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You searched for subject:(learning to learn). Showing records 1 – 30 of 91 total matches.

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1. Williams, Sharon. Opportunities for all learners to achieve their potential : an investigation into the effects of learning talk in the secondary school classroom.

Degree: PhD, 2014, Anglia Ruskin University

 A major challenge to contemporary education is to meet the Government’s directive, depicted in OFSTED guidelines and the Department for Education’s Teacher Standards that all… (more)

Subjects/Keywords: 373.1; dialogic; learning talk; learning to learn

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APA (6th Edition):

Williams, S. (2014). Opportunities for all learners to achieve their potential : an investigation into the effects of learning talk in the secondary school classroom. (Doctoral Dissertation). Anglia Ruskin University. Retrieved from http://arro.anglia.ac.uk/576179/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.665367

Chicago Manual of Style (16th Edition):

Williams, Sharon. “Opportunities for all learners to achieve their potential : an investigation into the effects of learning talk in the secondary school classroom.” 2014. Doctoral Dissertation, Anglia Ruskin University. Accessed July 10, 2020. http://arro.anglia.ac.uk/576179/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.665367.

MLA Handbook (7th Edition):

Williams, Sharon. “Opportunities for all learners to achieve their potential : an investigation into the effects of learning talk in the secondary school classroom.” 2014. Web. 10 Jul 2020.

Vancouver:

Williams S. Opportunities for all learners to achieve their potential : an investigation into the effects of learning talk in the secondary school classroom. [Internet] [Doctoral dissertation]. Anglia Ruskin University; 2014. [cited 2020 Jul 10]. Available from: http://arro.anglia.ac.uk/576179/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.665367.

Council of Science Editors:

Williams S. Opportunities for all learners to achieve their potential : an investigation into the effects of learning talk in the secondary school classroom. [Doctoral Dissertation]. Anglia Ruskin University; 2014. Available from: http://arro.anglia.ac.uk/576179/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.665367


Vanderbilt University

2. Brasel, Jason Thomas. Supporting learning opportunities in teacher workgroups: facilitatorsâ orientations towards tool use.

Degree: MS, Learning, Teaching and Diversity, 2016, Vanderbilt University

 Given the difficulty in learning teaching that aims for the ambitious student learning goals prescribed in current standards documents, supports are needed in order to… (more)

Subjects/Keywords: teacher learning; situative theory; opportunities to learn

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APA (6th Edition):

Brasel, J. T. (2016). Supporting learning opportunities in teacher workgroups: facilitatorsâ orientations towards tool use. (Masters Thesis). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-07212016-105215/ ;

Chicago Manual of Style (16th Edition):

Brasel, Jason Thomas. “Supporting learning opportunities in teacher workgroups: facilitatorsâ orientations towards tool use.” 2016. Masters Thesis, Vanderbilt University. Accessed July 10, 2020. http://etd.library.vanderbilt.edu/available/etd-07212016-105215/ ;.

MLA Handbook (7th Edition):

Brasel, Jason Thomas. “Supporting learning opportunities in teacher workgroups: facilitatorsâ orientations towards tool use.” 2016. Web. 10 Jul 2020.

Vancouver:

Brasel JT. Supporting learning opportunities in teacher workgroups: facilitatorsâ orientations towards tool use. [Internet] [Masters thesis]. Vanderbilt University; 2016. [cited 2020 Jul 10]. Available from: http://etd.library.vanderbilt.edu/available/etd-07212016-105215/ ;.

Council of Science Editors:

Brasel JT. Supporting learning opportunities in teacher workgroups: facilitatorsâ orientations towards tool use. [Masters Thesis]. Vanderbilt University; 2016. Available from: http://etd.library.vanderbilt.edu/available/etd-07212016-105215/ ;


Princeton University

3. Lee, Donghun. Learning to Learn Optimally: A Practical Framework for Machine Learning Applications with Finite Time Horizon .

Degree: PhD, 2019, Princeton University

 Most machine learning algorithms with asymptotic guarantees leave finite time horizon issues such as initialization or tuning open to the end users, to whom the… (more)

Subjects/Keywords: Artificial Intelligence; Learning to Learn Optimally; Machine Learning; Meta Learning

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APA (6th Edition):

Lee, D. (2019). Learning to Learn Optimally: A Practical Framework for Machine Learning Applications with Finite Time Horizon . (Doctoral Dissertation). Princeton University. Retrieved from http://arks.princeton.edu/ark:/88435/dsp01zw12z8183

Chicago Manual of Style (16th Edition):

Lee, Donghun. “Learning to Learn Optimally: A Practical Framework for Machine Learning Applications with Finite Time Horizon .” 2019. Doctoral Dissertation, Princeton University. Accessed July 10, 2020. http://arks.princeton.edu/ark:/88435/dsp01zw12z8183.

MLA Handbook (7th Edition):

Lee, Donghun. “Learning to Learn Optimally: A Practical Framework for Machine Learning Applications with Finite Time Horizon .” 2019. Web. 10 Jul 2020.

Vancouver:

Lee D. Learning to Learn Optimally: A Practical Framework for Machine Learning Applications with Finite Time Horizon . [Internet] [Doctoral dissertation]. Princeton University; 2019. [cited 2020 Jul 10]. Available from: http://arks.princeton.edu/ark:/88435/dsp01zw12z8183.

Council of Science Editors:

Lee D. Learning to Learn Optimally: A Practical Framework for Machine Learning Applications with Finite Time Horizon . [Doctoral Dissertation]. Princeton University; 2019. Available from: http://arks.princeton.edu/ark:/88435/dsp01zw12z8183


Princeton University

4. Lee, Donghun. Learning to Learn Optimally: A Practical Framework for Machine Learning Applications with Finite Time Horizon .

Degree: PhD, 2019, Princeton University

 Most machine learning algorithms with asymptotic guarantees leave finite time horizon issues such as initialization or tuning open to the end users, to whom the… (more)

Subjects/Keywords: Artificial Intelligence; Learning to Learn Optimally; Machine Learning; Meta Learning

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APA (6th Edition):

Lee, D. (2019). Learning to Learn Optimally: A Practical Framework for Machine Learning Applications with Finite Time Horizon . (Doctoral Dissertation). Princeton University. Retrieved from http://arks.princeton.edu/ark:/88435/dsp014t64gr05m

Chicago Manual of Style (16th Edition):

Lee, Donghun. “Learning to Learn Optimally: A Practical Framework for Machine Learning Applications with Finite Time Horizon .” 2019. Doctoral Dissertation, Princeton University. Accessed July 10, 2020. http://arks.princeton.edu/ark:/88435/dsp014t64gr05m.

MLA Handbook (7th Edition):

Lee, Donghun. “Learning to Learn Optimally: A Practical Framework for Machine Learning Applications with Finite Time Horizon .” 2019. Web. 10 Jul 2020.

Vancouver:

Lee D. Learning to Learn Optimally: A Practical Framework for Machine Learning Applications with Finite Time Horizon . [Internet] [Doctoral dissertation]. Princeton University; 2019. [cited 2020 Jul 10]. Available from: http://arks.princeton.edu/ark:/88435/dsp014t64gr05m.

Council of Science Editors:

Lee D. Learning to Learn Optimally: A Practical Framework for Machine Learning Applications with Finite Time Horizon . [Doctoral Dissertation]. Princeton University; 2019. Available from: http://arks.princeton.edu/ark:/88435/dsp014t64gr05m

5. Rojas-Carulla, Mateo. Learning Transferable Representations.

Degree: PhD, 2019, University of Cambridge

 A first contribution of this thesis is to propose causality as a language for problems of distribution shift. First, we consider domain generalisation, where no… (more)

Subjects/Keywords: Machine Learning; Transfer Learning; Dataset shift; Learning to Learn; Few-shot Learning; Causality; Causal Learning

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APA (6th Edition):

Rojas-Carulla, M. (2019). Learning Transferable Representations. (Doctoral Dissertation). University of Cambridge. Retrieved from https://www.repository.cam.ac.uk/handle/1810/292145

Chicago Manual of Style (16th Edition):

Rojas-Carulla, Mateo. “Learning Transferable Representations.” 2019. Doctoral Dissertation, University of Cambridge. Accessed July 10, 2020. https://www.repository.cam.ac.uk/handle/1810/292145.

MLA Handbook (7th Edition):

Rojas-Carulla, Mateo. “Learning Transferable Representations.” 2019. Web. 10 Jul 2020.

Vancouver:

Rojas-Carulla M. Learning Transferable Representations. [Internet] [Doctoral dissertation]. University of Cambridge; 2019. [cited 2020 Jul 10]. Available from: https://www.repository.cam.ac.uk/handle/1810/292145.

Council of Science Editors:

Rojas-Carulla M. Learning Transferable Representations. [Doctoral Dissertation]. University of Cambridge; 2019. Available from: https://www.repository.cam.ac.uk/handle/1810/292145


University of Cambridge

6. Rojas-Carulla, Mateo. Learning transferable representations.

Degree: PhD, 2019, University of Cambridge

 A first contribution of this thesis is to propose causality as a language for problems of distribution shift. First, we consider domain generalisation, where no… (more)

Subjects/Keywords: Machine Learning; Transfer Learning; Dataset shift; Learning to Learn; Few-shot Learning; Causality; Causal Learning

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APA (6th Edition):

Rojas-Carulla, M. (2019). Learning transferable representations. (Doctoral Dissertation). University of Cambridge. Retrieved from https://www.repository.cam.ac.uk/handle/1810/292145 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.774766

Chicago Manual of Style (16th Edition):

Rojas-Carulla, Mateo. “Learning transferable representations.” 2019. Doctoral Dissertation, University of Cambridge. Accessed July 10, 2020. https://www.repository.cam.ac.uk/handle/1810/292145 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.774766.

MLA Handbook (7th Edition):

Rojas-Carulla, Mateo. “Learning transferable representations.” 2019. Web. 10 Jul 2020.

Vancouver:

Rojas-Carulla M. Learning transferable representations. [Internet] [Doctoral dissertation]. University of Cambridge; 2019. [cited 2020 Jul 10]. Available from: https://www.repository.cam.ac.uk/handle/1810/292145 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.774766.

Council of Science Editors:

Rojas-Carulla M. Learning transferable representations. [Doctoral Dissertation]. University of Cambridge; 2019. Available from: https://www.repository.cam.ac.uk/handle/1810/292145 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.774766


University of Pretoria

7. Mokhele, Matseliso Lineo. Opportunities to learn environmental education : a case study of Mpumalanga province.

Degree: Curriculum Studies, 2008, University of Pretoria

 South Africa has recently introduced a new curriculum – curriculum 2005 and its revised version, the Revised National Curriculum Statement to replace the pre-apartheid education… (more)

Subjects/Keywords: Environmental education; Environmental learning; Opportunities to learn; Outcomes based education; UCTD

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APA (6th Edition):

Mokhele, M. (2008). Opportunities to learn environmental education : a case study of Mpumalanga province. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/29453

Chicago Manual of Style (16th Edition):

Mokhele, Matseliso. “Opportunities to learn environmental education : a case study of Mpumalanga province.” 2008. Masters Thesis, University of Pretoria. Accessed July 10, 2020. http://hdl.handle.net/2263/29453.

MLA Handbook (7th Edition):

Mokhele, Matseliso. “Opportunities to learn environmental education : a case study of Mpumalanga province.” 2008. Web. 10 Jul 2020.

Vancouver:

Mokhele M. Opportunities to learn environmental education : a case study of Mpumalanga province. [Internet] [Masters thesis]. University of Pretoria; 2008. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/2263/29453.

Council of Science Editors:

Mokhele M. Opportunities to learn environmental education : a case study of Mpumalanga province. [Masters Thesis]. University of Pretoria; 2008. Available from: http://hdl.handle.net/2263/29453


University of Pretoria

8. [No author]. Opportunities to learn environmental education : a case study of Mpumalanga province .

Degree: 2008, University of Pretoria

 South Africa has recently introduced a new curriculum – curriculum 2005 and its revised version, the Revised National Curriculum Statement to replace the pre-apartheid education… (more)

Subjects/Keywords: Environmental education; Environmental learning; Opportunities to learn; Outcomes based education; UCTD

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APA (6th Edition):

author], [. (2008). Opportunities to learn environmental education : a case study of Mpumalanga province . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-11132007-075632/

Chicago Manual of Style (16th Edition):

author], [No. “Opportunities to learn environmental education : a case study of Mpumalanga province .” 2008. Masters Thesis, University of Pretoria. Accessed July 10, 2020. http://upetd.up.ac.za/thesis/available/etd-11132007-075632/.

MLA Handbook (7th Edition):

author], [No. “Opportunities to learn environmental education : a case study of Mpumalanga province .” 2008. Web. 10 Jul 2020.

Vancouver:

author] [. Opportunities to learn environmental education : a case study of Mpumalanga province . [Internet] [Masters thesis]. University of Pretoria; 2008. [cited 2020 Jul 10]. Available from: http://upetd.up.ac.za/thesis/available/etd-11132007-075632/.

Council of Science Editors:

author] [. Opportunities to learn environmental education : a case study of Mpumalanga province . [Masters Thesis]. University of Pretoria; 2008. Available from: http://upetd.up.ac.za/thesis/available/etd-11132007-075632/

9. Mannion, James. Metacognition, self-regulation, oracy : a mixed methods case study of a complex, whole-school 'Learning to Learn' intervention.

Degree: PhD, 2018, University of Cambridge

 This doctoral thesis presents the findings of a mixed methods case study of Learning Skills, a new approach to Learning to Learn that was developed… (more)

Subjects/Keywords: Metacognition; self-regulation; oracy; learning to learn; complex intervention

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APA (6th Edition):

Mannion, J. (2018). Metacognition, self-regulation, oracy : a mixed methods case study of a complex, whole-school 'Learning to Learn' intervention. (Doctoral Dissertation). University of Cambridge. Retrieved from https://www.repository.cam.ac.uk/handle/1810/289131 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.767723

Chicago Manual of Style (16th Edition):

Mannion, James. “Metacognition, self-regulation, oracy : a mixed methods case study of a complex, whole-school 'Learning to Learn' intervention.” 2018. Doctoral Dissertation, University of Cambridge. Accessed July 10, 2020. https://www.repository.cam.ac.uk/handle/1810/289131 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.767723.

MLA Handbook (7th Edition):

Mannion, James. “Metacognition, self-regulation, oracy : a mixed methods case study of a complex, whole-school 'Learning to Learn' intervention.” 2018. Web. 10 Jul 2020.

Vancouver:

Mannion J. Metacognition, self-regulation, oracy : a mixed methods case study of a complex, whole-school 'Learning to Learn' intervention. [Internet] [Doctoral dissertation]. University of Cambridge; 2018. [cited 2020 Jul 10]. Available from: https://www.repository.cam.ac.uk/handle/1810/289131 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.767723.

Council of Science Editors:

Mannion J. Metacognition, self-regulation, oracy : a mixed methods case study of a complex, whole-school 'Learning to Learn' intervention. [Doctoral Dissertation]. University of Cambridge; 2018. Available from: https://www.repository.cam.ac.uk/handle/1810/289131 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.767723


Vytautas Magnus University

10. Kavolynaitė, Erika. Mokytojų ir mokinių mokėjimo mokytis kompetencijos plėtotės galimybės taikant R. Feuerstein kognityvinio žemėlapio techniką.

Degree: Master, Educology, 2011, Vytautas Magnus University

Nuolatos kintančiame pasaulyje yra matoma daugybė pokyčių, susijusių su mokymosi procesais. Mokymosi procesų kaita lėmė naujos mokėjimo mokytis kompetencijos sampratos atsiradimą. Mokėjimo mokytis kompetencijos ugdymas… (more)

Subjects/Keywords: Mokėjimo mokytis kompetencija; Gebėjimas; Mokymosi strategija; Learning to learn competence; Ability; Learning strategy

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APA (6th Edition):

Kavolynaitė, Erika. (2011). Mokytojų ir mokinių mokėjimo mokytis kompetencijos plėtotės galimybės taikant R. Feuerstein kognityvinio žemėlapio techniką. (Masters Thesis). Vytautas Magnus University. Retrieved from http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2011~D_20110614_155123-68602 ;

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

Chicago Manual of Style (16th Edition):

Kavolynaitė, Erika. “Mokytojų ir mokinių mokėjimo mokytis kompetencijos plėtotės galimybės taikant R. Feuerstein kognityvinio žemėlapio techniką.” 2011. Masters Thesis, Vytautas Magnus University. Accessed July 10, 2020. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2011~D_20110614_155123-68602 ;.

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

MLA Handbook (7th Edition):

Kavolynaitė, Erika. “Mokytojų ir mokinių mokėjimo mokytis kompetencijos plėtotės galimybės taikant R. Feuerstein kognityvinio žemėlapio techniką.” 2011. Web. 10 Jul 2020.

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

Vancouver:

Kavolynaitė, Erika. Mokytojų ir mokinių mokėjimo mokytis kompetencijos plėtotės galimybės taikant R. Feuerstein kognityvinio žemėlapio techniką. [Internet] [Masters thesis]. Vytautas Magnus University; 2011. [cited 2020 Jul 10]. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2011~D_20110614_155123-68602 ;.

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

Council of Science Editors:

Kavolynaitė, Erika. Mokytojų ir mokinių mokėjimo mokytis kompetencijos plėtotės galimybės taikant R. Feuerstein kognityvinio žemėlapio techniką. [Masters Thesis]. Vytautas Magnus University; 2011. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2011~D_20110614_155123-68602 ;

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


Linköping University

11. Ericsson, Lisa. Motorik i förskola och skola : en studie om motorikens betydelse för lärande.

Degree: Behavioural Sciences and Learning, 2011, Linköping University

  I den här studien undersöks sambandet mellan motorik och lärande. Syftet är att teoretiskt och empiriskt få ökad förståelse för hur elevers motoriska utveckling… (more)

Subjects/Keywords: motor learning; learning; perception; to learn; Motorik; lärande; inlärning; perception; Aesthetic subjects; Estetiska ämnen

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APA (6th Edition):

Ericsson, L. (2011). Motorik i förskola och skola : en studie om motorikens betydelse för lärande. (Thesis). Linköping University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-65831

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):

Ericsson, Lisa. “Motorik i förskola och skola : en studie om motorikens betydelse för lärande.” 2011. Thesis, Linköping University. Accessed July 10, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-65831.

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

MLA Handbook (7th Edition):

Ericsson, Lisa. “Motorik i förskola och skola : en studie om motorikens betydelse för lärande.” 2011. Web. 10 Jul 2020.

Vancouver:

Ericsson L. Motorik i förskola och skola : en studie om motorikens betydelse för lärande. [Internet] [Thesis]. Linköping University; 2011. [cited 2020 Jul 10]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-65831.

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

Council of Science Editors:

Ericsson L. Motorik i förskola och skola : en studie om motorikens betydelse för lärande. [Thesis]. Linköping University; 2011. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-65831

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


Georgia Tech

12. Mehta, Nishant A. On sparse representations and new meta-learning paradigms for representation learning.

Degree: PhD, Computer Science, 2013, Georgia Tech

 Given the "right" representation, learning is easy. This thesis studies representation learning and meta-learning, with a special focus on sparse representations. Meta-learning is fundamental to… (more)

Subjects/Keywords: Learning theory; Data-dependent complexity; Luckiness; Dictionary learning; Sparse coding; Lasso; Multi-task learning; Meta-learning; Learning to learn

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APA (6th Edition):

Mehta, N. A. (2013). On sparse representations and new meta-learning paradigms for representation learning. (Doctoral Dissertation). Georgia Tech. Retrieved from http://hdl.handle.net/1853/52159

Chicago Manual of Style (16th Edition):

Mehta, Nishant A. “On sparse representations and new meta-learning paradigms for representation learning.” 2013. Doctoral Dissertation, Georgia Tech. Accessed July 10, 2020. http://hdl.handle.net/1853/52159.

MLA Handbook (7th Edition):

Mehta, Nishant A. “On sparse representations and new meta-learning paradigms for representation learning.” 2013. Web. 10 Jul 2020.

Vancouver:

Mehta NA. On sparse representations and new meta-learning paradigms for representation learning. [Internet] [Doctoral dissertation]. Georgia Tech; 2013. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/1853/52159.

Council of Science Editors:

Mehta NA. On sparse representations and new meta-learning paradigms for representation learning. [Doctoral Dissertation]. Georgia Tech; 2013. Available from: http://hdl.handle.net/1853/52159


University of California – Berkeley

13. Finn, Chelsea. Learning to Learn with Gradients.

Degree: Computer Science, 2018, University of California – Berkeley

 Humans have a remarkable ability to learn new concepts from only a few examples and quickly adapt to unforeseen circumstances. To do so, they build… (more)

Subjects/Keywords: Artificial intelligence; Robotics; Computer science; few-shot learning; learning to learn; meta-learning; meta-reinforcement learning

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APA (6th Edition):

Finn, C. (2018). Learning to Learn with Gradients. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/0987d4n3

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):

Finn, Chelsea. “Learning to Learn with Gradients.” 2018. Thesis, University of California – Berkeley. Accessed July 10, 2020. http://www.escholarship.org/uc/item/0987d4n3.

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

MLA Handbook (7th Edition):

Finn, Chelsea. “Learning to Learn with Gradients.” 2018. Web. 10 Jul 2020.

Vancouver:

Finn C. Learning to Learn with Gradients. [Internet] [Thesis]. University of California – Berkeley; 2018. [cited 2020 Jul 10]. Available from: http://www.escholarship.org/uc/item/0987d4n3.

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

Council of Science Editors:

Finn C. Learning to Learn with Gradients. [Thesis]. University of California – Berkeley; 2018. Available from: http://www.escholarship.org/uc/item/0987d4n3

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


Vilnius Pedagogical University

14. Bogdanovič, Regina. Mokėjimo mokytis kompetencijos ugdymas pagrindinėje mokykloje: vadybinis aspektas.

Degree: Master, Educology, 2010, Vilnius Pedagogical University

Siekimas užtikrinti geresnį mokinių mokymąsi tapo pagrindiniu Lietuvos švietimo sistemos iššukiu. Mokėjimo mokytis kompetencija apima mokymosi kaip vertingo ir visą gyvenimą trunkančio proceso sampratą, mokėjimą… (more)

Subjects/Keywords: Kompetencija; Mokėjimo mokytis kompetencija; Ugdymas; Vadyba; Competence; Learning to learn competence; Education; Management

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APA (6th Edition):

Bogdanovič, Regina. (2010). Mokėjimo mokytis kompetencijos ugdymas pagrindinėje mokykloje: vadybinis aspektas. (Masters Thesis). Vilnius Pedagogical University. Retrieved from http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100702_144918-78423 ;

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

Chicago Manual of Style (16th Edition):

Bogdanovič, Regina. “Mokėjimo mokytis kompetencijos ugdymas pagrindinėje mokykloje: vadybinis aspektas.” 2010. Masters Thesis, Vilnius Pedagogical University. Accessed July 10, 2020. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100702_144918-78423 ;.

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

MLA Handbook (7th Edition):

Bogdanovič, Regina. “Mokėjimo mokytis kompetencijos ugdymas pagrindinėje mokykloje: vadybinis aspektas.” 2010. Web. 10 Jul 2020.

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

Vancouver:

Bogdanovič, Regina. Mokėjimo mokytis kompetencijos ugdymas pagrindinėje mokykloje: vadybinis aspektas. [Internet] [Masters thesis]. Vilnius Pedagogical University; 2010. [cited 2020 Jul 10]. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100702_144918-78423 ;.

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

Council of Science Editors:

Bogdanovič, Regina. Mokėjimo mokytis kompetencijos ugdymas pagrindinėje mokykloje: vadybinis aspektas. [Masters Thesis]. Vilnius Pedagogical University; 2010. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2010~D_20100702_144918-78423 ;

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


University of Georgia

15. Fowler, Kevin Shawn. The motivation to learn online questionnaire.

Degree: PhD, Educational Psychology, 2018, University of Georgia

 The goal of the current study was to develop and to validate a research instrument to assess college students’ motivation to learn online. Considerable research… (more)

Subjects/Keywords: Motivation; Online learning; Self-determination theory; Autonomy; Competence; Relatedness; Motivation to Learn

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APA (6th Edition):

Fowler, K. S. (2018). The motivation to learn online questionnaire. (Doctoral Dissertation). University of Georgia. Retrieved from http://hdl.handle.net/10724/38268

Chicago Manual of Style (16th Edition):

Fowler, Kevin Shawn. “The motivation to learn online questionnaire.” 2018. Doctoral Dissertation, University of Georgia. Accessed July 10, 2020. http://hdl.handle.net/10724/38268.

MLA Handbook (7th Edition):

Fowler, Kevin Shawn. “The motivation to learn online questionnaire.” 2018. Web. 10 Jul 2020.

Vancouver:

Fowler KS. The motivation to learn online questionnaire. [Internet] [Doctoral dissertation]. University of Georgia; 2018. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/10724/38268.

Council of Science Editors:

Fowler KS. The motivation to learn online questionnaire. [Doctoral Dissertation]. University of Georgia; 2018. Available from: http://hdl.handle.net/10724/38268

16. Barnes, Pamela Kay. Motivational conditions experienced by diverse adult learners in cohort-based accelerated degree programs: quantifying learner perceptions for assessment and enhancement of adult motivation to learn.

Degree: PhD, Department of Educational Leadership, 2012, Kansas State University

 This study measured levels of conditions eliciting intrinsic motivation to learn and examined the correlation of those measures with learner-perceived level of learning. Acquired from… (more)

Subjects/Keywords: Adult Education; Motivation to learn; Accelerated degree programs; Cohort-based learning; Adult Education (0516)

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APA (6th Edition):

Barnes, P. K. (2012). Motivational conditions experienced by diverse adult learners in cohort-based accelerated degree programs: quantifying learner perceptions for assessment and enhancement of adult motivation to learn. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/14983

Chicago Manual of Style (16th Edition):

Barnes, Pamela Kay. “Motivational conditions experienced by diverse adult learners in cohort-based accelerated degree programs: quantifying learner perceptions for assessment and enhancement of adult motivation to learn.” 2012. Doctoral Dissertation, Kansas State University. Accessed July 10, 2020. http://hdl.handle.net/2097/14983.

MLA Handbook (7th Edition):

Barnes, Pamela Kay. “Motivational conditions experienced by diverse adult learners in cohort-based accelerated degree programs: quantifying learner perceptions for assessment and enhancement of adult motivation to learn.” 2012. Web. 10 Jul 2020.

Vancouver:

Barnes PK. Motivational conditions experienced by diverse adult learners in cohort-based accelerated degree programs: quantifying learner perceptions for assessment and enhancement of adult motivation to learn. [Internet] [Doctoral dissertation]. Kansas State University; 2012. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/2097/14983.

Council of Science Editors:

Barnes PK. Motivational conditions experienced by diverse adult learners in cohort-based accelerated degree programs: quantifying learner perceptions for assessment and enhancement of adult motivation to learn. [Doctoral Dissertation]. Kansas State University; 2012. Available from: http://hdl.handle.net/2097/14983


Loyola University Chicago

17. Lopez, Shaalein Carroll. Towards Evidence-Based Practices in Mathematics Instruction: Investigating the Impact of Writing on Student Ability to Solve Mathematics Problems.

Degree: PhD, School Psychology, 2010, Loyola University Chicago

  Achievement in mathematics education for students in elementary school through college has lagged behind that of other students internationally. As a result, enhancing mathematics… (more)

Subjects/Keywords: instruction; intervention; learning; Mathematics; writing; writing-to-learn; Bilingual, Multilingual, and Multicultural Education

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

APA (6th Edition):

Lopez, S. C. (2010). Towards Evidence-Based Practices in Mathematics Instruction: Investigating the Impact of Writing on Student Ability to Solve Mathematics Problems. (Doctoral Dissertation). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/121

Chicago Manual of Style (16th Edition):

Lopez, Shaalein Carroll. “Towards Evidence-Based Practices in Mathematics Instruction: Investigating the Impact of Writing on Student Ability to Solve Mathematics Problems.” 2010. Doctoral Dissertation, Loyola University Chicago. Accessed July 10, 2020. https://ecommons.luc.edu/luc_diss/121.

MLA Handbook (7th Edition):

Lopez, Shaalein Carroll. “Towards Evidence-Based Practices in Mathematics Instruction: Investigating the Impact of Writing on Student Ability to Solve Mathematics Problems.” 2010. Web. 10 Jul 2020.

Vancouver:

Lopez SC. Towards Evidence-Based Practices in Mathematics Instruction: Investigating the Impact of Writing on Student Ability to Solve Mathematics Problems. [Internet] [Doctoral dissertation]. Loyola University Chicago; 2010. [cited 2020 Jul 10]. Available from: https://ecommons.luc.edu/luc_diss/121.

Council of Science Editors:

Lopez SC. Towards Evidence-Based Practices in Mathematics Instruction: Investigating the Impact of Writing on Student Ability to Solve Mathematics Problems. [Doctoral Dissertation]. Loyola University Chicago; 2010. Available from: https://ecommons.luc.edu/luc_diss/121


University of Exeter

18. Hetherington, Lindsay Ellen Joan. "Walking the line between structure and freedom" : a case study of teachers' responses to curriculum change using complexity theory.

Degree: PhD, 2012, University of Exeter

 This thesis uses complexity theory to explore education in the context of a changing curriculum called ‘Opening Minds’. This new curriculum was introduced in the… (more)

Subjects/Keywords: 375.006; Complexity Theory; Curriculum Change; Learning to Learn; Agency; Complex methodology; Science Education

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

APA (6th Edition):

Hetherington, L. E. J. (2012). "Walking the line between structure and freedom" : a case study of teachers' responses to curriculum change using complexity theory. (Doctoral Dissertation). University of Exeter. Retrieved from https://ore.exeter.ac.uk/repository/handle/10036/3868 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.570188

Chicago Manual of Style (16th Edition):

Hetherington, Lindsay Ellen Joan. “"Walking the line between structure and freedom" : a case study of teachers' responses to curriculum change using complexity theory.” 2012. Doctoral Dissertation, University of Exeter. Accessed July 10, 2020. https://ore.exeter.ac.uk/repository/handle/10036/3868 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.570188.

MLA Handbook (7th Edition):

Hetherington, Lindsay Ellen Joan. “"Walking the line between structure and freedom" : a case study of teachers' responses to curriculum change using complexity theory.” 2012. Web. 10 Jul 2020.

Vancouver:

Hetherington LEJ. "Walking the line between structure and freedom" : a case study of teachers' responses to curriculum change using complexity theory. [Internet] [Doctoral dissertation]. University of Exeter; 2012. [cited 2020 Jul 10]. Available from: https://ore.exeter.ac.uk/repository/handle/10036/3868 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.570188.

Council of Science Editors:

Hetherington LEJ. "Walking the line between structure and freedom" : a case study of teachers' responses to curriculum change using complexity theory. [Doctoral Dissertation]. University of Exeter; 2012. Available from: https://ore.exeter.ac.uk/repository/handle/10036/3868 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.570188


Linnaeus University

19. Rönngren, Sara. Textbaserade problemlösningsuppgifter inom delmomentet area : En läromedelsanalys i två olika matematikböcker för elever i årskurs 6.

Degree: Mathematics, 2020, Linnaeus University

  Ett arbete om hur textbaserade problemlösningsuppgifter inom delmomentet area framställs i två matematikböcker. Syftet med arbetet är att skapa en djupare förståelse om läromedlen… (more)

Subjects/Keywords: Variationsteorin; opportunities to learn (OTL); area; textbaserade problemlösningsuppgifter och matematikböcker.; Mathematics; Matematik; Learning; Lärande

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APA (6th Edition):

Rönngren, S. (2020). Textbaserade problemlösningsuppgifter inom delmomentet area : En läromedelsanalys i två olika matematikböcker för elever i årskurs 6. (Thesis). Linnaeus University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-95783

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):

Rönngren, Sara. “Textbaserade problemlösningsuppgifter inom delmomentet area : En läromedelsanalys i två olika matematikböcker för elever i årskurs 6.” 2020. Thesis, Linnaeus University. Accessed July 10, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-95783.

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

MLA Handbook (7th Edition):

Rönngren, Sara. “Textbaserade problemlösningsuppgifter inom delmomentet area : En läromedelsanalys i två olika matematikböcker för elever i årskurs 6.” 2020. Web. 10 Jul 2020.

Vancouver:

Rönngren S. Textbaserade problemlösningsuppgifter inom delmomentet area : En läromedelsanalys i två olika matematikböcker för elever i årskurs 6. [Internet] [Thesis]. Linnaeus University; 2020. [cited 2020 Jul 10]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-95783.

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

Council of Science Editors:

Rönngren S. Textbaserade problemlösningsuppgifter inom delmomentet area : En läromedelsanalys i två olika matematikböcker för elever i årskurs 6. [Thesis]. Linnaeus University; 2020. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-95783

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


University of Toronto

20. Ritchie, Allison. Participation, positioning, and power: Opportunities to learn in a university Kinesiology Classroom.

Degree: PhD, 2018, University of Toronto

 Past studies in science education research have documented that people of colour and women continue to be underrepresented in science-related university programmes and careers. To… (more)

Subjects/Keywords: equity; learning sciences; opportunities to learn; science education; sociocultural theory; university education; 0714

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

APA (6th Edition):

Ritchie, A. (2018). Participation, positioning, and power: Opportunities to learn in a university Kinesiology Classroom. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/89868

Chicago Manual of Style (16th Edition):

Ritchie, Allison. “Participation, positioning, and power: Opportunities to learn in a university Kinesiology Classroom.” 2018. Doctoral Dissertation, University of Toronto. Accessed July 10, 2020. http://hdl.handle.net/1807/89868.

MLA Handbook (7th Edition):

Ritchie, Allison. “Participation, positioning, and power: Opportunities to learn in a university Kinesiology Classroom.” 2018. Web. 10 Jul 2020.

Vancouver:

Ritchie A. Participation, positioning, and power: Opportunities to learn in a university Kinesiology Classroom. [Internet] [Doctoral dissertation]. University of Toronto; 2018. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/1807/89868.

Council of Science Editors:

Ritchie A. Participation, positioning, and power: Opportunities to learn in a university Kinesiology Classroom. [Doctoral Dissertation]. University of Toronto; 2018. Available from: http://hdl.handle.net/1807/89868


University of Melbourne

21. Nibali, Nives. Addressing growth in reading comprehension for high capacity students.

Degree: 2019, University of Melbourne

 The aim of this study was to explore reason for the decline in growth in reading comprehension for high capacity students (i.e. students in the… (more)

Subjects/Keywords: High capacity students; quartile; reading comprehension; self-regulated learning; targeted teaching; opportunity to learn

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APA (6th Edition):

Nibali, N. (2019). Addressing growth in reading comprehension for high capacity students. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/221393

Chicago Manual of Style (16th Edition):

Nibali, Nives. “Addressing growth in reading comprehension for high capacity students.” 2019. Doctoral Dissertation, University of Melbourne. Accessed July 10, 2020. http://hdl.handle.net/11343/221393.

MLA Handbook (7th Edition):

Nibali, Nives. “Addressing growth in reading comprehension for high capacity students.” 2019. Web. 10 Jul 2020.

Vancouver:

Nibali N. Addressing growth in reading comprehension for high capacity students. [Internet] [Doctoral dissertation]. University of Melbourne; 2019. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/11343/221393.

Council of Science Editors:

Nibali N. Addressing growth in reading comprehension for high capacity students. [Doctoral Dissertation]. University of Melbourne; 2019. Available from: http://hdl.handle.net/11343/221393


Vytautas Magnus University

22. Linkonaitė, Kristina. Mokymosi mokytis kompetencijos vertinimo/ įsivertinimo metodika: jos kūrimas ir praktinis patikrinimas.

Degree: Master, Educology, 2009, Vytautas Magnus University

Nuolat kintantis šiuolaikinis modernus pasaulis lemia nuolatinio mokymosi būtinybę. Greiti pokyčiai darbo vietoje, sąlygoti technologijų kaitos bei kaip rezultatas besikeičiančių visuomenės poreikių globalizacijos kontekste, iškėlė… (more)

Subjects/Keywords: Mokymasis; Suaugusiųjų mokymasis; Mokymosi mokytis kompetencija; Kompetencijos (į)vertinimas; Learning; Adult learning; Learning to learn competence; Competence assessment

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APA (6th Edition):

Linkonaitė, Kristina. (2009). Mokymosi mokytis kompetencijos vertinimo/ įsivertinimo metodika: jos kūrimas ir praktinis patikrinimas. (Masters Thesis). Vytautas Magnus University. Retrieved from http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2009~D_20090803_083852-73171 ;

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

Chicago Manual of Style (16th Edition):

Linkonaitė, Kristina. “Mokymosi mokytis kompetencijos vertinimo/ įsivertinimo metodika: jos kūrimas ir praktinis patikrinimas.” 2009. Masters Thesis, Vytautas Magnus University. Accessed July 10, 2020. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2009~D_20090803_083852-73171 ;.

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

MLA Handbook (7th Edition):

Linkonaitė, Kristina. “Mokymosi mokytis kompetencijos vertinimo/ įsivertinimo metodika: jos kūrimas ir praktinis patikrinimas.” 2009. Web. 10 Jul 2020.

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

Vancouver:

Linkonaitė, Kristina. Mokymosi mokytis kompetencijos vertinimo/ įsivertinimo metodika: jos kūrimas ir praktinis patikrinimas. [Internet] [Masters thesis]. Vytautas Magnus University; 2009. [cited 2020 Jul 10]. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2009~D_20090803_083852-73171 ;.

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

Council of Science Editors:

Linkonaitė, Kristina. Mokymosi mokytis kompetencijos vertinimo/ įsivertinimo metodika: jos kūrimas ir praktinis patikrinimas. [Masters Thesis]. Vytautas Magnus University; 2009. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2009~D_20090803_083852-73171 ;

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


University of Pretoria

23. Sehlola, Mmahlomotse Sekinah. A case study of the integration of environmental learning in the primary school curriculum.

Degree: Curriculum Studies, 2008, University of Pretoria

 In line with international developments, the Department of Education in South Africa (SA) recognises environmental education as a key vehicle to respond to the national… (more)

Subjects/Keywords: Resources for learning; Teacher professional development; Case study; Curriculum integration; Environmental learning; Environmental education; Non-governmental organisations; Opportunities to learn; UCTD

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

APA (6th Edition):

Sehlola, M. (2008). A case study of the integration of environmental learning in the primary school curriculum. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/25235

Chicago Manual of Style (16th Edition):

Sehlola, Mmahlomotse. “A case study of the integration of environmental learning in the primary school curriculum.” 2008. Masters Thesis, University of Pretoria. Accessed July 10, 2020. http://hdl.handle.net/2263/25235.

MLA Handbook (7th Edition):

Sehlola, Mmahlomotse. “A case study of the integration of environmental learning in the primary school curriculum.” 2008. Web. 10 Jul 2020.

Vancouver:

Sehlola M. A case study of the integration of environmental learning in the primary school curriculum. [Internet] [Masters thesis]. University of Pretoria; 2008. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/2263/25235.

Council of Science Editors:

Sehlola M. A case study of the integration of environmental learning in the primary school curriculum. [Masters Thesis]. University of Pretoria; 2008. Available from: http://hdl.handle.net/2263/25235


University of Pretoria

24. [No author]. A case study of the integration of environmental learning in the primary school curriculum .

Degree: 2008, University of Pretoria

 In line with international developments, the Department of Education in South Africa (SA) recognises environmental education as a key vehicle to respond to the national… (more)

Subjects/Keywords: Resources for learning; Teacher professional development; Case study; Curriculum integration; Environmental learning; Environmental education; Non-governmental organisations; Opportunities to learn; UCTD

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

APA (6th Edition):

author], [. (2008). A case study of the integration of environmental learning in the primary school curriculum . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-06042008-073729/

Chicago Manual of Style (16th Edition):

author], [No. “A case study of the integration of environmental learning in the primary school curriculum .” 2008. Masters Thesis, University of Pretoria. Accessed July 10, 2020. http://upetd.up.ac.za/thesis/available/etd-06042008-073729/.

MLA Handbook (7th Edition):

author], [No. “A case study of the integration of environmental learning in the primary school curriculum .” 2008. Web. 10 Jul 2020.

Vancouver:

author] [. A case study of the integration of environmental learning in the primary school curriculum . [Internet] [Masters thesis]. University of Pretoria; 2008. [cited 2020 Jul 10]. Available from: http://upetd.up.ac.za/thesis/available/etd-06042008-073729/.

Council of Science Editors:

author] [. A case study of the integration of environmental learning in the primary school curriculum . [Masters Thesis]. University of Pretoria; 2008. Available from: http://upetd.up.ac.za/thesis/available/etd-06042008-073729/


Florida International University

25. Zhou, Wubai. Data Mining Techniques to Understand Textual Data.

Degree: PhD, Computer Science, 2017, Florida International University

  More than ever, information delivery online and storage heavily rely on text. Billions of texts are produced every day in the form of documents,… (more)

Subjects/Keywords: Data Mining; Textual Understanding; Domain Adaptation; Text Summarization; Deep Learning; Learn to Rank; Metric Learning; Computer Sciences; Physical Sciences and Mathematics

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APA (6th Edition):

Zhou, W. (2017). Data Mining Techniques to Understand Textual Data. (Doctoral Dissertation). Florida International University. Retrieved from https://digitalcommons.fiu.edu/etd/3493 ; 10.25148/etd.FIDC003998 ; FIDC003998

Chicago Manual of Style (16th Edition):

Zhou, Wubai. “Data Mining Techniques to Understand Textual Data.” 2017. Doctoral Dissertation, Florida International University. Accessed July 10, 2020. https://digitalcommons.fiu.edu/etd/3493 ; 10.25148/etd.FIDC003998 ; FIDC003998.

MLA Handbook (7th Edition):

Zhou, Wubai. “Data Mining Techniques to Understand Textual Data.” 2017. Web. 10 Jul 2020.

Vancouver:

Zhou W. Data Mining Techniques to Understand Textual Data. [Internet] [Doctoral dissertation]. Florida International University; 2017. [cited 2020 Jul 10]. Available from: https://digitalcommons.fiu.edu/etd/3493 ; 10.25148/etd.FIDC003998 ; FIDC003998.

Council of Science Editors:

Zhou W. Data Mining Techniques to Understand Textual Data. [Doctoral Dissertation]. Florida International University; 2017. Available from: https://digitalcommons.fiu.edu/etd/3493 ; 10.25148/etd.FIDC003998 ; FIDC003998

26. Tabuenca, Bernardo. Ubiquitous Technology for Lifelong Learners .

Degree: 2015, Open Universiteit Nederland

 Nowadays, most people change their career throughout their lives, many times independently on what they learned during their formal education period. Therefore, the necessity to… (more)

Subjects/Keywords: Ubiquitous Technology; Lifelong learning; Self-regulated learning; Reflective practice; Learning to learn; Awareness; Feedback; OER; Mobile learning; Digital competence; Mobile notifications; NFC; Arduino; Bluetooth Low Energy; Chromecast; Ambient learning displays

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APA (6th Edition):

Tabuenca, B. (2015). Ubiquitous Technology for Lifelong Learners . (Doctoral Dissertation). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/6050

Chicago Manual of Style (16th Edition):

Tabuenca, Bernardo. “Ubiquitous Technology for Lifelong Learners .” 2015. Doctoral Dissertation, Open Universiteit Nederland. Accessed July 10, 2020. http://hdl.handle.net/1820/6050.

MLA Handbook (7th Edition):

Tabuenca, Bernardo. “Ubiquitous Technology for Lifelong Learners .” 2015. Web. 10 Jul 2020.

Vancouver:

Tabuenca B. Ubiquitous Technology for Lifelong Learners . [Internet] [Doctoral dissertation]. Open Universiteit Nederland; 2015. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/1820/6050.

Council of Science Editors:

Tabuenca B. Ubiquitous Technology for Lifelong Learners . [Doctoral Dissertation]. Open Universiteit Nederland; 2015. Available from: http://hdl.handle.net/1820/6050


University of Pennsylvania

27. Vasudevan, Veena. Connected Learning In School: Making Identities In Youth-Led Affinity Spaces.

Degree: 2017, University of Pennsylvania

 This visual ethnographic account explores how students at an urban high school cultivated their own youth-led affinity spaces: a youth activism group, a dance team,… (more)

Subjects/Keywords: connected learning; ethnography; making to learn; media; urban schooling; youth; Education; Quantitative, Qualitative, Comparative, and Historical Methodologies

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APA (6th Edition):

Vasudevan, V. (2017). Connected Learning In School: Making Identities In Youth-Led Affinity Spaces. (Thesis). University of Pennsylvania. Retrieved from https://repository.upenn.edu/edissertations/2623

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):

Vasudevan, Veena. “Connected Learning In School: Making Identities In Youth-Led Affinity Spaces.” 2017. Thesis, University of Pennsylvania. Accessed July 10, 2020. https://repository.upenn.edu/edissertations/2623.

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

MLA Handbook (7th Edition):

Vasudevan, Veena. “Connected Learning In School: Making Identities In Youth-Led Affinity Spaces.” 2017. Web. 10 Jul 2020.

Vancouver:

Vasudevan V. Connected Learning In School: Making Identities In Youth-Led Affinity Spaces. [Internet] [Thesis]. University of Pennsylvania; 2017. [cited 2020 Jul 10]. Available from: https://repository.upenn.edu/edissertations/2623.

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

Council of Science Editors:

Vasudevan V. Connected Learning In School: Making Identities In Youth-Led Affinity Spaces. [Thesis]. University of Pennsylvania; 2017. Available from: https://repository.upenn.edu/edissertations/2623

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


Queensland University of Technology

28. Hartanto, Budi. Incorporating anchored learning in a C# intelligent tutoring system.

Degree: 2014, Queensland University of Technology

 This research showed that one solution that can be used to help the students learn how to program is by providing a system that can… (more)

Subjects/Keywords: Anchored Learning; Intelligent Tutoring System; C# Programming; VSPackage; Domain Module; Student Module; Learn how to program; CSTutor; Role Playing

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

APA (6th Edition):

Hartanto, B. (2014). Incorporating anchored learning in a C# intelligent tutoring system. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/78834/

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):

Hartanto, Budi. “Incorporating anchored learning in a C# intelligent tutoring system.” 2014. Thesis, Queensland University of Technology. Accessed July 10, 2020. https://eprints.qut.edu.au/78834/.

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

MLA Handbook (7th Edition):

Hartanto, Budi. “Incorporating anchored learning in a C# intelligent tutoring system.” 2014. Web. 10 Jul 2020.

Vancouver:

Hartanto B. Incorporating anchored learning in a C# intelligent tutoring system. [Internet] [Thesis]. Queensland University of Technology; 2014. [cited 2020 Jul 10]. Available from: https://eprints.qut.edu.au/78834/.

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

Council of Science Editors:

Hartanto B. Incorporating anchored learning in a C# intelligent tutoring system. [Thesis]. Queensland University of Technology; 2014. Available from: https://eprints.qut.edu.au/78834/

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


University of South Africa

29. Chabongora, Bernadette Netsai. Investigating opportunities to learn grade ten algebra : a case studies of three Catholic secondary schools .

Degree: 2011, University of South Africa

 The purpose of this thesis is to investigate opportunities to learn (OTL) algebra by grade ten learners at three Catholic secondary schools in South Africa.… (more)

Subjects/Keywords: Teaching and learning; Mathematical knowledge; Constructivism; Algebra; Opportunities to learn; Intended and enacted curriculum; Procedural; Registers of representation

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

APA (6th Edition):

Chabongora, B. N. (2011). Investigating opportunities to learn grade ten algebra : a case studies of three Catholic secondary schools . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/6105

Chicago Manual of Style (16th Edition):

Chabongora, Bernadette Netsai. “Investigating opportunities to learn grade ten algebra : a case studies of three Catholic secondary schools .” 2011. Doctoral Dissertation, University of South Africa. Accessed July 10, 2020. http://hdl.handle.net/10500/6105.

MLA Handbook (7th Edition):

Chabongora, Bernadette Netsai. “Investigating opportunities to learn grade ten algebra : a case studies of three Catholic secondary schools .” 2011. Web. 10 Jul 2020.

Vancouver:

Chabongora BN. Investigating opportunities to learn grade ten algebra : a case studies of three Catholic secondary schools . [Internet] [Doctoral dissertation]. University of South Africa; 2011. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/10500/6105.

Council of Science Editors:

Chabongora BN. Investigating opportunities to learn grade ten algebra : a case studies of three Catholic secondary schools . [Doctoral Dissertation]. University of South Africa; 2011. Available from: http://hdl.handle.net/10500/6105


Texas State University – San Marcos

30. Starkey, Christina M. Reflective Journaling as a Tool to Support Learning Mathematical Proof.

Degree: PhD, Mathematics Education, 2016, Texas State University – San Marcos

 This study investigates how reflective writing supported students’ learning to prove in an Introduction to Advanced Mathematics course. The students submitted weekly journal entries that… (more)

Subjects/Keywords: Mathematical proof; Writing to learn; Mathematics – Study and teaching; Learning, Psychology of; Self-knowledge, Theory of

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

APA (6th Edition):

Starkey, C. M. (2016). Reflective Journaling as a Tool to Support Learning Mathematical Proof. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/6067

Chicago Manual of Style (16th Edition):

Starkey, Christina M. “Reflective Journaling as a Tool to Support Learning Mathematical Proof.” 2016. Doctoral Dissertation, Texas State University – San Marcos. Accessed July 10, 2020. https://digital.library.txstate.edu/handle/10877/6067.

MLA Handbook (7th Edition):

Starkey, Christina M. “Reflective Journaling as a Tool to Support Learning Mathematical Proof.” 2016. Web. 10 Jul 2020.

Vancouver:

Starkey CM. Reflective Journaling as a Tool to Support Learning Mathematical Proof. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2016. [cited 2020 Jul 10]. Available from: https://digital.library.txstate.edu/handle/10877/6067.

Council of Science Editors:

Starkey CM. Reflective Journaling as a Tool to Support Learning Mathematical Proof. [Doctoral Dissertation]. Texas State University – San Marcos; 2016. Available from: https://digital.library.txstate.edu/handle/10877/6067

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