: a gap analysis.

Degree: EdD, Global Executive, 2014, University of Southern California

 In the context of competition for decreasing numbers of students by more universities, many vocational colleges and universities in Taiwan have suffered from recruitment pressure… (more)

Subjects/Keywords: recruitment; Taiwan; higher education; instructors' performance; low birth rate

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APA (6th Edition):

Huang, F. (2014). Increasing instructors' performance in recruitment services at Kao Yuan University: a gap analysis. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/521257/rec/3453

Chicago Manual of Style (16th Edition):

Huang, Fang-Ping. “Increasing instructors' performance in recruitment services at Kao Yuan University: a gap analysis.” 2014. Doctoral Dissertation, University of Southern California. Accessed April 15, 2021. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/521257/rec/3453.

MLA Handbook (7th Edition):

Huang, Fang-Ping. “Increasing instructors' performance in recruitment services at Kao Yuan University: a gap analysis.” 2014. Web. 15 Apr 2021.

Vancouver:

Huang F. Increasing instructors' performance in recruitment services at Kao Yuan University: a gap analysis. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2021 Apr 15]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/521257/rec/3453.

Council of Science Editors:

Huang F. Increasing instructors' performance in recruitment services at Kao Yuan University: a gap analysis. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/521257/rec/3453


University of Arizona

22. Black, Rebecka A. Understanding How Perceptions of Identity and Power Influence Student Engagement and Teaching in Undergraduate Art History Survey Courses .

Degree: 2018, University of Arizona

 In this qualitative study, I explore how perceptions of student and teacher identity, acting within classroom power dynamics, influence student engagement and pedagogy in undergraduate… (more)

Subjects/Keywords: art history; engagement; instructors; pedagogy; perceptions of power; identity; undergraduate students

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APA (6th Edition):

Black, R. A. (2018). Understanding How Perceptions of Identity and Power Influence Student Engagement and Teaching in Undergraduate Art History Survey Courses . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/627693

Chicago Manual of Style (16th Edition):

Black, Rebecka A. “Understanding How Perceptions of Identity and Power Influence Student Engagement and Teaching in Undergraduate Art History Survey Courses .” 2018. Doctoral Dissertation, University of Arizona. Accessed April 15, 2021. http://hdl.handle.net/10150/627693.

MLA Handbook (7th Edition):

Black, Rebecka A. “Understanding How Perceptions of Identity and Power Influence Student Engagement and Teaching in Undergraduate Art History Survey Courses .” 2018. Web. 15 Apr 2021.

Vancouver:

Black RA. Understanding How Perceptions of Identity and Power Influence Student Engagement and Teaching in Undergraduate Art History Survey Courses . [Internet] [Doctoral dissertation]. University of Arizona; 2018. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/10150/627693.

Council of Science Editors:

Black RA. Understanding How Perceptions of Identity and Power Influence Student Engagement and Teaching in Undergraduate Art History Survey Courses . [Doctoral Dissertation]. University of Arizona; 2018. Available from: http://hdl.handle.net/10150/627693


University of Tennessee – Knoxville

23. Williams, Michele Heide. On the Same Page: The Experience of Instructors and Students as They Give and Receive Written Feedback in Higher Education.

Degree: 2012, University of Tennessee – Knoxville

 Academic writing in higher education remains a chief means of assessing student understanding, making instructor response to student writing an important way of providing summative… (more)

Subjects/Keywords: writing; higher education; response to writing; written feedback; instructors; students; Education

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APA (6th Edition):

Williams, M. H. (2012). On the Same Page: The Experience of Instructors and Students as They Give and Receive Written Feedback in Higher Education. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/1449

Chicago Manual of Style (16th Edition):

Williams, Michele Heide. “On the Same Page: The Experience of Instructors and Students as They Give and Receive Written Feedback in Higher Education.” 2012. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed April 15, 2021. https://trace.tennessee.edu/utk_graddiss/1449.

MLA Handbook (7th Edition):

Williams, Michele Heide. “On the Same Page: The Experience of Instructors and Students as They Give and Receive Written Feedback in Higher Education.” 2012. Web. 15 Apr 2021.

Vancouver:

Williams MH. On the Same Page: The Experience of Instructors and Students as They Give and Receive Written Feedback in Higher Education. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2012. [cited 2021 Apr 15]. Available from: https://trace.tennessee.edu/utk_graddiss/1449.

Council of Science Editors:

Williams MH. On the Same Page: The Experience of Instructors and Students as They Give and Receive Written Feedback in Higher Education. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2012. Available from: https://trace.tennessee.edu/utk_graddiss/1449

24. Hayes, Christopher Michael. Metacognition in the composition classroom: What are instructors doing to help students regulate their use of metacognitive strategies.

Degree: MA, English (Composition, 2017, California State University – Sacramento

 In the fall of the 2016 academic year, I conducted a study that examined what composition instructors were doing to teach students to regulate their… (more)

Subjects/Keywords: Metacognition; Composition; Instructors

…it was from my instructors or my peers, I learned how to approach learning. I learned about… …used a mixed method approach to research what composition instructors were doing to teach… …other instructors were doing to teach their students to be metacognitively aware. This in turn… …that as my jumping off point I set off to see what composition instructors here at CSU… …an invitation to all composition instructors to participate in the study. The questionnaire… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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APA (6th Edition):

Hayes, C. M. (2017). Metacognition in the composition classroom: What are instructors doing to help students regulate their use of metacognitive strategies. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/195829

Chicago Manual of Style (16th Edition):

Hayes, Christopher Michael. “Metacognition in the composition classroom: What are instructors doing to help students regulate their use of metacognitive strategies.” 2017. Masters Thesis, California State University – Sacramento. Accessed April 15, 2021. http://hdl.handle.net/10211.3/195829.

MLA Handbook (7th Edition):

Hayes, Christopher Michael. “Metacognition in the composition classroom: What are instructors doing to help students regulate their use of metacognitive strategies.” 2017. Web. 15 Apr 2021.

Vancouver:

Hayes CM. Metacognition in the composition classroom: What are instructors doing to help students regulate their use of metacognitive strategies. [Internet] [Masters thesis]. California State University – Sacramento; 2017. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/10211.3/195829.

Council of Science Editors:

Hayes CM. Metacognition in the composition classroom: What are instructors doing to help students regulate their use of metacognitive strategies. [Masters Thesis]. California State University – Sacramento; 2017. Available from: http://hdl.handle.net/10211.3/195829


University of Lethbridge

25. University of Lethbridge. Faculty of Health Sciences. Exploring the experiences of novice sessional clinical nursing instructors .

Degree: 2016, University of Lethbridge

 The purpose of this qualitative descriptive study was to explore and describe the experiences of novice sessional clinical nursing instructors. Ethical approval was obtained from… (more)

Subjects/Keywords: education; novice sessional instructors; nurse clinician; nurse educator; retention; support

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APA (6th Edition):

Sciences, U. o. L. F. o. H. (2016). Exploring the experiences of novice sessional clinical nursing instructors . (Thesis). University of Lethbridge. Retrieved from http://hdl.handle.net/10133/4455

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):

Sciences, University of Lethbridge. Faculty of Health. “Exploring the experiences of novice sessional clinical nursing instructors .” 2016. Thesis, University of Lethbridge. Accessed April 15, 2021. http://hdl.handle.net/10133/4455.

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

MLA Handbook (7th Edition):

Sciences, University of Lethbridge. Faculty of Health. “Exploring the experiences of novice sessional clinical nursing instructors .” 2016. Web. 15 Apr 2021.

Vancouver:

Sciences UoLFoH. Exploring the experiences of novice sessional clinical nursing instructors . [Internet] [Thesis]. University of Lethbridge; 2016. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/10133/4455.

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

Council of Science Editors:

Sciences UoLFoH. Exploring the experiences of novice sessional clinical nursing instructors . [Thesis]. University of Lethbridge; 2016. Available from: http://hdl.handle.net/10133/4455

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

26. Gillison, Constance M. Individualizing certification requirements and professional development for adult ESOL teachers: Differences between full-time, part-time, and volunteer teachers.

Degree: 2012, James Madison University

 Certification and professional development are widely discussed topics in the field of adult education. What is less discussed is the role and impact of those… (more)

Subjects/Keywords: adult ESOL instructors; adult ESOL certification; ESL professional development; Education

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APA (6th Edition):

Gillison, C. M. (2012). Individualizing certification requirements and professional development for adult ESOL teachers: Differences between full-time, part-time, and volunteer teachers. (Masters Thesis). James Madison University. Retrieved from https://commons.lib.jmu.edu/master201019/222

Chicago Manual of Style (16th Edition):

Gillison, Constance M. “Individualizing certification requirements and professional development for adult ESOL teachers: Differences between full-time, part-time, and volunteer teachers.” 2012. Masters Thesis, James Madison University. Accessed April 15, 2021. https://commons.lib.jmu.edu/master201019/222.

MLA Handbook (7th Edition):

Gillison, Constance M. “Individualizing certification requirements and professional development for adult ESOL teachers: Differences between full-time, part-time, and volunteer teachers.” 2012. Web. 15 Apr 2021.

Vancouver:

Gillison CM. Individualizing certification requirements and professional development for adult ESOL teachers: Differences between full-time, part-time, and volunteer teachers. [Internet] [Masters thesis]. James Madison University; 2012. [cited 2021 Apr 15]. Available from: https://commons.lib.jmu.edu/master201019/222.

Council of Science Editors:

Gillison CM. Individualizing certification requirements and professional development for adult ESOL teachers: Differences between full-time, part-time, and volunteer teachers. [Masters Thesis]. James Madison University; 2012. Available from: https://commons.lib.jmu.edu/master201019/222


University of Georgia

27. Webster, Collin Andrew. A comparison of expert and novice golf instructors from a communication perspective.

Degree: 2014, University of Georgia

 The purpose of this study was to compare expert and novice golf instructors from a communication perspective. Specifically, expert and novice communication concerns, behaviors, and… (more)

Subjects/Keywords: Expert teaching; experts and novices; instructional communication; sport instruction; golf instructors

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APA (6th Edition):

Webster, C. A. (2014). A comparison of expert and novice golf instructors from a communication perspective. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/23555

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):

Webster, Collin Andrew. “A comparison of expert and novice golf instructors from a communication perspective.” 2014. Thesis, University of Georgia. Accessed April 15, 2021. http://hdl.handle.net/10724/23555.

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

MLA Handbook (7th Edition):

Webster, Collin Andrew. “A comparison of expert and novice golf instructors from a communication perspective.” 2014. Web. 15 Apr 2021.

Vancouver:

Webster CA. A comparison of expert and novice golf instructors from a communication perspective. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/10724/23555.

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

Council of Science Editors:

Webster CA. A comparison of expert and novice golf instructors from a communication perspective. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/23555

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


University of Toronto

28. Farren, Vanessa Rosemary. Experiencing the Activity of Teaching “At-Risk” College Mathematics Students: Perspectives of Two College Teachers.

Degree: PhD, 2018, University of Toronto

 This study investigates how two mathematics instructors experience the activity of teaching ‘at-risk’ learners in preparatory college courses. This study was borne out of the… (more)

Subjects/Keywords: At-risk; College Mathematics; Instructors Experience; Learning Environments; Non-cognitive Issues; Teaching Strategies; 0280

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APA (6th Edition):

Farren, V. R. (2018). Experiencing the Activity of Teaching “At-Risk” College Mathematics Students: Perspectives of Two College Teachers. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/91825

Chicago Manual of Style (16th Edition):

Farren, Vanessa Rosemary. “Experiencing the Activity of Teaching “At-Risk” College Mathematics Students: Perspectives of Two College Teachers.” 2018. Doctoral Dissertation, University of Toronto. Accessed April 15, 2021. http://hdl.handle.net/1807/91825.

MLA Handbook (7th Edition):

Farren, Vanessa Rosemary. “Experiencing the Activity of Teaching “At-Risk” College Mathematics Students: Perspectives of Two College Teachers.” 2018. Web. 15 Apr 2021.

Vancouver:

Farren VR. Experiencing the Activity of Teaching “At-Risk” College Mathematics Students: Perspectives of Two College Teachers. [Internet] [Doctoral dissertation]. University of Toronto; 2018. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/1807/91825.

Council of Science Editors:

Farren VR. Experiencing the Activity of Teaching “At-Risk” College Mathematics Students: Perspectives of Two College Teachers. [Doctoral Dissertation]. University of Toronto; 2018. Available from: http://hdl.handle.net/1807/91825


University of Toronto

29. Jennings, Anita. The Pedagogical Practices of Clinical Nurse Educators.

Degree: PhD, 2017, University of Toronto

 Clinical practica forms an important component in undergraduate nursing education, which directly involves clinical nurse educators who are primarily involved in teaching student nurses. The… (more)

Subjects/Keywords: Clinical Nurse Instructors; Grounded Theory; Nursing; Patient Safety; Pedagogy; Undegraduate Curricula; 0515

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

APA (6th Edition):

Jennings, A. (2017). The Pedagogical Practices of Clinical Nurse Educators. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/79027

Chicago Manual of Style (16th Edition):

Jennings, Anita. “The Pedagogical Practices of Clinical Nurse Educators.” 2017. Doctoral Dissertation, University of Toronto. Accessed April 15, 2021. http://hdl.handle.net/1807/79027.

MLA Handbook (7th Edition):

Jennings, Anita. “The Pedagogical Practices of Clinical Nurse Educators.” 2017. Web. 15 Apr 2021.

Vancouver:

Jennings A. The Pedagogical Practices of Clinical Nurse Educators. [Internet] [Doctoral dissertation]. University of Toronto; 2017. [cited 2021 Apr 15]. Available from: http://hdl.handle.net/1807/79027.

Council of Science Editors:

Jennings A. The Pedagogical Practices of Clinical Nurse Educators. [Doctoral Dissertation]. University of Toronto; 2017. Available from: http://hdl.handle.net/1807/79027


Southern Illinois University

30. Vu, Lan Thi. A CASE STUDY OF PEER ASSESSMENT IN A MOOC-BASED COMPOSITION COURSE: STUDENTS’ PERCEPTIONS, PEERS’ GRADING SCORES VERSUS INSTRUCTORS’ GRADING SCORES, AND PEERS’ COMMENTARY VERSUS INSTRUCTORS’ COMMENTARY.

Degree: PhD, English, 2017, Southern Illinois University

  Although the use of peer assessment in MOOCs is common, there has been little empirical research about peer assessment in MOOCs, especially composition MOOCs.… (more)

Subjects/Keywords: Composition MOOCs; Instructors' Comments; Peer Assessment; Peer-Grading Scores; Peers' Comments; Student Perception

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

APA (6th Edition):

Vu, L. T. (2017). A CASE STUDY OF PEER ASSESSMENT IN A MOOC-BASED COMPOSITION COURSE: STUDENTS’ PERCEPTIONS, PEERS’ GRADING SCORES VERSUS INSTRUCTORS’ GRADING SCORES, AND PEERS’ COMMENTARY VERSUS INSTRUCTORS’ COMMENTARY. (Doctoral Dissertation). Southern Illinois University. Retrieved from https://opensiuc.lib.siu.edu/dissertations/1394

Chicago Manual of Style (16th Edition):

Vu, Lan Thi. “A CASE STUDY OF PEER ASSESSMENT IN A MOOC-BASED COMPOSITION COURSE: STUDENTS’ PERCEPTIONS, PEERS’ GRADING SCORES VERSUS INSTRUCTORS’ GRADING SCORES, AND PEERS’ COMMENTARY VERSUS INSTRUCTORS’ COMMENTARY.” 2017. Doctoral Dissertation, Southern Illinois University. Accessed April 15, 2021. https://opensiuc.lib.siu.edu/dissertations/1394.

MLA Handbook (7th Edition):

Vu, Lan Thi. “A CASE STUDY OF PEER ASSESSMENT IN A MOOC-BASED COMPOSITION COURSE: STUDENTS’ PERCEPTIONS, PEERS’ GRADING SCORES VERSUS INSTRUCTORS’ GRADING SCORES, AND PEERS’ COMMENTARY VERSUS INSTRUCTORS’ COMMENTARY.” 2017. Web. 15 Apr 2021.

Vancouver:

Vu LT. A CASE STUDY OF PEER ASSESSMENT IN A MOOC-BASED COMPOSITION COURSE: STUDENTS’ PERCEPTIONS, PEERS’ GRADING SCORES VERSUS INSTRUCTORS’ GRADING SCORES, AND PEERS’ COMMENTARY VERSUS INSTRUCTORS’ COMMENTARY. [Internet] [Doctoral dissertation]. Southern Illinois University; 2017. [cited 2021 Apr 15]. Available from: https://opensiuc.lib.siu.edu/dissertations/1394.

Council of Science Editors:

Vu LT. A CASE STUDY OF PEER ASSESSMENT IN A MOOC-BASED COMPOSITION COURSE: STUDENTS’ PERCEPTIONS, PEERS’ GRADING SCORES VERSUS INSTRUCTORS’ GRADING SCORES, AND PEERS’ COMMENTARY VERSUS INSTRUCTORS’ COMMENTARY. [Doctoral Dissertation]. Southern Illinois University; 2017. Available from: https://opensiuc.lib.siu.edu/dissertations/1394

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