Rozprawy doktorskie na temat „Student outcomes”
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Hedges, Pamela Mary. "Antecedents and outcomes of international student adjustment". University of Western Australia. Graduate School of Management, 2003. http://theses.library.uwa.edu.au/adt-WU2003.0027.
Pełny tekst źródłaWells, Leslie Marie. "Associations Between Student-Teacher Relationships and Kindergarten Students' Outcomes". Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5328.
Pełny tekst źródłaGyles, Petra. "Student outcomes in inquiry instruction". Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=96867.
Pełny tekst źródłaUn survol de la littérature des résultats d'élèves ayant suivi une démarche par investigation raisonnée nous a permis d'établir une liste de résultats d'étudiants avec 23 critères référentiels. Ceux-ci incluaient des résultats plus usuels, tels que la connaissance du contenu ou les habiletés procédurales, mais aussi des résultats moins souvent abordés, comme la créativité, la motivation, les habiletés à collaborer, et l'autonomie. Cette liste a été adaptée sous forme de questionnaire visant à déterminer jusqu'à quel point les divers résultats étaient perçus en classe par les enseignants dans leur auto-évaluation des divers niveaux d'utilisation (faible/moyen/élevé) de leur approche par investigation raisonnée. Des analyses ont été faites avec un échantillon de 74 individus. L'auto-analyse des enseignants de l'approche par investigation raisonnée était définitivement reliée de façon significative à la démarche par investigation de la catégorie des compétences d'apprentissage et de la motivation personnelle. Selon les enseignants, l'utilisation modérée de l'approche par investigation a permis aux élèves d'adopter de nouveaux rôles d'apprenants. Les enseignants ont semblé percevoir des changements dans le rôle des élèves avant de les constater dans leurs rangs, mais ce résultat pourrait s'expliquer par la reconnaissance de la valeur positive de la collaboration, et, de façon inattendue, de la mémorisation aux niveaux supérieurs de l'approche par investigation raisonnée.
Young, Dallin George. "Student Affairs Preparation Programs: Reported Learning Outcomes by Recent Graduates". Thesis, Virginia Tech, 2005. http://hdl.handle.net/10919/31486.
Pełny tekst źródłaThe purpose of this study was to measure the degree to which recent graduates of student affairs preparation programs reported learning about the important foundational elements of the profession. I examined learning based on standards for student affairs preparation programs defined by CAS and compared amounts of reported learning from alumni based on the programsâ adherence to the CAS standards (compliant v. non-compliant). To that end, I administered a 67 item questionnaire to recent graduates from student affairs preparation programs.
The findings of the present study reveal that a majority of alumni from student affairs preparation programs report having a clear understanding of 57 of 60 identified foundational learning outcomes. Additionally, there was no statistically significant difference between reported learning of alumni from CAS compliant and non-compliant programs based on these foundational learning outcomes on 58 of the 60 items. Data suggest that alumni from CAS compliant programs are more likely to feel confidence in their preparation in 48 of the 60 outcomes presented in the survey. Additionally, the results indicated that alumni from non-compliant programs were more likely to report higher levels of learning based on involvement theory and understanding the level of data a variable in quantitative analysis.
Master of Arts
Toste, Jessica. "Classroom working alliance: teacher-student relationship and students' school outcomes". Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=18706.
Pełny tekst źródłaLes articles présentés dans cette thèse ont examiné l'alliance de travail et les résultats scolaires des élèves. Dans l'article 1, l'association entre la performance des élèves et les perceptions de l'alliance de travail a été explorée dans un échantillon de 53 élèves de l'école primaire (28 garçons, 25 filles). Les résultats soutiennent la valeur de prédiction de l'Inventaire de l'alliance de travail en salle de classe (Classroom Working Alliance Inventory) pour la performance des élèves. De plus, les résultats ont révélé une interaction complexe entre les composantes de l'alliance: la tâche, le lien et le but. L'article 2 a investigué la relation entre la satisfaction scolaire et l'alliance de travail parmi 50 élèves d'école primaire (33 garçons, 17 filles). Tandis que les cotes d'alliance des élèves ont grandement prédit leur satisfaction scolaire, la contribution des cotes des professeurs a été moins importante. La discussion finale porte sur la contribution de ce programme de recherche à la compréhension de l'alliance de travail en salle de classe et les interactions uniques qui définissent les relations entre les professeurs et les élèves. Les implications pour la formation de l'alliance et la promotion du succès des élèves seront présentées.
Washington, Georgita T. "Student Outcomes after Pathophysiology Course Revisions". Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/7607.
Pełny tekst źródłaMouawad, Roy. "Student Involvement in Government: Antecedents and Outcomes". Doctoral thesis, Universitat Ramon Llull, 2018. http://hdl.handle.net/10803/462857.
Pełny tekst źródłaLa implicación del estudiante es un factor esencial para que la educación sea efectiva. El gobierno estudiantil es una forma destacada de implicación a través de la cual los estudiantes representan a sus homólogos, participan en los procesos de toma de decisiones de la universidad, y gestionan las actividades del campus. La implicación tiene un impacto visible en uno mismo, en los compañeros, en el profesorado, en los administradores universitarios y en el entorno educativo. Pese a ello, este concepto no ha sido objeto de la atención que merece y son escasos los estudios sobre sus antecedentes y sobre sus resultados. La importancia de esta tesis radica en la incorporación de teorías (por ejemplo, inteligencia emocional, aprendizaje experiencial) de diversos campos (el management, la educación y la psicología) para abordar este tema, es decir, para entender mejor los conceptos que contribuyen a la implicación y, viceversa, aquellos que mejoran con la implicación. Así pues, la cuestión principal es: ¿Los estilos de aprendizaje, las competencias (emocionales, sociales y cognitivas) y las filosofías operativas explican el éxito posteducativo de los estudiantes que participan en experiencias de gobierno estudiantil? Para responder a la pregunta se realizaron tres estudios. El primer estudio analiza los estilos de aprendizaje, las competencias (emocionales y sociales) y las filosofías operativas como antecedentes de la implicación. El segundo estudio analiza la relación entre las competencias (emocionales, sociales y cognitivas) y la implicación. Finalmente, el tercer estudio analiza el impacto de la implicación sobre las variables relacionadas con el éxito objetivo y subjetivo (ofertas de trabajo recibidas, satisfacción vital, satisfacción en el trabajo, etc.). Estos estudios emplean diseños de investigación no experimentales (investigación por encuesta). La unidad de análisis es el individuo: estudiantes internacionales de MBA que participaron en un programa de desarrollo de liderazgo en ESADE Business School (Universitat Ramon Llull). Los datos se recolectaron mediante encuestas (autoinforme y evaluación por pares) que consisten en medidas subjetivas y objetivas. La calidad de esta investigación se evalúa críticamente y se presentan eventuales limitaciones. Además, se ofrecen posibles implicaciones en la investigación y en la práctica, así como sugerencias para las instituciones educativas, las empresas, los investigadores, los estudiantes y los profesionales. Finalmente, se recomiendan algunas líneas de investigación futura.
Student involvement is crucial for the effectiveness and efficiency of education. Government is a major form of involvement through which students represent their peers, participate in the university’s decision-making processes, and manage on-campus activities of organizations and clubs. Involvement has a visible impact on oneself, peers, faculty, administrators, and environment (educational experience). Yet, this concept has not received the proper attention, and research on its antecedents and outcomes remains scarce. The significance of this thesis lies in the incorporation of theories (e.g. emotional intelligence, experiential learning) from various fields (management, education, and psychology) to address this issue i.e. to better understand the concepts that contribute to involvement and, conversely, those that involvement contributes to. Hence, the main question is: Do learning styles, competencies (emotional, social, and cognitive), and operating philosophies account for post-education success of students involved in government experiences? This thesis comprises three studies. The first study analyzes learning styles, emotional and social competencies, and operating philosophies as antecedents of involvement. The second study analyzes the relationship between emotional, social, and cognitive competencies and involvement. Finally, the third study analyzes the impact of involvement on variables related to objective and subjective success (job offers received, life satisfaction, job satisfaction, etc.). These studies employ non-experimental research designs (survey research). The unit of analysis is the individual: international MBA students that participated in a leadership-development program at ESADE Business School (Universitat Ramon Llull). Data were collected using surveys (self-report and peer assessment) that consist of subjective and objective measures. The quality of this research is critically assessed and possible limitations and threats to validity are presented. Furthermore, implications for research and practice are provided in addition to suggestions that can be useful to educational institutions, organizations, researchers, students, and practitioners. Finally, future research lines are recommended.
Richardson, Evelyn Cherita. "Meta-analysis of Student Assistance program Outcomes". Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/77282.
Pełny tekst źródłaPh. D.
Crispin, Laura. "Essays on School Quality and Student Outcomes". The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1346100114.
Pełny tekst źródłaEstringel, Neida. "Planning as it relates to student outcomes /". Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
Pełny tekst źródłaHartman, Stacey Lynn. "Postsecondary learning strategy instruction and student outcomes". Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280183.
Pełny tekst źródłaKelley, Karen. "Freshman Academies: A Study of Student Outcomes". Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etd/1770.
Pełny tekst źródłaRosas, Marisela. "College student activism: an exploration of learning outcomes". Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/589.
Pełny tekst źródłaRickards, Anthony W. J. "The relationship of teacher-student interpersonal behaviour with student sex, cultural background and student outcomes". Thesis, Curtin University, 1998. http://hdl.handle.net/20.500.11937/1229.
Pełny tekst źródłaRickards, Anthony W. J. "The relationship of teacher-student interpersonal behaviour with student sex, cultural background and student outcomes". Curtin University of Technology, Science and Mathematics Education Centre, 1998. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=10685.
Pełny tekst źródłateachers as an initiator of self reflection on teaching practice.
Tu, Ching-Hsin. "Student teaching overseas: Outcomes and persistence of the student teaching abroad experience". Ashland University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1366368890.
Pełny tekst źródłaWalker, James Richard. "Relationships Among Student Leadership Experiences and Learning Outcomes". Scholarly Repository, 2009. http://scholarlyrepository.miami.edu/oa_dissertations/254.
Pełny tekst źródłaEiby, Patricia J., i n/a. "Student perceptions regarding outcomes of home economics education". University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20060707.101701.
Pełny tekst źródłaAndersson, Christian. "Teachers and student outcomes: evidence using Swedish data /". Uppsala : Department of Economics [Nationalekonomiska institutionen], Univ, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-8298.
Pełny tekst źródłaKent, Steven. "Educational inputs and student outcomes in South Africa". Master's thesis, University of Cape Town, 2003. http://hdl.handle.net/11427/3822.
Pełny tekst źródłaSouth Africa has a notoriously inefficient public schooling system. Levels of educational attainment and achievement are low given the large amount of resources devoted to schools. Improving student outcomes requires the examination of both family-back ground factors such as parental education and household income, as well as school-level factors such as class size and teacher quality. The influences of socio-economic status and of race also need to be considered. This dissertation builds on the work of Case and Deaton, Van der Berg and others, using data from the Cape Area Panel study.
Batchelder, James P. "University Budget Models, Institutional Size, and Student Outcomes". Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3832.
Pełny tekst źródłaBarton, Alison L. "College Student Success: How Universities Can Impact Outcomes". Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/3435.
Pełny tekst źródłaKlisc, Chris. "Enhancing student learning outcomes in asynchronous online discussion". Thesis, Klisc, Chris (2015) Enhancing student learning outcomes in asynchronous online discussion. PhD thesis, Murdoch University, 2015. https://researchrepository.murdoch.edu.au/id/eprint/26222/.
Pełny tekst źródłaGlasner, David P. "The Impact of Tracking Students in Mathematics on Middle School Student Achievement Outcomes". Cleveland State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=csu1542042727886887.
Pełny tekst źródłaNoland, Aaron K. "THE RELATIONSHIP BETWEEN TEACHER TRANSFORMATIONAL LEADERSHIP AND STUDENT OUTCOMES". Miami University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=miami1123168677.
Pełny tekst źródłaDocan, Anthony Nicolas. "Relational turning point events and their outcomes in college teacher-student relationships from students' perspectives /". Thesis, Connect to this title online; UW restricted, 2008. http://hdl.handle.net/1773/6152.
Pełny tekst źródłaMichel, Evan Burton. "Connecting the Dots: Enhancing Outcomes for Students with Emotional Disturbance through Integrated Student Support". Thesis, Boston College, 2021. http://hdl.handle.net/2345/bc-ir:109085.
Pełny tekst źródłaOut-of-school factors including poverty, mobility, and violence contribute to student learning and development where need often influences negative outcome gaps over time (Coalition for Community Schools, 2018; Mattison & Aber, 2007; Moore, 2014; Moore & Emig, 2014). A subset of students face these and additional challenges with emotional disturbance (ED). The ED designation is a strong predictor of poorer outcomes even with special education practice in place (de Voursney & Huang, 2016; IDEA, 2004; Lewis et al., 2017; Moore et al., 2017; Olivier et al., 2018). These findings heighten calls to reform support systems around students, especially those students facing the most need. Integrated Student Supports (ISS) emerged as a systemic approach to comprehensively service in and out-of-school needs (Moore, 2014; Moore & Emig, 2014; Lee-St. John et al., 2018; Moore et al., 2017). However, limited research exists on the impact of tandem ISS services on special education accommodation for students with ED. This study focused on an approach to ISS, City Connects, on academic and behavior outcomes for students with ED impairment. City Connects offers tailored support for the whole child and implementation has resulted in positive outcomes (City Connects, 2010, 2012, 2016, 2018, 2020; Walsh et al., 2014). The study had two aims. First, to determine if students with ED designation (N=4,427) scored lower on academic and thriving outcomes than students never in special education (N=14,475). The second was to assess if ever participating in City Connects (N=5,067) moderated the relationship between ED impairment and outcomes. School-fixed effects regressions assessed these aims. Results revealed that students with ED scored significantly lower across all outcomes. Analyses for the second study aim were variable. Math scores were significantly higher for City Connects students than children without these supports. Writing and MCAS-ELA scores did not significantly differ between the two groups. Reading and behavior marks were significantly lower for City Connects students. The predicted moderation of City Connects only met significance for reading scores. Findings partially support hypotheses and promote greater attention to investigations of subsets of students and the mechanisms behind the response to City Connects and ISS more broadly
Thesis (PhD) — Boston College, 2021
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
Bullock, Mariah M. "College Counseling Center Treatment Outcomes: A Comparison of Student Athletes and General Population Students". BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8107.
Pełny tekst źródłaBullock, Mariah Meaalii. "College Counseling Center Treatment Outcomes: A Comparison of Student Athletes and General Population Students". BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/9070.
Pełny tekst źródłaRuderman, Danielle Eve. "Predictors of Educational Outcomes among Undergraduate Students with Disabilities". The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1364573503.
Pełny tekst źródłaRaw, James S. "Family and school correlates of adolescents' outcomes". Title, contents and abstract pages only, 1988. http://web4.library.adelaide.edu.au/theses/09ED.M/09ed.mr257.pdf.
Pełny tekst źródłaJackson-Crossland, Barbara A. "The relationships between teacher empowerment, teachers' sense of responsibility for student outcomes, and student achievement /". free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974618.
Pełny tekst źródłaAllen, Debra. "Parent and student perceptions of the science learning environment and its influence on student outcomes". Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/1252.
Pełny tekst źródłaAllen, Debra. "Parent and student perceptions of the science learning environment and its influence on student outcomes". Curtin University of Technology, Science and Mathematics Education Centre, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13919.
Pełny tekst źródłaAssociations were found between some learning environment dimensions (especially Task Orientation) and student outcomes (especially attitudes). Qualitative methods suggest that students and parents were generally satisfied with the classroom environment but that students would prefer more investigation while parents would prefer more teacher support. The study provides a pioneering look at how parents and students perceive the science learning environment and opens the way for further learning environment studies involving parents and students.
Brod, David. "Building a Model to Test the Relationship Between Higher Education Spending and Student Debt". Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/83862.
Pełny tekst źródłaPh. D.
Gleeson, Ann Marie. "Preparing Teachers and Students for Democracy: Teacher and Student Learning and Authentic Intellectual Work". Thesis, Boston College, 2011. http://hdl.handle.net/2345/2414.
Pełny tekst źródłaPreparing students to participate in a democratic society means cultivating citizens who are capable of making informed, rational decisions about complex issues related to the common good. In order to do this, teachers need to provide students learning opportunities that promote critical thinking and involve in-depth examination of meaningful content. Drawing on Gutmann's (1987) theory of democratic education, this dissertation examines how beginning teachers who were prepared in a teacher education program that emphasized social justice and democratic practices think about and engage their students in this type of work. Specifically, using Newmann's (1996) framework of "authentic intellectual work" as an indicator of knowledge consistent with democratic education, this dissertation examines the extent to which the learning opportunities teachers create and the work that students produce demonstrate authentic intellectual work and examines the degree to which teachers' understandings of student learning align with authentic intellectual work. This qualitatively-oriented mixed methods study (Creswell, Plano Clark, Gutmann, & Hanson, 2003; Morse & Niehaus, 2009) used quantitative and qualitative methods concurrently to examine 11 beginning teachers' experiences during the preservice period and first two years of teaching. Using the Teacher Assessment/Pupil Learning protocol, this study draws upon quantitative methods to evaluate teachers' assessments/assignments (n=53) and students' work (n=481) on these assignments and qualitative methods to analyze interviews (n=54). Findings suggest that these beginning teachers and their students engaged in "moderate" levels of authentic intellectual work, although this varied widely. The quality of assessments was positively correlated to the quality of student learning. The degree to which teachers fostered authentic learning opportunities is complicated by teachers' beliefs about assessment and student learning and particular contextual factors such as time, accountability frameworks, classroom management, student ability, and content area. Teachers whose goals for learning aligned with authentic intellectual work were more likely to construct more authentic learning opportunities. This dissertation argues that evaluations of teacher performance and student learning must account for the quality of learning and utilize multiple measures of evaluation
Thesis (PhD) — Boston College, 2011
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
Rubie, Christine Margaret. "Expecting the best : instructional practices, teacher beliefs and student outcomes". Thesis, University of Auckland, 2003. http://wwwlib.umi.com/dissertations/fullcit/3129406.
Pełny tekst źródłaCastleberry, Thomas E. "Student learning outcomes assessment within the Texas State MPA program /". View online, 2006. http://ecommons.txstate.edu/arp/182/.
Pełny tekst źródłaBishop, Dwight A. "Met Expectations’ Impact on Student Outcomes in Web Based Courses". University of Akron / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=akron1151825099.
Pełny tekst źródłaBeese, Jane Ann. "The Effects of Supplemental Educational Services on Student Learning Outcomes". University of Akron / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=akron1207331255.
Pełny tekst źródłaSmith, Theodore Rachel Folafunke. "Transformational leadership and student outcomes : evidence from Rivers State, Nigeria". Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/50904/.
Pełny tekst źródłaHumphreys, Pamela. "English Language Proficiency in Higher Education: Student Conceptualisations and Outcomes". Thesis, Griffith University, 2016. http://hdl.handle.net/10072/367494.
Pełny tekst źródłaThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Humanities, Languages and Social Science
Arts, Education and Law
Full Text
Zehnder, Scott C. "Teacher planning in a era of accountability for student outcomes". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1995. https://ro.ecu.edu.au/theses/1192.
Pełny tekst źródłaJenkins, Sandra Jean. "Educational Talent Search assessing student outcomes for first-generation, low-income students in rural Georgia /". Click here to access dissertation, 2006. http://www.georgiasouthern.edu/etd/archive/fall2006/scoleman/jenkins_sandra_j_200608_edd.pdf.
Pełny tekst źródła"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education" ETD. Includes bibliographical references (p. 99-105)
Predy, Larissa Kristine. "Predicting student outcomes using office referral data from a national sample of middle school students". Thesis, University of British Columbia, 2012. http://hdl.handle.net/2429/43817.
Pełny tekst źródłaSoerjaningsih, Widia. "Student outcomes, learning environment, logical thinking and motivation among computing students in an Indonesian university". Thesis, Curtin University, 2001. http://hdl.handle.net/20.500.11937/164.
Pełny tekst źródłaSoerjaningsih, Widia. "Student outcomes, learning environment, logical thinking and motivation among computing students in an Indonesian University /". Curtin University of Technology, Science and Mathematics Education Centre, 2001. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13086.
Pełny tekst źródłaprovide a, means by which lecturers can monitor their classroom environments, their lecturer interaction behaviour and their students' logical thinking, motivation and attitudes. Generally, it was found that computer science students perceived the classroom environments more favourably than management students. These findings related to departmental differences at the university level provide insights into how students from different departments perceive the learning environment. Also, the study pointed to departmental differences in students' logical thinking which could influence the types of learning environment that suit students from different departments. Departmental differences in students' perceptions of the lecturer-student interpersonal behaviour suggest that lecturers should take note that the personal relationships which they build and the ways in which they treat students.
Sandusky, Sue Ann. "Predicting Student Veteran Persistence". Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1585070424571773.
Pełny tekst źródłaSacks, Casey K. "Academic and Disciplinary Outcomes Following Adjudication of Academic Dishonesty". Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1206386966.
Pełny tekst źródłaMcCarthy, Karen Ann. "The ward-based Nurse Clinical Educator: Impact on student learning outcomes and student and preceptor experiences". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2019. https://ro.ecu.edu.au/theses/2221.
Pełny tekst źródła