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Conspicuous control, credit, and intrinsic motivation: teacher perceptions of direct and meaning-based reading programs

  • Conspicuous control, credit & motivation

  • Author / Creator
    Wizniak, Rhonda Lynn
  • Subjects / Keywords
  • Graduation date
    2008
  • Type of Item
    Thesis
  • Degree
    Doctor of Philosophy in Psychological Studies in Education
  • DOI
    https://doi.org/10.7939/r3-te5v-v969
  • License
    This thesis is made available by the University of Alberta Libraries with permission of the copyright owner solely for the purpose of private, scholarly or scientific research. This thesis, or any portion thereof, may not otherwise be copied or reproduced without the written consent of the copyright owner, except to the extent permitted by Canadian copyright law.