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You searched for subject:(prompts). Showing records 1 – 30 of 96 total matches.

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Cornell University

1. Wilson, Kelly. Lights Out! The Effect Of Green Building Certification And Pro-Environmental Prompts On The Lighting Behaviors Of Dormitory Occupants .

Degree: 2013, Cornell University

 In recent years a variety of methods have been utilized to minimize our global reliance on fossil fuels in an effort to reduce the amount… (more)

Subjects/Keywords: LEED; Lighting; Prompts

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APA (6th Edition):

Wilson, K. (2013). Lights Out! The Effect Of Green Building Certification And Pro-Environmental Prompts On The Lighting Behaviors Of Dormitory Occupants . (Thesis). Cornell University. Retrieved from http://hdl.handle.net/1813/33883

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

Chicago Manual of Style (16th Edition):

Wilson, Kelly. “Lights Out! The Effect Of Green Building Certification And Pro-Environmental Prompts On The Lighting Behaviors Of Dormitory Occupants .” 2013. Thesis, Cornell University. Accessed July 03, 2020. http://hdl.handle.net/1813/33883.

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

MLA Handbook (7th Edition):

Wilson, Kelly. “Lights Out! The Effect Of Green Building Certification And Pro-Environmental Prompts On The Lighting Behaviors Of Dormitory Occupants .” 2013. Web. 03 Jul 2020.

Vancouver:

Wilson K. Lights Out! The Effect Of Green Building Certification And Pro-Environmental Prompts On The Lighting Behaviors Of Dormitory Occupants . [Internet] [Thesis]. Cornell University; 2013. [cited 2020 Jul 03]. Available from: http://hdl.handle.net/1813/33883.

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

Council of Science Editors:

Wilson K. Lights Out! The Effect Of Green Building Certification And Pro-Environmental Prompts On The Lighting Behaviors Of Dormitory Occupants . [Thesis]. Cornell University; 2013. Available from: http://hdl.handle.net/1813/33883

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


Rice University

2. Young, Carmen K. The Effects of Structure and Metacognitive Prompts on Training Outcomes.

Degree: MA, Social Sciences, 2015, Rice University

 This study investigates the use of metacognitive prompts and training structure for a computer-based training intervention. It is framed in resource allocation theory (Kanfer &… (more)

Subjects/Keywords: training; structure; metacognition; metacognitive prompts

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APA (6th Edition):

Young, C. K. (2015). The Effects of Structure and Metacognitive Prompts on Training Outcomes. (Masters Thesis). Rice University. Retrieved from http://hdl.handle.net/1911/88185

Chicago Manual of Style (16th Edition):

Young, Carmen K. “The Effects of Structure and Metacognitive Prompts on Training Outcomes.” 2015. Masters Thesis, Rice University. Accessed July 03, 2020. http://hdl.handle.net/1911/88185.

MLA Handbook (7th Edition):

Young, Carmen K. “The Effects of Structure and Metacognitive Prompts on Training Outcomes.” 2015. Web. 03 Jul 2020.

Vancouver:

Young CK. The Effects of Structure and Metacognitive Prompts on Training Outcomes. [Internet] [Masters thesis]. Rice University; 2015. [cited 2020 Jul 03]. Available from: http://hdl.handle.net/1911/88185.

Council of Science Editors:

Young CK. The Effects of Structure and Metacognitive Prompts on Training Outcomes. [Masters Thesis]. Rice University; 2015. Available from: http://hdl.handle.net/1911/88185


University of North Texas

3. Beasley, Robin Lynn. What Are They Learning: a Study of Errors Produced During Behavior Acquisition Utilizing Two Prompting Procedures with a Cat.

Degree: 2012, University of North Texas

 Prompting methods are common amongst animal trainers, both novice and experts. However, there is little empirical evidence to demonstrate the strengths or weaknesses of common… (more)

Subjects/Keywords: Targeting; lure; animal training; prompts

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APA (6th Edition):

Beasley, R. L. (2012). What Are They Learning: a Study of Errors Produced During Behavior Acquisition Utilizing Two Prompting Procedures with a Cat. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc149561/

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):

Beasley, Robin Lynn. “What Are They Learning: a Study of Errors Produced During Behavior Acquisition Utilizing Two Prompting Procedures with a Cat.” 2012. Thesis, University of North Texas. Accessed July 03, 2020. https://digital.library.unt.edu/ark:/67531/metadc149561/.

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

MLA Handbook (7th Edition):

Beasley, Robin Lynn. “What Are They Learning: a Study of Errors Produced During Behavior Acquisition Utilizing Two Prompting Procedures with a Cat.” 2012. Web. 03 Jul 2020.

Vancouver:

Beasley RL. What Are They Learning: a Study of Errors Produced During Behavior Acquisition Utilizing Two Prompting Procedures with a Cat. [Internet] [Thesis]. University of North Texas; 2012. [cited 2020 Jul 03]. Available from: https://digital.library.unt.edu/ark:/67531/metadc149561/.

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

Council of Science Editors:

Beasley RL. What Are They Learning: a Study of Errors Produced During Behavior Acquisition Utilizing Two Prompting Procedures with a Cat. [Thesis]. University of North Texas; 2012. Available from: https://digital.library.unt.edu/ark:/67531/metadc149561/

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


Texas A&M University

4. Bulu, Saniye Tugba. Scaffolding middle school students' content knowledge and ill-structured problem solving in a problem-based hypermedia learning environment.

Degree: 2009, Texas A&M University

 This study focused on two areas under the overarching theme of the effects of domain-general and domain-specific scaffolds with different levels of support, continuous or… (more)

Subjects/Keywords: Problem-solving; scaffolding; prompts; metacognition; prior knowledge

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APA (6th Edition):

Bulu, S. T. (2009). Scaffolding middle school students' content knowledge and ill-structured problem solving in a problem-based hypermedia learning environment. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2739

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):

Bulu, Saniye Tugba. “Scaffolding middle school students' content knowledge and ill-structured problem solving in a problem-based hypermedia learning environment.” 2009. Thesis, Texas A&M University. Accessed July 03, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2739.

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

MLA Handbook (7th Edition):

Bulu, Saniye Tugba. “Scaffolding middle school students' content knowledge and ill-structured problem solving in a problem-based hypermedia learning environment.” 2009. Web. 03 Jul 2020.

Vancouver:

Bulu ST. Scaffolding middle school students' content knowledge and ill-structured problem solving in a problem-based hypermedia learning environment. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2020 Jul 03]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2739.

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

Council of Science Editors:

Bulu ST. Scaffolding middle school students' content knowledge and ill-structured problem solving in a problem-based hypermedia learning environment. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2739

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


NSYSU

5. Huang, I-Fang. Effect of Microblogging Prompts Strategy on Learner's Reflection Level.

Degree: Master, Information Management, 2010, NSYSU

 Reflection plays an important role in the learning process. A good learning strategy is supposed to improve a learnerâs reflection level.The Prompts is one of… (more)

Subjects/Keywords: Metacognition; Reflection; Microblogging; Prompts; Learning performance

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APA (6th Edition):

Huang, I. (2010). Effect of Microblogging Prompts Strategy on Learner's Reflection Level. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0728110-145249

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):

Huang, I-Fang. “Effect of Microblogging Prompts Strategy on Learner's Reflection Level.” 2010. Thesis, NSYSU. Accessed July 03, 2020. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0728110-145249.

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

MLA Handbook (7th Edition):

Huang, I-Fang. “Effect of Microblogging Prompts Strategy on Learner's Reflection Level.” 2010. Web. 03 Jul 2020.

Vancouver:

Huang I. Effect of Microblogging Prompts Strategy on Learner's Reflection Level. [Internet] [Thesis]. NSYSU; 2010. [cited 2020 Jul 03]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0728110-145249.

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

Council of Science Editors:

Huang I. Effect of Microblogging Prompts Strategy on Learner's Reflection Level. [Thesis]. NSYSU; 2010. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0728110-145249

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

6. Turner, Julia. A Component Analysis of Low-Cost Interventions to Decrease Cigarette Butt Litter in the Natural Environment.

Degree: Applied Behavior Analysis: M.S., Community Psychology, Counseling and Family Therapy, 2018, St. Cloud State University

  The current study examines the effects of low-cost interventions such as prompts, feedback, and the addition of receptacles on littering behavior of cigarette butts… (more)

Subjects/Keywords: littering; cigarette; low-cost; prompts; feedback; receptacles

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APA (6th Edition):

Turner, J. (2018). A Component Analysis of Low-Cost Interventions to Decrease Cigarette Butt Litter in the Natural Environment. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/cpcf_etds/55

Chicago Manual of Style (16th Edition):

Turner, Julia. “A Component Analysis of Low-Cost Interventions to Decrease Cigarette Butt Litter in the Natural Environment.” 2018. Masters Thesis, St. Cloud State University. Accessed July 03, 2020. https://repository.stcloudstate.edu/cpcf_etds/55.

MLA Handbook (7th Edition):

Turner, Julia. “A Component Analysis of Low-Cost Interventions to Decrease Cigarette Butt Litter in the Natural Environment.” 2018. Web. 03 Jul 2020.

Vancouver:

Turner J. A Component Analysis of Low-Cost Interventions to Decrease Cigarette Butt Litter in the Natural Environment. [Internet] [Masters thesis]. St. Cloud State University; 2018. [cited 2020 Jul 03]. Available from: https://repository.stcloudstate.edu/cpcf_etds/55.

Council of Science Editors:

Turner J. A Component Analysis of Low-Cost Interventions to Decrease Cigarette Butt Litter in the Natural Environment. [Masters Thesis]. St. Cloud State University; 2018. Available from: https://repository.stcloudstate.edu/cpcf_etds/55


Virginia Tech

7. Schweizer, Maurya Lynn. The Effect of Content, Style, and Color of Picture Prompts on Narrative Writing: An Analysis of Fifth and Eighth Grade Students' Writing.

Degree: PhD, Curriculum and Instruction, 1999, Virginia Tech

 Current assessment practices for writing are moving away from the traditional objective test and towards performance-based assessment. The use of picture prompts to elicit writing… (more)

Subjects/Keywords: Writing Prompts; Picture Prompts; Visual Stimluli

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APA (6th Edition):

Schweizer, M. L. (1999). The Effect of Content, Style, and Color of Picture Prompts on Narrative Writing: An Analysis of Fifth and Eighth Grade Students' Writing. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26243

Chicago Manual of Style (16th Edition):

Schweizer, Maurya Lynn. “The Effect of Content, Style, and Color of Picture Prompts on Narrative Writing: An Analysis of Fifth and Eighth Grade Students' Writing.” 1999. Doctoral Dissertation, Virginia Tech. Accessed July 03, 2020. http://hdl.handle.net/10919/26243.

MLA Handbook (7th Edition):

Schweizer, Maurya Lynn. “The Effect of Content, Style, and Color of Picture Prompts on Narrative Writing: An Analysis of Fifth and Eighth Grade Students' Writing.” 1999. Web. 03 Jul 2020.

Vancouver:

Schweizer ML. The Effect of Content, Style, and Color of Picture Prompts on Narrative Writing: An Analysis of Fifth and Eighth Grade Students' Writing. [Internet] [Doctoral dissertation]. Virginia Tech; 1999. [cited 2020 Jul 03]. Available from: http://hdl.handle.net/10919/26243.

Council of Science Editors:

Schweizer ML. The Effect of Content, Style, and Color of Picture Prompts on Narrative Writing: An Analysis of Fifth and Eighth Grade Students' Writing. [Doctoral Dissertation]. Virginia Tech; 1999. Available from: http://hdl.handle.net/10919/26243

8. Malogianni, Chrysoula. Effects of Argumentation Prompts on Alternative Positions in Ill-Structured Problem-Solving.

Degree: PhD, STEM and Professional Studies, 2019, Old Dominion University

  Little is known about the role of prompts to help learners solve ill-structured learning problems. Instructors do not devote adequate time to formulate pedagogically… (more)

Subjects/Keywords: Argumentation prompts; Case-studies; Dialectical prompt; Ill-structured problems; Problem solving; Rhetorical prompts; Curriculum and Instruction; Educational Methods

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APA (6th Edition):

Malogianni, C. (2019). Effects of Argumentation Prompts on Alternative Positions in Ill-Structured Problem-Solving. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781392592427 ; https://digitalcommons.odu.edu/stemps_etds/108

Chicago Manual of Style (16th Edition):

Malogianni, Chrysoula. “Effects of Argumentation Prompts on Alternative Positions in Ill-Structured Problem-Solving.” 2019. Doctoral Dissertation, Old Dominion University. Accessed July 03, 2020. 9781392592427 ; https://digitalcommons.odu.edu/stemps_etds/108.

MLA Handbook (7th Edition):

Malogianni, Chrysoula. “Effects of Argumentation Prompts on Alternative Positions in Ill-Structured Problem-Solving.” 2019. Web. 03 Jul 2020.

Vancouver:

Malogianni C. Effects of Argumentation Prompts on Alternative Positions in Ill-Structured Problem-Solving. [Internet] [Doctoral dissertation]. Old Dominion University; 2019. [cited 2020 Jul 03]. Available from: 9781392592427 ; https://digitalcommons.odu.edu/stemps_etds/108.

Council of Science Editors:

Malogianni C. Effects of Argumentation Prompts on Alternative Positions in Ill-Structured Problem-Solving. [Doctoral Dissertation]. Old Dominion University; 2019. Available from: 9781392592427 ; https://digitalcommons.odu.edu/stemps_etds/108


University of South Florida

9. Echeverria, Francia. Reducing Rapid Eating in Adults with an Intellectual Disability.

Degree: 2011, University of South Florida

 Rapid eating is a frequent problem among individuals with developmental disabilities that can pose a threat to health. The following study sought to reduce the… (more)

Subjects/Keywords: behavioral training; eating rate; social validity; tactile prompts; verbal prompts; American Studies; Arts and Humanities; Social and Behavioral Sciences

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APA (6th Edition):

Echeverria, F. (2011). Reducing Rapid Eating in Adults with an Intellectual Disability. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/3084

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):

Echeverria, Francia. “Reducing Rapid Eating in Adults with an Intellectual Disability.” 2011. Thesis, University of South Florida. Accessed July 03, 2020. https://scholarcommons.usf.edu/etd/3084.

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

MLA Handbook (7th Edition):

Echeverria, Francia. “Reducing Rapid Eating in Adults with an Intellectual Disability.” 2011. Web. 03 Jul 2020.

Vancouver:

Echeverria F. Reducing Rapid Eating in Adults with an Intellectual Disability. [Internet] [Thesis]. University of South Florida; 2011. [cited 2020 Jul 03]. Available from: https://scholarcommons.usf.edu/etd/3084.

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

Council of Science Editors:

Echeverria F. Reducing Rapid Eating in Adults with an Intellectual Disability. [Thesis]. University of South Florida; 2011. Available from: https://scholarcommons.usf.edu/etd/3084

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


Penn State University

10. YOO, SUHYUN. ENHANCING STUDENTS’ CRITICAL THINKING IN SCIENCE: A TWO-YEAR DESIGN BASED EXPLORATION IN A LARGE UNDERGRADUATE SCIENCE COURSE.

Degree: PhD, Instructional Systems, 2011, Penn State University

 The purpose of this study was to explore how to enhance students’ critical thinking in an introductory undergraduate science course. As a design experiment, this… (more)

Subjects/Keywords: Science Education; Design Experiment; Question Prompts; Peer Interaction; Authentic Task

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APA (6th Edition):

YOO, S. (2011). ENHANCING STUDENTS’ CRITICAL THINKING IN SCIENCE: A TWO-YEAR DESIGN BASED EXPLORATION IN A LARGE UNDERGRADUATE SCIENCE COURSE. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/12630

Chicago Manual of Style (16th Edition):

YOO, SUHYUN. “ENHANCING STUDENTS’ CRITICAL THINKING IN SCIENCE: A TWO-YEAR DESIGN BASED EXPLORATION IN A LARGE UNDERGRADUATE SCIENCE COURSE.” 2011. Doctoral Dissertation, Penn State University. Accessed July 03, 2020. https://etda.libraries.psu.edu/catalog/12630.

MLA Handbook (7th Edition):

YOO, SUHYUN. “ENHANCING STUDENTS’ CRITICAL THINKING IN SCIENCE: A TWO-YEAR DESIGN BASED EXPLORATION IN A LARGE UNDERGRADUATE SCIENCE COURSE.” 2011. Web. 03 Jul 2020.

Vancouver:

YOO S. ENHANCING STUDENTS’ CRITICAL THINKING IN SCIENCE: A TWO-YEAR DESIGN BASED EXPLORATION IN A LARGE UNDERGRADUATE SCIENCE COURSE. [Internet] [Doctoral dissertation]. Penn State University; 2011. [cited 2020 Jul 03]. Available from: https://etda.libraries.psu.edu/catalog/12630.

Council of Science Editors:

YOO S. ENHANCING STUDENTS’ CRITICAL THINKING IN SCIENCE: A TWO-YEAR DESIGN BASED EXPLORATION IN A LARGE UNDERGRADUATE SCIENCE COURSE. [Doctoral Dissertation]. Penn State University; 2011. Available from: https://etda.libraries.psu.edu/catalog/12630


Texas Tech University

11. -5589-7973. Differences in student performance between linear and spatial discussion boards for debate and topical discussions.

Degree: EdD, Instructional Technology, 2018, Texas Tech University

 This study explored the use of a visual-spatial discussion board format as an alternative to traditional linear discussion boards in online classes. The type of… (more)

Subjects/Keywords: Discussion Boards; Discussion Prompts; Online Learning; Online Discussions

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APA (6th Edition):

-5589-7973. (2018). Differences in student performance between linear and spatial discussion boards for debate and topical discussions. (Doctoral Dissertation). Texas Tech University. Retrieved from http://hdl.handle.net/2346/73924

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

Chicago Manual of Style (16th Edition):

-5589-7973. “Differences in student performance between linear and spatial discussion boards for debate and topical discussions.” 2018. Doctoral Dissertation, Texas Tech University. Accessed July 03, 2020. http://hdl.handle.net/2346/73924.

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

MLA Handbook (7th Edition):

-5589-7973. “Differences in student performance between linear and spatial discussion boards for debate and topical discussions.” 2018. Web. 03 Jul 2020.

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

Vancouver:

-5589-7973. Differences in student performance between linear and spatial discussion boards for debate and topical discussions. [Internet] [Doctoral dissertation]. Texas Tech University; 2018. [cited 2020 Jul 03]. Available from: http://hdl.handle.net/2346/73924.

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

Council of Science Editors:

-5589-7973. Differences in student performance between linear and spatial discussion boards for debate and topical discussions. [Doctoral Dissertation]. Texas Tech University; 2018. Available from: http://hdl.handle.net/2346/73924

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


University of Kansas

12. Pandya, Shital Pratik. EXAMINING THE EFFECTS OF A HEALTHY RESTAURANT INTERVENTION ON CUSTOMERS' PURCHASES OF HEALTHIER FOOD OPTIONS IN LATINO FAMILY-OWNED RESTAURANTS.

Degree: MA, Applied Behavioral Science, 2013, University of Kansas

 This study examined the effects of a Healthy Restaurant Intervention on customers' purchases of healthier food options in Latino family-owned restaurants. As part of the… (more)

Subjects/Keywords: Behavioral sciences; Community health; Latinos; Restaurants; Visual prompts

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APA (6th Edition):

Pandya, S. P. (2013). EXAMINING THE EFFECTS OF A HEALTHY RESTAURANT INTERVENTION ON CUSTOMERS' PURCHASES OF HEALTHIER FOOD OPTIONS IN LATINO FAMILY-OWNED RESTAURANTS. (Masters Thesis). University of Kansas. Retrieved from http://hdl.handle.net/1808/12259

Chicago Manual of Style (16th Edition):

Pandya, Shital Pratik. “EXAMINING THE EFFECTS OF A HEALTHY RESTAURANT INTERVENTION ON CUSTOMERS' PURCHASES OF HEALTHIER FOOD OPTIONS IN LATINO FAMILY-OWNED RESTAURANTS.” 2013. Masters Thesis, University of Kansas. Accessed July 03, 2020. http://hdl.handle.net/1808/12259.

MLA Handbook (7th Edition):

Pandya, Shital Pratik. “EXAMINING THE EFFECTS OF A HEALTHY RESTAURANT INTERVENTION ON CUSTOMERS' PURCHASES OF HEALTHIER FOOD OPTIONS IN LATINO FAMILY-OWNED RESTAURANTS.” 2013. Web. 03 Jul 2020.

Vancouver:

Pandya SP. EXAMINING THE EFFECTS OF A HEALTHY RESTAURANT INTERVENTION ON CUSTOMERS' PURCHASES OF HEALTHIER FOOD OPTIONS IN LATINO FAMILY-OWNED RESTAURANTS. [Internet] [Masters thesis]. University of Kansas; 2013. [cited 2020 Jul 03]. Available from: http://hdl.handle.net/1808/12259.

Council of Science Editors:

Pandya SP. EXAMINING THE EFFECTS OF A HEALTHY RESTAURANT INTERVENTION ON CUSTOMERS' PURCHASES OF HEALTHIER FOOD OPTIONS IN LATINO FAMILY-OWNED RESTAURANTS. [Masters Thesis]. University of Kansas; 2013. Available from: http://hdl.handle.net/1808/12259


Montana Tech

13. Sedgley, Janet. VIDEO PROMPTS FOR SELF-REGULATED LEARNING: METACOGNITION AND REFLECTION ACTIVITY.

Degree: PhD, 2015, Montana Tech

 This study explored video metacognitive prompts as a method of engaging students in self-regulated learning. The study was completed in the naturalistic setting of fully… (more)

Subjects/Keywords: executive functioning; learning; metacognition; reflection; Self-regulated learning; video prompts

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APA (6th Edition):

Sedgley, J. (2015). VIDEO PROMPTS FOR SELF-REGULATED LEARNING: METACOGNITION AND REFLECTION ACTIVITY. (Doctoral Dissertation). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/4600

Chicago Manual of Style (16th Edition):

Sedgley, Janet. “VIDEO PROMPTS FOR SELF-REGULATED LEARNING: METACOGNITION AND REFLECTION ACTIVITY.” 2015. Doctoral Dissertation, Montana Tech. Accessed July 03, 2020. https://scholarworks.umt.edu/etd/4600.

MLA Handbook (7th Edition):

Sedgley, Janet. “VIDEO PROMPTS FOR SELF-REGULATED LEARNING: METACOGNITION AND REFLECTION ACTIVITY.” 2015. Web. 03 Jul 2020.

Vancouver:

Sedgley J. VIDEO PROMPTS FOR SELF-REGULATED LEARNING: METACOGNITION AND REFLECTION ACTIVITY. [Internet] [Doctoral dissertation]. Montana Tech; 2015. [cited 2020 Jul 03]. Available from: https://scholarworks.umt.edu/etd/4600.

Council of Science Editors:

Sedgley J. VIDEO PROMPTS FOR SELF-REGULATED LEARNING: METACOGNITION AND REFLECTION ACTIVITY. [Doctoral Dissertation]. Montana Tech; 2015. Available from: https://scholarworks.umt.edu/etd/4600


University of Wollongong

14. Bates, Katherine. How do visual prompts shape students’ written responses?.

Degree: PhD, 2015, University of Wollongong

  This qualitative study investigates the role that visual prompts play in stimulating studentsʼ ideas for writing narrative within the context of large–scale narrative writing… (more)

Subjects/Keywords: Visual metalanguage; social semiotics; writing assessment; writing prompts; NAPLAN

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APA (6th Edition):

Bates, K. (2015). How do visual prompts shape students’ written responses?. (Doctoral Dissertation). University of Wollongong. Retrieved from 130202 Curriculum and Pedagogy Theory and Development, 130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL), 130303 Education Assessment and Evaluation, 130313 Teacher Education and Professional Development of Educators ; https://ro.uow.edu.au/theses/4705

Chicago Manual of Style (16th Edition):

Bates, Katherine. “How do visual prompts shape students’ written responses?.” 2015. Doctoral Dissertation, University of Wollongong. Accessed July 03, 2020. 130202 Curriculum and Pedagogy Theory and Development, 130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL), 130303 Education Assessment and Evaluation, 130313 Teacher Education and Professional Development of Educators ; https://ro.uow.edu.au/theses/4705.

MLA Handbook (7th Edition):

Bates, Katherine. “How do visual prompts shape students’ written responses?.” 2015. Web. 03 Jul 2020.

Vancouver:

Bates K. How do visual prompts shape students’ written responses?. [Internet] [Doctoral dissertation]. University of Wollongong; 2015. [cited 2020 Jul 03]. Available from: 130202 Curriculum and Pedagogy Theory and Development, 130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL), 130303 Education Assessment and Evaluation, 130313 Teacher Education and Professional Development of Educators ; https://ro.uow.edu.au/theses/4705.

Council of Science Editors:

Bates K. How do visual prompts shape students’ written responses?. [Doctoral Dissertation]. University of Wollongong; 2015. Available from: 130202 Curriculum and Pedagogy Theory and Development, 130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL), 130303 Education Assessment and Evaluation, 130313 Teacher Education and Professional Development of Educators ; https://ro.uow.edu.au/theses/4705


Open Universiteit Nederland

15. Hasselman, Martine. Revisie als instrument voor verbetering van tekstkwaliteit. : Een exploratieve studie naar de karakteristieken van revisies en de invloed van revisies op de tekstkwaliteit van schrijfopdrachten bij studenten in het hoger onderwijs.

Degree: Master, Welten Institute, 2018, Open Universiteit Nederland

 Academisch schrijven is een belangrijke, maar complexe vaardigheid binnen het hoger onderwijs. De schrijfvaardigheid van studenten, vooral argumentatief, moet aansluiten bij de hoge eisen die… (more)

Subjects/Keywords: Self-assessment; exploratory study; analytical rubric; self-reflection prompts

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APA (6th Edition):

Hasselman, M. (2018). Revisie als instrument voor verbetering van tekstkwaliteit. : Een exploratieve studie naar de karakteristieken van revisies en de invloed van revisies op de tekstkwaliteit van schrijfopdrachten bij studenten in het hoger onderwijs. (Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/1311a79d-d61d-47cf-b314-6cb885a59775

Chicago Manual of Style (16th Edition):

Hasselman, Martine. “Revisie als instrument voor verbetering van tekstkwaliteit. : Een exploratieve studie naar de karakteristieken van revisies en de invloed van revisies op de tekstkwaliteit van schrijfopdrachten bij studenten in het hoger onderwijs.” 2018. Masters Thesis, Open Universiteit Nederland. Accessed July 03, 2020. http://hdl.handle.net/1820/1311a79d-d61d-47cf-b314-6cb885a59775.

MLA Handbook (7th Edition):

Hasselman, Martine. “Revisie als instrument voor verbetering van tekstkwaliteit. : Een exploratieve studie naar de karakteristieken van revisies en de invloed van revisies op de tekstkwaliteit van schrijfopdrachten bij studenten in het hoger onderwijs.” 2018. Web. 03 Jul 2020.

Vancouver:

Hasselman M. Revisie als instrument voor verbetering van tekstkwaliteit. : Een exploratieve studie naar de karakteristieken van revisies en de invloed van revisies op de tekstkwaliteit van schrijfopdrachten bij studenten in het hoger onderwijs. [Internet] [Masters thesis]. Open Universiteit Nederland; 2018. [cited 2020 Jul 03]. Available from: http://hdl.handle.net/1820/1311a79d-d61d-47cf-b314-6cb885a59775.

Council of Science Editors:

Hasselman M. Revisie als instrument voor verbetering van tekstkwaliteit. : Een exploratieve studie naar de karakteristieken van revisies en de invloed van revisies op de tekstkwaliteit van schrijfopdrachten bij studenten in het hoger onderwijs. [Masters Thesis]. Open Universiteit Nederland; 2018. Available from: http://hdl.handle.net/1820/1311a79d-d61d-47cf-b314-6cb885a59775


Stockholm University

16. Melanson, Michael. PROMPTED Peer Response and Grammatical Errors : Prompted Peer Response vs Unprompted Peer Response inReducing Grammatical Errors.

Degree: Language Education, 2019, Stockholm University

  The current classroom environment is filled with expectations for both teacher and student but is often lacking in time. Skolverket (2011) outlines ambitious goals… (more)

Subjects/Keywords: Peer response; grammar; errors; collaboration; prompts; Didactics; Didaktik

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APA (6th Edition):

Melanson, M. (2019). PROMPTED Peer Response and Grammatical Errors : Prompted Peer Response vs Unprompted Peer Response inReducing Grammatical Errors. (Thesis). Stockholm University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-166208

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):

Melanson, Michael. “PROMPTED Peer Response and Grammatical Errors : Prompted Peer Response vs Unprompted Peer Response inReducing Grammatical Errors.” 2019. Thesis, Stockholm University. Accessed July 03, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-166208.

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

MLA Handbook (7th Edition):

Melanson, Michael. “PROMPTED Peer Response and Grammatical Errors : Prompted Peer Response vs Unprompted Peer Response inReducing Grammatical Errors.” 2019. Web. 03 Jul 2020.

Vancouver:

Melanson M. PROMPTED Peer Response and Grammatical Errors : Prompted Peer Response vs Unprompted Peer Response inReducing Grammatical Errors. [Internet] [Thesis]. Stockholm University; 2019. [cited 2020 Jul 03]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-166208.

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

Council of Science Editors:

Melanson M. PROMPTED Peer Response and Grammatical Errors : Prompted Peer Response vs Unprompted Peer Response inReducing Grammatical Errors. [Thesis]. Stockholm University; 2019. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-166208

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


Université de Grenoble

17. Régnier, David. Contribution à l'étude des gammas prompts de fission : Contribution to fission prompt gammas studies.

Degree: Docteur es, Mécanique, génie mécanique, 2013, Université de Grenoble

Cette thèse a essentiellement été motivée par la montée en puissance de la thématique des échauffements nucléaires en réacteurs. Elle avait pour objectif la mise… (more)

Subjects/Keywords: Gammas; Prompts; Fission; Nucléaire; Spectre; Gammas; Prompt; Fission; Nuclear; Spectra, spectrum

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APA (6th Edition):

Régnier, D. (2013). Contribution à l'étude des gammas prompts de fission : Contribution to fission prompt gammas studies. (Doctoral Dissertation). Université de Grenoble. Retrieved from http://www.theses.fr/2013GRENI065

Chicago Manual of Style (16th Edition):

Régnier, David. “Contribution à l'étude des gammas prompts de fission : Contribution to fission prompt gammas studies.” 2013. Doctoral Dissertation, Université de Grenoble. Accessed July 03, 2020. http://www.theses.fr/2013GRENI065.

MLA Handbook (7th Edition):

Régnier, David. “Contribution à l'étude des gammas prompts de fission : Contribution to fission prompt gammas studies.” 2013. Web. 03 Jul 2020.

Vancouver:

Régnier D. Contribution à l'étude des gammas prompts de fission : Contribution to fission prompt gammas studies. [Internet] [Doctoral dissertation]. Université de Grenoble; 2013. [cited 2020 Jul 03]. Available from: http://www.theses.fr/2013GRENI065.

Council of Science Editors:

Régnier D. Contribution à l'étude des gammas prompts de fission : Contribution to fission prompt gammas studies. [Doctoral Dissertation]. Université de Grenoble; 2013. Available from: http://www.theses.fr/2013GRENI065


University of Illinois – Urbana-Champaign

18. Price, Charis Lauren. Implementation of a class-wide intervention to teach behavioral expectations in Head Start.

Degree: PhD, Special Education, 2015, University of Illinois – Urbana-Champaign

 Children and teachers were recruited from two Head Start programs in a Midwestern city to participate in this study focused on behavioral expectations. Using a… (more)

Subjects/Keywords: Behavioral expectations; role play; young children; social stories; prompts

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APA (6th Edition):

Price, C. L. (2015). Implementation of a class-wide intervention to teach behavioral expectations in Head Start. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/89118

Chicago Manual of Style (16th Edition):

Price, Charis Lauren. “Implementation of a class-wide intervention to teach behavioral expectations in Head Start.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed July 03, 2020. http://hdl.handle.net/2142/89118.

MLA Handbook (7th Edition):

Price, Charis Lauren. “Implementation of a class-wide intervention to teach behavioral expectations in Head Start.” 2015. Web. 03 Jul 2020.

Vancouver:

Price CL. Implementation of a class-wide intervention to teach behavioral expectations in Head Start. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2020 Jul 03]. Available from: http://hdl.handle.net/2142/89118.

Council of Science Editors:

Price CL. Implementation of a class-wide intervention to teach behavioral expectations in Head Start. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/89118


Utah State University

19. Strong, Kristin Marie. Supporting Adolescent Metacognition in Engineering Design Through Scripted Prompts from Peer Tutors: A Comparative Case Study.

Degree: PhD, Engineering Education, 2018, Utah State University

  In 2013, developers of the Next Generation Science Standards implemented national K -12 directives and elevated engineering design to the level of scientific inquiry.… (more)

Subjects/Keywords: metacognition; peer tutoring; engineering design; adolescence; prompts; Engineering Education

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APA (6th Edition):

Strong, K. M. (2018). Supporting Adolescent Metacognition in Engineering Design Through Scripted Prompts from Peer Tutors: A Comparative Case Study. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/7335

Chicago Manual of Style (16th Edition):

Strong, Kristin Marie. “Supporting Adolescent Metacognition in Engineering Design Through Scripted Prompts from Peer Tutors: A Comparative Case Study.” 2018. Doctoral Dissertation, Utah State University. Accessed July 03, 2020. https://digitalcommons.usu.edu/etd/7335.

MLA Handbook (7th Edition):

Strong, Kristin Marie. “Supporting Adolescent Metacognition in Engineering Design Through Scripted Prompts from Peer Tutors: A Comparative Case Study.” 2018. Web. 03 Jul 2020.

Vancouver:

Strong KM. Supporting Adolescent Metacognition in Engineering Design Through Scripted Prompts from Peer Tutors: A Comparative Case Study. [Internet] [Doctoral dissertation]. Utah State University; 2018. [cited 2020 Jul 03]. Available from: https://digitalcommons.usu.edu/etd/7335.

Council of Science Editors:

Strong KM. Supporting Adolescent Metacognition in Engineering Design Through Scripted Prompts from Peer Tutors: A Comparative Case Study. [Doctoral Dissertation]. Utah State University; 2018. Available from: https://digitalcommons.usu.edu/etd/7335


Utah State University

20. Chlarson, Kelsey J. Effects of High-Interest Writing Prompts on Performance of Students with Learning Disabilities by.

Degree: MS, Special Education and Rehabilitation, 2011, Utah State University

  Often described as passive learners, students with learning disabilities (LD) sometimes approach writing as a negative and burdensome task. Their reaction may imply that… (more)

Subjects/Keywords: high-interest writing prompts; learning disabilities; Special Education and Teaching

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APA (6th Edition):

Chlarson, K. J. (2011). Effects of High-Interest Writing Prompts on Performance of Students with Learning Disabilities by. (Masters Thesis). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/1089

Chicago Manual of Style (16th Edition):

Chlarson, Kelsey J. “Effects of High-Interest Writing Prompts on Performance of Students with Learning Disabilities by.” 2011. Masters Thesis, Utah State University. Accessed July 03, 2020. https://digitalcommons.usu.edu/etd/1089.

MLA Handbook (7th Edition):

Chlarson, Kelsey J. “Effects of High-Interest Writing Prompts on Performance of Students with Learning Disabilities by.” 2011. Web. 03 Jul 2020.

Vancouver:

Chlarson KJ. Effects of High-Interest Writing Prompts on Performance of Students with Learning Disabilities by. [Internet] [Masters thesis]. Utah State University; 2011. [cited 2020 Jul 03]. Available from: https://digitalcommons.usu.edu/etd/1089.

Council of Science Editors:

Chlarson KJ. Effects of High-Interest Writing Prompts on Performance of Students with Learning Disabilities by. [Masters Thesis]. Utah State University; 2011. Available from: https://digitalcommons.usu.edu/etd/1089


Arizona State University

21. Larouche, Miranda Leigh. Feasibility of Using Prompt to Reduce Sedentary Behavior in Office Workers with Sit-Stand Workstations: A randomized Cross-Over Trial.

Degree: Exercise and Wellness, 2018, Arizona State University

 The purpose of this study was to examine the feasibility and preliminary efficacy of a theory-driven and a atheoretical reminder point-of-choice (PoC) prompt interventions on… (more)

Subjects/Keywords: Behavioral sciences; Public health; Intervention; Prompts; Sedentary behavior; Workplace

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APA (6th Edition):

Larouche, M. L. (2018). Feasibility of Using Prompt to Reduce Sedentary Behavior in Office Workers with Sit-Stand Workstations: A randomized Cross-Over Trial. (Masters Thesis). Arizona State University. Retrieved from http://repository.asu.edu/items/49333

Chicago Manual of Style (16th Edition):

Larouche, Miranda Leigh. “Feasibility of Using Prompt to Reduce Sedentary Behavior in Office Workers with Sit-Stand Workstations: A randomized Cross-Over Trial.” 2018. Masters Thesis, Arizona State University. Accessed July 03, 2020. http://repository.asu.edu/items/49333.

MLA Handbook (7th Edition):

Larouche, Miranda Leigh. “Feasibility of Using Prompt to Reduce Sedentary Behavior in Office Workers with Sit-Stand Workstations: A randomized Cross-Over Trial.” 2018. Web. 03 Jul 2020.

Vancouver:

Larouche ML. Feasibility of Using Prompt to Reduce Sedentary Behavior in Office Workers with Sit-Stand Workstations: A randomized Cross-Over Trial. [Internet] [Masters thesis]. Arizona State University; 2018. [cited 2020 Jul 03]. Available from: http://repository.asu.edu/items/49333.

Council of Science Editors:

Larouche ML. Feasibility of Using Prompt to Reduce Sedentary Behavior in Office Workers with Sit-Stand Workstations: A randomized Cross-Over Trial. [Masters Thesis]. Arizona State University; 2018. Available from: http://repository.asu.edu/items/49333


University of Tennessee – Knoxville

22. Forbes, Bethany Evelyn. The Effects of Prompts and Comprehension Assessment on Oral Reading: Moderating Effect of Reading Skills.

Degree: 2014, University of Tennessee – Knoxville

 Words correct per minute (WCPM) scores, derived from oral reading fluency (ORF) assessments, are used, in part, to make decisions regarding special education eligibility. WCPM… (more)

Subjects/Keywords: Oral reading fluency; environmental prompts; aptitiude treatment interaction; instructions; School Psychology

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APA (6th Edition):

Forbes, B. E. (2014). The Effects of Prompts and Comprehension Assessment on Oral Reading: Moderating Effect of Reading Skills. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/2822

Chicago Manual of Style (16th Edition):

Forbes, Bethany Evelyn. “The Effects of Prompts and Comprehension Assessment on Oral Reading: Moderating Effect of Reading Skills.” 2014. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed July 03, 2020. https://trace.tennessee.edu/utk_graddiss/2822.

MLA Handbook (7th Edition):

Forbes, Bethany Evelyn. “The Effects of Prompts and Comprehension Assessment on Oral Reading: Moderating Effect of Reading Skills.” 2014. Web. 03 Jul 2020.

Vancouver:

Forbes BE. The Effects of Prompts and Comprehension Assessment on Oral Reading: Moderating Effect of Reading Skills. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2014. [cited 2020 Jul 03]. Available from: https://trace.tennessee.edu/utk_graddiss/2822.

Council of Science Editors:

Forbes BE. The Effects of Prompts and Comprehension Assessment on Oral Reading: Moderating Effect of Reading Skills. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2014. Available from: https://trace.tennessee.edu/utk_graddiss/2822

23. Zakher, Maged Sobhy Mokhtar. The use of sacred texts as tools to enhance social research interviews.

Degree: PhD, 2018, University of Bedfordshire

 Background – Enhanced social research interviews seek to engage interviewees in extended conversation-like dialogues where they are empowered to produce output by discussing themes of… (more)

Subjects/Keywords: sacred texts; interviews; research methodology; prompts; research methods; X210 Research skills

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APA (6th Edition):

Zakher, M. S. M. (2018). The use of sacred texts as tools to enhance social research interviews. (Doctoral Dissertation). University of Bedfordshire. Retrieved from http://hdl.handle.net/10547/622699

Chicago Manual of Style (16th Edition):

Zakher, Maged Sobhy Mokhtar. “The use of sacred texts as tools to enhance social research interviews.” 2018. Doctoral Dissertation, University of Bedfordshire. Accessed July 03, 2020. http://hdl.handle.net/10547/622699.

MLA Handbook (7th Edition):

Zakher, Maged Sobhy Mokhtar. “The use of sacred texts as tools to enhance social research interviews.” 2018. Web. 03 Jul 2020.

Vancouver:

Zakher MSM. The use of sacred texts as tools to enhance social research interviews. [Internet] [Doctoral dissertation]. University of Bedfordshire; 2018. [cited 2020 Jul 03]. Available from: http://hdl.handle.net/10547/622699.

Council of Science Editors:

Zakher MSM. The use of sacred texts as tools to enhance social research interviews. [Doctoral Dissertation]. University of Bedfordshire; 2018. Available from: http://hdl.handle.net/10547/622699


University of Kentucky

24. Beitel, Caitlin E. Effects of Training Teachers to Use a Modified System of Least Prompts to Support Behaviors of Young Children.

Degree: 2015, University of Kentucky

 There is much research conducted on training teachers to use the evidence-based teaching strategies known as system of least prompts. However, there is little research… (more)

Subjects/Keywords: Early Childhood Education; Fidelity of implementation; System of Least Prompts; Modified System of Least Prompts; On-task Engagement; Curriculum and Instruction; Educational Methods

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APA (6th Edition):

Beitel, C. E. (2015). Effects of Training Teachers to Use a Modified System of Least Prompts to Support Behaviors of Young Children. (Masters Thesis). University of Kentucky. Retrieved from http://uknowledge.uky.edu/edsrc_etds/14

Chicago Manual of Style (16th Edition):

Beitel, Caitlin E. “Effects of Training Teachers to Use a Modified System of Least Prompts to Support Behaviors of Young Children.” 2015. Masters Thesis, University of Kentucky. Accessed July 03, 2020. http://uknowledge.uky.edu/edsrc_etds/14.

MLA Handbook (7th Edition):

Beitel, Caitlin E. “Effects of Training Teachers to Use a Modified System of Least Prompts to Support Behaviors of Young Children.” 2015. Web. 03 Jul 2020.

Vancouver:

Beitel CE. Effects of Training Teachers to Use a Modified System of Least Prompts to Support Behaviors of Young Children. [Internet] [Masters thesis]. University of Kentucky; 2015. [cited 2020 Jul 03]. Available from: http://uknowledge.uky.edu/edsrc_etds/14.

Council of Science Editors:

Beitel CE. Effects of Training Teachers to Use a Modified System of Least Prompts to Support Behaviors of Young Children. [Masters Thesis]. University of Kentucky; 2015. Available from: http://uknowledge.uky.edu/edsrc_etds/14

25. Carlson, Jennifer A. To What Extent Do Teacher Directed Journal Prompts and Other Various Teacher Modeled Writing Exercises Affect the Writing Abilities of Ninth Grade Students at Superior High School?.

Degree: 2014, University of Wisconsin – Superior

 A ninth-grade general education class at Superior High School, in Superior, Wisconsin, was used to discover to what extent using journal writing and other teacher… (more)

Subjects/Keywords: Educational Leadership; Writing; Journal Prompts; Superior High School; Ninth Grade Students; Reading

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APA (6th Edition):

Carlson, J. A. (2014). To What Extent Do Teacher Directed Journal Prompts and Other Various Teacher Modeled Writing Exercises Affect the Writing Abilities of Ninth Grade Students at Superior High School?. (Thesis). University of Wisconsin – Superior. Retrieved from http://digital.library.wisc.edu/1793/70204

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):

Carlson, Jennifer A. “To What Extent Do Teacher Directed Journal Prompts and Other Various Teacher Modeled Writing Exercises Affect the Writing Abilities of Ninth Grade Students at Superior High School?.” 2014. Thesis, University of Wisconsin – Superior. Accessed July 03, 2020. http://digital.library.wisc.edu/1793/70204.

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

MLA Handbook (7th Edition):

Carlson, Jennifer A. “To What Extent Do Teacher Directed Journal Prompts and Other Various Teacher Modeled Writing Exercises Affect the Writing Abilities of Ninth Grade Students at Superior High School?.” 2014. Web. 03 Jul 2020.

Vancouver:

Carlson JA. To What Extent Do Teacher Directed Journal Prompts and Other Various Teacher Modeled Writing Exercises Affect the Writing Abilities of Ninth Grade Students at Superior High School?. [Internet] [Thesis]. University of Wisconsin – Superior; 2014. [cited 2020 Jul 03]. Available from: http://digital.library.wisc.edu/1793/70204.

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

Council of Science Editors:

Carlson JA. To What Extent Do Teacher Directed Journal Prompts and Other Various Teacher Modeled Writing Exercises Affect the Writing Abilities of Ninth Grade Students at Superior High School?. [Thesis]. University of Wisconsin – Superior; 2014. Available from: http://digital.library.wisc.edu/1793/70204

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


Leiden University

26. Dubbelman, Mariska. Dynamic testing and strategy use: Differences in strategy use between nine and ten year old gifted achievers, gifted underachievers, non-gifted achievers and non-gifted average achievers.

Degree: 2015, Leiden University

Subjects/Keywords: Dynamic testing; strategy use; graduated prompts

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APA (6th Edition):

Dubbelman, M. (2015). Dynamic testing and strategy use: Differences in strategy use between nine and ten year old gifted achievers, gifted underachievers, non-gifted achievers and non-gifted average achievers. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/34305

Chicago Manual of Style (16th Edition):

Dubbelman, Mariska. “Dynamic testing and strategy use: Differences in strategy use between nine and ten year old gifted achievers, gifted underachievers, non-gifted achievers and non-gifted average achievers.” 2015. Masters Thesis, Leiden University. Accessed July 03, 2020. http://hdl.handle.net/1887/34305.

MLA Handbook (7th Edition):

Dubbelman, Mariska. “Dynamic testing and strategy use: Differences in strategy use between nine and ten year old gifted achievers, gifted underachievers, non-gifted achievers and non-gifted average achievers.” 2015. Web. 03 Jul 2020.

Vancouver:

Dubbelman M. Dynamic testing and strategy use: Differences in strategy use between nine and ten year old gifted achievers, gifted underachievers, non-gifted achievers and non-gifted average achievers. [Internet] [Masters thesis]. Leiden University; 2015. [cited 2020 Jul 03]. Available from: http://hdl.handle.net/1887/34305.

Council of Science Editors:

Dubbelman M. Dynamic testing and strategy use: Differences in strategy use between nine and ten year old gifted achievers, gifted underachievers, non-gifted achievers and non-gifted average achievers. [Masters Thesis]. Leiden University; 2015. Available from: http://hdl.handle.net/1887/34305


Penn State University

27. Mccoy, Ashley. TEACHING EDUCATORS TO USE THE SYSTEM OF LEAST PROMPTS TO SUPPORT COMMUNICATION OF INDIVIDUALS WITH AUTISM SPECTRUM DISORDER (ASD) WHO USE AUGMENTATIVE AND ALTERNATIVE COMMUNICATION (AAC).

Degree: 2018, Penn State University

 The present study evaluated the effects of online training on educators knowledge and use of the system of least prompts (SLP) to support the communication… (more)

Subjects/Keywords: system of least prompts; teacher training; autism spectrum disorder; augmentative and alternative communication

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APA (6th Edition):

Mccoy, A. (2018). TEACHING EDUCATORS TO USE THE SYSTEM OF LEAST PROMPTS TO SUPPORT COMMUNICATION OF INDIVIDUALS WITH AUTISM SPECTRUM DISORDER (ASD) WHO USE AUGMENTATIVE AND ALTERNATIVE COMMUNICATION (AAC). (Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/15461ajm6835

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):

Mccoy, Ashley. “TEACHING EDUCATORS TO USE THE SYSTEM OF LEAST PROMPTS TO SUPPORT COMMUNICATION OF INDIVIDUALS WITH AUTISM SPECTRUM DISORDER (ASD) WHO USE AUGMENTATIVE AND ALTERNATIVE COMMUNICATION (AAC).” 2018. Thesis, Penn State University. Accessed July 03, 2020. https://etda.libraries.psu.edu/catalog/15461ajm6835.

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

MLA Handbook (7th Edition):

Mccoy, Ashley. “TEACHING EDUCATORS TO USE THE SYSTEM OF LEAST PROMPTS TO SUPPORT COMMUNICATION OF INDIVIDUALS WITH AUTISM SPECTRUM DISORDER (ASD) WHO USE AUGMENTATIVE AND ALTERNATIVE COMMUNICATION (AAC).” 2018. Web. 03 Jul 2020.

Vancouver:

Mccoy A. TEACHING EDUCATORS TO USE THE SYSTEM OF LEAST PROMPTS TO SUPPORT COMMUNICATION OF INDIVIDUALS WITH AUTISM SPECTRUM DISORDER (ASD) WHO USE AUGMENTATIVE AND ALTERNATIVE COMMUNICATION (AAC). [Internet] [Thesis]. Penn State University; 2018. [cited 2020 Jul 03]. Available from: https://etda.libraries.psu.edu/catalog/15461ajm6835.

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

Council of Science Editors:

Mccoy A. TEACHING EDUCATORS TO USE THE SYSTEM OF LEAST PROMPTS TO SUPPORT COMMUNICATION OF INDIVIDUALS WITH AUTISM SPECTRUM DISORDER (ASD) WHO USE AUGMENTATIVE AND ALTERNATIVE COMMUNICATION (AAC). [Thesis]. Penn State University; 2018. Available from: https://etda.libraries.psu.edu/catalog/15461ajm6835

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

28. Maurits, W.A.P. Het bevorderen van Zelfregulatie binnen het Technasium door gebruik te maken van Prompts tijdens het schrijven van Reflective Learningjournals.

Degree: 2014, Universiteit Utrecht

 In dit onderzoek is het effect van prompts op schriftelijke reflecties bij leerlingen uit de tweede klas van het havo en vwo onderzocht alsmede het… (more)

Subjects/Keywords: Zelfregulatie; reflectie; learningjournals; prompts; technasium

…Berthold et al., gebruikten werden vormgegeven met vragen, oftewel ‘prompts’. Voorbeelden van… …dergelijke ‘prompts’ zijn: wat begrijp je niet? Waarom niet? En wat kan er gedaan worden om dat wel… …door de prompts doordat deze vragen of hints de lerende na laat denken over zaken die hij… …learning protocols niet volledig benut. Prompts kunnen een uitkomst bieden bij het schrijven van… …een goed learning protocol. Prompts zijn vragen of hints die productieve leerprocessen in… 

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APA (6th Edition):

Maurits, W. A. P. (2014). Het bevorderen van Zelfregulatie binnen het Technasium door gebruik te maken van Prompts tijdens het schrijven van Reflective Learningjournals. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/290467

Chicago Manual of Style (16th Edition):

Maurits, W A P. “Het bevorderen van Zelfregulatie binnen het Technasium door gebruik te maken van Prompts tijdens het schrijven van Reflective Learningjournals.” 2014. Masters Thesis, Universiteit Utrecht. Accessed July 03, 2020. http://dspace.library.uu.nl:8080/handle/1874/290467.

MLA Handbook (7th Edition):

Maurits, W A P. “Het bevorderen van Zelfregulatie binnen het Technasium door gebruik te maken van Prompts tijdens het schrijven van Reflective Learningjournals.” 2014. Web. 03 Jul 2020.

Vancouver:

Maurits WAP. Het bevorderen van Zelfregulatie binnen het Technasium door gebruik te maken van Prompts tijdens het schrijven van Reflective Learningjournals. [Internet] [Masters thesis]. Universiteit Utrecht; 2014. [cited 2020 Jul 03]. Available from: http://dspace.library.uu.nl:8080/handle/1874/290467.

Council of Science Editors:

Maurits WAP. Het bevorderen van Zelfregulatie binnen het Technasium door gebruik te maken van Prompts tijdens het schrijven van Reflective Learningjournals. [Masters Thesis]. Universiteit Utrecht; 2014. Available from: http://dspace.library.uu.nl:8080/handle/1874/290467


Universiteit Utrecht

29. Schipper, Nicolaas Sebastiaan. Corrective Feedback: de beginnende L2 leerder en een nieuwe structuur binnen een communicatieve taak.

Degree: 2007, Universiteit Utrecht

 De praktische insteek van dit onderzoek zal geen kwantitatieve analyse opleveren, maar zal inzicht geven in de communicatieve taak, in effecten van Corrective Feedback en… (more)

Subjects/Keywords: Sociale Wetenschappen; Corrective Feedback; communicatieve taak; metalinguistic feedback; recast; prompts; Focus on Form

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

APA (6th Edition):

Schipper, N. S. (2007). Corrective Feedback: de beginnende L2 leerder en een nieuwe structuur binnen een communicatieve taak. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/21603

Chicago Manual of Style (16th Edition):

Schipper, Nicolaas Sebastiaan. “Corrective Feedback: de beginnende L2 leerder en een nieuwe structuur binnen een communicatieve taak.” 2007. Masters Thesis, Universiteit Utrecht. Accessed July 03, 2020. http://dspace.library.uu.nl:8080/handle/1874/21603.

MLA Handbook (7th Edition):

Schipper, Nicolaas Sebastiaan. “Corrective Feedback: de beginnende L2 leerder en een nieuwe structuur binnen een communicatieve taak.” 2007. Web. 03 Jul 2020.

Vancouver:

Schipper NS. Corrective Feedback: de beginnende L2 leerder en een nieuwe structuur binnen een communicatieve taak. [Internet] [Masters thesis]. Universiteit Utrecht; 2007. [cited 2020 Jul 03]. Available from: http://dspace.library.uu.nl:8080/handle/1874/21603.

Council of Science Editors:

Schipper NS. Corrective Feedback: de beginnende L2 leerder en een nieuwe structuur binnen een communicatieve taak. [Masters Thesis]. Universiteit Utrecht; 2007. Available from: http://dspace.library.uu.nl:8080/handle/1874/21603


Leiden University

30. Wolthuis, Sietse. Dynamic testing, ethnicity, and SES: Investigating differences in progress, instructional needs, and prediction of school achievement.

Degree: 2017, Leiden University

Subjects/Keywords: dynamic testing; ethnicity; SES; graduated prompts

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

APA (6th Edition):

Wolthuis, S. (2017). Dynamic testing, ethnicity, and SES: Investigating differences in progress, instructional needs, and prediction of school achievement. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/60874

Chicago Manual of Style (16th Edition):

Wolthuis, Sietse. “Dynamic testing, ethnicity, and SES: Investigating differences in progress, instructional needs, and prediction of school achievement.” 2017. Masters Thesis, Leiden University. Accessed July 03, 2020. http://hdl.handle.net/1887/60874.

MLA Handbook (7th Edition):

Wolthuis, Sietse. “Dynamic testing, ethnicity, and SES: Investigating differences in progress, instructional needs, and prediction of school achievement.” 2017. Web. 03 Jul 2020.

Vancouver:

Wolthuis S. Dynamic testing, ethnicity, and SES: Investigating differences in progress, instructional needs, and prediction of school achievement. [Internet] [Masters thesis]. Leiden University; 2017. [cited 2020 Jul 03]. Available from: http://hdl.handle.net/1887/60874.

Council of Science Editors:

Wolthuis S. Dynamic testing, ethnicity, and SES: Investigating differences in progress, instructional needs, and prediction of school achievement. [Masters Thesis]. Leiden University; 2017. Available from: http://hdl.handle.net/1887/60874

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