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Results 1 - 20 of 68  for Central Connecticut State University

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1
Examining the motives and the future career intentions of mainland Chinese pre-service teachers in Hong Kong
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Examining the motives and the future career intentions of mainland Chinese pre-service teachers in Hong Kong

Cheung, Alan C. K ; Yuen, Timothy W. W

Higher education, 2016, Vol.71 (2), p.209-229 [Peer Reviewed Journal]

Dordrecht: Springer

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2
Positive academic emotions moderate the relationship between self-regulation and academic achievement
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Positive academic emotions moderate the relationship between self-regulation and academic achievement

Villavicencio, Felicidad T ; Bernardo, Allan B. I

British journal of educational psychology, 2013-06, Vol.83 (2), p.329-340 [Peer Reviewed Journal]

Oxford, UK: Wiley

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3
Learning and motivation in multiple contexts: the development of a heuristic framework
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Learning and motivation in multiple contexts: the development of a heuristic framework

Marold Wosnitza ; Susan Beltman ;Kimmel, Karen ; Volet, Simone ; Volet, Simone ; Kimmel, Karen

European journal of psychology of education, 2012-06-01, Vol.27 (2), p.177-193 [Peer Reviewed Journal]

Dordrecht: Springer

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4
Development and Use of the Approaches to Teaching Inventory
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Development and Use of the Approaches to Teaching Inventory

Trigwell, Keith ; Prosser, Michael

Educational psychology review, 2004-12, Vol.16 (4), p.409-424 [Peer Reviewed Journal]

New York: Springer Science and Business Media LLC

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5
A MODEL OF RESURGENCE BASED ON BEHAVIORAL MOMENTUM THEORY
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A MODEL OF RESURGENCE BASED ON BEHAVIORAL MOMENTUM THEORY

Shahan, Timothy A ; Sweeney, Mary M

Journal of the experimental analysis of behavior, 2011-01, Vol.95 (1), p.91-108 [Peer Reviewed Journal]

Oxford, UK: Wiley

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6
Establishing a Pedagogical Framework for the Multicultural Course in Communication Sciences and Disorders
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Establishing a Pedagogical Framework for the Multicultural Course in Communication Sciences and Disorders

Horton-Ikard, RaMonda ; Munoz, Maria L ; Thomas-Tate, Shurita ; Keller-Bell, Yolanda

American journal of speech-language pathology, 2009-05, Vol.18 (2), p.192-206 [Peer Reviewed Journal]

United States: American Speech Language Hearing Association

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7
The role of metacognitive skills in developing critical thinking
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The role of metacognitive skills in developing critical thinking

Magno, Carlo

Metacognition and learning, 2010-03-31, Vol.5 (2), p.137-156 [Peer Reviewed Journal]

New York: Springer Science and Business Media LLC

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8
Sense of Belonging and Persistence in White and African American First-Year Students
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Sense of Belonging and Persistence in White and African American First-Year Students

Leslie R. M. Hausmann ; Feifei Ye ; Janet Ward Schofield ; Rochelle L. Woods

Research in higher education, 2009-11-01, Vol.50 (7), p.649-669 [Peer Reviewed Journal]

New York: Springer

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9
Observed Classroom Quality During Teacher Education and Two Years of Professional Practice
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Observed Classroom Quality During Teacher Education and Two Years of Professional Practice

Malmberg, Lars-Erik ; Hagger, Hazel ; Burn, Katharine ; Mutton, Trevor ; Colls, Helen

Journal of educational psychology, 2010-11, Vol.102 (4), p.916-932 [Peer Reviewed Journal]

Washington: American Psychological Association

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10
AN EVALUATION OF THE STIMULUS EQUIVALENCE PARADIGM TO TEACH SINGLE-SUBJECT DESIGN TO DISTANCE EDUCATION STUDENTS VIA BLACKBOARD
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AN EVALUATION OF THE STIMULUS EQUIVALENCE PARADIGM TO TEACH SINGLE-SUBJECT DESIGN TO DISTANCE EDUCATION STUDENTS VIA BLACKBOARD

Walker, Brooke D ; Rehfeldt, Ruth Anne

Journal of applied behavior analysis, 2012-06, Vol.45 (2), p.329-344 [Peer Reviewed Journal]

Oxford, UK: Wiley

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11
The Role of Memory Activation in Creating False Memories of Encoding Context
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The Role of Memory Activation in Creating False Memories of Encoding Context

Arndt, Jason

Journal of experimental psychology. Learning, memory, and cognition, 2010-01, Vol.36 (1), p.66-79 [Peer Reviewed Journal]

United States: American Psychological Association

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12
USING THE STIMULUS EQUIVALENCE PARADIGM TO TEACH COURSE MATERIAL IN AN UNDERGRADUATE REHABILITATION COURSE
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USING THE STIMULUS EQUIVALENCE PARADIGM TO TEACH COURSE MATERIAL IN AN UNDERGRADUATE REHABILITATION COURSE

Walker, Brooke D ; Rehfeldt, Ruth Anne ; Ninness, Chris

Journal of applied behavior analysis, 2010-12, Vol.43 (4), p.615-633 [Peer Reviewed Journal]

Oxford, UK: Wiley

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13
Practicing what we teach? An autobiographical reflection on navigating academia as a single mother
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Practicing what we teach? An autobiographical reflection on navigating academia as a single mother

Schlehofer, Michele

Journal of community psychology, 2012-01, Vol.40 (1), p.112-128 [Peer Reviewed Journal]

Hoboken: Wiley Subscription Services, Inc., A Wiley Company

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14
Characterizing the motivational orientation of students in higher education: A naturalistic study in three Hong Kong universities
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Characterizing the motivational orientation of students in higher education: A naturalistic study in three Hong Kong universities

Kember, David ; Hong, Celina ; Ho, Amber

British journal of educational psychology, 2008-06, Vol.78 (2), p.313-329 [Peer Reviewed Journal]

Oxford, UK: Blackwell Publishing Ltd

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15
‘Ain't nothin' like the real thing’. Motivation and study processes on a work‐based project course in information systems design
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‘Ain't nothin' like the real thing’. Motivation and study processes on a work‐based project course in information systems design

Helle, Laura ; Tynjälä, Päivi ; Olkinuora, Erkki ; Lonka, Kirsti

British journal of educational psychology, 2007-06, Vol.77 (2), p.397-411 [Peer Reviewed Journal]

Oxford, UK: Blackwell Publishing Ltd

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16
Constructing a flexible model of integrated professional practice: Part 3 - the model in practice
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Constructing a flexible model of integrated professional practice: Part 3 - the model in practice

Rhydderch, Gillian ; Gameson, John

Educational psychology in practice, 2010-06-01, Vol.26 (2), p.123-149 [Peer Reviewed Journal]

Harlow: Routledge

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17
When do adults entering higher education begin to identify themselves as students? The threshold-of-induction model
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When do adults entering higher education begin to identify themselves as students? The threshold-of-induction model

Blair, Erik ; Cline, Tony ; Wallis, Jill

Studies in continuing education, 2010-07-01, Vol.32 (2), p.133-146 [Peer Reviewed Journal]

Sydney: Taylor & Francis Group

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18
INTEGRATION AND REGULATION MATTERS IN EDUCATIONAL TRANSITION: A THEORETICAL CRITIQUE OF RETENTION AND ATTRITION MODELS
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INTEGRATION AND REGULATION MATTERS IN EDUCATIONAL TRANSITION: A THEORETICAL CRITIQUE OF RETENTION AND ATTRITION MODELS

McQueen, Hilary

British journal of educational studies, 2009-03, Vol.57 (1), p.70-88 [Peer Reviewed Journal]

Oxford, UK: Taylor & Francis Group

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19
Alignment in Constructivist-Oriented Teacher Education: Identifying Pre-service Teacher Characteristics and Associated Learning Outcomes
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Alignment in Constructivist-Oriented Teacher Education: Identifying Pre-service Teacher Characteristics and Associated Learning Outcomes

Krista C. Redden ; Rebecca A. Simon ; Mark W. Aulls

Teacher education quarterly (Claremont, Calif.), 2007-07-01, Vol.34 (3), p.149-164 [Peer Reviewed Journal]

San Francisco: California Council on Teacher Education

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20
Research and Policymaking in Education: An International Perspective
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Research and Policymaking in Education: An International Perspective

Torsten Husén

Educational researcher, 1984-02-01, Vol.13 (2), p.5-11 [Peer Reviewed Journal]

Thousand Oaks, CA: American Educational Research Association

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