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Effects of critical assessment training on quality of peer feedback and quality of students' final projects in peer assessmentLi, Lan. January 1900 (has links)
Thesis (Ph.D.)--University of Nebraska-Lincoln, 2007. / Title from title screen (site viewed Dec. 4, 2007). PDF text: 115 p. : ill. ; 6 Mb. UMI publication number: AAT 3271906. Includes bibliographical references. Also available in microfilm and microfiche formats.
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Preparing prospective teacher education students at two-year post secondary institutions: an assessment of proficiency in technology usageCavenall, Pamela Elaine Rogers 15 May 2009 (has links)
The purpose of this study was to examine the proficiency or lack of
proficiency of prospective teacher education students at two-year community
colleges to use and integrate instructional technologies. In addition, this study
also examined the perceived perceptions of prospective teacher education
students levels of preparedness to use instructional technologies in their future
classrooms.
Participants in the study were students in a teacher preparation program.
The survey was administered to students from six community colleges in the
southeastern part of the United States. The Prospective Teacher Education
Students Survey was developed and administered to a sample of 109
prospective teacher education students.
Results of the study revealed a low proficiency in technology use for
database, ethical use understanding, and spreadsheet. Prospective teacher education students reported greater proficiency in computer operation, word
processing, and internet use. Low frequency and effectiveness were reported in
the use of technology mediated instructional strategies for synchronous
communication and simulations. Results indicated higher frequency and
effectiveness in technology mediated instructional strategies for word processing
and Internet use by students. Generally, students perceived their level of
preparedness to implement various technology skills as somewhat well
prepared . Descriptive statistics, raw percentages, and independent t-tests were
used to analyze the data.
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Journalism students' experience of affect in writingRoan, Catherine L. January 2001 (has links)
Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 213-224). Also available on the Internet.
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Journalism students' experience of affect in writing /Roan, Catherine L. January 2001 (has links)
Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 213-224). Also available on the Internet.
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An investigation of portfolio assessment with fifth grade teachers and students : a case study /Weldin, Donna J., January 1994 (has links)
Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1994. / Vita. Abstract. Includes bibliographical references (leaves 200-208). Also available via the Internet.
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Silence, we speak English here ethnicity, status and network in Lagosian schools /Akinsanya, Sherrie K. January 1900 (has links)
Thesis (Ph. D.)--University of Wisconsin--Madison, 1974. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 411-427).
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International trends and techniques used to teach studio art courses through distance educationSheldon, Kathryn Elizabeth. Quinn, Robert. January 2009 (has links)
Thesis (M.A.Ed.)--East Carolina University, 2009. / Presented to the faculty of the School of Art and Design. Advisor: Robert Quinn. Title from PDF t.p. (viewed May 24, 2010). Includes bibliographical references.
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The use of cooperative grouping in inclusive elementary classroomsPack, Stephanie G. January 1900 (has links)
Thesis (Ed. D.)--West Virginia University, 2003. / Title from document title page. Document formatted into pages; contains vii, 126 p. Includes abstract. Includes bibliographical references (p. 111-117).
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Female Students with Acquired Brain Injury: Experiences in UniversityGottschall, Kendra 31 July 2013 (has links)
Brain injury has become a more topical issue over the past decade, however limited research has been done on experiences of university students and few are specific to female students. The research question became: “How has having an acquired brain injury impacted the experience of female students within postsecondary education?” Narrative and auto-ethnographic methodologies were employed; semi-structured interviews with five participants were conducted, and text boxes were utilized to weave the researcher’s voice as a student with a brain injury into the narrative. Findings indicate brain injury has diverse implications depending on severity. Some participants spoke of accessing (dis)Ability resource centres, while others did not utilize formal accommodations. Findings revealed that participants navigate the academy in isolation yet wanted to connect with fellow students who have acquired brain injuries. Social workers can facilitate this process and provide counselling, challenge negative social implications and work toward building an inclusive educational environment.
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Kunskap genom bilder : en studie i hur studenter inom natur- och samhällsvetenskapliga utbildningar fördjupar sin ämnesförståelse genom arbete med bilder /Dahlman, Ylva, January 2004 (has links) (PDF)
Diss. Uppsala : Sveriges lantbruksuniv., 2004.
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