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Marchand-Stenhoff, Sandra Marie. „Academic incivility in higher education“. [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3386703.
Title from PDF t.p. (viewed on Jul 15, 2010). Source: Dissertation Abstracts International, Volume: 70-12, Section: A, page: 4595. Adviser: John P. Bean.
Flores, Kelly A. „Exploring top-rated MBA programs for best practices in internationalizing curricula| A mixed methods study“. Thesis, City University of Seattle, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3556872.
To investigate if, and how, curriculum developers are incorporating opportunities to develop global competence into business curricula, the Exploratory Design: Taxonomy Development Model (Qualitative Emphasized) was conducted on top-rated MBA programs. This three-phase mixed methods approach revealed 11 global competencies (or taxonomies) and 84 components (or sub-categories) in the qualitative study that were further explored in the quantitative study. Fifteen representatives of top-rated MBA programs completed the survey questionnaire. Data analyses revealed several significant associations between integrated global competencies and program rankings. Best practices implemented in the top-rated MBA programs for each of the 11 global competencies are discussed. Deans, program directors, faculty, curriculum developers, business graduates, international employers, and leaders in education are among those who could benefit from the results of this study.
Ghosh, Guruprasad. „Subjugated history: Empire, education, and espionage“. W&M ScholarWorks, 2008. https://scholarworks.wm.edu/etd/1539791815.
Deweese, David L. „Instructional Planning and Teaching: Perceptions of Practice and Department Expectations of Principal Preparation Program Faculties“. Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etd/2667.
Vinson, Ellen Levy. „General education and enrollment trends at private baccalaureate colleges, 1975--2000“. W&M ScholarWorks, 2002. https://scholarworks.wm.edu/etd/1550154184.
Lauridsen, Barbara L. „Is information technology education betters learned in teams? An exploratory study of teamwork effectiveness at a higher education institution“. Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3601964.
The purpose of this research was to determine if the effectiveness of technology education can be significantly increased through use of team-based activities including both real-time team encounters and results-driven team assignments. The research addresses this purpose by examining perceptions regarding effectiveness of team-based learning in several degree programs in Information Technology education. Survey data was gathered from adult students about their experience with recent team assignments. All participants were enrolled at a large private non-profile university on the west coast within the School of Engineering, Technology and Media. The Team Work Survey was administered and hosted on the Survey Monkey website and released to about 200 courses in programs for a Bachelor of Science or a Master of Science degree. Over four periods, survey responses were returned for 96 learners enrolled in undergraduate courses and 126 learners enrolled in graduate courses. The researcher was granted permission by DiFonzo (2010) to use a survey instrument adapted and piloted that was based on an earlier Team Performance Survey originated by Peters (1997) who developed, validated and determined its reliability. Several comparisons were made using statistical analysis to determine the interesting patterns relevant to this research. The interpretation of findings included evidence that team effectiveness was indeed positively aligned with team members' perceptions about ability to learn, with their interest in the topic and the motivation of individual members to commit time and energy to the team assignments.
Churchill, Christina. „An Examination of Business Professors' Experiences with Remote Teaching under COVID-19: Lessons Learned for the Future“. Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1752387/.
Hightower, Sandra. „Effect of Active Learning on Students' Academic Success in the Medical Classroom“. ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1117.
Gottschall, Holli M. „Faculty and student attitudes towards group work in higher education and why faculty use groups“. [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3232561.
"Title from dissertation home page (viewed July 9, 2007)." Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2899. Adviser: Barbara A. Bichelmeyer.
Marzinsky, Maria. „Teaching and curricular practices contributing to success in gateway courses for freshman and sophomore students in math, science, engineering, and technology (MSTE) majors at a large public research university: A longitudinal study“. Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280026.
Defazio, Joseph M. „Designing with precedent : a cross-disciplinary inquiry into the design process /“. [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3303326.
Title from dissertation home page (viewed Sept. 26, 2008). Source: Dissertation Abstracts International, Volume: 69-02, Section: A, page: 0487. Adviser: Elizabeth Boling.
Huang, Yi-Ping. „Understanding international graduate instructors a narrative critical ethnography /“. [Bloomington, Ind.] : Indiana University, 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3315922.
Title from PDF t.p. (viewed on May 7, 2009). Source: Dissertation Abstracts International, Volume: 69-07, Section: A, page: 2585. Adviser: David Flinders.
Kanakri, Aseel M. Kanakri. „EXAMINING SECOND LANGUAGE INSTRUCTION AT THE HIGHER EDUCATION LEVEL: A MULTICASE STUDY“. Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1510787011311772.
Grochowski, Colleen O. „Assessing change in medical education: A case study“. Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/289885.
Ward, Gary Tripp 1950. „The effects of separately budgeted research expenditures on faculty instructional productivity in undergraduate education“. Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/288789.
Chi, Angel. „The journey to teaching online| A case study of faculty preparation and experiences in online teaching“. Thesis, University of Denver, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3597952.
When Bill Gates published his book "The Road Ahead" (1995), he summarized the transformative implications of the personal computing revolution and described a future profoundly changed by the arrival of a global information super highway. Almost twenty years later, the tsunami of online programs and the MOOCs (massive online open courses) is impacting the structural integrity of postsecondary institutions and changing the competitive landscape of higher learning at an unprecedented pace. When Allen and Seaman (2013) asked the question of whether faculty acceptance of online education increased in their Sloan Consortium annual report, only 30.2% of chief academic officers believe their faculty accept the value and legitimacy of online education. This rate is even lower than the rate recorded in 2004. With an apparent widening gap between institutional strategy and faculty acceptance, each organization needs to conceptually map its road ahead. However, only an institution as a whole can decide for itself what kind of change is needed and define what constitutes evidence of lasting change. This implies a unique transformation of institutional philosophy, culture, strategy, and reward systems for faculty members.
Complex adoptive system (CAS) theory (Olson & Eoyang, 2001), suggests that the most powerful organizational transformations occur not at the macro level but rather at the micro level where behaviors and changes began to emerge. Thus, instead of trying to measure, evaluate, or categorize which faculty member fits into which stage of online faculty development under which framework, this study asked four tenured faculty members to reconstruct their experiences on why they teach online, how they learn to teach online, and what factors influences their journeys to teaching online. Their narratives painted a landscape of faculty acceptance in institutions and the online learning phenomena in our society. Ultimately, their stories are really about change. By studying the "change agents" in a changing organization in a changing industry, this study is not an exercise to identify the best practices. Rather, this study hopes to inspire new ideas for new ways to conceptually frame the problem facing the faculty, the institution, and the industry in their road ahead in teaching online.
The researcher hopes that this study may be used by institution leaders, faculty developers, and other faculty members to: (1) assess the level of progress of their current and future distance learning program, (2) determine how distance learning programs should be established, (3) evaluate faculty development efforts, (4) improve strategies and implementations for institutionalization of their distance education programs, including academic programming and faculty reward structure, and (5) improve online student retention and learning outcomes.
Adams, Gilbert L. „A comparison of student outcomes and overall retention between a 10-week accelerated and a 15-week traditional curriculum in a postsecondary apprenticeship training program“. Thesis, Regent University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3575536.
This ex post facto comparison study of a postsecondary apprenticeship program at a naval ship construction company examined 8 years of academic performance and program completion data for two curricular formats: a 15-week traditional group (1,259 apprentices) and a 10-week accelerated group (736 apprentices). The two groups were investigated to determine if there were significant differences in retention, course grades, and overall GPA between the two curriculum lengths. A chi-square test for association between groups and retention found a statistically significant relationship between retention and curriculum length, χ2 (1, N = 1,995) = 65.84, p < .001, with retention greater for the 10-week curriculum. Six of 12 accelerated courses had higher grades (descriptively) than the corresponding traditional 15-week courses, and 4 of 12 accelerated 10-week courses had significantly higher grades (statistically) than the corresponding traditional 15-week courses. The overall GPA for completers was significantly higher for the 10-week curriculum (n = 474, M = 3.02, SD = .79) than for the 15-week curriculum (n = 862, M= 2.83, SD = .81), t (994) = -4.16, p < .001, d = - 0.26. This study has added to the limited body of literature on apprenticeship studies and workforce development by exploring how apprenticeship programs can be accelerated to transform inexperienced skilled labor into a high-performance workforce with a general increase in academic performance.
Matos, Gwenael. „Re-fashioning goddesses| Exploring women's archetypal fashion in the classroom“. Thesis, Pacifica Graduate Institute, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3599362.
Mythological studies deepens and layers the significance of fashion and dress through an archetypal exploration of Greek goddess fashion archetypes--Aphrodite, Athena, Artemis, and Hestia. The research reveals how these archetypes and their shadows influence the fashion industry from the creation of a garment to when it is worn on the body. The production component of the dissertation entails archetypal fashion design curriculum that contains an instructor's guide for an archetypal women's fashion design course at the collegiate level. The study is tailored to expand fashion design students' understanding of fashion silhouettes and design elements that fit certain fashion archetypes and how the fashion archetypes manifest within target markets, consumers' styles, and consumption choices. The theoretical portion of the research examines fashion theory as a multidisciplinary approach through which to investigate why the body is covered. Within fashion theory, mythological studies offers a new perspective through which to study fashion archetypally by canvassing Greek and Roman myths tied to the four goddesses and by exploring depth psychological and Jungian concepts, such as archetypes, shadow, psyche, and the collective unconscious as they relate to fashion.
The research concludes: a woman's fashion identity and personal style convey one or more goddess fashion archetypes; to express identity and style, garments on the body communicate a visual story about oneself to others that relates to one or more of the goddesses' stories (or myths) archetypally; goddess fashion archetypes categorize fashion silhouettes, such as dresses, pants, and gowns, as well as archetypal goddess fashion silhouette themes, such as masculine/structured, feminine/sensual, functional/comfortable, or conservative/playful; and clothing the body is due to an instinctual drive that is informed by Greek goddess archetypes in Western fashion. Further implications for this research include creating a guide for consumers to understand their preferred archetypal style, employing fashion archetypes to retail when merchandising clothing stores and purchasing inventory for consumers, and developing god fashion archetypes, such as Zeus, Hermes, Ares, Dionysus, and Hephaistos for men's fashion.
Hightower, Sandra. „Effect of Active Learning on Students' Academic Success in the Medical Classroom“. Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3613711.
Doctors in a Northern California community reported that medical assisting students did not use medical terminology in context, could not think critically, and faltered in decision making and problem solving during their internships in medical offices. The intent of this instrumental case study was to investigate the gap between current methods of lecturing and active-learning projects designed to engage medical assisting students in learning medical terminology, forming critical thinking skills, and developing decision-making techniques. Informed by a constructivist theoretical framework, data were collected regarding the teaching methods of 4 medical instructors through interviews and classroom observations. Documentation from the doctors and nurses whom graduates served upon matriculation was also reviewed. Open coding of data resulted in emerging themes. Findings showed that instructors were unsure how to implement activities to promote critical thinking, active learning in the classroom, and decision-making skills for students. As a result of this research, a 3-day professional development workshop for college instructors was developed, focusing on critical thinking and problem-based learning activities. This study may contribute to positive social change when medical assisting students graduate with the ability to use medical terminology in context, think critically, and provide satisfactory patient care, thus bringing valued expertise to patient care and offsetting the national shortage of labor in this sphere.
Villaire, Nathaniel Elias. „A comparison of the performance of students prepared for study at Old Dominion University through a developmental program with those accepted directly from secondary schools“. W&M ScholarWorks, 1991. https://scholarworks.wm.edu/etd/1539618290.
Longfield, Judith. „Learning to teach teachers an ethnographic study of novice teacher education instructors /“. [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3206871.
Source: Dissertation Abstracts International, Volume: 67-01, Section: A, page: 0081. Advisers: Mary B. McMullen; Jesse Goodman. "Title from dissertation home page (viewed Feb. 8, 2007)."
Wellington, Yuriko Carol. „To know, to care, and to act. Multiculturalism: Where do we go from here?“ Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280224.
Furuness, Shelly. „Becoming a teacher of hope a critical ethnography of occupational socialization during an age of teacher deskilling /“. [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3338607.
Strommen, Linda. „Evaluation of the Business and Leadership Components of a Registered Nursing to Bachelor of Science in Nursing Program“. Thesis, NSUWorks, 2010. https://nsuworks.nova.edu/fse_etd/1.
Larsen, Andrew Shayne. „Who Cares? Developing a Pedagogy of Caring in Higher Education“. DigitalCommons@USU, 2015. https://digitalcommons.usu.edu/etd/4287.
Wood, Robert G. „Predicting the outcome of leadership identification from a college student's experiences“. W&M ScholarWorks, 2005. https://scholarworks.wm.edu/etd/1550154193.
Klingman, Barbara Ann. „The call of the wild: Investigating the relationship between adventure education, character development, and the college curriculum“. W&M ScholarWorks, 1991. https://scholarworks.wm.edu/etd/1539618739.
May, Cathy Dianne. „Exploring Social Emotional Character Development Curricula in Teacher Education Programs in Wichita, Kansas“. Thesis, Grand Canyon University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3637687.
In the spring of 2012, Kansas became the first state in the nation to integrate social, emotional, and character development (SECD) education into a set of state standards to heighten Kansas' K-12 students' academic and life skills, thus requiring all current and future teachers to be versed in this type of education. The purpose of this qualitative study was to explore how department leaders and professors of teacher-education programs in Wichita, Kansas, perceived a restructured SECD teaching curriculum was necessary to enhance their preservice teacher curriculums. Two research questions and four sub-questions explored perceptions of the three department leaders and four professors from each faculty of Wichita's three teacher-education departments regarding the significance and necessity of Kansas' new social, emotional, character development (SECD) state standards. Data were collected via an online questionnaire, personal interviews, and departmental documents. Assimilated results between the three departments were mixed. The emergence of three themes centered on the lack of knowledge of the new standards, the use and integration of dispositions, and the importance of strong leadership. All respondents indicated the significance of the new standards, with respondents from two of the departments alluding to the possibility of the new standards being integrated at some future point into their curriculums. The implications for this study, which was the first of its kind in Kansas, supported both the significance and necessity for the new state SECD standards, and the importance of strong leadership in higher education when making curricular changes and adjustments.
Horowitz, Lenore G. „Exploring the impact of program structure on student and faculty scholarly communities in interdisciplinary Ph.D. programs“. Thesis, State University of New York at Albany, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3561717.
The Information Science doctoral program at the University at Albany, State University of New York, faces many of the same challenges found in highly interdisciplinary programs across educational institutions worldwide such as complex curricula development, abundant discipline languages and cultures, and stakeholders clinging to the traditional, single-discipline university system. In 2006, the University at Albany Information Science Ph.D. program faculty redefined the program's structure in hopes of addressing the challenges it was facing. Program structure is a social process shaped by community participation and is influenced by many factors including students, faculty members, and both informal and formal knowledge production.
Drawing on data collected with both students and faculty present before, during and after the transition to the new program structure, a mixed-method research strategy was performed to examine student retention rates and time to degree, and to explore the experiences of program faculty members' and doctoral students' sense of community and connectedness. Drawing on Wenger's (1998) Community of Practice model and Tinto's model of Institutional Departure, this study occurs in three stages: [1] program and participants' content analysis, [2] surveying of student and faculty members, and [3] select interviews with student and faculty members.
The data presented here highlights the unique challenges of doctoral interdisciplinary programs and supports the need for collaboration among faculty, and calls for the unquestionable patronage of the institution and the diverse departments involved. Seeing that interdisciplinary programs work across different disciplines, students and faculty alike often find it difficult to assimilate the diverse ways of teaching and methods of research thus calling for unique organizational and pedagogical strategies addressed in the curricula. Successful interdisciplinary programs need faculty who are broad-minded and willing to embrace and learn new methodologies, and respect sometimes conflicting viewpoints. Departments need to develop new models of organizational structure and funding sources to facilitate interdisciplinary research and interdisciplinary community. University leadership needs to move away from rigid hierarchical structures, add more flexibility to allow faculty members to have some movement between disciplinary departments, and needs to provide physical spaces to pull the diverse faculty and student communities together.
Whittaker, Sue McGhee 1942. „Information feedback preferences of college students enrolled in piano class“. Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/282110.
Loiacono, Cynthia Mansfield. „Promoting freshman college student development using cognitive developmental theory presented in a Deliberate Psychological Education-based freshman orientation program“. W&M ScholarWorks, 2000. https://scholarworks.wm.edu/etd/1550154122.
LaVergne, Debra Kaye. „Blended Learning in Higher Education| Comparison of Faculty and Student Attitudes Regarding Course Effectiveness“. Thesis, Northcentral University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3670922.
A successful blended classroom includes the important essentials of both traditional and online education; creating a new approach to instructional learning. With the steadily increasing number of blended classes offered at community colleges, an opportunity exists to inform the purposeful planning of blended classes to best meet students' needs through identifying and comparing both faculty and students' perceived course effectiveness factors and challenges. The specific problem is that faculty and students' perceived factors for possible increased course effectiveness and their perceived challenges for decreased course effectiveness have not been previously identified then compared and contrasted. Filling the gap with this specific perception knowledge allows educators to more purposefully and strategically plan curriculum, thus increase student success. The purpose of this quantitative methodology research study was to examine perceived attitudes of blended learning faculty and students. Secondarily, best practices were identified for developing blended courses that promote quality higher education instruction and learner success as perceived by both the students and the faculty at a large community college in the Southwestern United States. Two web surveys were administered, one for faculty and one for students to gather data through quantitative and open-ended questions. For this purposeful sample study, the participants were 31 faculty members who taught blended classes and 171 students over the age of 18 who attended blended classes at the specific college during the Spring 2014 and Fall 2014 semesters. The quantitative data obtained from each of the surveys was analyzed through descriptive and inferential statistics. Sixteen t test independent two-sample assuming unequal variances found the results were split depending on the course effectiveness factor being addressed. The null hypothesis was rejected for six of the twelve benefit factors (flexibility, time management, instructor access, interactive learning materials, optimized class time, and success measured by withdrawal rates) and one of the four challenge factors (reduced access to instructor). Themes that emerged from the open-ended responses included the focus on flexibility, technology, self-efficacy, and communication. Many of the factors identified, if addressed, could increase the course effectiveness, satisfaction, retention and completion, and ultimately, successful student learning in the blended class modality.
Darby, Douglas. „Differentiation: A Taxonomy of Online Learner Types in Higher Education“. Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1505153/.
Burk, Tamara Louise. „Faculty instructional development and oral communication in freshman seminars at the College of William and Mary“. W&M ScholarWorks, 1997. https://scholarworks.wm.edu/etd/1550154032.
Sun, Zhongmiao. „The effects of design thinking on students' career self-efficacy in career guidance courses“. Scholarly Commons, 2019. https://scholarlycommons.pacific.edu/uop_etds/3607.
Gonzales, Ana-Alicia. „Culturally Related Curriculum and how it Influences Preservice Teachers“. ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6434.
Moody, Catrina V. „How Interactive Video (ITV) Web-Enhanced Format Affects Instructional Strategy and Instructor Satisfaction“. ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1045.
Krueger, Barbara Murphy. „Climate Change Virtue Ethics and Ecocriticism in Undergraduate Education“. Thesis, Prescott College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1583209.
This thesis explores the question: can an ecocritical approach to environmental virtue ethics (EVE) in undergraduate climate change education inform students' understanding of the ethical issues of climate change and promote environmental responsibility and action? Philosophical theories of virtue ethics will be discussed from an historical perspective as well as to its renewal in the 20th century, especially within the context of the wicked dimensions of the climate change crisis. Dominant themes in climate change ethics including concerns over the scientific complexity, global dimensions, temporal issues, intergenerational fairness and responsibility, justice, and human rights will be presented and used to devise a compendium of climate change virtues and vices. Environmental and climate change education research will be reviewed as well as the reasons for its failure to produce a substantial shift in attitudes and behavior of people especially in the global North will be deliberated. Ecocriticism, which studies the relationship between literature and visual and audial art will be explored, and a novel curriculum based on theoretical elements from climate change virtue ethics and supported with examples of the ecocritical arts will be proposed. It is my belief that an interdisciplinary framework supported and illustrated by climate change ecocriticism from any and all of the literary, visual, audial, and performance arts will create deeper understandings of climate change complexity.
Martin, Kevin Joseph. „Educational Development Needs of Higher Education Faculty Working With ELLs“. ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5098.
Fisher, Roy. „The vocational curriculum in England 1974-1994 : a socio-historical study of the Business and Technology Education Council's National Diploma in Business and Finance“. Thesis, University of Huddersfield, 1999. http://eprints.hud.ac.uk/id/eprint/4848/.
Juroske, Short Denise Marie. „Enhancing Critical Thinking in Clinical Laboratory Students: A Multimodal Model“. VCU Scholars Compass, 2014. http://scholarscompass.vcu.edu/etd/3613.
Moran, Renee Rice, Karen Keith und Huili Hong. „One University's Pathway to a Change in Practice“. Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/986.
Zhu, Hua. „The effectiveness of a creativity course on developing Chinese design students' creative thinking“. Scholarly Commons, 2015. https://scholarlycommons.pacific.edu/uop_etds/12.
Mccabe, Susan M. „Leadership for Learning: Narratologic Pedagogy and Knowledge Construction in Higher Education“. Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etd/2946.
Olson, Daren. „Teaching Patterns: A Pattern Language for Improving the Quality of Instruction in Higher Education Settings“. DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/51.
Hall, Melissa, und Geoff T. Reddick. „Understanding and Practicing Self Care“. Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/secfr-conf/2020/schedule/42.
Curtis, Karena M. „Improving student attitudes : a study of a mathematics curriculum innovation“. Diss., Manhattan, Kan. : Kansas State University, 2006. http://hdl.handle.net/2097/151.
Smith, Janeal Crane. „Patterns of One-Course Cohort Participation in Online Teacher Education Programs“. ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1865.
Kearl, Christine. „A Study of Utah’s New Century Scholarship (NCS) Program“. DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1436.
Kwandayi, Hardson Pindu. „Predictors of student participation in voluntary community service and environmental action: Evidence from NELS:88“. Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/280426.