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You searched for subject:(teachers zone of proximal development). Showing records 1 – 30 of 281017 total matches.

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University of Georgia

1. Middleton, Jane Robinson. A study of interaction in a tutor/student dyad using computer assisted instruction (CAI).

Degree: PhD, Reading Education, 2009, University of Georgia

 This case study of the interaction between a tutor/researcher and an older student/subject who struggled to read her textbooks, focused primarily on factors that contributed… (more)

Subjects/Keywords: zone of proximal development

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

APA (6th Edition):

Middleton, J. R. (2009). A study of interaction in a tutor/student dyad using computer assisted instruction (CAI). (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/middleton_jane_r_200908_phd

Chicago Manual of Style (16th Edition):

Middleton, Jane Robinson. “A study of interaction in a tutor/student dyad using computer assisted instruction (CAI).” 2009. Doctoral Dissertation, University of Georgia. Accessed May 20, 2019. http://purl.galileo.usg.edu/uga_etd/middleton_jane_r_200908_phd.

MLA Handbook (7th Edition):

Middleton, Jane Robinson. “A study of interaction in a tutor/student dyad using computer assisted instruction (CAI).” 2009. Web. 20 May 2019.

Vancouver:

Middleton JR. A study of interaction in a tutor/student dyad using computer assisted instruction (CAI). [Internet] [Doctoral dissertation]. University of Georgia; 2009. [cited 2019 May 20]. Available from: http://purl.galileo.usg.edu/uga_etd/middleton_jane_r_200908_phd.

Council of Science Editors:

Middleton JR. A study of interaction in a tutor/student dyad using computer assisted instruction (CAI). [Doctoral Dissertation]. University of Georgia; 2009. Available from: http://purl.galileo.usg.edu/uga_etd/middleton_jane_r_200908_phd


University of Hawaii – Manoa

2. Omar, Hana Omar S. A grounded theory study to evaluate the use of community-based technologies to enhance the educational experience for deaf and hard of hearing students in higher education.

Degree: 2015, University of Hawaii – Manoa

Ph.D. University of Hawaii at Manoa 2014.

The purpose of this qualitative study was to evaluate the effectiveness of using Community-based Technologies (CBT) to enhance… (more)

Subjects/Keywords: Zone of Proximal Development.

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APA (6th Edition):

Omar, H. O. S. (2015). A grounded theory study to evaluate the use of community-based technologies to enhance the educational experience for deaf and hard of hearing students in higher education. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/100385

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):

Omar, Hana Omar S. “A grounded theory study to evaluate the use of community-based technologies to enhance the educational experience for deaf and hard of hearing students in higher education.” 2015. Thesis, University of Hawaii – Manoa. Accessed May 20, 2019. http://hdl.handle.net/10125/100385.

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

MLA Handbook (7th Edition):

Omar, Hana Omar S. “A grounded theory study to evaluate the use of community-based technologies to enhance the educational experience for deaf and hard of hearing students in higher education.” 2015. Web. 20 May 2019.

Vancouver:

Omar HOS. A grounded theory study to evaluate the use of community-based technologies to enhance the educational experience for deaf and hard of hearing students in higher education. [Internet] [Thesis]. University of Hawaii – Manoa; 2015. [cited 2019 May 20]. Available from: http://hdl.handle.net/10125/100385.

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

Council of Science Editors:

Omar HOS. A grounded theory study to evaluate the use of community-based technologies to enhance the educational experience for deaf and hard of hearing students in higher education. [Thesis]. University of Hawaii – Manoa; 2015. Available from: http://hdl.handle.net/10125/100385

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


University of Ottawa

3. Abtahi, Yasaman. Things Kids Think With: The Role of the Physical Properties of Mathematical Tools in Children's Learning in the Context of Addition of Fractions .

Degree: 2016, University of Ottawa

 This research was designed to examine the role of the physical properties of the mathematical tools, in children’s learning in the context of adding two… (more)

Subjects/Keywords: Zone of Proximal Development; Tools; Affordances; Fraction

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APA (6th Edition):

Abtahi, Y. (2016). Things Kids Think With: The Role of the Physical Properties of Mathematical Tools in Children's Learning in the Context of Addition of Fractions . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/35265

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):

Abtahi, Yasaman. “Things Kids Think With: The Role of the Physical Properties of Mathematical Tools in Children's Learning in the Context of Addition of Fractions .” 2016. Thesis, University of Ottawa. Accessed May 20, 2019. http://hdl.handle.net/10393/35265.

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

MLA Handbook (7th Edition):

Abtahi, Yasaman. “Things Kids Think With: The Role of the Physical Properties of Mathematical Tools in Children's Learning in the Context of Addition of Fractions .” 2016. Web. 20 May 2019.

Vancouver:

Abtahi Y. Things Kids Think With: The Role of the Physical Properties of Mathematical Tools in Children's Learning in the Context of Addition of Fractions . [Internet] [Thesis]. University of Ottawa; 2016. [cited 2019 May 20]. Available from: http://hdl.handle.net/10393/35265.

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

Council of Science Editors:

Abtahi Y. Things Kids Think With: The Role of the Physical Properties of Mathematical Tools in Children's Learning in the Context of Addition of Fractions . [Thesis]. University of Ottawa; 2016. Available from: http://hdl.handle.net/10393/35265

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


NSYSU

4. Yeh, Jia-Wen. Scaffolding Strategies of Elementary English Teachers: Ways and Beliefs of Enhancing EFL Studentsâ Cognitive Engagement.

Degree: Master, Foreign Language and Literature, 2008, NSYSU

 This study aimed to investigate elementary school EFL teachersâ use of scaffolding strategies for enhancing EFL studentsâ cognitive engagement, and to examine whether the teachersâ… (more)

Subjects/Keywords: teaching strategies; scaffolding; cognitive engagement; Zone of Proximal Development (ZPD)

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APA (6th Edition):

Yeh, J. (2008). Scaffolding Strategies of Elementary English Teachers: Ways and Beliefs of Enhancing EFL Studentsâ Cognitive Engagement. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0215108-103010

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):

Yeh, Jia-Wen. “Scaffolding Strategies of Elementary English Teachers: Ways and Beliefs of Enhancing EFL Studentsâ Cognitive Engagement.” 2008. Thesis, NSYSU. Accessed May 20, 2019. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0215108-103010.

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

MLA Handbook (7th Edition):

Yeh, Jia-Wen. “Scaffolding Strategies of Elementary English Teachers: Ways and Beliefs of Enhancing EFL Studentsâ Cognitive Engagement.” 2008. Web. 20 May 2019.

Vancouver:

Yeh J. Scaffolding Strategies of Elementary English Teachers: Ways and Beliefs of Enhancing EFL Studentsâ Cognitive Engagement. [Internet] [Thesis]. NSYSU; 2008. [cited 2019 May 20]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0215108-103010.

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

Council of Science Editors:

Yeh J. Scaffolding Strategies of Elementary English Teachers: Ways and Beliefs of Enhancing EFL Studentsâ Cognitive Engagement. [Thesis]. NSYSU; 2008. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0215108-103010

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


University of Otago

5. Wass, Robert Timothy. Developing Critical Thinkers in Higher Education: A Vygotskian Perspective .

Degree: 2012, University of Otago

 Despite critical thinking being an avowed aim of higher education, we currently have little understanding of how students develop as critical thinkers. This qualitative study… (more)

Subjects/Keywords: critical thinking; Higher Education; Vygtosky; Zone of Proximal Development; ZPD; scaffolding

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APA (6th Edition):

Wass, R. T. (2012). Developing Critical Thinkers in Higher Education: A Vygotskian Perspective . (Doctoral Dissertation). University of Otago. Retrieved from http://hdl.handle.net/10523/2491

Chicago Manual of Style (16th Edition):

Wass, Robert Timothy. “Developing Critical Thinkers in Higher Education: A Vygotskian Perspective .” 2012. Doctoral Dissertation, University of Otago. Accessed May 20, 2019. http://hdl.handle.net/10523/2491.

MLA Handbook (7th Edition):

Wass, Robert Timothy. “Developing Critical Thinkers in Higher Education: A Vygotskian Perspective .” 2012. Web. 20 May 2019.

Vancouver:

Wass RT. Developing Critical Thinkers in Higher Education: A Vygotskian Perspective . [Internet] [Doctoral dissertation]. University of Otago; 2012. [cited 2019 May 20]. Available from: http://hdl.handle.net/10523/2491.

Council of Science Editors:

Wass RT. Developing Critical Thinkers in Higher Education: A Vygotskian Perspective . [Doctoral Dissertation]. University of Otago; 2012. Available from: http://hdl.handle.net/10523/2491


Linnaeus University

6. Ruuth, Sofia. Muntlig språkutveckling i klassrummet : Lärares uppfattningar och deras praktik.

Degree: Swedish Language, 2017, Linnaeus University

  The aim of this study is to investigate the opportunities for oral language development that teachers offer pupils during lessons in Swedish in grade… (more)

Subjects/Keywords: Support; zone of proximal development; oral language development; Stöttning; proximal utvecklingszon; muntlighet språkutveckling; Humanities and the Arts; Humaniora och konst

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APA (6th Edition):

Ruuth, S. (2017). Muntlig språkutveckling i klassrummet : Lärares uppfattningar och deras praktik. (Thesis). Linnaeus University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-64993

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):

Ruuth, Sofia. “Muntlig språkutveckling i klassrummet : Lärares uppfattningar och deras praktik.” 2017. Thesis, Linnaeus University. Accessed May 20, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-64993.

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

MLA Handbook (7th Edition):

Ruuth, Sofia. “Muntlig språkutveckling i klassrummet : Lärares uppfattningar och deras praktik.” 2017. Web. 20 May 2019.

Vancouver:

Ruuth S. Muntlig språkutveckling i klassrummet : Lärares uppfattningar och deras praktik. [Internet] [Thesis]. Linnaeus University; 2017. [cited 2019 May 20]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-64993.

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

Council of Science Editors:

Ruuth S. Muntlig språkutveckling i klassrummet : Lärares uppfattningar och deras praktik. [Thesis]. Linnaeus University; 2017. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-64993

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


Virginia Commonwealth University

7. Scheu, Ian. The Play's the Thing: An Examination of Play's Role in the Cognitive Development of Adolescents.

Degree: PhD, Curriculum and Instruction, 2012, Virginia Commonwealth University

 The study explored the relationship of play and development in adolescents. It was developed to determine if play in adolescents has a cognitive developmental purpose.… (more)

Subjects/Keywords: developmental psychology; adolescence; play; cognitive development; Zone of Proximal Development; Curriculum and Instruction; Education

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APA (6th Edition):

Scheu, I. (2012). The Play's the Thing: An Examination of Play's Role in the Cognitive Development of Adolescents. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/2704

Chicago Manual of Style (16th Edition):

Scheu, Ian. “The Play's the Thing: An Examination of Play's Role in the Cognitive Development of Adolescents.” 2012. Doctoral Dissertation, Virginia Commonwealth University. Accessed May 20, 2019. https://scholarscompass.vcu.edu/etd/2704.

MLA Handbook (7th Edition):

Scheu, Ian. “The Play's the Thing: An Examination of Play's Role in the Cognitive Development of Adolescents.” 2012. Web. 20 May 2019.

Vancouver:

Scheu I. The Play's the Thing: An Examination of Play's Role in the Cognitive Development of Adolescents. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2012. [cited 2019 May 20]. Available from: https://scholarscompass.vcu.edu/etd/2704.

Council of Science Editors:

Scheu I. The Play's the Thing: An Examination of Play's Role in the Cognitive Development of Adolescents. [Doctoral Dissertation]. Virginia Commonwealth University; 2012. Available from: https://scholarscompass.vcu.edu/etd/2704


Virginia Tech

8. Salmon, Joseph L. A Case Study of Grade-Level Meetings and Coaching Conversations.

Degree: EdD, Curriculum and Instruction, 2012, Virginia Tech

 The goal of this research project was to determine the content of the discourse occurring in grade-level meetings and coaching sessions and participants' perceptions of… (more)

Subjects/Keywords: grade-level meetings; discourse analysis; community of practice; zone of proximal development; instructional coach

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APA (6th Edition):

Salmon, J. L. (2012). A Case Study of Grade-Level Meetings and Coaching Conversations. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77112

Chicago Manual of Style (16th Edition):

Salmon, Joseph L. “A Case Study of Grade-Level Meetings and Coaching Conversations.” 2012. Doctoral Dissertation, Virginia Tech. Accessed May 20, 2019. http://hdl.handle.net/10919/77112.

MLA Handbook (7th Edition):

Salmon, Joseph L. “A Case Study of Grade-Level Meetings and Coaching Conversations.” 2012. Web. 20 May 2019.

Vancouver:

Salmon JL. A Case Study of Grade-Level Meetings and Coaching Conversations. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2019 May 20]. Available from: http://hdl.handle.net/10919/77112.

Council of Science Editors:

Salmon JL. A Case Study of Grade-Level Meetings and Coaching Conversations. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/77112


Universidade do Rio Grande do Norte

9. Silva, Francisco Alan da. Uma proposta de ensino e aprendizagem de Língua Inglesa integrada ao uso das TICS para o desenvolvimento da autonomia dos aprendizes .

Degree: 2011, Universidade do Rio Grande do Norte

 This study focuses on the teaching and learning of English based on a new theoretical perspective concerning the Zone of Proximal Development (ZPD), which points… (more)

Subjects/Keywords: Autonomia; Noção expandida da zona de desenvolvimento proximal; Metacognição; Integração professor-aluno.; Autonomy; Zone of Proximal Development; Metacognition; Teacher-learner Integration.

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APA (6th Edition):

Silva, F. A. d. (2011). Uma proposta de ensino e aprendizagem de Língua Inglesa integrada ao uso das TICS para o desenvolvimento da autonomia dos aprendizes . (Masters Thesis). Universidade do Rio Grande do Norte. Retrieved from http://repositorio.ufrn.br/handle/123456789/16218

Chicago Manual of Style (16th Edition):

Silva, Francisco Alan da. “Uma proposta de ensino e aprendizagem de Língua Inglesa integrada ao uso das TICS para o desenvolvimento da autonomia dos aprendizes .” 2011. Masters Thesis, Universidade do Rio Grande do Norte. Accessed May 20, 2019. http://repositorio.ufrn.br/handle/123456789/16218.

MLA Handbook (7th Edition):

Silva, Francisco Alan da. “Uma proposta de ensino e aprendizagem de Língua Inglesa integrada ao uso das TICS para o desenvolvimento da autonomia dos aprendizes .” 2011. Web. 20 May 2019.

Vancouver:

Silva FAd. Uma proposta de ensino e aprendizagem de Língua Inglesa integrada ao uso das TICS para o desenvolvimento da autonomia dos aprendizes . [Internet] [Masters thesis]. Universidade do Rio Grande do Norte; 2011. [cited 2019 May 20]. Available from: http://repositorio.ufrn.br/handle/123456789/16218.

Council of Science Editors:

Silva FAd. Uma proposta de ensino e aprendizagem de Língua Inglesa integrada ao uso das TICS para o desenvolvimento da autonomia dos aprendizes . [Masters Thesis]. Universidade do Rio Grande do Norte; 2011. Available from: http://repositorio.ufrn.br/handle/123456789/16218


Universidade do Rio Grande do Norte

10. Silva, Francisco Alan da. Uma proposta de ensino e aprendizagem de Língua Inglesa integrada ao uso das TICS para o desenvolvimento da autonomia dos aprendizes .

Degree: 2011, Universidade do Rio Grande do Norte

 This study focuses on the teaching and learning of English based on a new theoretical perspective concerning the Zone of Proximal Development (ZPD), which points… (more)

Subjects/Keywords: Autonomia; Noção expandida da zona de desenvolvimento proximal; Metacognição; Integração professor-aluno.; Autonomy; Zone of Proximal Development; Metacognition; Teacher-learner Integration.

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APA (6th Edition):

Silva, F. A. d. (2011). Uma proposta de ensino e aprendizagem de Língua Inglesa integrada ao uso das TICS para o desenvolvimento da autonomia dos aprendizes . (Thesis). Universidade do Rio Grande do Norte. Retrieved from http://repositorio.ufrn.br/handle/123456789/16218

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):

Silva, Francisco Alan da. “Uma proposta de ensino e aprendizagem de Língua Inglesa integrada ao uso das TICS para o desenvolvimento da autonomia dos aprendizes .” 2011. Thesis, Universidade do Rio Grande do Norte. Accessed May 20, 2019. http://repositorio.ufrn.br/handle/123456789/16218.

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

MLA Handbook (7th Edition):

Silva, Francisco Alan da. “Uma proposta de ensino e aprendizagem de Língua Inglesa integrada ao uso das TICS para o desenvolvimento da autonomia dos aprendizes .” 2011. Web. 20 May 2019.

Vancouver:

Silva FAd. Uma proposta de ensino e aprendizagem de Língua Inglesa integrada ao uso das TICS para o desenvolvimento da autonomia dos aprendizes . [Internet] [Thesis]. Universidade do Rio Grande do Norte; 2011. [cited 2019 May 20]. Available from: http://repositorio.ufrn.br/handle/123456789/16218.

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

Council of Science Editors:

Silva FAd. Uma proposta de ensino e aprendizagem de Língua Inglesa integrada ao uso das TICS para o desenvolvimento da autonomia dos aprendizes . [Thesis]. Universidade do Rio Grande do Norte; 2011. Available from: http://repositorio.ufrn.br/handle/123456789/16218

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

11. Maia, Vanessa Alexandra Fernandes. Relatório da prática de ensino supervisionada em educação pré-escolar: a relevância da interação criança-criança em grupos heterogéneos no processo de aprendizagem.

Degree: 2014, Universidade de Évora

 O presente relatório corresponde a uma descrição refletida do trabalho desenvolvido na Prática de Ensino Supervisionada em Educação Pré-Escolar, na instituição Centro Infantil Irene Lisboa… (more)

Subjects/Keywords: Grupos heterogéneos; Zona de desenvolvimento proximal (ZDP); Aprendizagem cooperativa; Interação; Heterogeneous groups; Zone of proximal development (ZDP); Cooperative learning; Interaction

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APA (6th Edition):

Maia, V. A. F. (2014). Relatório da prática de ensino supervisionada em educação pré-escolar: a relevância da interação criança-criança em grupos heterogéneos no processo de aprendizagem. (Thesis). Universidade de Évora. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/13611

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):

Maia, Vanessa Alexandra Fernandes. “Relatório da prática de ensino supervisionada em educação pré-escolar: a relevância da interação criança-criança em grupos heterogéneos no processo de aprendizagem.” 2014. Thesis, Universidade de Évora. Accessed May 20, 2019. https://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/13611.

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

MLA Handbook (7th Edition):

Maia, Vanessa Alexandra Fernandes. “Relatório da prática de ensino supervisionada em educação pré-escolar: a relevância da interação criança-criança em grupos heterogéneos no processo de aprendizagem.” 2014. Web. 20 May 2019.

Vancouver:

Maia VAF. Relatório da prática de ensino supervisionada em educação pré-escolar: a relevância da interação criança-criança em grupos heterogéneos no processo de aprendizagem. [Internet] [Thesis]. Universidade de Évora; 2014. [cited 2019 May 20]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/13611.

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

Council of Science Editors:

Maia VAF. Relatório da prática de ensino supervisionada em educação pré-escolar: a relevância da interação criança-criança em grupos heterogéneos no processo de aprendizagem. [Thesis]. Universidade de Évora; 2014. Available from: https://www.rcaap.pt/detail.jsp?id=oai:dspace.uevora.pt:10174/13611

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


University of Georgia

12. McCall, Lauren. Scaffolding in the classroom: teaching students so they can stand on their own.

Degree: MA, Science Education, 2010, University of Georgia

 This study deals with the use of scaffolding in inquiry-based approaches to teaching about physics concepts and science teaching skills. Data analyzed include interviews with… (more)

Subjects/Keywords: Scaffolding; discovery learning; programmed instruction; inquiry-based learning; zone of proximal development; Socratic method.

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

APA (6th Edition):

McCall, L. (2010). Scaffolding in the classroom: teaching students so they can stand on their own. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/mccall_lauren_201005_ma

Chicago Manual of Style (16th Edition):

McCall, Lauren. “Scaffolding in the classroom: teaching students so they can stand on their own.” 2010. Masters Thesis, University of Georgia. Accessed May 20, 2019. http://purl.galileo.usg.edu/uga_etd/mccall_lauren_201005_ma.

MLA Handbook (7th Edition):

McCall, Lauren. “Scaffolding in the classroom: teaching students so they can stand on their own.” 2010. Web. 20 May 2019.

Vancouver:

McCall L. Scaffolding in the classroom: teaching students so they can stand on their own. [Internet] [Masters thesis]. University of Georgia; 2010. [cited 2019 May 20]. Available from: http://purl.galileo.usg.edu/uga_etd/mccall_lauren_201005_ma.

Council of Science Editors:

McCall L. Scaffolding in the classroom: teaching students so they can stand on their own. [Masters Thesis]. University of Georgia; 2010. Available from: http://purl.galileo.usg.edu/uga_etd/mccall_lauren_201005_ma


NSYSU

13. Liu, Kun-shia. Development, Assessment, and Instruction of Learning Progression for Scientific Concepts: An Example of Learning Oxidation-Reduction.

Degree: PhD, Education, 2012, NSYSU

 This study aims to develop assessment which measures learning progressions for important scientific concepts such as oxidation-reduction (redox) and to identify studentsâ zone of proximal(more)

Subjects/Keywords: zone of proximal development; learning progression; oxidation-reduction; conceptual understanding; Rasch measurement

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APA (6th Edition):

Liu, K. (2012). Development, Assessment, and Instruction of Learning Progression for Scientific Concepts: An Example of Learning Oxidation-Reduction. (Doctoral Dissertation). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0726112-170327

Chicago Manual of Style (16th Edition):

Liu, Kun-shia. “Development, Assessment, and Instruction of Learning Progression for Scientific Concepts: An Example of Learning Oxidation-Reduction.” 2012. Doctoral Dissertation, NSYSU. Accessed May 20, 2019. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0726112-170327.

MLA Handbook (7th Edition):

Liu, Kun-shia. “Development, Assessment, and Instruction of Learning Progression for Scientific Concepts: An Example of Learning Oxidation-Reduction.” 2012. Web. 20 May 2019.

Vancouver:

Liu K. Development, Assessment, and Instruction of Learning Progression for Scientific Concepts: An Example of Learning Oxidation-Reduction. [Internet] [Doctoral dissertation]. NSYSU; 2012. [cited 2019 May 20]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0726112-170327.

Council of Science Editors:

Liu K. Development, Assessment, and Instruction of Learning Progression for Scientific Concepts: An Example of Learning Oxidation-Reduction. [Doctoral Dissertation]. NSYSU; 2012. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0726112-170327


Linnaeus University

14. Ström, Ida. Vad har vi läst? : Tre svensklärare om sin syn på litteratursamtal som ett didaktiskt redskap.

Degree: Swedish Language, 2017, Linnaeus University

  The aim of the present study is to investigate how three Swedish teachers view literary discussion as a tool for teaching and learning. A… (more)

Subjects/Keywords: Literary discussion. Zone of proximal development; dialogical classroom; Languages and Literature; Språk och litteratur

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APA (6th Edition):

Ström, I. (2017). Vad har vi läst? : Tre svensklärare om sin syn på litteratursamtal som ett didaktiskt redskap. (Thesis). Linnaeus University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-65426

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):

Ström, Ida. “Vad har vi läst? : Tre svensklärare om sin syn på litteratursamtal som ett didaktiskt redskap.” 2017. Thesis, Linnaeus University. Accessed May 20, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-65426.

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

MLA Handbook (7th Edition):

Ström, Ida. “Vad har vi läst? : Tre svensklärare om sin syn på litteratursamtal som ett didaktiskt redskap.” 2017. Web. 20 May 2019.

Vancouver:

Ström I. Vad har vi läst? : Tre svensklärare om sin syn på litteratursamtal som ett didaktiskt redskap. [Internet] [Thesis]. Linnaeus University; 2017. [cited 2019 May 20]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-65426.

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

Council of Science Editors:

Ström I. Vad har vi läst? : Tre svensklärare om sin syn på litteratursamtal som ett didaktiskt redskap. [Thesis]. Linnaeus University; 2017. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-65426

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


Northeastern University

15. Abu-Arja, Sandy L. An exploration of leaders' experience with the informal learning process during role transition at a K-12 private, non-profit, co-educational, bilingual school in Jordan.

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

 The 21st Century workforce must be flexible, adaptable, and innovative to stay competitive in todays fast-paced, ever-changing job market. Organizations play an important role in… (more)

Subjects/Keywords: collaboration; informal learning; intentional incidental learning; more knowledgeable other; workplace learning; zone of proximal development

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APA (6th Edition):

Abu-Arja, S. L. (2018). An exploration of leaders' experience with the informal learning process during role transition at a K-12 private, non-profit, co-educational, bilingual school in Jordan. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20282574

Chicago Manual of Style (16th Edition):

Abu-Arja, Sandy L. “An exploration of leaders' experience with the informal learning process during role transition at a K-12 private, non-profit, co-educational, bilingual school in Jordan.” 2018. Doctoral Dissertation, Northeastern University. Accessed May 20, 2019. http://hdl.handle.net/2047/D20282574.

MLA Handbook (7th Edition):

Abu-Arja, Sandy L. “An exploration of leaders' experience with the informal learning process during role transition at a K-12 private, non-profit, co-educational, bilingual school in Jordan.” 2018. Web. 20 May 2019.

Vancouver:

Abu-Arja SL. An exploration of leaders' experience with the informal learning process during role transition at a K-12 private, non-profit, co-educational, bilingual school in Jordan. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2019 May 20]. Available from: http://hdl.handle.net/2047/D20282574.

Council of Science Editors:

Abu-Arja SL. An exploration of leaders' experience with the informal learning process during role transition at a K-12 private, non-profit, co-educational, bilingual school in Jordan. [Doctoral Dissertation]. Northeastern University; 2018. Available from: http://hdl.handle.net/2047/D20282574


University of Washington

16. Williamson, Rachael Anne. Play and performance: Creating Life Spaces in which Learning and Development Flourish.

Degree: 2019, University of Washington

 This thesis challenges dominant descriptions of the neurodiverse community by questioning the assumptions perpetuated by the medical model and other normative theories of human learning/development.… (more)

Subjects/Keywords: Holzman; Neurodiversity; Performance; Play; Vygotsky; Zone of Proximal Development; Disability studies; To Be Assigned

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APA (6th Edition):

Williamson, R. A. (2019). Play and performance: Creating Life Spaces in which Learning and Development Flourish. (Thesis). University of Washington. Retrieved from http://hdl.handle.net/1773/43270

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):

Williamson, Rachael Anne. “Play and performance: Creating Life Spaces in which Learning and Development Flourish.” 2019. Thesis, University of Washington. Accessed May 20, 2019. http://hdl.handle.net/1773/43270.

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

MLA Handbook (7th Edition):

Williamson, Rachael Anne. “Play and performance: Creating Life Spaces in which Learning and Development Flourish.” 2019. Web. 20 May 2019.

Vancouver:

Williamson RA. Play and performance: Creating Life Spaces in which Learning and Development Flourish. [Internet] [Thesis]. University of Washington; 2019. [cited 2019 May 20]. Available from: http://hdl.handle.net/1773/43270.

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

Council of Science Editors:

Williamson RA. Play and performance: Creating Life Spaces in which Learning and Development Flourish. [Thesis]. University of Washington; 2019. Available from: http://hdl.handle.net/1773/43270

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


Texas A&M University

17. Wu, Zhonghe. The study of middle school teachers' understanding and use of mathematical representation in relation to teachers' zone of proximal development in teaching fractions and algebraic functions.

Degree: 2004, Texas A&M University

 This study examined teachers' learning and understanding of mathematical representation through the Middle School Mathematics Project (MSMP) professional development, investigated teachers' use of mathematics representations… (more)

Subjects/Keywords: Middle school mathematics teachers' changes; teachers' zone of proximal development; mathematical representation; professional development; fractions and algebraic functions

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APA (6th Edition):

Wu, Z. (2004). The study of middle school teachers' understanding and use of mathematical representation in relation to teachers' zone of proximal development in teaching fractions and algebraic functions. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/1218

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):

Wu, Zhonghe. “The study of middle school teachers' understanding and use of mathematical representation in relation to teachers' zone of proximal development in teaching fractions and algebraic functions.” 2004. Thesis, Texas A&M University. Accessed May 20, 2019. http://hdl.handle.net/1969.1/1218.

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

MLA Handbook (7th Edition):

Wu, Zhonghe. “The study of middle school teachers' understanding and use of mathematical representation in relation to teachers' zone of proximal development in teaching fractions and algebraic functions.” 2004. Web. 20 May 2019.

Vancouver:

Wu Z. The study of middle school teachers' understanding and use of mathematical representation in relation to teachers' zone of proximal development in teaching fractions and algebraic functions. [Internet] [Thesis]. Texas A&M University; 2004. [cited 2019 May 20]. Available from: http://hdl.handle.net/1969.1/1218.

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

Council of Science Editors:

Wu Z. The study of middle school teachers' understanding and use of mathematical representation in relation to teachers' zone of proximal development in teaching fractions and algebraic functions. [Thesis]. Texas A&M University; 2004. Available from: http://hdl.handle.net/1969.1/1218

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


University of the Western Cape

18. Agulhas, Ronald. The perceptions of intermediate phase educators about the implementation of stories for thinking in one Western Cape Education Department region .

Degree: 2011, University of the Western Cape

 South Africa had a change in government and in education after the 1994 elections. A new curriculum was introduced and some of the underlying critical… (more)

Subjects/Keywords: Stories for thinking; Philosophy for children; Community of inquiry; Zone of Proximal development; Cognitive development; Critical thinking; Vygotsky; Matthew Lipman; IAPC

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APA (6th Edition):

Agulhas, R. (2011). The perceptions of intermediate phase educators about the implementation of stories for thinking in one Western Cape Education Department region . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/1683

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):

Agulhas, Ronald. “The perceptions of intermediate phase educators about the implementation of stories for thinking in one Western Cape Education Department region .” 2011. Thesis, University of the Western Cape. Accessed May 20, 2019. http://hdl.handle.net/11394/1683.

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

MLA Handbook (7th Edition):

Agulhas, Ronald. “The perceptions of intermediate phase educators about the implementation of stories for thinking in one Western Cape Education Department region .” 2011. Web. 20 May 2019.

Vancouver:

Agulhas R. The perceptions of intermediate phase educators about the implementation of stories for thinking in one Western Cape Education Department region . [Internet] [Thesis]. University of the Western Cape; 2011. [cited 2019 May 20]. Available from: http://hdl.handle.net/11394/1683.

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

Council of Science Editors:

Agulhas R. The perceptions of intermediate phase educators about the implementation of stories for thinking in one Western Cape Education Department region . [Thesis]. University of the Western Cape; 2011. Available from: http://hdl.handle.net/11394/1683

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


University of Oulu

19. Brėdikytė, M. (Milda). The zones of proximal development in children’s play.

Degree: 2011, University of Oulu

Abstract This study investigates the relationship between play and child development. This work is the continuation of a thesis on children’s verbal creativity stimulated by… (more)

Subjects/Keywords: dialogical drama; play intervention; unit of analysis; zone of proximal development; analyysiyksikkö; dialoginen draama; leikki-interventio; lähikehityksen vyöhyke

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APA (6th Edition):

Brėdikytė, M. (. (2011). The zones of proximal development in children’s play. (Doctoral Dissertation). University of Oulu. Retrieved from http://urn.fi/urn:isbn:9789514296147

Chicago Manual of Style (16th Edition):

Brėdikytė, M (Milda). “The zones of proximal development in children’s play.” 2011. Doctoral Dissertation, University of Oulu. Accessed May 20, 2019. http://urn.fi/urn:isbn:9789514296147.

MLA Handbook (7th Edition):

Brėdikytė, M (Milda). “The zones of proximal development in children’s play.” 2011. Web. 20 May 2019.

Vancouver:

Brėdikytė M(. The zones of proximal development in children’s play. [Internet] [Doctoral dissertation]. University of Oulu; 2011. [cited 2019 May 20]. Available from: http://urn.fi/urn:isbn:9789514296147.

Council of Science Editors:

Brėdikytė M(. The zones of proximal development in children’s play. [Doctoral Dissertation]. University of Oulu; 2011. Available from: http://urn.fi/urn:isbn:9789514296147


SUNY College at Brockport

20. Kondolf, Valerie L. A Curriculum Project on the Utilization of the Rule of Four to Enable Students to Work in Their Zone of Proximal Development.

Degree: MSEd, Education and Human Development, 2015, SUNY College at Brockport

  Discussed, developed, and written over the course of roughly two-and-a-half-years, the Common Core State Standards (CCSS) seek to prepare students to be college- and… (more)

Subjects/Keywords: common core; zone of proximal development; rule of four; mathematics; education; Education; Science and Mathematics Education

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APA (6th Edition):

Kondolf, V. L. (2015). A Curriculum Project on the Utilization of the Rule of Four to Enable Students to Work in Their Zone of Proximal Development. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/540

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):

Kondolf, Valerie L. “A Curriculum Project on the Utilization of the Rule of Four to Enable Students to Work in Their Zone of Proximal Development.” 2015. Thesis, SUNY College at Brockport. Accessed May 20, 2019. https://digitalcommons.brockport.edu/ehd_theses/540.

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

MLA Handbook (7th Edition):

Kondolf, Valerie L. “A Curriculum Project on the Utilization of the Rule of Four to Enable Students to Work in Their Zone of Proximal Development.” 2015. Web. 20 May 2019.

Vancouver:

Kondolf VL. A Curriculum Project on the Utilization of the Rule of Four to Enable Students to Work in Their Zone of Proximal Development. [Internet] [Thesis]. SUNY College at Brockport; 2015. [cited 2019 May 20]. Available from: https://digitalcommons.brockport.edu/ehd_theses/540.

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

Council of Science Editors:

Kondolf VL. A Curriculum Project on the Utilization of the Rule of Four to Enable Students to Work in Their Zone of Proximal Development. [Thesis]. SUNY College at Brockport; 2015. Available from: https://digitalcommons.brockport.edu/ehd_theses/540

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


University of South Africa

21. Segaole, Mpho Joy. A programme to train adult mine workers in computer-based skills in the North-West Province : a case study.

Degree: 2018, University of South Africa

 The purpose of this study was to evaluate a programme aimed at equipping adult mine workers in the North-West Province in computer-based skills. The study… (more)

Subjects/Keywords: Activity theory; Mediational tools; Contradictions and tensions; Unit of analysis; Transformation; Activity system; Andragogy; Zone of proximal development; Boundary crossing

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APA (6th Edition):

Segaole, M. J. (2018). A programme to train adult mine workers in computer-based skills in the North-West Province : a case study. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/25064

Chicago Manual of Style (16th Edition):

Segaole, Mpho Joy. “A programme to train adult mine workers in computer-based skills in the North-West Province : a case study.” 2018. Doctoral Dissertation, University of South Africa. Accessed May 20, 2019. http://hdl.handle.net/10500/25064.

MLA Handbook (7th Edition):

Segaole, Mpho Joy. “A programme to train adult mine workers in computer-based skills in the North-West Province : a case study.” 2018. Web. 20 May 2019.

Vancouver:

Segaole MJ. A programme to train adult mine workers in computer-based skills in the North-West Province : a case study. [Internet] [Doctoral dissertation]. University of South Africa; 2018. [cited 2019 May 20]. Available from: http://hdl.handle.net/10500/25064.

Council of Science Editors:

Segaole MJ. A programme to train adult mine workers in computer-based skills in the North-West Province : a case study. [Doctoral Dissertation]. University of South Africa; 2018. Available from: http://hdl.handle.net/10500/25064


Université Toulouse II – Le Mirail

22. Annenkov, Marie-José. La lecture conjointe : modes d'appréhension d'un album jeunesse et postures de lecteur entre 18 mois et 36 mois : étude menée en bibliothèque de quartier : Child shared reading : the mode of appréhension in the 18 to 26 month old infant and the first reading postures : studied in a local library.

Degree: Docteur es, Psychologie, 2015, Université Toulouse II – Le Mirail

Nous avons cherché comment, dans une situation de lecture conjointe, la mère et l’enfant appréhendent l’album de jeunesse et comment, de ce fait, s’instaurent chez… (more)

Subjects/Keywords: Lecture conjointe; Posture de lecteur; Aire intermédiaire; Zone proximale de développement; Interactions maternelles; Shared reading; Reading attitudes; Intermediate zone; Next proximal zone of development; Mother child interaction

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APA (6th Edition):

Annenkov, M. (2015). La lecture conjointe : modes d'appréhension d'un album jeunesse et postures de lecteur entre 18 mois et 36 mois : étude menée en bibliothèque de quartier : Child shared reading : the mode of appréhension in the 18 to 26 month old infant and the first reading postures : studied in a local library. (Doctoral Dissertation). Université Toulouse II – Le Mirail. Retrieved from http://www.theses.fr/2015TOU20002

Chicago Manual of Style (16th Edition):

Annenkov, Marie-José. “La lecture conjointe : modes d'appréhension d'un album jeunesse et postures de lecteur entre 18 mois et 36 mois : étude menée en bibliothèque de quartier : Child shared reading : the mode of appréhension in the 18 to 26 month old infant and the first reading postures : studied in a local library.” 2015. Doctoral Dissertation, Université Toulouse II – Le Mirail. Accessed May 20, 2019. http://www.theses.fr/2015TOU20002.

MLA Handbook (7th Edition):

Annenkov, Marie-José. “La lecture conjointe : modes d'appréhension d'un album jeunesse et postures de lecteur entre 18 mois et 36 mois : étude menée en bibliothèque de quartier : Child shared reading : the mode of appréhension in the 18 to 26 month old infant and the first reading postures : studied in a local library.” 2015. Web. 20 May 2019.

Vancouver:

Annenkov M. La lecture conjointe : modes d'appréhension d'un album jeunesse et postures de lecteur entre 18 mois et 36 mois : étude menée en bibliothèque de quartier : Child shared reading : the mode of appréhension in the 18 to 26 month old infant and the first reading postures : studied in a local library. [Internet] [Doctoral dissertation]. Université Toulouse II – Le Mirail; 2015. [cited 2019 May 20]. Available from: http://www.theses.fr/2015TOU20002.

Council of Science Editors:

Annenkov M. La lecture conjointe : modes d'appréhension d'un album jeunesse et postures de lecteur entre 18 mois et 36 mois : étude menée en bibliothèque de quartier : Child shared reading : the mode of appréhension in the 18 to 26 month old infant and the first reading postures : studied in a local library. [Doctoral Dissertation]. Université Toulouse II – Le Mirail; 2015. Available from: http://www.theses.fr/2015TOU20002


Liberty University

23. Morrell, Ben. Connected in Isolation: A Correlational Study of Students' Sense of Connectedness in an Online Course and Their Learning Outcomes.

Degree: 2016, Liberty University

 The purpose of this quantitative, bivariate correlational study is to understand the relationship between online high school students’ sense of connectedness in the course, as… (more)

Subjects/Keywords: Online Learning; Virtual School; Vygotsky; Zone of Proximal Development; Education; Educational Assessment, Evaluation, and Research; Educational Methods; Online and Distance Education

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APA (6th Edition):

Morrell, B. (2016). Connected in Isolation: A Correlational Study of Students' Sense of Connectedness in an Online Course and Their Learning Outcomes. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1304

Chicago Manual of Style (16th Edition):

Morrell, Ben. “Connected in Isolation: A Correlational Study of Students' Sense of Connectedness in an Online Course and Their Learning Outcomes.” 2016. Doctoral Dissertation, Liberty University. Accessed May 20, 2019. http://digitalcommons.liberty.edu/doctoral/1304.

MLA Handbook (7th Edition):

Morrell, Ben. “Connected in Isolation: A Correlational Study of Students' Sense of Connectedness in an Online Course and Their Learning Outcomes.” 2016. Web. 20 May 2019.

Vancouver:

Morrell B. Connected in Isolation: A Correlational Study of Students' Sense of Connectedness in an Online Course and Their Learning Outcomes. [Internet] [Doctoral dissertation]. Liberty University; 2016. [cited 2019 May 20]. Available from: http://digitalcommons.liberty.edu/doctoral/1304.

Council of Science Editors:

Morrell B. Connected in Isolation: A Correlational Study of Students' Sense of Connectedness in an Online Course and Their Learning Outcomes. [Doctoral Dissertation]. Liberty University; 2016. Available from: http://digitalcommons.liberty.edu/doctoral/1304


University of Pretoria

24. Swanepoel, Nadia. Teaching English reading comprehension to Grade 2 First Additional Language learners.

Degree: MEd, Early Childhood Education, 2017, University of Pretoria

 Die leesbegrip van Engels is 'n wêreldwye uitdaging. Hierdie studie het ondersoek hoe Graad 2-onderwysers onderrig in leesbegrip in Engels aan leerders van Engels as… (more)

Subjects/Keywords: UCTD; English as first additional language (EFAL); Home language (HL); Zone of proximal development (ZPD); Reading comprehension

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APA (6th Edition):

Swanepoel, N. (2017). Teaching English reading comprehension to Grade 2 First Additional Language learners. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/60983

Chicago Manual of Style (16th Edition):

Swanepoel, Nadia. “Teaching English reading comprehension to Grade 2 First Additional Language learners.” 2017. Masters Thesis, University of Pretoria. Accessed May 20, 2019. http://hdl.handle.net/2263/60983.

MLA Handbook (7th Edition):

Swanepoel, Nadia. “Teaching English reading comprehension to Grade 2 First Additional Language learners.” 2017. Web. 20 May 2019.

Vancouver:

Swanepoel N. Teaching English reading comprehension to Grade 2 First Additional Language learners. [Internet] [Masters thesis]. University of Pretoria; 2017. [cited 2019 May 20]. Available from: http://hdl.handle.net/2263/60983.

Council of Science Editors:

Swanepoel N. Teaching English reading comprehension to Grade 2 First Additional Language learners. [Masters Thesis]. University of Pretoria; 2017. Available from: http://hdl.handle.net/2263/60983


University of Manitoba

25. Janzen Roth, Evan. Pattern Math: a design experiment of mathematical inquiry.

Degree: Curriculum, Teaching and Learning, 2011, University of Manitoba

 This design experiment research introduces a mathematical inquiry titled Pattern Math. The Pattern Math activities create an atmosphere where students can think mathematically, communicate mathematically… (more)

Subjects/Keywords: design experiment research; mathematical inquiry; patterns; mathematical communication; thinking mathematically; conceptual understanding; mathematics education; interactive writing; zone of proximal development; algebra

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APA (6th Edition):

Janzen Roth, E. (2011). Pattern Math: a design experiment of mathematical inquiry. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/4738

Chicago Manual of Style (16th Edition):

Janzen Roth, Evan. “Pattern Math: a design experiment of mathematical inquiry.” 2011. Masters Thesis, University of Manitoba. Accessed May 20, 2019. http://hdl.handle.net/1993/4738.

MLA Handbook (7th Edition):

Janzen Roth, Evan. “Pattern Math: a design experiment of mathematical inquiry.” 2011. Web. 20 May 2019.

Vancouver:

Janzen Roth E. Pattern Math: a design experiment of mathematical inquiry. [Internet] [Masters thesis]. University of Manitoba; 2011. [cited 2019 May 20]. Available from: http://hdl.handle.net/1993/4738.

Council of Science Editors:

Janzen Roth E. Pattern Math: a design experiment of mathematical inquiry. [Masters Thesis]. University of Manitoba; 2011. Available from: http://hdl.handle.net/1993/4738

26. Soares, Samanta Cristina Osório Figueiredo. A imagética e a técnica de dança clássica: diferentes modos de aplicação em alunos do 4º ano do Conservatório de Dança do Norte.

Degree: 2017, Repositório Científico do Instituto Politécnico de Lisboa

Relatório Final de Estágio apresentado à Escola Superior de Dança, com vista à obtenção do grau de Mestre em Ensino de Dança

O presente estudo,… (more)

Subjects/Keywords: Conservatório de Dança do Norte; Imagética; Zona de Desenvolvimento Próximo; Trabalho cooperativo; Adolescentes; Imagery; Zone of Proximal Development; Cooperative work; Adolescents

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APA (6th Edition):

Soares, S. C. O. F. (2017). A imagética e a técnica de dança clássica: diferentes modos de aplicação em alunos do 4º ano do Conservatório de Dança do Norte. (Thesis). Repositório Científico do Instituto Politécnico de Lisboa. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/8600

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):

Soares, Samanta Cristina Osório Figueiredo. “A imagética e a técnica de dança clássica: diferentes modos de aplicação em alunos do 4º ano do Conservatório de Dança do Norte.” 2017. Thesis, Repositório Científico do Instituto Politécnico de Lisboa. Accessed May 20, 2019. https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/8600.

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

MLA Handbook (7th Edition):

Soares, Samanta Cristina Osório Figueiredo. “A imagética e a técnica de dança clássica: diferentes modos de aplicação em alunos do 4º ano do Conservatório de Dança do Norte.” 2017. Web. 20 May 2019.

Vancouver:

Soares SCOF. A imagética e a técnica de dança clássica: diferentes modos de aplicação em alunos do 4º ano do Conservatório de Dança do Norte. [Internet] [Thesis]. Repositório Científico do Instituto Politécnico de Lisboa; 2017. [cited 2019 May 20]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/8600.

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

Council of Science Editors:

Soares SCOF. A imagética e a técnica de dança clássica: diferentes modos de aplicação em alunos do 4º ano do Conservatório de Dança do Norte. [Thesis]. Repositório Científico do Instituto Politécnico de Lisboa; 2017. Available from: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/8600

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


Virginia Tech

27. Bedell, Robert Irving. Journey of Rediscovery: Less Control for More Learning.

Degree: EdD, Curriculum and Instruction, 2000, Virginia Tech

 Good student evaluations are not always the measure of a successful class, and in spite of my consistently high student evaluations, I knew something had… (more)

Subjects/Keywords: zone of proximal development; ZPD; literary response journals; burnout

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

APA (6th Edition):

Bedell, R. I. (2000). Journey of Rediscovery: Less Control for More Learning. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/27836

Chicago Manual of Style (16th Edition):

Bedell, Robert Irving. “Journey of Rediscovery: Less Control for More Learning.” 2000. Doctoral Dissertation, Virginia Tech. Accessed May 20, 2019. http://hdl.handle.net/10919/27836.

MLA Handbook (7th Edition):

Bedell, Robert Irving. “Journey of Rediscovery: Less Control for More Learning.” 2000. Web. 20 May 2019.

Vancouver:

Bedell RI. Journey of Rediscovery: Less Control for More Learning. [Internet] [Doctoral dissertation]. Virginia Tech; 2000. [cited 2019 May 20]. Available from: http://hdl.handle.net/10919/27836.

Council of Science Editors:

Bedell RI. Journey of Rediscovery: Less Control for More Learning. [Doctoral Dissertation]. Virginia Tech; 2000. Available from: http://hdl.handle.net/10919/27836

28. Gustafsson, Anna. Utmaningar och möjligheter i skrivundervisningen : några lärares uppfattningar.

Degree: Humanities and Informatics, 2010, University of Skövde

Dagens samhälle är i stort förändrat och den mängd information som samhället utgörs av ställer stora krav av kunnighet på läs- och skrivförmåga. Läs-… (more)

Subjects/Keywords: zone of proximal development; scaffolding; school; motivation; the written language; den proximala utvecklingszonen; skola; motivation; didaktik; skriftspråk; Education; Pedagogik

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

APA (6th Edition):

Gustafsson, A. (2010). Utmaningar och möjligheter i skrivundervisningen : några lärares uppfattningar. (Thesis). University of Skövde. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-4754

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):

Gustafsson, Anna. “Utmaningar och möjligheter i skrivundervisningen : några lärares uppfattningar.” 2010. Thesis, University of Skövde. Accessed May 20, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-4754.

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

MLA Handbook (7th Edition):

Gustafsson, Anna. “Utmaningar och möjligheter i skrivundervisningen : några lärares uppfattningar.” 2010. Web. 20 May 2019.

Vancouver:

Gustafsson A. Utmaningar och möjligheter i skrivundervisningen : några lärares uppfattningar. [Internet] [Thesis]. University of Skövde; 2010. [cited 2019 May 20]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-4754.

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

Council of Science Editors:

Gustafsson A. Utmaningar och möjligheter i skrivundervisningen : några lärares uppfattningar. [Thesis]. University of Skövde; 2010. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-4754

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


Uppsala University

29. Vik, Alexander. Det goda medarbetarsamtalet? : En studie om anställdas perspektiv på medarbetarsamtal.

Degree: Education, 2015, Uppsala University

Denna studie behandlar perspektiv på medarbetarsamtal bland anställda på ett mindre företag inom försäljning. Syftet med studien är att försöka förstå och förklara vad… (more)

Subjects/Keywords: performance appraisal interview; learning dialogue; pedagogy; working environment; the zone of proximal development; medarbetarsamtal; lärande dialog; pedagogik; arbetsmiljö; proximala utvecklingszonen

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

APA (6th Edition):

Vik, A. (2015). Det goda medarbetarsamtalet? : En studie om anställdas perspektiv på medarbetarsamtal. (Thesis). Uppsala University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-262041

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):

Vik, Alexander. “Det goda medarbetarsamtalet? : En studie om anställdas perspektiv på medarbetarsamtal.” 2015. Thesis, Uppsala University. Accessed May 20, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-262041.

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

MLA Handbook (7th Edition):

Vik, Alexander. “Det goda medarbetarsamtalet? : En studie om anställdas perspektiv på medarbetarsamtal.” 2015. Web. 20 May 2019.

Vancouver:

Vik A. Det goda medarbetarsamtalet? : En studie om anställdas perspektiv på medarbetarsamtal. [Internet] [Thesis]. Uppsala University; 2015. [cited 2019 May 20]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-262041.

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

Council of Science Editors:

Vik A. Det goda medarbetarsamtalet? : En studie om anställdas perspektiv på medarbetarsamtal. [Thesis]. Uppsala University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-262041

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


Linnaeus University

30. Andersson, Victor. On the Workings of Intrinsic and Extrinsic Motivation : A study on its cause and effects on the experience of learning a second language.

Degree: Education, 2016, Linnaeus University

  Abstract The purpose of this study was to focus on the cause and effect of what has been referred to as intrinsic and extrinsic… (more)

Subjects/Keywords: Intrinsic motivation; Extrinsic motivation; Cognitive perspective; Psychodynamic perspective; Sociocultural perspective; Zone of proximal development; Efferent reading; Aesthetic reading.

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

APA (6th Edition):

Andersson, V. (2016). On the Workings of Intrinsic and Extrinsic Motivation : A study on its cause and effects on the experience of learning a second language. (Thesis). Linnaeus University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-49483

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, Victor. “On the Workings of Intrinsic and Extrinsic Motivation : A study on its cause and effects on the experience of learning a second language.” 2016. Thesis, Linnaeus University. Accessed May 20, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-49483.

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

MLA Handbook (7th Edition):

Andersson, Victor. “On the Workings of Intrinsic and Extrinsic Motivation : A study on its cause and effects on the experience of learning a second language.” 2016. Web. 20 May 2019.

Vancouver:

Andersson V. On the Workings of Intrinsic and Extrinsic Motivation : A study on its cause and effects on the experience of learning a second language. [Internet] [Thesis]. Linnaeus University; 2016. [cited 2019 May 20]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-49483.

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

Council of Science Editors:

Andersson V. On the Workings of Intrinsic and Extrinsic Motivation : A study on its cause and effects on the experience of learning a second language. [Thesis]. Linnaeus University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-49483

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

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