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You searched for +publisher:"Texas A&M University" +contributor:("Capraro, Mary M"). Showing records 1 – 30 of 32 total matches.

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Texas A&M University

1. Gallegos, Cristal I. An Investigation of Stress Experienced by the Novice Teacher.

Degree: 2015, Texas A&M University

 The research conducted during this study consisted of examining the stressors experienced by the novice-teacher. The purpose for conducting this study was to examine the… (more)

Subjects/Keywords: Stress; First-year teacher; stressors; novice teacher; high-stakes testing; autoethnography

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APA (6th Edition):

Gallegos, C. I. (2015). An Investigation of Stress Experienced by the Novice Teacher. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/161247

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):

Gallegos, Cristal I. “An Investigation of Stress Experienced by the Novice Teacher.” 2015. Thesis, Texas A&M University. Accessed March 23, 2019. http://hdl.handle.net/1969.1/161247.

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

MLA Handbook (7th Edition):

Gallegos, Cristal I. “An Investigation of Stress Experienced by the Novice Teacher.” 2015. Web. 23 Mar 2019.

Vancouver:

Gallegos CI. An Investigation of Stress Experienced by the Novice Teacher. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/1969.1/161247.

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

Council of Science Editors:

Gallegos CI. An Investigation of Stress Experienced by the Novice Teacher. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/161247

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


Texas A&M University

2. Reeves, Laura Elizabeth. Opportunities for Creativity at a STEM Summer Camp: Articles on Participants' Experiences.

Degree: 2017, Texas A&M University

 In the two present studies that comprise this thesis, the researcher observes participants between ages 12-17 in two STEM (Science, Technology, Engineering, and Mathematics) summer… (more)

Subjects/Keywords: STEAM; creativity

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APA (6th Edition):

Reeves, L. E. (2017). Opportunities for Creativity at a STEM Summer Camp: Articles on Participants' Experiences. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/161287

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):

Reeves, Laura Elizabeth. “Opportunities for Creativity at a STEM Summer Camp: Articles on Participants' Experiences.” 2017. Thesis, Texas A&M University. Accessed March 23, 2019. http://hdl.handle.net/1969.1/161287.

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

MLA Handbook (7th Edition):

Reeves, Laura Elizabeth. “Opportunities for Creativity at a STEM Summer Camp: Articles on Participants' Experiences.” 2017. Web. 23 Mar 2019.

Vancouver:

Reeves LE. Opportunities for Creativity at a STEM Summer Camp: Articles on Participants' Experiences. [Internet] [Thesis]. Texas A&M University; 2017. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/1969.1/161287.

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

Council of Science Editors:

Reeves LE. Opportunities for Creativity at a STEM Summer Camp: Articles on Participants' Experiences. [Thesis]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/161287

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


Texas A&M University

3. An, Song. The Effects of Music-Mathematics Integrated Curriculum and Instruction on Elementary Students? Mathematics Achievement and Dispositions.

Degree: 2012, Texas A&M University

 The purpose of the current research was to examine the effects of a sequence of classroom activities that integrated mathematics content with music elements aimed… (more)

Subjects/Keywords: Math Education; Integrated Curriculum; Math Achievement; Math Dispositions

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APA (6th Edition):

An, S. (2012). The Effects of Music-Mathematics Integrated Curriculum and Instruction on Elementary Students? Mathematics Achievement and Dispositions. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10929

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):

An, Song. “The Effects of Music-Mathematics Integrated Curriculum and Instruction on Elementary Students? Mathematics Achievement and Dispositions.” 2012. Thesis, Texas A&M University. Accessed March 23, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10929.

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

MLA Handbook (7th Edition):

An, Song. “The Effects of Music-Mathematics Integrated Curriculum and Instruction on Elementary Students? Mathematics Achievement and Dispositions.” 2012. Web. 23 Mar 2019.

Vancouver:

An S. The Effects of Music-Mathematics Integrated Curriculum and Instruction on Elementary Students? Mathematics Achievement and Dispositions. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10929.

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

Council of Science Editors:

An S. The Effects of Music-Mathematics Integrated Curriculum and Instruction on Elementary Students? Mathematics Achievement and Dispositions. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10929

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


Texas A&M University

4. Lee, Jin Hee. Mathematics Classroom Activities of Selected East Asian and Non-Asian Countries From the Views of Teachers and Students.

Degree: 2012, Texas A&M University

 East Asian countries have achieved high levels of mathematics competency. This study investigated classroom activities of East Asian countries based on the idea that different… (more)

Subjects/Keywords: classroom activities; mathematics education; discrepancy of perceptions between teachers and students; TIMSS

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APA (6th Edition):

Lee, J. H. (2012). Mathematics Classroom Activities of Selected East Asian and Non-Asian Countries From the Views of Teachers and Students. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11467

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):

Lee, Jin Hee. “Mathematics Classroom Activities of Selected East Asian and Non-Asian Countries From the Views of Teachers and Students.” 2012. Thesis, Texas A&M University. Accessed March 23, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11467.

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

MLA Handbook (7th Edition):

Lee, Jin Hee. “Mathematics Classroom Activities of Selected East Asian and Non-Asian Countries From the Views of Teachers and Students.” 2012. Web. 23 Mar 2019.

Vancouver:

Lee JH. Mathematics Classroom Activities of Selected East Asian and Non-Asian Countries From the Views of Teachers and Students. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11467.

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

Council of Science Editors:

Lee JH. Mathematics Classroom Activities of Selected East Asian and Non-Asian Countries From the Views of Teachers and Students. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11467

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


Texas A&M University

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

Degree: 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. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152813

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):

Dimatteo, Kristen. “The Effects of a Mentoring Program on Teacher Retention Rates at Tashkent International School.” 2014. Thesis, Texas A&M University. Accessed March 23, 2019. http://hdl.handle.net/1969.1/152813.

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

MLA Handbook (7th Edition):

Dimatteo, Kristen. “The Effects of a Mentoring Program on Teacher Retention Rates at Tashkent International School.” 2014. Web. 23 Mar 2019.

Vancouver:

Dimatteo K. The Effects of a Mentoring Program on Teacher Retention Rates at Tashkent International School. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/1969.1/152813.

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

Council of Science Editors:

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

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


Texas A&M University

6. Carranza, Antonio Guadalupe. Examining the Success of Students in Developmental Mathematic Courses in a Mostly Hispanic Border Town Community College.

Degree: 2015, Texas A&M University

 A random sample of 200 Hispanic/Latino students from a predominately Hispanic/Latino South Texas community college was used to determine if the implementation of MyMathLab had… (more)

Subjects/Keywords: MyMathLab

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APA (6th Edition):

Carranza, A. G. (2015). Examining the Success of Students in Developmental Mathematic Courses in a Mostly Hispanic Border Town Community College. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155217

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):

Carranza, Antonio Guadalupe. “Examining the Success of Students in Developmental Mathematic Courses in a Mostly Hispanic Border Town Community College.” 2015. Thesis, Texas A&M University. Accessed March 23, 2019. http://hdl.handle.net/1969.1/155217.

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

MLA Handbook (7th Edition):

Carranza, Antonio Guadalupe. “Examining the Success of Students in Developmental Mathematic Courses in a Mostly Hispanic Border Town Community College.” 2015. Web. 23 Mar 2019.

Vancouver:

Carranza AG. Examining the Success of Students in Developmental Mathematic Courses in a Mostly Hispanic Border Town Community College. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/1969.1/155217.

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

Council of Science Editors:

Carranza AG. Examining the Success of Students in Developmental Mathematic Courses in a Mostly Hispanic Border Town Community College. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155217

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


Texas A&M University

7. Hurst, Michelle Andrea. Mid-career Teachers' Motivation to Teaching and Their Growth in Their Profession.

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

 Similar to most careers, a teacher follows a career cycle: struggling in the beginning, as an expert in mid-career, and finally reaching end career. The… (more)

Subjects/Keywords: mid-career teacher; teacher motivation; teacher growth

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APA (6th Edition):

Hurst, M. A. (2018). Mid-career Teachers' Motivation to Teaching and Their Growth in Their Profession. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/174354

Chicago Manual of Style (16th Edition):

Hurst, Michelle Andrea. “Mid-career Teachers' Motivation to Teaching and Their Growth in Their Profession.” 2018. Doctoral Dissertation, Texas A&M University. Accessed March 23, 2019. http://hdl.handle.net/1969.1/174354.

MLA Handbook (7th Edition):

Hurst, Michelle Andrea. “Mid-career Teachers' Motivation to Teaching and Their Growth in Their Profession.” 2018. Web. 23 Mar 2019.

Vancouver:

Hurst MA. Mid-career Teachers' Motivation to Teaching and Their Growth in Their Profession. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/1969.1/174354.

Council of Science Editors:

Hurst MA. Mid-career Teachers' Motivation to Teaching and Their Growth in Their Profession. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/174354


Texas A&M University

8. Bicer, Ali. Mathematics Achievement in the Secondary High School Context of STEM and non-STEM Schools.

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

 The primary purpose of the research conducted during this dissertation study is to explore how students who attended ISHSs performed on the mathematics high-stakes state… (more)

Subjects/Keywords: STEM schools; T-STEM academies; Mathematics Achivement

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APA (6th Edition):

Bicer, A. (2016). Mathematics Achievement in the Secondary High School Context of STEM and non-STEM Schools. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/157850

Chicago Manual of Style (16th Edition):

Bicer, Ali. “Mathematics Achievement in the Secondary High School Context of STEM and non-STEM Schools.” 2016. Doctoral Dissertation, Texas A&M University. Accessed March 23, 2019. http://hdl.handle.net/1969.1/157850.

MLA Handbook (7th Edition):

Bicer, Ali. “Mathematics Achievement in the Secondary High School Context of STEM and non-STEM Schools.” 2016. Web. 23 Mar 2019.

Vancouver:

Bicer A. Mathematics Achievement in the Secondary High School Context of STEM and non-STEM Schools. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/1969.1/157850.

Council of Science Editors:

Bicer A. Mathematics Achievement in the Secondary High School Context of STEM and non-STEM Schools. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/157850


Texas A&M University

9. Navruz, Bilgin. The Behaviors of Robust Weighted Least Squares Estimation Techniques for Categorical/Ordinal Data in Multilevel CFA Models.

Degree: PhD, Educational Psychology, 2016, Texas A&M University

 This present Monte Carlo study was conducted to investigate the behaviors of weighted least square mean (WLSM) and weighted least square mean and variance (WLSMV)… (more)

Subjects/Keywords: Multilevel CFA; Categorical/Ordinal Data; WLSM; WLSMV

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APA (6th Edition):

Navruz, B. (2016). The Behaviors of Robust Weighted Least Squares Estimation Techniques for Categorical/Ordinal Data in Multilevel CFA Models. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/157931

Chicago Manual of Style (16th Edition):

Navruz, Bilgin. “The Behaviors of Robust Weighted Least Squares Estimation Techniques for Categorical/Ordinal Data in Multilevel CFA Models.” 2016. Doctoral Dissertation, Texas A&M University. Accessed March 23, 2019. http://hdl.handle.net/1969.1/157931.

MLA Handbook (7th Edition):

Navruz, Bilgin. “The Behaviors of Robust Weighted Least Squares Estimation Techniques for Categorical/Ordinal Data in Multilevel CFA Models.” 2016. Web. 23 Mar 2019.

Vancouver:

Navruz B. The Behaviors of Robust Weighted Least Squares Estimation Techniques for Categorical/Ordinal Data in Multilevel CFA Models. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/1969.1/157931.

Council of Science Editors:

Navruz B. The Behaviors of Robust Weighted Least Squares Estimation Techniques for Categorical/Ordinal Data in Multilevel CFA Models. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/157931


Texas A&M University

10. Cavlazoglu, Baki. Becoming STEM Teachers: Examining Changes in Science Teachers? Conceptual Understanding about Earthquake Engineering.

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

 This multi-paper dissertation reports results from three related research studies centered on the development and use of an authentic measure, concept mapping, to assess changes… (more)

Subjects/Keywords: Earthquake engineering education; STEM education; STEM teachers; Science teachers; Engineering education; Delphi study; Engineering knowledge base; Key concept list; Meaningful conceptual learning; Engineering-oriented teacher professional development; STEM teacher workshop; Effective workshop; Conceptual understanding; Group concept mapping; Concept maps; Strand map; Argumentation discourse in engineering

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APA (6th Edition):

Cavlazoglu, B. (2016). Becoming STEM Teachers: Examining Changes in Science Teachers? Conceptual Understanding about Earthquake Engineering. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156882

Chicago Manual of Style (16th Edition):

Cavlazoglu, Baki. “Becoming STEM Teachers: Examining Changes in Science Teachers? Conceptual Understanding about Earthquake Engineering.” 2016. Doctoral Dissertation, Texas A&M University. Accessed March 23, 2019. http://hdl.handle.net/1969.1/156882.

MLA Handbook (7th Edition):

Cavlazoglu, Baki. “Becoming STEM Teachers: Examining Changes in Science Teachers? Conceptual Understanding about Earthquake Engineering.” 2016. Web. 23 Mar 2019.

Vancouver:

Cavlazoglu B. Becoming STEM Teachers: Examining Changes in Science Teachers? Conceptual Understanding about Earthquake Engineering. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/1969.1/156882.

Council of Science Editors:

Cavlazoglu B. Becoming STEM Teachers: Examining Changes in Science Teachers? Conceptual Understanding about Earthquake Engineering. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/156882


Texas A&M University

11. McKissick, Steven Kyle. Implementation and Effectiveness of SuccessMaker Mathematics for Middle School Students with Disabilities.

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

 Students with disabilities often display patterns of mathematics achievement significantly below grade level, and interventions are needed to address this gap. SuccessMaker Mathematics is an… (more)

Subjects/Keywords: mathematics; instructional technology; disability; SuccessMaker

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APA (6th Edition):

McKissick, S. K. (2016). Implementation and Effectiveness of SuccessMaker Mathematics for Middle School Students with Disabilities. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156917

Chicago Manual of Style (16th Edition):

McKissick, Steven Kyle. “Implementation and Effectiveness of SuccessMaker Mathematics for Middle School Students with Disabilities.” 2016. Doctoral Dissertation, Texas A&M University. Accessed March 23, 2019. http://hdl.handle.net/1969.1/156917.

MLA Handbook (7th Edition):

McKissick, Steven Kyle. “Implementation and Effectiveness of SuccessMaker Mathematics for Middle School Students with Disabilities.” 2016. Web. 23 Mar 2019.

Vancouver:

McKissick SK. Implementation and Effectiveness of SuccessMaker Mathematics for Middle School Students with Disabilities. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/1969.1/156917.

Council of Science Editors:

McKissick SK. Implementation and Effectiveness of SuccessMaker Mathematics for Middle School Students with Disabilities. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/156917


Texas A&M University

12. Muzheve, Michael Tapfuma. Converting among fractions, decimals, and percents: an exploration of representational usage by middle school teachers.

Degree: 2009, Texas A&M University

 Using both quantitative and qualitative data collection and analyses techniques, this study examined representations used by sixteen (n = 16) teachers while teaching the concepts… (more)

Subjects/Keywords: representations; middle school

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APA (6th Edition):

Muzheve, M. T. (2009). Converting among fractions, decimals, and percents: an exploration of representational usage by middle school teachers. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2941

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):

Muzheve, Michael Tapfuma. “Converting among fractions, decimals, and percents: an exploration of representational usage by middle school teachers.” 2009. Thesis, Texas A&M University. Accessed March 23, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2941.

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

MLA Handbook (7th Edition):

Muzheve, Michael Tapfuma. “Converting among fractions, decimals, and percents: an exploration of representational usage by middle school teachers.” 2009. Web. 23 Mar 2019.

Vancouver:

Muzheve MT. Converting among fractions, decimals, and percents: an exploration of representational usage by middle school teachers. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2941.

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

Council of Science Editors:

Muzheve MT. Converting among fractions, decimals, and percents: an exploration of representational usage by middle school teachers. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2941

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


Texas A&M University

13. Ross, Amanda Ann. The effects of constructivist teaching approaches on middle school students' algebraic understanding.

Degree: 2009, Texas A&M University

 The goal in mathematics has shifted towards an emphasis on both procedural knowledge and conceptual understanding. The importance of gaining procedural knowledge and conceptual understanding… (more)

Subjects/Keywords: Procedural knowledge; Conceptual understanding; Representation; Constructivist teaching approaches; Engagement

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APA (6th Edition):

Ross, A. A. (2009). The effects of constructivist teaching approaches on middle school students' algebraic understanding. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1777

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):

Ross, Amanda Ann. “The effects of constructivist teaching approaches on middle school students' algebraic understanding.” 2009. Thesis, Texas A&M University. Accessed March 23, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1777.

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

MLA Handbook (7th Edition):

Ross, Amanda Ann. “The effects of constructivist teaching approaches on middle school students' algebraic understanding.” 2009. Web. 23 Mar 2019.

Vancouver:

Ross AA. The effects of constructivist teaching approaches on middle school students' algebraic understanding. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1777.

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

Council of Science Editors:

Ross AA. The effects of constructivist teaching approaches on middle school students' algebraic understanding. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1777

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


Texas A&M University

14. Brown, Nikeitha. Investigating Place-based Pedagogy Utilizations In Curricular Practices.

Degree: 2012, Texas A&M University

 Outlets for students to develop mathematical ideas and skills to solve real-life problems and applicable situations have been neglected in secondary classrooms (Gainsburg, 2008). Designing… (more)

Subjects/Keywords: Placed-based; Meta-analysis; High school math; Teacher conceptions; Math Utility; Real-World Math

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APA (6th Edition):

Brown, N. (2012). Investigating Place-based Pedagogy Utilizations In Curricular Practices. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10591

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):

Brown, Nikeitha. “Investigating Place-based Pedagogy Utilizations In Curricular Practices.” 2012. Thesis, Texas A&M University. Accessed March 23, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10591.

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

MLA Handbook (7th Edition):

Brown, Nikeitha. “Investigating Place-based Pedagogy Utilizations In Curricular Practices.” 2012. Web. 23 Mar 2019.

Vancouver:

Brown N. Investigating Place-based Pedagogy Utilizations In Curricular Practices. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10591.

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

Council of Science Editors:

Brown N. Investigating Place-based Pedagogy Utilizations In Curricular Practices. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10591

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


Texas A&M University

15. Nite, Sandra. Bridging Secondary Mathematics to Post-Secondary Calculus: A Summer Bridge Program.

Degree: 2012, Texas A&M University

 The purpose of this study was to determine the effectiveness of early diagnosis and a summer program to strengthen precalculus skills before students enrolled in… (more)

Subjects/Keywords: summer bridge; calculus; precalculus

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APA (6th Edition):

Nite, S. (2012). Bridging Secondary Mathematics to Post-Secondary Calculus: A Summer Bridge Program. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11806

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):

Nite, Sandra. “Bridging Secondary Mathematics to Post-Secondary Calculus: A Summer Bridge Program.” 2012. Thesis, Texas A&M University. Accessed March 23, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11806.

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

MLA Handbook (7th Edition):

Nite, Sandra. “Bridging Secondary Mathematics to Post-Secondary Calculus: A Summer Bridge Program.” 2012. Web. 23 Mar 2019.

Vancouver:

Nite S. Bridging Secondary Mathematics to Post-Secondary Calculus: A Summer Bridge Program. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11806.

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

Council of Science Editors:

Nite S. Bridging Secondary Mathematics to Post-Secondary Calculus: A Summer Bridge Program. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11806

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


Texas A&M University

16. Romero, Christopher 1978-. They Must Be Mediocre: Representations, Cognitive Complexity, and Problem Solving in Secondary Calculus Textbooks.

Degree: 2012, Texas A&M University

 A small group of profit seeking publishers dominates the American textbook market and guides the learning of the majority of our nation?s calculus students. The… (more)

Subjects/Keywords: Secondary Mathematics; Cognitive Complexity; Representation; Problem Solving; Mean Value Theorem; Calculus

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APA (6th Edition):

Romero, C. 1. (2012). They Must Be Mediocre: Representations, Cognitive Complexity, and Problem Solving in Secondary Calculus Textbooks. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/148224

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):

Romero, Christopher 1978-. “They Must Be Mediocre: Representations, Cognitive Complexity, and Problem Solving in Secondary Calculus Textbooks.” 2012. Thesis, Texas A&M University. Accessed March 23, 2019. http://hdl.handle.net/1969.1/148224.

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

MLA Handbook (7th Edition):

Romero, Christopher 1978-. “They Must Be Mediocre: Representations, Cognitive Complexity, and Problem Solving in Secondary Calculus Textbooks.” 2012. Web. 23 Mar 2019.

Vancouver:

Romero C1. They Must Be Mediocre: Representations, Cognitive Complexity, and Problem Solving in Secondary Calculus Textbooks. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/1969.1/148224.

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

Council of Science Editors:

Romero C1. They Must Be Mediocre: Representations, Cognitive Complexity, and Problem Solving in Secondary Calculus Textbooks. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/148224

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


Texas A&M University

17. Han, Sun Young. The Impact of STEM PBL Teacher Professional Development on Student Mathematics Achievement in High Schools.

Degree: 2013, Texas A&M University

 This dissertation consists of three articles that explore the effect of professional development (PD) on teachers? understanding and implementation of Science, Technology, Engineering, and Mathematics… (more)

Subjects/Keywords: STEM education; project based learning; teacher eduction; student achievement

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APA (6th Edition):

Han, S. Y. (2013). The Impact of STEM PBL Teacher Professional Development on Student Mathematics Achievement in High Schools. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151040

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):

Han, Sun Young. “The Impact of STEM PBL Teacher Professional Development on Student Mathematics Achievement in High Schools.” 2013. Thesis, Texas A&M University. Accessed March 23, 2019. http://hdl.handle.net/1969.1/151040.

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

MLA Handbook (7th Edition):

Han, Sun Young. “The Impact of STEM PBL Teacher Professional Development on Student Mathematics Achievement in High Schools.” 2013. Web. 23 Mar 2019.

Vancouver:

Han SY. The Impact of STEM PBL Teacher Professional Development on Student Mathematics Achievement in High Schools. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/1969.1/151040.

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

Council of Science Editors:

Han SY. The Impact of STEM PBL Teacher Professional Development on Student Mathematics Achievement in High Schools. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151040

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


Texas A&M University

18. Hubert, Tarcia Lasha. Empowering and Facilitating Student Learning: An Investigation of Culturally Relevant Pedagogy for High-school Mathematics Instruction.

Degree: 2013, Texas A&M University

 Implementing culturally relevant pedagogy (CRP) in a mathematics classroom is often recommended by researchers as a strategy for improving mathematical achievement among underrepresented students. This… (more)

Subjects/Keywords: culturally relevant; mathematics; intervention; underrepresented students

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

APA (6th Edition):

Hubert, T. L. (2013). Empowering and Facilitating Student Learning: An Investigation of Culturally Relevant Pedagogy for High-school Mathematics Instruction. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151748

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):

Hubert, Tarcia Lasha. “Empowering and Facilitating Student Learning: An Investigation of Culturally Relevant Pedagogy for High-school Mathematics Instruction.” 2013. Thesis, Texas A&M University. Accessed March 23, 2019. http://hdl.handle.net/1969.1/151748.

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

MLA Handbook (7th Edition):

Hubert, Tarcia Lasha. “Empowering and Facilitating Student Learning: An Investigation of Culturally Relevant Pedagogy for High-school Mathematics Instruction.” 2013. Web. 23 Mar 2019.

Vancouver:

Hubert TL. Empowering and Facilitating Student Learning: An Investigation of Culturally Relevant Pedagogy for High-school Mathematics Instruction. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/1969.1/151748.

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

Council of Science Editors:

Hubert TL. Empowering and Facilitating Student Learning: An Investigation of Culturally Relevant Pedagogy for High-school Mathematics Instruction. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151748

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


Texas A&M University

19. Barlow, Kevin Lynn. A Comparison of Value-Added Accountability Systems with Accountability Systems that Use the Success of Economically Disadvantaged Students as a Key Accountability Indicator.

Degree: 2014, Texas A&M University

 An effective and acceptable accountability system for education continues to puzzle educators and researchers. The focus of the present study was on two high profile… (more)

Subjects/Keywords: Value-Added Models; Status-Based Models; School Accountability; Socio-Economic Status; Economically Disadvantaged

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APA (6th Edition):

Barlow, K. L. (2014). A Comparison of Value-Added Accountability Systems with Accountability Systems that Use the Success of Economically Disadvantaged Students as a Key Accountability Indicator. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153996

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):

Barlow, Kevin Lynn. “A Comparison of Value-Added Accountability Systems with Accountability Systems that Use the Success of Economically Disadvantaged Students as a Key Accountability Indicator.” 2014. Thesis, Texas A&M University. Accessed March 23, 2019. http://hdl.handle.net/1969.1/153996.

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

MLA Handbook (7th Edition):

Barlow, Kevin Lynn. “A Comparison of Value-Added Accountability Systems with Accountability Systems that Use the Success of Economically Disadvantaged Students as a Key Accountability Indicator.” 2014. Web. 23 Mar 2019.

Vancouver:

Barlow KL. A Comparison of Value-Added Accountability Systems with Accountability Systems that Use the Success of Economically Disadvantaged Students as a Key Accountability Indicator. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/1969.1/153996.

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

Council of Science Editors:

Barlow KL. A Comparison of Value-Added Accountability Systems with Accountability Systems that Use the Success of Economically Disadvantaged Students as a Key Accountability Indicator. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153996

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


Texas A&M University

20. Sherow, Ernestene. ?Spoiled and Unspoiled?: An Autoethnography and Arts-Based Installation on Violence Against Women and Femicide.

Degree: 2015, Texas A&M University

 This dissertation addresses violence against women and femicide through an autoethnography and arts-based research agenda. Many cases of violence against women go unreported each year.… (more)

Subjects/Keywords: violence against women and femicide; visual autoethnography; autoethnography

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APA (6th Edition):

Sherow, E. (2015). ?Spoiled and Unspoiled?: An Autoethnography and Arts-Based Installation on Violence Against Women and Femicide. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155312

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):

Sherow, Ernestene. “?Spoiled and Unspoiled?: An Autoethnography and Arts-Based Installation on Violence Against Women and Femicide.” 2015. Thesis, Texas A&M University. Accessed March 23, 2019. http://hdl.handle.net/1969.1/155312.

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

MLA Handbook (7th Edition):

Sherow, Ernestene. “?Spoiled and Unspoiled?: An Autoethnography and Arts-Based Installation on Violence Against Women and Femicide.” 2015. Web. 23 Mar 2019.

Vancouver:

Sherow E. ?Spoiled and Unspoiled?: An Autoethnography and Arts-Based Installation on Violence Against Women and Femicide. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/1969.1/155312.

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

Council of Science Editors:

Sherow E. ?Spoiled and Unspoiled?: An Autoethnography and Arts-Based Installation on Violence Against Women and Femicide. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155312

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


Texas A&M University

21. Top, Namik. Social-Emotional Skills, Parental Monitoring, and Behavioral and Academic Outcomes in 5th to 8th Grade Students: A Longitudinal Study on Character Development.

Degree: 2015, Texas A&M University

 School-based programs designed to reduce general problematic behaviors, increase prosocial behaviors, and improve academic achievement have often been characterized as social-emotional learning or character development… (more)

Subjects/Keywords: Social-Emotional Skills; Parental Monitoring; Character Development; Behavioral and Academic Outcomes

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APA (6th Edition):

Top, N. (2015). Social-Emotional Skills, Parental Monitoring, and Behavioral and Academic Outcomes in 5th to 8th Grade Students: A Longitudinal Study on Character Development. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155422

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):

Top, Namik. “Social-Emotional Skills, Parental Monitoring, and Behavioral and Academic Outcomes in 5th to 8th Grade Students: A Longitudinal Study on Character Development.” 2015. Thesis, Texas A&M University. Accessed March 23, 2019. http://hdl.handle.net/1969.1/155422.

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

MLA Handbook (7th Edition):

Top, Namik. “Social-Emotional Skills, Parental Monitoring, and Behavioral and Academic Outcomes in 5th to 8th Grade Students: A Longitudinal Study on Character Development.” 2015. Web. 23 Mar 2019.

Vancouver:

Top N. Social-Emotional Skills, Parental Monitoring, and Behavioral and Academic Outcomes in 5th to 8th Grade Students: A Longitudinal Study on Character Development. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/1969.1/155422.

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

Council of Science Editors:

Top N. Social-Emotional Skills, Parental Monitoring, and Behavioral and Academic Outcomes in 5th to 8th Grade Students: A Longitudinal Study on Character Development. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155422

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


Texas A&M University

22. Garcia, Rosalinda C. The Role of Information and Communication Technology in Secondary Schools.

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

 The purpose of this study was to identify the level of teachers’ knowledge and ICT integration according to the International Society for Technology in Education… (more)

Subjects/Keywords: Information and Communication Technology; twenty-first century skills

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

APA (6th Edition):

Garcia, R. C. (2018). The Role of Information and Communication Technology in Secondary Schools. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/173709

Chicago Manual of Style (16th Edition):

Garcia, Rosalinda C. “The Role of Information and Communication Technology in Secondary Schools.” 2018. Doctoral Dissertation, Texas A&M University. Accessed March 23, 2019. http://hdl.handle.net/1969.1/173709.

MLA Handbook (7th Edition):

Garcia, Rosalinda C. “The Role of Information and Communication Technology in Secondary Schools.” 2018. Web. 23 Mar 2019.

Vancouver:

Garcia RC. The Role of Information and Communication Technology in Secondary Schools. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/1969.1/173709.

Council of Science Editors:

Garcia RC. The Role of Information and Communication Technology in Secondary Schools. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/173709


Texas A&M University

23. Garcia, Rosalinda C. The Role of Information and Communication Technology in Secondary Schools.

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

 The purpose of this study was to identify the level of teachers’ knowledge and ICT integration according to the International Society for Technology in Education… (more)

Subjects/Keywords: Information and Communication Technology; twenty-first century skills

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

APA (6th Edition):

Garcia, R. C. (2018). The Role of Information and Communication Technology in Secondary Schools. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/173804

Chicago Manual of Style (16th Edition):

Garcia, Rosalinda C. “The Role of Information and Communication Technology in Secondary Schools.” 2018. Doctoral Dissertation, Texas A&M University. Accessed March 23, 2019. http://hdl.handle.net/1969.1/173804.

MLA Handbook (7th Edition):

Garcia, Rosalinda C. “The Role of Information and Communication Technology in Secondary Schools.” 2018. Web. 23 Mar 2019.

Vancouver:

Garcia RC. The Role of Information and Communication Technology in Secondary Schools. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/1969.1/173804.

Council of Science Editors:

Garcia RC. The Role of Information and Communication Technology in Secondary Schools. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/173804


Texas A&M University

24. Higareda, Sandra Leticia. The Relationship Between Teacher-Caring Behaviors and Reading Achievement.

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

 State assessments have shown English Language Learners (ELLs) seem to significantly trail native English-speakers in reading. Teachers need to find pedagogical practices that improve all… (more)

Subjects/Keywords: Caring Teachers; caring-centered learning environments

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

APA (6th Edition):

Higareda, S. L. (2018). The Relationship Between Teacher-Caring Behaviors and Reading Achievement. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/174149

Chicago Manual of Style (16th Edition):

Higareda, Sandra Leticia. “The Relationship Between Teacher-Caring Behaviors and Reading Achievement.” 2018. Doctoral Dissertation, Texas A&M University. Accessed March 23, 2019. http://hdl.handle.net/1969.1/174149.

MLA Handbook (7th Edition):

Higareda, Sandra Leticia. “The Relationship Between Teacher-Caring Behaviors and Reading Achievement.” 2018. Web. 23 Mar 2019.

Vancouver:

Higareda SL. The Relationship Between Teacher-Caring Behaviors and Reading Achievement. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/1969.1/174149.

Council of Science Editors:

Higareda SL. The Relationship Between Teacher-Caring Behaviors and Reading Achievement. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/174149


Texas A&M University

25. Springs, Mary E. Before and After Football: Impact on Student Behavioral and Academic Outcomes.

Degree: EdD, Curriculum and Instruction, 2015, Texas A&M University

 This study was undertaken by the researcher to examine the impact that the adoption of a football program had on a small rural Texas high… (more)

Subjects/Keywords: Extra-Curricular Activities; Football; High School

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

APA (6th Edition):

Springs, M. E. (2015). Before and After Football: Impact on Student Behavioral and Academic Outcomes. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/174196

Chicago Manual of Style (16th Edition):

Springs, Mary E. “Before and After Football: Impact on Student Behavioral and Academic Outcomes.” 2015. Doctoral Dissertation, Texas A&M University. Accessed March 23, 2019. http://hdl.handle.net/1969.1/174196.

MLA Handbook (7th Edition):

Springs, Mary E. “Before and After Football: Impact on Student Behavioral and Academic Outcomes.” 2015. Web. 23 Mar 2019.

Vancouver:

Springs ME. Before and After Football: Impact on Student Behavioral and Academic Outcomes. [Internet] [Doctoral dissertation]. Texas A&M University; 2015. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/1969.1/174196.

Council of Science Editors:

Springs ME. Before and After Football: Impact on Student Behavioral and Academic Outcomes. [Doctoral Dissertation]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/174196


Texas A&M University

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

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 March 23, 2019. http://hdl.handle.net/1969.1/169583.

MLA Handbook (7th Edition):

Rutherford, Kitty Carrow. “Guiding Classroom Instruction Through Formative Mathematics Assessment.” 2017. Web. 23 Mar 2019.

Vancouver:

Rutherford KC. Guiding Classroom Instruction Through Formative Mathematics Assessment. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2019 Mar 23]. 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

27. Stearns, Linda Lea Merenda. Access for All.

Degree: 2012, Texas A&M University

 This thesis reviews the enrollment policies and procedures for advanced and college prep classes in a central Texas school district to determine if there is… (more)

Subjects/Keywords: Algebra I; Advanced Courses; Equal Access; Enrollment Policies

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APA (6th Edition):

Stearns, L. L. M. (2012). Access for All. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7946

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):

Stearns, Linda Lea Merenda. “Access for All.” 2012. Thesis, Texas A&M University. Accessed March 23, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7946.

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

MLA Handbook (7th Edition):

Stearns, Linda Lea Merenda. “Access for All.” 2012. Web. 23 Mar 2019.

Vancouver:

Stearns LLM. Access for All. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7946.

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

Council of Science Editors:

Stearns LLM. Access for All. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7946

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

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

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

APA (6th Edition):

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

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):

Cox, Murray William. “The Effects of Behaviorist and Constructivist Instruction on Student Performance in College-level Remedial Mathematics.” 2011. Thesis, Texas A&M University. Accessed March 23, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9920.

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

MLA Handbook (7th Edition):

Cox, Murray William. “The Effects of Behaviorist and Constructivist Instruction on Student Performance in College-level Remedial Mathematics.” 2011. Web. 23 Mar 2019.

Vancouver:

Cox MW. The Effects of Behaviorist and Constructivist Instruction on Student Performance in College-level Remedial Mathematics. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9920.

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

Council of Science Editors:

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

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

29. Sahin, Alpaslan. The effects of types, quantity, and quality of questioning in improving students' understanding.

Degree: 2009, Texas A&M University

 This research is based on the Middle School Mathematics Project (MSMP) funded by the Interagency Educational Research Initiative (IERI) through a grant to the American… (more)

Subjects/Keywords: Questioning; middle school mathematics

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

APA (6th Edition):

Sahin, A. (2009). The effects of types, quantity, and quality of questioning in improving students' understanding. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2491

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):

Sahin, Alpaslan. “The effects of types, quantity, and quality of questioning in improving students' understanding.” 2009. Thesis, Texas A&M University. Accessed March 23, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2491.

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

MLA Handbook (7th Edition):

Sahin, Alpaslan. “The effects of types, quantity, and quality of questioning in improving students' understanding.” 2009. Web. 23 Mar 2019.

Vancouver:

Sahin A. The effects of types, quantity, and quality of questioning in improving students' understanding. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2491.

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

Council of Science Editors:

Sahin A. The effects of types, quantity, and quality of questioning in improving students' understanding. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2491

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

30. Alpert, Anna Pat. Factors Supporting College Mathematics Sucess: Orientation, Voice, and Technological Pedagogical Content Knowledge.

Degree: 2013, Texas A&M University

 The purpose of this study was to examine factors supporting college mathematics success. First, effect of a brief high school orientation to mathematical technologies used… (more)

Subjects/Keywords: Mathematics Education; TPCK; Bootstrapping; College Readiness; Voice

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Alpert, A. P. (2013). Factors Supporting College Mathematics Sucess: Orientation, Voice, and Technological Pedagogical Content Knowledge. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151199

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):

Alpert, Anna Pat. “Factors Supporting College Mathematics Sucess: Orientation, Voice, and Technological Pedagogical Content Knowledge.” 2013. Thesis, Texas A&M University. Accessed March 23, 2019. http://hdl.handle.net/1969.1/151199.

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

MLA Handbook (7th Edition):

Alpert, Anna Pat. “Factors Supporting College Mathematics Sucess: Orientation, Voice, and Technological Pedagogical Content Knowledge.” 2013. Web. 23 Mar 2019.

Vancouver:

Alpert AP. Factors Supporting College Mathematics Sucess: Orientation, Voice, and Technological Pedagogical Content Knowledge. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/1969.1/151199.

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

Council of Science Editors:

Alpert AP. Factors Supporting College Mathematics Sucess: Orientation, Voice, and Technological Pedagogical Content Knowledge. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151199

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

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