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You searched for subject:(peer instruction). Showing records 1 – 30 of 97 total matches.

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Louisiana State University

1. Harvey, Nicole Congine. The effects of peer instruction on ninth grade students' conceptual understanding of forces and motion.

Degree: MNS, Physical Sciences and Mathematics, 2013, Louisiana State University

 Because students are often taught physics in a traditional, lecture-based classroom, the present study was undertaken to test whether the use of peer instruction, specifically… (more)

Subjects/Keywords: physics; high school; peer instruction

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APA (6th Edition):

Harvey, N. C. (2013). The effects of peer instruction on ninth grade students' conceptual understanding of forces and motion. (Masters Thesis). Louisiana State University. Retrieved from etd-06252013-142858 ; https://digitalcommons.lsu.edu/gradschool_theses/1164

Chicago Manual of Style (16th Edition):

Harvey, Nicole Congine. “The effects of peer instruction on ninth grade students' conceptual understanding of forces and motion.” 2013. Masters Thesis, Louisiana State University. Accessed May 22, 2019. etd-06252013-142858 ; https://digitalcommons.lsu.edu/gradschool_theses/1164.

MLA Handbook (7th Edition):

Harvey, Nicole Congine. “The effects of peer instruction on ninth grade students' conceptual understanding of forces and motion.” 2013. Web. 22 May 2019.

Vancouver:

Harvey NC. The effects of peer instruction on ninth grade students' conceptual understanding of forces and motion. [Internet] [Masters thesis]. Louisiana State University; 2013. [cited 2019 May 22]. Available from: etd-06252013-142858 ; https://digitalcommons.lsu.edu/gradschool_theses/1164.

Council of Science Editors:

Harvey NC. The effects of peer instruction on ninth grade students' conceptual understanding of forces and motion. [Masters Thesis]. Louisiana State University; 2013. Available from: etd-06252013-142858 ; https://digitalcommons.lsu.edu/gradschool_theses/1164


Louisiana State University

2. Thompson, Leah Ellis. The effects of self-examination to peers on student learning in physical science.

Degree: MNS, Physical Sciences and Mathematics, 2013, Louisiana State University

 This study was undertaken to test if the use of self-explanation to a peer would affect learning outcomes in the classroom. The outcomes of classes… (more)

Subjects/Keywords: cooperative learning; education; peer-instruction; self-explain

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APA (6th Edition):

Thompson, L. E. (2013). The effects of self-examination to peers on student learning in physical science. (Masters Thesis). Louisiana State University. Retrieved from etd-06252013-145027 ; https://digitalcommons.lsu.edu/gradschool_theses/2621

Chicago Manual of Style (16th Edition):

Thompson, Leah Ellis. “The effects of self-examination to peers on student learning in physical science.” 2013. Masters Thesis, Louisiana State University. Accessed May 22, 2019. etd-06252013-145027 ; https://digitalcommons.lsu.edu/gradschool_theses/2621.

MLA Handbook (7th Edition):

Thompson, Leah Ellis. “The effects of self-examination to peers on student learning in physical science.” 2013. Web. 22 May 2019.

Vancouver:

Thompson LE. The effects of self-examination to peers on student learning in physical science. [Internet] [Masters thesis]. Louisiana State University; 2013. [cited 2019 May 22]. Available from: etd-06252013-145027 ; https://digitalcommons.lsu.edu/gradschool_theses/2621.

Council of Science Editors:

Thompson LE. The effects of self-examination to peers on student learning in physical science. [Masters Thesis]. Louisiana State University; 2013. Available from: etd-06252013-145027 ; https://digitalcommons.lsu.edu/gradschool_theses/2621


Hong Kong University of Science and Technology

3. Kwok, Chung Hin CSE. A matching problem in peer assessment on e-learning platforms.

Degree: 2018, Hong Kong University of Science and Technology

 The advancement of technology has made learning possible regardless of temporal and spatial barriers through e-learning platforms. They host numerous MOOCs that deliver quality content… (more)

Subjects/Keywords: Peer teaching; MOOCs (Web-based instruction); Evaluation

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APA (6th Edition):

Kwok, C. H. C. (2018). A matching problem in peer assessment on e-learning platforms. (Thesis). Hong Kong University of Science and Technology. Retrieved from https://doi.org/10.14711/thesis-991012636269203412 ; http://repository.ust.hk/ir/bitstream/1783.1-95802/1/th_redirect.html

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):

Kwok, Chung Hin CSE. “A matching problem in peer assessment on e-learning platforms.” 2018. Thesis, Hong Kong University of Science and Technology. Accessed May 22, 2019. https://doi.org/10.14711/thesis-991012636269203412 ; http://repository.ust.hk/ir/bitstream/1783.1-95802/1/th_redirect.html.

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

MLA Handbook (7th Edition):

Kwok, Chung Hin CSE. “A matching problem in peer assessment on e-learning platforms.” 2018. Web. 22 May 2019.

Vancouver:

Kwok CHC. A matching problem in peer assessment on e-learning platforms. [Internet] [Thesis]. Hong Kong University of Science and Technology; 2018. [cited 2019 May 22]. Available from: https://doi.org/10.14711/thesis-991012636269203412 ; http://repository.ust.hk/ir/bitstream/1783.1-95802/1/th_redirect.html.

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

Council of Science Editors:

Kwok CHC. A matching problem in peer assessment on e-learning platforms. [Thesis]. Hong Kong University of Science and Technology; 2018. Available from: https://doi.org/10.14711/thesis-991012636269203412 ; http://repository.ust.hk/ir/bitstream/1783.1-95802/1/th_redirect.html

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


Drexel University

4. Ruane, Regina. A study of student interaction in an online learning environment specially crafted for cross-level peer mentoring.

Degree: 2012, Drexel University

Ph.D., Educational Leadership Development and Learning Technologies  – Drexel University, 2012 Advisors/Committee Members: Vaidya, Sheila R., School of Education, Drexel University.

Subjects/Keywords: Education; Web-based instruction; Peer mentoring

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

APA (6th Edition):

Ruane, R. (2012). A study of student interaction in an online learning environment specially crafted for cross-level peer mentoring. (Thesis). Drexel University. Retrieved from http://hdl.handle.net/1860/3993

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):

Ruane, Regina. “A study of student interaction in an online learning environment specially crafted for cross-level peer mentoring.” 2012. Thesis, Drexel University. Accessed May 22, 2019. http://hdl.handle.net/1860/3993.

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

MLA Handbook (7th Edition):

Ruane, Regina. “A study of student interaction in an online learning environment specially crafted for cross-level peer mentoring.” 2012. Web. 22 May 2019.

Vancouver:

Ruane R. A study of student interaction in an online learning environment specially crafted for cross-level peer mentoring. [Internet] [Thesis]. Drexel University; 2012. [cited 2019 May 22]. Available from: http://hdl.handle.net/1860/3993.

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

Council of Science Editors:

Ruane R. A study of student interaction in an online learning environment specially crafted for cross-level peer mentoring. [Thesis]. Drexel University; 2012. Available from: http://hdl.handle.net/1860/3993

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


The Ohio State University

5. Villareal, Donna M. A systematic replication to determine the academic effects of peer tutoring for the tutor.

Degree: PhD, Educational Services and Research, 2005, The Ohio State University

 While the research provides strong evidence of the effectiveness of peer tutoring for tutees, there is less empirical evidence to support the notion that peers… (more)

Subjects/Keywords: peer tutoring; peer-mediated instruction

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APA (6th Edition):

Villareal, D. M. (2005). A systematic replication to determine the academic effects of peer tutoring for the tutor. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1122549884

Chicago Manual of Style (16th Edition):

Villareal, Donna M. “A systematic replication to determine the academic effects of peer tutoring for the tutor.” 2005. Doctoral Dissertation, The Ohio State University. Accessed May 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1122549884.

MLA Handbook (7th Edition):

Villareal, Donna M. “A systematic replication to determine the academic effects of peer tutoring for the tutor.” 2005. Web. 22 May 2019.

Vancouver:

Villareal DM. A systematic replication to determine the academic effects of peer tutoring for the tutor. [Internet] [Doctoral dissertation]. The Ohio State University; 2005. [cited 2019 May 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1122549884.

Council of Science Editors:

Villareal DM. A systematic replication to determine the academic effects of peer tutoring for the tutor. [Doctoral Dissertation]. The Ohio State University; 2005. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1122549884


Kennesaw State University

6. Gardner, Mark. Social Media and Peer Review: Edmodo in the Composition Classroom.

Degree: MAPW, English, 2013, Kennesaw State University

Peer review has become a staple in the composition classroom because of its ability to help students to see writing in a social context.… (more)

Subjects/Keywords: peer review; social media; composition; college students; Curriculum and Instruction

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

APA (6th Edition):

Gardner, M. (2013). Social Media and Peer Review: Edmodo in the Composition Classroom. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/etd/560

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):

Gardner, Mark. “Social Media and Peer Review: Edmodo in the Composition Classroom.” 2013. Thesis, Kennesaw State University. Accessed May 22, 2019. https://digitalcommons.kennesaw.edu/etd/560.

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

MLA Handbook (7th Edition):

Gardner, Mark. “Social Media and Peer Review: Edmodo in the Composition Classroom.” 2013. Web. 22 May 2019.

Vancouver:

Gardner M. Social Media and Peer Review: Edmodo in the Composition Classroom. [Internet] [Thesis]. Kennesaw State University; 2013. [cited 2019 May 22]. Available from: https://digitalcommons.kennesaw.edu/etd/560.

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

Council of Science Editors:

Gardner M. Social Media and Peer Review: Edmodo in the Composition Classroom. [Thesis]. Kennesaw State University; 2013. Available from: https://digitalcommons.kennesaw.edu/etd/560

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


Texas A&M University

7. Morton, Charles Andrew. The relationship among planning activities, peer coaching skills and improved instructional effectiveness in preservice special education teachers.

Degree: 2004, Texas A&M University

 This study is intended to examine the relationship between peer coaching skills and the improvement in instruction among preservice special educators. The study will examine:… (more)

Subjects/Keywords: peer coaching; planning; instruction

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APA (6th Edition):

Morton, C. A. (2004). The relationship among planning activities, peer coaching skills and improved instructional effectiveness in preservice special education teachers. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/471

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):

Morton, Charles Andrew. “The relationship among planning activities, peer coaching skills and improved instructional effectiveness in preservice special education teachers.” 2004. Thesis, Texas A&M University. Accessed May 22, 2019. http://hdl.handle.net/1969.1/471.

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

MLA Handbook (7th Edition):

Morton, Charles Andrew. “The relationship among planning activities, peer coaching skills and improved instructional effectiveness in preservice special education teachers.” 2004. Web. 22 May 2019.

Vancouver:

Morton CA. The relationship among planning activities, peer coaching skills and improved instructional effectiveness in preservice special education teachers. [Internet] [Thesis]. Texas A&M University; 2004. [cited 2019 May 22]. Available from: http://hdl.handle.net/1969.1/471.

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

Council of Science Editors:

Morton CA. The relationship among planning activities, peer coaching skills and improved instructional effectiveness in preservice special education teachers. [Thesis]. Texas A&M University; 2004. Available from: http://hdl.handle.net/1969.1/471

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


University of South Carolina

8. Corral, John. The Impact Of A Peer-Teaching Instructional Approach On A Student’s Self-Confidence.

Degree: EdD, 2018, University of South Carolina

  This study examines a problem of practice stemming from students not given the same opportunities to use and develop self-confidence and take on higher… (more)

Subjects/Keywords: Curriculum and Instruction; peer-teaching; JROTC; leadership; action research; self-confidence

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APA (6th Edition):

Corral, J. (2018). The Impact Of A Peer-Teaching Instructional Approach On A Student’s Self-Confidence. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/4926

Chicago Manual of Style (16th Edition):

Corral, John. “The Impact Of A Peer-Teaching Instructional Approach On A Student’s Self-Confidence.” 2018. Doctoral Dissertation, University of South Carolina. Accessed May 22, 2019. https://scholarcommons.sc.edu/etd/4926.

MLA Handbook (7th Edition):

Corral, John. “The Impact Of A Peer-Teaching Instructional Approach On A Student’s Self-Confidence.” 2018. Web. 22 May 2019.

Vancouver:

Corral J. The Impact Of A Peer-Teaching Instructional Approach On A Student’s Self-Confidence. [Internet] [Doctoral dissertation]. University of South Carolina; 2018. [cited 2019 May 22]. Available from: https://scholarcommons.sc.edu/etd/4926.

Council of Science Editors:

Corral J. The Impact Of A Peer-Teaching Instructional Approach On A Student’s Self-Confidence. [Doctoral Dissertation]. University of South Carolina; 2018. Available from: https://scholarcommons.sc.edu/etd/4926


SUNY College at Brockport

9. Hosey, Daniel M. Interactive-Engagement, Conceptual Change, and Self-Efficacy in a Direct Current Unit in a Secondary Physics Course.

Degree: MSEd, Education and Human Development, 2008, SUNY College at Brockport

  The interactive-engagement techniques of Peer Instruction and context rich problems were implemented in a secondary physics classroom. The study took place during a three-week… (more)

Subjects/Keywords: physics; peer instruction; secondary education; Education; Physics; Secondary Education and Teaching

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APA (6th Edition):

Hosey, D. M. (2008). Interactive-Engagement, Conceptual Change, and Self-Efficacy in a Direct Current Unit in a Secondary Physics Course. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/247

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):

Hosey, Daniel M. “Interactive-Engagement, Conceptual Change, and Self-Efficacy in a Direct Current Unit in a Secondary Physics Course.” 2008. Thesis, SUNY College at Brockport. Accessed May 22, 2019. https://digitalcommons.brockport.edu/ehd_theses/247.

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

MLA Handbook (7th Edition):

Hosey, Daniel M. “Interactive-Engagement, Conceptual Change, and Self-Efficacy in a Direct Current Unit in a Secondary Physics Course.” 2008. Web. 22 May 2019.

Vancouver:

Hosey DM. Interactive-Engagement, Conceptual Change, and Self-Efficacy in a Direct Current Unit in a Secondary Physics Course. [Internet] [Thesis]. SUNY College at Brockport; 2008. [cited 2019 May 22]. Available from: https://digitalcommons.brockport.edu/ehd_theses/247.

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

Council of Science Editors:

Hosey DM. Interactive-Engagement, Conceptual Change, and Self-Efficacy in a Direct Current Unit in a Secondary Physics Course. [Thesis]. SUNY College at Brockport; 2008. Available from: https://digitalcommons.brockport.edu/ehd_theses/247

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


Kristianstad University

10. Peters, Ida. Det flippade klassrummet : ur ett elevperspektiv.

Degree: Education and Environment, 2014, Kristianstad University

  Studien, som utfördes på en kommunal gymnasial och vuxenutbildning, syftar till att undersöka elevers uttryckta uppfattningar av fenomenet "det flippade klassrummet". Det flippade klassrummet… (more)

Subjects/Keywords: Flipped classroom; flippat klassrum; peer instruction; fenomenografi; elevperspektiv

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APA (6th Edition):

Peters, I. (2014). Det flippade klassrummet : ur ett elevperspektiv. (Thesis). Kristianstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-13239

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):

Peters, Ida. “Det flippade klassrummet : ur ett elevperspektiv.” 2014. Thesis, Kristianstad University. Accessed May 22, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-13239.

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

MLA Handbook (7th Edition):

Peters, Ida. “Det flippade klassrummet : ur ett elevperspektiv.” 2014. Web. 22 May 2019.

Vancouver:

Peters I. Det flippade klassrummet : ur ett elevperspektiv. [Internet] [Thesis]. Kristianstad University; 2014. [cited 2019 May 22]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-13239.

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

Council of Science Editors:

Peters I. Det flippade klassrummet : ur ett elevperspektiv. [Thesis]. Kristianstad University; 2014. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-13239

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


University of Minnesota

11. Leinen, Amy. The Effects of Combining Peer-Assisted Learning Strategies and Incremental Rehearsal on Non-Spanish-Speaking English Language Learners' Reading Achievement.

Degree: PhD, Educational Psychology, 2016, University of Minnesota

 This study examined the effects of a phonics-based intervention on the reading outcomes of non-Spanish-speaking English Learners (ELs). Thirty-Six K-3, primarily Karen- and Hmong-speaking ELs… (more)

Subjects/Keywords: English language learner; flashcard; intervention; Peer learning; phonemic awareness; reading instruction

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APA (6th Edition):

Leinen, A. (2016). The Effects of Combining Peer-Assisted Learning Strategies and Incremental Rehearsal on Non-Spanish-Speaking English Language Learners' Reading Achievement. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/185596

Chicago Manual of Style (16th Edition):

Leinen, Amy. “The Effects of Combining Peer-Assisted Learning Strategies and Incremental Rehearsal on Non-Spanish-Speaking English Language Learners' Reading Achievement.” 2016. Doctoral Dissertation, University of Minnesota. Accessed May 22, 2019. http://hdl.handle.net/11299/185596.

MLA Handbook (7th Edition):

Leinen, Amy. “The Effects of Combining Peer-Assisted Learning Strategies and Incremental Rehearsal on Non-Spanish-Speaking English Language Learners' Reading Achievement.” 2016. Web. 22 May 2019.

Vancouver:

Leinen A. The Effects of Combining Peer-Assisted Learning Strategies and Incremental Rehearsal on Non-Spanish-Speaking English Language Learners' Reading Achievement. [Internet] [Doctoral dissertation]. University of Minnesota; 2016. [cited 2019 May 22]. Available from: http://hdl.handle.net/11299/185596.

Council of Science Editors:

Leinen A. The Effects of Combining Peer-Assisted Learning Strategies and Incremental Rehearsal on Non-Spanish-Speaking English Language Learners' Reading Achievement. [Doctoral Dissertation]. University of Minnesota; 2016. Available from: http://hdl.handle.net/11299/185596


University of South Carolina

12. Seibles, Kimberly. The Impact of Classroom Engagement in a College Civic Engagement Classroom: An Action Research Study.

Degree: EdD, Educational Studies, 2018, University of South Carolina

  At Southern College (pseudonym), a liberal arts college in South Carolina, students were enrolled in an introductory civic engagement course. The purpose of this… (more)

Subjects/Keywords: Curriculum and Instruction; Education; action research; civic engagement; service learning; critical thinking; diversity; peer conversations; direct instruction; and perspectives

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APA (6th Edition):

Seibles, K. (2018). The Impact of Classroom Engagement in a College Civic Engagement Classroom: An Action Research Study. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/4997

Chicago Manual of Style (16th Edition):

Seibles, Kimberly. “The Impact of Classroom Engagement in a College Civic Engagement Classroom: An Action Research Study.” 2018. Doctoral Dissertation, University of South Carolina. Accessed May 22, 2019. https://scholarcommons.sc.edu/etd/4997.

MLA Handbook (7th Edition):

Seibles, Kimberly. “The Impact of Classroom Engagement in a College Civic Engagement Classroom: An Action Research Study.” 2018. Web. 22 May 2019.

Vancouver:

Seibles K. The Impact of Classroom Engagement in a College Civic Engagement Classroom: An Action Research Study. [Internet] [Doctoral dissertation]. University of South Carolina; 2018. [cited 2019 May 22]. Available from: https://scholarcommons.sc.edu/etd/4997.

Council of Science Editors:

Seibles K. The Impact of Classroom Engagement in a College Civic Engagement Classroom: An Action Research Study. [Doctoral Dissertation]. University of South Carolina; 2018. Available from: https://scholarcommons.sc.edu/etd/4997


California State University – Channel Islands

13. Diehl, Nathan. Using Supplemental Instruction to Increase Passing Rates of Developmental Algebra Courses in Community Colleges .

Degree: 2012, California State University – Channel Islands

 Developmental mathematics courses are historically difficult classes for community college students. The failure rate of these courses is alarmingly high. Supplemental Instruction (SI) was developed… (more)

Subjects/Keywords: Algebra; Supplemental instruction; Elementary algebra; Intermediate algebra; Community college students; Peer teaching; Case study; Remedial mathematics; Remedial instruction; Mathematics thesis

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APA (6th Edition):

Diehl, N. (2012). Using Supplemental Instruction to Increase Passing Rates of Developmental Algebra Courses in Community Colleges . (Thesis). California State University – Channel Islands. Retrieved from http://hdl.handle.net/10139/5988

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):

Diehl, Nathan. “Using Supplemental Instruction to Increase Passing Rates of Developmental Algebra Courses in Community Colleges .” 2012. Thesis, California State University – Channel Islands. Accessed May 22, 2019. http://hdl.handle.net/10139/5988.

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

MLA Handbook (7th Edition):

Diehl, Nathan. “Using Supplemental Instruction to Increase Passing Rates of Developmental Algebra Courses in Community Colleges .” 2012. Web. 22 May 2019.

Vancouver:

Diehl N. Using Supplemental Instruction to Increase Passing Rates of Developmental Algebra Courses in Community Colleges . [Internet] [Thesis]. California State University – Channel Islands; 2012. [cited 2019 May 22]. Available from: http://hdl.handle.net/10139/5988.

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

Council of Science Editors:

Diehl N. Using Supplemental Instruction to Increase Passing Rates of Developmental Algebra Courses in Community Colleges . [Thesis]. California State University – Channel Islands; 2012. Available from: http://hdl.handle.net/10139/5988

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


University of Minnesota

14. Pinto, Viveca Victoria. Teaching for transfer of an evidence-based reading strategy: an experimental field trial.

Degree: PhD, Educational Psychology, 2012, University of Minnesota

 The purpose of this study was to examine the effects of explicitly teaching for transfer of PALS, and to examine whether transfer training helped participants… (more)

Subjects/Keywords: Explicit instruction; Generalization; Main idea identification; Peer Assisted Learning Strategies; Reading comprehension instruction; Transfer; Educational Psychology

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APA (6th Edition):

Pinto, V. V. (2012). Teaching for transfer of an evidence-based reading strategy: an experimental field trial. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/127051

Chicago Manual of Style (16th Edition):

Pinto, Viveca Victoria. “Teaching for transfer of an evidence-based reading strategy: an experimental field trial.” 2012. Doctoral Dissertation, University of Minnesota. Accessed May 22, 2019. http://purl.umn.edu/127051.

MLA Handbook (7th Edition):

Pinto, Viveca Victoria. “Teaching for transfer of an evidence-based reading strategy: an experimental field trial.” 2012. Web. 22 May 2019.

Vancouver:

Pinto VV. Teaching for transfer of an evidence-based reading strategy: an experimental field trial. [Internet] [Doctoral dissertation]. University of Minnesota; 2012. [cited 2019 May 22]. Available from: http://purl.umn.edu/127051.

Council of Science Editors:

Pinto VV. Teaching for transfer of an evidence-based reading strategy: an experimental field trial. [Doctoral Dissertation]. University of Minnesota; 2012. Available from: http://purl.umn.edu/127051


University of South Carolina

15. Way, Harry L. Hands-On-History: An Alternative Approach to Teaching Social Studies In High School.

Degree: EdD, Instruction and Teacher Education, 2010, University of South Carolina

  The purpose of this research was to determine if a hands-on approach in teaching social studies might prove to be a viable alternative to… (more)

Subjects/Keywords: Curriculum and Instruction; Education; demonstrations; developing a concept of community; learning by doing; modalities; peer instruction; student centered learning

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

APA (6th Edition):

Way, H. L. (2010). Hands-On-History: An Alternative Approach to Teaching Social Studies In High School. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/418

Chicago Manual of Style (16th Edition):

Way, Harry L. “Hands-On-History: An Alternative Approach to Teaching Social Studies In High School.” 2010. Doctoral Dissertation, University of South Carolina. Accessed May 22, 2019. https://scholarcommons.sc.edu/etd/418.

MLA Handbook (7th Edition):

Way, Harry L. “Hands-On-History: An Alternative Approach to Teaching Social Studies In High School.” 2010. Web. 22 May 2019.

Vancouver:

Way HL. Hands-On-History: An Alternative Approach to Teaching Social Studies In High School. [Internet] [Doctoral dissertation]. University of South Carolina; 2010. [cited 2019 May 22]. Available from: https://scholarcommons.sc.edu/etd/418.

Council of Science Editors:

Way HL. Hands-On-History: An Alternative Approach to Teaching Social Studies In High School. [Doctoral Dissertation]. University of South Carolina; 2010. Available from: https://scholarcommons.sc.edu/etd/418


University of New Orleans

16. Johnson, William. Development of Peer Instruction Material for a Cybersecurity Curriculum.

Degree: MS, Computer Science, 2017, University of New Orleans

  Cybersecurity classes focus on building practical skills alongside the development of the open mindset that is essential to tackle the dynamic cybersecurity landscape. Unfortunately,… (more)

Subjects/Keywords: Peer instruction, cybersecurity, computer security, digital forensics, reverse engineering, network penetration testing; Information Security

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

APA (6th Edition):

Johnson, W. (2017). Development of Peer Instruction Material for a Cybersecurity Curriculum. (Thesis). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/2367

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):

Johnson, William. “Development of Peer Instruction Material for a Cybersecurity Curriculum.” 2017. Thesis, University of New Orleans. Accessed May 22, 2019. https://scholarworks.uno.edu/td/2367.

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

MLA Handbook (7th Edition):

Johnson, William. “Development of Peer Instruction Material for a Cybersecurity Curriculum.” 2017. Web. 22 May 2019.

Vancouver:

Johnson W. Development of Peer Instruction Material for a Cybersecurity Curriculum. [Internet] [Thesis]. University of New Orleans; 2017. [cited 2019 May 22]. Available from: https://scholarworks.uno.edu/td/2367.

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

Council of Science Editors:

Johnson W. Development of Peer Instruction Material for a Cybersecurity Curriculum. [Thesis]. University of New Orleans; 2017. Available from: https://scholarworks.uno.edu/td/2367

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


University of Minnesota

17. Schneck, Anna Jeanne. The effects of after-school peer tutoring programs in mathematics.

Degree: MA, Education, Curriculum & Instruction, 2010, University of Minnesota

University of Minnesota M.A. thesis. May 2010. Major: Education, Curriculum & Instruction. Advisor: Lesa Covington Clarkson. 1 computer file (PDF); ii, 57 pages, appendix pages 50-57.

Abstract summary not available

Advisors/Committee Members: Lesa Covington Clarkson.

Subjects/Keywords: Skill level; Motivation, Self-esteem; Special education services; IQs; Peer tutoring; Education, curriculum & Instruction

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

APA (6th Edition):

Schneck, A. J. (2010). The effects of after-school peer tutoring programs in mathematics. (Masters Thesis). University of Minnesota. Retrieved from http://purl.umn.edu/93375

Chicago Manual of Style (16th Edition):

Schneck, Anna Jeanne. “The effects of after-school peer tutoring programs in mathematics.” 2010. Masters Thesis, University of Minnesota. Accessed May 22, 2019. http://purl.umn.edu/93375.

MLA Handbook (7th Edition):

Schneck, Anna Jeanne. “The effects of after-school peer tutoring programs in mathematics.” 2010. Web. 22 May 2019.

Vancouver:

Schneck AJ. The effects of after-school peer tutoring programs in mathematics. [Internet] [Masters thesis]. University of Minnesota; 2010. [cited 2019 May 22]. Available from: http://purl.umn.edu/93375.

Council of Science Editors:

Schneck AJ. The effects of after-school peer tutoring programs in mathematics. [Masters Thesis]. University of Minnesota; 2010. Available from: http://purl.umn.edu/93375

18. Holecek, Dean Lewis. Cross Age/Cross Disability Peer Tutoring: a Strategy for Math Instruction.

Degree: 2012, University of Wisconsin – Superior

 Finding the most successful method for helping students with special needs learn and excel in the least restrictive environment is a mission of school districts… (more)

Subjects/Keywords: instruction; Special Education; math; peer tutoring; cross disability; cross age; Educational Leadership

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

APA (6th Edition):

Holecek, D. L. (2012). Cross Age/Cross Disability Peer Tutoring: a Strategy for Math Instruction. (Thesis). University of Wisconsin – Superior. Retrieved from http://digital.library.wisc.edu/1793/63792

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):

Holecek, Dean Lewis. “Cross Age/Cross Disability Peer Tutoring: a Strategy for Math Instruction.” 2012. Thesis, University of Wisconsin – Superior. Accessed May 22, 2019. http://digital.library.wisc.edu/1793/63792.

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

MLA Handbook (7th Edition):

Holecek, Dean Lewis. “Cross Age/Cross Disability Peer Tutoring: a Strategy for Math Instruction.” 2012. Web. 22 May 2019.

Vancouver:

Holecek DL. Cross Age/Cross Disability Peer Tutoring: a Strategy for Math Instruction. [Internet] [Thesis]. University of Wisconsin – Superior; 2012. [cited 2019 May 22]. Available from: http://digital.library.wisc.edu/1793/63792.

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

Council of Science Editors:

Holecek DL. Cross Age/Cross Disability Peer Tutoring: a Strategy for Math Instruction. [Thesis]. University of Wisconsin – Superior; 2012. Available from: http://digital.library.wisc.edu/1793/63792

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


University of Kentucky

19. Rhodes, Alice L. EFFECTS OF A COLLABORATIVELY DEVELOPED PEER MEDIATED INTERVENTION ON THE SOCIAL COMMUNICATION SKILLS OF STUDENTS WITH COMPLEX COMMUNICATION NEEDS IN INCLUSIVE CLASSROOM SETTINGS.

Degree: 2016, University of Kentucky

 Recent Federal education reform and legislation (Individuals with Disabilities Education Act, 1997, 2004; No Child Left Behind Act, 2001) have shifted to emphasize the inclusion… (more)

Subjects/Keywords: peer-mediated instruction; inclusion; AAC; communication; Disability and Equity in Education; Special Education and Teaching

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

APA (6th Edition):

Rhodes, A. L. (2016). EFFECTS OF A COLLABORATIVELY DEVELOPED PEER MEDIATED INTERVENTION ON THE SOCIAL COMMUNICATION SKILLS OF STUDENTS WITH COMPLEX COMMUNICATION NEEDS IN INCLUSIVE CLASSROOM SETTINGS. (Doctoral Dissertation). University of Kentucky. Retrieved from http://uknowledge.uky.edu/edsrc_etds/36

Chicago Manual of Style (16th Edition):

Rhodes, Alice L. “EFFECTS OF A COLLABORATIVELY DEVELOPED PEER MEDIATED INTERVENTION ON THE SOCIAL COMMUNICATION SKILLS OF STUDENTS WITH COMPLEX COMMUNICATION NEEDS IN INCLUSIVE CLASSROOM SETTINGS.” 2016. Doctoral Dissertation, University of Kentucky. Accessed May 22, 2019. http://uknowledge.uky.edu/edsrc_etds/36.

MLA Handbook (7th Edition):

Rhodes, Alice L. “EFFECTS OF A COLLABORATIVELY DEVELOPED PEER MEDIATED INTERVENTION ON THE SOCIAL COMMUNICATION SKILLS OF STUDENTS WITH COMPLEX COMMUNICATION NEEDS IN INCLUSIVE CLASSROOM SETTINGS.” 2016. Web. 22 May 2019.

Vancouver:

Rhodes AL. EFFECTS OF A COLLABORATIVELY DEVELOPED PEER MEDIATED INTERVENTION ON THE SOCIAL COMMUNICATION SKILLS OF STUDENTS WITH COMPLEX COMMUNICATION NEEDS IN INCLUSIVE CLASSROOM SETTINGS. [Internet] [Doctoral dissertation]. University of Kentucky; 2016. [cited 2019 May 22]. Available from: http://uknowledge.uky.edu/edsrc_etds/36.

Council of Science Editors:

Rhodes AL. EFFECTS OF A COLLABORATIVELY DEVELOPED PEER MEDIATED INTERVENTION ON THE SOCIAL COMMUNICATION SKILLS OF STUDENTS WITH COMPLEX COMMUNICATION NEEDS IN INCLUSIVE CLASSROOM SETTINGS. [Doctoral Dissertation]. University of Kentucky; 2016. Available from: http://uknowledge.uky.edu/edsrc_etds/36


Nelson Mandela Metropolitan University

20. Hendricks, Farah. A participatory action research approach to engaging peer educators in the prevention of teenage pregnancy.

Degree: Faculty of Education, 2017, Nelson Mandela Metropolitan University

 The phenomenon of teenage pregnancy among school-going youth is on the increase in South Africa, despite the existence of a number of intervention programmes. Although… (more)

Subjects/Keywords: Peer teaching  – South Africa; Teenage pregnancy  – South Africa; Sex instruction for teenagers  – South Africa

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

APA (6th Edition):

Hendricks, F. (2017). A participatory action research approach to engaging peer educators in the prevention of teenage pregnancy. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/16011

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):

Hendricks, Farah. “A participatory action research approach to engaging peer educators in the prevention of teenage pregnancy.” 2017. Thesis, Nelson Mandela Metropolitan University. Accessed May 22, 2019. http://hdl.handle.net/10948/16011.

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

MLA Handbook (7th Edition):

Hendricks, Farah. “A participatory action research approach to engaging peer educators in the prevention of teenage pregnancy.” 2017. Web. 22 May 2019.

Vancouver:

Hendricks F. A participatory action research approach to engaging peer educators in the prevention of teenage pregnancy. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2017. [cited 2019 May 22]. Available from: http://hdl.handle.net/10948/16011.

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

Council of Science Editors:

Hendricks F. A participatory action research approach to engaging peer educators in the prevention of teenage pregnancy. [Thesis]. Nelson Mandela Metropolitan University; 2017. Available from: http://hdl.handle.net/10948/16011

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

21. Sytsma, Marcia Ruth. Effects of a Cross-Age Peer Tutoring Intervention on English Language Oral Reading Fluency in a Belizean Grade School.

Degree: 2014, Minnesota State University – Mankato

 A cross-age peer tutoring program was implemented in a small rural school in west central Belize, Central America. All students at the school were native… (more)

Subjects/Keywords: education; reading instruction; Belize; DIBELS; fluency; instructional intervention; peer tutoring; reading; Educational Psychology

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

APA (6th Edition):

Sytsma, M. R. (2014). Effects of a Cross-Age Peer Tutoring Intervention on English Language Oral Reading Fluency in a Belizean Grade School. (Thesis). Minnesota State University – Mankato. Retrieved from https://cornerstone.lib.mnsu.edu/etds/319

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):

Sytsma, Marcia Ruth. “Effects of a Cross-Age Peer Tutoring Intervention on English Language Oral Reading Fluency in a Belizean Grade School.” 2014. Thesis, Minnesota State University – Mankato. Accessed May 22, 2019. https://cornerstone.lib.mnsu.edu/etds/319.

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

MLA Handbook (7th Edition):

Sytsma, Marcia Ruth. “Effects of a Cross-Age Peer Tutoring Intervention on English Language Oral Reading Fluency in a Belizean Grade School.” 2014. Web. 22 May 2019.

Vancouver:

Sytsma MR. Effects of a Cross-Age Peer Tutoring Intervention on English Language Oral Reading Fluency in a Belizean Grade School. [Internet] [Thesis]. Minnesota State University – Mankato; 2014. [cited 2019 May 22]. Available from: https://cornerstone.lib.mnsu.edu/etds/319.

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

Council of Science Editors:

Sytsma MR. Effects of a Cross-Age Peer Tutoring Intervention on English Language Oral Reading Fluency in a Belizean Grade School. [Thesis]. Minnesota State University – Mankato; 2014. Available from: https://cornerstone.lib.mnsu.edu/etds/319

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

22. Holmberg, Madelene. Flipp eller flopp : En undersökning om hur flipped classroom används i matematiken i skolans yngre år.

Degree: Mathematics and Natural Sciences, 2017, University of Gävle

  Syftet med den här fallstudien var att se hur några lärare och elever i årskurs 1-3 arbetar med flipped classroom och vilken inställning de… (more)

Subjects/Keywords: Aktivt lärande; Digitala verktyg; Flipped classroom; Matematik; Peer instruction; sociokulturell teori; Mathematics; Matematik; Didactics; Didaktik

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

APA (6th Edition):

Holmberg, M. (2017). Flipp eller flopp : En undersökning om hur flipped classroom används i matematiken i skolans yngre år. (Thesis). University of Gävle. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-24284

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):

Holmberg, Madelene. “Flipp eller flopp : En undersökning om hur flipped classroom används i matematiken i skolans yngre år.” 2017. Thesis, University of Gävle. Accessed May 22, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-24284.

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

MLA Handbook (7th Edition):

Holmberg, Madelene. “Flipp eller flopp : En undersökning om hur flipped classroom används i matematiken i skolans yngre år.” 2017. Web. 22 May 2019.

Vancouver:

Holmberg M. Flipp eller flopp : En undersökning om hur flipped classroom används i matematiken i skolans yngre år. [Internet] [Thesis]. University of Gävle; 2017. [cited 2019 May 22]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-24284.

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

Council of Science Editors:

Holmberg M. Flipp eller flopp : En undersökning om hur flipped classroom används i matematiken i skolans yngre år. [Thesis]. University of Gävle; 2017. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-24284

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


University of South Carolina

23. Vincent, Angela K. Collaborating With Teachers To Create Peer Observations As A Means Of Effective Professional Development.

Degree: EdD, Educational Studies, 2018, University of South Carolina

  This phenomenological, action research study engaged a sample of teachers from a large middle school in northern South Carolina in developing a protocol and… (more)

Subjects/Keywords: Curriculum and Instruction; Education; Collaborating; Teachers; Create Peer Observations; Means; Effective; Professional Development

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

APA (6th Edition):

Vincent, A. K. (2018). Collaborating With Teachers To Create Peer Observations As A Means Of Effective Professional Development. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/4758

Chicago Manual of Style (16th Edition):

Vincent, Angela K. “Collaborating With Teachers To Create Peer Observations As A Means Of Effective Professional Development.” 2018. Doctoral Dissertation, University of South Carolina. Accessed May 22, 2019. https://scholarcommons.sc.edu/etd/4758.

MLA Handbook (7th Edition):

Vincent, Angela K. “Collaborating With Teachers To Create Peer Observations As A Means Of Effective Professional Development.” 2018. Web. 22 May 2019.

Vancouver:

Vincent AK. Collaborating With Teachers To Create Peer Observations As A Means Of Effective Professional Development. [Internet] [Doctoral dissertation]. University of South Carolina; 2018. [cited 2019 May 22]. Available from: https://scholarcommons.sc.edu/etd/4758.

Council of Science Editors:

Vincent AK. Collaborating With Teachers To Create Peer Observations As A Means Of Effective Professional Development. [Doctoral Dissertation]. University of South Carolina; 2018. Available from: https://scholarcommons.sc.edu/etd/4758


Univerzitet u Beogradu

24. Peruničić Mladenović, Ivana. Da li skale laganja mere laganje ili supstantivne dimenzije ličnosti.

Degree: Filozofski fakultet, 2018, Univerzitet u Beogradu

Psihologija - Individualne razlike / Psychology - Individual differences

Skale laganja još uvek imaju široku upotrebu u psihologiji bez obzira na brojne empirijske dokaze koji… (more)

Subjects/Keywords: lie scales; personality; validity of self-reports; peer review; longitudinal design; instruction to “fake good”

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

APA (6th Edition):

Peruničić Mladenović, I. (2018). Da li skale laganja mere laganje ili supstantivne dimenzije ličnosti. (Thesis). Univerzitet u Beogradu. Retrieved from https://fedorabg.bg.ac.rs/fedora/get/o:18022/bdef:Content/get

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):

Peruničić Mladenović, Ivana. “Da li skale laganja mere laganje ili supstantivne dimenzije ličnosti.” 2018. Thesis, Univerzitet u Beogradu. Accessed May 22, 2019. https://fedorabg.bg.ac.rs/fedora/get/o:18022/bdef:Content/get.

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

MLA Handbook (7th Edition):

Peruničić Mladenović, Ivana. “Da li skale laganja mere laganje ili supstantivne dimenzije ličnosti.” 2018. Web. 22 May 2019.

Vancouver:

Peruničić Mladenović I. Da li skale laganja mere laganje ili supstantivne dimenzije ličnosti. [Internet] [Thesis]. Univerzitet u Beogradu; 2018. [cited 2019 May 22]. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:18022/bdef:Content/get.

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

Council of Science Editors:

Peruničić Mladenović I. Da li skale laganja mere laganje ili supstantivne dimenzije ličnosti. [Thesis]. Univerzitet u Beogradu; 2018. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:18022/bdef:Content/get

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


University of Houston

25. Martindell, Peter 1958-. A NARRATIVE INQUIRY INTO THE INFLUENCE OF COACHING.

Degree: Curriculum and Instruction, Department of, 2012, University of Houston

 This narrative inquiry studied the influences of coaching methodology, critical incidents, and critical relationships on three specific teacher knowledge communities – the Portfolio Group, the… (more)

Subjects/Keywords: Critical Friends Group; CFG; peer coaching; data teams; professional learning communities; PLC; Curriculum and instruction

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

APA (6th Edition):

Martindell, P. 1. (2012). A NARRATIVE INQUIRY INTO THE INFLUENCE OF COACHING. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/609

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):

Martindell, Peter 1958-. “A NARRATIVE INQUIRY INTO THE INFLUENCE OF COACHING.” 2012. Thesis, University of Houston. Accessed May 22, 2019. http://hdl.handle.net/10657/609.

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

MLA Handbook (7th Edition):

Martindell, Peter 1958-. “A NARRATIVE INQUIRY INTO THE INFLUENCE OF COACHING.” 2012. Web. 22 May 2019.

Vancouver:

Martindell P1. A NARRATIVE INQUIRY INTO THE INFLUENCE OF COACHING. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 May 22]. Available from: http://hdl.handle.net/10657/609.

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

Council of Science Editors:

Martindell P1. A NARRATIVE INQUIRY INTO THE INFLUENCE OF COACHING. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/609

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


University of Minnesota

26. Witikko, Neil Bryan. "I‘ll get by with a little help from my friends": peer response groups in the composition classroom.

Degree: EdD, Teaching and Learning, 2011, University of Minnesota

Peer response groups in the composition classroom have become a standard part of the writing process for many teachers. However, some teachers maintain that the… (more)

Subjects/Keywords: Composition instruction; Discourse; Peer response groups; Sociolinguistics; Student talk; Teaching and Learning

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

APA (6th Edition):

Witikko, N. B. (2011). "I‘ll get by with a little help from my friends": peer response groups in the composition classroom. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/108305

Chicago Manual of Style (16th Edition):

Witikko, Neil Bryan. “"I‘ll get by with a little help from my friends": peer response groups in the composition classroom.” 2011. Doctoral Dissertation, University of Minnesota. Accessed May 22, 2019. http://purl.umn.edu/108305.

MLA Handbook (7th Edition):

Witikko, Neil Bryan. “"I‘ll get by with a little help from my friends": peer response groups in the composition classroom.” 2011. Web. 22 May 2019.

Vancouver:

Witikko NB. "I‘ll get by with a little help from my friends": peer response groups in the composition classroom. [Internet] [Doctoral dissertation]. University of Minnesota; 2011. [cited 2019 May 22]. Available from: http://purl.umn.edu/108305.

Council of Science Editors:

Witikko NB. "I‘ll get by with a little help from my friends": peer response groups in the composition classroom. [Doctoral Dissertation]. University of Minnesota; 2011. Available from: http://purl.umn.edu/108305


University of South Carolina

27. Wolfe, Bridgett. The Impact of a Peer-Tutoring Model on the Academic Performance of Secondary Students.

Degree: EdD, Educational Studies, 2018, University of South Carolina

  The Impact of A Peer-Tutoring Model on the Academic Performance of Secondary Students describes the impact of a peer-tutoring model in a secondary introductory… (more)

Subjects/Keywords: Curriculum and Instruction; Action research; Computer science; Peer-tutoring; Secondary student achievement

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

APA (6th Edition):

Wolfe, B. (2018). The Impact of a Peer-Tutoring Model on the Academic Performance of Secondary Students. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/4468

Chicago Manual of Style (16th Edition):

Wolfe, Bridgett. “The Impact of a Peer-Tutoring Model on the Academic Performance of Secondary Students.” 2018. Doctoral Dissertation, University of South Carolina. Accessed May 22, 2019. https://scholarcommons.sc.edu/etd/4468.

MLA Handbook (7th Edition):

Wolfe, Bridgett. “The Impact of a Peer-Tutoring Model on the Academic Performance of Secondary Students.” 2018. Web. 22 May 2019.

Vancouver:

Wolfe B. The Impact of a Peer-Tutoring Model on the Academic Performance of Secondary Students. [Internet] [Doctoral dissertation]. University of South Carolina; 2018. [cited 2019 May 22]. Available from: https://scholarcommons.sc.edu/etd/4468.

Council of Science Editors:

Wolfe B. The Impact of a Peer-Tutoring Model on the Academic Performance of Secondary Students. [Doctoral Dissertation]. University of South Carolina; 2018. Available from: https://scholarcommons.sc.edu/etd/4468


Colorado State University

28. Milholland, Eric Stanley. Multiple case study of instructors utilizing Classroom Response Systems (CRS) to achieve pedagogical goals, A.

Degree: PhD, Education, 2015, Colorado State University

 This study examined five instructors who have employed Classroom Response Systems (CRS) for a minimum of five years. Instructors were asked their initial pedagogical goals… (more)

Subjects/Keywords: Classroom Discussion; Contingent Teaching; Student Engagement; Classroom Response Systems (CRS); Active Learning; Peer Instruction

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

APA (6th Edition):

Milholland, E. S. (2015). Multiple case study of instructors utilizing Classroom Response Systems (CRS) to achieve pedagogical goals, A. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/166970

Chicago Manual of Style (16th Edition):

Milholland, Eric Stanley. “Multiple case study of instructors utilizing Classroom Response Systems (CRS) to achieve pedagogical goals, A.” 2015. Doctoral Dissertation, Colorado State University. Accessed May 22, 2019. http://hdl.handle.net/10217/166970.

MLA Handbook (7th Edition):

Milholland, Eric Stanley. “Multiple case study of instructors utilizing Classroom Response Systems (CRS) to achieve pedagogical goals, A.” 2015. Web. 22 May 2019.

Vancouver:

Milholland ES. Multiple case study of instructors utilizing Classroom Response Systems (CRS) to achieve pedagogical goals, A. [Internet] [Doctoral dissertation]. Colorado State University; 2015. [cited 2019 May 22]. Available from: http://hdl.handle.net/10217/166970.

Council of Science Editors:

Milholland ES. Multiple case study of instructors utilizing Classroom Response Systems (CRS) to achieve pedagogical goals, A. [Doctoral Dissertation]. Colorado State University; 2015. Available from: http://hdl.handle.net/10217/166970


University of South Carolina

29. Hamilton, Charles. The Effects Of Peer-Revision On Student Writing Performance In A Middle School Ela Classroom.

Degree: EdD, Educational Studies, 2018, University of South Carolina

  This dissertation in practice outlines an action research project that attempted to answer the research question: what impact does peer-revision have on students' writing… (more)

Subjects/Keywords: Curriculum and Instruction; Education; revision; peer-revision; cooperative learning; action research; writer’s workshop; post-writing

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

APA (6th Edition):

Hamilton, C. (2018). The Effects Of Peer-Revision On Student Writing Performance In A Middle School Ela Classroom. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/4596

Chicago Manual of Style (16th Edition):

Hamilton, Charles. “The Effects Of Peer-Revision On Student Writing Performance In A Middle School Ela Classroom.” 2018. Doctoral Dissertation, University of South Carolina. Accessed May 22, 2019. https://scholarcommons.sc.edu/etd/4596.

MLA Handbook (7th Edition):

Hamilton, Charles. “The Effects Of Peer-Revision On Student Writing Performance In A Middle School Ela Classroom.” 2018. Web. 22 May 2019.

Vancouver:

Hamilton C. The Effects Of Peer-Revision On Student Writing Performance In A Middle School Ela Classroom. [Internet] [Doctoral dissertation]. University of South Carolina; 2018. [cited 2019 May 22]. Available from: https://scholarcommons.sc.edu/etd/4596.

Council of Science Editors:

Hamilton C. The Effects Of Peer-Revision On Student Writing Performance In A Middle School Ela Classroom. [Doctoral Dissertation]. University of South Carolina; 2018. Available from: https://scholarcommons.sc.edu/etd/4596


Penn State University

30. Sippel, Lieselotte. The effects of peer interaction, form-focused instruction, and peer corrective feedback on the acquisition of grammar and vocabulary in L2 German.

Degree: 2017, Penn State University

 The grammar and the lexicon are fundamental elements of any language. In the context of a second language (L2), mastery of grammar and lexicon are… (more)

Subjects/Keywords: German; peer interaction; form-focused instruction; corrective feedback; classroom research; second language acquisition

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

APA (6th Edition):

Sippel, L. (2017). The effects of peer interaction, form-focused instruction, and peer corrective feedback on the acquisition of grammar and vocabulary in L2 German. (Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/13890les255

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):

Sippel, Lieselotte. “The effects of peer interaction, form-focused instruction, and peer corrective feedback on the acquisition of grammar and vocabulary in L2 German.” 2017. Thesis, Penn State University. Accessed May 22, 2019. https://etda.libraries.psu.edu/catalog/13890les255.

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

MLA Handbook (7th Edition):

Sippel, Lieselotte. “The effects of peer interaction, form-focused instruction, and peer corrective feedback on the acquisition of grammar and vocabulary in L2 German.” 2017. Web. 22 May 2019.

Vancouver:

Sippel L. The effects of peer interaction, form-focused instruction, and peer corrective feedback on the acquisition of grammar and vocabulary in L2 German. [Internet] [Thesis]. Penn State University; 2017. [cited 2019 May 22]. Available from: https://etda.libraries.psu.edu/catalog/13890les255.

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

Council of Science Editors:

Sippel L. The effects of peer interaction, form-focused instruction, and peer corrective feedback on the acquisition of grammar and vocabulary in L2 German. [Thesis]. Penn State University; 2017. Available from: https://etda.libraries.psu.edu/catalog/13890les255

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

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