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You searched for +publisher:"Texas A&M University" +contributor:("Burlbaw, Lynn M"). Showing records 1 – 30 of 60 total matches.

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Texas A&M University

1. Ko, Wei-Hong. Interlanguage Pragmatics and Email Communication.

Degree: MS, Curriculum and Instruction, 2013, Texas A&M University

 The present study investigated learners’ interlanguage pragmatic development through analysis of ninety requestive emails written to a faculty member over a period of up to… (more)

Subjects/Keywords: Interlanguage Pragmatics; Email; Student-Faculty Communication

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APA (6th Edition):

Ko, W. (2013). Interlanguage Pragmatics and Email Communication. (Masters Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151352

Chicago Manual of Style (16th Edition):

Ko, Wei-Hong. “Interlanguage Pragmatics and Email Communication.” 2013. Masters Thesis, Texas A&M University. Accessed January 19, 2021. http://hdl.handle.net/1969.1/151352.

MLA Handbook (7th Edition):

Ko, Wei-Hong. “Interlanguage Pragmatics and Email Communication.” 2013. Web. 19 Jan 2021.

Vancouver:

Ko W. Interlanguage Pragmatics and Email Communication. [Internet] [Masters thesis]. Texas A&M University; 2013. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/1969.1/151352.

Council of Science Editors:

Ko W. Interlanguage Pragmatics and Email Communication. [Masters Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151352


Texas A&M University

2. Martinez, Allison. Determining Success On The Kindergarten Developmental Reading Assessment and Texas Proficiency Reading Inventory Assessments.

Degree: PhD, Curriculum and Instruction, 2017, Texas A&M University

 Determining whether or not a child completes the kindergarten academic year successfully is an important issue in education. This study examined kindergarten success by using… (more)

Subjects/Keywords: Pre-kindergarten; SES

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APA (6th Edition):

Martinez, A. (2017). Determining Success On The Kindergarten Developmental Reading Assessment and Texas Proficiency Reading Inventory Assessments. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/169578

Chicago Manual of Style (16th Edition):

Martinez, Allison. “Determining Success On The Kindergarten Developmental Reading Assessment and Texas Proficiency Reading Inventory Assessments.” 2017. Doctoral Dissertation, Texas A&M University. Accessed January 19, 2021. http://hdl.handle.net/1969.1/169578.

MLA Handbook (7th Edition):

Martinez, Allison. “Determining Success On The Kindergarten Developmental Reading Assessment and Texas Proficiency Reading Inventory Assessments.” 2017. Web. 19 Jan 2021.

Vancouver:

Martinez A. Determining Success On The Kindergarten Developmental Reading Assessment and Texas Proficiency Reading Inventory Assessments. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/1969.1/169578.

Council of Science Editors:

Martinez A. Determining Success On The Kindergarten Developmental Reading Assessment and Texas Proficiency Reading Inventory Assessments. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/169578


Texas A&M University

3. Dimatteo, Kristen. The Effects of a Mentoring Program on Teacher Retention Rates at Tashkent International School.

Degree: EdD, Curriculum and Instruction, 2014, Texas A&M University

 Teacher retention has become a focus of many schools and school systems in recent years. The United States, United Kingdom, and Australia have grappled with… (more)

Subjects/Keywords: mentoring; teacher retention

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APA (6th Edition):

Dimatteo, K. (2014). The Effects of a Mentoring Program on Teacher Retention Rates at Tashkent International School. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152813

Chicago Manual of Style (16th Edition):

Dimatteo, Kristen. “The Effects of a Mentoring Program on Teacher Retention Rates at Tashkent International School.” 2014. Doctoral Dissertation, Texas A&M University. Accessed January 19, 2021. http://hdl.handle.net/1969.1/152813.

MLA Handbook (7th Edition):

Dimatteo, Kristen. “The Effects of a Mentoring Program on Teacher Retention Rates at Tashkent International School.” 2014. Web. 19 Jan 2021.

Vancouver:

Dimatteo K. The Effects of a Mentoring Program on Teacher Retention Rates at Tashkent International School. [Internet] [Doctoral dissertation]. Texas A&M University; 2014. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/1969.1/152813.

Council of Science Editors:

Dimatteo K. The Effects of a Mentoring Program on Teacher Retention Rates at Tashkent International School. [Doctoral Dissertation]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/152813


Texas A&M University

4. Rudd, Charla J. The History of Cranfills Gap ISD.

Degree: EdD, Educational Administration, 2013, Texas A&M University

 The record of study, The History of Cranfills Gap ISD, traces the significant chronological events, external and internal influences and aspirations of community, parents and… (more)

Subjects/Keywords: education; rural school; history; organizational lifecycle; aspirations

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APA (6th Edition):

Rudd, C. J. (2013). The History of Cranfills Gap ISD. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149569

Chicago Manual of Style (16th Edition):

Rudd, Charla J. “The History of Cranfills Gap ISD.” 2013. Doctoral Dissertation, Texas A&M University. Accessed January 19, 2021. http://hdl.handle.net/1969.1/149569.

MLA Handbook (7th Edition):

Rudd, Charla J. “The History of Cranfills Gap ISD.” 2013. Web. 19 Jan 2021.

Vancouver:

Rudd CJ. The History of Cranfills Gap ISD. [Internet] [Doctoral dissertation]. Texas A&M University; 2013. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/1969.1/149569.

Council of Science Editors:

Rudd CJ. The History of Cranfills Gap ISD. [Doctoral Dissertation]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149569


Texas A&M University

5. Kocabas, Sezai. STEM Education in the United States.

Degree: MS, Curriculum and Instruction, 2018, Texas A&M University

 STEM education is described as a systematic teaching and/or learning process in the STEM fields and a positive correlation exists between STEM education and the… (more)

Subjects/Keywords: STEM education; the United States

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APA (6th Edition):

Kocabas, S. (2018). STEM Education in the United States. (Masters Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/174101

Chicago Manual of Style (16th Edition):

Kocabas, Sezai. “STEM Education in the United States.” 2018. Masters Thesis, Texas A&M University. Accessed January 19, 2021. http://hdl.handle.net/1969.1/174101.

MLA Handbook (7th Edition):

Kocabas, Sezai. “STEM Education in the United States.” 2018. Web. 19 Jan 2021.

Vancouver:

Kocabas S. STEM Education in the United States. [Internet] [Masters thesis]. Texas A&M University; 2018. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/1969.1/174101.

Council of Science Editors:

Kocabas S. STEM Education in the United States. [Masters Thesis]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/174101


Texas A&M University

6. Williams Jr., Byron Ray. Measuring the Impact of the Document-Based Lesson Cycle on Eighth Graders' Ability to Analyze Historical Documents.

Degree: EdD, Curriculum and Instruction, 2019, Texas A&M University

 As a discipline, history sometimes gets a bad reputation because many students believe that it is all about memorizing long lists of dates, disputes, and… (more)

Subjects/Keywords: historical thinking; disciplinary literacy; historical reasoning skills; document-based lessons

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APA (6th Edition):

Williams Jr., B. R. (2019). Measuring the Impact of the Document-Based Lesson Cycle on Eighth Graders' Ability to Analyze Historical Documents. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/188812

Chicago Manual of Style (16th Edition):

Williams Jr., Byron Ray. “Measuring the Impact of the Document-Based Lesson Cycle on Eighth Graders' Ability to Analyze Historical Documents.” 2019. Doctoral Dissertation, Texas A&M University. Accessed January 19, 2021. http://hdl.handle.net/1969.1/188812.

MLA Handbook (7th Edition):

Williams Jr., Byron Ray. “Measuring the Impact of the Document-Based Lesson Cycle on Eighth Graders' Ability to Analyze Historical Documents.” 2019. Web. 19 Jan 2021.

Vancouver:

Williams Jr. BR. Measuring the Impact of the Document-Based Lesson Cycle on Eighth Graders' Ability to Analyze Historical Documents. [Internet] [Doctoral dissertation]. Texas A&M University; 2019. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/1969.1/188812.

Council of Science Editors:

Williams Jr. BR. Measuring the Impact of the Document-Based Lesson Cycle on Eighth Graders' Ability to Analyze Historical Documents. [Doctoral Dissertation]. Texas A&M University; 2019. Available from: http://hdl.handle.net/1969.1/188812


Texas A&M University

7. Rutherford, Kitty Carrow. Guiding Classroom Instruction Through Formative Mathematics Assessment.

Degree: EdD, Curriculum and Instruction, 2017, Texas A&M University

 In North Carolina, Local Education Agencies (LEA) control the curriculum resources used to teach and assess the state mathematics standards. Districts that have funds can… (more)

Subjects/Keywords: • Formative assessments – a process used when the teacher obtains information about the student’s understanding of a concept and uses it to adjust their next steps in teaching to facilitate student’s learning; • High-stakes assessment - assessment administered which is used to rate the school and can be used in a teacher evaluation. Additionally, it can also be used in the placement or promotion decisions for students; • High cognitive demanding item – an assessment or instructional item which requires a mental act or process using knowledge; • Prompt feedback – feedback data provided from an assessment which are returned in a timely manner, typically one to two days that facilitates actions to improve teaching and or learning. •

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APA (6th Edition):

Rutherford, K. C. (2017). Guiding Classroom Instruction Through Formative Mathematics Assessment. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/169583

Chicago Manual of Style (16th Edition):

Rutherford, Kitty Carrow. “Guiding Classroom Instruction Through Formative Mathematics Assessment.” 2017. Doctoral Dissertation, Texas A&M University. Accessed January 19, 2021. http://hdl.handle.net/1969.1/169583.

MLA Handbook (7th Edition):

Rutherford, Kitty Carrow. “Guiding Classroom Instruction Through Formative Mathematics Assessment.” 2017. Web. 19 Jan 2021.

Vancouver:

Rutherford KC. Guiding Classroom Instruction Through Formative Mathematics Assessment. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/1969.1/169583.

Council of Science Editors:

Rutherford KC. Guiding Classroom Instruction Through Formative Mathematics Assessment. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/169583


Texas A&M University

8. Donovan, William Robert. Curriculum Evolution at Air Command and Staff College in the Post-Cold War Era.

Degree: PhD, Curriculum and Instruction, 2011, Texas A&M University

 This qualitative study used a historical research method to eliminate the gap in the historical knowledge of Air Command and Staff College (ACSC) curriculum evolution… (more)

Subjects/Keywords: Professional Military Education; Military Education; Curriculum Evolution

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APA (6th Edition):

Donovan, W. R. (2011). Curriculum Evolution at Air Command and Staff College in the Post-Cold War Era. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8754

Chicago Manual of Style (16th Edition):

Donovan, William Robert. “Curriculum Evolution at Air Command and Staff College in the Post-Cold War Era.” 2011. Doctoral Dissertation, Texas A&M University. Accessed January 19, 2021. http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8754.

MLA Handbook (7th Edition):

Donovan, William Robert. “Curriculum Evolution at Air Command and Staff College in the Post-Cold War Era.” 2011. Web. 19 Jan 2021.

Vancouver:

Donovan WR. Curriculum Evolution at Air Command and Staff College in the Post-Cold War Era. [Internet] [Doctoral dissertation]. Texas A&M University; 2011. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8754.

Council of Science Editors:

Donovan WR. Curriculum Evolution at Air Command and Staff College in the Post-Cold War Era. [Doctoral Dissertation]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8754


Texas A&M University

9. Jo, Injeong. Fostering a Spatially Literate Generation: Explicit Instruction in Spatial Thinking for Preservice Teachers.

Degree: PhD, Geography, 2012, Texas A&M University

 This research proposes that the explicit incorporation of spatial thinking into teacher preparation programs is an effective and efficient way to foster and develop a… (more)

Subjects/Keywords: Spatial thinking; Geography education; Preservice teachers; Geography teacher knowledge, skills, and dispositions

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APA (6th Edition):

Jo, I. (2012). Fostering a Spatially Literate Generation: Explicit Instruction in Spatial Thinking for Preservice Teachers. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10524

Chicago Manual of Style (16th Edition):

Jo, Injeong. “Fostering a Spatially Literate Generation: Explicit Instruction in Spatial Thinking for Preservice Teachers.” 2012. Doctoral Dissertation, Texas A&M University. Accessed January 19, 2021. http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10524.

MLA Handbook (7th Edition):

Jo, Injeong. “Fostering a Spatially Literate Generation: Explicit Instruction in Spatial Thinking for Preservice Teachers.” 2012. Web. 19 Jan 2021.

Vancouver:

Jo I. Fostering a Spatially Literate Generation: Explicit Instruction in Spatial Thinking for Preservice Teachers. [Internet] [Doctoral dissertation]. Texas A&M University; 2012. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10524.

Council of Science Editors:

Jo I. Fostering a Spatially Literate Generation: Explicit Instruction in Spatial Thinking for Preservice Teachers. [Doctoral Dissertation]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10524


Texas A&M University

10. Waller, Kristina Elizabeth. An Examination of Preservice Teachers' Understanding of Diversity and Cultural Awareness after Participating in a Family Heritage Experience.

Degree: PhD, Curriculum and Instruction, 2016, Texas A&M University

 This qualitative study examines the influence of a genealogical project on the understanding and acceptance of diversity by 72 university undergraduates in a foundations of… (more)

Subjects/Keywords: Diversity; Cultural Awareness; Family Heritage; Preservice Teachers; Family Tree; Teaching; Foundations Of Education; Ancestry; Genealogy; Autobiography; Culture; Multicultural

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APA (6th Edition):

Waller, K. E. (2016). An Examination of Preservice Teachers' Understanding of Diversity and Cultural Awareness after Participating in a Family Heritage Experience. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156838

Chicago Manual of Style (16th Edition):

Waller, Kristina Elizabeth. “An Examination of Preservice Teachers' Understanding of Diversity and Cultural Awareness after Participating in a Family Heritage Experience.” 2016. Doctoral Dissertation, Texas A&M University. Accessed January 19, 2021. http://hdl.handle.net/1969.1/156838.

MLA Handbook (7th Edition):

Waller, Kristina Elizabeth. “An Examination of Preservice Teachers' Understanding of Diversity and Cultural Awareness after Participating in a Family Heritage Experience.” 2016. Web. 19 Jan 2021.

Vancouver:

Waller KE. An Examination of Preservice Teachers' Understanding of Diversity and Cultural Awareness after Participating in a Family Heritage Experience. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/1969.1/156838.

Council of Science Editors:

Waller KE. An Examination of Preservice Teachers' Understanding of Diversity and Cultural Awareness after Participating in a Family Heritage Experience. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/156838


Texas A&M University

11. Freer-Alvarez, Trudy Ann. The Impact of a Project-Based Learning Comprehensive School Reform on Student Achievement in a Group of High-Population Bilingual Urban Campuses.

Degree: PhD, Curriculum and Instruction, 2016, Texas A&M University

 A study was conducted utilizing a mixed ANOVA design for descriptive and comparative analysis to investigate a project-based learning intervention in five bilingual campuses. Prior… (more)

Subjects/Keywords: School Reform; Bilingual

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APA (6th Edition):

Freer-Alvarez, T. A. (2016). The Impact of a Project-Based Learning Comprehensive School Reform on Student Achievement in a Group of High-Population Bilingual Urban Campuses. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/157000

Chicago Manual of Style (16th Edition):

Freer-Alvarez, Trudy Ann. “The Impact of a Project-Based Learning Comprehensive School Reform on Student Achievement in a Group of High-Population Bilingual Urban Campuses.” 2016. Doctoral Dissertation, Texas A&M University. Accessed January 19, 2021. http://hdl.handle.net/1969.1/157000.

MLA Handbook (7th Edition):

Freer-Alvarez, Trudy Ann. “The Impact of a Project-Based Learning Comprehensive School Reform on Student Achievement in a Group of High-Population Bilingual Urban Campuses.” 2016. Web. 19 Jan 2021.

Vancouver:

Freer-Alvarez TA. The Impact of a Project-Based Learning Comprehensive School Reform on Student Achievement in a Group of High-Population Bilingual Urban Campuses. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/1969.1/157000.

Council of Science Editors:

Freer-Alvarez TA. The Impact of a Project-Based Learning Comprehensive School Reform on Student Achievement in a Group of High-Population Bilingual Urban Campuses. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/157000


Texas A&M University

12. Lyons, Luke Christian. Preservice Teachers' Pedagogical Content Knowledge Outcomes Associated with a K-12 Dinosaur Learning Progression.

Degree: PhD, Curriculum and Instruction, 2018, Texas A&M University

 Curriculum developments guiding science in schools have evolved from textbook-based teaching to integrated content approaches focusing on the nature of science. The Next Generation Science… (more)

Subjects/Keywords: Learning Progression; Teacher Education; Science Education; Pedagogical Content Knowledge; Dinosaurs

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APA (6th Edition):

Lyons, L. C. (2018). Preservice Teachers' Pedagogical Content Knowledge Outcomes Associated with a K-12 Dinosaur Learning Progression. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/173340

Chicago Manual of Style (16th Edition):

Lyons, Luke Christian. “Preservice Teachers' Pedagogical Content Knowledge Outcomes Associated with a K-12 Dinosaur Learning Progression.” 2018. Doctoral Dissertation, Texas A&M University. Accessed January 19, 2021. http://hdl.handle.net/1969.1/173340.

MLA Handbook (7th Edition):

Lyons, Luke Christian. “Preservice Teachers' Pedagogical Content Knowledge Outcomes Associated with a K-12 Dinosaur Learning Progression.” 2018. Web. 19 Jan 2021.

Vancouver:

Lyons LC. Preservice Teachers' Pedagogical Content Knowledge Outcomes Associated with a K-12 Dinosaur Learning Progression. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/1969.1/173340.

Council of Science Editors:

Lyons LC. Preservice Teachers' Pedagogical Content Knowledge Outcomes Associated with a K-12 Dinosaur Learning Progression. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/173340


Texas A&M University

13. Maxwell, Jonathan G. Alternative Versus Traditionally Certified Teachers: First Year and Preservice Elementary Mathematics Teachers.

Degree: PhD, Curriculum and Instruction, 2014, Texas A&M University

 The purpose of this study was to examine differences between first year and preservice elementary mathematics teachers by certification route. First, the instructional practices of… (more)

Subjects/Keywords: certification route; mathematics; first year; instructional strategies

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APA (6th Edition):

Maxwell, J. G. (2014). Alternative Versus Traditionally Certified Teachers: First Year and Preservice Elementary Mathematics Teachers. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152588

Chicago Manual of Style (16th Edition):

Maxwell, Jonathan G. “Alternative Versus Traditionally Certified Teachers: First Year and Preservice Elementary Mathematics Teachers.” 2014. Doctoral Dissertation, Texas A&M University. Accessed January 19, 2021. http://hdl.handle.net/1969.1/152588.

MLA Handbook (7th Edition):

Maxwell, Jonathan G. “Alternative Versus Traditionally Certified Teachers: First Year and Preservice Elementary Mathematics Teachers.” 2014. Web. 19 Jan 2021.

Vancouver:

Maxwell JG. Alternative Versus Traditionally Certified Teachers: First Year and Preservice Elementary Mathematics Teachers. [Internet] [Doctoral dissertation]. Texas A&M University; 2014. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/1969.1/152588.

Council of Science Editors:

Maxwell JG. Alternative Versus Traditionally Certified Teachers: First Year and Preservice Elementary Mathematics Teachers. [Doctoral Dissertation]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/152588


Texas A&M University

14. Cain, Andrea Denee. Hearing the Voices of Four African American Grandmothers Raising Their Academically Successful Grandchildren.

Degree: PhD, Curriculum and Instruction, 2018, Texas A&M University

 The purpose of this qualitative study is to examine and interpret the lived experiences and parenting practices of four African American grandmothers raising grandchildren in… (more)

Subjects/Keywords: academic success; African American; grandmother; grandmothering; grandmother-headed household; grandparenting; urban; voices

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APA (6th Edition):

Cain, A. D. (2018). Hearing the Voices of Four African American Grandmothers Raising Their Academically Successful Grandchildren. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/174348

Chicago Manual of Style (16th Edition):

Cain, Andrea Denee. “Hearing the Voices of Four African American Grandmothers Raising Their Academically Successful Grandchildren.” 2018. Doctoral Dissertation, Texas A&M University. Accessed January 19, 2021. http://hdl.handle.net/1969.1/174348.

MLA Handbook (7th Edition):

Cain, Andrea Denee. “Hearing the Voices of Four African American Grandmothers Raising Their Academically Successful Grandchildren.” 2018. Web. 19 Jan 2021.

Vancouver:

Cain AD. Hearing the Voices of Four African American Grandmothers Raising Their Academically Successful Grandchildren. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/1969.1/174348.

Council of Science Editors:

Cain AD. Hearing the Voices of Four African American Grandmothers Raising Their Academically Successful Grandchildren. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/174348


Texas A&M University

15. Watlington, Kathryn. Changing the School Year: The Texas Experience in Moving to a Twelve-Grade Academic Program.

Degree: PhD, Curriculum and Instruction, 2014, Texas A&M University

 Today’s American public school student begins schooling with the anticipation of kindergarten, and perhaps some preschool, followed by twelve grades. The senior year is the… (more)

Subjects/Keywords: Educational History; Texas; Twelve Grades

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APA (6th Edition):

Watlington, K. (2014). Changing the School Year: The Texas Experience in Moving to a Twelve-Grade Academic Program. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153420

Chicago Manual of Style (16th Edition):

Watlington, Kathryn. “Changing the School Year: The Texas Experience in Moving to a Twelve-Grade Academic Program.” 2014. Doctoral Dissertation, Texas A&M University. Accessed January 19, 2021. http://hdl.handle.net/1969.1/153420.

MLA Handbook (7th Edition):

Watlington, Kathryn. “Changing the School Year: The Texas Experience in Moving to a Twelve-Grade Academic Program.” 2014. Web. 19 Jan 2021.

Vancouver:

Watlington K. Changing the School Year: The Texas Experience in Moving to a Twelve-Grade Academic Program. [Internet] [Doctoral dissertation]. Texas A&M University; 2014. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/1969.1/153420.

Council of Science Editors:

Watlington K. Changing the School Year: The Texas Experience in Moving to a Twelve-Grade Academic Program. [Doctoral Dissertation]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153420


Texas A&M University

16. Indiogine, Salvatore Enrico Paolo. The Achievement Gaps and Mathematics Education: An Analysis of the U.S. Political Discourse in Light of Foucault's Governmentality.

Degree: PhD, Curriculum and Instruction, 2013, Texas A&M University

 The research question that I posed for this investigation is how the principles of Foucault’s governmentality can shed light on the political discourse on the… (more)

Subjects/Keywords: achievement gaps; mathematics; Foucault; governmentality; policy; discourse

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APA (6th Edition):

Indiogine, S. E. P. (2013). The Achievement Gaps and Mathematics Education: An Analysis of the U.S. Political Discourse in Light of Foucault's Governmentality. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/150969

Chicago Manual of Style (16th Edition):

Indiogine, Salvatore Enrico Paolo. “The Achievement Gaps and Mathematics Education: An Analysis of the U.S. Political Discourse in Light of Foucault's Governmentality.” 2013. Doctoral Dissertation, Texas A&M University. Accessed January 19, 2021. http://hdl.handle.net/1969.1/150969.

MLA Handbook (7th Edition):

Indiogine, Salvatore Enrico Paolo. “The Achievement Gaps and Mathematics Education: An Analysis of the U.S. Political Discourse in Light of Foucault's Governmentality.” 2013. Web. 19 Jan 2021.

Vancouver:

Indiogine SEP. The Achievement Gaps and Mathematics Education: An Analysis of the U.S. Political Discourse in Light of Foucault's Governmentality. [Internet] [Doctoral dissertation]. Texas A&M University; 2013. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/1969.1/150969.

Council of Science Editors:

Indiogine SEP. The Achievement Gaps and Mathematics Education: An Analysis of the U.S. Political Discourse in Light of Foucault's Governmentality. [Doctoral Dissertation]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/150969


Texas A&M University

17. Corlu, Mehmet. A Pathway to STEM Education: Investigating Pre-Service Mathematics and Science Teachers at Turkish Universities in Terms of Their Understanding of Mathematics Used in Science.

Degree: PhD, Curriculum and Instruction, 2012, Texas A&M University

 Reforms in education of Science, Technology, Engineering, and Mathematics (STEM) disciplines have been particularly critical for the economic competitiveness of Turkey. STEM education includes the… (more)

Subjects/Keywords: Mathematics Education; Teacher Education; Science Education

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APA (6th Edition):

Corlu, M. (2012). A Pathway to STEM Education: Investigating Pre-Service Mathematics and Science Teachers at Turkish Universities in Terms of Their Understanding of Mathematics Used in Science. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10839

Chicago Manual of Style (16th Edition):

Corlu, Mehmet. “A Pathway to STEM Education: Investigating Pre-Service Mathematics and Science Teachers at Turkish Universities in Terms of Their Understanding of Mathematics Used in Science.” 2012. Doctoral Dissertation, Texas A&M University. Accessed January 19, 2021. http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10839.

MLA Handbook (7th Edition):

Corlu, Mehmet. “A Pathway to STEM Education: Investigating Pre-Service Mathematics and Science Teachers at Turkish Universities in Terms of Their Understanding of Mathematics Used in Science.” 2012. Web. 19 Jan 2021.

Vancouver:

Corlu M. A Pathway to STEM Education: Investigating Pre-Service Mathematics and Science Teachers at Turkish Universities in Terms of Their Understanding of Mathematics Used in Science. [Internet] [Doctoral dissertation]. Texas A&M University; 2012. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10839.

Council of Science Editors:

Corlu M. A Pathway to STEM Education: Investigating Pre-Service Mathematics and Science Teachers at Turkish Universities in Terms of Their Understanding of Mathematics Used in Science. [Doctoral Dissertation]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10839


Texas A&M University

18. Zhu, Gang. Narrative Inquiry of Chinese and American Student Teachers’ Professional Identities in Their Teaching Practicums: A Story Constellations Approach.

Degree: PhD, Curriculum and Instruction, 2018, Texas A&M University

 This dissertation narrates two Chinese and two American student teachers’ professional identity constructions during their practicums using the story constellations approach to voice their narrative… (more)

Subjects/Keywords: student teacher; professional identity; practicum; story constellations; narrative inquiry; Free Teacher Education; Noyce Scholarship Program

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APA (6th Edition):

Zhu, G. (2018). Narrative Inquiry of Chinese and American Student Teachers’ Professional Identities in Their Teaching Practicums: A Story Constellations Approach. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/173897

Chicago Manual of Style (16th Edition):

Zhu, Gang. “Narrative Inquiry of Chinese and American Student Teachers’ Professional Identities in Their Teaching Practicums: A Story Constellations Approach.” 2018. Doctoral Dissertation, Texas A&M University. Accessed January 19, 2021. http://hdl.handle.net/1969.1/173897.

MLA Handbook (7th Edition):

Zhu, Gang. “Narrative Inquiry of Chinese and American Student Teachers’ Professional Identities in Their Teaching Practicums: A Story Constellations Approach.” 2018. Web. 19 Jan 2021.

Vancouver:

Zhu G. Narrative Inquiry of Chinese and American Student Teachers’ Professional Identities in Their Teaching Practicums: A Story Constellations Approach. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/1969.1/173897.

Council of Science Editors:

Zhu G. Narrative Inquiry of Chinese and American Student Teachers’ Professional Identities in Their Teaching Practicums: A Story Constellations Approach. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/173897


Texas A&M University

19. Arcak, Cory L. Teacher Perceptions of the Implementation of an Arts Program: Rules! Rules! @#$&*#% Rules - When Do We Give Up on a Child in the Foster Care System?.

Degree: PhD, Curriculum and Instruction, 2019, Texas A&M University

 This year long project was designed to provide children in the foster care and juvenile justice systems with a way to express themselves through art… (more)

Subjects/Keywords: foster care; residential treatment center; arts; teacher perceptions; youth voice; community programs

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APA (6th Edition):

Arcak, C. L. (2019). Teacher Perceptions of the Implementation of an Arts Program: Rules! Rules! @#$&*#% Rules - When Do We Give Up on a Child in the Foster Care System?. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/188709

Chicago Manual of Style (16th Edition):

Arcak, Cory L. “Teacher Perceptions of the Implementation of an Arts Program: Rules! Rules! @#$&*#% Rules - When Do We Give Up on a Child in the Foster Care System?.” 2019. Doctoral Dissertation, Texas A&M University. Accessed January 19, 2021. http://hdl.handle.net/1969.1/188709.

MLA Handbook (7th Edition):

Arcak, Cory L. “Teacher Perceptions of the Implementation of an Arts Program: Rules! Rules! @#$&*#% Rules - When Do We Give Up on a Child in the Foster Care System?.” 2019. Web. 19 Jan 2021.

Vancouver:

Arcak CL. Teacher Perceptions of the Implementation of an Arts Program: Rules! Rules! @#$&*#% Rules - When Do We Give Up on a Child in the Foster Care System?. [Internet] [Doctoral dissertation]. Texas A&M University; 2019. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/1969.1/188709.

Council of Science Editors:

Arcak CL. Teacher Perceptions of the Implementation of an Arts Program: Rules! Rules! @#$&*#% Rules - When Do We Give Up on a Child in the Foster Care System?. [Doctoral Dissertation]. Texas A&M University; 2019. Available from: http://hdl.handle.net/1969.1/188709


Texas A&M University

20. Wakefield, Karen June. A Case Study of the Infusion of Bioethics into a Medical School Curriculum.

Degree: PhD, Curriculum and Instruction, 2014, Texas A&M University

 A review of literature found no case studies regarding the inclusion of bioethics in the medical school curriculum were found in the scholarly literature, including… (more)

Subjects/Keywords: ethics; biomedical ethics; medical ethics; humanities in medicine; medical curriculum; interprofessional healthcare

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APA (6th Edition):

Wakefield, K. J. (2014). A Case Study of the Infusion of Bioethics into a Medical School Curriculum. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152792

Chicago Manual of Style (16th Edition):

Wakefield, Karen June. “A Case Study of the Infusion of Bioethics into a Medical School Curriculum.” 2014. Doctoral Dissertation, Texas A&M University. Accessed January 19, 2021. http://hdl.handle.net/1969.1/152792.

MLA Handbook (7th Edition):

Wakefield, Karen June. “A Case Study of the Infusion of Bioethics into a Medical School Curriculum.” 2014. Web. 19 Jan 2021.

Vancouver:

Wakefield KJ. A Case Study of the Infusion of Bioethics into a Medical School Curriculum. [Internet] [Doctoral dissertation]. Texas A&M University; 2014. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/1969.1/152792.

Council of Science Editors:

Wakefield KJ. A Case Study of the Infusion of Bioethics into a Medical School Curriculum. [Doctoral Dissertation]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/152792

21. Tzou, Yeh-Zu. The roles of working memory, language proficiency, and training in simultaneous interpretation performance: evidence from Chinese-English bilinguals.

Degree: PhD, Curriculum and Instruction, 2009, Texas A&M University

 Simultaneous interpretation is a cognitively demanding task involving concurrent listening and speaking in two languages. Successful performance in this task likely relies on a good… (more)

Subjects/Keywords: Working Memory; Simultaneous Interpretation; Interpreting; Bilinguals

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APA (6th Edition):

Tzou, Y. (2009). The roles of working memory, language proficiency, and training in simultaneous interpretation performance: evidence from Chinese-English bilinguals. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2943

Chicago Manual of Style (16th Edition):

Tzou, Yeh-Zu. “The roles of working memory, language proficiency, and training in simultaneous interpretation performance: evidence from Chinese-English bilinguals.” 2009. Doctoral Dissertation, Texas A&M University. Accessed January 19, 2021. http://hdl.handle.net/1969.1/ETD-TAMU-2943.

MLA Handbook (7th Edition):

Tzou, Yeh-Zu. “The roles of working memory, language proficiency, and training in simultaneous interpretation performance: evidence from Chinese-English bilinguals.” 2009. Web. 19 Jan 2021.

Vancouver:

Tzou Y. The roles of working memory, language proficiency, and training in simultaneous interpretation performance: evidence from Chinese-English bilinguals. [Internet] [Doctoral dissertation]. Texas A&M University; 2009. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2943.

Council of Science Editors:

Tzou Y. The roles of working memory, language proficiency, and training in simultaneous interpretation performance: evidence from Chinese-English bilinguals. [Doctoral Dissertation]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2943

22. Berkeley-Jones, Catherine Spotswood. A Study of the Relationship Between Levels of Technology Implementation (LoTi) and Student Performance on Texas Assessment of Knowledge and Skills (TAKS) Scores.

Degree: EdD, Educational Administration, 2012, Texas A&M University

 The purpose of this study was to examine teacher Levels of Technology Implementation (LoTi) self-ratings and student Texas Assessment of Knowledge and Skills (TAKS) scores.… (more)

Subjects/Keywords: Key Phrase One; Key Phrase Two technology integration; student achievement; TAKS; LoTi

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APA (6th Edition):

Berkeley-Jones, C. S. (2012). A Study of the Relationship Between Levels of Technology Implementation (LoTi) and Student Performance on Texas Assessment of Knowledge and Skills (TAKS) Scores. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11626

Chicago Manual of Style (16th Edition):

Berkeley-Jones, Catherine Spotswood. “A Study of the Relationship Between Levels of Technology Implementation (LoTi) and Student Performance on Texas Assessment of Knowledge and Skills (TAKS) Scores.” 2012. Doctoral Dissertation, Texas A&M University. Accessed January 19, 2021. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11626.

MLA Handbook (7th Edition):

Berkeley-Jones, Catherine Spotswood. “A Study of the Relationship Between Levels of Technology Implementation (LoTi) and Student Performance on Texas Assessment of Knowledge and Skills (TAKS) Scores.” 2012. Web. 19 Jan 2021.

Vancouver:

Berkeley-Jones CS. A Study of the Relationship Between Levels of Technology Implementation (LoTi) and Student Performance on Texas Assessment of Knowledge and Skills (TAKS) Scores. [Internet] [Doctoral dissertation]. Texas A&M University; 2012. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11626.

Council of Science Editors:

Berkeley-Jones CS. A Study of the Relationship Between Levels of Technology Implementation (LoTi) and Student Performance on Texas Assessment of Knowledge and Skills (TAKS) Scores. [Doctoral Dissertation]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11626

23. Clark, Robert M. A Historical View of the Magnolia Independent School District, Magnolia, Texas, 1900-2009.

Degree: PhD, Curriculum and Instruction, 2010, Texas A&M University

 For individuals and organizations, the events of the past shape and affect the decisions made in the present, to the benefit or detriment of the… (more)

Subjects/Keywords: Educational History; Magnolia Independent School District; Curriculum and Instruction

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APA (6th Edition):

Clark, R. M. (2010). A Historical View of the Magnolia Independent School District, Magnolia, Texas, 1900-2009. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8221

Chicago Manual of Style (16th Edition):

Clark, Robert M. “A Historical View of the Magnolia Independent School District, Magnolia, Texas, 1900-2009.” 2010. Doctoral Dissertation, Texas A&M University. Accessed January 19, 2021. http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8221.

MLA Handbook (7th Edition):

Clark, Robert M. “A Historical View of the Magnolia Independent School District, Magnolia, Texas, 1900-2009.” 2010. Web. 19 Jan 2021.

Vancouver:

Clark RM. A Historical View of the Magnolia Independent School District, Magnolia, Texas, 1900-2009. [Internet] [Doctoral dissertation]. Texas A&M University; 2010. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8221.

Council of Science Editors:

Clark RM. A Historical View of the Magnolia Independent School District, Magnolia, Texas, 1900-2009. [Doctoral Dissertation]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8221

24. Robinson, Joe E. Continuous Improvement in the Leander ISD: A Quantitative and Qualitative Assessment of Culture and Core Values.

Degree: PhD, Educational Administration, 2011, Texas A&M University

 Many of today’s schools are caught at the center of a perfect storm fueled by the pressures from a more demanding public, increased governmental accountability,… (more)

Subjects/Keywords: Educational Culture and Core Values; Education and Quality Management; Educational Culture and Quality; Quality Management in Education

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APA (6th Edition):

Robinson, J. E. (2011). Continuous Improvement in the Leander ISD: A Quantitative and Qualitative Assessment of Culture and Core Values. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8209

Chicago Manual of Style (16th Edition):

Robinson, Joe E. “Continuous Improvement in the Leander ISD: A Quantitative and Qualitative Assessment of Culture and Core Values.” 2011. Doctoral Dissertation, Texas A&M University. Accessed January 19, 2021. http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8209.

MLA Handbook (7th Edition):

Robinson, Joe E. “Continuous Improvement in the Leander ISD: A Quantitative and Qualitative Assessment of Culture and Core Values.” 2011. Web. 19 Jan 2021.

Vancouver:

Robinson JE. Continuous Improvement in the Leander ISD: A Quantitative and Qualitative Assessment of Culture and Core Values. [Internet] [Doctoral dissertation]. Texas A&M University; 2011. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8209.

Council of Science Editors:

Robinson JE. Continuous Improvement in the Leander ISD: A Quantitative and Qualitative Assessment of Culture and Core Values. [Doctoral Dissertation]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8209

25. Cox, Murray William. The Effects of Behaviorist and Constructivist Instruction on Student Performance in College-level Remedial Mathematics.

Degree: EdD, Curriculum and Instruction, 2011, Texas A&M University

 The number of American students with insufficient post-secondary mathematical abilities is increasing and the related rate of student attrition increases alongside the upsurge in college… (more)

Subjects/Keywords: Mathematics; remedial; developmental; college-level; assessment; behaviorist; constructivist; behavioral; direct-instruction; personalized-instruction; self-efficacy; motivation

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APA (6th Edition):

Cox, M. W. (2011). The Effects of Behaviorist and Constructivist Instruction on Student Performance in College-level Remedial Mathematics. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9920

Chicago Manual of Style (16th Edition):

Cox, Murray William. “The Effects of Behaviorist and Constructivist Instruction on Student Performance in College-level Remedial Mathematics.” 2011. Doctoral Dissertation, Texas A&M University. Accessed January 19, 2021. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9920.

MLA Handbook (7th Edition):

Cox, Murray William. “The Effects of Behaviorist and Constructivist Instruction on Student Performance in College-level Remedial Mathematics.” 2011. Web. 19 Jan 2021.

Vancouver:

Cox MW. The Effects of Behaviorist and Constructivist Instruction on Student Performance in College-level Remedial Mathematics. [Internet] [Doctoral dissertation]. Texas A&M University; 2011. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9920.

Council of Science Editors:

Cox MW. The Effects of Behaviorist and Constructivist Instruction on Student Performance in College-level Remedial Mathematics. [Doctoral Dissertation]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9920

26. Muldowney, Hanna Maria. The Operation of Cooperative Education for Homeschooled Children: The Quality Homeschool Cooperative as a Case Study.

Degree: PhD, Curriculum and Instruction, 2011, Texas A&M University

 Homeschooling is a growing trend in America. Studies on homeschooling in the past three decades have focused on the reasons why parents choose to homeschool,… (more)

Subjects/Keywords: Homeschooling; Homeschool cooperative; Homeschool co-op

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APA (6th Edition):

Muldowney, H. M. (2011). The Operation of Cooperative Education for Homeschooled Children: The Quality Homeschool Cooperative as a Case Study. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9997

Chicago Manual of Style (16th Edition):

Muldowney, Hanna Maria. “The Operation of Cooperative Education for Homeschooled Children: The Quality Homeschool Cooperative as a Case Study.” 2011. Doctoral Dissertation, Texas A&M University. Accessed January 19, 2021. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9997.

MLA Handbook (7th Edition):

Muldowney, Hanna Maria. “The Operation of Cooperative Education for Homeschooled Children: The Quality Homeschool Cooperative as a Case Study.” 2011. Web. 19 Jan 2021.

Vancouver:

Muldowney HM. The Operation of Cooperative Education for Homeschooled Children: The Quality Homeschool Cooperative as a Case Study. [Internet] [Doctoral dissertation]. Texas A&M University; 2011. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9997.

Council of Science Editors:

Muldowney HM. The Operation of Cooperative Education for Homeschooled Children: The Quality Homeschool Cooperative as a Case Study. [Doctoral Dissertation]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9997

27. Metty, Jane Maureen. The Effects of a Standards-Based Curriculum on Science Teachers' Instructional Decisions.

Degree: PhD, Curriculum and Instruction, 2011, Texas A&M University

 Teachers are an essential link between the curriculum and student achievement. Teachers make instructional decisions that (1) determine the success or failure of a curricular… (more)

Subjects/Keywords: Science Education; education; curriculum; standards-based curriculum; teacher practice; teacher instructional practice; science teacher decision-making; CSCOPE; science teacher instructional practices; teacher use of standards-based curriculum; science curriculum; administrative practice; district adopted curriculum

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APA (6th Edition):

Metty, J. M. (2011). The Effects of a Standards-Based Curriculum on Science Teachers' Instructional Decisions. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8442

Chicago Manual of Style (16th Edition):

Metty, Jane Maureen. “The Effects of a Standards-Based Curriculum on Science Teachers' Instructional Decisions.” 2011. Doctoral Dissertation, Texas A&M University. Accessed January 19, 2021. http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8442.

MLA Handbook (7th Edition):

Metty, Jane Maureen. “The Effects of a Standards-Based Curriculum on Science Teachers' Instructional Decisions.” 2011. Web. 19 Jan 2021.

Vancouver:

Metty JM. The Effects of a Standards-Based Curriculum on Science Teachers' Instructional Decisions. [Internet] [Doctoral dissertation]. Texas A&M University; 2011. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8442.

Council of Science Editors:

Metty JM. The Effects of a Standards-Based Curriculum on Science Teachers' Instructional Decisions. [Doctoral Dissertation]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8442

28. Huang, Shu-Fen. Effects of Tasks and Glosses on L2 Incidental Vocabulary Learning: Meta-analyses.

Degree: PhD, Curriculum and Instruction, 2012, Texas A&M University

 This study investigated the effects of output stimulus tasks and glosses on L2 incidental vocabulary learning. Two meta-analytic studies were conducted. The first was intended… (more)

Subjects/Keywords: Involvement load; glosses; vocabulary learning; meta-analysis

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APA (6th Edition):

Huang, S. (2012). Effects of Tasks and Glosses on L2 Incidental Vocabulary Learning: Meta-analyses. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8268

Chicago Manual of Style (16th Edition):

Huang, Shu-Fen. “Effects of Tasks and Glosses on L2 Incidental Vocabulary Learning: Meta-analyses.” 2012. Doctoral Dissertation, Texas A&M University. Accessed January 19, 2021. http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8268.

MLA Handbook (7th Edition):

Huang, Shu-Fen. “Effects of Tasks and Glosses on L2 Incidental Vocabulary Learning: Meta-analyses.” 2012. Web. 19 Jan 2021.

Vancouver:

Huang S. Effects of Tasks and Glosses on L2 Incidental Vocabulary Learning: Meta-analyses. [Internet] [Doctoral dissertation]. Texas A&M University; 2012. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8268.

Council of Science Editors:

Huang S. Effects of Tasks and Glosses on L2 Incidental Vocabulary Learning: Meta-analyses. [Doctoral Dissertation]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8268

29. Musa, Ahlam. An Analysis of Performance of ESL Students on Various Social Studies Objectives and Test Items on the Texas Assessment of Knowledge and Skills (TAKS) Test.

Degree: PhD, Curriculum and Instruction, 2013, Texas A&M University

 The content area of social studies has not been given as much attention as its counterparts despite its inclusion in the state wide TAKS exam… (more)

Subjects/Keywords: Social Studies; TAKS; ESL; ELL; Secondary Education; Excerpt

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APA (6th Edition):

Musa, A. (2013). An Analysis of Performance of ESL Students on Various Social Studies Objectives and Test Items on the Texas Assessment of Knowledge and Skills (TAKS) Test. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149389

Chicago Manual of Style (16th Edition):

Musa, Ahlam. “An Analysis of Performance of ESL Students on Various Social Studies Objectives and Test Items on the Texas Assessment of Knowledge and Skills (TAKS) Test.” 2013. Doctoral Dissertation, Texas A&M University. Accessed January 19, 2021. http://hdl.handle.net/1969.1/149389.

MLA Handbook (7th Edition):

Musa, Ahlam. “An Analysis of Performance of ESL Students on Various Social Studies Objectives and Test Items on the Texas Assessment of Knowledge and Skills (TAKS) Test.” 2013. Web. 19 Jan 2021.

Vancouver:

Musa A. An Analysis of Performance of ESL Students on Various Social Studies Objectives and Test Items on the Texas Assessment of Knowledge and Skills (TAKS) Test. [Internet] [Doctoral dissertation]. Texas A&M University; 2013. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/1969.1/149389.

Council of Science Editors:

Musa A. An Analysis of Performance of ESL Students on Various Social Studies Objectives and Test Items on the Texas Assessment of Knowledge and Skills (TAKS) Test. [Doctoral Dissertation]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149389

30. Howell, Leanne. Computer-Assisted Instruction in an Urban School Setting: Fifth-Grade Teachers’ Perceptions and Students' Attitudes Toward Science.

Degree: EdD, Curriculum and Instruction, 2012, Texas A&M University

 The purpose of this dissertation study was to investigate a specific computer-assisted instructional software, Study Hall 101, in fifth-grade science. The study was conducted on… (more)

Subjects/Keywords: computer-assisted instruction; students' attitude toward science

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APA (6th Edition):

Howell, L. (2012). Computer-Assisted Instruction in an Urban School Setting: Fifth-Grade Teachers’ Perceptions and Students' Attitudes Toward Science. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8822

Chicago Manual of Style (16th Edition):

Howell, Leanne. “Computer-Assisted Instruction in an Urban School Setting: Fifth-Grade Teachers’ Perceptions and Students' Attitudes Toward Science.” 2012. Doctoral Dissertation, Texas A&M University. Accessed January 19, 2021. http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8822.

MLA Handbook (7th Edition):

Howell, Leanne. “Computer-Assisted Instruction in an Urban School Setting: Fifth-Grade Teachers’ Perceptions and Students' Attitudes Toward Science.” 2012. Web. 19 Jan 2021.

Vancouver:

Howell L. Computer-Assisted Instruction in an Urban School Setting: Fifth-Grade Teachers’ Perceptions and Students' Attitudes Toward Science. [Internet] [Doctoral dissertation]. Texas A&M University; 2012. [cited 2021 Jan 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8822.

Council of Science Editors:

Howell L. Computer-Assisted Instruction in an Urban School Setting: Fifth-Grade Teachers’ Perceptions and Students' Attitudes Toward Science. [Doctoral Dissertation]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8822

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