Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for +publisher:"Montana State University" +contributor:("Chairperson, Graduate Committee: Greg Francis"). Showing records 1 – 30 of 87 total matches.

[1] [2] [3]

Search Limiters

Last 2 Years | English Only

No search limiters apply to these results.

▼ Search Limiters


Montana State University

1. Noble, Jenna Shandra. Increasing conceptual learning in science through writing.

Degree: College of Letters & Science, 2017, Montana State University

 This project sought to discover whether write-to-learn activities increased conceptual change in students' understanding of science content. Students were involved in seven different writing activities… (more)

Subjects/Keywords: Science.; Middle school students.; Writing.; Notebooks.; Concepts.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Noble, J. S. (2017). Increasing conceptual learning in science through writing. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/14437

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Noble, Jenna Shandra. “Increasing conceptual learning in science through writing.” 2017. Thesis, Montana State University. Accessed September 15, 2019. https://scholarworks.montana.edu/xmlui/handle/1/14437.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Noble, Jenna Shandra. “Increasing conceptual learning in science through writing.” 2017. Web. 15 Sep 2019.

Vancouver:

Noble JS. Increasing conceptual learning in science through writing. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Sep 15]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14437.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Noble JS. Increasing conceptual learning in science through writing. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14437

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

2. Doherty, Joseph L. The effects of team-based learning on student achievement in science.

Degree: College of Letters & Science, 2017, Montana State University

 Student preparedness for a global and increasingly dynamic future is used as a lens to gauge teachers' effectiveness in the classroom. Collaboration fostering 21st century… (more)

Subjects/Keywords: Physical sciences.; High school students.; Group work in education.; Academic achievement.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Doherty, J. L. (2017). The effects of team-based learning on student achievement in science. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13653

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Doherty, Joseph L. “The effects of team-based learning on student achievement in science.” 2017. Thesis, Montana State University. Accessed September 15, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13653.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Doherty, Joseph L. “The effects of team-based learning on student achievement in science.” 2017. Web. 15 Sep 2019.

Vancouver:

Doherty JL. The effects of team-based learning on student achievement in science. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Sep 15]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13653.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Doherty JL. The effects of team-based learning on student achievement in science. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13653

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

3. Door, Alvaro. The effect of the flipped classroom on students' learning of chemistry.

Degree: College of Letters & Science, 2017, Montana State University

 In this investigation the flipped classroom approach to instruction was used to help students improve their understanding of the content and to make science a… (more)

Subjects/Keywords: Chemistry.; High school students.; Flipped classrooms.; Students, Foreign.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Door, A. (2017). The effect of the flipped classroom on students' learning of chemistry. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13654

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Door, Alvaro. “The effect of the flipped classroom on students' learning of chemistry.” 2017. Thesis, Montana State University. Accessed September 15, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13654.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Door, Alvaro. “The effect of the flipped classroom on students' learning of chemistry.” 2017. Web. 15 Sep 2019.

Vancouver:

Door A. The effect of the flipped classroom on students' learning of chemistry. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Sep 15]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13654.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Door A. The effect of the flipped classroom on students' learning of chemistry. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13654

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

4. Aakre, Harrison Taylor. The effect of transitioning to paperless assessment in a high school biology course.

Degree: College of Letters & Science, 2017, Montana State University

 Technology and education are becoming more intertwined each school year. Technology is replacing how we deliver content and perform assessments. Many of these changes are… (more)

Subjects/Keywords: Biology.; High school students.; Technology.; Examinations.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Aakre, H. T. (2017). The effect of transitioning to paperless assessment in a high school biology course. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13625

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Aakre, Harrison Taylor. “The effect of transitioning to paperless assessment in a high school biology course.” 2017. Thesis, Montana State University. Accessed September 15, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13625.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Aakre, Harrison Taylor. “The effect of transitioning to paperless assessment in a high school biology course.” 2017. Web. 15 Sep 2019.

Vancouver:

Aakre HT. The effect of transitioning to paperless assessment in a high school biology course. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Sep 15]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13625.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Aakre HT. The effect of transitioning to paperless assessment in a high school biology course. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13625

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

5. Apedaile, Lily Anne. Primary literature in the science classroom.

Degree: College of Letters & Science, 2017, Montana State University

 Currently, Science, Technology, Engineering, and Mathematics (STEM) degrees and career pathways are seeing a declining number of people entering these fields. Because of this decline… (more)

Subjects/Keywords: Science, Technology, Engineering and Mathematics (Education).; Reasoning.; High school students.; Active learning.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Apedaile, L. A. (2017). Primary literature in the science classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13626

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Apedaile, Lily Anne. “Primary literature in the science classroom.” 2017. Thesis, Montana State University. Accessed September 15, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13626.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Apedaile, Lily Anne. “Primary literature in the science classroom.” 2017. Web. 15 Sep 2019.

Vancouver:

Apedaile LA. Primary literature in the science classroom. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Sep 15]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13626.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Apedaile LA. Primary literature in the science classroom. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13626

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

6. Berg, Samantha Jane. Incorporating active learning strategies focused on contextual data analysis to improve student engagement, data literacy and conceptual understanding in middle school science.

Degree: College of Letters & Science, 2017, Montana State University

 This project compares two different teaching styles and the effects they have on student engagement, data literacy and conceptual understanding. Two sections of 8th grade… (more)

Subjects/Keywords: Earth sciences.; Middle school students.; Note-taking.; Science Experiments.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Berg, S. J. (2017). Incorporating active learning strategies focused on contextual data analysis to improve student engagement, data literacy and conceptual understanding in middle school science. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13630

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Berg, Samantha Jane. “Incorporating active learning strategies focused on contextual data analysis to improve student engagement, data literacy and conceptual understanding in middle school science.” 2017. Thesis, Montana State University. Accessed September 15, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13630.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Berg, Samantha Jane. “Incorporating active learning strategies focused on contextual data analysis to improve student engagement, data literacy and conceptual understanding in middle school science.” 2017. Web. 15 Sep 2019.

Vancouver:

Berg SJ. Incorporating active learning strategies focused on contextual data analysis to improve student engagement, data literacy and conceptual understanding in middle school science. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Sep 15]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13630.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Berg SJ. Incorporating active learning strategies focused on contextual data analysis to improve student engagement, data literacy and conceptual understanding in middle school science. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13630

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

7. Bagheri, Amelia. Inquiry-based modeling in the high school chemistry classroom.

Degree: College of Letters & Science, 2017, Montana State University

 This project investigated the impact of intentionally integrated inquiry-based modeling impacted student attitudes and achievement towards chemistry in a high school Advanced Placement Chemistry classroom.… (more)

Subjects/Keywords: Chemistry.; High school students.; Inquiry-based learning.; Students Attitudes.; Academic achievement.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Bagheri, A. (2017). Inquiry-based modeling in the high school chemistry classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13627

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Bagheri, Amelia. “Inquiry-based modeling in the high school chemistry classroom.” 2017. Thesis, Montana State University. Accessed September 15, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13627.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Bagheri, Amelia. “Inquiry-based modeling in the high school chemistry classroom.” 2017. Web. 15 Sep 2019.

Vancouver:

Bagheri A. Inquiry-based modeling in the high school chemistry classroom. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Sep 15]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13627.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bagheri A. Inquiry-based modeling in the high school chemistry classroom. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13627

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

8. Christman, Jessica L. Performance-based cluster grouping in ninth grade honors physics.

Degree: College of Letters & Science, 2017, Montana State University

 Gifted students at Twin Valley High School often report that they are not academically challenged during their freshman year. A lack of rigor may promote… (more)

Subjects/Keywords: Physics.; Physical sciences.; Ninth grade (Education).; Ability grouping in education.; Advanced placement programs (Education).

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Christman, J. L. (2017). Performance-based cluster grouping in ninth grade honors physics. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13646

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Christman, Jessica L. “Performance-based cluster grouping in ninth grade honors physics.” 2017. Thesis, Montana State University. Accessed September 15, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13646.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Christman, Jessica L. “Performance-based cluster grouping in ninth grade honors physics.” 2017. Web. 15 Sep 2019.

Vancouver:

Christman JL. Performance-based cluster grouping in ninth grade honors physics. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Sep 15]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13646.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Christman JL. Performance-based cluster grouping in ninth grade honors physics. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13646

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

9. Berghauer, Meridith Ann. Improvement of metacognition skills within high school general chemistry.

Degree: College of Letters & Science, 2017, Montana State University

 Within my science classroom at Germantown High School, students seem to lack the ability, or desire, to evaluate their own understanding of material. These underdeveloped… (more)

Subjects/Keywords: Chemistry.; High school students.; Metacognition.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Berghauer, M. A. (2017). Improvement of metacognition skills within high school general chemistry. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13629

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Berghauer, Meridith Ann. “Improvement of metacognition skills within high school general chemistry.” 2017. Thesis, Montana State University. Accessed September 15, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13629.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Berghauer, Meridith Ann. “Improvement of metacognition skills within high school general chemistry.” 2017. Web. 15 Sep 2019.

Vancouver:

Berghauer MA. Improvement of metacognition skills within high school general chemistry. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Sep 15]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13629.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Berghauer MA. Improvement of metacognition skills within high school general chemistry. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13629

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

10. Cochrane, Andrew. Assessing the impact of a student-led science cafe on science literacy in the community.

Degree: College of Letters & Science, 2017, Montana State University

 Among the general population of gifted and talented students, there are some who stay interested in school. Others quickly become bored, beginning as early as… (more)

Subjects/Keywords: Gifted children.; Motivation in education.; Science.; Community and school.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Cochrane, A. (2017). Assessing the impact of a student-led science cafe on science literacy in the community. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13648

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Cochrane, Andrew. “Assessing the impact of a student-led science cafe on science literacy in the community.” 2017. Thesis, Montana State University. Accessed September 15, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13648.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Cochrane, Andrew. “Assessing the impact of a student-led science cafe on science literacy in the community.” 2017. Web. 15 Sep 2019.

Vancouver:

Cochrane A. Assessing the impact of a student-led science cafe on science literacy in the community. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Sep 15]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13648.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cochrane A. Assessing the impact of a student-led science cafe on science literacy in the community. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13648

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

11. Dupuis, Alison Paige. Interactive science notebooks in the secondary chemistry classroom.

Degree: College of Letters & Science, 2017, Montana State University

 Interactive science notebooks are a popular tool in many science classrooms across the country. However, each teacher should evaluate carefully if interactive science notebooks are… (more)

Subjects/Keywords: Chemistry.; High school students.; Notebooks.; Students Attitudes.; Academic achievement.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Dupuis, A. P. (2017). Interactive science notebooks in the secondary chemistry classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13656

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Dupuis, Alison Paige. “Interactive science notebooks in the secondary chemistry classroom.” 2017. Thesis, Montana State University. Accessed September 15, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13656.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Dupuis, Alison Paige. “Interactive science notebooks in the secondary chemistry classroom.” 2017. Web. 15 Sep 2019.

Vancouver:

Dupuis AP. Interactive science notebooks in the secondary chemistry classroom. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Sep 15]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13656.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dupuis AP. Interactive science notebooks in the secondary chemistry classroom. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13656

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

12. Capp, Katie. The effects of direct mathematical instruction in science classes on mathematical based science reasoning.

Degree: College of Letters & Science, 2017, Montana State University

 Students at Belgrade High School appear to have limited understanding of the interpretation, analysis, evaluation, reasoning, and problem-solving skills required in the natural sciences. I… (more)

Subjects/Keywords: Biology.; Mathematics.; High school students.; Reasoning.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Capp, K. (2017). The effects of direct mathematical instruction in science classes on mathematical based science reasoning. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13642

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Capp, Katie. “The effects of direct mathematical instruction in science classes on mathematical based science reasoning.” 2017. Thesis, Montana State University. Accessed September 15, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13642.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Capp, Katie. “The effects of direct mathematical instruction in science classes on mathematical based science reasoning.” 2017. Web. 15 Sep 2019.

Vancouver:

Capp K. The effects of direct mathematical instruction in science classes on mathematical based science reasoning. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Sep 15]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13642.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Capp K. The effects of direct mathematical instruction in science classes on mathematical based science reasoning. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13642

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

13. Carney, Samantha Jo. The effects of interactive tools in a flipped chemistry classroom.

Degree: College of Letters & Science, 2017, Montana State University

 The flipped classroom is becoming a common pedagogical approach in the classroom to increase active learning experiences in the classroom. In the flipped classroom, students… (more)

Subjects/Keywords: Chemistry.; High school students.; Flipped classrooms.; Audio-visual materials.; Advanced placement programs (Education).

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Carney, S. J. (2017). The effects of interactive tools in a flipped chemistry classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13643

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Carney, Samantha Jo. “The effects of interactive tools in a flipped chemistry classroom.” 2017. Thesis, Montana State University. Accessed September 15, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13643.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Carney, Samantha Jo. “The effects of interactive tools in a flipped chemistry classroom.” 2017. Web. 15 Sep 2019.

Vancouver:

Carney SJ. The effects of interactive tools in a flipped chemistry classroom. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Sep 15]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13643.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Carney SJ. The effects of interactive tools in a flipped chemistry classroom. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13643

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

14. Chase, Derek Alan. Process oriented guided inquiry learning (POGIL) in high school biology.

Degree: College of Letters & Science, 2017, Montana State University

 The study investigated the efficacy of Process Oriented Guided Inquiry Learning (POGIL) in a high school biology class when compared to a traditional teacher centered… (more)

Subjects/Keywords: Biology.; High school students.; Process-oriented guided inquiry learning.; Life sciences.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Chase, D. A. (2017). Process oriented guided inquiry learning (POGIL) in high school biology. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13645

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Chase, Derek Alan. “Process oriented guided inquiry learning (POGIL) in high school biology.” 2017. Thesis, Montana State University. Accessed September 15, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13645.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Chase, Derek Alan. “Process oriented guided inquiry learning (POGIL) in high school biology.” 2017. Web. 15 Sep 2019.

Vancouver:

Chase DA. Process oriented guided inquiry learning (POGIL) in high school biology. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Sep 15]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13645.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chase DA. Process oriented guided inquiry learning (POGIL) in high school biology. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13645

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

15. Cleveland, Jill Melinda. Flipped classroom learning in high school physics.

Degree: College of Letters & Science, 2017, Montana State University

 This project examined the effects of a flipped classroom teaching method on the engagement and achievement of high school physics students. The students involved in… (more)

Subjects/Keywords: Physics.; High school students.; Flipped classrooms.; Active learning.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Cleveland, J. M. (2017). Flipped classroom learning in high school physics. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13647

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Cleveland, Jill Melinda. “Flipped classroom learning in high school physics.” 2017. Thesis, Montana State University. Accessed September 15, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13647.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Cleveland, Jill Melinda. “Flipped classroom learning in high school physics.” 2017. Web. 15 Sep 2019.

Vancouver:

Cleveland JM. Flipped classroom learning in high school physics. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Sep 15]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13647.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cleveland JM. Flipped classroom learning in high school physics. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13647

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

16. Collins, Christopher Joseph. The use of case study style questions as a means of improving academic achievement and attitude.

Degree: College of Letters & Science, 2017, Montana State University

 The focal point of this action research project was to address the growing issues surrounding student attitude present in the high school science classroom. Many… (more)

Subjects/Keywords: Science Case studies.; High school students.; Academic achievement.; Students Attitudes.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Collins, C. J. (2017). The use of case study style questions as a means of improving academic achievement and attitude. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13649

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Collins, Christopher Joseph. “The use of case study style questions as a means of improving academic achievement and attitude.” 2017. Thesis, Montana State University. Accessed September 15, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13649.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Collins, Christopher Joseph. “The use of case study style questions as a means of improving academic achievement and attitude.” 2017. Web. 15 Sep 2019.

Vancouver:

Collins CJ. The use of case study style questions as a means of improving academic achievement and attitude. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Sep 15]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13649.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Collins CJ. The use of case study style questions as a means of improving academic achievement and attitude. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13649

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

17. Cornett, Johnnie Lynn. Blended learning in the science classroom.

Degree: College of Letters & Science, 2017, Montana State University

 This investigation utilized a blended learning environment with technologically enhanced curriculum via G Suite for Education, Schoology, and GradeSpeed to enhance classroom instruction and analyzed… (more)

Subjects/Keywords: Blended learning.; Middle school students.; Computer-assissted instruction.; Flipped classrooms.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Cornett, J. L. (2017). Blended learning in the science classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13650

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Cornett, Johnnie Lynn. “Blended learning in the science classroom.” 2017. Thesis, Montana State University. Accessed September 15, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13650.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Cornett, Johnnie Lynn. “Blended learning in the science classroom.” 2017. Web. 15 Sep 2019.

Vancouver:

Cornett JL. Blended learning in the science classroom. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Sep 15]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13650.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cornett JL. Blended learning in the science classroom. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13650

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

18. Smith, Amy. Effect of instructor-created videos of science content on student achievement.

Degree: College of Letters & Science, 2017, Montana State University

 In this classroom research project students were exposed to teacher-created videos. The videos were created as a means for students to have materials that would… (more)

Subjects/Keywords: Audio-visual materials.; Middle school students.; Flipped classrooms.; Academic achievement.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Smith, A. (2017). Effect of instructor-created videos of science content on student achievement. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13690

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Smith, Amy. “Effect of instructor-created videos of science content on student achievement.” 2017. Thesis, Montana State University. Accessed September 15, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13690.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Smith, Amy. “Effect of instructor-created videos of science content on student achievement.” 2017. Web. 15 Sep 2019.

Vancouver:

Smith A. Effect of instructor-created videos of science content on student achievement. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Sep 15]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13690.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Smith A. Effect of instructor-created videos of science content on student achievement. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13690

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

19. Suzak, Miranda G. Improving visual data literacy skills of high school earth and space science students by weekly data analysis curriculum.

Degree: College of Letters & Science, 2017, Montana State University

 Students must be able to interpret and analyze visual data to be successful in science classes, on high stakes assessment testing, and in their adult… (more)

Subjects/Keywords: Earth sciences.; Space sciences.; High school students.; Visual learning.; Graphic methods.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Suzak, M. G. (2017). Improving visual data literacy skills of high school earth and space science students by weekly data analysis curriculum. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13697

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Suzak, Miranda G. “Improving visual data literacy skills of high school earth and space science students by weekly data analysis curriculum.” 2017. Thesis, Montana State University. Accessed September 15, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13697.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Suzak, Miranda G. “Improving visual data literacy skills of high school earth and space science students by weekly data analysis curriculum.” 2017. Web. 15 Sep 2019.

Vancouver:

Suzak MG. Improving visual data literacy skills of high school earth and space science students by weekly data analysis curriculum. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Sep 15]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13697.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Suzak MG. Improving visual data literacy skills of high school earth and space science students by weekly data analysis curriculum. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13697

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

20. Tietyen, Erik Dane. Standards-based grading a high school physics classroom.

Degree: College of Letters & Science, 2017, Montana State University

 The paper investigated the effectiveness of standards-based grading (SBG) in a high school physics classroom, as well as how student perception of the importance of… (more)

Subjects/Keywords: Physics.; High school students.; Education Standards.; Grading and marking (Students).

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Tietyen, E. D. (2017). Standards-based grading a high school physics classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13699

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Tietyen, Erik Dane. “Standards-based grading a high school physics classroom.” 2017. Thesis, Montana State University. Accessed September 15, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13699.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Tietyen, Erik Dane. “Standards-based grading a high school physics classroom.” 2017. Web. 15 Sep 2019.

Vancouver:

Tietyen ED. Standards-based grading a high school physics classroom. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Sep 15]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13699.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Tietyen ED. Standards-based grading a high school physics classroom. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13699

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

21. Smith, Allison M. An investigation in note-taking strategies for high school biology students.

Degree: College of Letters & Science, 2016, Montana State University

 High school students often struggle to find the value in writing down content information, known more commonly as note-taking. To many, note-taking is a requirement… (more)

Subjects/Keywords: Biology.; High school students.; Note-taking.; Students Attitudes.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Smith, A. M. (2016). An investigation in note-taking strategies for high school biology students. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13702

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Smith, Allison M. “An investigation in note-taking strategies for high school biology students.” 2016. Thesis, Montana State University. Accessed September 15, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13702.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Smith, Allison M. “An investigation in note-taking strategies for high school biology students.” 2016. Web. 15 Sep 2019.

Vancouver:

Smith AM. An investigation in note-taking strategies for high school biology students. [Internet] [Thesis]. Montana State University; 2016. [cited 2019 Sep 15]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13702.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Smith AM. An investigation in note-taking strategies for high school biology students. [Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13702

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

22. Wojtaszek, Cynthia. Effects of using nearpod in a high school biology classroom.

Degree: College of Letters & Science, 2017, Montana State University

 The purpose of this study was to investigate how effective mobile presentation applications are for increasing student engagement and achievement in a high school biology… (more)

Subjects/Keywords: Biology.; High school students.; Computer-assisted instruction.; Academic achievement.; Students Attitudes.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Wojtaszek, C. (2017). Effects of using nearpod in a high school biology classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13706

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Wojtaszek, Cynthia. “Effects of using nearpod in a high school biology classroom.” 2017. Thesis, Montana State University. Accessed September 15, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13706.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Wojtaszek, Cynthia. “Effects of using nearpod in a high school biology classroom.” 2017. Web. 15 Sep 2019.

Vancouver:

Wojtaszek C. Effects of using nearpod in a high school biology classroom. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Sep 15]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13706.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wojtaszek C. Effects of using nearpod in a high school biology classroom. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13706

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

23. Soto, Ryan Michael. Implementing interactive science notebooks with English language learners.

Degree: College of Letters & Science, 2017, Montana State University

 The primary focus of this study was to answer the question, what are the effects of using interactive science notebooks with English Language Learners? There… (more)

Subjects/Keywords: Biology.; High school students.; Notebooks.; English language Study and teaching.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Soto, R. M. (2017). Implementing interactive science notebooks with English language learners. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13692

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Soto, Ryan Michael. “Implementing interactive science notebooks with English language learners.” 2017. Thesis, Montana State University. Accessed September 15, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13692.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Soto, Ryan Michael. “Implementing interactive science notebooks with English language learners.” 2017. Web. 15 Sep 2019.

Vancouver:

Soto RM. Implementing interactive science notebooks with English language learners. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Sep 15]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13692.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Soto RM. Implementing interactive science notebooks with English language learners. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13692

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

24. Stanton, Lori Kay. NGSS formative assessment in middle school science.

Degree: College of Letters & Science, 2017, Montana State University

 School districts across the country are in the process of adopting the Next Generation Science Standards, or a version of them. This will significantly change… (more)

Subjects/Keywords: Next Generation Science Standards (Education).; Middle school students.; Academic achievement.; Students Attitudes.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Stanton, L. K. (2017). NGSS formative assessment in middle school science. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13694

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Stanton, Lori Kay. “NGSS formative assessment in middle school science.” 2017. Thesis, Montana State University. Accessed September 15, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13694.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Stanton, Lori Kay. “NGSS formative assessment in middle school science.” 2017. Web. 15 Sep 2019.

Vancouver:

Stanton LK. NGSS formative assessment in middle school science. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Sep 15]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13694.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Stanton LK. NGSS formative assessment in middle school science. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13694

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

25. Stone, Amanda Corinne. Self-paced mastery learning in an academic physical science class and its effect on student achievement, engagement and self-efficacy.

Degree: College of Letters & Science, 2017, Montana State University

 Research has shown that tiered instruction and self-paced activity progression improves student achievement and motivation. This study examined the use of self-paced mastery learning units… (more)

Subjects/Keywords: Physical sciences.; High school students.; Individualized instruction.; Self-efficacy.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Stone, A. C. (2017). Self-paced mastery learning in an academic physical science class and its effect on student achievement, engagement and self-efficacy. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13696

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Stone, Amanda Corinne. “Self-paced mastery learning in an academic physical science class and its effect on student achievement, engagement and self-efficacy.” 2017. Thesis, Montana State University. Accessed September 15, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13696.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Stone, Amanda Corinne. “Self-paced mastery learning in an academic physical science class and its effect on student achievement, engagement and self-efficacy.” 2017. Web. 15 Sep 2019.

Vancouver:

Stone AC. Self-paced mastery learning in an academic physical science class and its effect on student achievement, engagement and self-efficacy. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Sep 15]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13696.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Stone AC. Self-paced mastery learning in an academic physical science class and its effect on student achievement, engagement and self-efficacy. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13696

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

26. Tiboldo, Crista E. The effect of training in question generation on the development of better questions posed by seventh grade science students.

Degree: College of Letters & Science, 2017, Montana State University

 Student generation of good questions provides many benefits for students, including active engagement in learning and development of their curiosity, as well as benefitting the… (more)

Subjects/Keywords: Biology.; Middle school students.; Questioning.; Comprehension.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Tiboldo, C. E. (2017). The effect of training in question generation on the development of better questions posed by seventh grade science students. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13698

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Tiboldo, Crista E. “The effect of training in question generation on the development of better questions posed by seventh grade science students.” 2017. Thesis, Montana State University. Accessed September 15, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13698.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Tiboldo, Crista E. “The effect of training in question generation on the development of better questions posed by seventh grade science students.” 2017. Web. 15 Sep 2019.

Vancouver:

Tiboldo CE. The effect of training in question generation on the development of better questions posed by seventh grade science students. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Sep 15]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13698.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Tiboldo CE. The effect of training in question generation on the development of better questions posed by seventh grade science students. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13698

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

27. Traut, Johanna. Forming explanations from evidence using the claim-evidence-reasoning framework.

Degree: College of Letters & Science, 2017, Montana State University

 While the students perform labs and get results, they do not take the time to carefully analyze the results and draw conclusions that relate the… (more)

Subjects/Keywords: Earth sciences.; High school students.; Reasoning.; Science Experiments.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Traut, J. (2017). Forming explanations from evidence using the claim-evidence-reasoning framework. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13700

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Traut, Johanna. “Forming explanations from evidence using the claim-evidence-reasoning framework.” 2017. Thesis, Montana State University. Accessed September 15, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13700.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Traut, Johanna. “Forming explanations from evidence using the claim-evidence-reasoning framework.” 2017. Web. 15 Sep 2019.

Vancouver:

Traut J. Forming explanations from evidence using the claim-evidence-reasoning framework. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Sep 15]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13700.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Traut J. Forming explanations from evidence using the claim-evidence-reasoning framework. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13700

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

28. Whalen, Jacob Michael. The effects of homework study logs on chemistry students' attitudes, study habits, and learning.

Degree: College of Letters & Science, 2017, Montana State University

 This classroom research project was an investigation into the efficacy of homework logs as a means to improve students' learning, study habits, and attitudes about… (more)

Subjects/Keywords: Chemistry.; High school students.; Homework.; Study skills.; Comprehension.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Whalen, J. M. (2017). The effects of homework study logs on chemistry students' attitudes, study habits, and learning. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13703

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Whalen, Jacob Michael. “The effects of homework study logs on chemistry students' attitudes, study habits, and learning.” 2017. Thesis, Montana State University. Accessed September 15, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13703.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Whalen, Jacob Michael. “The effects of homework study logs on chemistry students' attitudes, study habits, and learning.” 2017. Web. 15 Sep 2019.

Vancouver:

Whalen JM. The effects of homework study logs on chemistry students' attitudes, study habits, and learning. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Sep 15]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13703.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Whalen JM. The effects of homework study logs on chemistry students' attitudes, study habits, and learning. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13703

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

29. Hawkins, Meghan Kathleen. The effect of formative feedback through science interactive notebooks on student learning in high school biology.

Degree: College of Letters & Science, 2017, Montana State University

 Although my students would benefit from completing practice in the form of classroom work and activities, many of my students do not have either the… (more)

Subjects/Keywords: Biology.; High school students.; Notebooks.; Feedback (Psychology).

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Hawkins, M. K. (2017). The effect of formative feedback through science interactive notebooks on student learning in high school biology. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/14436

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hawkins, Meghan Kathleen. “The effect of formative feedback through science interactive notebooks on student learning in high school biology.” 2017. Thesis, Montana State University. Accessed September 15, 2019. https://scholarworks.montana.edu/xmlui/handle/1/14436.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hawkins, Meghan Kathleen. “The effect of formative feedback through science interactive notebooks on student learning in high school biology.” 2017. Web. 15 Sep 2019.

Vancouver:

Hawkins MK. The effect of formative feedback through science interactive notebooks on student learning in high school biology. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Sep 15]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14436.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hawkins MK. The effect of formative feedback through science interactive notebooks on student learning in high school biology. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14436

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Montana State University

30. Johns, Carla J. Impacts of a kinesthetic astronomy afterschool program on students' interest in STEM topics.

Degree: College of Letters & Science, 2017, Montana State University

 Astronomy is a multidisciplinary field, rich in history, broad in content, and universally appealing to students of all ages and backgrounds. Through the study of… (more)

Subjects/Keywords: Science, Technology, Engineering and Mathematics (Education).; Astronomy.; Education, Elementary.; After-school programs.; Self-efficacy.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Johns, C. J. (2017). Impacts of a kinesthetic astronomy afterschool program on students' interest in STEM topics. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13668

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Johns, Carla J. “Impacts of a kinesthetic astronomy afterschool program on students' interest in STEM topics.” 2017. Thesis, Montana State University. Accessed September 15, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13668.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Johns, Carla J. “Impacts of a kinesthetic astronomy afterschool program on students' interest in STEM topics.” 2017. Web. 15 Sep 2019.

Vancouver:

Johns CJ. Impacts of a kinesthetic astronomy afterschool program on students' interest in STEM topics. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Sep 15]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13668.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Johns CJ. Impacts of a kinesthetic astronomy afterschool program on students' interest in STEM topics. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13668

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

[1] [2] [3]

.