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You searched for subject:(third to fifth year of teaching). Showing records 1 – 30 of 284793 total matches.

[1] [2] [3] [4] [5] … [9494]

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Unitec New Zealand

1. Henderson, Duncan Clark. Professional learning support experiences of primary school teachers in their third to fifth year of practice.

Degree: 2013, Unitec New Zealand

 A qualitative methodology was employed for this research, focusing on three New Zealand primary schools. Across the three data locations, semi-structured interviews were undertaken with… (more)

Subjects/Keywords: New Zealand primary school teachers; professional development; third to fifth year of teaching; 130105 Primary Education (excl. Māori)

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

APA (6th Edition):

Henderson, D. C. (2013). Professional learning support experiences of primary school teachers in their third to fifth year of practice. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/2210

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):

Henderson, Duncan Clark. “Professional learning support experiences of primary school teachers in their third to fifth year of practice.” 2013. Thesis, Unitec New Zealand. Accessed October 18, 2019. http://hdl.handle.net/10652/2210.

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

MLA Handbook (7th Edition):

Henderson, Duncan Clark. “Professional learning support experiences of primary school teachers in their third to fifth year of practice.” 2013. Web. 18 Oct 2019.

Vancouver:

Henderson DC. Professional learning support experiences of primary school teachers in their third to fifth year of practice. [Internet] [Thesis]. Unitec New Zealand; 2013. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10652/2210.

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

Council of Science Editors:

Henderson DC. Professional learning support experiences of primary school teachers in their third to fifth year of practice. [Thesis]. Unitec New Zealand; 2013. Available from: http://hdl.handle.net/10652/2210

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


Louisiana State University

2. Monday, Eric N. The Impact of Financial Knowledge on Student Retention from the Second to the Third Year at a Public Research University.

Degree: PhD, Human Resources Management, 2015, Louisiana State University

 The primary purpose of this study was to determine the influence of financial knowledge and selected demographic characteristics on student retention from the second to… (more)

Subjects/Keywords: financial literacy; financial knowledge; student retention from second to third year

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APA (6th Edition):

Monday, E. N. (2015). The Impact of Financial Knowledge on Student Retention from the Second to the Third Year at a Public Research University. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-12262015-111914 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2263

Chicago Manual of Style (16th Edition):

Monday, Eric N. “The Impact of Financial Knowledge on Student Retention from the Second to the Third Year at a Public Research University.” 2015. Doctoral Dissertation, Louisiana State University. Accessed October 18, 2019. etd-12262015-111914 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2263.

MLA Handbook (7th Edition):

Monday, Eric N. “The Impact of Financial Knowledge on Student Retention from the Second to the Third Year at a Public Research University.” 2015. Web. 18 Oct 2019.

Vancouver:

Monday EN. The Impact of Financial Knowledge on Student Retention from the Second to the Third Year at a Public Research University. [Internet] [Doctoral dissertation]. Louisiana State University; 2015. [cited 2019 Oct 18]. Available from: etd-12262015-111914 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2263.

Council of Science Editors:

Monday EN. The Impact of Financial Knowledge on Student Retention from the Second to the Third Year at a Public Research University. [Doctoral Dissertation]. Louisiana State University; 2015. Available from: etd-12262015-111914 ; https://digitalcommons.lsu.edu/gradschool_dissertations/2263

3. Baier, Caroline. Laborativ matematik i förskoleklass - åk 3. : - Vad påverkar lärares arbetssätt?.

Degree: Human Sciences, 2009, University of Kalmar

 SAMMANFATTNING Arbetets syfte var att undersöka vilka faktorer det är som påverkar lärare att använda eller inte använda laborativt material i sin matematikundervisning i… (more)

Subjects/Keywords: Manipulatives; concrete materials; investigating teaching; preschool up to the third school year.; Laborativ matematik; laborativt material; konkret material; undersökande arbetssätt; årskurs F- 3.; MATHEMATICS; MATEMATIK

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APA (6th Edition):

Baier, C. (2009). Laborativ matematik i förskoleklass - åk 3. : - Vad påverkar lärares arbetssätt?. (Thesis). University of Kalmar. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hik:diva-1061

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):

Baier, Caroline. “Laborativ matematik i förskoleklass - åk 3. : - Vad påverkar lärares arbetssätt?.” 2009. Thesis, University of Kalmar. Accessed October 18, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hik:diva-1061.

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

MLA Handbook (7th Edition):

Baier, Caroline. “Laborativ matematik i förskoleklass - åk 3. : - Vad påverkar lärares arbetssätt?.” 2009. Web. 18 Oct 2019.

Vancouver:

Baier C. Laborativ matematik i förskoleklass - åk 3. : - Vad påverkar lärares arbetssätt?. [Internet] [Thesis]. University of Kalmar; 2009. [cited 2019 Oct 18]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hik:diva-1061.

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

Council of Science Editors:

Baier C. Laborativ matematik i förskoleklass - åk 3. : - Vad påverkar lärares arbetssätt?. [Thesis]. University of Kalmar; 2009. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hik:diva-1061

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


University of South Africa

4. Moyo, Mercy. Awareness and usage of electronic library resources in open distance learning by third-year students in the School of Arts at the University of South Africa.

Degree: 2017, University of South Africa

 During the 21st century, electronic resources have become an important component in every sector of society and the academic sector is no exception. Academic libraries… (more)

Subjects/Keywords: Access to information; Awareness and usage of e-resources; Electronic library resources; Information literacy; Open distance learning; Third-year students; University of South Africa

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

APA (6th Edition):

Moyo, M. (2017). Awareness and usage of electronic library resources in open distance learning by third-year students in the School of Arts at the University of South Africa. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/24807

Chicago Manual of Style (16th Edition):

Moyo, Mercy. “Awareness and usage of electronic library resources in open distance learning by third-year students in the School of Arts at the University of South Africa.” 2017. Masters Thesis, University of South Africa. Accessed October 18, 2019. http://hdl.handle.net/10500/24807.

MLA Handbook (7th Edition):

Moyo, Mercy. “Awareness and usage of electronic library resources in open distance learning by third-year students in the School of Arts at the University of South Africa.” 2017. Web. 18 Oct 2019.

Vancouver:

Moyo M. Awareness and usage of electronic library resources in open distance learning by third-year students in the School of Arts at the University of South Africa. [Internet] [Masters thesis]. University of South Africa; 2017. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10500/24807.

Council of Science Editors:

Moyo M. Awareness and usage of electronic library resources in open distance learning by third-year students in the School of Arts at the University of South Africa. [Masters Thesis]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/24807


University of Toledo

5. Pinkelman, Lindsay Ann. Everyone Engaged and Excelling: Assessing the Efficacy of Triple E Reading to Create Opportunities for Improved Literacy.

Degree: MEd, Curriculum and Instruction, 2010, University of Toledo

 This qualitative study was designed to assess the learning that occurred when a teacher-designed independent reading program, Triple E Reading or “Everyone engaged and excelling,”… (more)

Subjects/Keywords: Education; Language Arts; Literacy; Literature; Reading Instruction; Teaching; Triple E Reading; independent reading; comprehension; journal writing; responding to literature; fifth grade

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APA (6th Edition):

Pinkelman, L. A. (2010). Everyone Engaged and Excelling: Assessing the Efficacy of Triple E Reading to Create Opportunities for Improved Literacy. (Masters Thesis). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1271353608

Chicago Manual of Style (16th Edition):

Pinkelman, Lindsay Ann. “Everyone Engaged and Excelling: Assessing the Efficacy of Triple E Reading to Create Opportunities for Improved Literacy.” 2010. Masters Thesis, University of Toledo. Accessed October 18, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1271353608.

MLA Handbook (7th Edition):

Pinkelman, Lindsay Ann. “Everyone Engaged and Excelling: Assessing the Efficacy of Triple E Reading to Create Opportunities for Improved Literacy.” 2010. Web. 18 Oct 2019.

Vancouver:

Pinkelman LA. Everyone Engaged and Excelling: Assessing the Efficacy of Triple E Reading to Create Opportunities for Improved Literacy. [Internet] [Masters thesis]. University of Toledo; 2010. [cited 2019 Oct 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1271353608.

Council of Science Editors:

Pinkelman LA. Everyone Engaged and Excelling: Assessing the Efficacy of Triple E Reading to Create Opportunities for Improved Literacy. [Masters Thesis]. University of Toledo; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1271353608


Rochester Institute of Technology

6. Coil, Susan. Teaching science to deaf students: resources for teachers in kindergarten to fifth grade.

Degree: Master of Science of Secondary Education of Students Who are Deaf or Hard of Hearing (NTID), 2005, Rochester Institute of Technology

 Research indicates that many new teachers encounter hindrances to implementing the type of researched-based, state-of-the-art teaching methodologies for science instruction in the elementary grades, which… (more)

Subjects/Keywords: Deaf students; Kindergarten to fifth grade; Teaching Science

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

APA (6th Edition):

Coil, S. (2005). Teaching science to deaf students: resources for teachers in kindergarten to fifth grade. (Thesis). Rochester Institute of Technology. Retrieved from https://scholarworks.rit.edu/theses/4022

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):

Coil, Susan. “Teaching science to deaf students: resources for teachers in kindergarten to fifth grade.” 2005. Thesis, Rochester Institute of Technology. Accessed October 18, 2019. https://scholarworks.rit.edu/theses/4022.

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

MLA Handbook (7th Edition):

Coil, Susan. “Teaching science to deaf students: resources for teachers in kindergarten to fifth grade.” 2005. Web. 18 Oct 2019.

Vancouver:

Coil S. Teaching science to deaf students: resources for teachers in kindergarten to fifth grade. [Internet] [Thesis]. Rochester Institute of Technology; 2005. [cited 2019 Oct 18]. Available from: https://scholarworks.rit.edu/theses/4022.

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

Council of Science Editors:

Coil S. Teaching science to deaf students: resources for teachers in kindergarten to fifth grade. [Thesis]. Rochester Institute of Technology; 2005. Available from: https://scholarworks.rit.edu/theses/4022

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


Cape Peninsula University of Technology

7. Van Heerden, Sene. Newly qualified teachers ‘classroom practices as supported by initial teacher education .

Degree: 2019, Cape Peninsula University of Technology

 The objective of initial teacher education is to prepare teachers to teach effectively in schools. The quality of schools of a country depends on the… (more)

Subjects/Keywords: First year teachers; Teachers  – Training of; Effective teaching; Classroom management

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APA (6th Edition):

Van Heerden, S. (2019). Newly qualified teachers ‘classroom practices as supported by initial teacher education . (Thesis). Cape Peninsula University of Technology. Retrieved from http://etd.cput.ac.za/handle/20.500.11838/2870

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):

Van Heerden, Sene. “Newly qualified teachers ‘classroom practices as supported by initial teacher education .” 2019. Thesis, Cape Peninsula University of Technology. Accessed October 18, 2019. http://etd.cput.ac.za/handle/20.500.11838/2870.

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

MLA Handbook (7th Edition):

Van Heerden, Sene. “Newly qualified teachers ‘classroom practices as supported by initial teacher education .” 2019. Web. 18 Oct 2019.

Vancouver:

Van Heerden S. Newly qualified teachers ‘classroom practices as supported by initial teacher education . [Internet] [Thesis]. Cape Peninsula University of Technology; 2019. [cited 2019 Oct 18]. Available from: http://etd.cput.ac.za/handle/20.500.11838/2870.

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

Council of Science Editors:

Van Heerden S. Newly qualified teachers ‘classroom practices as supported by initial teacher education . [Thesis]. Cape Peninsula University of Technology; 2019. Available from: http://etd.cput.ac.za/handle/20.500.11838/2870

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


University of Missouri – Columbia

8. Huff, Ryan D., 1973-. Co-teaching model of student teaching : perceptions of beginning teachers for career readiness.

Degree: 2016, University of Missouri – Columbia

 This study investigated the effectiveness of the Co-Teaching Model of instruction as implemented by the University of Central Missouri (UCM) teacher education program in relation… (more)

Subjects/Keywords: Teaching teams; First year teachers; Teachers  – Training of  – Evaluation; University of Central Missouri

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APA (6th Edition):

Huff, Ryan D., 1. (2016). Co-teaching model of student teaching : perceptions of beginning teachers for career readiness. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/59836

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):

Huff, Ryan D., 1973-. “Co-teaching model of student teaching : perceptions of beginning teachers for career readiness.” 2016. Thesis, University of Missouri – Columbia. Accessed October 18, 2019. http://hdl.handle.net/10355/59836.

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

MLA Handbook (7th Edition):

Huff, Ryan D., 1973-. “Co-teaching model of student teaching : perceptions of beginning teachers for career readiness.” 2016. Web. 18 Oct 2019.

Vancouver:

Huff, Ryan D. 1. Co-teaching model of student teaching : perceptions of beginning teachers for career readiness. [Internet] [Thesis]. University of Missouri – Columbia; 2016. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10355/59836.

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

Council of Science Editors:

Huff, Ryan D. 1. Co-teaching model of student teaching : perceptions of beginning teachers for career readiness. [Thesis]. University of Missouri – Columbia; 2016. Available from: http://hdl.handle.net/10355/59836

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


Michigan State University

9. Damico, James S. Education as practices of freedom : critical literacy in a 5th grade classroom.

Degree: PhD, Department of Teacher Education, 2003, Michigan State University

Subjects/Keywords: Literacy; Fifth grade (Education); Social justice – Study and teaching (Elementary); First year teachers; Effective teaching

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APA (6th Edition):

Damico, J. S. (2003). Education as practices of freedom : critical literacy in a 5th grade classroom. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:33255

Chicago Manual of Style (16th Edition):

Damico, James S. “Education as practices of freedom : critical literacy in a 5th grade classroom.” 2003. Doctoral Dissertation, Michigan State University. Accessed October 18, 2019. http://etd.lib.msu.edu/islandora/object/etd:33255.

MLA Handbook (7th Edition):

Damico, James S. “Education as practices of freedom : critical literacy in a 5th grade classroom.” 2003. Web. 18 Oct 2019.

Vancouver:

Damico JS. Education as practices of freedom : critical literacy in a 5th grade classroom. [Internet] [Doctoral dissertation]. Michigan State University; 2003. [cited 2019 Oct 18]. Available from: http://etd.lib.msu.edu/islandora/object/etd:33255.

Council of Science Editors:

Damico JS. Education as practices of freedom : critical literacy in a 5th grade classroom. [Doctoral Dissertation]. Michigan State University; 2003. Available from: http://etd.lib.msu.edu/islandora/object/etd:33255


Kennesaw State University

10. Strickland, David L, Jr. Effects of Class Size on Selected Program Outcomes for a First-Year Seminar.

Degree: MSin First Year Studies, First-Year and Transition Studies, 2018, Kennesaw State University

  Massification, the trend toward college classes with hundreds and even thousands of students enrolled for a single course section has been well documented (Mangan,… (more)

Subjects/Keywords: class size; college; first-year st.udents; first-year seminar; FYS; first-year experience; FYE; high impact practice; massification; Higher Education; Scholarship of Teaching and Learning

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APA (6th Edition):

Strickland, David L, J. (2018). Effects of Class Size on Selected Program Outcomes for a First-Year Seminar. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/msfys_etd/9

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):

Strickland, David L, Jr. “Effects of Class Size on Selected Program Outcomes for a First-Year Seminar.” 2018. Thesis, Kennesaw State University. Accessed October 18, 2019. https://digitalcommons.kennesaw.edu/msfys_etd/9.

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

MLA Handbook (7th Edition):

Strickland, David L, Jr. “Effects of Class Size on Selected Program Outcomes for a First-Year Seminar.” 2018. Web. 18 Oct 2019.

Vancouver:

Strickland, David L J. Effects of Class Size on Selected Program Outcomes for a First-Year Seminar. [Internet] [Thesis]. Kennesaw State University; 2018. [cited 2019 Oct 18]. Available from: https://digitalcommons.kennesaw.edu/msfys_etd/9.

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

Council of Science Editors:

Strickland, David L J. Effects of Class Size on Selected Program Outcomes for a First-Year Seminar. [Thesis]. Kennesaw State University; 2018. Available from: https://digitalcommons.kennesaw.edu/msfys_etd/9

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


Massey University

11. Suaalii, Faguele. Supports and barriers to achievement in secondary school chemistry : exploring the teaching and learning of year 12 chemistry in Samoa.

Degree: PhD, Education, 2013, Massey University

 Within the Samoan context, education is seen as critical to furthering the national goal of have sufficient qualified citizens who can create opportunities within an… (more)

Subjects/Keywords: Secondary school chemistry; Chemistry teaching, Samoa; Science education, Samoa; Student learning, Samoa; Year 12 chemistry; Barriers to learning

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

APA (6th Edition):

Suaalii, F. (2013). Supports and barriers to achievement in secondary school chemistry : exploring the teaching and learning of year 12 chemistry in Samoa. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/5663

Chicago Manual of Style (16th Edition):

Suaalii, Faguele. “Supports and barriers to achievement in secondary school chemistry : exploring the teaching and learning of year 12 chemistry in Samoa.” 2013. Doctoral Dissertation, Massey University. Accessed October 18, 2019. http://hdl.handle.net/10179/5663.

MLA Handbook (7th Edition):

Suaalii, Faguele. “Supports and barriers to achievement in secondary school chemistry : exploring the teaching and learning of year 12 chemistry in Samoa.” 2013. Web. 18 Oct 2019.

Vancouver:

Suaalii F. Supports and barriers to achievement in secondary school chemistry : exploring the teaching and learning of year 12 chemistry in Samoa. [Internet] [Doctoral dissertation]. Massey University; 2013. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10179/5663.

Council of Science Editors:

Suaalii F. Supports and barriers to achievement in secondary school chemistry : exploring the teaching and learning of year 12 chemistry in Samoa. [Doctoral Dissertation]. Massey University; 2013. Available from: http://hdl.handle.net/10179/5663


University of Sydney

12. Li, Fangfang. Analysis of the variation in the object of study in finance lectures and the significance for developing teaching abilities .

Degree: 2018, University of Sydney

 Driven by the core aims of cultivating innovative talents, many universities in the world are pushing heavily to change pedagogy. In Chinese universities, teaching reform… (more)

Subjects/Keywords: object of study; student-focused teaching approach; the third metaphor of learning; tacit knowledge

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APA (6th Edition):

Li, F. (2018). Analysis of the variation in the object of study in finance lectures and the significance for developing teaching abilities . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/18191

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):

Li, Fangfang. “Analysis of the variation in the object of study in finance lectures and the significance for developing teaching abilities .” 2018. Thesis, University of Sydney. Accessed October 18, 2019. http://hdl.handle.net/2123/18191.

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

MLA Handbook (7th Edition):

Li, Fangfang. “Analysis of the variation in the object of study in finance lectures and the significance for developing teaching abilities .” 2018. Web. 18 Oct 2019.

Vancouver:

Li F. Analysis of the variation in the object of study in finance lectures and the significance for developing teaching abilities . [Internet] [Thesis]. University of Sydney; 2018. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/2123/18191.

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

Council of Science Editors:

Li F. Analysis of the variation in the object of study in finance lectures and the significance for developing teaching abilities . [Thesis]. University of Sydney; 2018. Available from: http://hdl.handle.net/2123/18191

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


The Ohio State University

13. Sahin, Figen. First-year early childhood teachers’ sense of efficacy across multiple contexts.

Degree: PhD, Teaching and Learning, 2007, The Ohio State University

  Teachers’ sense of efficacy has gained increasing attention since the mid-1980s. However, only limited attention has been paid to the experiences of teachers in… (more)

Subjects/Keywords: Teachers' Sense of Efficacy; First-Year Teaching; Induction; Early Childhood Education; Mentoring; Qualitative Research

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APA (6th Edition):

Sahin, F. (2007). First-year early childhood teachers’ sense of efficacy across multiple contexts. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1187365067

Chicago Manual of Style (16th Edition):

Sahin, Figen. “First-year early childhood teachers’ sense of efficacy across multiple contexts.” 2007. Doctoral Dissertation, The Ohio State University. Accessed October 18, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1187365067.

MLA Handbook (7th Edition):

Sahin, Figen. “First-year early childhood teachers’ sense of efficacy across multiple contexts.” 2007. Web. 18 Oct 2019.

Vancouver:

Sahin F. First-year early childhood teachers’ sense of efficacy across multiple contexts. [Internet] [Doctoral dissertation]. The Ohio State University; 2007. [cited 2019 Oct 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1187365067.

Council of Science Editors:

Sahin F. First-year early childhood teachers’ sense of efficacy across multiple contexts. [Doctoral Dissertation]. The Ohio State University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1187365067


Columbia University

14. Leathers, Lillian Sharon. Early-Career Teacher Experiences in Urban Schools.

Degree: 2018, Columbia University

 Urban schools exist within everyday parlance as an ongoing quandary within American public schools. However, historical, social, cultural, and discursive meanings intersect and compose urban… (more)

Subjects/Keywords: Teachers – Training of; Urban schools; Social justice – Study and teaching; First year teachers

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

APA (6th Edition):

Leathers, L. S. (2018). Early-Career Teacher Experiences in Urban Schools. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D825325K

Chicago Manual of Style (16th Edition):

Leathers, Lillian Sharon. “Early-Career Teacher Experiences in Urban Schools.” 2018. Doctoral Dissertation, Columbia University. Accessed October 18, 2019. https://doi.org/10.7916/D825325K.

MLA Handbook (7th Edition):

Leathers, Lillian Sharon. “Early-Career Teacher Experiences in Urban Schools.” 2018. Web. 18 Oct 2019.

Vancouver:

Leathers LS. Early-Career Teacher Experiences in Urban Schools. [Internet] [Doctoral dissertation]. Columbia University; 2018. [cited 2019 Oct 18]. Available from: https://doi.org/10.7916/D825325K.

Council of Science Editors:

Leathers LS. Early-Career Teacher Experiences in Urban Schools. [Doctoral Dissertation]. Columbia University; 2018. Available from: https://doi.org/10.7916/D825325K


University of Western Sydney

15. Yue, Yi. Making Chinese learnable from perspectives of Australian beginning learners : through lesson preparation, materials and teaching strategies.

Degree: 2014, University of Western Sydney

 This study concentrates on exploring how to make Chinese learnable for beginning learners in Australia, due to the proliferation of Chinese that attracts an increasing… (more)

Subjects/Keywords: Thesis (M.Ed. (Hons.)) – University of Western Sydney, 2014; Chinese language; study and teaching; education; teaching; teachers, training of; first year teachers

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APA (6th Edition):

Yue, Y. (2014). Making Chinese learnable from perspectives of Australian beginning learners : through lesson preparation, materials and teaching strategies. (Thesis). University of Western Sydney. Retrieved from http://handle.uws.edu.au:8081/1959.7/566002

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):

Yue, Yi. “Making Chinese learnable from perspectives of Australian beginning learners : through lesson preparation, materials and teaching strategies.” 2014. Thesis, University of Western Sydney. Accessed October 18, 2019. http://handle.uws.edu.au:8081/1959.7/566002.

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

MLA Handbook (7th Edition):

Yue, Yi. “Making Chinese learnable from perspectives of Australian beginning learners : through lesson preparation, materials and teaching strategies.” 2014. Web. 18 Oct 2019.

Vancouver:

Yue Y. Making Chinese learnable from perspectives of Australian beginning learners : through lesson preparation, materials and teaching strategies. [Internet] [Thesis]. University of Western Sydney; 2014. [cited 2019 Oct 18]. Available from: http://handle.uws.edu.au:8081/1959.7/566002.

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

Council of Science Editors:

Yue Y. Making Chinese learnable from perspectives of Australian beginning learners : through lesson preparation, materials and teaching strategies. [Thesis]. University of Western Sydney; 2014. Available from: http://handle.uws.edu.au:8081/1959.7/566002

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


University of South Carolina

16. Weigel, Dorothy Steel. Third-Culture Students: An Exploratory Study of Transition In the First Year of College.

Degree: PhD, Educational Leadership and Policies, 2010, University of South Carolina

  The purpose of this qualitative study was to explore the experiences of third-culture students who repatriated to the United States for their first year(more)

Subjects/Keywords: Education; Educational Administration and Supervision; first-year; global nomads; third culture kids; third-culture students

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APA (6th Edition):

Weigel, D. S. (2010). Third-Culture Students: An Exploratory Study of Transition In the First Year of College. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/122

Chicago Manual of Style (16th Edition):

Weigel, Dorothy Steel. “Third-Culture Students: An Exploratory Study of Transition In the First Year of College.” 2010. Doctoral Dissertation, University of South Carolina. Accessed October 18, 2019. https://scholarcommons.sc.edu/etd/122.

MLA Handbook (7th Edition):

Weigel, Dorothy Steel. “Third-Culture Students: An Exploratory Study of Transition In the First Year of College.” 2010. Web. 18 Oct 2019.

Vancouver:

Weigel DS. Third-Culture Students: An Exploratory Study of Transition In the First Year of College. [Internet] [Doctoral dissertation]. University of South Carolina; 2010. [cited 2019 Oct 18]. Available from: https://scholarcommons.sc.edu/etd/122.

Council of Science Editors:

Weigel DS. Third-Culture Students: An Exploratory Study of Transition In the First Year of College. [Doctoral Dissertation]. University of South Carolina; 2010. Available from: https://scholarcommons.sc.edu/etd/122


University of Arizona

17. Lee, Jessica Nalani Oi Jun. Too Much Information: Agency and Disruptions of Power in Personal Narratives of Mental Illness and Suffering .

Degree: 2014, University of Arizona

 Healing in the mental health system of the 21st century is difficult as the credibility of mental health users is constantly called into question, their… (more)

Subjects/Keywords: Narrative; Rhetoric; Third-Space; Rhetoric, Composition & the Teaching of English; Mental Health

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APA (6th Edition):

Lee, J. N. O. J. (2014). Too Much Information: Agency and Disruptions of Power in Personal Narratives of Mental Illness and Suffering . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/323465

Chicago Manual of Style (16th Edition):

Lee, Jessica Nalani Oi Jun. “Too Much Information: Agency and Disruptions of Power in Personal Narratives of Mental Illness and Suffering .” 2014. Doctoral Dissertation, University of Arizona. Accessed October 18, 2019. http://hdl.handle.net/10150/323465.

MLA Handbook (7th Edition):

Lee, Jessica Nalani Oi Jun. “Too Much Information: Agency and Disruptions of Power in Personal Narratives of Mental Illness and Suffering .” 2014. Web. 18 Oct 2019.

Vancouver:

Lee JNOJ. Too Much Information: Agency and Disruptions of Power in Personal Narratives of Mental Illness and Suffering . [Internet] [Doctoral dissertation]. University of Arizona; 2014. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10150/323465.

Council of Science Editors:

Lee JNOJ. Too Much Information: Agency and Disruptions of Power in Personal Narratives of Mental Illness and Suffering . [Doctoral Dissertation]. University of Arizona; 2014. Available from: http://hdl.handle.net/10150/323465


University of Georgia

18. Dice, Jaime Laine. A Piagetian approach to infant referential behaviors.

Degree: PhD, Child and Family Development, 2008, University of Georgia

 The term joint attention refers to the ability to share attention to an object with another person. Near the end of the first year of… (more)

Subjects/Keywords: The term joint attention refers to the ability to share attention to an object with another person. Near the end of the first year of life

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APA (6th Edition):

Dice, J. L. (2008). A Piagetian approach to infant referential behaviors. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/dice_jaime_l_200808_phd

Chicago Manual of Style (16th Edition):

Dice, Jaime Laine. “A Piagetian approach to infant referential behaviors.” 2008. Doctoral Dissertation, University of Georgia. Accessed October 18, 2019. http://purl.galileo.usg.edu/uga_etd/dice_jaime_l_200808_phd.

MLA Handbook (7th Edition):

Dice, Jaime Laine. “A Piagetian approach to infant referential behaviors.” 2008. Web. 18 Oct 2019.

Vancouver:

Dice JL. A Piagetian approach to infant referential behaviors. [Internet] [Doctoral dissertation]. University of Georgia; 2008. [cited 2019 Oct 18]. Available from: http://purl.galileo.usg.edu/uga_etd/dice_jaime_l_200808_phd.

Council of Science Editors:

Dice JL. A Piagetian approach to infant referential behaviors. [Doctoral Dissertation]. University of Georgia; 2008. Available from: http://purl.galileo.usg.edu/uga_etd/dice_jaime_l_200808_phd


University of Arkansas

19. Smith, Kerri Anna. Perceptions of Skill Development in a Living-Learning First-Year Experience Program.

Degree: Doctor of Education in Higher Education (EdD), Higher Education (EdD), 2012, University of Arkansas

  The purpose of this study was to explore the perceptions of students and faculty involved in a living-learning first-year experience program at a small,… (more)

Subjects/Keywords: Education; First-year experience; Living-learning program; Skill development; Higher Education; Higher Education and Teaching; Scholarship of Teaching and Learning

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

APA (6th Edition):

Smith, K. A. (2012). Perceptions of Skill Development in a Living-Learning First-Year Experience Program. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/464

Chicago Manual of Style (16th Edition):

Smith, Kerri Anna. “Perceptions of Skill Development in a Living-Learning First-Year Experience Program.” 2012. Doctoral Dissertation, University of Arkansas. Accessed October 18, 2019. https://scholarworks.uark.edu/etd/464.

MLA Handbook (7th Edition):

Smith, Kerri Anna. “Perceptions of Skill Development in a Living-Learning First-Year Experience Program.” 2012. Web. 18 Oct 2019.

Vancouver:

Smith KA. Perceptions of Skill Development in a Living-Learning First-Year Experience Program. [Internet] [Doctoral dissertation]. University of Arkansas; 2012. [cited 2019 Oct 18]. Available from: https://scholarworks.uark.edu/etd/464.

Council of Science Editors:

Smith KA. Perceptions of Skill Development in a Living-Learning First-Year Experience Program. [Doctoral Dissertation]. University of Arkansas; 2012. Available from: https://scholarworks.uark.edu/etd/464


The Ohio State University

20. Getson, Jennifer. Jules Dalou and the Problem of Monumental Commemoration in Third-Republic Paris.

Degree: PhD, History of Art, 2013, The Ohio State University

 Jules Dalou (1838-1902) was the greatest monument-maker of the Third Republic, but he has long been eclipsed by the fame of his greatest rival Auguste… (more)

Subjects/Keywords: Art History; Jules Dalou; public sculpture; monumental sculpture; public monuments; French Third Republic sculpture; Triumph of the Republic; Monument to Delacroix; Monument to Alphand; Monument to Leclaire; Monument to Boussingault

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APA (6th Edition):

Getson, J. (2013). Jules Dalou and the Problem of Monumental Commemoration in Third-Republic Paris. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1372866676

Chicago Manual of Style (16th Edition):

Getson, Jennifer. “Jules Dalou and the Problem of Monumental Commemoration in Third-Republic Paris.” 2013. Doctoral Dissertation, The Ohio State University. Accessed October 18, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1372866676.

MLA Handbook (7th Edition):

Getson, Jennifer. “Jules Dalou and the Problem of Monumental Commemoration in Third-Republic Paris.” 2013. Web. 18 Oct 2019.

Vancouver:

Getson J. Jules Dalou and the Problem of Monumental Commemoration in Third-Republic Paris. [Internet] [Doctoral dissertation]. The Ohio State University; 2013. [cited 2019 Oct 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1372866676.

Council of Science Editors:

Getson J. Jules Dalou and the Problem of Monumental Commemoration in Third-Republic Paris. [Doctoral Dissertation]. The Ohio State University; 2013. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1372866676


University of South Africa

21. Adinew Tadesse Degago. Conceptions of teaching and teaching practices in relation to student-centred instruction in selected Ethiopian universities.

Degree: 2015, University of South Africa

 The study explored instructors' conceptions of teaching and their teaching practices in four Ethiopian universities in the light of the existing calls for the employment… (more)

Subjects/Keywords: Conceptions of teaching; Teaching practices; Student-centred instruction; Teacher-centred instruction; Approaches to teaching; Student-centred approach to teaching; Teacher-centred approach to teaching; Approaches to learning; Constructivism; Higher education

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APA (6th Edition):

Degago, A. T. (2015). Conceptions of teaching and teaching practices in relation to student-centred instruction in selected Ethiopian universities. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/18580

Chicago Manual of Style (16th Edition):

Degago, Adinew Tadesse. “Conceptions of teaching and teaching practices in relation to student-centred instruction in selected Ethiopian universities.” 2015. Doctoral Dissertation, University of South Africa. Accessed October 18, 2019. http://hdl.handle.net/10500/18580.

MLA Handbook (7th Edition):

Degago, Adinew Tadesse. “Conceptions of teaching and teaching practices in relation to student-centred instruction in selected Ethiopian universities.” 2015. Web. 18 Oct 2019.

Vancouver:

Degago AT. Conceptions of teaching and teaching practices in relation to student-centred instruction in selected Ethiopian universities. [Internet] [Doctoral dissertation]. University of South Africa; 2015. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10500/18580.

Council of Science Editors:

Degago AT. Conceptions of teaching and teaching practices in relation to student-centred instruction in selected Ethiopian universities. [Doctoral Dissertation]. University of South Africa; 2015. Available from: http://hdl.handle.net/10500/18580


National University of Ireland – Galway

22. Reynolds, John. Empire, emergency & the law.

Degree: 2014, National University of Ireland – Galway

This thesis interrogates the nature of emergency legal doctrine  – from the institutional and constitutional planes of international relations, national security and political economy, down… (more)

Subjects/Keywords: International law; Colonialism; Imperialism; State of emergency; State of exception; Legal history; Third world approaches to international law; Law

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APA (6th Edition):

Reynolds, J. (2014). Empire, emergency & the law. (Thesis). National University of Ireland – Galway. Retrieved from http://hdl.handle.net/10379/4444

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):

Reynolds, John. “Empire, emergency & the law.” 2014. Thesis, National University of Ireland – Galway. Accessed October 18, 2019. http://hdl.handle.net/10379/4444.

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

MLA Handbook (7th Edition):

Reynolds, John. “Empire, emergency & the law.” 2014. Web. 18 Oct 2019.

Vancouver:

Reynolds J. Empire, emergency & the law. [Internet] [Thesis]. National University of Ireland – Galway; 2014. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10379/4444.

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

Council of Science Editors:

Reynolds J. Empire, emergency & the law. [Thesis]. National University of Ireland – Galway; 2014. Available from: http://hdl.handle.net/10379/4444

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


Curtin University of Technology

23. Thomson, Ian Allan. A case study of the use of technology in secondary mathematics with reference to the dimensions of learning framework .

Degree: 2012, Curtin University of Technology

 In this thesis a case study was conducted which concerned the use of technology in secondary mathematics. Within a particular setting, the research evaluates the… (more)

Subjects/Keywords: touch screen calculators; algebra and geometry; secondary mathematics; tablet computer attached to a digital projector; Year 8 students; use of technology

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APA (6th Edition):

Thomson, I. A. (2012). A case study of the use of technology in secondary mathematics with reference to the dimensions of learning framework . (Thesis). Curtin University of Technology. Retrieved from http://hdl.handle.net/20.500.11937/1863

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):

Thomson, Ian Allan. “A case study of the use of technology in secondary mathematics with reference to the dimensions of learning framework .” 2012. Thesis, Curtin University of Technology. Accessed October 18, 2019. http://hdl.handle.net/20.500.11937/1863.

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

MLA Handbook (7th Edition):

Thomson, Ian Allan. “A case study of the use of technology in secondary mathematics with reference to the dimensions of learning framework .” 2012. Web. 18 Oct 2019.

Vancouver:

Thomson IA. A case study of the use of technology in secondary mathematics with reference to the dimensions of learning framework . [Internet] [Thesis]. Curtin University of Technology; 2012. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/20.500.11937/1863.

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

Council of Science Editors:

Thomson IA. A case study of the use of technology in secondary mathematics with reference to the dimensions of learning framework . [Thesis]. Curtin University of Technology; 2012. Available from: http://hdl.handle.net/20.500.11937/1863

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


North-West University

24. Viljoen, Cornelia Catherina. First-year students' intention to stay : engagement and psychological conditions / Corrie Viljoen .

Degree: 2012, North-West University

 Students’ intention to stay within the higher education system is decreasing by the year, and even though more students are enrolling at universities annually, the… (more)

Subjects/Keywords: Social support; Academic fit; Psychological conditions of meaningfulness and availability; Engagement; Intention to stay and first-year students

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APA (6th Edition):

Viljoen, C. C. (2012). First-year students' intention to stay : engagement and psychological conditions / Corrie Viljoen . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/10382

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):

Viljoen, Cornelia Catherina. “First-year students' intention to stay : engagement and psychological conditions / Corrie Viljoen .” 2012. Thesis, North-West University. Accessed October 18, 2019. http://hdl.handle.net/10394/10382.

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

MLA Handbook (7th Edition):

Viljoen, Cornelia Catherina. “First-year students' intention to stay : engagement and psychological conditions / Corrie Viljoen .” 2012. Web. 18 Oct 2019.

Vancouver:

Viljoen CC. First-year students' intention to stay : engagement and psychological conditions / Corrie Viljoen . [Internet] [Thesis]. North-West University; 2012. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10394/10382.

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

Council of Science Editors:

Viljoen CC. First-year students' intention to stay : engagement and psychological conditions / Corrie Viljoen . [Thesis]. North-West University; 2012. Available from: http://hdl.handle.net/10394/10382

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


University of South Africa

25. Van Rensburg, Gisela Hildegard. The learning styles of nursing students at a distance teaching university.

Degree: 1995, University of South Africa

 Individuals have unique ways of perceiving and organising information, which are referred to as learning styles. By becoming informed about individual learning styles the educator… (more)

Subjects/Keywords: Academic achievement; Distance teaching; Experiential learning; Kolb model of experiential learning; Learning styles; Marshall and Merritt Learning Style Questionnaire; Motivation; Nursing students; Third year student; Unisa nursing students

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

APA (6th Edition):

Van Rensburg, G. H. (1995). The learning styles of nursing students at a distance teaching university. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/17752

Chicago Manual of Style (16th Edition):

Van Rensburg, Gisela Hildegard. “The learning styles of nursing students at a distance teaching university.” 1995. Masters Thesis, University of South Africa. Accessed October 18, 2019. http://hdl.handle.net/10500/17752.

MLA Handbook (7th Edition):

Van Rensburg, Gisela Hildegard. “The learning styles of nursing students at a distance teaching university.” 1995. Web. 18 Oct 2019.

Vancouver:

Van Rensburg GH. The learning styles of nursing students at a distance teaching university. [Internet] [Masters thesis]. University of South Africa; 1995. [cited 2019 Oct 18]. Available from: http://hdl.handle.net/10500/17752.

Council of Science Editors:

Van Rensburg GH. The learning styles of nursing students at a distance teaching university. [Masters Thesis]. University of South Africa; 1995. Available from: http://hdl.handle.net/10500/17752


Montana State University

26. Walters, Tylene Marie. How implementing a daily participation grade in 5th grade science affects student learning.

Degree: Graduate School, 2012, Montana State University

 How can student daily participation be increased? Student participation was lacking in fifth grade science. The teacher implemented the use of daily participation rubrics for… (more)

Subjects/Keywords: Science Study and teaching.; Self-evaluation.; Fifth grade (Education).

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APA (6th Edition):

Walters, T. M. (2012). How implementing a daily participation grade in 5th grade science affects student learning. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2495

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):

Walters, Tylene Marie. “How implementing a daily participation grade in 5th grade science affects student learning.” 2012. Thesis, Montana State University. Accessed October 18, 2019. https://scholarworks.montana.edu/xmlui/handle/1/2495.

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

MLA Handbook (7th Edition):

Walters, Tylene Marie. “How implementing a daily participation grade in 5th grade science affects student learning.” 2012. Web. 18 Oct 2019.

Vancouver:

Walters TM. How implementing a daily participation grade in 5th grade science affects student learning. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Oct 18]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2495.

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

Council of Science Editors:

Walters TM. How implementing a daily participation grade in 5th grade science affects student learning. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2495

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

27. Grant, Christina E. "I can read accurately but can't understand the text read" : the effects of using a reading intervention on fifth-grade students' "word callers" reading comprehension achievement.

Degree: PhD, 2013, Ball State University

 The purpose of this study was to determine the effects of an intervention of five researched reading strategies on fifth-grade students’ “word callers” reading achievement.… (more)

Subjects/Keywords: Reading comprehension  – Study and teaching (Elementary); Fifth grade (Education)

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APA (6th Edition):

Grant, C. E. (2013). "I can read accurately but can't understand the text read" : the effects of using a reading intervention on fifth-grade students' "word callers" reading comprehension achievement. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/197393

Chicago Manual of Style (16th Edition):

Grant, Christina E. “"I can read accurately but can't understand the text read" : the effects of using a reading intervention on fifth-grade students' "word callers" reading comprehension achievement.” 2013. Doctoral Dissertation, Ball State University. Accessed October 18, 2019. http://cardinalscholar.bsu.edu/handle/123456789/197393.

MLA Handbook (7th Edition):

Grant, Christina E. “"I can read accurately but can't understand the text read" : the effects of using a reading intervention on fifth-grade students' "word callers" reading comprehension achievement.” 2013. Web. 18 Oct 2019.

Vancouver:

Grant CE. "I can read accurately but can't understand the text read" : the effects of using a reading intervention on fifth-grade students' "word callers" reading comprehension achievement. [Internet] [Doctoral dissertation]. Ball State University; 2013. [cited 2019 Oct 18]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/197393.

Council of Science Editors:

Grant CE. "I can read accurately but can't understand the text read" : the effects of using a reading intervention on fifth-grade students' "word callers" reading comprehension achievement. [Doctoral Dissertation]. Ball State University; 2013. Available from: http://cardinalscholar.bsu.edu/handle/123456789/197393


Montana State University

28. Foley, Ryan Carlton. How differentiated groups affect fifth grade science students.

Degree: Graduate School, 2012, Montana State University

 This study is a description of an action research project conducted by a fifth grade teacher in order to improve collaborative work during science investigations… (more)

Subjects/Keywords: Science Study and teaching.; Multiple intelligences.; Fifth grade (Education).

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APA (6th Edition):

Foley, R. C. (2012). How differentiated groups affect fifth grade science students. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1267

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):

Foley, Ryan Carlton. “How differentiated groups affect fifth grade science students.” 2012. Thesis, Montana State University. Accessed October 18, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1267.

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

MLA Handbook (7th Edition):

Foley, Ryan Carlton. “How differentiated groups affect fifth grade science students.” 2012. Web. 18 Oct 2019.

Vancouver:

Foley RC. How differentiated groups affect fifth grade science students. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Oct 18]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1267.

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

Council of Science Editors:

Foley RC. How differentiated groups affect fifth grade science students. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1267

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


Utah State University

29. Boyles, Raymond E. An Investigation of the Change in Motivation of Fifth-Grade Students on Writing Activities After Being Taught Computer Programming Using Similar Teaching Strategies.

Degree: PhD, Education, 2014, Utah State University

  The implementation of collaboration and the use of graphic organizers in the teaching of programming and writing in the elementary grades have proven to… (more)

Subjects/Keywords: Motivation; Fifth-Grade Students; Writing Activities; Computer Programming; Teaching Strategies; Education

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

APA (6th Edition):

Boyles, R. E. (2014). An Investigation of the Change in Motivation of Fifth-Grade Students on Writing Activities After Being Taught Computer Programming Using Similar Teaching Strategies. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/3560

Chicago Manual of Style (16th Edition):

Boyles, Raymond E. “An Investigation of the Change in Motivation of Fifth-Grade Students on Writing Activities After Being Taught Computer Programming Using Similar Teaching Strategies.” 2014. Doctoral Dissertation, Utah State University. Accessed October 18, 2019. https://digitalcommons.usu.edu/etd/3560.

MLA Handbook (7th Edition):

Boyles, Raymond E. “An Investigation of the Change in Motivation of Fifth-Grade Students on Writing Activities After Being Taught Computer Programming Using Similar Teaching Strategies.” 2014. Web. 18 Oct 2019.

Vancouver:

Boyles RE. An Investigation of the Change in Motivation of Fifth-Grade Students on Writing Activities After Being Taught Computer Programming Using Similar Teaching Strategies. [Internet] [Doctoral dissertation]. Utah State University; 2014. [cited 2019 Oct 18]. Available from: https://digitalcommons.usu.edu/etd/3560.

Council of Science Editors:

Boyles RE. An Investigation of the Change in Motivation of Fifth-Grade Students on Writing Activities After Being Taught Computer Programming Using Similar Teaching Strategies. [Doctoral Dissertation]. Utah State University; 2014. Available from: https://digitalcommons.usu.edu/etd/3560


Univerzitet u Beogradu

30. Bojović, Ivana. 1974-. Podsticanje motivacije učenika za učenje u nastavnom procesu.

Degree: Filozofski fakultet, 2017, Univerzitet u Beogradu

Pedagogija - Opšta pedagogija / Pedagogy - General pedagogy

U radu su izloţena teorijska razmatranja o problematici motivisanja uĉenika za uĉenje i uĉešća u razliĉitim… (more)

Subjects/Keywords: motivation to learn; preparation of the teaching process; characteristics of instructional practices; effective teaching; organization of the teaching process

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

APA (6th Edition):

Bojović, I. 1. (2017). Podsticanje motivacije učenika za učenje u nastavnom procesu. (Thesis). Univerzitet u Beogradu. Retrieved from https://fedorabg.bg.ac.rs/fedora/get/o:16775/bdef:Content/get

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

Chicago Manual of Style (16th Edition):

Bojović, Ivana 1974-. “Podsticanje motivacije učenika za učenje u nastavnom procesu.” 2017. Thesis, Univerzitet u Beogradu. Accessed October 18, 2019. https://fedorabg.bg.ac.rs/fedora/get/o:16775/bdef:Content/get.

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

MLA Handbook (7th Edition):

Bojović, Ivana 1974-. “Podsticanje motivacije učenika za učenje u nastavnom procesu.” 2017. Web. 18 Oct 2019.

Vancouver:

Bojović I1. Podsticanje motivacije učenika za učenje u nastavnom procesu. [Internet] [Thesis]. Univerzitet u Beogradu; 2017. [cited 2019 Oct 18]. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:16775/bdef:Content/get.

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

Council of Science Editors:

Bojović I1. Podsticanje motivacije učenika za učenje u nastavnom procesu. [Thesis]. Univerzitet u Beogradu; 2017. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:16775/bdef:Content/get

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

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