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You searched for subject:(learning outcomes). Showing records 1 – 30 of 394 total matches.

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University of Georgia

1. Moore, Allison Amanda. Programmatic assessment for an undergraduate statistics major.

Degree: MS, Statistics, 2014, University of Georgia

 Programmatic assessment is used by institutions and/or departments to prompt conversations about the status of student learning and make informed decisions about educational programs. This… (more)

Subjects/Keywords: Student learning outcomes

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APA (6th Edition):

Moore, A. A. (2014). Programmatic assessment for an undergraduate statistics major. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/moore_allison_a_201405_ms

Chicago Manual of Style (16th Edition):

Moore, Allison Amanda. “Programmatic assessment for an undergraduate statistics major.” 2014. Masters Thesis, University of Georgia. Accessed July 10, 2020. http://purl.galileo.usg.edu/uga_etd/moore_allison_a_201405_ms.

MLA Handbook (7th Edition):

Moore, Allison Amanda. “Programmatic assessment for an undergraduate statistics major.” 2014. Web. 10 Jul 2020.

Vancouver:

Moore AA. Programmatic assessment for an undergraduate statistics major. [Internet] [Masters thesis]. University of Georgia; 2014. [cited 2020 Jul 10]. Available from: http://purl.galileo.usg.edu/uga_etd/moore_allison_a_201405_ms.

Council of Science Editors:

Moore AA. Programmatic assessment for an undergraduate statistics major. [Masters Thesis]. University of Georgia; 2014. Available from: http://purl.galileo.usg.edu/uga_etd/moore_allison_a_201405_ms


University of Alberta

2. Tze, Man Chung. An Evaluation of Boredom in Academic Contexts.

Degree: PhD, Department of Educational Psychology, 2014, University of Alberta

 The impact of academic boredom on learning and achievement has received increasing attention in the literature because academic boredom is associated with lower academic outcomes.… (more)

Subjects/Keywords: antecedents; academic boredom; learning outcomes

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APA (6th Edition):

Tze, M. C. (2014). An Evaluation of Boredom in Academic Contexts. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/fj236313w

Chicago Manual of Style (16th Edition):

Tze, Man Chung. “An Evaluation of Boredom in Academic Contexts.” 2014. Doctoral Dissertation, University of Alberta. Accessed July 10, 2020. https://era.library.ualberta.ca/files/fj236313w.

MLA Handbook (7th Edition):

Tze, Man Chung. “An Evaluation of Boredom in Academic Contexts.” 2014. Web. 10 Jul 2020.

Vancouver:

Tze MC. An Evaluation of Boredom in Academic Contexts. [Internet] [Doctoral dissertation]. University of Alberta; 2014. [cited 2020 Jul 10]. Available from: https://era.library.ualberta.ca/files/fj236313w.

Council of Science Editors:

Tze MC. An Evaluation of Boredom in Academic Contexts. [Doctoral Dissertation]. University of Alberta; 2014. Available from: https://era.library.ualberta.ca/files/fj236313w


University of Alberta

3. Tze, Man Chung. An Evaluation of Boredom in Academic Contexts.

Degree: PhD, Department of Educational Psychology, 2014, University of Alberta

 The impact of academic boredom on learning and achievement has received increasing attention in the literature because academic boredom is associated with lower academic outcomes.… (more)

Subjects/Keywords: academic boredom; antecedents; learning outcomes

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APA (6th Edition):

Tze, M. C. (2014). An Evaluation of Boredom in Academic Contexts. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/9880vt52q

Chicago Manual of Style (16th Edition):

Tze, Man Chung. “An Evaluation of Boredom in Academic Contexts.” 2014. Doctoral Dissertation, University of Alberta. Accessed July 10, 2020. https://era.library.ualberta.ca/files/9880vt52q.

MLA Handbook (7th Edition):

Tze, Man Chung. “An Evaluation of Boredom in Academic Contexts.” 2014. Web. 10 Jul 2020.

Vancouver:

Tze MC. An Evaluation of Boredom in Academic Contexts. [Internet] [Doctoral dissertation]. University of Alberta; 2014. [cited 2020 Jul 10]. Available from: https://era.library.ualberta.ca/files/9880vt52q.

Council of Science Editors:

Tze MC. An Evaluation of Boredom in Academic Contexts. [Doctoral Dissertation]. University of Alberta; 2014. Available from: https://era.library.ualberta.ca/files/9880vt52q


Colorado State University

4. Love, Hannah Beth. Long term learning outcome of sociology capstone courses at Colorado State University.

Degree: MA, Sociology, 2015, Colorado State University

 Institutions of higher education claim to be educating students to think critically, be civically engaged, and prepared to solve global problems. How do we know… (more)

Subjects/Keywords: learning outcomes; social network analysis; teaching and learning; long-term learning outcomes; capstone courses; sociology

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APA (6th Edition):

Love, H. B. (2015). Long term learning outcome of sociology capstone courses at Colorado State University. (Masters Thesis). Colorado State University. Retrieved from http://hdl.handle.net/10217/166936

Chicago Manual of Style (16th Edition):

Love, Hannah Beth. “Long term learning outcome of sociology capstone courses at Colorado State University.” 2015. Masters Thesis, Colorado State University. Accessed July 10, 2020. http://hdl.handle.net/10217/166936.

MLA Handbook (7th Edition):

Love, Hannah Beth. “Long term learning outcome of sociology capstone courses at Colorado State University.” 2015. Web. 10 Jul 2020.

Vancouver:

Love HB. Long term learning outcome of sociology capstone courses at Colorado State University. [Internet] [Masters thesis]. Colorado State University; 2015. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/10217/166936.

Council of Science Editors:

Love HB. Long term learning outcome of sociology capstone courses at Colorado State University. [Masters Thesis]. Colorado State University; 2015. Available from: http://hdl.handle.net/10217/166936


Brigham Young University

5. Ontiveros, Marisa Irene. An Evaluation of the Learning Outcomes and the Curricular Organization of the Brigham Young University Undergraduate TESOL Internship Course.

Degree: MA, 2010, Brigham Young University

 This thesis presents two research problems regarding the evaluation of the learning outcomes and the curricular organization of the TESOL minor internship course at Brigham… (more)

Subjects/Keywords: TESOL; internships; learning outcomes; curriculum development; Linguistics

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APA (6th Edition):

Ontiveros, M. I. (2010). An Evaluation of the Learning Outcomes and the Curricular Organization of the Brigham Young University Undergraduate TESOL Internship Course. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3214&context=etd

Chicago Manual of Style (16th Edition):

Ontiveros, Marisa Irene. “An Evaluation of the Learning Outcomes and the Curricular Organization of the Brigham Young University Undergraduate TESOL Internship Course.” 2010. Masters Thesis, Brigham Young University. Accessed July 10, 2020. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3214&context=etd.

MLA Handbook (7th Edition):

Ontiveros, Marisa Irene. “An Evaluation of the Learning Outcomes and the Curricular Organization of the Brigham Young University Undergraduate TESOL Internship Course.” 2010. Web. 10 Jul 2020.

Vancouver:

Ontiveros MI. An Evaluation of the Learning Outcomes and the Curricular Organization of the Brigham Young University Undergraduate TESOL Internship Course. [Internet] [Masters thesis]. Brigham Young University; 2010. [cited 2020 Jul 10]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3214&context=etd.

Council of Science Editors:

Ontiveros MI. An Evaluation of the Learning Outcomes and the Curricular Organization of the Brigham Young University Undergraduate TESOL Internship Course. [Masters Thesis]. Brigham Young University; 2010. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3214&context=etd


Mississippi State University

6. Leathem, Thomas Michael. A curriculum review of a construction management program for consideration of accreditation by the American Council for Construction Education.

Degree: PhD, Curriculum, Instruction and Special Education, 2018, Mississippi State University

  The Building Construction Science program at Mississippi State University is undergoing a major curriculum review and revision process in preparation for accreditation by the… (more)

Subjects/Keywords: Construction Management;

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APA (6th Edition):

Leathem, T. M. (2018). A curriculum review of a construction management program for consideration of accreditation by the American Council for Construction Education. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-11162017-074337/ ;

Chicago Manual of Style (16th Edition):

Leathem, Thomas Michael. “A curriculum review of a construction management program for consideration of accreditation by the American Council for Construction Education.” 2018. Doctoral Dissertation, Mississippi State University. Accessed July 10, 2020. http://sun.library.msstate.edu/ETD-db/theses/available/etd-11162017-074337/ ;.

MLA Handbook (7th Edition):

Leathem, Thomas Michael. “A curriculum review of a construction management program for consideration of accreditation by the American Council for Construction Education.” 2018. Web. 10 Jul 2020.

Vancouver:

Leathem TM. A curriculum review of a construction management program for consideration of accreditation by the American Council for Construction Education. [Internet] [Doctoral dissertation]. Mississippi State University; 2018. [cited 2020 Jul 10]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-11162017-074337/ ;.

Council of Science Editors:

Leathem TM. A curriculum review of a construction management program for consideration of accreditation by the American Council for Construction Education. [Doctoral Dissertation]. Mississippi State University; 2018. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-11162017-074337/ ;


University of Cambridge

7. SONG, YU. An Investigation of the Relationships between Thinking Style, Participation in Classroom Dialogue and Learning Outcomes – A Study based in Mainland China.

Degree: PhD, 2018, University of Cambridge

 The study reported in this dissertation investigated the relationships between thinking style, participation in classroom dialogue and learning outcomes. Classroom dialogue is a commonly used… (more)

Subjects/Keywords: Participation; Classroom dialogue; Thinking style; Learning outcomes

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APA (6th Edition):

SONG, Y. (2018). An Investigation of the Relationships between Thinking Style, Participation in Classroom Dialogue and Learning Outcomes – A Study based in Mainland China. (Doctoral Dissertation). University of Cambridge. Retrieved from https://www.repository.cam.ac.uk/handle/1810/270630

Chicago Manual of Style (16th Edition):

SONG, YU. “An Investigation of the Relationships between Thinking Style, Participation in Classroom Dialogue and Learning Outcomes – A Study based in Mainland China.” 2018. Doctoral Dissertation, University of Cambridge. Accessed July 10, 2020. https://www.repository.cam.ac.uk/handle/1810/270630.

MLA Handbook (7th Edition):

SONG, YU. “An Investigation of the Relationships between Thinking Style, Participation in Classroom Dialogue and Learning Outcomes – A Study based in Mainland China.” 2018. Web. 10 Jul 2020.

Vancouver:

SONG Y. An Investigation of the Relationships between Thinking Style, Participation in Classroom Dialogue and Learning Outcomes – A Study based in Mainland China. [Internet] [Doctoral dissertation]. University of Cambridge; 2018. [cited 2020 Jul 10]. Available from: https://www.repository.cam.ac.uk/handle/1810/270630.

Council of Science Editors:

SONG Y. An Investigation of the Relationships between Thinking Style, Participation in Classroom Dialogue and Learning Outcomes – A Study based in Mainland China. [Doctoral Dissertation]. University of Cambridge; 2018. Available from: https://www.repository.cam.ac.uk/handle/1810/270630

8. Cavanaugh, Katelyn J. Individual Differences and Usage of Learner Control.

Degree: MS, Psychology, 2013, Old Dominion University

  Past learner control research has shown discrepant findings for hypothesized learning outcomes. In order to shed light on these inconsistent findings, this study investigated… (more)

Subjects/Keywords: Learning outcomes; Learner control; Cognitive Psychology

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APA (6th Edition):

Cavanaugh, K. J. (2013). Individual Differences and Usage of Learner Control. (Thesis). Old Dominion University. Retrieved from https://digitalcommons.odu.edu/psychology_etds/93

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):

Cavanaugh, Katelyn J. “Individual Differences and Usage of Learner Control.” 2013. Thesis, Old Dominion University. Accessed July 10, 2020. https://digitalcommons.odu.edu/psychology_etds/93.

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

MLA Handbook (7th Edition):

Cavanaugh, Katelyn J. “Individual Differences and Usage of Learner Control.” 2013. Web. 10 Jul 2020.

Vancouver:

Cavanaugh KJ. Individual Differences and Usage of Learner Control. [Internet] [Thesis]. Old Dominion University; 2013. [cited 2020 Jul 10]. Available from: https://digitalcommons.odu.edu/psychology_etds/93.

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

Council of Science Editors:

Cavanaugh KJ. Individual Differences and Usage of Learner Control. [Thesis]. Old Dominion University; 2013. Available from: https://digitalcommons.odu.edu/psychology_etds/93

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


University of Sydney

9. Garlan, Karen. MEDICAL STUDENTS’ LEARNING EXPERIENCES IN THE ELECTIVE TERM .

Degree: 2018, University of Sydney

 Electives appear in the curricula of medical schools worldwide and are a required component for all Australian medical students. The purpose of an elective is… (more)

Subjects/Keywords: medical studnets; electives; reflection; learning outcomes

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APA (6th Edition):

Garlan, K. (2018). MEDICAL STUDENTS’ LEARNING EXPERIENCES IN THE ELECTIVE TERM . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/20800

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):

Garlan, Karen. “MEDICAL STUDENTS’ LEARNING EXPERIENCES IN THE ELECTIVE TERM .” 2018. Thesis, University of Sydney. Accessed July 10, 2020. http://hdl.handle.net/2123/20800.

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

MLA Handbook (7th Edition):

Garlan, Karen. “MEDICAL STUDENTS’ LEARNING EXPERIENCES IN THE ELECTIVE TERM .” 2018. Web. 10 Jul 2020.

Vancouver:

Garlan K. MEDICAL STUDENTS’ LEARNING EXPERIENCES IN THE ELECTIVE TERM . [Internet] [Thesis]. University of Sydney; 2018. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/2123/20800.

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

Council of Science Editors:

Garlan K. MEDICAL STUDENTS’ LEARNING EXPERIENCES IN THE ELECTIVE TERM . [Thesis]. University of Sydney; 2018. Available from: http://hdl.handle.net/2123/20800

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


Tulane University

10. Hammler, Katharina. The Colombian Escuela Nueva school model: Linking program implementation and learning outcomes.

Degree: 2017, Tulane University

This dissertation uses a mixed methods design to analyze how the Colombian student-centered school model Escuela Nueva affects learning outcomes, and how well the model… (more)

Subjects/Keywords: Education Policy; Implementation Science; Learning Outcomes

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APA (6th Edition):

Hammler, K. (2017). The Colombian Escuela Nueva school model: Linking program implementation and learning outcomes. (Thesis). Tulane University. Retrieved from https://digitallibrary.tulane.edu/islandora/object/tulane:75416

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):

Hammler, Katharina. “The Colombian Escuela Nueva school model: Linking program implementation and learning outcomes.” 2017. Thesis, Tulane University. Accessed July 10, 2020. https://digitallibrary.tulane.edu/islandora/object/tulane:75416.

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

MLA Handbook (7th Edition):

Hammler, Katharina. “The Colombian Escuela Nueva school model: Linking program implementation and learning outcomes.” 2017. Web. 10 Jul 2020.

Vancouver:

Hammler K. The Colombian Escuela Nueva school model: Linking program implementation and learning outcomes. [Internet] [Thesis]. Tulane University; 2017. [cited 2020 Jul 10]. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:75416.

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

Council of Science Editors:

Hammler K. The Colombian Escuela Nueva school model: Linking program implementation and learning outcomes. [Thesis]. Tulane University; 2017. Available from: https://digitallibrary.tulane.edu/islandora/object/tulane:75416

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


Duquesne University

11. Ackermann, Andrea. Acquisition and Retention of CPR Knowledge and Skills for Junior Level Baccalaureate Nursing Students.

Degree: PhD, Nursing, 2007, Duquesne University

 The acquisition and retention of CPR knowledge and skills has been a topic of concern for the past 20 years and there is concern that… (more)

Subjects/Keywords: learning outcomes; simulation

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APA (6th Edition):

Ackermann, A. (2007). Acquisition and Retention of CPR Knowledge and Skills for Junior Level Baccalaureate Nursing Students. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/13

Chicago Manual of Style (16th Edition):

Ackermann, Andrea. “Acquisition and Retention of CPR Knowledge and Skills for Junior Level Baccalaureate Nursing Students.” 2007. Doctoral Dissertation, Duquesne University. Accessed July 10, 2020. https://dsc.duq.edu/etd/13.

MLA Handbook (7th Edition):

Ackermann, Andrea. “Acquisition and Retention of CPR Knowledge and Skills for Junior Level Baccalaureate Nursing Students.” 2007. Web. 10 Jul 2020.

Vancouver:

Ackermann A. Acquisition and Retention of CPR Knowledge and Skills for Junior Level Baccalaureate Nursing Students. [Internet] [Doctoral dissertation]. Duquesne University; 2007. [cited 2020 Jul 10]. Available from: https://dsc.duq.edu/etd/13.

Council of Science Editors:

Ackermann A. Acquisition and Retention of CPR Knowledge and Skills for Junior Level Baccalaureate Nursing Students. [Doctoral Dissertation]. Duquesne University; 2007. Available from: https://dsc.duq.edu/etd/13


University of Cambridge

12. Song, Yu. An investigation of the relationships between thinking style, participation in classroom dialogue and learning outcomes : a study based in mainland China.

Degree: PhD, 2018, University of Cambridge

 The study reported in this dissertation investigated the relationships between thinking style, participation in classroom dialogue and learning outcomes. Classroom dialogue is a commonly used… (more)

Subjects/Keywords: Participation; Classroom dialogue; Thinking style; Learning outcomes

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

APA (6th Edition):

Song, Y. (2018). An investigation of the relationships between thinking style, participation in classroom dialogue and learning outcomes : a study based in mainland China. (Doctoral Dissertation). University of Cambridge. Retrieved from https://www.repository.cam.ac.uk/handle/1810/270630 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.744450

Chicago Manual of Style (16th Edition):

Song, Yu. “An investigation of the relationships between thinking style, participation in classroom dialogue and learning outcomes : a study based in mainland China.” 2018. Doctoral Dissertation, University of Cambridge. Accessed July 10, 2020. https://www.repository.cam.ac.uk/handle/1810/270630 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.744450.

MLA Handbook (7th Edition):

Song, Yu. “An investigation of the relationships between thinking style, participation in classroom dialogue and learning outcomes : a study based in mainland China.” 2018. Web. 10 Jul 2020.

Vancouver:

Song Y. An investigation of the relationships between thinking style, participation in classroom dialogue and learning outcomes : a study based in mainland China. [Internet] [Doctoral dissertation]. University of Cambridge; 2018. [cited 2020 Jul 10]. Available from: https://www.repository.cam.ac.uk/handle/1810/270630 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.744450.

Council of Science Editors:

Song Y. An investigation of the relationships between thinking style, participation in classroom dialogue and learning outcomes : a study based in mainland China. [Doctoral Dissertation]. University of Cambridge; 2018. Available from: https://www.repository.cam.ac.uk/handle/1810/270630 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.744450

13. Dawe, Nikita. Development of a Universal Rubric Bank for Curriculum-embedded Assessment of Engineering Design Learning Outcomes.

Degree: 2016, University of Toronto

This thesis report focuses on the process of constructing, testing, and refining a bank of universal analytic rubric rows. The objective was to produce a… (more)

Subjects/Keywords: Engineering design; Engineering eduation; Learning outcomes; Learning outcomes assessment; Rubric development; Rubrics; 0443

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

APA (6th Edition):

Dawe, N. (2016). Development of a Universal Rubric Bank for Curriculum-embedded Assessment of Engineering Design Learning Outcomes. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/74587

Chicago Manual of Style (16th Edition):

Dawe, Nikita. “Development of a Universal Rubric Bank for Curriculum-embedded Assessment of Engineering Design Learning Outcomes.” 2016. Masters Thesis, University of Toronto. Accessed July 10, 2020. http://hdl.handle.net/1807/74587.

MLA Handbook (7th Edition):

Dawe, Nikita. “Development of a Universal Rubric Bank for Curriculum-embedded Assessment of Engineering Design Learning Outcomes.” 2016. Web. 10 Jul 2020.

Vancouver:

Dawe N. Development of a Universal Rubric Bank for Curriculum-embedded Assessment of Engineering Design Learning Outcomes. [Internet] [Masters thesis]. University of Toronto; 2016. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/1807/74587.

Council of Science Editors:

Dawe N. Development of a Universal Rubric Bank for Curriculum-embedded Assessment of Engineering Design Learning Outcomes. [Masters Thesis]. University of Toronto; 2016. Available from: http://hdl.handle.net/1807/74587


University of Pretoria

14. Van Wyngaarden, Angeline. Teaching strategies for theory content in an outcomes- and problem-based nursing education programme.

Degree: Nursing Science, 2009, University of Pretoria

 The purpose of this study was to explore the extent to which teaching strategies for theory content were utilised by nurse educators at a nursing… (more)

Subjects/Keywords: Theoretical teaching strategies; Critical cross-field outcomes; Curriculum; Outcomes-based education; Outcomes; Learning; Problem-based learning; UCTD

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APA (6th Edition):

Wyngaarden, Angeline, V. (2009). Teaching strategies for theory content in an outcomes- and problem-based nursing education programme. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/26258

Chicago Manual of Style (16th Edition):

Wyngaarden, Angeline, Van. “Teaching strategies for theory content in an outcomes- and problem-based nursing education programme.” 2009. Masters Thesis, University of Pretoria. Accessed July 10, 2020. http://hdl.handle.net/2263/26258.

MLA Handbook (7th Edition):

Wyngaarden, Angeline, Van. “Teaching strategies for theory content in an outcomes- and problem-based nursing education programme.” 2009. Web. 10 Jul 2020.

Vancouver:

Wyngaarden, Angeline V. Teaching strategies for theory content in an outcomes- and problem-based nursing education programme. [Internet] [Masters thesis]. University of Pretoria; 2009. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/2263/26258.

Council of Science Editors:

Wyngaarden, Angeline V. Teaching strategies for theory content in an outcomes- and problem-based nursing education programme. [Masters Thesis]. University of Pretoria; 2009. Available from: http://hdl.handle.net/2263/26258


University of Pretoria

15. [No author]. Teaching strategies for theory content in an outcomes- and problem-based nursing education programme .

Degree: 2009, University of Pretoria

 The purpose of this study was to explore the extent to which teaching strategies for theory content were utilised by nurse educators at a nursing… (more)

Subjects/Keywords: Theoretical teaching strategies; Critical cross-field outcomes; Curriculum; Outcomes-based education; Outcomes; Learning; Problem-based learning; UCTD

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APA (6th Edition):

author], [. (2009). Teaching strategies for theory content in an outcomes- and problem-based nursing education programme . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-07132009-151258/

Chicago Manual of Style (16th Edition):

author], [No. “Teaching strategies for theory content in an outcomes- and problem-based nursing education programme .” 2009. Masters Thesis, University of Pretoria. Accessed July 10, 2020. http://upetd.up.ac.za/thesis/available/etd-07132009-151258/.

MLA Handbook (7th Edition):

author], [No. “Teaching strategies for theory content in an outcomes- and problem-based nursing education programme .” 2009. Web. 10 Jul 2020.

Vancouver:

author] [. Teaching strategies for theory content in an outcomes- and problem-based nursing education programme . [Internet] [Masters thesis]. University of Pretoria; 2009. [cited 2020 Jul 10]. Available from: http://upetd.up.ac.za/thesis/available/etd-07132009-151258/.

Council of Science Editors:

author] [. Teaching strategies for theory content in an outcomes- and problem-based nursing education programme . [Masters Thesis]. University of Pretoria; 2009. Available from: http://upetd.up.ac.za/thesis/available/etd-07132009-151258/


University of Wollongong

16. Baharun, N. Improving students' learning of statistics: the impact of web-based learning support on student outcomes.

Degree: PhD, 2012, University of Wollongong

  This thesis investigated the provision of learning supports within an e-learning environment in terms of its impact on student learning outcomes in mathematics and… (more)

Subjects/Keywords: learning supports; learning statistics; student outcomes; web-based learning

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APA (6th Edition):

Baharun, N. (2012). Improving students' learning of statistics: the impact of web-based learning support on student outcomes. (Doctoral Dissertation). University of Wollongong. Retrieved from 0104 STATISTICS, 010499 Statistics not elsewhere classified, 019999 Mathematical Sciences not elsewhere classified ; https://ro.uow.edu.au/theses/3618

Chicago Manual of Style (16th Edition):

Baharun, N. “Improving students' learning of statistics: the impact of web-based learning support on student outcomes.” 2012. Doctoral Dissertation, University of Wollongong. Accessed July 10, 2020. 0104 STATISTICS, 010499 Statistics not elsewhere classified, 019999 Mathematical Sciences not elsewhere classified ; https://ro.uow.edu.au/theses/3618.

MLA Handbook (7th Edition):

Baharun, N. “Improving students' learning of statistics: the impact of web-based learning support on student outcomes.” 2012. Web. 10 Jul 2020.

Vancouver:

Baharun N. Improving students' learning of statistics: the impact of web-based learning support on student outcomes. [Internet] [Doctoral dissertation]. University of Wollongong; 2012. [cited 2020 Jul 10]. Available from: 0104 STATISTICS, 010499 Statistics not elsewhere classified, 019999 Mathematical Sciences not elsewhere classified ; https://ro.uow.edu.au/theses/3618.

Council of Science Editors:

Baharun N. Improving students' learning of statistics: the impact of web-based learning support on student outcomes. [Doctoral Dissertation]. University of Wollongong; 2012. Available from: 0104 STATISTICS, 010499 Statistics not elsewhere classified, 019999 Mathematical Sciences not elsewhere classified ; https://ro.uow.edu.au/theses/3618


Boston College

17. Gleeson, Ann Marie. Preparing Teachers and Students for Democracy: Teacher and Student Learning and Authentic Intellectual Work.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2011, Boston College

 Preparing students to participate in a democratic society means cultivating citizens who are capable of making informed, rational decisions about complex issues related to the… (more)

Subjects/Keywords: Assessment; Authentic Intellectual Work; Learning Outcomes; Student Learning; Teacher Education

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APA (6th Edition):

Gleeson, A. M. (2011). Preparing Teachers and Students for Democracy: Teacher and Student Learning and Authentic Intellectual Work. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101485

Chicago Manual of Style (16th Edition):

Gleeson, Ann Marie. “Preparing Teachers and Students for Democracy: Teacher and Student Learning and Authentic Intellectual Work.” 2011. Doctoral Dissertation, Boston College. Accessed July 10, 2020. http://dlib.bc.edu/islandora/object/bc-ir:101485.

MLA Handbook (7th Edition):

Gleeson, Ann Marie. “Preparing Teachers and Students for Democracy: Teacher and Student Learning and Authentic Intellectual Work.” 2011. Web. 10 Jul 2020.

Vancouver:

Gleeson AM. Preparing Teachers and Students for Democracy: Teacher and Student Learning and Authentic Intellectual Work. [Internet] [Doctoral dissertation]. Boston College; 2011. [cited 2020 Jul 10]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101485.

Council of Science Editors:

Gleeson AM. Preparing Teachers and Students for Democracy: Teacher and Student Learning and Authentic Intellectual Work. [Doctoral Dissertation]. Boston College; 2011. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101485

18. Ritson, Linda. An investigation into formal and informal learning in outdoor adventure : a case study of a local authority adventure team.

Degree: Thesis (EdD), 2013, University of Derby

 This thesis develops understanding in using outdoor adventure as a tool for learning for young people. It examines how adventure pedagogy may be applied in… (more)

Subjects/Keywords: 371.3; Adventure; Learning; Learning outcomes; Teams; Leadership; Motivation

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APA (6th Edition):

Ritson, L. (2013). An investigation into formal and informal learning in outdoor adventure : a case study of a local authority adventure team. (Doctoral Dissertation). University of Derby. Retrieved from http://hdl.handle.net/10545/346523

Chicago Manual of Style (16th Edition):

Ritson, Linda. “An investigation into formal and informal learning in outdoor adventure : a case study of a local authority adventure team.” 2013. Doctoral Dissertation, University of Derby. Accessed July 10, 2020. http://hdl.handle.net/10545/346523.

MLA Handbook (7th Edition):

Ritson, Linda. “An investigation into formal and informal learning in outdoor adventure : a case study of a local authority adventure team.” 2013. Web. 10 Jul 2020.

Vancouver:

Ritson L. An investigation into formal and informal learning in outdoor adventure : a case study of a local authority adventure team. [Internet] [Doctoral dissertation]. University of Derby; 2013. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/10545/346523.

Council of Science Editors:

Ritson L. An investigation into formal and informal learning in outdoor adventure : a case study of a local authority adventure team. [Doctoral Dissertation]. University of Derby; 2013. Available from: http://hdl.handle.net/10545/346523


Queens University

19. Parsons, Elizabeth. What and How University Student Leaders Learned in One Peer Education Program .

Degree: Education, 2012, Queens University

 The purpose of my study was to explore what and how university students learned from their experiences working as peer educators. In my study, I… (more)

Subjects/Keywords: Higher Education; Learning Outcomes; Co-Curricular Learning; Peer Education

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APA (6th Edition):

Parsons, E. (2012). What and How University Student Leaders Learned in One Peer Education Program . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/7603

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):

Parsons, Elizabeth. “What and How University Student Leaders Learned in One Peer Education Program .” 2012. Thesis, Queens University. Accessed July 10, 2020. http://hdl.handle.net/1974/7603.

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

MLA Handbook (7th Edition):

Parsons, Elizabeth. “What and How University Student Leaders Learned in One Peer Education Program .” 2012. Web. 10 Jul 2020.

Vancouver:

Parsons E. What and How University Student Leaders Learned in One Peer Education Program . [Internet] [Thesis]. Queens University; 2012. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/1974/7603.

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

Council of Science Editors:

Parsons E. What and How University Student Leaders Learned in One Peer Education Program . [Thesis]. Queens University; 2012. Available from: http://hdl.handle.net/1974/7603

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


Stockholm University

20. Vann, Sovichea. Learning Approaches and Learning Outcomes of the English University Curriculum : A Comparative Case of Cambodia and Thailand.

Degree: Education, 2016, Stockholm University

  The access to higher education has been massively expanding which has impacted on quality of education, assessment system, learning environment, teaching and learning approaches… (more)

Subjects/Keywords: Learning Approaches; Learning Outcomes; University Curriculum; Educational Sciences; Utbildningsvetenskap

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APA (6th Edition):

Vann, S. (2016). Learning Approaches and Learning Outcomes of the English University Curriculum : A Comparative Case of Cambodia and Thailand. (Thesis). Stockholm University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-144264

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):

Vann, Sovichea. “Learning Approaches and Learning Outcomes of the English University Curriculum : A Comparative Case of Cambodia and Thailand.” 2016. Thesis, Stockholm University. Accessed July 10, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-144264.

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

MLA Handbook (7th Edition):

Vann, Sovichea. “Learning Approaches and Learning Outcomes of the English University Curriculum : A Comparative Case of Cambodia and Thailand.” 2016. Web. 10 Jul 2020.

Vancouver:

Vann S. Learning Approaches and Learning Outcomes of the English University Curriculum : A Comparative Case of Cambodia and Thailand. [Internet] [Thesis]. Stockholm University; 2016. [cited 2020 Jul 10]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-144264.

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

Council of Science Editors:

Vann S. Learning Approaches and Learning Outcomes of the English University Curriculum : A Comparative Case of Cambodia and Thailand. [Thesis]. Stockholm University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-144264

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

21. Memedi, Mevludin. Constructive alignment in Computer Engineering and Informatics departments at Dalarna University : An empirical investigation.

Degree: Computer Engineering, 2015, Dalarna University

Background: Constructive alignment (CA) is a pedagogical approach that emphasizes the alignment between the intended learning outcomes (ILOs), teaching and learning activities (TLAs) and… (more)

Subjects/Keywords: constructive alignment; active learning; learning outcomes; student-centered education

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APA (6th Edition):

Memedi, M. (2015). Constructive alignment in Computer Engineering and Informatics departments at Dalarna University : An empirical investigation. (Thesis). Dalarna University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:du-18005

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):

Memedi, Mevludin. “Constructive alignment in Computer Engineering and Informatics departments at Dalarna University : An empirical investigation.” 2015. Thesis, Dalarna University. Accessed July 10, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:du-18005.

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

MLA Handbook (7th Edition):

Memedi, Mevludin. “Constructive alignment in Computer Engineering and Informatics departments at Dalarna University : An empirical investigation.” 2015. Web. 10 Jul 2020.

Vancouver:

Memedi M. Constructive alignment in Computer Engineering and Informatics departments at Dalarna University : An empirical investigation. [Internet] [Thesis]. Dalarna University; 2015. [cited 2020 Jul 10]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:du-18005.

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

Council of Science Editors:

Memedi M. Constructive alignment in Computer Engineering and Informatics departments at Dalarna University : An empirical investigation. [Thesis]. Dalarna University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:du-18005

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


University of Missouri – Columbia

22. Laughlin, Mary. Identification and elucidation of culturally embedded school community expectations in a newly chartered urban school.

Degree: 2012, University of Missouri – Columbia

 This case study is designed to increase the understanding of an organization's cultural impact on students' improved learning. While much literature exists on best practice… (more)

Subjects/Keywords: student learning; charter schools; organizational culture; learning outcomes

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APA (6th Edition):

Laughlin, M. (2012). Identification and elucidation of culturally embedded school community expectations in a newly chartered urban school. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/33042

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):

Laughlin, Mary. “Identification and elucidation of culturally embedded school community expectations in a newly chartered urban school.” 2012. Thesis, University of Missouri – Columbia. Accessed July 10, 2020. https://doi.org/10.32469/10355/33042.

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

MLA Handbook (7th Edition):

Laughlin, Mary. “Identification and elucidation of culturally embedded school community expectations in a newly chartered urban school.” 2012. Web. 10 Jul 2020.

Vancouver:

Laughlin M. Identification and elucidation of culturally embedded school community expectations in a newly chartered urban school. [Internet] [Thesis]. University of Missouri – Columbia; 2012. [cited 2020 Jul 10]. Available from: https://doi.org/10.32469/10355/33042.

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

Council of Science Editors:

Laughlin M. Identification and elucidation of culturally embedded school community expectations in a newly chartered urban school. [Thesis]. University of Missouri – Columbia; 2012. Available from: https://doi.org/10.32469/10355/33042

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


University of Missouri – Columbia

23. Laughlin, Mary. Identification and elucidation of culturally embedded school community expectations in a newly chartered urban school.

Degree: 2012, University of Missouri – Columbia

 This case study is designed to increase the understanding of an organization's cultural impact on students' improved learning. While much literature exists on best practice… (more)

Subjects/Keywords: student learning; charter schools; organizational culture; learning outcomes

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APA (6th Edition):

Laughlin, M. (2012). Identification and elucidation of culturally embedded school community expectations in a newly chartered urban school. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/33042

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):

Laughlin, Mary. “Identification and elucidation of culturally embedded school community expectations in a newly chartered urban school.” 2012. Thesis, University of Missouri – Columbia. Accessed July 10, 2020. http://hdl.handle.net/10355/33042.

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

MLA Handbook (7th Edition):

Laughlin, Mary. “Identification and elucidation of culturally embedded school community expectations in a newly chartered urban school.” 2012. Web. 10 Jul 2020.

Vancouver:

Laughlin M. Identification and elucidation of culturally embedded school community expectations in a newly chartered urban school. [Internet] [Thesis]. University of Missouri – Columbia; 2012. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/10355/33042.

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

Council of Science Editors:

Laughlin M. Identification and elucidation of culturally embedded school community expectations in a newly chartered urban school. [Thesis]. University of Missouri – Columbia; 2012. Available from: http://hdl.handle.net/10355/33042

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


University of Minnesota

24. Schlarb, Mary H. Student Learning on Faculty-Led Study Abroad: A Qualitative Study of Stakeholder Views.

Degree: PhD, Organizational Leadership, Policy, and Development, 2019, University of Minnesota

 This is a study of intercultural learning and teaching through study abroad programs at one four-year public higher education institution in the United States. The… (more)

Subjects/Keywords: grounded theory; intercultural learning; international education; internationalization; learning outcomes; study abroad

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APA (6th Edition):

Schlarb, M. H. (2019). Student Learning on Faculty-Led Study Abroad: A Qualitative Study of Stakeholder Views. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/206386

Chicago Manual of Style (16th Edition):

Schlarb, Mary H. “Student Learning on Faculty-Led Study Abroad: A Qualitative Study of Stakeholder Views.” 2019. Doctoral Dissertation, University of Minnesota. Accessed July 10, 2020. http://hdl.handle.net/11299/206386.

MLA Handbook (7th Edition):

Schlarb, Mary H. “Student Learning on Faculty-Led Study Abroad: A Qualitative Study of Stakeholder Views.” 2019. Web. 10 Jul 2020.

Vancouver:

Schlarb MH. Student Learning on Faculty-Led Study Abroad: A Qualitative Study of Stakeholder Views. [Internet] [Doctoral dissertation]. University of Minnesota; 2019. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/11299/206386.

Council of Science Editors:

Schlarb MH. Student Learning on Faculty-Led Study Abroad: A Qualitative Study of Stakeholder Views. [Doctoral Dissertation]. University of Minnesota; 2019. Available from: http://hdl.handle.net/11299/206386


Tartu University

25. Täht, Karin. The cross-cultural view on students’ motivation to learn .

Degree: 2012, Tartu University

 Väitekiri käsitleb õpilaste õpimotivatsiooni ja enesetõhususe seost õpitulemustega erinevates riikides. Väitekiri püüab vastata viimasel ajal kultuuriti võrdlevates uuringutes tõusnud küsimusele – miks riikide keskmised õpitulemused… (more)

Subjects/Keywords: õpimotivatsioon; õpitulemused; kultuuridevahelised uuringud; learning motivation; learning outcomes; cross-cultural studies

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APA (6th Edition):

Täht, K. (2012). The cross-cultural view on students’ motivation to learn . (Thesis). Tartu University. Retrieved from http://hdl.handle.net/10062/28154

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):

Täht, Karin. “The cross-cultural view on students’ motivation to learn .” 2012. Thesis, Tartu University. Accessed July 10, 2020. http://hdl.handle.net/10062/28154.

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

MLA Handbook (7th Edition):

Täht, Karin. “The cross-cultural view on students’ motivation to learn .” 2012. Web. 10 Jul 2020.

Vancouver:

Täht K. The cross-cultural view on students’ motivation to learn . [Internet] [Thesis]. Tartu University; 2012. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/10062/28154.

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

Council of Science Editors:

Täht K. The cross-cultural view on students’ motivation to learn . [Thesis]. Tartu University; 2012. Available from: http://hdl.handle.net/10062/28154

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


University of South Africa

26. Mnguni, Joseph Nkosana Chitja. Challenges in teaching natural sciences in the context of National curriculum statement context .

Degree: 2013, University of South Africa

 The study focuses on challenges in the development of learner-centred and process-oriented teaching and learning in the learning areas, natural science (NS) and mathematics in… (more)

Subjects/Keywords: Assessment standards; Critical outcomes; Developmental outcomes; Integration; Learning and teaching support material; Learning outcomes; Learning area; NCS/CAPS underpinning principles; Core knowledge; Concepts and unifying statements

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APA (6th Edition):

Mnguni, J. N. C. (2013). Challenges in teaching natural sciences in the context of National curriculum statement context . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/13243

Chicago Manual of Style (16th Edition):

Mnguni, Joseph Nkosana Chitja. “Challenges in teaching natural sciences in the context of National curriculum statement context .” 2013. Masters Thesis, University of South Africa. Accessed July 10, 2020. http://hdl.handle.net/10500/13243.

MLA Handbook (7th Edition):

Mnguni, Joseph Nkosana Chitja. “Challenges in teaching natural sciences in the context of National curriculum statement context .” 2013. Web. 10 Jul 2020.

Vancouver:

Mnguni JNC. Challenges in teaching natural sciences in the context of National curriculum statement context . [Internet] [Masters thesis]. University of South Africa; 2013. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/10500/13243.

Council of Science Editors:

Mnguni JNC. Challenges in teaching natural sciences in the context of National curriculum statement context . [Masters Thesis]. University of South Africa; 2013. Available from: http://hdl.handle.net/10500/13243


The Ohio State University

27. Park, Yoonhee. The Relationships Among Investment in Workplace Learning, Organizational Perspective on Human Resource Development, Organizational Outcomes of Workplace Learning, and Organizational Performance Using the Korea 2005 and 2007 Human Capital Corporate Panel S.

Degree: PhD, ED Physical Activities and Educational Services, 2009, The Ohio State University

  The purpose of this study was to investigate the relationships among investment in workplace learning, organizational perspective on human resource development (HRD), organizational outcomes(more)

Subjects/Keywords: Education; Vocational Education; Workplace Learning; Learning Outcomes; Organizational Performance; Formal Learning; Informal Learning; Investment in Workplace Learning; Organizational Perspective on HRD; Human Resource Development; Organizational Outcomes of Workplace Learning

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APA (6th Edition):

Park, Y. (2009). The Relationships Among Investment in Workplace Learning, Organizational Perspective on Human Resource Development, Organizational Outcomes of Workplace Learning, and Organizational Performance Using the Korea 2005 and 2007 Human Capital Corporate Panel S. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1245431229

Chicago Manual of Style (16th Edition):

Park, Yoonhee. “The Relationships Among Investment in Workplace Learning, Organizational Perspective on Human Resource Development, Organizational Outcomes of Workplace Learning, and Organizational Performance Using the Korea 2005 and 2007 Human Capital Corporate Panel S.” 2009. Doctoral Dissertation, The Ohio State University. Accessed July 10, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1245431229.

MLA Handbook (7th Edition):

Park, Yoonhee. “The Relationships Among Investment in Workplace Learning, Organizational Perspective on Human Resource Development, Organizational Outcomes of Workplace Learning, and Organizational Performance Using the Korea 2005 and 2007 Human Capital Corporate Panel S.” 2009. Web. 10 Jul 2020.

Vancouver:

Park Y. The Relationships Among Investment in Workplace Learning, Organizational Perspective on Human Resource Development, Organizational Outcomes of Workplace Learning, and Organizational Performance Using the Korea 2005 and 2007 Human Capital Corporate Panel S. [Internet] [Doctoral dissertation]. The Ohio State University; 2009. [cited 2020 Jul 10]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1245431229.

Council of Science Editors:

Park Y. The Relationships Among Investment in Workplace Learning, Organizational Perspective on Human Resource Development, Organizational Outcomes of Workplace Learning, and Organizational Performance Using the Korea 2005 and 2007 Human Capital Corporate Panel S. [Doctoral Dissertation]. The Ohio State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1245431229


University of Houston

28. Griswold, Ryan MacLelland 1973-. A Mixed Method Study to Measure Outcomes from Co-Curricular Service-Learning Experiences.

Degree: PhD, Educational Psychology and Individual Differences, 2013, University of Houston

 This study focused on the outcomes achieved by students participating in a co-curricular service-learning experience, specifically alternative spring break trips. Both curricular and co-curricular service… (more)

Subjects/Keywords: Co-curricular; Service learning; Service learning; Alternative breaks; Faith; Commitment; Academic learning; Development; Outcomes

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APA (6th Edition):

Griswold, R. M. 1. (2013). A Mixed Method Study to Measure Outcomes from Co-Curricular Service-Learning Experiences. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/1183

Chicago Manual of Style (16th Edition):

Griswold, Ryan MacLelland 1973-. “A Mixed Method Study to Measure Outcomes from Co-Curricular Service-Learning Experiences.” 2013. Doctoral Dissertation, University of Houston. Accessed July 10, 2020. http://hdl.handle.net/10657/1183.

MLA Handbook (7th Edition):

Griswold, Ryan MacLelland 1973-. “A Mixed Method Study to Measure Outcomes from Co-Curricular Service-Learning Experiences.” 2013. Web. 10 Jul 2020.

Vancouver:

Griswold RM1. A Mixed Method Study to Measure Outcomes from Co-Curricular Service-Learning Experiences. [Internet] [Doctoral dissertation]. University of Houston; 2013. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/10657/1183.

Council of Science Editors:

Griswold RM1. A Mixed Method Study to Measure Outcomes from Co-Curricular Service-Learning Experiences. [Doctoral Dissertation]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/1183


University of Toronto

29. Vranic, Linda Margaret. A Case Study of the Perceptions of Learning Outcomes of Student Participants in an Undergraduate Research Initiative at City University.

Degree: PhD, 2014, University of Toronto

 Undergraduate research is an area of increasing interest and focus in postsecondary education. Hands-on undergraduate research initiatives are believed to lead to learning outcomes that… (more)

Subjects/Keywords: experiential learning; learning assessment; learning outcomes; multidisciplinary; skills gap; undergraduate research; 0745

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APA (6th Edition):

Vranic, L. M. (2014). A Case Study of the Perceptions of Learning Outcomes of Student Participants in an Undergraduate Research Initiative at City University. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/68399

Chicago Manual of Style (16th Edition):

Vranic, Linda Margaret. “A Case Study of the Perceptions of Learning Outcomes of Student Participants in an Undergraduate Research Initiative at City University.” 2014. Doctoral Dissertation, University of Toronto. Accessed July 10, 2020. http://hdl.handle.net/1807/68399.

MLA Handbook (7th Edition):

Vranic, Linda Margaret. “A Case Study of the Perceptions of Learning Outcomes of Student Participants in an Undergraduate Research Initiative at City University.” 2014. Web. 10 Jul 2020.

Vancouver:

Vranic LM. A Case Study of the Perceptions of Learning Outcomes of Student Participants in an Undergraduate Research Initiative at City University. [Internet] [Doctoral dissertation]. University of Toronto; 2014. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/1807/68399.

Council of Science Editors:

Vranic LM. A Case Study of the Perceptions of Learning Outcomes of Student Participants in an Undergraduate Research Initiative at City University. [Doctoral Dissertation]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/68399


University of South Africa

30. Sebate, P. M. (Phaladi Moses), 1956-. The role of teacher understanding in aligning assessment with teaching and learning in Setswana home language .

Degree: 2012, University of South Africa

 The study investigates Setswana Home Language teachers’ conceptions of assessment and assessment standards and determines to what extent teachers ensure that their teaching, learning and… (more)

Subjects/Keywords: Alignment; Outcomes-based education; Assessment standards; Curriculum and assessment policy statements; Teaching; Learning; Assessment; Learning outcomes; Curriculum; Setswana home language

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APA (6th Edition):

Sebate, P. M. (Phaladi Moses), 1. (2012). The role of teacher understanding in aligning assessment with teaching and learning in Setswana home language . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/5587

Chicago Manual of Style (16th Edition):

Sebate, P. M. (Phaladi Moses), 1956-. “The role of teacher understanding in aligning assessment with teaching and learning in Setswana home language .” 2012. Doctoral Dissertation, University of South Africa. Accessed July 10, 2020. http://hdl.handle.net/10500/5587.

MLA Handbook (7th Edition):

Sebate, P. M. (Phaladi Moses), 1956-. “The role of teacher understanding in aligning assessment with teaching and learning in Setswana home language .” 2012. Web. 10 Jul 2020.

Vancouver:

Sebate, P. M. (Phaladi Moses) 1. The role of teacher understanding in aligning assessment with teaching and learning in Setswana home language . [Internet] [Doctoral dissertation]. University of South Africa; 2012. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/10500/5587.

Council of Science Editors:

Sebate, P. M. (Phaladi Moses) 1. The role of teacher understanding in aligning assessment with teaching and learning in Setswana home language . [Doctoral Dissertation]. University of South Africa; 2012. Available from: http://hdl.handle.net/10500/5587

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