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You searched for subject:(models of instruction). Showing records 1 – 9 of 9 total matches.

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University of Western Australia

1. Renzi, Stefano. Differences in university teaching after Learning Management System adoption : an explanatory model based on Ajzen's Theory of Planned Behavior.

Degree: PhD, 2008, University of Western Australia

 [Truncated abstract] Current literature about university teaching argues that online teaching requires online social learning based on social interaction to be effective. This implies a… (more)

Subjects/Keywords: Computer-assisted instruction; Computer-assisted instruction; Web-based instruction; Critical pedagogy; Online social networks; E-learning; Learning Management System; Theory of Planned Behavior; Teaching models

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APA (6th Edition):

Renzi, S. (2008). Differences in university teaching after Learning Management System adoption : an explanatory model based on Ajzen's Theory of Planned Behavior. (Doctoral Dissertation). University of Western Australia. Retrieved from http://repository.uwa.edu.au:80/R/?func=dbin-jump-full&object_id=10369&local_base=GEN01-INS01

Chicago Manual of Style (16th Edition):

Renzi, Stefano. “Differences in university teaching after Learning Management System adoption : an explanatory model based on Ajzen's Theory of Planned Behavior.” 2008. Doctoral Dissertation, University of Western Australia. Accessed May 27, 2019. http://repository.uwa.edu.au:80/R/?func=dbin-jump-full&object_id=10369&local_base=GEN01-INS01.

MLA Handbook (7th Edition):

Renzi, Stefano. “Differences in university teaching after Learning Management System adoption : an explanatory model based on Ajzen's Theory of Planned Behavior.” 2008. Web. 27 May 2019.

Vancouver:

Renzi S. Differences in university teaching after Learning Management System adoption : an explanatory model based on Ajzen's Theory of Planned Behavior. [Internet] [Doctoral dissertation]. University of Western Australia; 2008. [cited 2019 May 27]. Available from: http://repository.uwa.edu.au:80/R/?func=dbin-jump-full&object_id=10369&local_base=GEN01-INS01.

Council of Science Editors:

Renzi S. Differences in university teaching after Learning Management System adoption : an explanatory model based on Ajzen's Theory of Planned Behavior. [Doctoral Dissertation]. University of Western Australia; 2008. Available from: http://repository.uwa.edu.au:80/R/?func=dbin-jump-full&object_id=10369&local_base=GEN01-INS01


University of Western Ontario

2. Hill, Adam J. Three Models for Educating for Empathy and Humanization through Values Dialogue in Secondary School Classes.

Degree: 2014, University of Western Ontario

 This thesis develops educable constructs of empathy and of humanization as well as a theory, a praxis, educational models, and measuring instruments of values dialogue… (more)

Subjects/Keywords: empathy; humanization; dialogue; values; models; high school; Curriculum and Instruction; Curriculum and Social Inquiry; Educational Assessment, Evaluation, and Research; Educational Methods; Humane Education; Social and Philosophical Foundations of Education

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APA (6th Edition):

Hill, A. J. (2014). Three Models for Educating for Empathy and Humanization through Values Dialogue in Secondary School Classes. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/2519

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):

Hill, Adam J. “Three Models for Educating for Empathy and Humanization through Values Dialogue in Secondary School Classes.” 2014. Thesis, University of Western Ontario. Accessed May 27, 2019. https://ir.lib.uwo.ca/etd/2519.

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

MLA Handbook (7th Edition):

Hill, Adam J. “Three Models for Educating for Empathy and Humanization through Values Dialogue in Secondary School Classes.” 2014. Web. 27 May 2019.

Vancouver:

Hill AJ. Three Models for Educating for Empathy and Humanization through Values Dialogue in Secondary School Classes. [Internet] [Thesis]. University of Western Ontario; 2014. [cited 2019 May 27]. Available from: https://ir.lib.uwo.ca/etd/2519.

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

Council of Science Editors:

Hill AJ. Three Models for Educating for Empathy and Humanization through Values Dialogue in Secondary School Classes. [Thesis]. University of Western Ontario; 2014. Available from: https://ir.lib.uwo.ca/etd/2519

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


Louisiana State University

3. Singletary, Cathy J. Louisiana's Comprehensive Curriculum: an analysis of impact on gifted instruction during its primary implementation year.

Degree: PhD, Education, 2006, Louisiana State University

 In the midst of a national focus on improving student achievement, gifted educators within Louisiana were required to implement some or all aspects of a… (more)

Subjects/Keywords: gifted instruction; academic achievement of gifted; standards-based instruction for gifted; program options for gifted; curriculum models for gifted

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APA (6th Edition):

Singletary, C. J. (2006). Louisiana's Comprehensive Curriculum: an analysis of impact on gifted instruction during its primary implementation year. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-07122006-163348 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1999

Chicago Manual of Style (16th Edition):

Singletary, Cathy J. “Louisiana's Comprehensive Curriculum: an analysis of impact on gifted instruction during its primary implementation year.” 2006. Doctoral Dissertation, Louisiana State University. Accessed May 27, 2019. etd-07122006-163348 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1999.

MLA Handbook (7th Edition):

Singletary, Cathy J. “Louisiana's Comprehensive Curriculum: an analysis of impact on gifted instruction during its primary implementation year.” 2006. Web. 27 May 2019.

Vancouver:

Singletary CJ. Louisiana's Comprehensive Curriculum: an analysis of impact on gifted instruction during its primary implementation year. [Internet] [Doctoral dissertation]. Louisiana State University; 2006. [cited 2019 May 27]. Available from: etd-07122006-163348 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1999.

Council of Science Editors:

Singletary CJ. Louisiana's Comprehensive Curriculum: an analysis of impact on gifted instruction during its primary implementation year. [Doctoral Dissertation]. Louisiana State University; 2006. Available from: etd-07122006-163348 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1999

4. Ramos, Jerónima Isidora Rosado Alexandrino. Compreender para ler. Ler para compreender: contributo de estratégias metacognitivas monitorizadas de forma directa e explicita no ensino da compreensão leitora.

Degree: 2004, Universidade de Évora

 A sociedade dos nossos dias exige dos cidadãos um elevado potencial cognitivo e metacognitivo, do qual a realidade escolar se deve aproximar, estimulando o desenvolvimento… (more)

Subjects/Keywords: Compreensão leitora; Metacognição; Aprender a aprender; Competências cognitivas; Metacognitivas; Reading Comprehension Instruction; Models of Reading; Reading Proces; Reading comprehension Process

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APA (6th Edition):

Ramos, J. I. R. A. (2004). Compreender para ler. Ler para compreender: contributo de estratégias metacognitivas monitorizadas de forma directa e explicita no ensino da compreensão leitora. (Thesis). Universidade de Évora. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/15047

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):

Ramos, Jerónima Isidora Rosado Alexandrino. “Compreender para ler. Ler para compreender: contributo de estratégias metacognitivas monitorizadas de forma directa e explicita no ensino da compreensão leitora.” 2004. Thesis, Universidade de Évora. Accessed May 27, 2019. http://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/15047.

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

MLA Handbook (7th Edition):

Ramos, Jerónima Isidora Rosado Alexandrino. “Compreender para ler. Ler para compreender: contributo de estratégias metacognitivas monitorizadas de forma directa e explicita no ensino da compreensão leitora.” 2004. Web. 27 May 2019.

Vancouver:

Ramos JIRA. Compreender para ler. Ler para compreender: contributo de estratégias metacognitivas monitorizadas de forma directa e explicita no ensino da compreensão leitora. [Internet] [Thesis]. Universidade de Évora; 2004. [cited 2019 May 27]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/15047.

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

Council of Science Editors:

Ramos JIRA. Compreender para ler. Ler para compreender: contributo de estratégias metacognitivas monitorizadas de forma directa e explicita no ensino da compreensão leitora. [Thesis]. Universidade de Évora; 2004. Available from: http://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/15047

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


Seton Hall University

5. Usatin, Roman. The Impact of Student Performance on Large-Scale Assessments: A View of Long-Term Health, Career, and Societal Outcomes.

Degree: Executive EdD in Education Leadership Management and Policy, Education Leadership, Management and Policy, 2014, Seton Hall University

  This study examined the predictive power of student growth for large-scale assessments on meaningful life outcomes, focusing on the three categories of health, career,… (more)

Subjects/Keywords: SGP; Longitudinal Study; Large Scale Assessments; Standardized Testing; NELS 88; Long Term Outcomes; Applied Statistics; Curriculum and Instruction; Educational Leadership; Educational Psychology; Education Economics; Elementary and Middle and Secondary Education Administration; Secondary Education and Teaching; Social and Philosophical Foundations of Education; Social Statistics; Statistical Methodology; Statistical Models

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APA (6th Edition):

Usatin, R. (2014). The Impact of Student Performance on Large-Scale Assessments: A View of Long-Term Health, Career, and Societal Outcomes. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2009

Chicago Manual of Style (16th Edition):

Usatin, Roman. “The Impact of Student Performance on Large-Scale Assessments: A View of Long-Term Health, Career, and Societal Outcomes.” 2014. Doctoral Dissertation, Seton Hall University. Accessed May 27, 2019. http://scholarship.shu.edu/dissertations/2009.

MLA Handbook (7th Edition):

Usatin, Roman. “The Impact of Student Performance on Large-Scale Assessments: A View of Long-Term Health, Career, and Societal Outcomes.” 2014. Web. 27 May 2019.

Vancouver:

Usatin R. The Impact of Student Performance on Large-Scale Assessments: A View of Long-Term Health, Career, and Societal Outcomes. [Internet] [Doctoral dissertation]. Seton Hall University; 2014. [cited 2019 May 27]. Available from: http://scholarship.shu.edu/dissertations/2009.

Council of Science Editors:

Usatin R. The Impact of Student Performance on Large-Scale Assessments: A View of Long-Term Health, Career, and Societal Outcomes. [Doctoral Dissertation]. Seton Hall University; 2014. Available from: http://scholarship.shu.edu/dissertations/2009


Humboldt State University

6. Pierre, Sheila. The Achilles heel of higher education: minority student retention.

Degree: MA, Sociology, 2010, Humboldt State University

 In American institutions of higher learning all around the country, educators???teachers, counselors, and administrators have made significant progress in identifying and recruiting diverse populations. Despite… (more)

Subjects/Keywords: Higher education; Educational opportunities; Models; Students of color; Minority groups; Student attrition; Academic persistence; Withdrawal (Education); Racial composition; Demography; Diversity (Student); Student college relationship; Racial relations; College students; Financial aid; Student-faculty interaction; Curriculum & instruction; Student services; Academic services; Faculty, staff, & administration

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APA (6th Edition):

Pierre, S. (2010). The Achilles heel of higher education: minority student retention. (Masters Thesis). Humboldt State University. Retrieved from http://hdl.handle.net/2148/629

Chicago Manual of Style (16th Edition):

Pierre, Sheila. “The Achilles heel of higher education: minority student retention.” 2010. Masters Thesis, Humboldt State University. Accessed May 27, 2019. http://hdl.handle.net/2148/629.

MLA Handbook (7th Edition):

Pierre, Sheila. “The Achilles heel of higher education: minority student retention.” 2010. Web. 27 May 2019.

Vancouver:

Pierre S. The Achilles heel of higher education: minority student retention. [Internet] [Masters thesis]. Humboldt State University; 2010. [cited 2019 May 27]. Available from: http://hdl.handle.net/2148/629.

Council of Science Editors:

Pierre S. The Achilles heel of higher education: minority student retention. [Masters Thesis]. Humboldt State University; 2010. Available from: http://hdl.handle.net/2148/629

7. Ezrailson, Cathy Mariotti. EMIT: explicit modeling of interactive-engagement techniques for physics graduate teaching assistants and the impact on instruction and student performance in calculus-based physics.

Degree: 2005, Texas A&M University

 This study measures the effect of a model of explicit instruction (EMIT) on the: 1) physics graduate teaching assistants? adherence to reformed teaching methods, 2)… (more)

Subjects/Keywords: inteactive engagement; active engagement; Modeling; Calculus-based physics; graduate teaching assistants; physics teaching assistants; explicit modeling; models of instruction; cooperative groups; context rich problem solving; cognitive coaching in physics

…then applying the understanding of these models to instruction, correspondence between our… …Instruction ...................... .9 2 EMIT: Explicit Model of Interactive-Engagement Techniques… …results of which need to be incorporated into the curriculum underpinning GTA instruction. 3… …of the graduate teaching assistants’ pedagogical instruction, the supervision of the… …to impact quality of instruction (Bao & Lee, 2001). What has not been firmly… 

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APA (6th Edition):

Ezrailson, C. M. (2005). EMIT: explicit modeling of interactive-engagement techniques for physics graduate teaching assistants and the impact on instruction and student performance in calculus-based physics. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/1467

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):

Ezrailson, Cathy Mariotti. “EMIT: explicit modeling of interactive-engagement techniques for physics graduate teaching assistants and the impact on instruction and student performance in calculus-based physics.” 2005. Thesis, Texas A&M University. Accessed May 27, 2019. http://hdl.handle.net/1969.1/1467.

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

MLA Handbook (7th Edition):

Ezrailson, Cathy Mariotti. “EMIT: explicit modeling of interactive-engagement techniques for physics graduate teaching assistants and the impact on instruction and student performance in calculus-based physics.” 2005. Web. 27 May 2019.

Vancouver:

Ezrailson CM. EMIT: explicit modeling of interactive-engagement techniques for physics graduate teaching assistants and the impact on instruction and student performance in calculus-based physics. [Internet] [Thesis]. Texas A&M University; 2005. [cited 2019 May 27]. Available from: http://hdl.handle.net/1969.1/1467.

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

Council of Science Editors:

Ezrailson CM. EMIT: explicit modeling of interactive-engagement techniques for physics graduate teaching assistants and the impact on instruction and student performance in calculus-based physics. [Thesis]. Texas A&M University; 2005. Available from: http://hdl.handle.net/1969.1/1467

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


Florida International University

8. Myers, Ron Y. The Effects of the Use of Technology In Mathematics Instruction on Student Achievement.

Degree: Curriculum and Instruction, 2009, Florida International University

  The purpose of this study was to examine the effects of the use of technology on students’ mathematics achievement, particularly the Florida Comprehensive Assessment… (more)

Subjects/Keywords: Mathematics; Technology; Acheivement; Gender; SES; Geometer's Sketchpad (GSP); Geometry; Manova; Acheivement gap; Minority; Algebra; Algebraic Geometry; Analysis; Categorical Data Analysis; Curriculum and Instruction; Demography, Population, and Ecology; Design of Experiments and Sample Surveys; Disability and Equity in Education; Education; Educational Psychology; Gender and Sexuality; Geometry and Topology; Inequality and Stratification; Mathematics; Other Education; Other Mathematics; Other Physical Sciences and Mathematics; Other Sociology; Other Statistics and Probability; Physical Sciences and Mathematics; Probability; Race and Ethnicity; Science and Mathematics Education; Science and Technology Studies; Service Learning; Social and Behavioral Sciences; Social Psychology and Interaction; Sociology; Statistical Models; Statistical Theory; Statistics and Probability

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APA (6th Edition):

Myers, R. Y. (2009). The Effects of the Use of Technology In Mathematics Instruction on Student Achievement. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/136 ; 10.25148/etd.FI09120817 ; FI09120817

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):

Myers, Ron Y. “The Effects of the Use of Technology In Mathematics Instruction on Student Achievement.” 2009. Thesis, Florida International University. Accessed May 27, 2019. http://digitalcommons.fiu.edu/etd/136 ; 10.25148/etd.FI09120817 ; FI09120817.

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

MLA Handbook (7th Edition):

Myers, Ron Y. “The Effects of the Use of Technology In Mathematics Instruction on Student Achievement.” 2009. Web. 27 May 2019.

Vancouver:

Myers RY. The Effects of the Use of Technology In Mathematics Instruction on Student Achievement. [Internet] [Thesis]. Florida International University; 2009. [cited 2019 May 27]. Available from: http://digitalcommons.fiu.edu/etd/136 ; 10.25148/etd.FI09120817 ; FI09120817.

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

Council of Science Editors:

Myers RY. The Effects of the Use of Technology In Mathematics Instruction on Student Achievement. [Thesis]. Florida International University; 2009. Available from: http://digitalcommons.fiu.edu/etd/136 ; 10.25148/etd.FI09120817 ; FI09120817

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


Cal Poly

9. Vũ, John Huân. Software Internationalization: A Framework Validated Against Industry Requirements for Computer Science and Software Engineering Programs.

Degree: MS, Computer Science, 2010, Cal Poly

  View John Huân Vũ's thesis presentation at <a href="http://youtu.be/y3bzNmkTr-c" title="Thesis Presentation">http://youtu.be/y3bzNmkTr-c</a>. In 2001, the ACM and IEEE Computing Curriculum stated that it was necessary… (more)

Subjects/Keywords: Software Internationalization; Software Localization; Software Globalization; Computer Science Education; Software Engineering Education; Industry Survey; Industry Questionnaire; Industry Case Study; Statistics; Hypothesis Testing; Applied Statistics; Bilingual, Multilingual, and Multicultural Education; Categorical Data Analysis; Clinical Trials; Curriculum and Instruction; Design of Experiments and Sample Surveys; Educational Assessment, Evaluation, and Research; Educational Psychology; Graphics and Human Computer Interfaces; International and Comparative Education; Numerical Analysis and Scientific Computing; Other Applied Mathematics; Other Computer Sciences; Other Education; Other Mathematics; Other Physical Sciences and Mathematics; Other Statistics and Probability; Quantitative, Qualitative, Comparative, and Historical Methodologies; Software Engineering; Statistical Methodology; Statistical Models; Statistics and Probability

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

APA (6th Edition):

Vũ, J. H. (2010). Software Internationalization: A Framework Validated Against Industry Requirements for Computer Science and Software Engineering Programs. (Masters Thesis). Cal Poly. Retrieved from https://digitalcommons.calpoly.edu/theses/248 ; 10.15368/theses.2010.18

Chicago Manual of Style (16th Edition):

Vũ, John Huân. “Software Internationalization: A Framework Validated Against Industry Requirements for Computer Science and Software Engineering Programs.” 2010. Masters Thesis, Cal Poly. Accessed May 27, 2019. https://digitalcommons.calpoly.edu/theses/248 ; 10.15368/theses.2010.18.

MLA Handbook (7th Edition):

Vũ, John Huân. “Software Internationalization: A Framework Validated Against Industry Requirements for Computer Science and Software Engineering Programs.” 2010. Web. 27 May 2019.

Vancouver:

Vũ JH. Software Internationalization: A Framework Validated Against Industry Requirements for Computer Science and Software Engineering Programs. [Internet] [Masters thesis]. Cal Poly; 2010. [cited 2019 May 27]. Available from: https://digitalcommons.calpoly.edu/theses/248 ; 10.15368/theses.2010.18.

Council of Science Editors:

Vũ JH. Software Internationalization: A Framework Validated Against Industry Requirements for Computer Science and Software Engineering Programs. [Masters Thesis]. Cal Poly; 2010. Available from: https://digitalcommons.calpoly.edu/theses/248 ; 10.15368/theses.2010.18

.