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: Peggy Taylor."). Showing records 1 – 30 of 506 total matches.

[1] [2] [3] [4] [5] … [17]

Search Limiters

Last 2 Years | English Only

▼ Search Limiters

1. Davis, John Henry. The effects of documented problem solutions on problem solving skills for introductory college physics courses.

Degree: Graduate School, 2014, Montana State University

 My students struggle to solve physics word problems when the solution is not explicitly given to them. They can understand abstract concepts and repeat a… (more)

Subjects/Keywords: Physics.; Case-based reasoning.; Education, Higher.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Davis, J. H. (2014). The effects of documented problem solutions on problem solving skills for introductory college physics courses. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/3542

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):

Davis, John Henry. “The effects of documented problem solutions on problem solving skills for introductory college physics courses.” 2014. Thesis, Montana State University. Accessed April 20, 2019. https://scholarworks.montana.edu/xmlui/handle/1/3542.

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

MLA Handbook (7th Edition):

Davis, John Henry. “The effects of documented problem solutions on problem solving skills for introductory college physics courses.” 2014. Web. 20 Apr 2019.

Vancouver:

Davis JH. The effects of documented problem solutions on problem solving skills for introductory college physics courses. [Internet] [Thesis]. Montana State University; 2014. [cited 2019 Apr 20]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3542.

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

Council of Science Editors:

Davis JH. The effects of documented problem solutions on problem solving skills for introductory college physics courses. [Thesis]. Montana State University; 2014. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3542

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

2. Clay, Matthew. The effect of flipped classroom videos filmed at field locations.

Degree: Graduate School, 2014, Montana State University

 In this project, videos filmed at field locations were used in place of narrated slideshows in a classroom using the flipped model. Surveys were used… (more)

Subjects/Keywords: Science Study and teaching.; Alternative education.; Middle school students.; Flipped classroom.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Clay, M. (2014). The effect of flipped classroom videos filmed at field locations. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/3538

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):

Clay, Matthew. “The effect of flipped classroom videos filmed at field locations.” 2014. Thesis, Montana State University. Accessed April 20, 2019. https://scholarworks.montana.edu/xmlui/handle/1/3538.

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

MLA Handbook (7th Edition):

Clay, Matthew. “The effect of flipped classroom videos filmed at field locations.” 2014. Web. 20 Apr 2019.

Vancouver:

Clay M. The effect of flipped classroom videos filmed at field locations. [Internet] [Thesis]. Montana State University; 2014. [cited 2019 Apr 20]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3538.

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

Council of Science Editors:

Clay M. The effect of flipped classroom videos filmed at field locations. [Thesis]. Montana State University; 2014. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3538

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

3. Dooling, Dave. The awful truth about zero-G.

Degree: Graduate School, 2014, Montana State University

 Zero-G is a concept that people think they know but usually misunderstand. To illustrate the effects that happen in free-fall, the proper term, NASA developed… (more)

Subjects/Keywords: Science Study and teaching.; Gravity.

Montana State University's Institutional Review Board and compliance for working with human… 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Dooling, D. (2014). The awful truth about zero-G. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/3545

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):

Dooling, Dave. “The awful truth about zero-G.” 2014. Thesis, Montana State University. Accessed April 20, 2019. https://scholarworks.montana.edu/xmlui/handle/1/3545.

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

MLA Handbook (7th Edition):

Dooling, Dave. “The awful truth about zero-G.” 2014. Web. 20 Apr 2019.

Vancouver:

Dooling D. The awful truth about zero-G. [Internet] [Thesis]. Montana State University; 2014. [cited 2019 Apr 20]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3545.

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

Council of Science Editors:

Dooling D. The awful truth about zero-G. [Thesis]. Montana State University; 2014. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3545

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

4. Duncan, Joshua Chance. Determining the impact of the Atkins School District's technology initiative on the student's perception of his/her ability to learn, and the teacher's ability to teach.

Degree: Graduate School, 2014, Montana State University

 This descriptive study sought to assess the effects of the technology initiative that was undertaken starting in the 2013-2014 school year at the Atkins School… (more)

Subjects/Keywords: Science Study and teaching.; Laptop computers.; Teachers Attitudes.; Students Attitudes.; High school students.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Duncan, J. C. (2014). Determining the impact of the Atkins School District's technology initiative on the student's perception of his/her ability to learn, and the teacher's ability to teach. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/3547

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):

Duncan, Joshua Chance. “Determining the impact of the Atkins School District's technology initiative on the student's perception of his/her ability to learn, and the teacher's ability to teach.” 2014. Thesis, Montana State University. Accessed April 20, 2019. https://scholarworks.montana.edu/xmlui/handle/1/3547.

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

MLA Handbook (7th Edition):

Duncan, Joshua Chance. “Determining the impact of the Atkins School District's technology initiative on the student's perception of his/her ability to learn, and the teacher's ability to teach.” 2014. Web. 20 Apr 2019.

Vancouver:

Duncan JC. Determining the impact of the Atkins School District's technology initiative on the student's perception of his/her ability to learn, and the teacher's ability to teach. [Internet] [Thesis]. Montana State University; 2014. [cited 2019 Apr 20]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3547.

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

Council of Science Editors:

Duncan JC. Determining the impact of the Atkins School District's technology initiative on the student's perception of his/her ability to learn, and the teacher's ability to teach. [Thesis]. Montana State University; 2014. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3547

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

5. Haack, Matthew P. The effects of cooperative-learning strategies on students' understanding of high school biology.

Degree: Graduate School, 2014, Montana State University

 Seventeen students in one section of high school biology were the focus of a study on the effect of cooperative-learning strategies on student understanding and… (more)

Subjects/Keywords: Biology.; Group work in education.; High school students.

…writing process. My committee chair was Dr. Peggy Taylor, Montana State University Masters of… …State University served as my MSSE core and capstone advisor. Also, Joe Bradshaw of Montana… …this project received an exemption by Montana State University's Institutional Review… …State University served as the project reader on my committee. Dr. Marc Berman and Daniel… …Science in Science Education (MSSE) Program Director. Dr. Jewel Reuter, of Montana… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Haack, M. P. (2014). The effects of cooperative-learning strategies on students' understanding of high school biology. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/3554

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):

Haack, Matthew P. “The effects of cooperative-learning strategies on students' understanding of high school biology.” 2014. Thesis, Montana State University. Accessed April 20, 2019. https://scholarworks.montana.edu/xmlui/handle/1/3554.

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

MLA Handbook (7th Edition):

Haack, Matthew P. “The effects of cooperative-learning strategies on students' understanding of high school biology.” 2014. Web. 20 Apr 2019.

Vancouver:

Haack MP. The effects of cooperative-learning strategies on students' understanding of high school biology. [Internet] [Thesis]. Montana State University; 2014. [cited 2019 Apr 20]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3554.

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

Council of Science Editors:

Haack MP. The effects of cooperative-learning strategies on students' understanding of high school biology. [Thesis]. Montana State University; 2014. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3554

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

6. Guajardo, Lily. The informal classroom : evaluating the effects of a continuing medical education program on science learning and attitudes in medical students, residents and physicians.

Degree: Graduate School, 2014, Montana State University

 Continuing medical education programs play an important role is disseminating current scientific and clinical information to our medical and health care community adult learners. This… (more)

Subjects/Keywords: Medicine.; Non-formal education.; Continuing education.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Guajardo, L. (2014). The informal classroom : evaluating the effects of a continuing medical education program on science learning and attitudes in medical students, residents and physicians. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/3553

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):

Guajardo, Lily. “The informal classroom : evaluating the effects of a continuing medical education program on science learning and attitudes in medical students, residents and physicians.” 2014. Thesis, Montana State University. Accessed April 20, 2019. https://scholarworks.montana.edu/xmlui/handle/1/3553.

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

MLA Handbook (7th Edition):

Guajardo, Lily. “The informal classroom : evaluating the effects of a continuing medical education program on science learning and attitudes in medical students, residents and physicians.” 2014. Web. 20 Apr 2019.

Vancouver:

Guajardo L. The informal classroom : evaluating the effects of a continuing medical education program on science learning and attitudes in medical students, residents and physicians. [Internet] [Thesis]. Montana State University; 2014. [cited 2019 Apr 20]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3553.

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

Council of Science Editors:

Guajardo L. The informal classroom : evaluating the effects of a continuing medical education program on science learning and attitudes in medical students, residents and physicians. [Thesis]. Montana State University; 2014. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3553

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

7. Gibbs, Elaine. The effects of differentiated instruction based on multiple intelligences with AP chemistry students.

Degree: Graduate School, 2014, Montana State University

 This study investigated the utilization of differentiated instructional activities and lessons based on student' profile of multiple intelligences on understanding concepts, low-level achieving student understanding,… (more)

Subjects/Keywords: Chemistry.; Ability grouping in education.; Multiple intelligences.; High school students.

…x28;p.196). I had my Committee chair: Dr. Peggy Taylor, Montana State University… …Montana State University's Institutional Review Board and compliance for working with human… 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Gibbs, E. (2014). The effects of differentiated instruction based on multiple intelligences with AP chemistry students. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/3551

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):

Gibbs, Elaine. “The effects of differentiated instruction based on multiple intelligences with AP chemistry students.” 2014. Thesis, Montana State University. Accessed April 20, 2019. https://scholarworks.montana.edu/xmlui/handle/1/3551.

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

MLA Handbook (7th Edition):

Gibbs, Elaine. “The effects of differentiated instruction based on multiple intelligences with AP chemistry students.” 2014. Web. 20 Apr 2019.

Vancouver:

Gibbs E. The effects of differentiated instruction based on multiple intelligences with AP chemistry students. [Internet] [Thesis]. Montana State University; 2014. [cited 2019 Apr 20]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3551.

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

Council of Science Editors:

Gibbs E. The effects of differentiated instruction based on multiple intelligences with AP chemistry students. [Thesis]. Montana State University; 2014. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3551

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

8. Herdina, Kyle Lawrence. Integrating Native American Mdewakantion Sioux culture with environmental science curriculum.

Degree: Graduate School, 2014, Montana State University

 Native American students struggle to form a connection to science education due to a lack of culturally relevant material. While many state teaching standards require… (more)

Subjects/Keywords: Environmental sciences.; Dakota Indians Social life and customs.; Indian students.; Teaching.

…exemption by Montana State University's Institutional Review Board and compliance for working… 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Herdina, K. L. (2014). Integrating Native American Mdewakantion Sioux culture with environmental science curriculum. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/3557

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):

Herdina, Kyle Lawrence. “Integrating Native American Mdewakantion Sioux culture with environmental science curriculum.” 2014. Thesis, Montana State University. Accessed April 20, 2019. https://scholarworks.montana.edu/xmlui/handle/1/3557.

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

MLA Handbook (7th Edition):

Herdina, Kyle Lawrence. “Integrating Native American Mdewakantion Sioux culture with environmental science curriculum.” 2014. Web. 20 Apr 2019.

Vancouver:

Herdina KL. Integrating Native American Mdewakantion Sioux culture with environmental science curriculum. [Internet] [Thesis]. Montana State University; 2014. [cited 2019 Apr 20]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3557.

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

Council of Science Editors:

Herdina KL. Integrating Native American Mdewakantion Sioux culture with environmental science curriculum. [Thesis]. Montana State University; 2014. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3557

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

9. Mingels, Mary Katherine. The effects of inquiry activities in a ninth grade physics classroom.

Degree: Graduate School, 2014, Montana State University

 The focus of this study was on the impact of including guided inquiry activities in a 9th grade introductory physics class. Specific focus was paid… (more)

Subjects/Keywords: Physics.; Inquiry-based learning.; High school students.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Mingels, M. K. (2014). The effects of inquiry activities in a ninth grade physics classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/3579

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):

Mingels, Mary Katherine. “The effects of inquiry activities in a ninth grade physics classroom.” 2014. Thesis, Montana State University. Accessed April 20, 2019. https://scholarworks.montana.edu/xmlui/handle/1/3579.

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

MLA Handbook (7th Edition):

Mingels, Mary Katherine. “The effects of inquiry activities in a ninth grade physics classroom.” 2014. Web. 20 Apr 2019.

Vancouver:

Mingels MK. The effects of inquiry activities in a ninth grade physics classroom. [Internet] [Thesis]. Montana State University; 2014. [cited 2019 Apr 20]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3579.

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

Council of Science Editors:

Mingels MK. The effects of inquiry activities in a ninth grade physics classroom. [Thesis]. Montana State University; 2014. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3579

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

10. McCormick, Doralee Rene. Implementing cooperative learning strategies with an emphasis on teambuilding in a high school physics classroom.

Degree: Graduate School, 2014, Montana State University

 The purpose of this research project was to determine the impact cooperative learning and teambuilding would have on high school physics students both academically and… (more)

Subjects/Keywords: Physics.; Group work in education.; High school students.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

McCormick, D. R. (2014). Implementing cooperative learning strategies with an emphasis on teambuilding in a high school physics classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/3575

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):

McCormick, Doralee Rene. “Implementing cooperative learning strategies with an emphasis on teambuilding in a high school physics classroom.” 2014. Thesis, Montana State University. Accessed April 20, 2019. https://scholarworks.montana.edu/xmlui/handle/1/3575.

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

MLA Handbook (7th Edition):

McCormick, Doralee Rene. “Implementing cooperative learning strategies with an emphasis on teambuilding in a high school physics classroom.” 2014. Web. 20 Apr 2019.

Vancouver:

McCormick DR. Implementing cooperative learning strategies with an emphasis on teambuilding in a high school physics classroom. [Internet] [Thesis]. Montana State University; 2014. [cited 2019 Apr 20]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3575.

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

Council of Science Editors:

McCormick DR. Implementing cooperative learning strategies with an emphasis on teambuilding in a high school physics classroom. [Thesis]. Montana State University; 2014. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3575

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

11. Martens, Krista K. Effects of crib sheets compared to open notebooks on summative assessment in an introductory high school earth science class.

Degree: Graduate School, 2014, Montana State University

 My action research project compared the effects of using crib sheets or open science notebooks for student assessment scores. The results did not reveal a… (more)

Subjects/Keywords: Earth sciences.; Educational tests and measurements.; Note-taking.; High school students.

…was reviewed by the Montana State University Institutional Review Board (IRB), and… 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Martens, K. K. (2014). Effects of crib sheets compared to open notebooks on summative assessment in an introductory high school earth science class. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/3573

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):

Martens, Krista K. “Effects of crib sheets compared to open notebooks on summative assessment in an introductory high school earth science class.” 2014. Thesis, Montana State University. Accessed April 20, 2019. https://scholarworks.montana.edu/xmlui/handle/1/3573.

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

MLA Handbook (7th Edition):

Martens, Krista K. “Effects of crib sheets compared to open notebooks on summative assessment in an introductory high school earth science class.” 2014. Web. 20 Apr 2019.

Vancouver:

Martens KK. Effects of crib sheets compared to open notebooks on summative assessment in an introductory high school earth science class. [Internet] [Thesis]. Montana State University; 2014. [cited 2019 Apr 20]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3573.

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

Council of Science Editors:

Martens KK. Effects of crib sheets compared to open notebooks on summative assessment in an introductory high school earth science class. [Thesis]. Montana State University; 2014. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3573

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

12. Jongeward, Alecia E. How are Montana's science teachers using the Taylor Planetarium as a teaching tool?.

Degree: Graduate School, 2014, Montana State University

 This project evaluated how teachers bringing groups to the Museum of the Rockies used the Taylor Planetarium as a learning tool. Teachers who visited the… (more)

Subjects/Keywords: Science Study and teaching.; Active learning.; Teachers attitudes.; Activity programs in education.

…of the Rockies. Unpublished professional paper, Montana State University – Bozeman. Mackety… 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Jongeward, A. E. (2014). How are Montana's science teachers using the Taylor Planetarium as a teaching tool?. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/3562

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):

Jongeward, Alecia E. “How are Montana's science teachers using the Taylor Planetarium as a teaching tool?.” 2014. Thesis, Montana State University. Accessed April 20, 2019. https://scholarworks.montana.edu/xmlui/handle/1/3562.

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

MLA Handbook (7th Edition):

Jongeward, Alecia E. “How are Montana's science teachers using the Taylor Planetarium as a teaching tool?.” 2014. Web. 20 Apr 2019.

Vancouver:

Jongeward AE. How are Montana's science teachers using the Taylor Planetarium as a teaching tool?. [Internet] [Thesis]. Montana State University; 2014. [cited 2019 Apr 20]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3562.

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

Council of Science Editors:

Jongeward AE. How are Montana's science teachers using the Taylor Planetarium as a teaching tool?. [Thesis]. Montana State University; 2014. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3562

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

13. Lilley, Scott Arthur. Measuring the effectiveness of projects and student learning ownership through differentiated assessments in science.

Degree: Graduate School, 2014, Montana State University

 The purpose of this study was to measure the effect of choice in assessment style in the science classroom, and to measure the reliability of… (more)

Subjects/Keywords: Science Study and teaching.; Project method in teaching.; Educational evaluation.; Examinations.; High school students.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Lilley, S. A. (2014). Measuring the effectiveness of projects and student learning ownership through differentiated assessments in science. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/3568

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):

Lilley, Scott Arthur. “Measuring the effectiveness of projects and student learning ownership through differentiated assessments in science.” 2014. Thesis, Montana State University. Accessed April 20, 2019. https://scholarworks.montana.edu/xmlui/handle/1/3568.

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

MLA Handbook (7th Edition):

Lilley, Scott Arthur. “Measuring the effectiveness of projects and student learning ownership through differentiated assessments in science.” 2014. Web. 20 Apr 2019.

Vancouver:

Lilley SA. Measuring the effectiveness of projects and student learning ownership through differentiated assessments in science. [Internet] [Thesis]. Montana State University; 2014. [cited 2019 Apr 20]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3568.

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

Council of Science Editors:

Lilley SA. Measuring the effectiveness of projects and student learning ownership through differentiated assessments in science. [Thesis]. Montana State University; 2014. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3568

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

14. Wells, Jocelyn Dawn. The effects of introductory station labs in high school physics.

Degree: Graduate School, 2014, Montana State University

 The physics related experiences that students have are important for reflection when problem solving, building conceptual understanding and enriching their overall world view. This project… (more)

Subjects/Keywords: Physics.; Experiential learning.; High school students.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Wells, J. D. (2014). The effects of introductory station labs in high school physics. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/3603

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):

Wells, Jocelyn Dawn. “The effects of introductory station labs in high school physics.” 2014. Thesis, Montana State University. Accessed April 20, 2019. https://scholarworks.montana.edu/xmlui/handle/1/3603.

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

MLA Handbook (7th Edition):

Wells, Jocelyn Dawn. “The effects of introductory station labs in high school physics.” 2014. Web. 20 Apr 2019.

Vancouver:

Wells JD. The effects of introductory station labs in high school physics. [Internet] [Thesis]. Montana State University; 2014. [cited 2019 Apr 20]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3603.

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

Council of Science Editors:

Wells JD. The effects of introductory station labs in high school physics. [Thesis]. Montana State University; 2014. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3603

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

15. Thongvanh, LeAnn. A new way to read : will implementing literacy strategies in the science classroom increase motivation and understanding.

Degree: Graduate School, 2014, Montana State University

 Looking to replace the routine of reading a textbook section and filling out worksheets, I wanted to find a way to get 7th grade science… (more)

Subjects/Keywords: Science Study and teaching.; Literacy.; Content area reading.; Concept mapping.

State University's Institutional Review Board and compliance for working with human… …earlier in the year. The research methodology for this project received an exemption by Montana… 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Thongvanh, L. (2014). A new way to read : will implementing literacy strategies in the science classroom increase motivation and understanding. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/3598

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):

Thongvanh, LeAnn. “A new way to read : will implementing literacy strategies in the science classroom increase motivation and understanding.” 2014. Thesis, Montana State University. Accessed April 20, 2019. https://scholarworks.montana.edu/xmlui/handle/1/3598.

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

MLA Handbook (7th Edition):

Thongvanh, LeAnn. “A new way to read : will implementing literacy strategies in the science classroom increase motivation and understanding.” 2014. Web. 20 Apr 2019.

Vancouver:

Thongvanh L. A new way to read : will implementing literacy strategies in the science classroom increase motivation and understanding. [Internet] [Thesis]. Montana State University; 2014. [cited 2019 Apr 20]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3598.

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

Council of Science Editors:

Thongvanh L. A new way to read : will implementing literacy strategies in the science classroom increase motivation and understanding. [Thesis]. Montana State University; 2014. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3598

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

16. Fields, Stephanie Brooke. Enhancing student growth and fluency through scientific vocabulary.

Degree: Graduate School, 2014, Montana State University

 This study focused on vocabulary and writing skills to promote scientific literacy to align with a series of Student Growth Objectives that I set out… (more)

Subjects/Keywords: Science Study and teaching.; Vocabulary.; Middle school students.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Fields, S. B. (2014). Enhancing student growth and fluency through scientific vocabulary. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/3549

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):

Fields, Stephanie Brooke. “Enhancing student growth and fluency through scientific vocabulary.” 2014. Thesis, Montana State University. Accessed April 20, 2019. https://scholarworks.montana.edu/xmlui/handle/1/3549.

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

MLA Handbook (7th Edition):

Fields, Stephanie Brooke. “Enhancing student growth and fluency through scientific vocabulary.” 2014. Web. 20 Apr 2019.

Vancouver:

Fields SB. Enhancing student growth and fluency through scientific vocabulary. [Internet] [Thesis]. Montana State University; 2014. [cited 2019 Apr 20]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3549.

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

Council of Science Editors:

Fields SB. Enhancing student growth and fluency through scientific vocabulary. [Thesis]. Montana State University; 2014. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3549

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

17. Mannix, Logan Dean. What are the effects of standards-based grading on student learning and behavior in the secondary science classroom?.

Degree: Graduate School, 2014, Montana State University

 Over the last few years of my teaching career I grew frustrated with some recurring problems that I attributed to my points-based grading system. Parents… (more)

Subjects/Keywords: Science Study and teaching.; Education Standards.; Students Rating of.; High school students.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Mannix, L. D. (2014). What are the effects of standards-based grading on student learning and behavior in the secondary science classroom?. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/3572

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):

Mannix, Logan Dean. “What are the effects of standards-based grading on student learning and behavior in the secondary science classroom?.” 2014. Thesis, Montana State University. Accessed April 20, 2019. https://scholarworks.montana.edu/xmlui/handle/1/3572.

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

MLA Handbook (7th Edition):

Mannix, Logan Dean. “What are the effects of standards-based grading on student learning and behavior in the secondary science classroom?.” 2014. Web. 20 Apr 2019.

Vancouver:

Mannix LD. What are the effects of standards-based grading on student learning and behavior in the secondary science classroom?. [Internet] [Thesis]. Montana State University; 2014. [cited 2019 Apr 20]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3572.

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

Council of Science Editors:

Mannix LD. What are the effects of standards-based grading on student learning and behavior in the secondary science classroom?. [Thesis]. Montana State University; 2014. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3572

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

18. Helseth, Michael Scott. What is the effect of teacher feedback in student notebooks on student achievement?.

Degree: Graduate School, 2013, Montana State University

 Teacher comments and feedback on student work in science notebooks is a key element in understanding the development of students' thinking. In this investigation critical… (more)

Subjects/Keywords: Science Study and teaching.; Note-taking.; Laboratory notebooks.

…research methodology for this project received an exemption by Montana State University's… 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Helseth, M. S. (2013). What is the effect of teacher feedback in student notebooks on student achievement?. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2788

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):

Helseth, Michael Scott. “What is the effect of teacher feedback in student notebooks on student achievement?.” 2013. Thesis, Montana State University. Accessed April 20, 2019. https://scholarworks.montana.edu/xmlui/handle/1/2788.

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

MLA Handbook (7th Edition):

Helseth, Michael Scott. “What is the effect of teacher feedback in student notebooks on student achievement?.” 2013. Web. 20 Apr 2019.

Vancouver:

Helseth MS. What is the effect of teacher feedback in student notebooks on student achievement?. [Internet] [Thesis]. Montana State University; 2013. [cited 2019 Apr 20]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2788.

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

Council of Science Editors:

Helseth MS. What is the effect of teacher feedback in student notebooks on student achievement?. [Thesis]. Montana State University; 2013. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2788

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

19. Arnold, Kelly Marie. The effect of adding a combination of interactive online and hands-on activities on high school biology in a blended virtual environment.

Degree: Graduate School, 2013, Montana State University

 This paper discusses the effects of adding a combination of interactive online and hands-on activities on high school biology students in a blended, virtual-learning environment.… (more)

Subjects/Keywords: Biology.; Blended learning.; High school students.

…admirable. Additional advisors for my project included members of the Montana State University… …exemption by Montana State University's Institutional Review Board, and compliance for 11… 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Arnold, K. M. (2013). The effect of adding a combination of interactive online and hands-on activities on high school biology in a blended virtual environment. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2754

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):

Arnold, Kelly Marie. “The effect of adding a combination of interactive online and hands-on activities on high school biology in a blended virtual environment.” 2013. Thesis, Montana State University. Accessed April 20, 2019. https://scholarworks.montana.edu/xmlui/handle/1/2754.

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

MLA Handbook (7th Edition):

Arnold, Kelly Marie. “The effect of adding a combination of interactive online and hands-on activities on high school biology in a blended virtual environment.” 2013. Web. 20 Apr 2019.

Vancouver:

Arnold KM. The effect of adding a combination of interactive online and hands-on activities on high school biology in a blended virtual environment. [Internet] [Thesis]. Montana State University; 2013. [cited 2019 Apr 20]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2754.

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

Council of Science Editors:

Arnold KM. The effect of adding a combination of interactive online and hands-on activities on high school biology in a blended virtual environment. [Thesis]. Montana State University; 2013. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2754

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

20. Dorsey, Caleb Dennis. The effectiveness of laboratory instructon in a high school chemistry class: Effectiveness of laboratory instruction in a high school chemistry class.

Degree: Graduate School, 2013, Montana State University

 Laboratory instruction has long been a staple of science education. This study investigated how laboratory instruction supported and enhanced the understanding of material taught in… (more)

Subjects/Keywords: Chemistry.; Laboratories.; Science rooms and equipment.; High school students.

…than traditional methods (Hake, 1998). A paper from Montana State University titled… …exemption by Montana State University's Institutional Review Board and compliance for working… 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Dorsey, C. D. (2013). The effectiveness of laboratory instructon in a high school chemistry class: Effectiveness of laboratory instruction in a high school chemistry class. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2775

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):

Dorsey, Caleb Dennis. “The effectiveness of laboratory instructon in a high school chemistry class: Effectiveness of laboratory instruction in a high school chemistry class.” 2013. Thesis, Montana State University. Accessed April 20, 2019. https://scholarworks.montana.edu/xmlui/handle/1/2775.

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

MLA Handbook (7th Edition):

Dorsey, Caleb Dennis. “The effectiveness of laboratory instructon in a high school chemistry class: Effectiveness of laboratory instruction in a high school chemistry class.” 2013. Web. 20 Apr 2019.

Vancouver:

Dorsey CD. The effectiveness of laboratory instructon in a high school chemistry class: Effectiveness of laboratory instruction in a high school chemistry class. [Internet] [Thesis]. Montana State University; 2013. [cited 2019 Apr 20]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2775.

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

Council of Science Editors:

Dorsey CD. The effectiveness of laboratory instructon in a high school chemistry class: Effectiveness of laboratory instruction in a high school chemistry class. [Thesis]. Montana State University; 2013. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2775

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

21. Lord, Martha Compton. Implications of planned formative assessment training in a science, math and humanities classroom.

Degree: Graduate School, 2013, Montana State University

 The purpose of this Action Research project was to investigate the implications of implementing planned formative assessment in a high school classroom. This Action Research… (more)

Subjects/Keywords: High school students.; Action research.; Education.

…Holly Faris enrolled in the Montana State University Master of Science in Science Education… …IRB) at Montana State University. The research methodology for this project received… …working with human subjects was maintained. The Montana State University IRB approval can be… 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Lord, M. C. (2013). Implications of planned formative assessment training in a science, math and humanities classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2810

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):

Lord, Martha Compton. “Implications of planned formative assessment training in a science, math and humanities classroom.” 2013. Thesis, Montana State University. Accessed April 20, 2019. https://scholarworks.montana.edu/xmlui/handle/1/2810.

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

MLA Handbook (7th Edition):

Lord, Martha Compton. “Implications of planned formative assessment training in a science, math and humanities classroom.” 2013. Web. 20 Apr 2019.

Vancouver:

Lord MC. Implications of planned formative assessment training in a science, math and humanities classroom. [Internet] [Thesis]. Montana State University; 2013. [cited 2019 Apr 20]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2810.

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

Council of Science Editors:

Lord MC. Implications of planned formative assessment training in a science, math and humanities classroom. [Thesis]. Montana State University; 2013. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2810

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

22. Jaworski, Beverly Ann. The effects of science fairs on students' knowledge of scientific inquiry and interest in science.

Degree: Graduate School, 2013, Montana State University

 The purpose of this capstone project was to determine if science fairs increase students' knowledge of scientific inquiry and build positive attitudes towards the study… (more)

Subjects/Keywords: Science fairs.; Middle school students.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Jaworski, B. A. (2013). The effects of science fairs on students' knowledge of scientific inquiry and interest in science. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2795

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):

Jaworski, Beverly Ann. “The effects of science fairs on students' knowledge of scientific inquiry and interest in science.” 2013. Thesis, Montana State University. Accessed April 20, 2019. https://scholarworks.montana.edu/xmlui/handle/1/2795.

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

MLA Handbook (7th Edition):

Jaworski, Beverly Ann. “The effects of science fairs on students' knowledge of scientific inquiry and interest in science.” 2013. Web. 20 Apr 2019.

Vancouver:

Jaworski BA. The effects of science fairs on students' knowledge of scientific inquiry and interest in science. [Internet] [Thesis]. Montana State University; 2013. [cited 2019 Apr 20]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2795.

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

Council of Science Editors:

Jaworski BA. The effects of science fairs on students' knowledge of scientific inquiry and interest in science. [Thesis]. Montana State University; 2013. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2795

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

23. Jendro, Tamara Sue. The impact of increased nonfiction reading on student achievement in science.

Degree: Graduate School, 2013, Montana State University

 The purpose of this action research project was to study the effects adding increased amounts of science related nonfiction reading had on student achievement in… (more)

Subjects/Keywords: Science Study and teaching.; Academic achievement.; Content area reading.

…and Dr. McLaughlin, a professor of chemistry at Montana State University were also members… 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Jendro, T. S. (2013). The impact of increased nonfiction reading on student achievement in science. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2820

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):

Jendro, Tamara Sue. “The impact of increased nonfiction reading on student achievement in science.” 2013. Thesis, Montana State University. Accessed April 20, 2019. https://scholarworks.montana.edu/xmlui/handle/1/2820.

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

MLA Handbook (7th Edition):

Jendro, Tamara Sue. “The impact of increased nonfiction reading on student achievement in science.” 2013. Web. 20 Apr 2019.

Vancouver:

Jendro TS. The impact of increased nonfiction reading on student achievement in science. [Internet] [Thesis]. Montana State University; 2013. [cited 2019 Apr 20]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2820.

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

Council of Science Editors:

Jendro TS. The impact of increased nonfiction reading on student achievement in science. [Thesis]. Montana State University; 2013. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2820

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

24. Swank, Angela Marie. Effects of using an outdoor environmental education program on students' understanding of environmental science.

Degree: Graduate School, 2013, Montana State University

 This research focused on the effect of using an Outdoor Environmental Education (OEE) program on students' understanding of environmental science concepts. Sixty-four 5th grade students… (more)

Subjects/Keywords: Environmental sciences.; Middle school students.; Outdoor education.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Swank, A. M. (2013). Effects of using an outdoor environmental education program on students' understanding of environmental science. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2827

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):

Swank, Angela Marie. “Effects of using an outdoor environmental education program on students' understanding of environmental science.” 2013. Thesis, Montana State University. Accessed April 20, 2019. https://scholarworks.montana.edu/xmlui/handle/1/2827.

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

MLA Handbook (7th Edition):

Swank, Angela Marie. “Effects of using an outdoor environmental education program on students' understanding of environmental science.” 2013. Web. 20 Apr 2019.

Vancouver:

Swank AM. Effects of using an outdoor environmental education program on students' understanding of environmental science. [Internet] [Thesis]. Montana State University; 2013. [cited 2019 Apr 20]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2827.

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

Council of Science Editors:

Swank AM. Effects of using an outdoor environmental education program on students' understanding of environmental science. [Thesis]. Montana State University; 2013. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2827

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

25. Shields, C.J. When learning about engineering, what type of learning activities do seventh grade science students prefer?.

Degree: Graduate School, 2013, Montana State University

 Engineering has become an integral component of science education in the state of Indiana. Despite the recent inclusion of engineering standards in the Indiana's Academic… (more)

Subjects/Keywords: Engineering.; Middle school students.

…received an exemption by Montana State University's Institutional Review Board (IRB… …x29; and compliance for working with human subjects was maintained. The Montana State… …University IRB approval can be found in Appendix A. Additionally, the principal of GMS (… 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Shields, C. J. (2013). When learning about engineering, what type of learning activities do seventh grade science students prefer?. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2838

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):

Shields, C J. “When learning about engineering, what type of learning activities do seventh grade science students prefer?.” 2013. Thesis, Montana State University. Accessed April 20, 2019. https://scholarworks.montana.edu/xmlui/handle/1/2838.

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

MLA Handbook (7th Edition):

Shields, C J. “When learning about engineering, what type of learning activities do seventh grade science students prefer?.” 2013. Web. 20 Apr 2019.

Vancouver:

Shields CJ. When learning about engineering, what type of learning activities do seventh grade science students prefer?. [Internet] [Thesis]. Montana State University; 2013. [cited 2019 Apr 20]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2838.

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

Council of Science Editors:

Shields CJ. When learning about engineering, what type of learning activities do seventh grade science students prefer?. [Thesis]. Montana State University; 2013. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2838

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

26. Gunderson, Christopher Robert. Mastery of a problem solving strategy for improving high school chemistry student achievement.

Degree: Graduate School, 2011, Montana State University

 This investigation determined the correlation between problem-solving strategies and student achievement. Problem solving is an important part of real-world application and many students have not… (more)

Subjects/Keywords: Academic achievement.; High school students.; Problem solving.

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Sample image

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Gunderson, C. R. (2011). Mastery of a problem solving strategy for improving high school chemistry student achievement. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1397

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):

Gunderson, Christopher Robert. “Mastery of a problem solving strategy for improving high school chemistry student achievement.” 2011. Thesis, Montana State University. Accessed April 20, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1397.

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

MLA Handbook (7th Edition):

Gunderson, Christopher Robert. “Mastery of a problem solving strategy for improving high school chemistry student achievement.” 2011. Web. 20 Apr 2019.

Vancouver:

Gunderson CR. Mastery of a problem solving strategy for improving high school chemistry student achievement. [Internet] [Thesis]. Montana State University; 2011. [cited 2019 Apr 20]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1397.

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

Council of Science Editors:

Gunderson CR. Mastery of a problem solving strategy for improving high school chemistry student achievement. [Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1397

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

27. Gillispie, Tassay Sarah. Using models with rubrics as a form of assessment in astronomy and biology.

Degree: Graduate School, 2015, Montana State University

 This study explored the use of scientific models as a form of better understanding the processes and sequence of science ideas. The study was conducted… (more)

Subjects/Keywords: Biology.; Astronomy.; Alternative schools.; High school students.

…class. The research methodology for this project received an exemption by Montana State… …University's Institutional Review Board and compliance for working with human subjects was… 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Gillispie, T. S. (2015). Using models with rubrics as a form of assessment in astronomy and biology. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/9256

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):

Gillispie, Tassay Sarah. “Using models with rubrics as a form of assessment in astronomy and biology.” 2015. Thesis, Montana State University. Accessed April 20, 2019. https://scholarworks.montana.edu/xmlui/handle/1/9256.

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

MLA Handbook (7th Edition):

Gillispie, Tassay Sarah. “Using models with rubrics as a form of assessment in astronomy and biology.” 2015. Web. 20 Apr 2019.

Vancouver:

Gillispie TS. Using models with rubrics as a form of assessment in astronomy and biology. [Internet] [Thesis]. Montana State University; 2015. [cited 2019 Apr 20]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9256.

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

Council of Science Editors:

Gillispie TS. Using models with rubrics as a form of assessment in astronomy and biology. [Thesis]. Montana State University; 2015. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9256

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

28. Renyck, Heather. The effects of the flipped classroom instructional model on student outcomes in a ninth grade earth and space science classroom.

Degree: Graduate School, 2015, Montana State University

 Physical Setting Earth Science in New York State is an appreciation course with a curriculum of great breadth and moderate depth. New York State requires… (more)

Subjects/Keywords: Earth sciences.; Space sciences.; Blended learning.; High school students.; Flipped classroom.

…received an exemption by 17 Montana State University's Institutional Review Board and… 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Renyck, H. (2015). The effects of the flipped classroom instructional model on student outcomes in a ninth grade earth and space science classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/9290

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):

Renyck, Heather. “The effects of the flipped classroom instructional model on student outcomes in a ninth grade earth and space science classroom.” 2015. Thesis, Montana State University. Accessed April 20, 2019. https://scholarworks.montana.edu/xmlui/handle/1/9290.

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

MLA Handbook (7th Edition):

Renyck, Heather. “The effects of the flipped classroom instructional model on student outcomes in a ninth grade earth and space science classroom.” 2015. Web. 20 Apr 2019.

Vancouver:

Renyck H. The effects of the flipped classroom instructional model on student outcomes in a ninth grade earth and space science classroom. [Internet] [Thesis]. Montana State University; 2015. [cited 2019 Apr 20]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9290.

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

Council of Science Editors:

Renyck H. The effects of the flipped classroom instructional model on student outcomes in a ninth grade earth and space science classroom. [Thesis]. Montana State University; 2015. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9290

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

29. Fisher, Matthew Rath. Immersing students in authentic experiences and scientific practices to increase achievement, motivation, and attitudes towards science.

Degree: Graduate School, 2016, Montana State University

 Efforts to reform science education focus on implementing constructivist teaching strategies and engaging students in scientific practices. This paper assessed how implementing these strategies affected… (more)

Subjects/Keywords: College students.; Biology.; Inquiry-based learning.; Outdoor education.

…dinosaur paleontologist and professor at Montana State University. In the 16-minute video, Horner… 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Fisher, M. R. (2016). Immersing students in authentic experiences and scientific practices to increase achievement, motivation, and attitudes towards science. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10050

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):

Fisher, Matthew Rath. “Immersing students in authentic experiences and scientific practices to increase achievement, motivation, and attitudes towards science.” 2016. Thesis, Montana State University. Accessed April 20, 2019. https://scholarworks.montana.edu/xmlui/handle/1/10050.

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

MLA Handbook (7th Edition):

Fisher, Matthew Rath. “Immersing students in authentic experiences and scientific practices to increase achievement, motivation, and attitudes towards science.” 2016. Web. 20 Apr 2019.

Vancouver:

Fisher MR. Immersing students in authentic experiences and scientific practices to increase achievement, motivation, and attitudes towards science. [Internet] [Thesis]. Montana State University; 2016. [cited 2019 Apr 20]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10050.

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

Council of Science Editors:

Fisher MR. Immersing students in authentic experiences and scientific practices to increase achievement, motivation, and attitudes towards science. [Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10050

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

30. Moncur, Leslie LaShaun. Does science vocabulary instruction increase student comprehension with 7th grade students in middle school.

Degree: Graduate School, 2016, Montana State University

 This project was conducted to examine how science vocabulary instructional strategies might increase science literacy and comprehension in science. In the literature review, a combination… (more)

Subjects/Keywords: Middle school students.; Science.; Vocabulary.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Moncur, L. L. (2016). Does science vocabulary instruction increase student comprehension with 7th grade students in middle school. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10078

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):

Moncur, Leslie LaShaun. “Does science vocabulary instruction increase student comprehension with 7th grade students in middle school.” 2016. Thesis, Montana State University. Accessed April 20, 2019. https://scholarworks.montana.edu/xmlui/handle/1/10078.

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

MLA Handbook (7th Edition):

Moncur, Leslie LaShaun. “Does science vocabulary instruction increase student comprehension with 7th grade students in middle school.” 2016. Web. 20 Apr 2019.

Vancouver:

Moncur LL. Does science vocabulary instruction increase student comprehension with 7th grade students in middle school. [Internet] [Thesis]. Montana State University; 2016. [cited 2019 Apr 20]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10078.

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

Council of Science Editors:

Moncur LL. Does science vocabulary instruction increase student comprehension with 7th grade students in middle school. [Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10078

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

[1] [2] [3] [4] [5] … [17]

.