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You searched for +publisher:"Montana State University" +contributor:("Chairperson, Graduate Committee: Walter Woolbaugh"). Showing records 1 – 30 of 38 total matches.

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Montana State University

1. Dodge, Michelle Marie. The effect of the 5E instructional model on student engagement and transfer of knowledge in a 9th grade environmental science differentiated classroom.

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

 This action research project evaluates the effectiveness of the 5E instructional model in a 9th grade environmental science classroom to engage students and improve their… (more)

Subjects/Keywords: 5E learning cycle.; Environmental sciences.; Ninth grade (Education).; Inquiry-based learning.; Individualized instruction.

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

APA (6th Edition):

Dodge, M. M. (2017). The effect of the 5E instructional model on student engagement and transfer of knowledge in a 9th grade environmental science differentiated classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13652

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):

Dodge, Michelle Marie. “The effect of the 5E instructional model on student engagement and transfer of knowledge in a 9th grade environmental science differentiated classroom.” 2017. Thesis, Montana State University. Accessed September 18, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13652.

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

MLA Handbook (7th Edition):

Dodge, Michelle Marie. “The effect of the 5E instructional model on student engagement and transfer of knowledge in a 9th grade environmental science differentiated classroom.” 2017. Web. 18 Sep 2019.

Vancouver:

Dodge MM. The effect of the 5E instructional model on student engagement and transfer of knowledge in a 9th grade environmental science differentiated classroom. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Sep 18]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13652.

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

Council of Science Editors:

Dodge MM. The effect of the 5E instructional model on student engagement and transfer of knowledge in a 9th grade environmental science differentiated classroom. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13652

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


Montana State University

2. Duncan, Audrey Elizabeth. The impact of online discussion on capstone quality of STEM educators.

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

 Due to the advent of online education and professional credentialing, this action research study investigates the impact of online discussion on capstone quality produced by… (more)

Subjects/Keywords: Science, Technology, Engineering and Mathematics (Education).; Electronic discussion groups.; College students.; Critical thinking.; Students Attitudes.

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APA (6th Edition):

Duncan, A. E. (2016). The impact of online discussion on capstone quality of STEM educators. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13655

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, Audrey Elizabeth. “The impact of online discussion on capstone quality of STEM educators.” 2016. Thesis, Montana State University. Accessed September 18, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13655.

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

MLA Handbook (7th Edition):

Duncan, Audrey Elizabeth. “The impact of online discussion on capstone quality of STEM educators.” 2016. Web. 18 Sep 2019.

Vancouver:

Duncan AE. The impact of online discussion on capstone quality of STEM educators. [Internet] [Thesis]. Montana State University; 2016. [cited 2019 Sep 18]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13655.

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

Council of Science Editors:

Duncan AE. The impact of online discussion on capstone quality of STEM educators. [Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13655

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


Montana State University

3. Bostic, Lenora Ann. Chromebooks as learning tools in the science classroom.

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

 This action research study explored elements of interest during the implementation of a one-to-one Chromebook program in a 425 student public high school. In particular,… (more)

Subjects/Keywords: Laptop computers.; High school students.; Flipped classrooms.; Computer-assisted instruction.; Students Attitudes.

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APA (6th Edition):

Bostic, L. A. (2017). Chromebooks as learning tools in the science classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13631

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):

Bostic, Lenora Ann. “Chromebooks as learning tools in the science classroom.” 2017. Thesis, Montana State University. Accessed September 18, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13631.

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

MLA Handbook (7th Edition):

Bostic, Lenora Ann. “Chromebooks as learning tools in the science classroom.” 2017. Web. 18 Sep 2019.

Vancouver:

Bostic LA. Chromebooks as learning tools in the science classroom. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Sep 18]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13631.

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

Council of Science Editors:

Bostic LA. Chromebooks as learning tools in the science classroom. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13631

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


Montana State University

4. Day Rider, Joseph D. The effect of implementing gamification principles in a middle and high school science classroom.

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

 Gamification is the application of principles commonly found in games and applying them to a non-gaming setting. The purpose of this study was to determine… (more)

Subjects/Keywords: Science.; High school students.; Middle school students.; Gamification.

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APA (6th Edition):

Day Rider, J. D. (2017). The effect of implementing gamification principles in a middle and high school science classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13651

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):

Day Rider, Joseph D. “The effect of implementing gamification principles in a middle and high school science classroom.” 2017. Thesis, Montana State University. Accessed September 18, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13651.

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

MLA Handbook (7th Edition):

Day Rider, Joseph D. “The effect of implementing gamification principles in a middle and high school science classroom.” 2017. Web. 18 Sep 2019.

Vancouver:

Day Rider JD. The effect of implementing gamification principles in a middle and high school science classroom. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Sep 18]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13651.

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

Council of Science Editors:

Day Rider JD. The effect of implementing gamification principles in a middle and high school science classroom. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13651

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


Montana State University

5. Spicer, Benjamin T. A case study on the impact of using a MOOC for high school science and mathematics independent study courses.

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

 This case study involves five students, all high school seniors, who elected to enroll in a Massive Open Online Course (MOOC) as part of their… (more)

Subjects/Keywords: Physics.; Mathematics.; High school students.; Web-based instruction.

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APA (6th Edition):

Spicer, B. T. (2017). A case study on the impact of using a MOOC for high school science and mathematics independent study courses. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13693

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):

Spicer, Benjamin T. “A case study on the impact of using a MOOC for high school science and mathematics independent study courses.” 2017. Thesis, Montana State University. Accessed September 18, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13693.

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

MLA Handbook (7th Edition):

Spicer, Benjamin T. “A case study on the impact of using a MOOC for high school science and mathematics independent study courses.” 2017. Web. 18 Sep 2019.

Vancouver:

Spicer BT. A case study on the impact of using a MOOC for high school science and mathematics independent study courses. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Sep 18]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13693.

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

Council of Science Editors:

Spicer BT. A case study on the impact of using a MOOC for high school science and mathematics independent study courses. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13693

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


Montana State University

6. Stewart, Kim Louise. The influence of cooperative groups in a high school chemistry course.

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

 High school students tend to have difficulty in chemistry classes. Instructors are always searching for strategies to help students perform better. One such strategy is… (more)

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

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APA (6th Edition):

Stewart, K. L. (2017). The influence of cooperative groups in a high school chemistry course. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13695

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):

Stewart, Kim Louise. “The influence of cooperative groups in a high school chemistry course.” 2017. Thesis, Montana State University. Accessed September 18, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13695.

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

MLA Handbook (7th Edition):

Stewart, Kim Louise. “The influence of cooperative groups in a high school chemistry course.” 2017. Web. 18 Sep 2019.

Vancouver:

Stewart KL. The influence of cooperative groups in a high school chemistry course. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Sep 18]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13695.

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

Council of Science Editors:

Stewart KL. The influence of cooperative groups in a high school chemistry course. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13695

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


Montana State University

7. Van Loo, Brennan J. The effect of model-based inquiry teaching on student engagement, and the NGSS science practices in high school biology.

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

 The Next Generation Science Standards (NGSS) have raised the bar of science education for teachers and students. The three stranded format of Disciplinary Core Ideas,… (more)

Subjects/Keywords: Biology.; High school students.; Next Generation Science Standards (Education).; Models and modelmaking.

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APA (6th Edition):

Van Loo, B. J. (2017). The effect of model-based inquiry teaching on student engagement, and the NGSS science practices in high school biology. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13701

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):

Van Loo, Brennan J. “The effect of model-based inquiry teaching on student engagement, and the NGSS science practices in high school biology.” 2017. Thesis, Montana State University. Accessed September 18, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13701.

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

MLA Handbook (7th Edition):

Van Loo, Brennan J. “The effect of model-based inquiry teaching on student engagement, and the NGSS science practices in high school biology.” 2017. Web. 18 Sep 2019.

Vancouver:

Van Loo BJ. The effect of model-based inquiry teaching on student engagement, and the NGSS science practices in high school biology. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Sep 18]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13701.

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

Council of Science Editors:

Van Loo BJ. The effect of model-based inquiry teaching on student engagement, and the NGSS science practices in high school biology. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13701

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


Montana State University

8. Wilson, Elin Deeb. Searching for infrared excesses around white dwarfs.

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

 Many white dwarf stars (WDs) have been found to be 'polluted,' meaning they contain elements heavier than hydrogen and helium in their atmospheres. One proposed… (more)

Subjects/Keywords: Dwarf stars.; Infrared astronomy.

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APA (6th Edition):

Wilson, E. D. (2017). Searching for infrared excesses around white dwarfs. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13705

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):

Wilson, Elin Deeb. “Searching for infrared excesses around white dwarfs.” 2017. Thesis, Montana State University. Accessed September 18, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13705.

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

MLA Handbook (7th Edition):

Wilson, Elin Deeb. “Searching for infrared excesses around white dwarfs.” 2017. Web. 18 Sep 2019.

Vancouver:

Wilson ED. Searching for infrared excesses around white dwarfs. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Sep 18]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13705.

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

Council of Science Editors:

Wilson ED. Searching for infrared excesses around white dwarfs. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13705

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


Montana State University

9. Smith, Hannah. Effects of tracking student growth and success celebrations on high school English learners in science.

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

 This classroom research project focused on English Learner (EL) students and implemented two strategies to assess how the strategies would impact EL students' engagement and… (more)

Subjects/Keywords: Goal (Psychology).; Science Experiments.; English language Study and teaching.; Students Attitudes.

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APA (6th Edition):

Smith, H. (2017). Effects of tracking student growth and success celebrations on high school English learners in science. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13691

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

Chicago Manual of Style (16th Edition):

Smith, Hannah. “Effects of tracking student growth and success celebrations on high school English learners in science.” 2017. Thesis, Montana State University. Accessed September 18, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13691.

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

MLA Handbook (7th Edition):

Smith, Hannah. “Effects of tracking student growth and success celebrations on high school English learners in science.” 2017. Web. 18 Sep 2019.

Vancouver:

Smith H. Effects of tracking student growth and success celebrations on high school English learners in science. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Sep 18]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13691.

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

Council of Science Editors:

Smith H. Effects of tracking student growth and success celebrations on high school English learners in science. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13691

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


Montana State University

10. Wong, Simone Scafide. The effects of implementing language objectives in a technology education class.

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

 In recent years, U.S. public schools have had an influx of students for whom English is a second language (ESL). These ESL students or English… (more)

Subjects/Keywords: Science, Technology, Engineering and Mathematics (Education).; Technical education.; English language Study and teaching.; Goal (Psychology).

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APA (6th Edition):

Wong, S. S. (2017). The effects of implementing language objectives in a technology education class. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13707

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):

Wong, Simone Scafide. “The effects of implementing language objectives in a technology education class.” 2017. Thesis, Montana State University. Accessed September 18, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13707.

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

MLA Handbook (7th Edition):

Wong, Simone Scafide. “The effects of implementing language objectives in a technology education class.” 2017. Web. 18 Sep 2019.

Vancouver:

Wong SS. The effects of implementing language objectives in a technology education class. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Sep 18]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13707.

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

Council of Science Editors:

Wong SS. The effects of implementing language objectives in a technology education class. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13707

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


Montana State University

11. Heredia, Isabel. Evaluating the effect of visible thinking routines on students' awareness and conceptions of thinking and understanding in the science classroom.

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

 This classroom action research project is inspired by the belief that 'life outside of school is better characterized as a series of transfer opportunities than… (more)

Subjects/Keywords: Science.; Middle school students.; Critical thinking.; Reasoning.

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APA (6th Edition):

Heredia, I. (2017). Evaluating the effect of visible thinking routines on students' awareness and conceptions of thinking and understanding in the science classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13664

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):

Heredia, Isabel. “Evaluating the effect of visible thinking routines on students' awareness and conceptions of thinking and understanding in the science classroom.” 2017. Thesis, Montana State University. Accessed September 18, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13664.

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

MLA Handbook (7th Edition):

Heredia, Isabel. “Evaluating the effect of visible thinking routines on students' awareness and conceptions of thinking and understanding in the science classroom.” 2017. Web. 18 Sep 2019.

Vancouver:

Heredia I. Evaluating the effect of visible thinking routines on students' awareness and conceptions of thinking and understanding in the science classroom. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Sep 18]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13664.

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

Council of Science Editors:

Heredia I. Evaluating the effect of visible thinking routines on students' awareness and conceptions of thinking and understanding in the science classroom. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13664

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


Montana State University

12. Holloway, Sara Carse-Patchet. Investigating the benefits of mastery learning in the high school physics classroom.

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

 Teaching general physics in public school wass never an easy task, but with our students' lack of proper math preparation, many of our students struggled… (more)

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

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APA (6th Edition):

Holloway, S. C. (2017). Investigating the benefits of mastery learning in the high school physics classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13666

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):

Holloway, Sara Carse-Patchet. “Investigating the benefits of mastery learning in the high school physics classroom.” 2017. Thesis, Montana State University. Accessed September 18, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13666.

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

MLA Handbook (7th Edition):

Holloway, Sara Carse-Patchet. “Investigating the benefits of mastery learning in the high school physics classroom.” 2017. Web. 18 Sep 2019.

Vancouver:

Holloway SC. Investigating the benefits of mastery learning in the high school physics classroom. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Sep 18]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13666.

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

Council of Science Editors:

Holloway SC. Investigating the benefits of mastery learning in the high school physics classroom. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13666

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


Montana State University

13. Gunn, Bridgette K. Evaluating the impact of professional science involvement on students at the Marine Academy of Science and Technology at Florida International University Biscayne Bay Campus.

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

 I teach at The Marine Academy of Science and Technology at Florida International University in Miami, FL. As a dual enrollment, environmental studies high school… (more)

Subjects/Keywords: Science, Technology, Engineering and Mathematics (Education).; Space sciences.; Agriculture.; High school students.; Students Attitudes.

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APA (6th Edition):

Gunn, B. K. (2017). Evaluating the impact of professional science involvement on students at the Marine Academy of Science and Technology at Florida International University Biscayne Bay Campus. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13709

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):

Gunn, Bridgette K. “Evaluating the impact of professional science involvement on students at the Marine Academy of Science and Technology at Florida International University Biscayne Bay Campus.” 2017. Thesis, Montana State University. Accessed September 18, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13709.

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

MLA Handbook (7th Edition):

Gunn, Bridgette K. “Evaluating the impact of professional science involvement on students at the Marine Academy of Science and Technology at Florida International University Biscayne Bay Campus.” 2017. Web. 18 Sep 2019.

Vancouver:

Gunn BK. Evaluating the impact of professional science involvement on students at the Marine Academy of Science and Technology at Florida International University Biscayne Bay Campus. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Sep 18]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13709.

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

Council of Science Editors:

Gunn BK. Evaluating the impact of professional science involvement on students at the Marine Academy of Science and Technology at Florida International University Biscayne Bay Campus. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13709

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


Montana State University

14. Farrell, Anna Caitlin. Middle school intervention program.

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

 The study was focused on an intervention program known as Friday School. The purpose was to see how the intervention program affected student achievement in… (more)

Subjects/Keywords: Tutors and tutoring.; Middle school students.; Study skills.; Academic achievement.

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

APA (6th Edition):

Farrell, A. C. (2017). Middle school intervention program. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13658

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):

Farrell, Anna Caitlin. “Middle school intervention program.” 2017. Thesis, Montana State University. Accessed September 18, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13658.

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

MLA Handbook (7th Edition):

Farrell, Anna Caitlin. “Middle school intervention program.” 2017. Web. 18 Sep 2019.

Vancouver:

Farrell AC. Middle school intervention program. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Sep 18]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13658.

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

Council of Science Editors:

Farrell AC. Middle school intervention program. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13658

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


Montana State University

15. Gingerich, Craig. The effect of the flipped classroom on achievement and engagement in a 7th grade science classroom.

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

 This paper sought to analyze the effects of the flipped classroom on achievement and engagement in a 7th grade science classroom at an International School… (more)

Subjects/Keywords: Flipped classrooms.; Middle school students.; Academic achievement.; Students Attitudes.

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

APA (6th Edition):

Gingerich, C. (2017). The effect of the flipped classroom on achievement and engagement in a 7th grade science classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13660

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):

Gingerich, Craig. “The effect of the flipped classroom on achievement and engagement in a 7th grade science classroom.” 2017. Thesis, Montana State University. Accessed September 18, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13660.

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

MLA Handbook (7th Edition):

Gingerich, Craig. “The effect of the flipped classroom on achievement and engagement in a 7th grade science classroom.” 2017. Web. 18 Sep 2019.

Vancouver:

Gingerich C. The effect of the flipped classroom on achievement and engagement in a 7th grade science classroom. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Sep 18]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13660.

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

Council of Science Editors:

Gingerich C. The effect of the flipped classroom on achievement and engagement in a 7th grade science classroom. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13660

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


Montana State University

16. Gottlieb, Liz. How does developing an online field ecology course to support high school students impact my growth as a teacher?.

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

 The purpose of this project was to investigate how developing an online field ecology course for high school students impacted my growth as a teacher.… (more)

Subjects/Keywords: Ecology.; High school students.; Internet in education.; Career development.

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APA (6th Edition):

Gottlieb, L. (2017). How does developing an online field ecology course to support high school students impact my growth as a teacher?. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13661

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):

Gottlieb, Liz. “How does developing an online field ecology course to support high school students impact my growth as a teacher?.” 2017. Thesis, Montana State University. Accessed September 18, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13661.

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

MLA Handbook (7th Edition):

Gottlieb, Liz. “How does developing an online field ecology course to support high school students impact my growth as a teacher?.” 2017. Web. 18 Sep 2019.

Vancouver:

Gottlieb L. How does developing an online field ecology course to support high school students impact my growth as a teacher?. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Sep 18]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13661.

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

Council of Science Editors:

Gottlieb L. How does developing an online field ecology course to support high school students impact my growth as a teacher?. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13661

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


Montana State University

17. Helberg Moffitt, Abigail J. Slowdown: how slowing down science instruction fosters creativity in the elementary classroom.

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

 In much the same way that the slow food movement gained momentum years ago to promote connection to our food systems, so has the slow… (more)

Subjects/Keywords: Montessori method of education.; Education, Elementary.; Inquiry-based learning.; Creative ability.

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APA (6th Edition):

Helberg Moffitt, A. J. (2017). Slowdown: how slowing down science instruction fosters creativity in the elementary classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13663

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):

Helberg Moffitt, Abigail J. “Slowdown: how slowing down science instruction fosters creativity in the elementary classroom.” 2017. Thesis, Montana State University. Accessed September 18, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13663.

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

MLA Handbook (7th Edition):

Helberg Moffitt, Abigail J. “Slowdown: how slowing down science instruction fosters creativity in the elementary classroom.” 2017. Web. 18 Sep 2019.

Vancouver:

Helberg Moffitt AJ. Slowdown: how slowing down science instruction fosters creativity in the elementary classroom. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Sep 18]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13663.

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

Council of Science Editors:

Helberg Moffitt AJ. Slowdown: how slowing down science instruction fosters creativity in the elementary classroom. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13663

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


Montana State University

18. Keller, Aaron Adam. Impact of process-oriented guided inquiry learning on chemistry students.

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

 Educating students in science using traditional methods such as lecture and demonstrations is not effective with the majority of students. Alternative methods such as the… (more)

Subjects/Keywords: Chemistry.; High school students.; Process-oriented guided inquiry learning.; Science Experiments.; Reasoning.

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APA (6th Edition):

Keller, A. A. (2017). Impact of process-oriented guided inquiry learning on chemistry students. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13670

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):

Keller, Aaron Adam. “Impact of process-oriented guided inquiry learning on chemistry students.” 2017. Thesis, Montana State University. Accessed September 18, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13670.

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

MLA Handbook (7th Edition):

Keller, Aaron Adam. “Impact of process-oriented guided inquiry learning on chemistry students.” 2017. Web. 18 Sep 2019.

Vancouver:

Keller AA. Impact of process-oriented guided inquiry learning on chemistry students. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Sep 18]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13670.

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

Council of Science Editors:

Keller AA. Impact of process-oriented guided inquiry learning on chemistry students. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13670

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


Montana State University

19. Martin, Diane Marie. Using menus as a differentiation technique in small multilevel life science and physical science classrooms.

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

 Differentiating instruction for classes that include a diverse group of learners can be challenging. In this research project, the use of menus as a differentiation… (more)

Subjects/Keywords: Life sciences.; Physical sciences.; Middle school students.; Rural schools.; Individualized instruction.

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APA (6th Edition):

Martin, D. M. (2017). Using menus as a differentiation technique in small multilevel life science and physical science classrooms. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/14439

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):

Martin, Diane Marie. “Using menus as a differentiation technique in small multilevel life science and physical science classrooms.” 2017. Thesis, Montana State University. Accessed September 18, 2019. https://scholarworks.montana.edu/xmlui/handle/1/14439.

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

MLA Handbook (7th Edition):

Martin, Diane Marie. “Using menus as a differentiation technique in small multilevel life science and physical science classrooms.” 2017. Web. 18 Sep 2019.

Vancouver:

Martin DM. Using menus as a differentiation technique in small multilevel life science and physical science classrooms. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Sep 18]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14439.

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

Council of Science Editors:

Martin DM. Using menus as a differentiation technique in small multilevel life science and physical science classrooms. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14439

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


Montana State University

20. Rouwenhorst, Lisa Kay. The impact of discrepant events on a 10th grade biology classroom.

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

 I find that the first few minutes of class is the most critical. The students have a hard time settling in and switching their brain… (more)

Subjects/Keywords: 5E learning cycle.; Biology.; High school students.; Inquiry-based learning.

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APA (6th Edition):

Rouwenhorst, L. K. (2017). The impact of discrepant events on a 10th grade biology classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13684

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):

Rouwenhorst, Lisa Kay. “The impact of discrepant events on a 10th grade biology classroom.” 2017. Thesis, Montana State University. Accessed September 18, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13684.

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

MLA Handbook (7th Edition):

Rouwenhorst, Lisa Kay. “The impact of discrepant events on a 10th grade biology classroom.” 2017. Web. 18 Sep 2019.

Vancouver:

Rouwenhorst LK. The impact of discrepant events on a 10th grade biology classroom. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Sep 18]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13684.

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

Council of Science Editors:

Rouwenhorst LK. The impact of discrepant events on a 10th grade biology classroom. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13684

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


Montana State University

21. Savastano, Guy David. Impact of close reading strategies in chemistry.

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

 Many high school students have difficulty learning content by reading  – a key component of scientific literacy  – since they often lack the skills, confidence… (more)

Subjects/Keywords: Chemistry.; High school students.; Reading.; Critical thinking.; Comprehension.

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

APA (6th Edition):

Savastano, G. D. (2017). Impact of close reading strategies in chemistry. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13685

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):

Savastano, Guy David. “Impact of close reading strategies in chemistry.” 2017. Thesis, Montana State University. Accessed September 18, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13685.

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

MLA Handbook (7th Edition):

Savastano, Guy David. “Impact of close reading strategies in chemistry.” 2017. Web. 18 Sep 2019.

Vancouver:

Savastano GD. Impact of close reading strategies in chemistry. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Sep 18]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13685.

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

Council of Science Editors:

Savastano GD. Impact of close reading strategies in chemistry. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13685

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


Montana State University

22. Sedgeley, Nicole Marie. Effect of social media and pledge coins on pro-environmental behavior of Yellowstone National Park Youth Conservation Corps enrollees.

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

 In a world facing many serious environmental concerns, such as climate change, there needs to be a new generation of stewards willing to ensure our… (more)

Subjects/Keywords: United States. National Park Service.; Youth Conservation Corps (U.S.).; Ecology.; Social media.

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APA (6th Edition):

Sedgeley, N. M. (2017). Effect of social media and pledge coins on pro-environmental behavior of Yellowstone National Park Youth Conservation Corps enrollees. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13687

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):

Sedgeley, Nicole Marie. “Effect of social media and pledge coins on pro-environmental behavior of Yellowstone National Park Youth Conservation Corps enrollees.” 2017. Thesis, Montana State University. Accessed September 18, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13687.

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

MLA Handbook (7th Edition):

Sedgeley, Nicole Marie. “Effect of social media and pledge coins on pro-environmental behavior of Yellowstone National Park Youth Conservation Corps enrollees.” 2017. Web. 18 Sep 2019.

Vancouver:

Sedgeley NM. Effect of social media and pledge coins on pro-environmental behavior of Yellowstone National Park Youth Conservation Corps enrollees. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Sep 18]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13687.

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

Council of Science Editors:

Sedgeley NM. Effect of social media and pledge coins on pro-environmental behavior of Yellowstone National Park Youth Conservation Corps enrollees. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13687

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


Montana State University

23. Shell, Michael John. Preparing students for science, technology, engineering, mathematics, and healthcare fields - a two year college approach.

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

 The Becoming a Successful Student course offered at the Great Falls College Montana State University is designed to prepare students for future coursework by providing… (more)

Subjects/Keywords: Science, Technology, Engineering and Mathematics (Education).; Education Curricula.; College students.; Vocational education.; Academic achievement.; Medicine.

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APA (6th Edition):

Shell, M. J. (2017). Preparing students for science, technology, engineering, mathematics, and healthcare fields - a two year college approach. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13688

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):

Shell, Michael John. “Preparing students for science, technology, engineering, mathematics, and healthcare fields - a two year college approach.” 2017. Thesis, Montana State University. Accessed September 18, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13688.

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

MLA Handbook (7th Edition):

Shell, Michael John. “Preparing students for science, technology, engineering, mathematics, and healthcare fields - a two year college approach.” 2017. Web. 18 Sep 2019.

Vancouver:

Shell MJ. Preparing students for science, technology, engineering, mathematics, and healthcare fields - a two year college approach. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Sep 18]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13688.

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

Council of Science Editors:

Shell MJ. Preparing students for science, technology, engineering, mathematics, and healthcare fields - a two year college approach. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13688

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


Montana State University

24. Shoemaker, Jeretta. Exploring the perceived beneftis of the flipped classroom in a community college medical terminolgy course: Exploring the perceived benefits of the flipped classroom in a community college medical terminology course.

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

 Students today are managing many aspects of life outside of school obligations, resulting in missed class time and less exposure to lecture material. Flipped classroom… (more)

Subjects/Keywords: Medicine.; College students.; Flipped classrooms.; Vocabulary.; Audio-visual materials.

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APA (6th Edition):

Shoemaker, J. (2017). Exploring the perceived beneftis of the flipped classroom in a community college medical terminolgy course: Exploring the perceived benefits of the flipped classroom in a community college medical terminology course. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13689

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):

Shoemaker, Jeretta. “Exploring the perceived beneftis of the flipped classroom in a community college medical terminolgy course: Exploring the perceived benefits of the flipped classroom in a community college medical terminology course.” 2017. Thesis, Montana State University. Accessed September 18, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13689.

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

MLA Handbook (7th Edition):

Shoemaker, Jeretta. “Exploring the perceived beneftis of the flipped classroom in a community college medical terminolgy course: Exploring the perceived benefits of the flipped classroom in a community college medical terminology course.” 2017. Web. 18 Sep 2019.

Vancouver:

Shoemaker J. Exploring the perceived beneftis of the flipped classroom in a community college medical terminolgy course: Exploring the perceived benefits of the flipped classroom in a community college medical terminology course. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Sep 18]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13689.

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

Council of Science Editors:

Shoemaker J. Exploring the perceived beneftis of the flipped classroom in a community college medical terminolgy course: Exploring the perceived benefits of the flipped classroom in a community college medical terminology course. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13689

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


Montana State University

25. Parker, Cindee L. The effects of increased literacy and comprehension in middle and high school science.

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

 This Action Research project studied how building literacy skills in middle and high school classrooms can help students better understand science content. Students read different… (more)

Subjects/Keywords: Science.; High school students.; Middle school students.; Literacy.; Comprehension.

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APA (6th Edition):

Parker, C. L. (2017). The effects of increased literacy and comprehension in middle and high school science. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13681

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):

Parker, Cindee L. “The effects of increased literacy and comprehension in middle and high school science.” 2017. Thesis, Montana State University. Accessed September 18, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13681.

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

MLA Handbook (7th Edition):

Parker, Cindee L. “The effects of increased literacy and comprehension in middle and high school science.” 2017. Web. 18 Sep 2019.

Vancouver:

Parker CL. The effects of increased literacy and comprehension in middle and high school science. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Sep 18]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13681.

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

Council of Science Editors:

Parker CL. The effects of increased literacy and comprehension in middle and high school science. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13681

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


Montana State University

26. Schuman, Catherine L. The impacts of teaching growth mindset strategies to students in inquiry science 2 at Ferndale High School.

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

 This classroom research project investigated the impact of teaching 20 minute growth mindset lessons once a week for six weeks to regular tenth grade science… (more)

Subjects/Keywords: Science.; High school students.; Self-actualization (Psychology).; Students Attitudes.; Academic achievement.

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APA (6th Edition):

Schuman, C. L. (2017). The impacts of teaching growth mindset strategies to students in inquiry science 2 at Ferndale High School. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13686

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):

Schuman, Catherine L. “The impacts of teaching growth mindset strategies to students in inquiry science 2 at Ferndale High School.” 2017. Thesis, Montana State University. Accessed September 18, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13686.

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

MLA Handbook (7th Edition):

Schuman, Catherine L. “The impacts of teaching growth mindset strategies to students in inquiry science 2 at Ferndale High School.” 2017. Web. 18 Sep 2019.

Vancouver:

Schuman CL. The impacts of teaching growth mindset strategies to students in inquiry science 2 at Ferndale High School. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Sep 18]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13686.

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

Council of Science Editors:

Schuman CL. The impacts of teaching growth mindset strategies to students in inquiry science 2 at Ferndale High School. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13686

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


Montana State University

27. Charbonneau, Alison K. The effects of using Kahoot! as a formative assessment in the middle school science classroom.

Degree: College of Letters & Science, 2018, Montana State University

 Formative assessment is classroom assessment that occurs before the summative assessment and is used by students to determine their progress towards the learning target, and… (more)

Subjects/Keywords: Science.; Middle school students.; Student response systems.; Educational games.; Educational evaluation.

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

APA (6th Edition):

Charbonneau, A. K. (2018). The effects of using Kahoot! as a formative assessment in the middle school science classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/14719

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):

Charbonneau, Alison K. “The effects of using Kahoot! as a formative assessment in the middle school science classroom.” 2018. Thesis, Montana State University. Accessed September 18, 2019. https://scholarworks.montana.edu/xmlui/handle/1/14719.

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

MLA Handbook (7th Edition):

Charbonneau, Alison K. “The effects of using Kahoot! as a formative assessment in the middle school science classroom.” 2018. Web. 18 Sep 2019.

Vancouver:

Charbonneau AK. The effects of using Kahoot! as a formative assessment in the middle school science classroom. [Internet] [Thesis]. Montana State University; 2018. [cited 2019 Sep 18]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14719.

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

Council of Science Editors:

Charbonneau AK. The effects of using Kahoot! as a formative assessment in the middle school science classroom. [Thesis]. Montana State University; 2018. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14719

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


Montana State University

28. Brenner, Cheryl C. The effect of graded homework in a high school chemistry classroom focused on students' longterm retention, study skills, and confidence in the content.

Degree: College of Letters & Science, 2018, Montana State University

 One part of being a high school science student (or a high school student in general) is completing homework. Homework has become futile in many… (more)

Subjects/Keywords: Chemistry.; High school students.; Homework.; Students Attitudes.; Dropouts.

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

APA (6th Edition):

Brenner, C. C. (2018). The effect of graded homework in a high school chemistry classroom focused on students' longterm retention, study skills, and confidence in the content. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/14711

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):

Brenner, Cheryl C. “The effect of graded homework in a high school chemistry classroom focused on students' longterm retention, study skills, and confidence in the content.” 2018. Thesis, Montana State University. Accessed September 18, 2019. https://scholarworks.montana.edu/xmlui/handle/1/14711.

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

MLA Handbook (7th Edition):

Brenner, Cheryl C. “The effect of graded homework in a high school chemistry classroom focused on students' longterm retention, study skills, and confidence in the content.” 2018. Web. 18 Sep 2019.

Vancouver:

Brenner CC. The effect of graded homework in a high school chemistry classroom focused on students' longterm retention, study skills, and confidence in the content. [Internet] [Thesis]. Montana State University; 2018. [cited 2019 Sep 18]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14711.

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

Council of Science Editors:

Brenner CC. The effect of graded homework in a high school chemistry classroom focused on students' longterm retention, study skills, and confidence in the content. [Thesis]. Montana State University; 2018. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14711

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


Montana State University

29. Eichner, Samantha. Improving measurement accuracy during science experiments with fourth grade students.

Degree: College of Letters & Science, 2018, Montana State University

 This action research study measured fourth grade students' length measurement accuracy on performance assessments and science experiments before and after treatment. The purpose of the… (more)

Subjects/Keywords: Science Experiments.; Elementary school.; Measurement.; Metric system.

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

APA (6th Edition):

Eichner, S. (2018). Improving measurement accuracy during science experiments with fourth grade students. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/14779

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):

Eichner, Samantha. “Improving measurement accuracy during science experiments with fourth grade students.” 2018. Thesis, Montana State University. Accessed September 18, 2019. https://scholarworks.montana.edu/xmlui/handle/1/14779.

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

MLA Handbook (7th Edition):

Eichner, Samantha. “Improving measurement accuracy during science experiments with fourth grade students.” 2018. Web. 18 Sep 2019.

Vancouver:

Eichner S. Improving measurement accuracy during science experiments with fourth grade students. [Internet] [Thesis]. Montana State University; 2018. [cited 2019 Sep 18]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14779.

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

Council of Science Editors:

Eichner S. Improving measurement accuracy during science experiments with fourth grade students. [Thesis]. Montana State University; 2018. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14779

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


Montana State University

30. Dalbey, Leslie Heather. The impact of the 5E learning cycle on seventh grade life science students' learning and retention of science concepts.

Degree: College of Letters & Science, 2018, Montana State University

 Students participated in four instructional units related to genetics and the human body. Two treatment units were designed using the 5E Learning Cycle whereas two… (more)

Subjects/Keywords: 5E learning cycle.; Life sciences.; Genetics.; Middle school students.; Concept mapping.

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

APA (6th Edition):

Dalbey, L. H. (2018). The impact of the 5E learning cycle on seventh grade life science students' learning and retention of science concepts. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/14776

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):

Dalbey, Leslie Heather. “The impact of the 5E learning cycle on seventh grade life science students' learning and retention of science concepts.” 2018. Thesis, Montana State University. Accessed September 18, 2019. https://scholarworks.montana.edu/xmlui/handle/1/14776.

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

MLA Handbook (7th Edition):

Dalbey, Leslie Heather. “The impact of the 5E learning cycle on seventh grade life science students' learning and retention of science concepts.” 2018. Web. 18 Sep 2019.

Vancouver:

Dalbey LH. The impact of the 5E learning cycle on seventh grade life science students' learning and retention of science concepts. [Internet] [Thesis]. Montana State University; 2018. [cited 2019 Sep 18]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14776.

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

Council of Science Editors:

Dalbey LH. The impact of the 5E learning cycle on seventh grade life science students' learning and retention of science concepts. [Thesis]. Montana State University; 2018. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14776

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

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