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You searched for subject:(learning school). Showing records 1 – 30 of 3064 total matches.

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University of Aberdeen

1. Beaton, Mhairi Catherine. Engaged voices? : an exploration of the development of learner identity.

Degree: PhD, 2015, University of Aberdeen

 Jenkins refers to identity as the 'touchstone of our times' (Jenkins 1996: 8) but identity is an ill-defined concept. Much has been written about learner… (more)

Subjects/Keywords: Learning; School children

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APA (6th Edition):

Beaton, M. C. (2015). Engaged voices? : an exploration of the development of learner identity. (Doctoral Dissertation). University of Aberdeen. Retrieved from http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=225775 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648907

Chicago Manual of Style (16th Edition):

Beaton, Mhairi Catherine. “Engaged voices? : an exploration of the development of learner identity.” 2015. Doctoral Dissertation, University of Aberdeen. Accessed September 18, 2019. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=225775 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648907.

MLA Handbook (7th Edition):

Beaton, Mhairi Catherine. “Engaged voices? : an exploration of the development of learner identity.” 2015. Web. 18 Sep 2019.

Vancouver:

Beaton MC. Engaged voices? : an exploration of the development of learner identity. [Internet] [Doctoral dissertation]. University of Aberdeen; 2015. [cited 2019 Sep 18]. Available from: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=225775 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648907.

Council of Science Editors:

Beaton MC. Engaged voices? : an exploration of the development of learner identity. [Doctoral Dissertation]. University of Aberdeen; 2015. Available from: http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=225775 ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648907


University of Nairobi

2. Kuria, Jane N. M-learing model to support access to learning content in primary schools .

Degree: 2012, University of Nairobi

 Mobile technology has penetrated Kenya with depth and rapidity. Mobile devices have become integrated in our daily lives. Unfortunately this has not extended to education.… (more)

Subjects/Keywords: Learning Content; Primary School; Mobile Learning

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APA (6th Edition):

Kuria, J. N. (2012). M-learing model to support access to learning content in primary schools . (Thesis). University of Nairobi. Retrieved from http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/21124

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):

Kuria, Jane N. “M-learing model to support access to learning content in primary schools .” 2012. Thesis, University of Nairobi. Accessed September 18, 2019. http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/21124.

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

MLA Handbook (7th Edition):

Kuria, Jane N. “M-learing model to support access to learning content in primary schools .” 2012. Web. 18 Sep 2019.

Vancouver:

Kuria JN. M-learing model to support access to learning content in primary schools . [Internet] [Thesis]. University of Nairobi; 2012. [cited 2019 Sep 18]. Available from: http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/21124.

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

Council of Science Editors:

Kuria JN. M-learing model to support access to learning content in primary schools . [Thesis]. University of Nairobi; 2012. Available from: http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/21124

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


Eastern Illinois University

3. Lakebrink, Margaret. Incremental Validity of the Learning Behavior Scale in Special Education Evaluation.

Degree: Specialist in School Psychology, Psychology, 2014, Eastern Illinois University

  The Learning Behavior Scale (LBS) was developed as a teacher rating scale to assess students' learning behaviors hypothesized to affect academic achievement. Research utilizing… (more)

Subjects/Keywords: Learning Behaviors Scale; School Psychology

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APA (6th Edition):

Lakebrink, M. (2014). Incremental Validity of the Learning Behavior Scale in Special Education Evaluation. (Thesis). Eastern Illinois University. Retrieved from http://thekeep.eiu.edu/theses/1307

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):

Lakebrink, Margaret. “Incremental Validity of the Learning Behavior Scale in Special Education Evaluation.” 2014. Thesis, Eastern Illinois University. Accessed September 18, 2019. http://thekeep.eiu.edu/theses/1307.

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

MLA Handbook (7th Edition):

Lakebrink, Margaret. “Incremental Validity of the Learning Behavior Scale in Special Education Evaluation.” 2014. Web. 18 Sep 2019.

Vancouver:

Lakebrink M. Incremental Validity of the Learning Behavior Scale in Special Education Evaluation. [Internet] [Thesis]. Eastern Illinois University; 2014. [cited 2019 Sep 18]. Available from: http://thekeep.eiu.edu/theses/1307.

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

Council of Science Editors:

Lakebrink M. Incremental Validity of the Learning Behavior Scale in Special Education Evaluation. [Thesis]. Eastern Illinois University; 2014. Available from: http://thekeep.eiu.edu/theses/1307

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


California State University – Chico

4. Vercruysse, Ryan. How to create a service-learning project within a small school .

Degree: 2012, California State University – Chico

 Service-learning projects for a small school can have a major impact on the social values and perceptions of the educational environment. Influencing students to lead… (more)

Subjects/Keywords: Service-learning project school

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APA (6th Edition):

Vercruysse, R. (2012). How to create a service-learning project within a small school . (Thesis). California State University – Chico. Retrieved from http://hdl.handle.net/10211.4/492

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):

Vercruysse, Ryan. “How to create a service-learning project within a small school .” 2012. Thesis, California State University – Chico. Accessed September 18, 2019. http://hdl.handle.net/10211.4/492.

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

MLA Handbook (7th Edition):

Vercruysse, Ryan. “How to create a service-learning project within a small school .” 2012. Web. 18 Sep 2019.

Vancouver:

Vercruysse R. How to create a service-learning project within a small school . [Internet] [Thesis]. California State University – Chico; 2012. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/10211.4/492.

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

Council of Science Editors:

Vercruysse R. How to create a service-learning project within a small school . [Thesis]. California State University – Chico; 2012. Available from: http://hdl.handle.net/10211.4/492

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


University of Tasmania

5. Gurung, GB. Perceptions of key stakeholders about the school curriculum and its relationship to teaching and learning in Nepal.

Degree: 2018, University of Tasmania

 There is a growing research interest in investigating the influence of the curriculum on student learning in culturally diverse and developing country contexts. The relatively… (more)

Subjects/Keywords: school curriculum; teaching; learning; Nepal

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

APA (6th Edition):

Gurung, G. (2018). Perceptions of key stakeholders about the school curriculum and its relationship to teaching and learning in Nepal. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/29706/1/Gurung_whole_thesis.pdf ; Gurung, GB ORCID: 0000-0002-3898-0169 <https://orcid.org/0000-0002-3898-0169> 2018 , 'Perceptions of key stakeholders about the school curriculum and its relationship to teaching and learning in Nepal', PhD thesis, University of Tasmania.

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):

Gurung, GB. “Perceptions of key stakeholders about the school curriculum and its relationship to teaching and learning in Nepal.” 2018. Thesis, University of Tasmania. Accessed September 18, 2019. https://eprints.utas.edu.au/29706/1/Gurung_whole_thesis.pdf ; Gurung, GB ORCID: 0000-0002-3898-0169 <https://orcid.org/0000-0002-3898-0169> 2018 , 'Perceptions of key stakeholders about the school curriculum and its relationship to teaching and learning in Nepal', PhD thesis, University of Tasmania..

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

MLA Handbook (7th Edition):

Gurung, GB. “Perceptions of key stakeholders about the school curriculum and its relationship to teaching and learning in Nepal.” 2018. Web. 18 Sep 2019.

Vancouver:

Gurung G. Perceptions of key stakeholders about the school curriculum and its relationship to teaching and learning in Nepal. [Internet] [Thesis]. University of Tasmania; 2018. [cited 2019 Sep 18]. Available from: https://eprints.utas.edu.au/29706/1/Gurung_whole_thesis.pdf ; Gurung, GB ORCID: 0000-0002-3898-0169 <https://orcid.org/0000-0002-3898-0169> 2018 , 'Perceptions of key stakeholders about the school curriculum and its relationship to teaching and learning in Nepal', PhD thesis, University of Tasmania..

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

Council of Science Editors:

Gurung G. Perceptions of key stakeholders about the school curriculum and its relationship to teaching and learning in Nepal. [Thesis]. University of Tasmania; 2018. Available from: https://eprints.utas.edu.au/29706/1/Gurung_whole_thesis.pdf ; Gurung, GB ORCID: 0000-0002-3898-0169 <https://orcid.org/0000-0002-3898-0169> 2018 , 'Perceptions of key stakeholders about the school curriculum and its relationship to teaching and learning in Nepal', PhD thesis, University of Tasmania.

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


Drexel University

6. Stoudt, Stacey L. How School Leadership Fosters or Constrains the Development of a Creative Learning Culture.

Degree: 2018, Drexel University

In times of constant change, providing students with opportunities to develop critical 21st century skills of creativity and innovation, becomes an important responsibility of our… (more)

Subjects/Keywords: Educational leadership; Learning; School environment

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APA (6th Edition):

Stoudt, S. L. (2018). How School Leadership Fosters or Constrains the Development of a Creative Learning Culture. (Thesis). Drexel University. Retrieved from https://idea.library.drexel.edu/islandora/object/idea%3A8171

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):

Stoudt, Stacey L. “How School Leadership Fosters or Constrains the Development of a Creative Learning Culture.” 2018. Thesis, Drexel University. Accessed September 18, 2019. https://idea.library.drexel.edu/islandora/object/idea%3A8171.

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

MLA Handbook (7th Edition):

Stoudt, Stacey L. “How School Leadership Fosters or Constrains the Development of a Creative Learning Culture.” 2018. Web. 18 Sep 2019.

Vancouver:

Stoudt SL. How School Leadership Fosters or Constrains the Development of a Creative Learning Culture. [Internet] [Thesis]. Drexel University; 2018. [cited 2019 Sep 18]. Available from: https://idea.library.drexel.edu/islandora/object/idea%3A8171.

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

Council of Science Editors:

Stoudt SL. How School Leadership Fosters or Constrains the Development of a Creative Learning Culture. [Thesis]. Drexel University; 2018. Available from: https://idea.library.drexel.edu/islandora/object/idea%3A8171

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


University of North Texas

7. Kennedy, Jacqueline E. Examining the Relationship Between Individual and Work Environment Characteristics and Learning Transfer Factors.

Degree: 2013, University of North Texas

 To impact student learning, educators’ implementation, or transfer, of new knowledge, skills, dispositions, and practices to daily work is the primary purpose of professional learning.… (more)

Subjects/Keywords: Professional learning; learning transfer; school improvement; learning culture; collective efficacy

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APA (6th Edition):

Kennedy, J. E. (2013). Examining the Relationship Between Individual and Work Environment Characteristics and Learning Transfer Factors. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc500198/

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):

Kennedy, Jacqueline E. “Examining the Relationship Between Individual and Work Environment Characteristics and Learning Transfer Factors.” 2013. Thesis, University of North Texas. Accessed September 18, 2019. https://digital.library.unt.edu/ark:/67531/metadc500198/.

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

MLA Handbook (7th Edition):

Kennedy, Jacqueline E. “Examining the Relationship Between Individual and Work Environment Characteristics and Learning Transfer Factors.” 2013. Web. 18 Sep 2019.

Vancouver:

Kennedy JE. Examining the Relationship Between Individual and Work Environment Characteristics and Learning Transfer Factors. [Internet] [Thesis]. University of North Texas; 2013. [cited 2019 Sep 18]. Available from: https://digital.library.unt.edu/ark:/67531/metadc500198/.

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

Council of Science Editors:

Kennedy JE. Examining the Relationship Between Individual and Work Environment Characteristics and Learning Transfer Factors. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc500198/

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


Vanderbilt University

8. Foreman-Murray, Lindsay Radcliffe. School Engagement and Support for the Transition to High School for Students with Learning Disabilities.

Degree: PhD, Special Education, 2019, Vanderbilt University

 The transition from middle to high school is a critical moment in studentsâ academic careers, when school engagement, grades, and attendance tend to decline while… (more)

Subjects/Keywords: learning disabilities; middle school; high school; School engagement

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APA (6th Edition):

Foreman-Murray, L. R. (2019). School Engagement and Support for the Transition to High School for Students with Learning Disabilities. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-07182019-102044/ ;

Chicago Manual of Style (16th Edition):

Foreman-Murray, Lindsay Radcliffe. “School Engagement and Support for the Transition to High School for Students with Learning Disabilities.” 2019. Doctoral Dissertation, Vanderbilt University. Accessed September 18, 2019. http://etd.library.vanderbilt.edu/available/etd-07182019-102044/ ;.

MLA Handbook (7th Edition):

Foreman-Murray, Lindsay Radcliffe. “School Engagement and Support for the Transition to High School for Students with Learning Disabilities.” 2019. Web. 18 Sep 2019.

Vancouver:

Foreman-Murray LR. School Engagement and Support for the Transition to High School for Students with Learning Disabilities. [Internet] [Doctoral dissertation]. Vanderbilt University; 2019. [cited 2019 Sep 18]. Available from: http://etd.library.vanderbilt.edu/available/etd-07182019-102044/ ;.

Council of Science Editors:

Foreman-Murray LR. School Engagement and Support for the Transition to High School for Students with Learning Disabilities. [Doctoral Dissertation]. Vanderbilt University; 2019. Available from: http://etd.library.vanderbilt.edu/available/etd-07182019-102044/ ;

9. Aksu, Mehmet. Meslek lisesi yönetici ve öğretmenlerinin öğrenen örgüt algıları .

Degree: ESOGÜ, Eğitim Fakültesi, Eğitim Bilimleri, 2013, Eskisehir Osmangazi University

 Amaç: Bu araştırmanın amacı, meslek liselerinde görev yapan yönetici ve öğretmenlerin öğrenen örgüte ilişkin (sürekli öğrenme, diyalog ve öğrenme, takım halinde öğrenme, paylaşımcı sistemler, ortak… (more)

Subjects/Keywords: Öğrenme; Örgütsel Öğrenme; Öğrenen Örgüt; Öğrenen Okul; Learning; Organizational Learning; Learning Organization; Learning School

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

APA (6th Edition):

Aksu, M. (2013). Meslek lisesi yönetici ve öğretmenlerinin öğrenen örgüt algıları . (Thesis). Eskisehir Osmangazi University. Retrieved from http://hdl.handle.net/11684/895

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):

Aksu, Mehmet. “Meslek lisesi yönetici ve öğretmenlerinin öğrenen örgüt algıları .” 2013. Thesis, Eskisehir Osmangazi University. Accessed September 18, 2019. http://hdl.handle.net/11684/895.

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

MLA Handbook (7th Edition):

Aksu, Mehmet. “Meslek lisesi yönetici ve öğretmenlerinin öğrenen örgüt algıları .” 2013. Web. 18 Sep 2019.

Vancouver:

Aksu M. Meslek lisesi yönetici ve öğretmenlerinin öğrenen örgüt algıları . [Internet] [Thesis]. Eskisehir Osmangazi University; 2013. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/11684/895.

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

Council of Science Editors:

Aksu M. Meslek lisesi yönetici ve öğretmenlerinin öğrenen örgüt algıları . [Thesis]. Eskisehir Osmangazi University; 2013. Available from: http://hdl.handle.net/11684/895

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


University of Limerick

10. O'Sullivan, Fiona. The internet as a learning tool for effective project based learning in the teaching of the geography primary curriculum.

Degree: Education and Professional Studies, 2010, University of Limerick

non-peer-reviewed

The purpose of this study is to examine the effectiveness of the Internet, as a resource for Project Based Learning (PBL) in the teaching… (more)

Subjects/Keywords: project based learning; geography; education; primary school

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

APA (6th Edition):

O'Sullivan, F. (2010). The internet as a learning tool for effective project based learning in the teaching of the geography primary curriculum. (Thesis). University of Limerick. Retrieved from http://hdl.handle.net/10344/451

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):

O'Sullivan, Fiona. “The internet as a learning tool for effective project based learning in the teaching of the geography primary curriculum.” 2010. Thesis, University of Limerick. Accessed September 18, 2019. http://hdl.handle.net/10344/451.

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

MLA Handbook (7th Edition):

O'Sullivan, Fiona. “The internet as a learning tool for effective project based learning in the teaching of the geography primary curriculum.” 2010. Web. 18 Sep 2019.

Vancouver:

O'Sullivan F. The internet as a learning tool for effective project based learning in the teaching of the geography primary curriculum. [Internet] [Thesis]. University of Limerick; 2010. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/10344/451.

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

Council of Science Editors:

O'Sullivan F. The internet as a learning tool for effective project based learning in the teaching of the geography primary curriculum. [Thesis]. University of Limerick; 2010. Available from: http://hdl.handle.net/10344/451

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


University of Limerick

11. Shortt, Joseph F. The challenges of implementing a virtual learning environment in a secondary school : an Irish case study.

Degree: Education and Professional Studies, 2010, University of Limerick

non-peer-reviewed

This case study evaluates the challenges encountered in the implementation of a Virtual Learning Environment in a secondary school in Ireland. The VLE had… (more)

Subjects/Keywords: virtual learning environment; secondary school; Ireland; education

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

APA (6th Edition):

Shortt, J. F. (2010). The challenges of implementing a virtual learning environment in a secondary school : an Irish case study. (Thesis). University of Limerick. Retrieved from http://hdl.handle.net/10344/452

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):

Shortt, Joseph F. “The challenges of implementing a virtual learning environment in a secondary school : an Irish case study.” 2010. Thesis, University of Limerick. Accessed September 18, 2019. http://hdl.handle.net/10344/452.

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

MLA Handbook (7th Edition):

Shortt, Joseph F. “The challenges of implementing a virtual learning environment in a secondary school : an Irish case study.” 2010. Web. 18 Sep 2019.

Vancouver:

Shortt JF. The challenges of implementing a virtual learning environment in a secondary school : an Irish case study. [Internet] [Thesis]. University of Limerick; 2010. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/10344/452.

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

Council of Science Editors:

Shortt JF. The challenges of implementing a virtual learning environment in a secondary school : an Irish case study. [Thesis]. University of Limerick; 2010. Available from: http://hdl.handle.net/10344/452

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

12. Maggi, Danila Orbea. A influência da família no processo de alfabetização: um estudo de caso numa instituição filantrópica na cidade de São Paulo.

Degree: Mestrado, Educação, 2011, University of São Paulo

O processo de alfabetização de uma pessoa, ainda nos dias atuais, é algo intrigante, fascinante e, por vezes, misterioso. Inúmeras são as publicações a respeito… (more)

Subjects/Keywords: alfabetização; escola; família; family; literacy learning; school

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APA (6th Edition):

Maggi, D. O. (2011). A influência da família no processo de alfabetização: um estudo de caso numa instituição filantrópica na cidade de São Paulo. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/48/48134/tde-04082011-144024/ ;

Chicago Manual of Style (16th Edition):

Maggi, Danila Orbea. “A influência da família no processo de alfabetização: um estudo de caso numa instituição filantrópica na cidade de São Paulo.” 2011. Masters Thesis, University of São Paulo. Accessed September 18, 2019. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-04082011-144024/ ;.

MLA Handbook (7th Edition):

Maggi, Danila Orbea. “A influência da família no processo de alfabetização: um estudo de caso numa instituição filantrópica na cidade de São Paulo.” 2011. Web. 18 Sep 2019.

Vancouver:

Maggi DO. A influência da família no processo de alfabetização: um estudo de caso numa instituição filantrópica na cidade de São Paulo. [Internet] [Masters thesis]. University of São Paulo; 2011. [cited 2019 Sep 18]. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-04082011-144024/ ;.

Council of Science Editors:

Maggi DO. A influência da família no processo de alfabetização: um estudo de caso numa instituição filantrópica na cidade de São Paulo. [Masters Thesis]. University of São Paulo; 2011. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-04082011-144024/ ;

13. Rashid, Shara Sardar Hama. DECENTRALISERING : GRUNDSKOLAN I FÖRÄNDRING.

Degree: Education and Social Sciences, 2017, Örebro University

  The late1980s, early 1990s was a time of change in the Swedish education system. New political reforms changed the Swedish living and school standards.… (more)

Subjects/Keywords: decentralization; school reforms and equivalence; Learning; Lärande

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APA (6th Edition):

Rashid, S. S. H. (2017). DECENTRALISERING : GRUNDSKOLAN I FÖRÄNDRING. (Thesis). Örebro University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-58886

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):

Rashid, Shara Sardar Hama. “DECENTRALISERING : GRUNDSKOLAN I FÖRÄNDRING.” 2017. Thesis, Örebro University. Accessed September 18, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-58886.

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

MLA Handbook (7th Edition):

Rashid, Shara Sardar Hama. “DECENTRALISERING : GRUNDSKOLAN I FÖRÄNDRING.” 2017. Web. 18 Sep 2019.

Vancouver:

Rashid SSH. DECENTRALISERING : GRUNDSKOLAN I FÖRÄNDRING. [Internet] [Thesis]. Örebro University; 2017. [cited 2019 Sep 18]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-58886.

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

Council of Science Editors:

Rashid SSH. DECENTRALISERING : GRUNDSKOLAN I FÖRÄNDRING. [Thesis]. Örebro University; 2017. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-58886

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


Victoria University of Wellington

14. Crooks, Daniel. Transition - An exploration of spatial flexibility for primary schools.

Degree: 2016, Victoria University of Wellington

 This research aims to develop a design model for a future primary school in New Zealand (NZ), which promotes flexibility and privileges the role of… (more)

Subjects/Keywords: Flexibility; Education; Primary school; Transition; Outdoor learning

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APA (6th Edition):

Crooks, D. (2016). Transition - An exploration of spatial flexibility for primary schools. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/5434

Chicago Manual of Style (16th Edition):

Crooks, Daniel. “Transition - An exploration of spatial flexibility for primary schools.” 2016. Masters Thesis, Victoria University of Wellington. Accessed September 18, 2019. http://hdl.handle.net/10063/5434.

MLA Handbook (7th Edition):

Crooks, Daniel. “Transition - An exploration of spatial flexibility for primary schools.” 2016. Web. 18 Sep 2019.

Vancouver:

Crooks D. Transition - An exploration of spatial flexibility for primary schools. [Internet] [Masters thesis]. Victoria University of Wellington; 2016. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/10063/5434.

Council of Science Editors:

Crooks D. Transition - An exploration of spatial flexibility for primary schools. [Masters Thesis]. Victoria University of Wellington; 2016. Available from: http://hdl.handle.net/10063/5434


Addis Ababa University

15. Yemanebirhan, Kelemework. HIGH SCHOOL STUDENTS' PERCEPTION OF ENGLISH LANGUAGE LEARNING: GRADE 11 IN FOCUS .

Degree: 2012, Addis Ababa University

 The purpose of this study was to investigate high school students' current perception of English language learning in relation to the new language teaching approach… (more)

Subjects/Keywords: HIGH SCHOOL STUDENTS' PERCEPTION; ENGLISH LANGUAGE LEARNING:

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

APA (6th Edition):

Yemanebirhan, K. (2012). HIGH SCHOOL STUDENTS' PERCEPTION OF ENGLISH LANGUAGE LEARNING: GRADE 11 IN FOCUS . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/2167

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):

Yemanebirhan, Kelemework. “HIGH SCHOOL STUDENTS' PERCEPTION OF ENGLISH LANGUAGE LEARNING: GRADE 11 IN FOCUS .” 2012. Thesis, Addis Ababa University. Accessed September 18, 2019. http://etd.aau.edu.et/dspace/handle/123456789/2167.

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

MLA Handbook (7th Edition):

Yemanebirhan, Kelemework. “HIGH SCHOOL STUDENTS' PERCEPTION OF ENGLISH LANGUAGE LEARNING: GRADE 11 IN FOCUS .” 2012. Web. 18 Sep 2019.

Vancouver:

Yemanebirhan K. HIGH SCHOOL STUDENTS' PERCEPTION OF ENGLISH LANGUAGE LEARNING: GRADE 11 IN FOCUS . [Internet] [Thesis]. Addis Ababa University; 2012. [cited 2019 Sep 18]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/2167.

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

Council of Science Editors:

Yemanebirhan K. HIGH SCHOOL STUDENTS' PERCEPTION OF ENGLISH LANGUAGE LEARNING: GRADE 11 IN FOCUS . [Thesis]. Addis Ababa University; 2012. Available from: http://etd.aau.edu.et/dspace/handle/123456789/2167

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


University of Canterbury

16. Dieudonné, Mitchell Louis. Investigating the usefulness of online technology in the teaching and learning of a second language: Two contrasting case studies.

Degree: College of Education, 2009, University of Canterbury

 There is a common acceptance that online technologies have the capacity to transform the way we learn. It appears the call for alternative modes of… (more)

Subjects/Keywords: Ecological perspective; Learning management system; Virtual School

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APA (6th Edition):

Dieudonné, M. L. (2009). Investigating the usefulness of online technology in the teaching and learning of a second language: Two contrasting case studies. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/3055

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):

Dieudonné, Mitchell Louis. “Investigating the usefulness of online technology in the teaching and learning of a second language: Two contrasting case studies.” 2009. Thesis, University of Canterbury. Accessed September 18, 2019. http://hdl.handle.net/10092/3055.

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

MLA Handbook (7th Edition):

Dieudonné, Mitchell Louis. “Investigating the usefulness of online technology in the teaching and learning of a second language: Two contrasting case studies.” 2009. Web. 18 Sep 2019.

Vancouver:

Dieudonné ML. Investigating the usefulness of online technology in the teaching and learning of a second language: Two contrasting case studies. [Internet] [Thesis]. University of Canterbury; 2009. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/10092/3055.

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

Council of Science Editors:

Dieudonné ML. Investigating the usefulness of online technology in the teaching and learning of a second language: Two contrasting case studies. [Thesis]. University of Canterbury; 2009. Available from: http://hdl.handle.net/10092/3055

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


University of Canterbury

17. Carter, Annabel Louise. Helping, caring and learning: strengths in new entrants settling into and learning in primary school in post-earthquake Christchurch.

Degree: School of Health Sciences, 2013, University of Canterbury

 Christchurch has experienced a series of over 13,500 earthquakes between September 2010 and January 2012. Some children who have been exposed to earthquakes may experience… (more)

Subjects/Keywords: Post-earthquake; Children; Primary School; Strengths; Learning

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APA (6th Edition):

Carter, A. L. (2013). Helping, caring and learning: strengths in new entrants settling into and learning in primary school in post-earthquake Christchurch. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/8721

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):

Carter, Annabel Louise. “Helping, caring and learning: strengths in new entrants settling into and learning in primary school in post-earthquake Christchurch.” 2013. Thesis, University of Canterbury. Accessed September 18, 2019. http://hdl.handle.net/10092/8721.

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

MLA Handbook (7th Edition):

Carter, Annabel Louise. “Helping, caring and learning: strengths in new entrants settling into and learning in primary school in post-earthquake Christchurch.” 2013. Web. 18 Sep 2019.

Vancouver:

Carter AL. Helping, caring and learning: strengths in new entrants settling into and learning in primary school in post-earthquake Christchurch. [Internet] [Thesis]. University of Canterbury; 2013. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/10092/8721.

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

Council of Science Editors:

Carter AL. Helping, caring and learning: strengths in new entrants settling into and learning in primary school in post-earthquake Christchurch. [Thesis]. University of Canterbury; 2013. Available from: http://hdl.handle.net/10092/8721

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

18. Nichols, Robin. A Model School in Massachusetts: Preschool, Kindergarten, First Grade.

Degree: 2008, Roger Williams University

 This school will provide students with a healthy learning environment that enforces proactive learning. It will allow for a variety of learning activities and play,… (more)

Subjects/Keywords: learning; spaces; preschool; kindergarten; school; Architecture

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APA (6th Edition):

Nichols, R. (2008). A Model School in Massachusetts: Preschool, Kindergarten, First Grade. (Thesis). Roger Williams University. Retrieved from http://docs.rwu.edu/archthese/12

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):

Nichols, Robin. “A Model School in Massachusetts: Preschool, Kindergarten, First Grade.” 2008. Thesis, Roger Williams University. Accessed September 18, 2019. http://docs.rwu.edu/archthese/12.

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

MLA Handbook (7th Edition):

Nichols, Robin. “A Model School in Massachusetts: Preschool, Kindergarten, First Grade.” 2008. Web. 18 Sep 2019.

Vancouver:

Nichols R. A Model School in Massachusetts: Preschool, Kindergarten, First Grade. [Internet] [Thesis]. Roger Williams University; 2008. [cited 2019 Sep 18]. Available from: http://docs.rwu.edu/archthese/12.

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

Council of Science Editors:

Nichols R. A Model School in Massachusetts: Preschool, Kindergarten, First Grade. [Thesis]. Roger Williams University; 2008. Available from: http://docs.rwu.edu/archthese/12

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


NSYSU

19. Lin, Chin-Suei. A study on the inter-relationship of teacher's knowledge inertia, school's organizational learning and school effectiveness in elementary schools of Kaohsiung City.

Degree: Master, Education, 2008, NSYSU

 This study attempted to investigate the current situations of teacher's knowledge inertia, organizational learning and school effectiveness in elementary schools and to analyze the differences… (more)

Subjects/Keywords: organization learning; knowledge inertia; school effectiveness

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APA (6th Edition):

Lin, C. (2008). A study on the inter-relationship of teacher's knowledge inertia, school's organizational learning and school effectiveness in elementary schools of Kaohsiung City. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0610108-120241

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):

Lin, Chin-Suei. “A study on the inter-relationship of teacher's knowledge inertia, school's organizational learning and school effectiveness in elementary schools of Kaohsiung City.” 2008. Thesis, NSYSU. Accessed September 18, 2019. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0610108-120241.

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

MLA Handbook (7th Edition):

Lin, Chin-Suei. “A study on the inter-relationship of teacher's knowledge inertia, school's organizational learning and school effectiveness in elementary schools of Kaohsiung City.” 2008. Web. 18 Sep 2019.

Vancouver:

Lin C. A study on the inter-relationship of teacher's knowledge inertia, school's organizational learning and school effectiveness in elementary schools of Kaohsiung City. [Internet] [Thesis]. NSYSU; 2008. [cited 2019 Sep 18]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0610108-120241.

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

Council of Science Editors:

Lin C. A study on the inter-relationship of teacher's knowledge inertia, school's organizational learning and school effectiveness in elementary schools of Kaohsiung City. [Thesis]. NSYSU; 2008. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0610108-120241

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


University of Zambia

20. Chizawu, Kepson. Pre-schooling and academic performance of lower Primary School pupils in Zambezi District, Zambia .

Degree: 2015, University of Zambia

 The primary objective of this study was to investigate the relationship between pre-schooling and academic performance of pre-schooled lower primary school pupils in Zambezi district,… (more)

Subjects/Keywords: Pre-School education; Learning,Pyshology of

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APA (6th Edition):

Chizawu, K. (2015). Pre-schooling and academic performance of lower Primary School pupils in Zambezi District, Zambia . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/4166

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):

Chizawu, Kepson. “Pre-schooling and academic performance of lower Primary School pupils in Zambezi District, Zambia .” 2015. Thesis, University of Zambia. Accessed September 18, 2019. http://hdl.handle.net/123456789/4166.

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

MLA Handbook (7th Edition):

Chizawu, Kepson. “Pre-schooling and academic performance of lower Primary School pupils in Zambezi District, Zambia .” 2015. Web. 18 Sep 2019.

Vancouver:

Chizawu K. Pre-schooling and academic performance of lower Primary School pupils in Zambezi District, Zambia . [Internet] [Thesis]. University of Zambia; 2015. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/123456789/4166.

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

Council of Science Editors:

Chizawu K. Pre-schooling and academic performance of lower Primary School pupils in Zambezi District, Zambia . [Thesis]. University of Zambia; 2015. Available from: http://hdl.handle.net/123456789/4166

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

21. Moore, Marsha Ann. A case study of a public applied learning school.

Degree: PhD, Child Development, 2010, Texas Woman's University

 The purpose of this study was to explore the success of a public applied learning school by examining the conception, development and continuation of the… (more)

Subjects/Keywords: Education; Applied learning; Public schools; School success

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APA (6th Edition):

Moore, M. A. (2010). A case study of a public applied learning school. (Doctoral Dissertation). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/10830

Chicago Manual of Style (16th Edition):

Moore, Marsha Ann. “A case study of a public applied learning school.” 2010. Doctoral Dissertation, Texas Woman's University. Accessed September 18, 2019. http://hdl.handle.net/11274/10830.

MLA Handbook (7th Edition):

Moore, Marsha Ann. “A case study of a public applied learning school.” 2010. Web. 18 Sep 2019.

Vancouver:

Moore MA. A case study of a public applied learning school. [Internet] [Doctoral dissertation]. Texas Woman's University; 2010. [cited 2019 Sep 18]. Available from: http://hdl.handle.net/11274/10830.

Council of Science Editors:

Moore MA. A case study of a public applied learning school. [Doctoral Dissertation]. Texas Woman's University; 2010. Available from: http://hdl.handle.net/11274/10830


Montana State University

22. Madden, Kathryn R. The use of inquiry-based instruction to increase motivation and academic success in a high school biology classroom.

Degree: Graduate School, 2011, Montana State University

 A variety of inquiry based lessons and non inquiry based lessons were used to motivate and increase academic success with a freshman biology honors students.… (more)

Subjects/Keywords: Inquiry-based learning.; Biology.; High school students.

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APA (6th Edition):

Madden, K. R. (2011). The use of inquiry-based instruction to increase motivation and academic success in a high school biology classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1773

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):

Madden, Kathryn R. “The use of inquiry-based instruction to increase motivation and academic success in a high school biology classroom.” 2011. Thesis, Montana State University. Accessed September 18, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1773.

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

MLA Handbook (7th Edition):

Madden, Kathryn R. “The use of inquiry-based instruction to increase motivation and academic success in a high school biology classroom.” 2011. Web. 18 Sep 2019.

Vancouver:

Madden KR. The use of inquiry-based instruction to increase motivation and academic success in a high school biology classroom. [Internet] [Thesis]. Montana State University; 2011. [cited 2019 Sep 18]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1773.

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

Council of Science Editors:

Madden KR. The use of inquiry-based instruction to increase motivation and academic success in a high school biology classroom. [Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1773

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


Montana State University

23. Mayer, Joy R. Effects of using the concept attainment model with inductive reasoning with high school biology students.

Degree: Graduate School, 2012, Montana State University

 The concept attainment method engages students in forming their own definition of the concept by examining several positive and negative examples of the topic being… (more)

Subjects/Keywords: Biology.; High school students.; Concept learning.

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APA (6th Edition):

Mayer, J. R. (2012). Effects of using the concept attainment model with inductive reasoning with high school biology students. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1808

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):

Mayer, Joy R. “Effects of using the concept attainment model with inductive reasoning with high school biology students.” 2012. Thesis, Montana State University. Accessed September 18, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1808.

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

MLA Handbook (7th Edition):

Mayer, Joy R. “Effects of using the concept attainment model with inductive reasoning with high school biology students.” 2012. Web. 18 Sep 2019.

Vancouver:

Mayer JR. Effects of using the concept attainment model with inductive reasoning with high school biology students. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Sep 18]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1808.

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

Council of Science Editors:

Mayer JR. Effects of using the concept attainment model with inductive reasoning with high school biology students. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1808

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


Montana State University

24. Dayton-Wolf, Joann. The impact of service-learning on 'at risk' high school biology students.

Degree: Graduate School, 2011, Montana State University

 Students who may not graduate with their peer cohort are deemed "at risk." This investigation studied the effect of service- learning on attendance, attitude, and… (more)

Subjects/Keywords: Problem youth.; High school students.; Service learning.

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APA (6th Edition):

Dayton-Wolf, J. (2011). The impact of service-learning on 'at risk' high school biology students. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1156

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):

Dayton-Wolf, Joann. “The impact of service-learning on 'at risk' high school biology students.” 2011. Thesis, Montana State University. Accessed September 18, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1156.

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

MLA Handbook (7th Edition):

Dayton-Wolf, Joann. “The impact of service-learning on 'at risk' high school biology students.” 2011. Web. 18 Sep 2019.

Vancouver:

Dayton-Wolf J. The impact of service-learning on 'at risk' high school biology students. [Internet] [Thesis]. Montana State University; 2011. [cited 2019 Sep 18]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1156.

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

Council of Science Editors:

Dayton-Wolf J. The impact of service-learning on 'at risk' high school biology students. [Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1156

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


Montana State University

25. Torske, Jeanne Rose. Differentiating instruction with regard to gender and learning style in a biology class.

Degree: Graduate School, 2011, Montana State University

 In this investigation, daily lessons, assignments, labs, lectures, and assessments were differentiated with regard to both gender and learning style preference to determine the effect… (more)

Subjects/Keywords: Learning.; Biology.; Individualized instruction.; High school students.

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APA (6th Edition):

Torske, J. R. (2011). Differentiating instruction with regard to gender and learning style in a biology class. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2434

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):

Torske, Jeanne Rose. “Differentiating instruction with regard to gender and learning style in a biology class.” 2011. Thesis, Montana State University. Accessed September 18, 2019. https://scholarworks.montana.edu/xmlui/handle/1/2434.

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

MLA Handbook (7th Edition):

Torske, Jeanne Rose. “Differentiating instruction with regard to gender and learning style in a biology class.” 2011. Web. 18 Sep 2019.

Vancouver:

Torske JR. Differentiating instruction with regard to gender and learning style in a biology class. [Internet] [Thesis]. Montana State University; 2011. [cited 2019 Sep 18]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2434.

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

Council of Science Editors:

Torske JR. Differentiating instruction with regard to gender and learning style in a biology class. [Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2434

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


Montana State University

26. Wilson, David John Howard. The effects of increased vocational hands-on instruction in an academic science/technology classroom.

Degree: Graduate School, 2016, Montana State University

 This project was conducted at Pathfinder Regional Vocational Technical High School (PRVTHS), where students receive a regular high school academic education, as well as vocational… (more)

Subjects/Keywords: High school students.; Engineering.; Active learning.

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APA (6th Edition):

Wilson, D. J. H. (2016). The effects of increased vocational hands-on instruction in an academic science/technology classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10110

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):

Wilson, David John Howard. “The effects of increased vocational hands-on instruction in an academic science/technology classroom.” 2016. Thesis, Montana State University. Accessed September 18, 2019. https://scholarworks.montana.edu/xmlui/handle/1/10110.

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

MLA Handbook (7th Edition):

Wilson, David John Howard. “The effects of increased vocational hands-on instruction in an academic science/technology classroom.” 2016. Web. 18 Sep 2019.

Vancouver:

Wilson DJH. The effects of increased vocational hands-on instruction in an academic science/technology classroom. [Internet] [Thesis]. Montana State University; 2016. [cited 2019 Sep 18]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10110.

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

Council of Science Editors:

Wilson DJH. The effects of increased vocational hands-on instruction in an academic science/technology classroom. [Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10110

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


Montana State University

27. Holloway, Sara Carse-Patchet. Investigating the benefits of mastery learning in the high school physics classroom.

Degree: College of Letters & Science, 2017, Montana State University

 Teaching general physics in public school wass never an easy task, but with our students' lack of proper math preparation, many of our students struggled… (more)

Subjects/Keywords: Physics.; High school students.; Mastery learning.

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

APA (6th Edition):

Holloway, S. C. (2017). Investigating the benefits of mastery learning in the high school physics classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13666

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):

Holloway, Sara Carse-Patchet. “Investigating the benefits of mastery learning in the high school physics classroom.” 2017. Thesis, Montana State University. Accessed September 18, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13666.

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

MLA Handbook (7th Edition):

Holloway, Sara Carse-Patchet. “Investigating the benefits of mastery learning in the high school physics classroom.” 2017. Web. 18 Sep 2019.

Vancouver:

Holloway SC. Investigating the benefits of mastery learning in the high school physics classroom. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Sep 18]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13666.

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

Council of Science Editors:

Holloway SC. Investigating the benefits of mastery learning in the high school physics classroom. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13666

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


Montana State University

28. Lynn, Hermes B. Guided inquiry using the 5E instructional model with high school physics.

Degree: Graduate School, 2012, Montana State University

 My project focused on the effectiveness of guided inquiry strategies to help students learn physics. Physics is a subject which lends itself to inquiry teaching,… (more)

Subjects/Keywords: Physics.; Inquiry-based learning.; High school students.

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

APA (6th Edition):

Lynn, H. B. (2012). Guided inquiry using the 5E instructional model with high school physics. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1767

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):

Lynn, Hermes B. “Guided inquiry using the 5E instructional model with high school physics.” 2012. Thesis, Montana State University. Accessed September 18, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1767.

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

MLA Handbook (7th Edition):

Lynn, Hermes B. “Guided inquiry using the 5E instructional model with high school physics.” 2012. Web. 18 Sep 2019.

Vancouver:

Lynn HB. Guided inquiry using the 5E instructional model with high school physics. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Sep 18]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1767.

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

Council of Science Editors:

Lynn HB. Guided inquiry using the 5E instructional model with high school physics. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1767

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


Montana State University

29. Perry, Janet Elise. Envirothon teaching methods : how do they impact learning in the traditional biology classroom?.

Degree: Graduate School, 2011, Montana State University

 My Action Research Project connects the Envirothon contest with a traditional biology classroom. In the Envirothon, a national environmental contest, teams of high school students… (more)

Subjects/Keywords: Biology.; Outdoor learning laboratories.; High school students.

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

APA (6th Edition):

Perry, J. E. (2011). Envirothon teaching methods : how do they impact learning in the traditional biology classroom?. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2043

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):

Perry, Janet Elise. “Envirothon teaching methods : how do they impact learning in the traditional biology classroom?.” 2011. Thesis, Montana State University. Accessed September 18, 2019. https://scholarworks.montana.edu/xmlui/handle/1/2043.

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

MLA Handbook (7th Edition):

Perry, Janet Elise. “Envirothon teaching methods : how do they impact learning in the traditional biology classroom?.” 2011. Web. 18 Sep 2019.

Vancouver:

Perry JE. Envirothon teaching methods : how do they impact learning in the traditional biology classroom?. [Internet] [Thesis]. Montana State University; 2011. [cited 2019 Sep 18]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2043.

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

Council of Science Editors:

Perry JE. Envirothon teaching methods : how do they impact learning in the traditional biology classroom?. [Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2043

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


Montana State University

30. Henrichs, Robin. Effects of real-world contexts on long-term memory and the understanding of chemistry concepts in the high school classroom.

Degree: Graduate School, 2013, Montana State University

 This study investigated the effects of using real-world contexts on long-term memory and understanding of chemistry concepts for 65 students in a high school chemistry… (more)

Subjects/Keywords: Chemistry.; Active learning.; High school students.

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

APA (6th Edition):

Henrichs, R. (2013). Effects of real-world contexts on long-term memory and the understanding of chemistry concepts in the high school classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2789

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):

Henrichs, Robin. “Effects of real-world contexts on long-term memory and the understanding of chemistry concepts in the high school classroom.” 2013. Thesis, Montana State University. Accessed September 18, 2019. https://scholarworks.montana.edu/xmlui/handle/1/2789.

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

MLA Handbook (7th Edition):

Henrichs, Robin. “Effects of real-world contexts on long-term memory and the understanding of chemistry concepts in the high school classroom.” 2013. Web. 18 Sep 2019.

Vancouver:

Henrichs R. Effects of real-world contexts on long-term memory and the understanding of chemistry concepts in the high school classroom. [Internet] [Thesis]. Montana State University; 2013. [cited 2019 Sep 18]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2789.

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

Council of Science Editors:

Henrichs R. Effects of real-world contexts on long-term memory and the understanding of chemistry concepts in the high school classroom. [Thesis]. Montana State University; 2013. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2789

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

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