A study of differences in achievement resulting from programmed instruction as a function of Royce's psycho-epistemological styles

dc.contributor.author	Rancourt, Richard
dc.date.accessioned	2012-03-13T21:27:30Z
dc.date.available	2012-03-13T21:27:30Z
dc.date.created	1978
dc.date.issued	1978
dc.degree.level	Doctoral
dc.description.abstract	Abstract not available.
dc.format.extent	146 p.
dc.identifier.citation	Source: Dissertation Abstracts International, Volume: 72-05, Section: A, page: .
dc.identifier.uri	http://hdl.handle.net/10393/21206
dc.identifier.uri	http://dx.doi.org/10.20381/ruor-8855
dc.publisher	University of Ottawa (Canada)
dc.subject.classification	Psychology, Behavioral.
dc.subject.classification	Education, Educational Psychology.
dc.title	A study of differences in achievement resulting from programmed instruction as a function of Royce's psycho-epistemological styles
dc.type	Thesis

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