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You searched for subject:(student outcomes). Showing records 1 – 30 of 220 total matches.

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University of Georgia

1. Moore, Allison Amanda. Programmatic assessment for an undergraduate statistics major.

Degree: MS, Statistics, 2014, University of Georgia

 Programmatic assessment is used by institutions and/or departments to prompt conversations about the status of student learning and make informed decisions about educational programs. This… (more)

Subjects/Keywords: Student learning outcomes

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APA (6th Edition):

Moore, A. A. (2014). Programmatic assessment for an undergraduate statistics major. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/moore_allison_a_201405_ms

Chicago Manual of Style (16th Edition):

Moore, Allison Amanda. “Programmatic assessment for an undergraduate statistics major.” 2014. Masters Thesis, University of Georgia. Accessed March 30, 2020. http://purl.galileo.usg.edu/uga_etd/moore_allison_a_201405_ms.

MLA Handbook (7th Edition):

Moore, Allison Amanda. “Programmatic assessment for an undergraduate statistics major.” 2014. Web. 30 Mar 2020.

Vancouver:

Moore AA. Programmatic assessment for an undergraduate statistics major. [Internet] [Masters thesis]. University of Georgia; 2014. [cited 2020 Mar 30]. Available from: http://purl.galileo.usg.edu/uga_etd/moore_allison_a_201405_ms.

Council of Science Editors:

Moore AA. Programmatic assessment for an undergraduate statistics major. [Masters Thesis]. University of Georgia; 2014. Available from: http://purl.galileo.usg.edu/uga_etd/moore_allison_a_201405_ms


Mississippi State University

2. Leathem, Thomas Michael. A curriculum review of a construction management program for consideration of accreditation by the American Council for Construction Education.

Degree: PhD, Curriculum, Instruction and Special Education, 2018, Mississippi State University

  The Building Construction Science program at Mississippi State University is undergoing a major curriculum review and revision process in preparation for accreditation by the… (more)

Subjects/Keywords: Construction Management;

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APA (6th Edition):

Leathem, T. M. (2018). A curriculum review of a construction management program for consideration of accreditation by the American Council for Construction Education. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-11162017-074337/ ;

Chicago Manual of Style (16th Edition):

Leathem, Thomas Michael. “A curriculum review of a construction management program for consideration of accreditation by the American Council for Construction Education.” 2018. Doctoral Dissertation, Mississippi State University. Accessed March 30, 2020. http://sun.library.msstate.edu/ETD-db/theses/available/etd-11162017-074337/ ;.

MLA Handbook (7th Edition):

Leathem, Thomas Michael. “A curriculum review of a construction management program for consideration of accreditation by the American Council for Construction Education.” 2018. Web. 30 Mar 2020.

Vancouver:

Leathem TM. A curriculum review of a construction management program for consideration of accreditation by the American Council for Construction Education. [Internet] [Doctoral dissertation]. Mississippi State University; 2018. [cited 2020 Mar 30]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-11162017-074337/ ;.

Council of Science Editors:

Leathem TM. A curriculum review of a construction management program for consideration of accreditation by the American Council for Construction Education. [Doctoral Dissertation]. Mississippi State University; 2018. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-11162017-074337/ ;


Vanderbilt University

3. Liu, Keke. Peer Group Effects on Student Outcomes: Evidence from Randomized Lotteries.

Degree: PhD, Leadership and Policy Studies, 2010, Vanderbilt University

 This study examines both school and classroom level peer group effects on middle school student academic and behavioral outcomes in a mid-size urban district in… (more)

Subjects/Keywords: peer effects; magnet schools; student outcomes; randomization

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APA (6th Edition):

Liu, K. (2010). Peer Group Effects on Student Outcomes: Evidence from Randomized Lotteries. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-11162010-150647/ ;

Chicago Manual of Style (16th Edition):

Liu, Keke. “Peer Group Effects on Student Outcomes: Evidence from Randomized Lotteries.” 2010. Doctoral Dissertation, Vanderbilt University. Accessed March 30, 2020. http://etd.library.vanderbilt.edu/available/etd-11162010-150647/ ;.

MLA Handbook (7th Edition):

Liu, Keke. “Peer Group Effects on Student Outcomes: Evidence from Randomized Lotteries.” 2010. Web. 30 Mar 2020.

Vancouver:

Liu K. Peer Group Effects on Student Outcomes: Evidence from Randomized Lotteries. [Internet] [Doctoral dissertation]. Vanderbilt University; 2010. [cited 2020 Mar 30]. Available from: http://etd.library.vanderbilt.edu/available/etd-11162010-150647/ ;.

Council of Science Editors:

Liu K. Peer Group Effects on Student Outcomes: Evidence from Randomized Lotteries. [Doctoral Dissertation]. Vanderbilt University; 2010. Available from: http://etd.library.vanderbilt.edu/available/etd-11162010-150647/ ;


University of Wollongong

4. Pearce, Frank. AEWs: Skilled uncles and aunties smoothing out the bumps on the road to learning.

Degree: Master of Education - Research, Faculty of Education, 2011, University of Wollongong

  Aboriginal Education Workers (AEWs) were first introduced to Australian schools in 1974 basically as a feel-good Social Justice response to the 1967 Referendum. What… (more)

Subjects/Keywords: surveys; AEWs; improved student outcomes; perceptions

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APA (6th Edition):

Pearce, F. (2011). AEWs: Skilled uncles and aunties smoothing out the bumps on the road to learning. (Masters Thesis). University of Wollongong. Retrieved from ; https://ro.uow.edu.au/theses/3685

Chicago Manual of Style (16th Edition):

Pearce, Frank. “AEWs: Skilled uncles and aunties smoothing out the bumps on the road to learning.” 2011. Masters Thesis, University of Wollongong. Accessed March 30, 2020. ; https://ro.uow.edu.au/theses/3685.

MLA Handbook (7th Edition):

Pearce, Frank. “AEWs: Skilled uncles and aunties smoothing out the bumps on the road to learning.” 2011. Web. 30 Mar 2020.

Vancouver:

Pearce F. AEWs: Skilled uncles and aunties smoothing out the bumps on the road to learning. [Internet] [Masters thesis]. University of Wollongong; 2011. [cited 2020 Mar 30]. Available from: ; https://ro.uow.edu.au/theses/3685.

Council of Science Editors:

Pearce F. AEWs: Skilled uncles and aunties smoothing out the bumps on the road to learning. [Masters Thesis]. University of Wollongong; 2011. Available from: ; https://ro.uow.edu.au/theses/3685


University of Illinois – Chicago

5. Tasker, Timothy Bruce. Rethinking Bias-Based Bullying: Stigma, Identity, and Context in Adolescent Bullying.

Degree: 2017, University of Illinois – Chicago

 Bullying constitutes a considerable threat to the physical, psychosocial, and academic wellbeing of children and adolescents around the world. Three hallmarks together define bullying behavior:… (more)

Subjects/Keywords: Bullying; bias; stigma; school climate; student outcomes

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APA (6th Edition):

Tasker, T. B. (2017). Rethinking Bias-Based Bullying: Stigma, Identity, and Context in Adolescent Bullying. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/21949

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):

Tasker, Timothy Bruce. “Rethinking Bias-Based Bullying: Stigma, Identity, and Context in Adolescent Bullying.” 2017. Thesis, University of Illinois – Chicago. Accessed March 30, 2020. http://hdl.handle.net/10027/21949.

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

MLA Handbook (7th Edition):

Tasker, Timothy Bruce. “Rethinking Bias-Based Bullying: Stigma, Identity, and Context in Adolescent Bullying.” 2017. Web. 30 Mar 2020.

Vancouver:

Tasker TB. Rethinking Bias-Based Bullying: Stigma, Identity, and Context in Adolescent Bullying. [Internet] [Thesis]. University of Illinois – Chicago; 2017. [cited 2020 Mar 30]. Available from: http://hdl.handle.net/10027/21949.

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

Council of Science Editors:

Tasker TB. Rethinking Bias-Based Bullying: Stigma, Identity, and Context in Adolescent Bullying. [Thesis]. University of Illinois – Chicago; 2017. Available from: http://hdl.handle.net/10027/21949

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


University of Sydney

6. Saunders, John Nicholas Rossato. Dramatic Interventions: A multi-site case study analysis of student outcomes in the School Drama program .

Degree: 2019, University of Sydney

 For the last two decades a growing body of research has articulated the transformative potential of learning in, about and through The Arts (for example:… (more)

Subjects/Keywords: drama; pedagogy; literacy; student outcomes; inferential comprehension

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APA (6th Edition):

Saunders, J. N. R. (2019). Dramatic Interventions: A multi-site case study analysis of student outcomes in the School Drama program . (Thesis). University of Sydney. Retrieved from https://ses.library.usyd.edu.au/handle/2123/21249

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):

Saunders, John Nicholas Rossato. “Dramatic Interventions: A multi-site case study analysis of student outcomes in the School Drama program .” 2019. Thesis, University of Sydney. Accessed March 30, 2020. https://ses.library.usyd.edu.au/handle/2123/21249.

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

MLA Handbook (7th Edition):

Saunders, John Nicholas Rossato. “Dramatic Interventions: A multi-site case study analysis of student outcomes in the School Drama program .” 2019. Web. 30 Mar 2020.

Vancouver:

Saunders JNR. Dramatic Interventions: A multi-site case study analysis of student outcomes in the School Drama program . [Internet] [Thesis]. University of Sydney; 2019. [cited 2020 Mar 30]. Available from: https://ses.library.usyd.edu.au/handle/2123/21249.

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

Council of Science Editors:

Saunders JNR. Dramatic Interventions: A multi-site case study analysis of student outcomes in the School Drama program . [Thesis]. University of Sydney; 2019. Available from: https://ses.library.usyd.edu.au/handle/2123/21249

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

7. Smith, Richard James. The Effects of Dual Enrollment Programs on Student Level Outcomes at a Rural Community College: a Quantitative Research Study.

Degree: 2015, Ferris State University

 Higher education opportunities are prevalent in many different forms throughout the state of Michigan. These opportunities include advanced placement, early college, middle college, technical programming,… (more)

Subjects/Keywords: Student level outcomes; Dual enrollment programs.

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APA (6th Edition):

Smith, R. J. (2015). The Effects of Dual Enrollment Programs on Student Level Outcomes at a Rural Community College: a Quantitative Research Study. (Thesis). Ferris State University. Retrieved from http://hdl.handle.net/2323/5286

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):

Smith, Richard James. “The Effects of Dual Enrollment Programs on Student Level Outcomes at a Rural Community College: a Quantitative Research Study.” 2015. Thesis, Ferris State University. Accessed March 30, 2020. http://hdl.handle.net/2323/5286.

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

MLA Handbook (7th Edition):

Smith, Richard James. “The Effects of Dual Enrollment Programs on Student Level Outcomes at a Rural Community College: a Quantitative Research Study.” 2015. Web. 30 Mar 2020.

Vancouver:

Smith RJ. The Effects of Dual Enrollment Programs on Student Level Outcomes at a Rural Community College: a Quantitative Research Study. [Internet] [Thesis]. Ferris State University; 2015. [cited 2020 Mar 30]. Available from: http://hdl.handle.net/2323/5286.

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

Council of Science Editors:

Smith RJ. The Effects of Dual Enrollment Programs on Student Level Outcomes at a Rural Community College: a Quantitative Research Study. [Thesis]. Ferris State University; 2015. Available from: http://hdl.handle.net/2323/5286

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


Louisiana State University

8. Terlecki, Meredith Ashley. The Long-term Effect of a Brief Motivational Alcohol Intervention for Heavy Drinking Mandated College Students.

Degree: PhD, Psychology, 2011, Louisiana State University

 The study evaluated the long-term impact of a brief motivational intervention (BMI) among college undergraduates mandated to treatment relative to heavy drinking volunteer students. Participants… (more)

Subjects/Keywords: readiness to change; alcohol; moderator; treatment outcomes; mandated student; brief motivational intervention; college student

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APA (6th Edition):

Terlecki, M. A. (2011). The Long-term Effect of a Brief Motivational Alcohol Intervention for Heavy Drinking Mandated College Students. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-06272011-115911 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1619

Chicago Manual of Style (16th Edition):

Terlecki, Meredith Ashley. “The Long-term Effect of a Brief Motivational Alcohol Intervention for Heavy Drinking Mandated College Students.” 2011. Doctoral Dissertation, Louisiana State University. Accessed March 30, 2020. etd-06272011-115911 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1619.

MLA Handbook (7th Edition):

Terlecki, Meredith Ashley. “The Long-term Effect of a Brief Motivational Alcohol Intervention for Heavy Drinking Mandated College Students.” 2011. Web. 30 Mar 2020.

Vancouver:

Terlecki MA. The Long-term Effect of a Brief Motivational Alcohol Intervention for Heavy Drinking Mandated College Students. [Internet] [Doctoral dissertation]. Louisiana State University; 2011. [cited 2020 Mar 30]. Available from: etd-06272011-115911 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1619.

Council of Science Editors:

Terlecki MA. The Long-term Effect of a Brief Motivational Alcohol Intervention for Heavy Drinking Mandated College Students. [Doctoral Dissertation]. Louisiana State University; 2011. Available from: etd-06272011-115911 ; https://digitalcommons.lsu.edu/gradschool_dissertations/1619


George Mason University

9. Baum, Evan. From Frustrated to Empowered: Exploring the Process of How Mid-Level Student Affairs Professionals Make Meaning of the Responsibility for Assessing Student Learning Outcomes .

Degree: 2015, George Mason University

 This dissertation explored the process by which ten mid-level student affairs professionals at ten different large public universities make meaning of their responsibilities for assessing… (more)

Subjects/Keywords: Higher education administration; Health education; assessment; meaning making; mid-level; student affairs; student learning outcomes

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APA (6th Edition):

Baum, E. (2015). From Frustrated to Empowered: Exploring the Process of How Mid-Level Student Affairs Professionals Make Meaning of the Responsibility for Assessing Student Learning Outcomes . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/9855

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):

Baum, Evan. “From Frustrated to Empowered: Exploring the Process of How Mid-Level Student Affairs Professionals Make Meaning of the Responsibility for Assessing Student Learning Outcomes .” 2015. Thesis, George Mason University. Accessed March 30, 2020. http://hdl.handle.net/1920/9855.

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

MLA Handbook (7th Edition):

Baum, Evan. “From Frustrated to Empowered: Exploring the Process of How Mid-Level Student Affairs Professionals Make Meaning of the Responsibility for Assessing Student Learning Outcomes .” 2015. Web. 30 Mar 2020.

Vancouver:

Baum E. From Frustrated to Empowered: Exploring the Process of How Mid-Level Student Affairs Professionals Make Meaning of the Responsibility for Assessing Student Learning Outcomes . [Internet] [Thesis]. George Mason University; 2015. [cited 2020 Mar 30]. Available from: http://hdl.handle.net/1920/9855.

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

Council of Science Editors:

Baum E. From Frustrated to Empowered: Exploring the Process of How Mid-Level Student Affairs Professionals Make Meaning of the Responsibility for Assessing Student Learning Outcomes . [Thesis]. George Mason University; 2015. Available from: http://hdl.handle.net/1920/9855

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


University of Waikato

10. Tutbury, Alicia Anne. The impact of work experience on subsequent career outcomes of New Zealand university graduates .

Degree: 2013, University of Waikato

 The principal objective of this study was to ascertain whether career outcome differences exist between recent university graduates who have had differing types of work… (more)

Subjects/Keywords: Student work experience impact on subsequent career outcomes; New Zealand university graduates; Recent university graduates; Student career outcomes; Varying types of work experience; Studying and working; Graduate career outcomes

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APA (6th Edition):

Tutbury, A. A. (2013). The impact of work experience on subsequent career outcomes of New Zealand university graduates . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/7940

Chicago Manual of Style (16th Edition):

Tutbury, Alicia Anne. “The impact of work experience on subsequent career outcomes of New Zealand university graduates .” 2013. Masters Thesis, University of Waikato. Accessed March 30, 2020. http://hdl.handle.net/10289/7940.

MLA Handbook (7th Edition):

Tutbury, Alicia Anne. “The impact of work experience on subsequent career outcomes of New Zealand university graduates .” 2013. Web. 30 Mar 2020.

Vancouver:

Tutbury AA. The impact of work experience on subsequent career outcomes of New Zealand university graduates . [Internet] [Masters thesis]. University of Waikato; 2013. [cited 2020 Mar 30]. Available from: http://hdl.handle.net/10289/7940.

Council of Science Editors:

Tutbury AA. The impact of work experience on subsequent career outcomes of New Zealand university graduates . [Masters Thesis]. University of Waikato; 2013. Available from: http://hdl.handle.net/10289/7940


Texas A&M University

11. Rhodes-Monette, Kimberly. An Analysis of Four Implementation Levels for the Positive Behavioral Interventions and Supports (PBIS) on Selected Aggregated High School Student Performance Outcomes.

Degree: 2014, Texas A&M University

 The Positive Behavioral Interventions and Support (PBIS) framework is a school-wide program formulated to address discipline and academic performance along with social behavior skills. The… (more)

Subjects/Keywords: PBIS; PBS; SWPBS; policy implementation; student performance outcomes; high school PBIS

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APA (6th Edition):

Rhodes-Monette, K. (2014). An Analysis of Four Implementation Levels for the Positive Behavioral Interventions and Supports (PBIS) on Selected Aggregated High School Student Performance Outcomes. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/154202

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):

Rhodes-Monette, Kimberly. “An Analysis of Four Implementation Levels for the Positive Behavioral Interventions and Supports (PBIS) on Selected Aggregated High School Student Performance Outcomes.” 2014. Thesis, Texas A&M University. Accessed March 30, 2020. http://hdl.handle.net/1969.1/154202.

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

MLA Handbook (7th Edition):

Rhodes-Monette, Kimberly. “An Analysis of Four Implementation Levels for the Positive Behavioral Interventions and Supports (PBIS) on Selected Aggregated High School Student Performance Outcomes.” 2014. Web. 30 Mar 2020.

Vancouver:

Rhodes-Monette K. An Analysis of Four Implementation Levels for the Positive Behavioral Interventions and Supports (PBIS) on Selected Aggregated High School Student Performance Outcomes. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2020 Mar 30]. Available from: http://hdl.handle.net/1969.1/154202.

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

Council of Science Editors:

Rhodes-Monette K. An Analysis of Four Implementation Levels for the Positive Behavioral Interventions and Supports (PBIS) on Selected Aggregated High School Student Performance Outcomes. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/154202

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


University of KwaZulu-Natal

12. Naidoo, Marlene. An outcomes evaluation of a quality improvement training initiative for undergraduate student nurses, at a public hospital in the KwaZulu-Natal Midlands, South Africa.

Degree: 2017, University of KwaZulu-Natal

 The aim of the study was to conduct an outcomes evaluation of a one-day Quality Improvement (QI) Training initiative for undergraduate student nurses, at a… (more)

Subjects/Keywords: Outcomes evaluation.; Nursing education - KwaZulu-Natal.; Training initiatives.; Undergraduate student nurses.

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APA (6th Edition):

Naidoo, M. (2017). An outcomes evaluation of a quality improvement training initiative for undergraduate student nurses, at a public hospital in the KwaZulu-Natal Midlands, South Africa. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/15760

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):

Naidoo, Marlene. “An outcomes evaluation of a quality improvement training initiative for undergraduate student nurses, at a public hospital in the KwaZulu-Natal Midlands, South Africa.” 2017. Thesis, University of KwaZulu-Natal. Accessed March 30, 2020. http://hdl.handle.net/10413/15760.

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

MLA Handbook (7th Edition):

Naidoo, Marlene. “An outcomes evaluation of a quality improvement training initiative for undergraduate student nurses, at a public hospital in the KwaZulu-Natal Midlands, South Africa.” 2017. Web. 30 Mar 2020.

Vancouver:

Naidoo M. An outcomes evaluation of a quality improvement training initiative for undergraduate student nurses, at a public hospital in the KwaZulu-Natal Midlands, South Africa. [Internet] [Thesis]. University of KwaZulu-Natal; 2017. [cited 2020 Mar 30]. Available from: http://hdl.handle.net/10413/15760.

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

Council of Science Editors:

Naidoo M. An outcomes evaluation of a quality improvement training initiative for undergraduate student nurses, at a public hospital in the KwaZulu-Natal Midlands, South Africa. [Thesis]. University of KwaZulu-Natal; 2017. Available from: http://hdl.handle.net/10413/15760

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

13. Takle, Nicole. Analyzing the Effects of a Family Study Room on Academically-Related Outcomes in a Replicated ABA Design.

Degree: Applied Behavior Analysis: M.S., Community Psychology, Counseling and Family Therapy, 2017, St. Cloud State University

  Throughout the United States the number of students with dependents pursuing higher education continues to rise. It is predicted that around 25% of college… (more)

Subjects/Keywords: student parents; family study room; academic outcomes; daily diaries; social validity

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APA (6th Edition):

Takle, N. (2017). Analyzing the Effects of a Family Study Room on Academically-Related Outcomes in a Replicated ABA Design. (Masters Thesis). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/cpcf_etds/37

Chicago Manual of Style (16th Edition):

Takle, Nicole. “Analyzing the Effects of a Family Study Room on Academically-Related Outcomes in a Replicated ABA Design.” 2017. Masters Thesis, St. Cloud State University. Accessed March 30, 2020. https://repository.stcloudstate.edu/cpcf_etds/37.

MLA Handbook (7th Edition):

Takle, Nicole. “Analyzing the Effects of a Family Study Room on Academically-Related Outcomes in a Replicated ABA Design.” 2017. Web. 30 Mar 2020.

Vancouver:

Takle N. Analyzing the Effects of a Family Study Room on Academically-Related Outcomes in a Replicated ABA Design. [Internet] [Masters thesis]. St. Cloud State University; 2017. [cited 2020 Mar 30]. Available from: https://repository.stcloudstate.edu/cpcf_etds/37.

Council of Science Editors:

Takle N. Analyzing the Effects of a Family Study Room on Academically-Related Outcomes in a Replicated ABA Design. [Masters Thesis]. St. Cloud State University; 2017. Available from: https://repository.stcloudstate.edu/cpcf_etds/37

14. Norman, Cheryl R. Students' Performance on Institutional Learning Outcomes.

Degree: Higher Education Administration: EdD, Educational Administration and Higher Education, 2017, St. Cloud State University

  In response to increased attention within higher education to develop essential learning outcomes, faculty and administrators have worked to measure students’ performance in relation… (more)

Subjects/Keywords: Student Performance on Learning Outcomes; Higher Education; Higher Education Administration

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APA (6th Edition):

Norman, C. R. (2017). Students' Performance on Institutional Learning Outcomes. (Doctoral Dissertation). St. Cloud State University. Retrieved from https://repository.stcloudstate.edu/hied_etds/12

Chicago Manual of Style (16th Edition):

Norman, Cheryl R. “Students' Performance on Institutional Learning Outcomes.” 2017. Doctoral Dissertation, St. Cloud State University. Accessed March 30, 2020. https://repository.stcloudstate.edu/hied_etds/12.

MLA Handbook (7th Edition):

Norman, Cheryl R. “Students' Performance on Institutional Learning Outcomes.” 2017. Web. 30 Mar 2020.

Vancouver:

Norman CR. Students' Performance on Institutional Learning Outcomes. [Internet] [Doctoral dissertation]. St. Cloud State University; 2017. [cited 2020 Mar 30]. Available from: https://repository.stcloudstate.edu/hied_etds/12.

Council of Science Editors:

Norman CR. Students' Performance on Institutional Learning Outcomes. [Doctoral Dissertation]. St. Cloud State University; 2017. Available from: https://repository.stcloudstate.edu/hied_etds/12


University of Southern California

15. Dimapindan, Benedict de la Merced. Priorities and practices: a mixed methods study of journalism accreditation.

Degree: EdD, Education (Leadership), 2015, University of Southern California

 This mixed methods study focused on the curriculum, learning assessments, and student outcomes (job placement, graduation, and retention rates) at undergraduate journalism programs. The goal… (more)

Subjects/Keywords: accreditation; journalism; education; curriculum; learning assessments; student outcomes

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APA (6th Edition):

Dimapindan, B. d. l. M. (2015). Priorities and practices: a mixed methods study of journalism accreditation. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/576860/rec/5224

Chicago Manual of Style (16th Edition):

Dimapindan, Benedict de la Merced. “Priorities and practices: a mixed methods study of journalism accreditation.” 2015. Doctoral Dissertation, University of Southern California. Accessed March 30, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/576860/rec/5224.

MLA Handbook (7th Edition):

Dimapindan, Benedict de la Merced. “Priorities and practices: a mixed methods study of journalism accreditation.” 2015. Web. 30 Mar 2020.

Vancouver:

Dimapindan BdlM. Priorities and practices: a mixed methods study of journalism accreditation. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2020 Mar 30]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/576860/rec/5224.

Council of Science Editors:

Dimapindan BdlM. Priorities and practices: a mixed methods study of journalism accreditation. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/576860/rec/5224


University of Southern California

16. Angulo-Landeta, Paula Gabriela. Globalization, curricular elements, organizational practices and perceived student outcomes in California schools.

Degree: EdD, Education (Leadership), 2011, University of Southern California

 The shift towards an increasing global integration in economic, communications and security matters requires a different perspective in education. Due to the important impact that… (more)

Subjects/Keywords: globalization; curricular elements; organizational structures; perceived student outcomes

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APA (6th Edition):

Angulo-Landeta, P. G. (2011). Globalization, curricular elements, organizational practices and perceived student outcomes in California schools. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/473063/rec/3065

Chicago Manual of Style (16th Edition):

Angulo-Landeta, Paula Gabriela. “Globalization, curricular elements, organizational practices and perceived student outcomes in California schools.” 2011. Doctoral Dissertation, University of Southern California. Accessed March 30, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/473063/rec/3065.

MLA Handbook (7th Edition):

Angulo-Landeta, Paula Gabriela. “Globalization, curricular elements, organizational practices and perceived student outcomes in California schools.” 2011. Web. 30 Mar 2020.

Vancouver:

Angulo-Landeta PG. Globalization, curricular elements, organizational practices and perceived student outcomes in California schools. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Mar 30]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/473063/rec/3065.

Council of Science Editors:

Angulo-Landeta PG. Globalization, curricular elements, organizational practices and perceived student outcomes in California schools. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/473063/rec/3065


UCLA

17. Kanny, Mary. Forks in the Pathway? Mapping the Conditional Effects of Dual Enrollment by Gender, First-Generation Status, and Pre-college Academic Achievement on First-Year Student Engagement and Grades in College.

Degree: Education, 2014, UCLA

 At no other time in the history of American higher education have so many students aspired to earn a college degree. Lamentably, attrition rates have… (more)

Subjects/Keywords: Education; conditional effects; dual enrollment; first-year college outcomes; student engagement

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APA (6th Edition):

Kanny, M. (2014). Forks in the Pathway? Mapping the Conditional Effects of Dual Enrollment by Gender, First-Generation Status, and Pre-college Academic Achievement on First-Year Student Engagement and Grades in College. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/43q1t1bp

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):

Kanny, Mary. “Forks in the Pathway? Mapping the Conditional Effects of Dual Enrollment by Gender, First-Generation Status, and Pre-college Academic Achievement on First-Year Student Engagement and Grades in College.” 2014. Thesis, UCLA. Accessed March 30, 2020. http://www.escholarship.org/uc/item/43q1t1bp.

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

MLA Handbook (7th Edition):

Kanny, Mary. “Forks in the Pathway? Mapping the Conditional Effects of Dual Enrollment by Gender, First-Generation Status, and Pre-college Academic Achievement on First-Year Student Engagement and Grades in College.” 2014. Web. 30 Mar 2020.

Vancouver:

Kanny M. Forks in the Pathway? Mapping the Conditional Effects of Dual Enrollment by Gender, First-Generation Status, and Pre-college Academic Achievement on First-Year Student Engagement and Grades in College. [Internet] [Thesis]. UCLA; 2014. [cited 2020 Mar 30]. Available from: http://www.escholarship.org/uc/item/43q1t1bp.

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

Council of Science Editors:

Kanny M. Forks in the Pathway? Mapping the Conditional Effects of Dual Enrollment by Gender, First-Generation Status, and Pre-college Academic Achievement on First-Year Student Engagement and Grades in College. [Thesis]. UCLA; 2014. Available from: http://www.escholarship.org/uc/item/43q1t1bp

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

18. Hurley, Erica J. What are the relationships between nursing students' characteristics and how they percieve using high fidelity simulation for attaining pediatric learning outcomes?.

Degree: 2014, Athabasca University

There is growing interest regarding the use of high fidelity simulation within nursing education. Educators are beginning to incorporate this new teaching modality into various… (more)

Subjects/Keywords: Simulation; High fidelity simulation; Pediatrics; Learning outcomes; Nursing; Nursing student

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APA (6th Edition):

Hurley, E. J. (2014). What are the relationships between nursing students' characteristics and how they percieve using high fidelity simulation for attaining pediatric learning outcomes?. (Thesis). Athabasca University. Retrieved from http://hdl.handle.net/10791/45

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):

Hurley, Erica J. “What are the relationships between nursing students' characteristics and how they percieve using high fidelity simulation for attaining pediatric learning outcomes?.” 2014. Thesis, Athabasca University. Accessed March 30, 2020. http://hdl.handle.net/10791/45.

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

MLA Handbook (7th Edition):

Hurley, Erica J. “What are the relationships between nursing students' characteristics and how they percieve using high fidelity simulation for attaining pediatric learning outcomes?.” 2014. Web. 30 Mar 2020.

Vancouver:

Hurley EJ. What are the relationships between nursing students' characteristics and how they percieve using high fidelity simulation for attaining pediatric learning outcomes?. [Internet] [Thesis]. Athabasca University; 2014. [cited 2020 Mar 30]. Available from: http://hdl.handle.net/10791/45.

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

Council of Science Editors:

Hurley EJ. What are the relationships between nursing students' characteristics and how they percieve using high fidelity simulation for attaining pediatric learning outcomes?. [Thesis]. Athabasca University; 2014. Available from: http://hdl.handle.net/10791/45

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


Boston College

19. Gleeson, Ann Marie. Preparing Teachers and Students for Democracy: Teacher and Student Learning and Authentic Intellectual Work.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2011, Boston College

 Preparing students to participate in a democratic society means cultivating citizens who are capable of making informed, rational decisions about complex issues related to the… (more)

Subjects/Keywords: Assessment; Authentic Intellectual Work; Learning Outcomes; Student Learning; Teacher Education

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APA (6th Edition):

Gleeson, A. M. (2011). Preparing Teachers and Students for Democracy: Teacher and Student Learning and Authentic Intellectual Work. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101485

Chicago Manual of Style (16th Edition):

Gleeson, Ann Marie. “Preparing Teachers and Students for Democracy: Teacher and Student Learning and Authentic Intellectual Work.” 2011. Doctoral Dissertation, Boston College. Accessed March 30, 2020. http://dlib.bc.edu/islandora/object/bc-ir:101485.

MLA Handbook (7th Edition):

Gleeson, Ann Marie. “Preparing Teachers and Students for Democracy: Teacher and Student Learning and Authentic Intellectual Work.” 2011. Web. 30 Mar 2020.

Vancouver:

Gleeson AM. Preparing Teachers and Students for Democracy: Teacher and Student Learning and Authentic Intellectual Work. [Internet] [Doctoral dissertation]. Boston College; 2011. [cited 2020 Mar 30]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101485.

Council of Science Editors:

Gleeson AM. Preparing Teachers and Students for Democracy: Teacher and Student Learning and Authentic Intellectual Work. [Doctoral Dissertation]. Boston College; 2011. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101485


Boston College

20. Backe, Sarah. School Readiness in an Early Childhood Population.

Degree: PhD, Counseling, Developmental and Educational Psychology, 2015, Boston College

 School readiness at kindergarten is an important predictor of children's future academic success (Duncan et al., 2007). While early pre-academic and behavioral skills are important… (more)

Subjects/Keywords: School readiness; Student outcomes; Relational developmental systems theory

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APA (6th Edition):

Backe, S. (2015). School Readiness in an Early Childhood Population. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:104149

Chicago Manual of Style (16th Edition):

Backe, Sarah. “School Readiness in an Early Childhood Population.” 2015. Doctoral Dissertation, Boston College. Accessed March 30, 2020. http://dlib.bc.edu/islandora/object/bc-ir:104149.

MLA Handbook (7th Edition):

Backe, Sarah. “School Readiness in an Early Childhood Population.” 2015. Web. 30 Mar 2020.

Vancouver:

Backe S. School Readiness in an Early Childhood Population. [Internet] [Doctoral dissertation]. Boston College; 2015. [cited 2020 Mar 30]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:104149.

Council of Science Editors:

Backe S. School Readiness in an Early Childhood Population. [Doctoral Dissertation]. Boston College; 2015. Available from: http://dlib.bc.edu/islandora/object/bc-ir:104149


East Tennessee State University

21. Lampley, Dearl D. Institutional Budget Function Allocations as Predictors of Performance Outcomes of Tennessee Public Community Colleges and Universities.

Degree: EdD (Doctor of Education), Educational Leadership, 2015, East Tennessee State University

  With the increased use of performance funding in Tennessee and many other states, it is imperative that administrators strategically budget to meet performance outcome… (more)

Subjects/Keywords: : performance outcomes; budget; predictors; student success; Educational Leadership

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APA (6th Edition):

Lampley, D. D. (2015). Institutional Budget Function Allocations as Predictors of Performance Outcomes of Tennessee Public Community Colleges and Universities. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/2588

Chicago Manual of Style (16th Edition):

Lampley, Dearl D. “Institutional Budget Function Allocations as Predictors of Performance Outcomes of Tennessee Public Community Colleges and Universities.” 2015. Doctoral Dissertation, East Tennessee State University. Accessed March 30, 2020. https://dc.etsu.edu/etd/2588.

MLA Handbook (7th Edition):

Lampley, Dearl D. “Institutional Budget Function Allocations as Predictors of Performance Outcomes of Tennessee Public Community Colleges and Universities.” 2015. Web. 30 Mar 2020.

Vancouver:

Lampley DD. Institutional Budget Function Allocations as Predictors of Performance Outcomes of Tennessee Public Community Colleges and Universities. [Internet] [Doctoral dissertation]. East Tennessee State University; 2015. [cited 2020 Mar 30]. Available from: https://dc.etsu.edu/etd/2588.

Council of Science Editors:

Lampley DD. Institutional Budget Function Allocations as Predictors of Performance Outcomes of Tennessee Public Community Colleges and Universities. [Doctoral Dissertation]. East Tennessee State University; 2015. Available from: https://dc.etsu.edu/etd/2588


Vanderbilt University

22. Baker, Dominique Julia. An Examination of the Effects of Undergraduate Debt on Postbaccalaureate Decision-Making.

Degree: PhD, Leadership and Policy Studies, 2016, Vanderbilt University

 High payments and default on undergraduate debt have consequences. These high payments and defaults are national concerns if aversion to those consequences deters students from… (more)

Subjects/Keywords: higher education policy; student financial aid; postbaccalaureate outcomes

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APA (6th Edition):

Baker, D. J. (2016). An Examination of the Effects of Undergraduate Debt on Postbaccalaureate Decision-Making. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu/available/etd-07192016-115016/ ;

Chicago Manual of Style (16th Edition):

Baker, Dominique Julia. “An Examination of the Effects of Undergraduate Debt on Postbaccalaureate Decision-Making.” 2016. Doctoral Dissertation, Vanderbilt University. Accessed March 30, 2020. http://etd.library.vanderbilt.edu/available/etd-07192016-115016/ ;.

MLA Handbook (7th Edition):

Baker, Dominique Julia. “An Examination of the Effects of Undergraduate Debt on Postbaccalaureate Decision-Making.” 2016. Web. 30 Mar 2020.

Vancouver:

Baker DJ. An Examination of the Effects of Undergraduate Debt on Postbaccalaureate Decision-Making. [Internet] [Doctoral dissertation]. Vanderbilt University; 2016. [cited 2020 Mar 30]. Available from: http://etd.library.vanderbilt.edu/available/etd-07192016-115016/ ;.

Council of Science Editors:

Baker DJ. An Examination of the Effects of Undergraduate Debt on Postbaccalaureate Decision-Making. [Doctoral Dissertation]. Vanderbilt University; 2016. Available from: http://etd.library.vanderbilt.edu/available/etd-07192016-115016/ ;


University of Wollongong

23. Baharun, N. Improving students' learning of statistics: the impact of web-based learning support on student outcomes.

Degree: PhD, 2012, University of Wollongong

  This thesis investigated the provision of learning supports within an e-learning environment in terms of its impact on student learning outcomes in mathematics and… (more)

Subjects/Keywords: learning supports; learning statistics; student outcomes; web-based learning

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APA (6th Edition):

Baharun, N. (2012). Improving students' learning of statistics: the impact of web-based learning support on student outcomes. (Doctoral Dissertation). University of Wollongong. Retrieved from 0104 STATISTICS, 010499 Statistics not elsewhere classified, 019999 Mathematical Sciences not elsewhere classified ; https://ro.uow.edu.au/theses/3618

Chicago Manual of Style (16th Edition):

Baharun, N. “Improving students' learning of statistics: the impact of web-based learning support on student outcomes.” 2012. Doctoral Dissertation, University of Wollongong. Accessed March 30, 2020. 0104 STATISTICS, 010499 Statistics not elsewhere classified, 019999 Mathematical Sciences not elsewhere classified ; https://ro.uow.edu.au/theses/3618.

MLA Handbook (7th Edition):

Baharun, N. “Improving students' learning of statistics: the impact of web-based learning support on student outcomes.” 2012. Web. 30 Mar 2020.

Vancouver:

Baharun N. Improving students' learning of statistics: the impact of web-based learning support on student outcomes. [Internet] [Doctoral dissertation]. University of Wollongong; 2012. [cited 2020 Mar 30]. Available from: 0104 STATISTICS, 010499 Statistics not elsewhere classified, 019999 Mathematical Sciences not elsewhere classified ; https://ro.uow.edu.au/theses/3618.

Council of Science Editors:

Baharun N. Improving students' learning of statistics: the impact of web-based learning support on student outcomes. [Doctoral Dissertation]. University of Wollongong; 2012. Available from: 0104 STATISTICS, 010499 Statistics not elsewhere classified, 019999 Mathematical Sciences not elsewhere classified ; https://ro.uow.edu.au/theses/3618


University of Texas – Austin

24. Pulliam, Rose Marie. Engaging diversity and difference in practice : towards a conceptual framework for assessing student outcomes.

Degree: PhD, Social Work, 2014, University of Texas – Austin

 The Council on Social Work Education (CSWE), the sole accrediting body for social work education at the baccalaureate and master's levels in the United States,… (more)

Subjects/Keywords: Social work education; Engaging diversity and difference in practice; Student outcomes

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APA (6th Edition):

Pulliam, R. M. (2014). Engaging diversity and difference in practice : towards a conceptual framework for assessing student outcomes. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/44084

Chicago Manual of Style (16th Edition):

Pulliam, Rose Marie. “Engaging diversity and difference in practice : towards a conceptual framework for assessing student outcomes.” 2014. Doctoral Dissertation, University of Texas – Austin. Accessed March 30, 2020. http://hdl.handle.net/2152/44084.

MLA Handbook (7th Edition):

Pulliam, Rose Marie. “Engaging diversity and difference in practice : towards a conceptual framework for assessing student outcomes.” 2014. Web. 30 Mar 2020.

Vancouver:

Pulliam RM. Engaging diversity and difference in practice : towards a conceptual framework for assessing student outcomes. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2014. [cited 2020 Mar 30]. Available from: http://hdl.handle.net/2152/44084.

Council of Science Editors:

Pulliam RM. Engaging diversity and difference in practice : towards a conceptual framework for assessing student outcomes. [Doctoral Dissertation]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/44084

25. Darga, Lois M. Shifting Focus, Improving Outcomes: A Qualitative Study of Community College Student and Faculty Perceptions of Faculty Perceptions of Learner-Centeredness.

Degree: 2016, Ferris State University

 Community colleges, like all American higher-education institutions, are held accountable for preparing individuals to advance personally, professionally, and civically. In recent years, an increasing number… (more)

Subjects/Keywords: Student retention.; Learning outcomes.; Community colleges.; Learner-centered education.

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APA (6th Edition):

Darga, L. M. (2016). Shifting Focus, Improving Outcomes: A Qualitative Study of Community College Student and Faculty Perceptions of Faculty Perceptions of Learner-Centeredness. (Thesis). Ferris State University. Retrieved from http://hdl.handle.net/2323/5951

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):

Darga, Lois M. “Shifting Focus, Improving Outcomes: A Qualitative Study of Community College Student and Faculty Perceptions of Faculty Perceptions of Learner-Centeredness.” 2016. Thesis, Ferris State University. Accessed March 30, 2020. http://hdl.handle.net/2323/5951.

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

MLA Handbook (7th Edition):

Darga, Lois M. “Shifting Focus, Improving Outcomes: A Qualitative Study of Community College Student and Faculty Perceptions of Faculty Perceptions of Learner-Centeredness.” 2016. Web. 30 Mar 2020.

Vancouver:

Darga LM. Shifting Focus, Improving Outcomes: A Qualitative Study of Community College Student and Faculty Perceptions of Faculty Perceptions of Learner-Centeredness. [Internet] [Thesis]. Ferris State University; 2016. [cited 2020 Mar 30]. Available from: http://hdl.handle.net/2323/5951.

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

Council of Science Editors:

Darga LM. Shifting Focus, Improving Outcomes: A Qualitative Study of Community College Student and Faculty Perceptions of Faculty Perceptions of Learner-Centeredness. [Thesis]. Ferris State University; 2016. Available from: http://hdl.handle.net/2323/5951

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

26. Memedi, Mevludin. Constructive alignment in Computer Engineering and Informatics departments at Dalarna University : An empirical investigation.

Degree: Computer Engineering, 2015, Dalarna University

Background: Constructive alignment (CA) is a pedagogical approach that emphasizes the alignment between the intended learning outcomes (ILOs), teaching and learning activities (TLAs) and… (more)

Subjects/Keywords: constructive alignment; active learning; learning outcomes; student-centered education

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APA (6th Edition):

Memedi, M. (2015). Constructive alignment in Computer Engineering and Informatics departments at Dalarna University : An empirical investigation. (Thesis). Dalarna University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:du-18005

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):

Memedi, Mevludin. “Constructive alignment in Computer Engineering and Informatics departments at Dalarna University : An empirical investigation.” 2015. Thesis, Dalarna University. Accessed March 30, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:du-18005.

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

MLA Handbook (7th Edition):

Memedi, Mevludin. “Constructive alignment in Computer Engineering and Informatics departments at Dalarna University : An empirical investigation.” 2015. Web. 30 Mar 2020.

Vancouver:

Memedi M. Constructive alignment in Computer Engineering and Informatics departments at Dalarna University : An empirical investigation. [Internet] [Thesis]. Dalarna University; 2015. [cited 2020 Mar 30]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:du-18005.

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

Council of Science Editors:

Memedi M. Constructive alignment in Computer Engineering and Informatics departments at Dalarna University : An empirical investigation. [Thesis]. Dalarna University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:du-18005

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

27. Hemer, Kevin Michael. Civic learning for dissent: College students’ activist orientation, campus climates, and higher education in the American democracy.

Degree: 2019, Iowa State University

 There are two important premises at the core of the American democracy: inclusion and dissent. Focusing on the premise of democratic dissent, the overarching goal… (more)

Subjects/Keywords: Activism; Campus Climate; Civic Learning; PSRI; Student Outcomes; Education

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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APA (6th Edition):

Hemer, K. M. (2019). Civic learning for dissent: College students’ activist orientation, campus climates, and higher education in the American democracy. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/17023

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):

Hemer, Kevin Michael. “Civic learning for dissent: College students’ activist orientation, campus climates, and higher education in the American democracy.” 2019. Thesis, Iowa State University. Accessed March 30, 2020. https://lib.dr.iastate.edu/etd/17023.

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

MLA Handbook (7th Edition):

Hemer, Kevin Michael. “Civic learning for dissent: College students’ activist orientation, campus climates, and higher education in the American democracy.” 2019. Web. 30 Mar 2020.

Vancouver:

Hemer KM. Civic learning for dissent: College students’ activist orientation, campus climates, and higher education in the American democracy. [Internet] [Thesis]. Iowa State University; 2019. [cited 2020 Mar 30]. Available from: https://lib.dr.iastate.edu/etd/17023.

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

Council of Science Editors:

Hemer KM. Civic learning for dissent: College students’ activist orientation, campus climates, and higher education in the American democracy. [Thesis]. Iowa State University; 2019. Available from: https://lib.dr.iastate.edu/etd/17023

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


University of Missouri – Columbia

28. Laughlin, Mary. Identification and elucidation of culturally embedded school community expectations in a newly chartered urban school.

Degree: 2012, University of Missouri – Columbia

 This case study is designed to increase the understanding of an organization's cultural impact on students' improved learning. While much literature exists on best practice… (more)

Subjects/Keywords: student learning; charter schools; organizational culture; learning outcomes

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APA (6th Edition):

Laughlin, M. (2012). Identification and elucidation of culturally embedded school community expectations in a newly chartered urban school. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/33042

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):

Laughlin, Mary. “Identification and elucidation of culturally embedded school community expectations in a newly chartered urban school.” 2012. Thesis, University of Missouri – Columbia. Accessed March 30, 2020. https://doi.org/10.32469/10355/33042.

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

MLA Handbook (7th Edition):

Laughlin, Mary. “Identification and elucidation of culturally embedded school community expectations in a newly chartered urban school.” 2012. Web. 30 Mar 2020.

Vancouver:

Laughlin M. Identification and elucidation of culturally embedded school community expectations in a newly chartered urban school. [Internet] [Thesis]. University of Missouri – Columbia; 2012. [cited 2020 Mar 30]. Available from: https://doi.org/10.32469/10355/33042.

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

Council of Science Editors:

Laughlin M. Identification and elucidation of culturally embedded school community expectations in a newly chartered urban school. [Thesis]. University of Missouri – Columbia; 2012. Available from: https://doi.org/10.32469/10355/33042

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


University of Missouri – Columbia

29. Laughlin, Mary. Identification and elucidation of culturally embedded school community expectations in a newly chartered urban school.

Degree: 2012, University of Missouri – Columbia

 This case study is designed to increase the understanding of an organization's cultural impact on students' improved learning. While much literature exists on best practice… (more)

Subjects/Keywords: student learning; charter schools; organizational culture; learning outcomes

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

APA (6th Edition):

Laughlin, M. (2012). Identification and elucidation of culturally embedded school community expectations in a newly chartered urban school. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/33042

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):

Laughlin, Mary. “Identification and elucidation of culturally embedded school community expectations in a newly chartered urban school.” 2012. Thesis, University of Missouri – Columbia. Accessed March 30, 2020. http://hdl.handle.net/10355/33042.

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

MLA Handbook (7th Edition):

Laughlin, Mary. “Identification and elucidation of culturally embedded school community expectations in a newly chartered urban school.” 2012. Web. 30 Mar 2020.

Vancouver:

Laughlin M. Identification and elucidation of culturally embedded school community expectations in a newly chartered urban school. [Internet] [Thesis]. University of Missouri – Columbia; 2012. [cited 2020 Mar 30]. Available from: http://hdl.handle.net/10355/33042.

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

Council of Science Editors:

Laughlin M. Identification and elucidation of culturally embedded school community expectations in a newly chartered urban school. [Thesis]. University of Missouri – Columbia; 2012. Available from: http://hdl.handle.net/10355/33042

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


University of Minnesota

30. Kuhl, Michelle Wittcoff. Crossing boundaries: understanding what factors encourage undergraduate students to interact with people different from themselves.

Degree: PhD, 2013, University of Minnesota

 This study examines factors that are related to openness to diversity among undergraduate college students. Openness to diversity is increasingly viewed as a desirable student-learning… (more)

Subjects/Keywords: Academic challenge; Community engagement; Diversity; NSSE; Student learning outcomes

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

APA (6th Edition):

Kuhl, M. W. (2013). Crossing boundaries: understanding what factors encourage undergraduate students to interact with people different from themselves. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/161817

Chicago Manual of Style (16th Edition):

Kuhl, Michelle Wittcoff. “Crossing boundaries: understanding what factors encourage undergraduate students to interact with people different from themselves.” 2013. Doctoral Dissertation, University of Minnesota. Accessed March 30, 2020. http://purl.umn.edu/161817.

MLA Handbook (7th Edition):

Kuhl, Michelle Wittcoff. “Crossing boundaries: understanding what factors encourage undergraduate students to interact with people different from themselves.” 2013. Web. 30 Mar 2020.

Vancouver:

Kuhl MW. Crossing boundaries: understanding what factors encourage undergraduate students to interact with people different from themselves. [Internet] [Doctoral dissertation]. University of Minnesota; 2013. [cited 2020 Mar 30]. Available from: http://purl.umn.edu/161817.

Council of Science Editors:

Kuhl MW. Crossing boundaries: understanding what factors encourage undergraduate students to interact with people different from themselves. [Doctoral Dissertation]. University of Minnesota; 2013. Available from: http://purl.umn.edu/161817

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