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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]

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1. Hovland, Laura Katharine. Differentiated instruciton in mathematics: Differentiated instruction in mathematics.

Degree: Graduate School, 2012, Montana State University

 Students learn in various ways; therefore, differentiating instruction is crucial in order to provide pupils with a meaningful education, and one that enhances their motivation… (more)

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

…McGinnis, both of whom work at Montana State University. CONCEPTUAL FRAMEWORK “The intent of… 

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APA (6th Edition):

Hovland, L. K. (2012). Differentiated instruciton in mathematics: Differentiated instruction in mathematics. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1509

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):

Hovland, Laura Katharine. “Differentiated instruciton in mathematics: Differentiated instruction in mathematics.” 2012. Thesis, Montana State University. Accessed February 19, 2020. https://scholarworks.montana.edu/xmlui/handle/1/1509.

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

MLA Handbook (7th Edition):

Hovland, Laura Katharine. “Differentiated instruciton in mathematics: Differentiated instruction in mathematics.” 2012. Web. 19 Feb 2020.

Vancouver:

Hovland LK. Differentiated instruciton in mathematics: Differentiated instruction in mathematics. [Internet] [Thesis]. Montana State University; 2012. [cited 2020 Feb 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1509.

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

Council of Science Editors:

Hovland LK. Differentiated instruciton in mathematics: Differentiated instruction in mathematics. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1509

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

2. Schoeffler, Anne Farley. Using training in metacognitive skills (question strategies) to enhance constructivist science learning.

Degree: Graduate School, 2012, Montana State University

 Constructivist approaches to education involve giving students the tools they need to assimilate new information into knowledge constructs that they have previously established, modifying those… (more)

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

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

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APA (6th Edition):

Schoeffler, A. F. (2012). Using training in metacognitive skills (question strategies) to enhance constructivist science learning. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2208

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):

Schoeffler, Anne Farley. “Using training in metacognitive skills (question strategies) to enhance constructivist science learning.” 2012. Thesis, Montana State University. Accessed February 19, 2020. https://scholarworks.montana.edu/xmlui/handle/1/2208.

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

MLA Handbook (7th Edition):

Schoeffler, Anne Farley. “Using training in metacognitive skills (question strategies) to enhance constructivist science learning.” 2012. Web. 19 Feb 2020.

Vancouver:

Schoeffler AF. Using training in metacognitive skills (question strategies) to enhance constructivist science learning. [Internet] [Thesis]. Montana State University; 2012. [cited 2020 Feb 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2208.

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

Council of Science Editors:

Schoeffler AF. Using training in metacognitive skills (question strategies) to enhance constructivist science learning. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2208

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

3. Felchle, Jessica Lynn. The effects of science strategies support for identified students with learning disabilities.

Degree: Graduate School, 2012, Montana State University

 Today's inquiry-based science classroom is continually academically challenging. This can be even more of a struggle for students identified with learning disabilities. All students, including… (more)

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

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APA (6th Edition):

Felchle, J. L. (2012). The effects of science strategies support for identified students with learning disabilities. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1245

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):

Felchle, Jessica Lynn. “The effects of science strategies support for identified students with learning disabilities.” 2012. Thesis, Montana State University. Accessed February 19, 2020. https://scholarworks.montana.edu/xmlui/handle/1/1245.

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

MLA Handbook (7th Edition):

Felchle, Jessica Lynn. “The effects of science strategies support for identified students with learning disabilities.” 2012. Web. 19 Feb 2020.

Vancouver:

Felchle JL. The effects of science strategies support for identified students with learning disabilities. [Internet] [Thesis]. Montana State University; 2012. [cited 2020 Feb 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1245.

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

Council of Science Editors:

Felchle JL. The effects of science strategies support for identified students with learning disabilities. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1245

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

4. Ruffatto, Joe M. The impact of manipulative models on student understanding of, engagement in, and confidence in abstract biological processes.

Degree: Graduate School, 2012, Montana State University

 The purpose of this action research project was to investigate the efficacy of the use of hands on manipulative models in order to teach abstract… (more)

Subjects/Keywords: Biology.; Manipulatives (Education).; High school students.

…received an exemption by Montana State University's 7 Institutional Review Board and… …I completed several small research projects at my time at Montana State University as an… …with Montana State University, I am conducting a piece of action research into studying how I… 

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APA (6th Edition):

Ruffatto, J. M. (2012). The impact of manipulative models on student understanding of, engagement in, and confidence in abstract biological processes. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2166

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):

Ruffatto, Joe M. “The impact of manipulative models on student understanding of, engagement in, and confidence in abstract biological processes.” 2012. Thesis, Montana State University. Accessed February 19, 2020. https://scholarworks.montana.edu/xmlui/handle/1/2166.

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

MLA Handbook (7th Edition):

Ruffatto, Joe M. “The impact of manipulative models on student understanding of, engagement in, and confidence in abstract biological processes.” 2012. Web. 19 Feb 2020.

Vancouver:

Ruffatto JM. The impact of manipulative models on student understanding of, engagement in, and confidence in abstract biological processes. [Internet] [Thesis]. Montana State University; 2012. [cited 2020 Feb 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2166.

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

Council of Science Editors:

Ruffatto JM. The impact of manipulative models on student understanding of, engagement in, and confidence in abstract biological processes. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2166

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

5. Fulk, Rebecca Beacham. The effects of current brain research in the science classroom.

Degree: Graduate School, 2012, Montana State University

 In this investigation brain breaks were implemented with the goal of improving student focus and learning in an afternoon science class. Different styles of breaks… (more)

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

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APA (6th Edition):

Fulk, R. B. (2012). The effects of current brain research in the science classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1293

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):

Fulk, Rebecca Beacham. “The effects of current brain research in the science classroom.” 2012. Thesis, Montana State University. Accessed February 19, 2020. https://scholarworks.montana.edu/xmlui/handle/1/1293.

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

MLA Handbook (7th Edition):

Fulk, Rebecca Beacham. “The effects of current brain research in the science classroom.” 2012. Web. 19 Feb 2020.

Vancouver:

Fulk RB. The effects of current brain research in the science classroom. [Internet] [Thesis]. Montana State University; 2012. [cited 2020 Feb 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1293.

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

Council of Science Editors:

Fulk RB. The effects of current brain research in the science classroom. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1293

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

6. Green, Christopher George. The effects of formative assessments on performance and attitudes of ninth-grade science students.

Degree: Graduate School, 2011, Montana State University

 The importance of formative assessments has been in the forefront of current pedagogy. In this study, ninth-grade urban science classes were taught using clear "I… (more)

Subjects/Keywords: Educational evaluation.; Ninth grade (Education).

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

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APA (6th Edition):

Green, C. G. (2011). The effects of formative assessments on performance and attitudes of ninth-grade science students. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1382

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):

Green, Christopher George. “The effects of formative assessments on performance and attitudes of ninth-grade science students.” 2011. Thesis, Montana State University. Accessed February 19, 2020. https://scholarworks.montana.edu/xmlui/handle/1/1382.

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

MLA Handbook (7th Edition):

Green, Christopher George. “The effects of formative assessments on performance and attitudes of ninth-grade science students.” 2011. Web. 19 Feb 2020.

Vancouver:

Green CG. The effects of formative assessments on performance and attitudes of ninth-grade science students. [Internet] [Thesis]. Montana State University; 2011. [cited 2020 Feb 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1382.

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

Council of Science Editors:

Green CG. The effects of formative assessments on performance and attitudes of ninth-grade science students. [Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1382

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

7. McGeehan, Miles Michael. Hybrid learning : a study of the impacts felt by students and veteran teacher alike during the completion of a hybrid online module rich in 21st century skills.

Degree: Graduate School, 2012, Montana State University

 A hybrid online unit was built by the researcher and implemented by a host teacher with the purpose of identifying the impacts hybrid methodology has… (more)

Subjects/Keywords: Science Study and teaching.; Climatology.; Educational technology.; Middle school students.

…findings for her future teaching philosophy. Another Montana State University capstone authored… …teachers utilizing Action Research methodologies for a Master’s capstone for Montana State… …University recently converged on congruent statements regarding the benefits of a hybrid approaches… 

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APA (6th Edition):

McGeehan, M. M. (2012). Hybrid learning : a study of the impacts felt by students and veteran teacher alike during the completion of a hybrid online module rich in 21st century skills. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1827

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):

McGeehan, Miles Michael. “Hybrid learning : a study of the impacts felt by students and veteran teacher alike during the completion of a hybrid online module rich in 21st century skills.” 2012. Thesis, Montana State University. Accessed February 19, 2020. https://scholarworks.montana.edu/xmlui/handle/1/1827.

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

MLA Handbook (7th Edition):

McGeehan, Miles Michael. “Hybrid learning : a study of the impacts felt by students and veteran teacher alike during the completion of a hybrid online module rich in 21st century skills.” 2012. Web. 19 Feb 2020.

Vancouver:

McGeehan MM. Hybrid learning : a study of the impacts felt by students and veteran teacher alike during the completion of a hybrid online module rich in 21st century skills. [Internet] [Thesis]. Montana State University; 2012. [cited 2020 Feb 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1827.

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

Council of Science Editors:

McGeehan MM. Hybrid learning : a study of the impacts felt by students and veteran teacher alike during the completion of a hybrid online module rich in 21st century skills. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1827

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

8. Reed, Melinda. Science notebooks : improving students' conceptual understanding and scientific practices.

Degree: Graduate School, 2012, Montana State University

 The objective of this study was to determine if using science notebooks improved students' understandings of science content. Secondary considerations included whether or not science… (more)

Subjects/Keywords: Science Study and teaching.; Laboratory notebooks.; Education, Primary.

…students. The research methodology for this project received an exemption by Montana State… …State University, 26 Feb. 2012. www.interscience.wiley.com Stiggins, R.J., Arter, J. A… …University's Institutional Review Board and compliance for working with human subjects was… …in Science Teaching, 38(1), 4369. Wiley Periodicals, Inc, Renne Library, Montana… 

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APA (6th Edition):

Reed, M. (2012). Science notebooks : improving students' conceptual understanding and scientific practices. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2114

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):

Reed, Melinda. “Science notebooks : improving students' conceptual understanding and scientific practices.” 2012. Thesis, Montana State University. Accessed February 19, 2020. https://scholarworks.montana.edu/xmlui/handle/1/2114.

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

MLA Handbook (7th Edition):

Reed, Melinda. “Science notebooks : improving students' conceptual understanding and scientific practices.” 2012. Web. 19 Feb 2020.

Vancouver:

Reed M. Science notebooks : improving students' conceptual understanding and scientific practices. [Internet] [Thesis]. Montana State University; 2012. [cited 2020 Feb 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2114.

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

Council of Science Editors:

Reed M. Science notebooks : improving students' conceptual understanding and scientific practices. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2114

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

9. Chierici, Joanna. The use of explicit instructional techniques to improve student literacy in the science classroom.

Degree: Graduate School, 2012, Montana State University

 In this investigation a number of literacy strategies were used in a science context to see if improvement occurred in students' development of reading skills… (more)

Subjects/Keywords: Science Study and teaching.; Literacy.; Vocabulary.

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

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APA (6th Edition):

Chierici, J. (2012). The use of explicit instructional techniques to improve student literacy in the science classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1069

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):

Chierici, Joanna. “The use of explicit instructional techniques to improve student literacy in the science classroom.” 2012. Thesis, Montana State University. Accessed February 19, 2020. https://scholarworks.montana.edu/xmlui/handle/1/1069.

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

MLA Handbook (7th Edition):

Chierici, Joanna. “The use of explicit instructional techniques to improve student literacy in the science classroom.” 2012. Web. 19 Feb 2020.

Vancouver:

Chierici J. The use of explicit instructional techniques to improve student literacy in the science classroom. [Internet] [Thesis]. Montana State University; 2012. [cited 2020 Feb 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1069.

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

Council of Science Editors:

Chierici J. The use of explicit instructional techniques to improve student literacy in the science classroom. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1069

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

10. Peterson, Sadie Nadine. Thinking logs, concept maps and regulatory checklists : the effect of metacognition on science literacy.

Degree: Graduate School, 2012, Montana State University

 At St. John the Evangelist, students showed a disparity between how they perform and how they think they perform. In order to determine whether instruction… (more)

Subjects/Keywords: Science Study and teaching.; Middle school students.; Metacognition.; Concept mapping.

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

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APA (6th Edition):

Peterson, S. N. (2012). Thinking logs, concept maps and regulatory checklists : the effect of metacognition on science literacy. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2049

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):

Peterson, Sadie Nadine. “Thinking logs, concept maps and regulatory checklists : the effect of metacognition on science literacy.” 2012. Thesis, Montana State University. Accessed February 19, 2020. https://scholarworks.montana.edu/xmlui/handle/1/2049.

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

MLA Handbook (7th Edition):

Peterson, Sadie Nadine. “Thinking logs, concept maps and regulatory checklists : the effect of metacognition on science literacy.” 2012. Web. 19 Feb 2020.

Vancouver:

Peterson SN. Thinking logs, concept maps and regulatory checklists : the effect of metacognition on science literacy. [Internet] [Thesis]. Montana State University; 2012. [cited 2020 Feb 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2049.

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

Council of Science Editors:

Peterson SN. Thinking logs, concept maps and regulatory checklists : the effect of metacognition on science literacy. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2049

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

11. Spraker, Ralph E., Jr. How does 'just-in-time' scaffolding of descriptive and inferential statistics within an existing, quarter-long, group poster presentation of survey data impact undergraduate statistics students' ability to apply their learning?.

Degree: Graduate School, 2011, Montana State University

 The treatment of this project was based on the American Statistical Association's (ASA) GAISE project recommendations on how students best learn statistics. I implemented a… (more)

Subjects/Keywords: Constructivism (Education).; Active learning.; Inquiry-based learning.

…Findings were discussed with my instructors and my peers from the Montana State University EDCI… 

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

APA (6th Edition):

Spraker, Ralph E., J. (2011). How does 'just-in-time' scaffolding of descriptive and inferential statistics within an existing, quarter-long, group poster presentation of survey data impact undergraduate statistics students' ability to apply their learning?. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2333

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):

Spraker, Ralph E., Jr. “How does 'just-in-time' scaffolding of descriptive and inferential statistics within an existing, quarter-long, group poster presentation of survey data impact undergraduate statistics students' ability to apply their learning?.” 2011. Thesis, Montana State University. Accessed February 19, 2020. https://scholarworks.montana.edu/xmlui/handle/1/2333.

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

MLA Handbook (7th Edition):

Spraker, Ralph E., Jr. “How does 'just-in-time' scaffolding of descriptive and inferential statistics within an existing, quarter-long, group poster presentation of survey data impact undergraduate statistics students' ability to apply their learning?.” 2011. Web. 19 Feb 2020.

Vancouver:

Spraker, Ralph E. J. How does 'just-in-time' scaffolding of descriptive and inferential statistics within an existing, quarter-long, group poster presentation of survey data impact undergraduate statistics students' ability to apply their learning?. [Internet] [Thesis]. Montana State University; 2011. [cited 2020 Feb 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2333.

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

Council of Science Editors:

Spraker, Ralph E. J. How does 'just-in-time' scaffolding of descriptive and inferential statistics within an existing, quarter-long, group poster presentation of survey data impact undergraduate statistics students' ability to apply their learning?. [Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2333

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

12. Haack, Lori Jo. 21st century skills in collaborative web-based instruction : the effects on High school students' dynamic inquiry and understanding of genetics concepts.

Degree: Graduate School, 2012, Montana State University

 In order to advance in the 21st Century, students must be able to develop complex inquiry skills and apply critical thinking while mastering understanding of… (more)

Subjects/Keywords: Genetics.; Critical thinking.; High school students.; Wikis (Computer science).

…education instructor and advisor for the Montana State University Master of Science Education… 

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APA (6th Edition):

Haack, L. J. (2012). 21st century skills in collaborative web-based instruction : the effects on High school students' dynamic inquiry and understanding of genetics concepts. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1401

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, Lori Jo. “21st century skills in collaborative web-based instruction : the effects on High school students' dynamic inquiry and understanding of genetics concepts.” 2012. Thesis, Montana State University. Accessed February 19, 2020. https://scholarworks.montana.edu/xmlui/handle/1/1401.

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

MLA Handbook (7th Edition):

Haack, Lori Jo. “21st century skills in collaborative web-based instruction : the effects on High school students' dynamic inquiry and understanding of genetics concepts.” 2012. Web. 19 Feb 2020.

Vancouver:

Haack LJ. 21st century skills in collaborative web-based instruction : the effects on High school students' dynamic inquiry and understanding of genetics concepts. [Internet] [Thesis]. Montana State University; 2012. [cited 2020 Feb 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1401.

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

Council of Science Editors:

Haack LJ. 21st century skills in collaborative web-based instruction : the effects on High school students' dynamic inquiry and understanding of genetics concepts. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1401

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

13. Aune, Katherine Pearl. Improving vocabulary instruction to increase student comprehension and science literacy.

Degree: Graduate School, 2012, Montana State University

 This project was designed to investigate whether spending more class time and instructor planning time on teaching vocabulary would lead to improvement of student learning,… (more)

Subjects/Keywords: Science Study and teaching.; Vocabulary.; Earth Sciences.; High school students.

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

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APA (6th Edition):

Aune, K. P. (2012). Improving vocabulary instruction to increase student comprehension and science literacy. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/853

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):

Aune, Katherine Pearl. “Improving vocabulary instruction to increase student comprehension and science literacy.” 2012. Thesis, Montana State University. Accessed February 19, 2020. https://scholarworks.montana.edu/xmlui/handle/1/853.

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

MLA Handbook (7th Edition):

Aune, Katherine Pearl. “Improving vocabulary instruction to increase student comprehension and science literacy.” 2012. Web. 19 Feb 2020.

Vancouver:

Aune KP. Improving vocabulary instruction to increase student comprehension and science literacy. [Internet] [Thesis]. Montana State University; 2012. [cited 2020 Feb 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/853.

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

Council of Science Editors:

Aune KP. Improving vocabulary instruction to increase student comprehension and science literacy. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/853

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

14. Courtney, Jennifer Alexander. Effect of metacognitive reading strategies on improving concept understanding in high school biology students.

Degree: Graduate School, 2012, Montana State University

 The main purpose of this project was to determine how specific reading strategies impacted student understanding of genetics, evolution, populations, and ecology in high school… (more)

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

…The members of my team included Jewel Reuter, Ph.D., my Montana State University Master of… …Montana State University – Great Falls, served as reader on my graduate committee and provided… …this project received an exemption by Montana State University's Institutional Review… 

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APA (6th Edition):

Courtney, J. A. (2012). Effect of metacognitive reading strategies on improving concept understanding in high school biology students. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1117

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):

Courtney, Jennifer Alexander. “Effect of metacognitive reading strategies on improving concept understanding in high school biology students.” 2012. Thesis, Montana State University. Accessed February 19, 2020. https://scholarworks.montana.edu/xmlui/handle/1/1117.

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

MLA Handbook (7th Edition):

Courtney, Jennifer Alexander. “Effect of metacognitive reading strategies on improving concept understanding in high school biology students.” 2012. Web. 19 Feb 2020.

Vancouver:

Courtney JA. Effect of metacognitive reading strategies on improving concept understanding in high school biology students. [Internet] [Thesis]. Montana State University; 2012. [cited 2020 Feb 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1117.

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

Council of Science Editors:

Courtney JA. Effect of metacognitive reading strategies on improving concept understanding in high school biology students. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1117

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

15. Anderson, Tanya Mae. Science notebooks : a tool to promote understanding of process skills and content.

Degree: Graduate School, 2012, Montana State University

 Many students' lack the skills for academic success and ability to communicate and understand scientific content. In this study, science notebooks were implemented to examine… (more)

Subjects/Keywords: Science Study and teaching.; School notebooks.

…2 have scientists from Montana State University visit our school to learn what… …this project received an exemption by Montana State University's Institutional Review… 

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APA (6th Edition):

Anderson, T. M. (2012). Science notebooks : a tool to promote understanding of process skills and content. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/836

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):

Anderson, Tanya Mae. “Science notebooks : a tool to promote understanding of process skills and content.” 2012. Thesis, Montana State University. Accessed February 19, 2020. https://scholarworks.montana.edu/xmlui/handle/1/836.

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

MLA Handbook (7th Edition):

Anderson, Tanya Mae. “Science notebooks : a tool to promote understanding of process skills and content.” 2012. Web. 19 Feb 2020.

Vancouver:

Anderson TM. Science notebooks : a tool to promote understanding of process skills and content. [Internet] [Thesis]. Montana State University; 2012. [cited 2020 Feb 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/836.

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

Council of Science Editors:

Anderson TM. Science notebooks : a tool to promote understanding of process skills and content. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/836

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

16. Fairchild, Nathan R. The effect of instruction based on the nature of science and eliminating preconceptions on understanding and acceptance of evolution.

Degree: Graduate School, 2012, Montana State University

 In this investigation, nature of science instruction was blended with evolution instruction that did not use words like evolution and natural selection for the purpose… (more)

Subjects/Keywords: Evolution.; Middle school students.; Natural selection.

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

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APA (6th Edition):

Fairchild, N. R. (2012). The effect of instruction based on the nature of science and eliminating preconceptions on understanding and acceptance of evolution. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1240

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):

Fairchild, Nathan R. “The effect of instruction based on the nature of science and eliminating preconceptions on understanding and acceptance of evolution.” 2012. Thesis, Montana State University. Accessed February 19, 2020. https://scholarworks.montana.edu/xmlui/handle/1/1240.

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

MLA Handbook (7th Edition):

Fairchild, Nathan R. “The effect of instruction based on the nature of science and eliminating preconceptions on understanding and acceptance of evolution.” 2012. Web. 19 Feb 2020.

Vancouver:

Fairchild NR. The effect of instruction based on the nature of science and eliminating preconceptions on understanding and acceptance of evolution. [Internet] [Thesis]. Montana State University; 2012. [cited 2020 Feb 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1240.

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

Council of Science Editors:

Fairchild NR. The effect of instruction based on the nature of science and eliminating preconceptions on understanding and acceptance of evolution. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1240

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

17. Shargel, Matthew Joshua. Effects of guided and unguided instruction using 1-to-1 student iPads in 6th grade science.

Degree: Graduate School, 2012, Montana State University

 How can student iPads be used to increase student learning, student interest, and work efficiency in the middle school science classroom? · How will digital… (more)

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

…this project received an exemption by Montana State University's Institutional Review… 

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APA (6th Edition):

Shargel, M. J. (2012). Effects of guided and unguided instruction using 1-to-1 student iPads in 6th grade science. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2253

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):

Shargel, Matthew Joshua. “Effects of guided and unguided instruction using 1-to-1 student iPads in 6th grade science.” 2012. Thesis, Montana State University. Accessed February 19, 2020. https://scholarworks.montana.edu/xmlui/handle/1/2253.

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

MLA Handbook (7th Edition):

Shargel, Matthew Joshua. “Effects of guided and unguided instruction using 1-to-1 student iPads in 6th grade science.” 2012. Web. 19 Feb 2020.

Vancouver:

Shargel MJ. Effects of guided and unguided instruction using 1-to-1 student iPads in 6th grade science. [Internet] [Thesis]. Montana State University; 2012. [cited 2020 Feb 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2253.

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

Council of Science Editors:

Shargel MJ. Effects of guided and unguided instruction using 1-to-1 student iPads in 6th grade science. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2253

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

18. Tesiny, Kristin Joanna. How the use of current events in an earth science classroom affects student scientific literacy, content knowledge, and engagement.

Degree: Graduate School, 2016, Montana State University

 In my classroom I have noticed a disconnection between students' learning inside the classroom and world outside the classroom, although making connections outside the classroom… (more)

Subjects/Keywords: High school students.; Earth sciences.; Students Attitudes.; Current events.

…Research and Practice, 7(4), 203-225. 17 APPENDICES 18 APPENDIX A MONTANA STATE… …UNIVERSITY INSTITUTIONAL REVIEW BOARD APPROVAL 19 20 APPENDIX B VOLCANOES UNIT NONTREATMENT… 

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APA (6th Edition):

Tesiny, K. J. (2016). How the use of current events in an earth science classroom affects student scientific literacy, content knowledge, and engagement. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10100

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):

Tesiny, Kristin Joanna. “How the use of current events in an earth science classroom affects student scientific literacy, content knowledge, and engagement.” 2016. Thesis, Montana State University. Accessed February 19, 2020. https://scholarworks.montana.edu/xmlui/handle/1/10100.

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

MLA Handbook (7th Edition):

Tesiny, Kristin Joanna. “How the use of current events in an earth science classroom affects student scientific literacy, content knowledge, and engagement.” 2016. Web. 19 Feb 2020.

Vancouver:

Tesiny KJ. How the use of current events in an earth science classroom affects student scientific literacy, content knowledge, and engagement. [Internet] [Thesis]. Montana State University; 2016. [cited 2020 Feb 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10100.

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

Council of Science Editors:

Tesiny KJ. How the use of current events in an earth science classroom affects student scientific literacy, content knowledge, and engagement. [Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10100

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

19. Surabian, Taryn Powers. Testing the effects of Paul Andersen's QuIVERS method on intelligence mindset and achievement in a 9th grade biology classroom.

Degree: Graduate School, 2016, Montana State University

 The students in my classes struggle teaching themselves new material, and frequently avoid challenging problems. When they are asked to teach themselves something new or… (more)

Subjects/Keywords: 5E learning. cycle.; High school students.; Biology.; Personality.

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

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APA (6th Edition):

Surabian, T. P. (2016). Testing the effects of Paul Andersen's QuIVERS method on intelligence mindset and achievement in a 9th grade biology classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10095

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):

Surabian, Taryn Powers. “Testing the effects of Paul Andersen's QuIVERS method on intelligence mindset and achievement in a 9th grade biology classroom.” 2016. Thesis, Montana State University. Accessed February 19, 2020. https://scholarworks.montana.edu/xmlui/handle/1/10095.

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

MLA Handbook (7th Edition):

Surabian, Taryn Powers. “Testing the effects of Paul Andersen's QuIVERS method on intelligence mindset and achievement in a 9th grade biology classroom.” 2016. Web. 19 Feb 2020.

Vancouver:

Surabian TP. Testing the effects of Paul Andersen's QuIVERS method on intelligence mindset and achievement in a 9th grade biology classroom. [Internet] [Thesis]. Montana State University; 2016. [cited 2020 Feb 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10095.

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

Council of Science Editors:

Surabian TP. Testing the effects of Paul Andersen's QuIVERS method on intelligence mindset and achievement in a 9th grade biology classroom. [Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10095

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

20. Swafford, Charles Eric. The effects of the flipped classroom on the academic achievement of chemistry students when compared to those in the traditional setting.

Degree: Graduate School, 2016, Montana State University

 With the increasing number of standardized tests and the resulting implications, the need for quality class time with students has become even more important. Several… (more)

Subjects/Keywords: High school students.; Chemistry.; Flipped classroom.

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APA (6th Edition):

Swafford, C. E. (2016). The effects of the flipped classroom on the academic achievement of chemistry students when compared to those in the traditional setting. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10096

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):

Swafford, Charles Eric. “The effects of the flipped classroom on the academic achievement of chemistry students when compared to those in the traditional setting.” 2016. Thesis, Montana State University. Accessed February 19, 2020. https://scholarworks.montana.edu/xmlui/handle/1/10096.

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

MLA Handbook (7th Edition):

Swafford, Charles Eric. “The effects of the flipped classroom on the academic achievement of chemistry students when compared to those in the traditional setting.” 2016. Web. 19 Feb 2020.

Vancouver:

Swafford CE. The effects of the flipped classroom on the academic achievement of chemistry students when compared to those in the traditional setting. [Internet] [Thesis]. Montana State University; 2016. [cited 2020 Feb 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10096.

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

Council of Science Editors:

Swafford CE. The effects of the flipped classroom on the academic achievement of chemistry students when compared to those in the traditional setting. [Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10096

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

21. Wilkie, John L. The effects of instant lab feedback through the use of excel spreadsheet on student learning in high school physics.

Degree: Graduate School, 2016, Montana State University

 In my physics classes, I found students disengaged from laboratories. They work through the procedure and analysis, but upon receiving back graded labs they often… (more)

Subjects/Keywords: High school students.; Physics.; Science Experiments.; Learning, Psychology of.

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APA (6th Edition):

Wilkie, J. L. (2016). The effects of instant lab feedback through the use of excel spreadsheet on student learning in high school physics. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10109

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):

Wilkie, John L. “The effects of instant lab feedback through the use of excel spreadsheet on student learning in high school physics.” 2016. Thesis, Montana State University. Accessed February 19, 2020. https://scholarworks.montana.edu/xmlui/handle/1/10109.

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

MLA Handbook (7th Edition):

Wilkie, John L. “The effects of instant lab feedback through the use of excel spreadsheet on student learning in high school physics.” 2016. Web. 19 Feb 2020.

Vancouver:

Wilkie JL. The effects of instant lab feedback through the use of excel spreadsheet on student learning in high school physics. [Internet] [Thesis]. Montana State University; 2016. [cited 2020 Feb 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10109.

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

Council of Science Editors:

Wilkie JL. The effects of instant lab feedback through the use of excel spreadsheet on student learning in high school physics. [Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10109

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

22. Dennis, Joshua Allen. The use of self and peer assessments in a middle school physical science laboratory setting.

Degree: Graduate School, 2012, Montana State University

 In order to determine the effectiveness of self and peer assessments for semi-structured labs in an eighth grade physical science classroom setting, students had the… (more)

Subjects/Keywords: Science Study and teaching.; Self-evaluation.; Middle school students.

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

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APA (6th Edition):

Dennis, J. A. (2012). The use of self and peer assessments in a middle school physical science laboratory setting. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1167

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):

Dennis, Joshua Allen. “The use of self and peer assessments in a middle school physical science laboratory setting.” 2012. Thesis, Montana State University. Accessed February 19, 2020. https://scholarworks.montana.edu/xmlui/handle/1/1167.

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

MLA Handbook (7th Edition):

Dennis, Joshua Allen. “The use of self and peer assessments in a middle school physical science laboratory setting.” 2012. Web. 19 Feb 2020.

Vancouver:

Dennis JA. The use of self and peer assessments in a middle school physical science laboratory setting. [Internet] [Thesis]. Montana State University; 2012. [cited 2020 Feb 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1167.

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

Council of Science Editors:

Dennis JA. The use of self and peer assessments in a middle school physical science laboratory setting. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1167

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

23. Chesnutt, Katherine M. The effects of student and scientist partnerships on students' understanding of the nature of science.

Degree: Graduate School, 2012, Montana State University

 Student Scientist Partnerships (SSPs) were implemented with the purpose of improving students' understanding of the nature of science (NOS). Students participated in three research projects… (more)

Subjects/Keywords: Science Study and teaching.; Education, Cooperative.; High school students.

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

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APA (6th Edition):

Chesnutt, K. M. (2012). The effects of student and scientist partnerships on students' understanding of the nature of science. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1068

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):

Chesnutt, Katherine M. “The effects of student and scientist partnerships on students' understanding of the nature of science.” 2012. Thesis, Montana State University. Accessed February 19, 2020. https://scholarworks.montana.edu/xmlui/handle/1/1068.

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

MLA Handbook (7th Edition):

Chesnutt, Katherine M. “The effects of student and scientist partnerships on students' understanding of the nature of science.” 2012. Web. 19 Feb 2020.

Vancouver:

Chesnutt KM. The effects of student and scientist partnerships on students' understanding of the nature of science. [Internet] [Thesis]. Montana State University; 2012. [cited 2020 Feb 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1068.

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

Council of Science Editors:

Chesnutt KM. The effects of student and scientist partnerships on students' understanding of the nature of science. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1068

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

24. Larson, Mary. Increasing student interest and achievement in science by integrating science and reading in the elementary grades.

Degree: Graduate School, 2012, Montana State University

 The purpose of this study was to incorporate the instruction of science in the context of language arts. Students experienced science instructions as they read,… (more)

Subjects/Keywords: Science Study and teaching.; Content area reading.; Education, Primary.

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

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APA (6th Edition):

Larson, M. (2012). Increasing student interest and achievement in science by integrating science and reading in the elementary grades. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1705

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):

Larson, Mary. “Increasing student interest and achievement in science by integrating science and reading in the elementary grades.” 2012. Thesis, Montana State University. Accessed February 19, 2020. https://scholarworks.montana.edu/xmlui/handle/1/1705.

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

MLA Handbook (7th Edition):

Larson, Mary. “Increasing student interest and achievement in science by integrating science and reading in the elementary grades.” 2012. Web. 19 Feb 2020.

Vancouver:

Larson M. Increasing student interest and achievement in science by integrating science and reading in the elementary grades. [Internet] [Thesis]. Montana State University; 2012. [cited 2020 Feb 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1705.

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

Council of Science Editors:

Larson M. Increasing student interest and achievement in science by integrating science and reading in the elementary grades. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1705

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

25. Stepro, Lauren Colleen. Integrating science content with literacy in the elementary classroom.

Degree: Graduate School, 2012, Montana State University

 Fourth grade classrooms in Virginia only take state assessments in reading and mathematics. Science instruction often gets pushed to the side in favor of spending… (more)

Subjects/Keywords: Science Study and teaching.; Literacy.; Education, Primary.

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APA (6th Edition):

Stepro, L. C. (2012). Integrating science content with literacy in the elementary classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2349

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):

Stepro, Lauren Colleen. “Integrating science content with literacy in the elementary classroom.” 2012. Thesis, Montana State University. Accessed February 19, 2020. https://scholarworks.montana.edu/xmlui/handle/1/2349.

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

MLA Handbook (7th Edition):

Stepro, Lauren Colleen. “Integrating science content with literacy in the elementary classroom.” 2012. Web. 19 Feb 2020.

Vancouver:

Stepro LC. Integrating science content with literacy in the elementary classroom. [Internet] [Thesis]. Montana State University; 2012. [cited 2020 Feb 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2349.

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

Council of Science Editors:

Stepro LC. Integrating science content with literacy in the elementary classroom. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2349

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

26. Stevens, Lisa Russell. Culturally responsive formative assessment.

Degree: Graduate School, 2012, Montana State University

 The purpose of this study was to measure teachers' comfort levels, and understanding of cultural responsiveness, formative assessment, and inquiry-based science and math instruction in… (more)

Subjects/Keywords: Science Study and teaching.; Mathematics Study and teaching.; Inquiry-based learning.; Education, Primary.

Montana State University-Billings and the other through Western Governors University. The other… 

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APA (6th Edition):

Stevens, L. R. (2012). Culturally responsive formative assessment. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2351

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):

Stevens, Lisa Russell. “Culturally responsive formative assessment.” 2012. Thesis, Montana State University. Accessed February 19, 2020. https://scholarworks.montana.edu/xmlui/handle/1/2351.

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

MLA Handbook (7th Edition):

Stevens, Lisa Russell. “Culturally responsive formative assessment.” 2012. Web. 19 Feb 2020.

Vancouver:

Stevens LR. Culturally responsive formative assessment. [Internet] [Thesis]. Montana State University; 2012. [cited 2020 Feb 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2351.

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

Council of Science Editors:

Stevens LR. Culturally responsive formative assessment. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2351

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

27. Hesterman, Annie E. Communication technologies in the science classroom and their effect on student and parent engagement in the learning process.

Degree: Graduate School, 2012, Montana State University

 This research utilized a variety of technologies to supplement instruction in the classroom and analyzed their effects on student learning and motivation as well as… (more)

Subjects/Keywords: Science Study and teaching.; Education technology.; Middle school students.; Action research.

…of 2010 through Montana State University. I created a webpage as my final project for this… 

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

APA (6th Edition):

Hesterman, A. E. (2012). Communication technologies in the science classroom and their effect on student and parent engagement in the learning process. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1466

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):

Hesterman, Annie E. “Communication technologies in the science classroom and their effect on student and parent engagement in the learning process.” 2012. Thesis, Montana State University. Accessed February 19, 2020. https://scholarworks.montana.edu/xmlui/handle/1/1466.

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

MLA Handbook (7th Edition):

Hesterman, Annie E. “Communication technologies in the science classroom and their effect on student and parent engagement in the learning process.” 2012. Web. 19 Feb 2020.

Vancouver:

Hesterman AE. Communication technologies in the science classroom and their effect on student and parent engagement in the learning process. [Internet] [Thesis]. Montana State University; 2012. [cited 2020 Feb 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1466.

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

Council of Science Editors:

Hesterman AE. Communication technologies in the science classroom and their effect on student and parent engagement in the learning process. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1466

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

28. Hughes, Jessica Rae. How does the use of science notebooks as formative assessment increase students' conceptual understandings in science?.

Degree: Graduate School, 2012, Montana State University

 In this study, kindergarten students used science notebooks as formative assessment to deepen their understanding of science concepts. The class participated in four science units,… (more)

Subjects/Keywords: Science Study and teaching.; Laboratory notebooks.; Kindergarten.

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APA (6th Edition):

Hughes, J. R. (2012). How does the use of science notebooks as formative assessment increase students' conceptual understandings in science?. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1523

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):

Hughes, Jessica Rae. “How does the use of science notebooks as formative assessment increase students' conceptual understandings in science?.” 2012. Thesis, Montana State University. Accessed February 19, 2020. https://scholarworks.montana.edu/xmlui/handle/1/1523.

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

MLA Handbook (7th Edition):

Hughes, Jessica Rae. “How does the use of science notebooks as formative assessment increase students' conceptual understandings in science?.” 2012. Web. 19 Feb 2020.

Vancouver:

Hughes JR. How does the use of science notebooks as formative assessment increase students' conceptual understandings in science?. [Internet] [Thesis]. Montana State University; 2012. [cited 2020 Feb 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1523.

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

Council of Science Editors:

Hughes JR. How does the use of science notebooks as formative assessment increase students' conceptual understandings in science?. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1523

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

29. Bartlett, Patti Rae. Morrell Creek riparian classroom : introducing students to outdoor education through the creation, use and maintenance of an outdoor classroom.

Degree: Graduate School, 2011, Montana State University

 Although I teach in a small rural school, my students do not seem to have a strong connection to the land. This project focused on… (more)

Subjects/Keywords: Outdoor learning laboratories.

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

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

APA (6th Edition):

Bartlett, P. R. (2011). Morrell Creek riparian classroom : introducing students to outdoor education through the creation, use and maintenance of an outdoor classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/877

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):

Bartlett, Patti Rae. “Morrell Creek riparian classroom : introducing students to outdoor education through the creation, use and maintenance of an outdoor classroom.” 2011. Thesis, Montana State University. Accessed February 19, 2020. https://scholarworks.montana.edu/xmlui/handle/1/877.

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

MLA Handbook (7th Edition):

Bartlett, Patti Rae. “Morrell Creek riparian classroom : introducing students to outdoor education through the creation, use and maintenance of an outdoor classroom.” 2011. Web. 19 Feb 2020.

Vancouver:

Bartlett PR. Morrell Creek riparian classroom : introducing students to outdoor education through the creation, use and maintenance of an outdoor classroom. [Internet] [Thesis]. Montana State University; 2011. [cited 2020 Feb 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/877.

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

Council of Science Editors:

Bartlett PR. Morrell Creek riparian classroom : introducing students to outdoor education through the creation, use and maintenance of an outdoor classroom. [Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/877

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

30. Hart, Yvette Strandell. Reading strategies in a high school science classroom.

Degree: Graduate School, 2012, Montana State University

 Are teachers enabling students to be poor readers of science text by not routinely making reading assignments because students usually do not complete them? If… (more)

Subjects/Keywords: Reading.; High school teachers.; Science Study and teaching.; High school students.

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

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

APA (6th Edition):

Hart, Y. S. (2012). Reading strategies in a high school science classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1438

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):

Hart, Yvette Strandell. “Reading strategies in a high school science classroom.” 2012. Thesis, Montana State University. Accessed February 19, 2020. https://scholarworks.montana.edu/xmlui/handle/1/1438.

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

MLA Handbook (7th Edition):

Hart, Yvette Strandell. “Reading strategies in a high school science classroom.” 2012. Web. 19 Feb 2020.

Vancouver:

Hart YS. Reading strategies in a high school science classroom. [Internet] [Thesis]. Montana State University; 2012. [cited 2020 Feb 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1438.

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

Council of Science Editors:

Hart YS. Reading strategies in a high school science classroom. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1438

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

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