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You searched for subject:(student feedback). Showing records 1 – 30 of 104 total matches.

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University of Canterbury

1. Williams, Judith Airini. What makes feedback work for primary school students? An investigation of the views of some Year 8 students.

Degree: Educational Studies and Leadership, 2013, University of Canterbury

 I investigated the problem of why some students do not implement the feedback they are given, when the feedback they receive is formulated in accordance… (more)

Subjects/Keywords: formative feedback; student viewpoint; student voice

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

APA (6th Edition):

Williams, J. A. (2013). What makes feedback work for primary school students? An investigation of the views of some Year 8 students. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/8991

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):

Williams, Judith Airini. “What makes feedback work for primary school students? An investigation of the views of some Year 8 students.” 2013. Thesis, University of Canterbury. Accessed October 20, 2019. http://hdl.handle.net/10092/8991.

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

MLA Handbook (7th Edition):

Williams, Judith Airini. “What makes feedback work for primary school students? An investigation of the views of some Year 8 students.” 2013. Web. 20 Oct 2019.

Vancouver:

Williams JA. What makes feedback work for primary school students? An investigation of the views of some Year 8 students. [Internet] [Thesis]. University of Canterbury; 2013. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10092/8991.

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

Council of Science Editors:

Williams JA. What makes feedback work for primary school students? An investigation of the views of some Year 8 students. [Thesis]. University of Canterbury; 2013. Available from: http://hdl.handle.net/10092/8991

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


University of Otago

2. Rajoo, Margaret. Feedback and revision: A protocol analysis .

Degree: 2010, University of Otago

 Written feedback is a widespread practice and has garnered considerable positive and negative attention. The responses that teachers provide on students’ writing are essential to… (more)

Subjects/Keywords: feedback; writing; think-aloud; revision; student responses; student reactions; written feedback; verbal protocols; student engagement with feedback; cognitive approaches; sociocultural approaches

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APA (6th Edition):

Rajoo, M. (2010). Feedback and revision: A protocol analysis . (Doctoral Dissertation). University of Otago. Retrieved from http://hdl.handle.net/10523/321

Chicago Manual of Style (16th Edition):

Rajoo, Margaret. “Feedback and revision: A protocol analysis .” 2010. Doctoral Dissertation, University of Otago. Accessed October 20, 2019. http://hdl.handle.net/10523/321.

MLA Handbook (7th Edition):

Rajoo, Margaret. “Feedback and revision: A protocol analysis .” 2010. Web. 20 Oct 2019.

Vancouver:

Rajoo M. Feedback and revision: A protocol analysis . [Internet] [Doctoral dissertation]. University of Otago; 2010. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10523/321.

Council of Science Editors:

Rajoo M. Feedback and revision: A protocol analysis . [Doctoral Dissertation]. University of Otago; 2010. Available from: http://hdl.handle.net/10523/321


Leiden University

3. Noort, Roxanne van. Matching teacher feedback and student perceptions in a collaborative learning environment.

Degree: 2012, Leiden University

 Teacher feedback is an important aspect of social learning. However, the match between teacher feedback and students’ perceptions of this teacher feedback is scarcely studied.… (more)

Subjects/Keywords: teacher feedback; student perceptions; collaborative learning

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APA (6th Edition):

Noort, R. v. (2012). Matching teacher feedback and student perceptions in a collaborative learning environment. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/18630

Chicago Manual of Style (16th Edition):

Noort, Roxanne van. “Matching teacher feedback and student perceptions in a collaborative learning environment.” 2012. Masters Thesis, Leiden University. Accessed October 20, 2019. http://hdl.handle.net/1887/18630.

MLA Handbook (7th Edition):

Noort, Roxanne van. “Matching teacher feedback and student perceptions in a collaborative learning environment.” 2012. Web. 20 Oct 2019.

Vancouver:

Noort Rv. Matching teacher feedback and student perceptions in a collaborative learning environment. [Internet] [Masters thesis]. Leiden University; 2012. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/1887/18630.

Council of Science Editors:

Noort Rv. Matching teacher feedback and student perceptions in a collaborative learning environment. [Masters Thesis]. Leiden University; 2012. Available from: http://hdl.handle.net/1887/18630


Royal Roads University

4. Gould, Brian E. Using multimedia feedback to enhance cognitive, affective and psychomotor learning .

Degree: 2012, Royal Roads University

 Providing high-quality assessment feedback for learners is one of the most important activities faculty can do to positively affect learning. Recent advancements in information, communication,… (more)

Subjects/Keywords: assessment; Bloom's Taxonomy; feedback; learning; multimedia; student

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

APA (6th Edition):

Gould, B. E. (2012). Using multimedia feedback to enhance cognitive, affective and psychomotor learning . (Thesis). Royal Roads University. Retrieved from http://hdl.handle.net/10170/528

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):

Gould, Brian E. “Using multimedia feedback to enhance cognitive, affective and psychomotor learning .” 2012. Thesis, Royal Roads University. Accessed October 20, 2019. http://hdl.handle.net/10170/528.

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

MLA Handbook (7th Edition):

Gould, Brian E. “Using multimedia feedback to enhance cognitive, affective and psychomotor learning .” 2012. Web. 20 Oct 2019.

Vancouver:

Gould BE. Using multimedia feedback to enhance cognitive, affective and psychomotor learning . [Internet] [Thesis]. Royal Roads University; 2012. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10170/528.

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

Council of Science Editors:

Gould BE. Using multimedia feedback to enhance cognitive, affective and psychomotor learning . [Thesis]. Royal Roads University; 2012. Available from: http://hdl.handle.net/10170/528

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


Brigham Young University

5. Radford, Brian W. The Effect of Formative Assessments on Teaching and Learning.

Degree: MS, 2010, Brigham Young University

 This study sought to improve the learning outcomes at the Missionary Training Center in Provo, Utah. Here, missionary trainees aged 19-24 are taught language and… (more)

Subjects/Keywords: formative assessments; assessment for learning; teacher feedback; student feedback; Educational Psychology

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

APA (6th Edition):

Radford, B. W. (2010). The Effect of Formative Assessments on Teaching and Learning. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3085&context=etd

Chicago Manual of Style (16th Edition):

Radford, Brian W. “The Effect of Formative Assessments on Teaching and Learning.” 2010. Masters Thesis, Brigham Young University. Accessed October 20, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3085&context=etd.

MLA Handbook (7th Edition):

Radford, Brian W. “The Effect of Formative Assessments on Teaching and Learning.” 2010. Web. 20 Oct 2019.

Vancouver:

Radford BW. The Effect of Formative Assessments on Teaching and Learning. [Internet] [Masters thesis]. Brigham Young University; 2010. [cited 2019 Oct 20]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3085&context=etd.

Council of Science Editors:

Radford BW. The Effect of Formative Assessments on Teaching and Learning. [Masters Thesis]. Brigham Young University; 2010. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3085&context=etd

6. Johansson, Magnus. Formative Assessment:Students’ attitudes and preferences in Swedish Upper Secondary School.

Degree: Education and Social Sciences, 2018, Örebro University

  For teachers, being able to provide feedback that learners can act upon is paramount for making learning how to write possible. A questionnaire was… (more)

Subjects/Keywords: Feedback; Student attitudes; Student perceptions; Writing; formative assessment; Learning; Lärande

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

APA (6th Edition):

Johansson, M. (2018). Formative Assessment:Students’ attitudes and preferences in Swedish Upper Secondary School. (Thesis). Örebro University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-68821

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):

Johansson, Magnus. “Formative Assessment:Students’ attitudes and preferences in Swedish Upper Secondary School.” 2018. Thesis, Örebro University. Accessed October 20, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-68821.

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

MLA Handbook (7th Edition):

Johansson, Magnus. “Formative Assessment:Students’ attitudes and preferences in Swedish Upper Secondary School.” 2018. Web. 20 Oct 2019.

Vancouver:

Johansson M. Formative Assessment:Students’ attitudes and preferences in Swedish Upper Secondary School. [Internet] [Thesis]. Örebro University; 2018. [cited 2019 Oct 20]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-68821.

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

Council of Science Editors:

Johansson M. Formative Assessment:Students’ attitudes and preferences in Swedish Upper Secondary School. [Thesis]. Örebro University; 2018. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-68821

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


University of Oregon

7. Lauritzen, Zachary. Giving High Needs Students Voice: A Grant Proposal to Create a Touchscreen App to Gather Real Time Student Instructional Feedback.

Degree: 2019, University of Oregon

 This application is for the U.S. Department of Education’s Education Innovation and Research Program to secure funding for the development of an application for touchscreen… (more)

Subjects/Keywords: Audience reponse systems; Feedback; Instruction; Student surveys; Student voice

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

APA (6th Edition):

Lauritzen, Z. (2019). Giving High Needs Students Voice: A Grant Proposal to Create a Touchscreen App to Gather Real Time Student Instructional Feedback. (Thesis). University of Oregon. Retrieved from http://hdl.handle.net/1794/24527

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):

Lauritzen, Zachary. “Giving High Needs Students Voice: A Grant Proposal to Create a Touchscreen App to Gather Real Time Student Instructional Feedback.” 2019. Thesis, University of Oregon. Accessed October 20, 2019. http://hdl.handle.net/1794/24527.

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

MLA Handbook (7th Edition):

Lauritzen, Zachary. “Giving High Needs Students Voice: A Grant Proposal to Create a Touchscreen App to Gather Real Time Student Instructional Feedback.” 2019. Web. 20 Oct 2019.

Vancouver:

Lauritzen Z. Giving High Needs Students Voice: A Grant Proposal to Create a Touchscreen App to Gather Real Time Student Instructional Feedback. [Internet] [Thesis]. University of Oregon; 2019. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/1794/24527.

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

Council of Science Editors:

Lauritzen Z. Giving High Needs Students Voice: A Grant Proposal to Create a Touchscreen App to Gather Real Time Student Instructional Feedback. [Thesis]. University of Oregon; 2019. Available from: http://hdl.handle.net/1794/24527

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


Australian National University

8. Darwin, Stephen. Ensuring improvement or improving assurance: student feedback-based evaluation in Australian higher education .

Degree: 2014, Australian National University

Student feedback-based evaluation of teaching, courses and programs is a familiar feature of the contemporary Australian higher education landscape. Over the last three decades, it… (more)

Subjects/Keywords: higher education; student evaluation; student feedback-based evaluation; academic development; CHAT

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

APA (6th Edition):

Darwin, S. (2014). Ensuring improvement or improving assurance: student feedback-based evaluation in Australian higher education . (Thesis). Australian National University. Retrieved from http://hdl.handle.net/1885/14648

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):

Darwin, Stephen. “Ensuring improvement or improving assurance: student feedback-based evaluation in Australian higher education .” 2014. Thesis, Australian National University. Accessed October 20, 2019. http://hdl.handle.net/1885/14648.

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

MLA Handbook (7th Edition):

Darwin, Stephen. “Ensuring improvement or improving assurance: student feedback-based evaluation in Australian higher education .” 2014. Web. 20 Oct 2019.

Vancouver:

Darwin S. Ensuring improvement or improving assurance: student feedback-based evaluation in Australian higher education . [Internet] [Thesis]. Australian National University; 2014. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/1885/14648.

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

Council of Science Editors:

Darwin S. Ensuring improvement or improving assurance: student feedback-based evaluation in Australian higher education . [Thesis]. Australian National University; 2014. Available from: http://hdl.handle.net/1885/14648

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


University of Wolverhampton

9. McGinty, Samantha Jr. First year Humanities and Social Science students’ experiences of engaging with written feedback in a post-1992 university.

Degree: PhD, 2007, University of Wolverhampton

 First year Humanities and Social Science students’ experiences of engaging with written feedback in a post- 1992 university This thesis examines students’ experiences of engaging… (more)

Subjects/Keywords: Feedback; formative feedback; assessment; student voice

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

APA (6th Edition):

McGinty, S. J. (2007). First year Humanities and Social Science students’ experiences of engaging with written feedback in a post-1992 university. (Doctoral Dissertation). University of Wolverhampton. Retrieved from http://hdl.handle.net/2436/210189

Chicago Manual of Style (16th Edition):

McGinty, Samantha Jr. “First year Humanities and Social Science students’ experiences of engaging with written feedback in a post-1992 university.” 2007. Doctoral Dissertation, University of Wolverhampton. Accessed October 20, 2019. http://hdl.handle.net/2436/210189.

MLA Handbook (7th Edition):

McGinty, Samantha Jr. “First year Humanities and Social Science students’ experiences of engaging with written feedback in a post-1992 university.” 2007. Web. 20 Oct 2019.

Vancouver:

McGinty SJ. First year Humanities and Social Science students’ experiences of engaging with written feedback in a post-1992 university. [Internet] [Doctoral dissertation]. University of Wolverhampton; 2007. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/2436/210189.

Council of Science Editors:

McGinty SJ. First year Humanities and Social Science students’ experiences of engaging with written feedback in a post-1992 university. [Doctoral Dissertation]. University of Wolverhampton; 2007. Available from: http://hdl.handle.net/2436/210189


University of New Mexico

10. Wine, Douglas. Using Student Feedback to Enhance Teacher Evaluation.

Degree: Teacher Education, Educational Leadership & Policy, 2016, University of New Mexico

 Teacher evaluation literature presents a history that reflects the increasing need to account for the role of the teacher in the classroom. Extensive research has… (more)

Subjects/Keywords: Teacher Evaluation; Charlotte Danielson; NMTEACH Observation; Student Feedback; Student Interviews; Robert Marzano; MET Survey

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

APA (6th Edition):

Wine, D. (2016). Using Student Feedback to Enhance Teacher Evaluation. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/31753

Chicago Manual of Style (16th Edition):

Wine, Douglas. “Using Student Feedback to Enhance Teacher Evaluation.” 2016. Doctoral Dissertation, University of New Mexico. Accessed October 20, 2019. http://hdl.handle.net/1928/31753.

MLA Handbook (7th Edition):

Wine, Douglas. “Using Student Feedback to Enhance Teacher Evaluation.” 2016. Web. 20 Oct 2019.

Vancouver:

Wine D. Using Student Feedback to Enhance Teacher Evaluation. [Internet] [Doctoral dissertation]. University of New Mexico; 2016. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/1928/31753.

Council of Science Editors:

Wine D. Using Student Feedback to Enhance Teacher Evaluation. [Doctoral Dissertation]. University of New Mexico; 2016. Available from: http://hdl.handle.net/1928/31753


Colorado State University

11. Marquitz, Michele S. Defining and assessing teaching effectiveness in higher education.

Degree: PhD, Education, 2019, Colorado State University

 Teaching effectiveness in higher education is challenging. Given the number of stakeholders and the reasons for assessing teaching effectiveness creates additional challenges. Yet when tying… (more)

Subjects/Keywords: Learning; Student Success; Teaching Excellence; Student Evaluation of Teaching; Faculty Feedback; Teaching Effectiveness

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

APA (6th Edition):

Marquitz, M. S. (2019). Defining and assessing teaching effectiveness in higher education. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/195351

Chicago Manual of Style (16th Edition):

Marquitz, Michele S. “Defining and assessing teaching effectiveness in higher education.” 2019. Doctoral Dissertation, Colorado State University. Accessed October 20, 2019. http://hdl.handle.net/10217/195351.

MLA Handbook (7th Edition):

Marquitz, Michele S. “Defining and assessing teaching effectiveness in higher education.” 2019. Web. 20 Oct 2019.

Vancouver:

Marquitz MS. Defining and assessing teaching effectiveness in higher education. [Internet] [Doctoral dissertation]. Colorado State University; 2019. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10217/195351.

Council of Science Editors:

Marquitz MS. Defining and assessing teaching effectiveness in higher education. [Doctoral Dissertation]. Colorado State University; 2019. Available from: http://hdl.handle.net/10217/195351


University of Ontario Institute of Technology

12. Doss, Ramez. Investigating the effectiveness of posture coaching and feedback during patient handling activities in a student nursing population.

Degree: 2017, University of Ontario Institute of Technology

 The daily routine of nurses and other caregivers is physically demanding and in turn, the profession is at a high risk of developing musculoskeletal injuries… (more)

Subjects/Keywords: Musculoskeletal disorders; Feedback; Student nurse; Patient handling; Low back pain

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APA (6th Edition):

Doss, R. (2017). Investigating the effectiveness of posture coaching and feedback during patient handling activities in a student nursing population. (Thesis). University of Ontario Institute of Technology. Retrieved from http://hdl.handle.net/10155/783

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):

Doss, Ramez. “Investigating the effectiveness of posture coaching and feedback during patient handling activities in a student nursing population.” 2017. Thesis, University of Ontario Institute of Technology. Accessed October 20, 2019. http://hdl.handle.net/10155/783.

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

MLA Handbook (7th Edition):

Doss, Ramez. “Investigating the effectiveness of posture coaching and feedback during patient handling activities in a student nursing population.” 2017. Web. 20 Oct 2019.

Vancouver:

Doss R. Investigating the effectiveness of posture coaching and feedback during patient handling activities in a student nursing population. [Internet] [Thesis]. University of Ontario Institute of Technology; 2017. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10155/783.

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

Council of Science Editors:

Doss R. Investigating the effectiveness of posture coaching and feedback during patient handling activities in a student nursing population. [Thesis]. University of Ontario Institute of Technology; 2017. Available from: http://hdl.handle.net/10155/783

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


University of Wisconsin – Oshkosh

13. Parrish, Denise. STUDENTS' PERCEPTIONS OF WHAT INSTRUCTORS DO TO HELP STUDENTS LEARN IN THE CLASSROOM.

Degree: MS, Nursing Nurse Educator, 2009, University of Wisconsin – Oshkosh

A Thesis Submitted In Partial Fulfillment of the Requirements For the Degree of Master of Science in Nursing Nurse Educator

Currently, there are few available… (more)

Subjects/Keywords: Communication in education; Feedback (Psychology); Teacher-student relationships

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

APA (6th Edition):

Parrish, D. (2009). STUDENTS' PERCEPTIONS OF WHAT INSTRUCTORS DO TO HELP STUDENTS LEARN IN THE CLASSROOM. (Masters Thesis). University of Wisconsin – Oshkosh. Retrieved from http://digital.library.wisc.edu/1793/46726

Chicago Manual of Style (16th Edition):

Parrish, Denise. “STUDENTS' PERCEPTIONS OF WHAT INSTRUCTORS DO TO HELP STUDENTS LEARN IN THE CLASSROOM.” 2009. Masters Thesis, University of Wisconsin – Oshkosh. Accessed October 20, 2019. http://digital.library.wisc.edu/1793/46726.

MLA Handbook (7th Edition):

Parrish, Denise. “STUDENTS' PERCEPTIONS OF WHAT INSTRUCTORS DO TO HELP STUDENTS LEARN IN THE CLASSROOM.” 2009. Web. 20 Oct 2019.

Vancouver:

Parrish D. STUDENTS' PERCEPTIONS OF WHAT INSTRUCTORS DO TO HELP STUDENTS LEARN IN THE CLASSROOM. [Internet] [Masters thesis]. University of Wisconsin – Oshkosh; 2009. [cited 2019 Oct 20]. Available from: http://digital.library.wisc.edu/1793/46726.

Council of Science Editors:

Parrish D. STUDENTS' PERCEPTIONS OF WHAT INSTRUCTORS DO TO HELP STUDENTS LEARN IN THE CLASSROOM. [Masters Thesis]. University of Wisconsin – Oshkosh; 2009. Available from: http://digital.library.wisc.edu/1793/46726


University of Canterbury

14. McFadzien, Nicki. Why is effective feedback so critical in teaching and learning?.

Degree: 2015, University of Canterbury

 Teaching in the 21st century has begun to shift from a pedagogy which views the teacher as the bearer of all knowledge to an approach… (more)

Subjects/Keywords: effective feedback; teaching and learning; reflection; student success; reciprocal learning

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APA (6th Edition):

McFadzien, N. (2015). Why is effective feedback so critical in teaching and learning?. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/11439

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):

McFadzien, Nicki. “Why is effective feedback so critical in teaching and learning?.” 2015. Thesis, University of Canterbury. Accessed October 20, 2019. http://hdl.handle.net/10092/11439.

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

MLA Handbook (7th Edition):

McFadzien, Nicki. “Why is effective feedback so critical in teaching and learning?.” 2015. Web. 20 Oct 2019.

Vancouver:

McFadzien N. Why is effective feedback so critical in teaching and learning?. [Internet] [Thesis]. University of Canterbury; 2015. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10092/11439.

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

Council of Science Editors:

McFadzien N. Why is effective feedback so critical in teaching and learning?. [Thesis]. University of Canterbury; 2015. Available from: http://hdl.handle.net/10092/11439

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


University of Louisville

15. Hallman, Rebecca. Investigating commenting formats and content in first year composition and the virtual writing center.

Degree: MA, 2012, University of Louisville

  Current scholarship indicates an increase in the use of asynchronous electronic formats by writing instructors and tutors responding to student writing. However, little research… (more)

Subjects/Keywords: Comments; Praise; Virtual writing center; Directiveness; Student feedback

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

APA (6th Edition):

Hallman, R. (2012). Investigating commenting formats and content in first year composition and the virtual writing center. (Masters Thesis). University of Louisville. Retrieved from 10.18297/etd/563 ; https://ir.library.louisville.edu/etd/563

Chicago Manual of Style (16th Edition):

Hallman, Rebecca. “Investigating commenting formats and content in first year composition and the virtual writing center.” 2012. Masters Thesis, University of Louisville. Accessed October 20, 2019. 10.18297/etd/563 ; https://ir.library.louisville.edu/etd/563.

MLA Handbook (7th Edition):

Hallman, Rebecca. “Investigating commenting formats and content in first year composition and the virtual writing center.” 2012. Web. 20 Oct 2019.

Vancouver:

Hallman R. Investigating commenting formats and content in first year composition and the virtual writing center. [Internet] [Masters thesis]. University of Louisville; 2012. [cited 2019 Oct 20]. Available from: 10.18297/etd/563 ; https://ir.library.louisville.edu/etd/563.

Council of Science Editors:

Hallman R. Investigating commenting formats and content in first year composition and the virtual writing center. [Masters Thesis]. University of Louisville; 2012. Available from: 10.18297/etd/563 ; https://ir.library.louisville.edu/etd/563


Louisiana State University

16. Blanchard, Leslie Davis. Classroom observation, self-assessment of efficacy, and student perceptions of engagement as predictors of value-added scores.

Degree: PhD, Human Resources Management, 2013, Louisiana State University

 The purpose of this study was to determine which has the strongest correlation to student achievement as measured by value-added test scores: Principal Observations, Teachers… (more)

Subjects/Keywords: value added; student perceptions; 360 feedback; teacher evaluation

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

APA (6th Edition):

Blanchard, L. D. (2013). Classroom observation, self-assessment of efficacy, and student perceptions of engagement as predictors of value-added scores. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-10082013-141119 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1575

Chicago Manual of Style (16th Edition):

Blanchard, Leslie Davis. “Classroom observation, self-assessment of efficacy, and student perceptions of engagement as predictors of value-added scores.” 2013. Doctoral Dissertation, Louisiana State University. Accessed October 20, 2019. etd-10082013-141119 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1575.

MLA Handbook (7th Edition):

Blanchard, Leslie Davis. “Classroom observation, self-assessment of efficacy, and student perceptions of engagement as predictors of value-added scores.” 2013. Web. 20 Oct 2019.

Vancouver:

Blanchard LD. Classroom observation, self-assessment of efficacy, and student perceptions of engagement as predictors of value-added scores. [Internet] [Doctoral dissertation]. Louisiana State University; 2013. [cited 2019 Oct 20]. Available from: etd-10082013-141119 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1575.

Council of Science Editors:

Blanchard LD. Classroom observation, self-assessment of efficacy, and student perceptions of engagement as predictors of value-added scores. [Doctoral Dissertation]. Louisiana State University; 2013. Available from: etd-10082013-141119 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1575


University of Missouri – Columbia

17. Rentfro, Allison Carothers. The vital role of patient feedback in the critical assessment of a patient-centered care objective structured clinical examination.

Degree: 2011, University of Missouri – Columbia

 Priorities in medical education have increasingly emphasized teaching skills and fostering attitudes related to patient-centered care (Beckman & Frankel, 2003; Haidet & Paterniti, 2003). The… (more)

Subjects/Keywords: patient-centered care; patient feedback; medical student; medical curriculum

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

APA (6th Edition):

Rentfro, A. C. (2011). The vital role of patient feedback in the critical assessment of a patient-centered care objective structured clinical examination. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/14500

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):

Rentfro, Allison Carothers. “The vital role of patient feedback in the critical assessment of a patient-centered care objective structured clinical examination.” 2011. Thesis, University of Missouri – Columbia. Accessed October 20, 2019. http://hdl.handle.net/10355/14500.

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

MLA Handbook (7th Edition):

Rentfro, Allison Carothers. “The vital role of patient feedback in the critical assessment of a patient-centered care objective structured clinical examination.” 2011. Web. 20 Oct 2019.

Vancouver:

Rentfro AC. The vital role of patient feedback in the critical assessment of a patient-centered care objective structured clinical examination. [Internet] [Thesis]. University of Missouri – Columbia; 2011. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10355/14500.

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

Council of Science Editors:

Rentfro AC. The vital role of patient feedback in the critical assessment of a patient-centered care objective structured clinical examination. [Thesis]. University of Missouri – Columbia; 2011. Available from: http://hdl.handle.net/10355/14500

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


Tampere University

18. Tran Dinh Thanh, Long. Student feedback mechanisms : the case of a Vietnamese public university .

Degree: 2015, Tampere University

Student feedback system – a critical element of internal quality assurance – is of growing concern in the Vietnamese higher education community. Although, in 2008,… (more)

Subjects/Keywords: student feedback mechanisms; quality assurance; Vietnamese public university

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

APA (6th Edition):

Tran Dinh Thanh, L. (2015). Student feedback mechanisms : the case of a Vietnamese public university . (Masters Thesis). Tampere University. Retrieved from https://trepo.tuni.fi/handle/10024/97730

Chicago Manual of Style (16th Edition):

Tran Dinh Thanh, Long. “Student feedback mechanisms : the case of a Vietnamese public university .” 2015. Masters Thesis, Tampere University. Accessed October 20, 2019. https://trepo.tuni.fi/handle/10024/97730.

MLA Handbook (7th Edition):

Tran Dinh Thanh, Long. “Student feedback mechanisms : the case of a Vietnamese public university .” 2015. Web. 20 Oct 2019.

Vancouver:

Tran Dinh Thanh L. Student feedback mechanisms : the case of a Vietnamese public university . [Internet] [Masters thesis]. Tampere University; 2015. [cited 2019 Oct 20]. Available from: https://trepo.tuni.fi/handle/10024/97730.

Council of Science Editors:

Tran Dinh Thanh L. Student feedback mechanisms : the case of a Vietnamese public university . [Masters Thesis]. Tampere University; 2015. Available from: https://trepo.tuni.fi/handle/10024/97730


Unitec New Zealand

19. Kelso, Michael. The impact of student feedback on secondary teachers.

Degree: 2010, Unitec New Zealand

 This thesis explores the impact of student feedback, as a part of the formal appraisal process within a secondary school, on the teachers involved. The… (more)

Subjects/Keywords: secondary teaching; student feedback; Appraisal; 130303 Education Assessment and Evaluation

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

APA (6th Edition):

Kelso, M. (2010). The impact of student feedback on secondary teachers. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/1527

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):

Kelso, Michael. “The impact of student feedback on secondary teachers.” 2010. Thesis, Unitec New Zealand. Accessed October 20, 2019. http://hdl.handle.net/10652/1527.

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

MLA Handbook (7th Edition):

Kelso, Michael. “The impact of student feedback on secondary teachers.” 2010. Web. 20 Oct 2019.

Vancouver:

Kelso M. The impact of student feedback on secondary teachers. [Internet] [Thesis]. Unitec New Zealand; 2010. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10652/1527.

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

Council of Science Editors:

Kelso M. The impact of student feedback on secondary teachers. [Thesis]. Unitec New Zealand; 2010. Available from: http://hdl.handle.net/10652/1527

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

20. Betz, Jessica N. Paper Conferences as Meaningful Feedback to Student Writing.

Degree: MS, Education, Leadership and Public Service, 2016, Northen Michigan University

  This case study is designed to examine a potentially effective way to evaluate and provide feedback on student writing, and through meaningful evaluation, the… (more)

Subjects/Keywords: paper conferencing; feedback to student writing; teaching writing; providing meaningful feedback to writing; types of feedback to student writing; methods to teach writing; teaching elementary/secondary writing; Educational Methods

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

APA (6th Edition):

Betz, J. N. (2016). Paper Conferences as Meaningful Feedback to Student Writing. (Thesis). Northen Michigan University. Retrieved from https://commons.nmu.edu/theses/110

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):

Betz, Jessica N. “Paper Conferences as Meaningful Feedback to Student Writing.” 2016. Thesis, Northen Michigan University. Accessed October 20, 2019. https://commons.nmu.edu/theses/110.

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

MLA Handbook (7th Edition):

Betz, Jessica N. “Paper Conferences as Meaningful Feedback to Student Writing.” 2016. Web. 20 Oct 2019.

Vancouver:

Betz JN. Paper Conferences as Meaningful Feedback to Student Writing. [Internet] [Thesis]. Northen Michigan University; 2016. [cited 2019 Oct 20]. Available from: https://commons.nmu.edu/theses/110.

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

Council of Science Editors:

Betz JN. Paper Conferences as Meaningful Feedback to Student Writing. [Thesis]. Northen Michigan University; 2016. Available from: https://commons.nmu.edu/theses/110

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


University of Gothenburg / Göteborgs Universitet

21. Jakobson, Liivi. Skriftlig lärarrespons för vuxna nybörjare i svenska som andraspråk: teoretiska perspektiv, responspraktik och uppfattningar.

Degree: 2019, University of Gothenburg / Göteborgs Universitet

This compilation thesis serves to fill a research gap in teacher written feedback on second language (L2) writing and pronunciation by focusing on adult beginners… (more)

Subjects/Keywords: feedback; adult beginners; second language; Swedish; hermeneutics; teacher perceptions; student perceptions; teacher written feedback; pronunciation; writing

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

APA (6th Edition):

Jakobson, L. (2019). Skriftlig lärarrespons för vuxna nybörjare i svenska som andraspråk: teoretiska perspektiv, responspraktik och uppfattningar. (Thesis). University of Gothenburg / Göteborgs Universitet. Retrieved from http://hdl.handle.net/2077/57965

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):

Jakobson, Liivi. “Skriftlig lärarrespons för vuxna nybörjare i svenska som andraspråk: teoretiska perspektiv, responspraktik och uppfattningar.” 2019. Thesis, University of Gothenburg / Göteborgs Universitet. Accessed October 20, 2019. http://hdl.handle.net/2077/57965.

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

MLA Handbook (7th Edition):

Jakobson, Liivi. “Skriftlig lärarrespons för vuxna nybörjare i svenska som andraspråk: teoretiska perspektiv, responspraktik och uppfattningar.” 2019. Web. 20 Oct 2019.

Vancouver:

Jakobson L. Skriftlig lärarrespons för vuxna nybörjare i svenska som andraspråk: teoretiska perspektiv, responspraktik och uppfattningar. [Internet] [Thesis]. University of Gothenburg / Göteborgs Universitet; 2019. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/2077/57965.

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

Council of Science Editors:

Jakobson L. Skriftlig lärarrespons för vuxna nybörjare i svenska som andraspråk: teoretiska perspektiv, responspraktik och uppfattningar. [Thesis]. University of Gothenburg / Göteborgs Universitet; 2019. Available from: http://hdl.handle.net/2077/57965

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


Karlstad University

22. Andersson, Sandra. Loggboken som ett kommunikationsverktyg : Att synliggöra elevers kunskap och utveckling via loggboksskrivande.

Degree: Faculty of Arts and Social Sciences (starting 2013), 2015, Karlstad University

Den här rapporten beskriver mitt utvecklingsarbete med elevers loggboksskrivande inom två kurser på Restaurang, bar och vin utbildning på Studium Restaurang & Bageri i… (more)

Subjects/Keywords: Journal; achievement; feedback; progress/development; interaction between teacher; student; Loggbok; måluppfyllelse; feedback; utveckling; interaktion; lärare; elev

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

APA (6th Edition):

Andersson, S. (2015). Loggboken som ett kommunikationsverktyg : Att synliggöra elevers kunskap och utveckling via loggboksskrivande. (Thesis). Karlstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-35997

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):

Andersson, Sandra. “Loggboken som ett kommunikationsverktyg : Att synliggöra elevers kunskap och utveckling via loggboksskrivande.” 2015. Thesis, Karlstad University. Accessed October 20, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-35997.

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

MLA Handbook (7th Edition):

Andersson, Sandra. “Loggboken som ett kommunikationsverktyg : Att synliggöra elevers kunskap och utveckling via loggboksskrivande.” 2015. Web. 20 Oct 2019.

Vancouver:

Andersson S. Loggboken som ett kommunikationsverktyg : Att synliggöra elevers kunskap och utveckling via loggboksskrivande. [Internet] [Thesis]. Karlstad University; 2015. [cited 2019 Oct 20]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-35997.

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

Council of Science Editors:

Andersson S. Loggboken som ett kommunikationsverktyg : Att synliggöra elevers kunskap och utveckling via loggboksskrivande. [Thesis]. Karlstad University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-35997

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

23. Haage, Susanna. ─ Nu kan fan inte Tobias klaga! : En studie av gymnasieelevers upplevelser av kamratrespons på medieproduktioner.

Degree: applied educational science, 2016, Umeå University

The purpose of this study was to find out more about upper secondary school students ́ experience of peer response to media productions, eg… (more)

Subjects/Keywords: Peer respons; media production; formative assessment; upper secondary school student; feedback; Kamratrespons; medieproduktion; formativ bedömning; gymnasieelever; feedback

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

APA (6th Edition):

Haage, S. (2016). ─ Nu kan fan inte Tobias klaga! : En studie av gymnasieelevers upplevelser av kamratrespons på medieproduktioner. (Thesis). Umeå University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-130741

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):

Haage, Susanna. “─ Nu kan fan inte Tobias klaga! : En studie av gymnasieelevers upplevelser av kamratrespons på medieproduktioner.” 2016. Thesis, Umeå University. Accessed October 20, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-130741.

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

MLA Handbook (7th Edition):

Haage, Susanna. “─ Nu kan fan inte Tobias klaga! : En studie av gymnasieelevers upplevelser av kamratrespons på medieproduktioner.” 2016. Web. 20 Oct 2019.

Vancouver:

Haage S. ─ Nu kan fan inte Tobias klaga! : En studie av gymnasieelevers upplevelser av kamratrespons på medieproduktioner. [Internet] [Thesis]. Umeå University; 2016. [cited 2019 Oct 20]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-130741.

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

Council of Science Editors:

Haage S. ─ Nu kan fan inte Tobias klaga! : En studie av gymnasieelevers upplevelser av kamratrespons på medieproduktioner. [Thesis]. Umeå University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-130741

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

24. Pinto, Marcos André Moreira. Acode: sistema web para avaliação automática de algoritmos Java.

Degree: 2012, RCAAP

Mestrado em Engenharia Informática

A avaliação automática de código-fonte pode ser uma ferramenta importante na aprendizagem de conceitos e linguagens de programação uma vez que… (more)

Subjects/Keywords: Feedback ao aluno; Avaliação automática; Aplicação web; Código java; Student feedback; Automatic evaluation; Web application; Java code

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

APA (6th Edition):

Pinto, M. A. M. (2012). Acode: sistema web para avaliação automática de algoritmos Java. (Thesis). RCAAP. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:repositorio.iscte-iul.pt:10071/8263

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):

Pinto, Marcos André Moreira. “Acode: sistema web para avaliação automática de algoritmos Java.” 2012. Thesis, RCAAP. Accessed October 20, 2019. https://www.rcaap.pt/detail.jsp?id=oai:repositorio.iscte-iul.pt:10071/8263.

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

MLA Handbook (7th Edition):

Pinto, Marcos André Moreira. “Acode: sistema web para avaliação automática de algoritmos Java.” 2012. Web. 20 Oct 2019.

Vancouver:

Pinto MAM. Acode: sistema web para avaliação automática de algoritmos Java. [Internet] [Thesis]. RCAAP; 2012. [cited 2019 Oct 20]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.iscte-iul.pt:10071/8263.

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

Council of Science Editors:

Pinto MAM. Acode: sistema web para avaliação automática de algoritmos Java. [Thesis]. RCAAP; 2012. Available from: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.iscte-iul.pt:10071/8263

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


Northeastern University

25. Fazenbaker, Christa. Teacher Feedback Practice: Understanding High School Teachers' Experiences With Providing Feedback To Students.

Degree: EdD, School of Education, 2018, Northeastern University

 Research shows that meaningful, quality feedback given to students throughout their learning journey can have a positive impact on learning and achievement (Brown et al.,… (more)

Subjects/Keywords: feedback; formative assessment; formative feedback; standards based grading and reporting; student learning journey; Education; Educational leadership

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

APA (6th Edition):

Fazenbaker, C. (2018). Teacher Feedback Practice: Understanding High School Teachers' Experiences With Providing Feedback To Students. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20316448

Chicago Manual of Style (16th Edition):

Fazenbaker, Christa. “Teacher Feedback Practice: Understanding High School Teachers' Experiences With Providing Feedback To Students.” 2018. Doctoral Dissertation, Northeastern University. Accessed October 20, 2019. http://hdl.handle.net/2047/D20316448.

MLA Handbook (7th Edition):

Fazenbaker, Christa. “Teacher Feedback Practice: Understanding High School Teachers' Experiences With Providing Feedback To Students.” 2018. Web. 20 Oct 2019.

Vancouver:

Fazenbaker C. Teacher Feedback Practice: Understanding High School Teachers' Experiences With Providing Feedback To Students. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/2047/D20316448.

Council of Science Editors:

Fazenbaker C. Teacher Feedback Practice: Understanding High School Teachers' Experiences With Providing Feedback To Students. [Doctoral Dissertation]. Northeastern University; 2018. Available from: http://hdl.handle.net/2047/D20316448


University of Helsinki

26. Langenskiöld, Johanna. Kuuluuko opettajan kuunnella? Oppilaan palaute pedagogisessa suhteessa.

Degree: Department of Teacher Education; Helsingfors universitet, Beteendevetenskapliga fakulteten, Institutionen för lärarutbildning, 2018, University of Helsinki

Objectives. According to a study commissioned by UNISEF Finland (2012) Finnish students find their teachers distant. The results of the OECD Teaching and Learning International… (more)

Subjects/Keywords: student-teacher relationship; feedback; primary education; pedagoginen suhde; palaute; oppilaantuntemus; alakoulu; Education; Kasvatustiede; Pedagogik; student-teacher relationship; feedback; primary education; pedagoginen suhde; palaute; oppilaantuntemus; alakoulu

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

APA (6th Edition):

Langenskiöld, J. (2018). Kuuluuko opettajan kuunnella? Oppilaan palaute pedagogisessa suhteessa. (Masters Thesis). University of Helsinki. Retrieved from http://hdl.handle.net/10138/235718

Chicago Manual of Style (16th Edition):

Langenskiöld, Johanna. “Kuuluuko opettajan kuunnella? Oppilaan palaute pedagogisessa suhteessa.” 2018. Masters Thesis, University of Helsinki. Accessed October 20, 2019. http://hdl.handle.net/10138/235718.

MLA Handbook (7th Edition):

Langenskiöld, Johanna. “Kuuluuko opettajan kuunnella? Oppilaan palaute pedagogisessa suhteessa.” 2018. Web. 20 Oct 2019.

Vancouver:

Langenskiöld J. Kuuluuko opettajan kuunnella? Oppilaan palaute pedagogisessa suhteessa. [Internet] [Masters thesis]. University of Helsinki; 2018. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10138/235718.

Council of Science Editors:

Langenskiöld J. Kuuluuko opettajan kuunnella? Oppilaan palaute pedagogisessa suhteessa. [Masters Thesis]. University of Helsinki; 2018. Available from: http://hdl.handle.net/10138/235718


University of California – Riverside

27. Garcia, Melissa. Performance Feedback to Improve Classroom Management Practices.

Degree: Education, 2015, University of California – Riverside

 Performance feedback has been beneficial at enhancing the treatment integrity of behavioral intervention outcomes. However, few researchers have attempted to use performance feedback to increase… (more)

Subjects/Keywords: Education; Psychology; classroom management; disruptive student behavior; performance feedback; single-case design; student engagement; treatment integrity

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

APA (6th Edition):

Garcia, M. (2015). Performance Feedback to Improve Classroom Management Practices. (Thesis). University of California – Riverside. Retrieved from http://www.escholarship.org/uc/item/4vk9m5p5

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):

Garcia, Melissa. “Performance Feedback to Improve Classroom Management Practices.” 2015. Thesis, University of California – Riverside. Accessed October 20, 2019. http://www.escholarship.org/uc/item/4vk9m5p5.

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

MLA Handbook (7th Edition):

Garcia, Melissa. “Performance Feedback to Improve Classroom Management Practices.” 2015. Web. 20 Oct 2019.

Vancouver:

Garcia M. Performance Feedback to Improve Classroom Management Practices. [Internet] [Thesis]. University of California – Riverside; 2015. [cited 2019 Oct 20]. Available from: http://www.escholarship.org/uc/item/4vk9m5p5.

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

Council of Science Editors:

Garcia M. Performance Feedback to Improve Classroom Management Practices. [Thesis]. University of California – Riverside; 2015. Available from: http://www.escholarship.org/uc/item/4vk9m5p5

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

28. Ledbetter, Howard Payne, 1928-. The Effects of Feedback from the Use of Interaction Analysis in Supervising Student Teachers.

Degree: 1967, North Texas State University

The problem is to determine the feasibility of using student teacher observer teams trained in interaction analysis to develop the capacity of student teachers to change their classroom verbal behavior. Advisors/Committee Members: Casey, Don W., Hamilton, F. Sidney, Hinely, Reginald T..

Subjects/Keywords: student teachers; feedback; verbal behavior; Student teaching.; School supervision.

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

APA (6th Edition):

Ledbetter, Howard Payne, 1. (1967). The Effects of Feedback from the Use of Interaction Analysis in Supervising Student Teachers. (Thesis). North Texas State University. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc164268/

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):

Ledbetter, Howard Payne, 1928-. “The Effects of Feedback from the Use of Interaction Analysis in Supervising Student Teachers.” 1967. Thesis, North Texas State University. Accessed October 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc164268/.

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

MLA Handbook (7th Edition):

Ledbetter, Howard Payne, 1928-. “The Effects of Feedback from the Use of Interaction Analysis in Supervising Student Teachers.” 1967. Web. 20 Oct 2019.

Vancouver:

Ledbetter, Howard Payne 1. The Effects of Feedback from the Use of Interaction Analysis in Supervising Student Teachers. [Internet] [Thesis]. North Texas State University; 1967. [cited 2019 Oct 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc164268/.

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

Council of Science Editors:

Ledbetter, Howard Payne 1. The Effects of Feedback from the Use of Interaction Analysis in Supervising Student Teachers. [Thesis]. North Texas State University; 1967. Available from: https://digital.library.unt.edu/ark:/67531/metadc164268/

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

29. Furr, Oneta Roberts. Effects of Observational Feedback on Verbal and Nonverbal Classroom Behavior of Student Teachers.

Degree: 1968, North Texas State University

The central problem of this study was to determine the effects of feedback of observations recorded by an elementary college supervisor for the verbal and nonverbal classroom behavior of elementary student teachers. Advisors/Committee Members: Dougherty, James Henry, 1901-, Hamilton, F. Sidney, Hampleman, Richard Samuel.

Subjects/Keywords: observations; feedback; Student teachers.; Teacher-student relationships.; Verbal behavior.

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APA (6th Edition):

Furr, O. R. (1968). Effects of Observational Feedback on Verbal and Nonverbal Classroom Behavior of Student Teachers. (Thesis). North Texas State University. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc164291/

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):

Furr, Oneta Roberts. “Effects of Observational Feedback on Verbal and Nonverbal Classroom Behavior of Student Teachers.” 1968. Thesis, North Texas State University. Accessed October 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc164291/.

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

MLA Handbook (7th Edition):

Furr, Oneta Roberts. “Effects of Observational Feedback on Verbal and Nonverbal Classroom Behavior of Student Teachers.” 1968. Web. 20 Oct 2019.

Vancouver:

Furr OR. Effects of Observational Feedback on Verbal and Nonverbal Classroom Behavior of Student Teachers. [Internet] [Thesis]. North Texas State University; 1968. [cited 2019 Oct 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc164291/.

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

Council of Science Editors:

Furr OR. Effects of Observational Feedback on Verbal and Nonverbal Classroom Behavior of Student Teachers. [Thesis]. North Texas State University; 1968. Available from: https://digital.library.unt.edu/ark:/67531/metadc164291/

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

30. Hudson, Kate Joanne. Can student teachers' pedagogy be enhanced by heeding children's thoughts about their learning?.

Degree: PhD, 2015, University of Bedfordshire

 The focus of this enquiry was to enable student teachers to engage with children’s views to construct meaningful classroom learning experiences. The underpinning assumption was… (more)

Subjects/Keywords: 370.71; pedagogy; student teachers; children; learning; X100 Training Teachers; teaching; education; feedback

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

APA (6th Edition):

Hudson, K. J. (2015). Can student teachers' pedagogy be enhanced by heeding children's thoughts about their learning?. (Doctoral Dissertation). University of Bedfordshire. Retrieved from http://hdl.handle.net/10547/601086

Chicago Manual of Style (16th Edition):

Hudson, Kate Joanne. “Can student teachers' pedagogy be enhanced by heeding children's thoughts about their learning?.” 2015. Doctoral Dissertation, University of Bedfordshire. Accessed October 20, 2019. http://hdl.handle.net/10547/601086.

MLA Handbook (7th Edition):

Hudson, Kate Joanne. “Can student teachers' pedagogy be enhanced by heeding children's thoughts about their learning?.” 2015. Web. 20 Oct 2019.

Vancouver:

Hudson KJ. Can student teachers' pedagogy be enhanced by heeding children's thoughts about their learning?. [Internet] [Doctoral dissertation]. University of Bedfordshire; 2015. [cited 2019 Oct 20]. Available from: http://hdl.handle.net/10547/601086.

Council of Science Editors:

Hudson KJ. Can student teachers' pedagogy be enhanced by heeding children's thoughts about their learning?. [Doctoral Dissertation]. University of Bedfordshire; 2015. Available from: http://hdl.handle.net/10547/601086

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