Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

Country:

You searched for subject:(meaningful learning). Showing records 1 – 13 of 13 total matches.

Search Limiters

Last 2 Years | English Only

No search limiters apply to these results.

▼ Search Limiters


Virginia Tech

1. Schurr, Kelly Laural. Cognitive Structural Change and the Technological Design Process.

Degree: PhD, Teaching and Learning, 2013, Virginia Tech

 With increasing challenges from international competition and domestic demands for a technologically literate workforce, pressure is growing on the educational system to produce students that… (more)

Subjects/Keywords: concept map; meaningful learning; technological design; cognitive structure; assessment

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Schurr, K. L. (2013). Cognitive Structural Change and the Technological Design Process. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/22014

Chicago Manual of Style (16th Edition):

Schurr, Kelly Laural. “Cognitive Structural Change and the Technological Design Process.” 2013. Doctoral Dissertation, Virginia Tech. Accessed December 12, 2019. http://hdl.handle.net/10919/22014.

MLA Handbook (7th Edition):

Schurr, Kelly Laural. “Cognitive Structural Change and the Technological Design Process.” 2013. Web. 12 Dec 2019.

Vancouver:

Schurr KL. Cognitive Structural Change and the Technological Design Process. [Internet] [Doctoral dissertation]. Virginia Tech; 2013. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/10919/22014.

Council of Science Editors:

Schurr KL. Cognitive Structural Change and the Technological Design Process. [Doctoral Dissertation]. Virginia Tech; 2013. Available from: http://hdl.handle.net/10919/22014


University of Cincinnati

2. Getha-Eby, Teresa J. Concept-Based Teaching and Meaningful Learning in Associate Degree Nursing Students.

Degree: PhD, Nursing: Nursing - Doctoral Program, 2012, University of Cincinnati

  This mixed methods quantitative-dominant, explanatory sequential design study investigated meaningful learning outcomes of first semester associate degree nursing students at a private nursing college… (more)

Subjects/Keywords: Nursing; educational outcomes; meaningful learning; concept-based teaching; knowledge integration; nursing pedagogy; flow mapping

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Getha-Eby, T. J. (2012). Concept-Based Teaching and Meaningful Learning in Associate Degree Nursing Students. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1353343591

Chicago Manual of Style (16th Edition):

Getha-Eby, Teresa J. “Concept-Based Teaching and Meaningful Learning in Associate Degree Nursing Students.” 2012. Doctoral Dissertation, University of Cincinnati. Accessed December 12, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1353343591.

MLA Handbook (7th Edition):

Getha-Eby, Teresa J. “Concept-Based Teaching and Meaningful Learning in Associate Degree Nursing Students.” 2012. Web. 12 Dec 2019.

Vancouver:

Getha-Eby TJ. Concept-Based Teaching and Meaningful Learning in Associate Degree Nursing Students. [Internet] [Doctoral dissertation]. University of Cincinnati; 2012. [cited 2019 Dec 12]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1353343591.

Council of Science Editors:

Getha-Eby TJ. Concept-Based Teaching and Meaningful Learning in Associate Degree Nursing Students. [Doctoral Dissertation]. University of Cincinnati; 2012. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1353343591


Ohio University

3. Wang, Aifang. The Effects of Varied Instructional Aids and Field Dependence-Independence on Learners’ Structural Knowledge in a Hypermedia Environment.

Degree: PhD, Instructional Technology (Education), 2007, Ohio University

  This study examined the effects of instructional aids and the cognitive style of field dependence-independence (FDI) on students’ structural knowledge and attitude toward program… (more)

Subjects/Keywords: Education, Technology; Meaningful Learning; Instructional Aids; Field Dependence/Independence; Structural Knowledge; Hypermedia; Concept Map

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Wang, A. (2007). The Effects of Varied Instructional Aids and Field Dependence-Independence on Learners’ Structural Knowledge in a Hypermedia Environment. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1191519256

Chicago Manual of Style (16th Edition):

Wang, Aifang. “The Effects of Varied Instructional Aids and Field Dependence-Independence on Learners’ Structural Knowledge in a Hypermedia Environment.” 2007. Doctoral Dissertation, Ohio University. Accessed December 12, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1191519256.

MLA Handbook (7th Edition):

Wang, Aifang. “The Effects of Varied Instructional Aids and Field Dependence-Independence on Learners’ Structural Knowledge in a Hypermedia Environment.” 2007. Web. 12 Dec 2019.

Vancouver:

Wang A. The Effects of Varied Instructional Aids and Field Dependence-Independence on Learners’ Structural Knowledge in a Hypermedia Environment. [Internet] [Doctoral dissertation]. Ohio University; 2007. [cited 2019 Dec 12]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1191519256.

Council of Science Editors:

Wang A. The Effects of Varied Instructional Aids and Field Dependence-Independence on Learners’ Structural Knowledge in a Hypermedia Environment. [Doctoral Dissertation]. Ohio University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1191519256


IUPUI

4. Dreifuerst, Kristina Thomas. Debriefing For Meaningful Learning: Fostering Development of Clinical Reasoning Through Simulation.

Degree: 2011, IUPUI

Indiana University-Purdue University Indianapolis (IUPUI)

There is a critical need for faculty, a shortage of clinical sites, and an emphasis on quality and safety initiatives… (more)

Subjects/Keywords: Nursing; Clinical Reasoning; Meaningful Learning; Simulation; Debriefing; Nursing  – Study and teaching  – Simulation methods; Medical logic

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Dreifuerst, K. T. (2011). Debriefing For Meaningful Learning: Fostering Development of Clinical Reasoning Through Simulation. (Thesis). IUPUI. Retrieved from http://hdl.handle.net/1805/2459

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):

Dreifuerst, Kristina Thomas. “Debriefing For Meaningful Learning: Fostering Development of Clinical Reasoning Through Simulation.” 2011. Thesis, IUPUI. Accessed December 12, 2019. http://hdl.handle.net/1805/2459.

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

MLA Handbook (7th Edition):

Dreifuerst, Kristina Thomas. “Debriefing For Meaningful Learning: Fostering Development of Clinical Reasoning Through Simulation.” 2011. Web. 12 Dec 2019.

Vancouver:

Dreifuerst KT. Debriefing For Meaningful Learning: Fostering Development of Clinical Reasoning Through Simulation. [Internet] [Thesis]. IUPUI; 2011. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/1805/2459.

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

Council of Science Editors:

Dreifuerst KT. Debriefing For Meaningful Learning: Fostering Development of Clinical Reasoning Through Simulation. [Thesis]. IUPUI; 2011. Available from: http://hdl.handle.net/1805/2459

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


Brigham Young University

5. Sparks, Jacob Ray. Extreme Sports: A Study of Free-Solo Rock Climbers.

Degree: MS, 2016, Brigham Young University

 Extreme sport participation has traditionally been conceptualized as a psychological disorder and something to be avoided (Cashmore, 2002). Viewed in this way, these individuals are… (more)

Subjects/Keywords: extreme sports; free-solo climbing; meaningful learning experiences; enjoyment; progression; focus; Recreation Business

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Sparks, J. R. (2016). Extreme Sports: A Study of Free-Solo Rock Climbers. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7136&context=etd

Chicago Manual of Style (16th Edition):

Sparks, Jacob Ray. “Extreme Sports: A Study of Free-Solo Rock Climbers.” 2016. Masters Thesis, Brigham Young University. Accessed December 12, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7136&context=etd.

MLA Handbook (7th Edition):

Sparks, Jacob Ray. “Extreme Sports: A Study of Free-Solo Rock Climbers.” 2016. Web. 12 Dec 2019.

Vancouver:

Sparks JR. Extreme Sports: A Study of Free-Solo Rock Climbers. [Internet] [Masters thesis]. Brigham Young University; 2016. [cited 2019 Dec 12]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7136&context=etd.

Council of Science Editors:

Sparks JR. Extreme Sports: A Study of Free-Solo Rock Climbers. [Masters Thesis]. Brigham Young University; 2016. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7136&context=etd


Brigham Young University

6. Henderson, Robert LeVon. Meaningful Learning Experiences: The Influence of Group-based Adventure Recreation on Behavioral Addiction Treatment.

Degree: MS, 2013, Brigham Young University

 Adventure recreation (AR) has been found to supplement addiction treatment and recovery in valuable ways. However, questions about the components and processes of AR and… (more)

Subjects/Keywords: adventure recreation; meaningful learning experiences; addiction; behavioral; pornography; treatment; recovery; Recreation Business

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Henderson, R. L. (2013). Meaningful Learning Experiences: The Influence of Group-based Adventure Recreation on Behavioral Addiction Treatment. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4948&context=etd

Chicago Manual of Style (16th Edition):

Henderson, Robert LeVon. “Meaningful Learning Experiences: The Influence of Group-based Adventure Recreation on Behavioral Addiction Treatment.” 2013. Masters Thesis, Brigham Young University. Accessed December 12, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4948&context=etd.

MLA Handbook (7th Edition):

Henderson, Robert LeVon. “Meaningful Learning Experiences: The Influence of Group-based Adventure Recreation on Behavioral Addiction Treatment.” 2013. Web. 12 Dec 2019.

Vancouver:

Henderson RL. Meaningful Learning Experiences: The Influence of Group-based Adventure Recreation on Behavioral Addiction Treatment. [Internet] [Masters thesis]. Brigham Young University; 2013. [cited 2019 Dec 12]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4948&context=etd.

Council of Science Editors:

Henderson RL. Meaningful Learning Experiences: The Influence of Group-based Adventure Recreation on Behavioral Addiction Treatment. [Masters Thesis]. Brigham Young University; 2013. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4948&context=etd


Boston University

7. Bell, Robyn Lee. Western art canon versus Rock 'n' Roll: a comparative case study of two high school general music classes.

Degree: DMA, Music Education, 2015, Boston University

 High school general music classes often primarily consist of lectures about the Western art canon, despite repeated calls for a popular music focus (Deal, 1984;… (more)

Subjects/Keywords: Music education; Rock 'n' Roll; Western art music; General music; High school; Meaningful learning; Popular music

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Bell, R. L. (2015). Western art canon versus Rock 'n' Roll: a comparative case study of two high school general music classes. (Doctoral Dissertation). Boston University. Retrieved from http://hdl.handle.net/2144/16076

Chicago Manual of Style (16th Edition):

Bell, Robyn Lee. “Western art canon versus Rock 'n' Roll: a comparative case study of two high school general music classes.” 2015. Doctoral Dissertation, Boston University. Accessed December 12, 2019. http://hdl.handle.net/2144/16076.

MLA Handbook (7th Edition):

Bell, Robyn Lee. “Western art canon versus Rock 'n' Roll: a comparative case study of two high school general music classes.” 2015. Web. 12 Dec 2019.

Vancouver:

Bell RL. Western art canon versus Rock 'n' Roll: a comparative case study of two high school general music classes. [Internet] [Doctoral dissertation]. Boston University; 2015. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/2144/16076.

Council of Science Editors:

Bell RL. Western art canon versus Rock 'n' Roll: a comparative case study of two high school general music classes. [Doctoral Dissertation]. Boston University; 2015. Available from: http://hdl.handle.net/2144/16076


University of North Texas

8. Bulgarov, Florin Adrian. Toward Supporting Fine-Grained, Structured, Meaningful and Engaging Feedback in Educational Applications.

Degree: 2018, University of North Texas

 Recent advancements in machine learning have started to put their mark on educational technology. Technology is evolving fast and, as people adopt it, schools and… (more)

Subjects/Keywords: educational application; knowledge representation; natural language processing; machine learning; student response analysis; classroom engagement; minimal meaningful proposition

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Bulgarov, F. A. (2018). Toward Supporting Fine-Grained, Structured, Meaningful and Engaging Feedback in Educational Applications. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1404562/

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):

Bulgarov, Florin Adrian. “Toward Supporting Fine-Grained, Structured, Meaningful and Engaging Feedback in Educational Applications.” 2018. Thesis, University of North Texas. Accessed December 12, 2019. https://digital.library.unt.edu/ark:/67531/metadc1404562/.

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

MLA Handbook (7th Edition):

Bulgarov, Florin Adrian. “Toward Supporting Fine-Grained, Structured, Meaningful and Engaging Feedback in Educational Applications.” 2018. Web. 12 Dec 2019.

Vancouver:

Bulgarov FA. Toward Supporting Fine-Grained, Structured, Meaningful and Engaging Feedback in Educational Applications. [Internet] [Thesis]. University of North Texas; 2018. [cited 2019 Dec 12]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1404562/.

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

Council of Science Editors:

Bulgarov FA. Toward Supporting Fine-Grained, Structured, Meaningful and Engaging Feedback in Educational Applications. [Thesis]. University of North Texas; 2018. Available from: https://digital.library.unt.edu/ark:/67531/metadc1404562/

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


Texas A&M University

9. Cavlazoglu, Baki. Becoming STEM Teachers: Examining Changes in Science Teachers? Conceptual Understanding about Earthquake Engineering.

Degree: PhD, Curriculum and Instruction, 2016, Texas A&M University

 This multi-paper dissertation reports results from three related research studies centered on the development and use of an authentic measure, concept mapping, to assess changes… (more)

Subjects/Keywords: Earthquake engineering education; STEM education; STEM teachers; Science teachers; Engineering education; Delphi study; Engineering knowledge base; Key concept list; Meaningful conceptual learning; Engineering-oriented teacher professional development; STEM teacher workshop; Effective workshop; Conceptual understanding; Group concept mapping; Concept maps; Strand map; Argumentation discourse in engineering

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Cavlazoglu, B. (2016). Becoming STEM Teachers: Examining Changes in Science Teachers? Conceptual Understanding about Earthquake Engineering. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156882

Chicago Manual of Style (16th Edition):

Cavlazoglu, Baki. “Becoming STEM Teachers: Examining Changes in Science Teachers? Conceptual Understanding about Earthquake Engineering.” 2016. Doctoral Dissertation, Texas A&M University. Accessed December 12, 2019. http://hdl.handle.net/1969.1/156882.

MLA Handbook (7th Edition):

Cavlazoglu, Baki. “Becoming STEM Teachers: Examining Changes in Science Teachers? Conceptual Understanding about Earthquake Engineering.” 2016. Web. 12 Dec 2019.

Vancouver:

Cavlazoglu B. Becoming STEM Teachers: Examining Changes in Science Teachers? Conceptual Understanding about Earthquake Engineering. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2019 Dec 12]. Available from: http://hdl.handle.net/1969.1/156882.

Council of Science Editors:

Cavlazoglu B. Becoming STEM Teachers: Examining Changes in Science Teachers? Conceptual Understanding about Earthquake Engineering. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/156882

10. Galloway, Kelli R. Measuring Meaningful Learning in the Undergraduate Chemistry Laboratory.

Degree: PhD, Chemistry, 2015, Miami University

 The undergraduate chemistry laboratory has been an essential component in chemistry education for over a century. The literature includes reports on investigations of singular aspects… (more)

Subjects/Keywords: Chemistry; Education; Educational Tests and Measurements; Science Education; Laboratory; Meaningful Learning; Cognitive; Affective; Psychomotor; Assessment; Video Observation; Expectations

…67 Measuring meaningful learning in the undergraduate chemistry laboratory: A longitudinal… …student perceptions of meaningful learning Table 1… …meaningful learning in the undergraduate chemistry laboratory Figure 1… …18 Chapter 3 Using cluster analysis to characterize meaningful learning in a first-year… …39 Measuring meaningful learning in the undergraduate chemistry laboratory: A national… 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Galloway, K. R. (2015). Measuring Meaningful Learning in the Undergraduate Chemistry Laboratory. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1446827946

Chicago Manual of Style (16th Edition):

Galloway, Kelli R. “Measuring Meaningful Learning in the Undergraduate Chemistry Laboratory.” 2015. Doctoral Dissertation, Miami University. Accessed December 12, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1446827946.

MLA Handbook (7th Edition):

Galloway, Kelli R. “Measuring Meaningful Learning in the Undergraduate Chemistry Laboratory.” 2015. Web. 12 Dec 2019.

Vancouver:

Galloway KR. Measuring Meaningful Learning in the Undergraduate Chemistry Laboratory. [Internet] [Doctoral dissertation]. Miami University; 2015. [cited 2019 Dec 12]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1446827946.

Council of Science Editors:

Galloway KR. Measuring Meaningful Learning in the Undergraduate Chemistry Laboratory. [Doctoral Dissertation]. Miami University; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1446827946


Bucknell University

11. Meng, Max Byron. Understanding the Deeply Engaged Mindset Among Active Bucknell Students.

Degree: 2015, Bucknell University

 This thesis reports on a qualitative phenomenological investigation of the personal experiences of nine undergraduate students who attended Bucknell University, chosen on the basis of… (more)

Subjects/Keywords: Authentic helpfulness; Digital ecosystem; Collaborative learning; College students; Facebook; Higher education; Hootsuite; Hyper-connectedness; Identity development; Klout Score; Meaningful content; Millennial Generation; Millennials; Online engagement; Phenomenological investigation; Qualitative; Relevant audience; Self-presentation; Social analytic metrics; Social influence; Social integration; Social media; Social networking platforms; Social student engagement; Student affairs; Student collaboration; Student engagement; Student involvement; Student success; Twitter

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Meng, M. B. (2015). Understanding the Deeply Engaged Mindset Among Active Bucknell Students. (Thesis). Bucknell University. Retrieved from https://digitalcommons.bucknell.edu/masters_theses/137

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):

Meng, Max Byron. “Understanding the Deeply Engaged Mindset Among Active Bucknell Students.” 2015. Thesis, Bucknell University. Accessed December 12, 2019. https://digitalcommons.bucknell.edu/masters_theses/137.

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

MLA Handbook (7th Edition):

Meng, Max Byron. “Understanding the Deeply Engaged Mindset Among Active Bucknell Students.” 2015. Web. 12 Dec 2019.

Vancouver:

Meng MB. Understanding the Deeply Engaged Mindset Among Active Bucknell Students. [Internet] [Thesis]. Bucknell University; 2015. [cited 2019 Dec 12]. Available from: https://digitalcommons.bucknell.edu/masters_theses/137.

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

Council of Science Editors:

Meng MB. Understanding the Deeply Engaged Mindset Among Active Bucknell Students. [Thesis]. Bucknell University; 2015. Available from: https://digitalcommons.bucknell.edu/masters_theses/137

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


North Carolina State University

12. Reno, Deborah L. Exploring the Process of Civic Engagement: A Phenomenological Case Study.

Degree: EdD, Adult and Community College Education, 2003, North Carolina State University

 Research expresses the need for society to develop ways that encourage civic responsibility. As the need to educate and encourage citizens to be more civic-minded… (more)

Subjects/Keywords: citizen responsibility; intergeneration group work; community development; community agencies; 4-H Youth Development; youth-adult partnerships; sustainable communities; phenomenological case study; civic engagement; higher education; attributes and learned skills; collaborative learning methods; meaningful learning; group work; service-learning; community decision-making

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Reno, D. L. (2003). Exploring the Process of Civic Engagement: A Phenomenological Case Study. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/3201

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):

Reno, Deborah L. “Exploring the Process of Civic Engagement: A Phenomenological Case Study.” 2003. Thesis, North Carolina State University. Accessed December 12, 2019. http://www.lib.ncsu.edu/resolver/1840.16/3201.

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

MLA Handbook (7th Edition):

Reno, Deborah L. “Exploring the Process of Civic Engagement: A Phenomenological Case Study.” 2003. Web. 12 Dec 2019.

Vancouver:

Reno DL. Exploring the Process of Civic Engagement: A Phenomenological Case Study. [Internet] [Thesis]. North Carolina State University; 2003. [cited 2019 Dec 12]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/3201.

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

Council of Science Editors:

Reno DL. Exploring the Process of Civic Engagement: A Phenomenological Case Study. [Thesis]. North Carolina State University; 2003. Available from: http://www.lib.ncsu.edu/resolver/1840.16/3201

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


University of Southern California

13. Manke-Brady, Melanie L. “Clickers” and metacognition: How do electronic response devices ("clickers") influence student metacognition?.

Degree: EdD, Education (Leadership), 2012, University of Southern California

 The purpose of this study was to examine whether electronic response systems influence student metacognitions in large lecture settings, and how metacognitive processes are influenced.… (more)

Subjects/Keywords: metacognition; metacognitive self-regulation; clickers; electronic response systems; electronic polling; electronic polling devices; comparative study for response devices; low technology versus high technology response systems; verses high technology polling systems; learner-centered environments; technology in large undergraduate lectures; clickers and undergraduate large lectures; productive and unproductive metacognitions; clickers and instructional strategies; performance outcomes and clickers; increased performance outcomes and polling devices; meaningful metacognitions; quality of metacognitions elicited; clickers and enhanced learning outcomes; enhanced learning outcomes for undergraduates with low to average performance outcomes; students with higher performance outcomes experienced the least benefits; negative feelings and low technology polling devices; clickers and honesty; clickers and anonymity; self-reflective quality of clickers; group reflective quality; self-reflective quality; reduce conformity effects; conformity effects in large lecture context; conformity effects and undergraduates; clickers and instructional strategies produce higher outcomes; low technology polling and disruption of the learning process; anonymity and internal reflections; influencing productive metacognitions in undergraduates; accurately assess conceptual understanding during lecture; clickers provide timely and specific feedback

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Manke-Brady, M. L. (2012). “Clickers” and metacognition: How do electronic response devices ("clickers") influence student metacognition?. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/35109/rec/7990

Chicago Manual of Style (16th Edition):

Manke-Brady, Melanie L. ““Clickers” and metacognition: How do electronic response devices ("clickers") influence student metacognition?.” 2012. Doctoral Dissertation, University of Southern California. Accessed December 12, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/35109/rec/7990.

MLA Handbook (7th Edition):

Manke-Brady, Melanie L. ““Clickers” and metacognition: How do electronic response devices ("clickers") influence student metacognition?.” 2012. Web. 12 Dec 2019.

Vancouver:

Manke-Brady ML. “Clickers” and metacognition: How do electronic response devices ("clickers") influence student metacognition?. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Dec 12]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/35109/rec/7990.

Council of Science Editors:

Manke-Brady ML. “Clickers” and metacognition: How do electronic response devices ("clickers") influence student metacognition?. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/35109/rec/7990

.