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You searched for +publisher:"Texas A&M University" +contributor:("Capraro, Robert M."). Showing records 1 – 30 of 47 total matches.

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Texas A&M University

1. 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 April 26, 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. 26 Apr 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 Apr 26]. 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

2. Meredith, Krystal B. Can Problem Solving Affect the Understanding of Rational Numbers in the Middle School Setting?.

Degree: 2010, Texas A&M University

 In this study, problem solving provided deeper meaning and understanding through the implementation of a structured problem solving strategy with the teaching of rational numbers.… (more)

Subjects/Keywords: problem solving, rational numbers; middle school mathematics

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APA (6th Edition):

Meredith, K. B. (2010). Can Problem Solving Affect the Understanding of Rational Numbers in the Middle School Setting?. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-479

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):

Meredith, Krystal B. “Can Problem Solving Affect the Understanding of Rational Numbers in the Middle School Setting?.” 2010. Thesis, Texas A&M University. Accessed April 26, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-479.

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

MLA Handbook (7th Edition):

Meredith, Krystal B. “Can Problem Solving Affect the Understanding of Rational Numbers in the Middle School Setting?.” 2010. Web. 26 Apr 2019.

Vancouver:

Meredith KB. Can Problem Solving Affect the Understanding of Rational Numbers in the Middle School Setting?. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-479.

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

Council of Science Editors:

Meredith KB. Can Problem Solving Affect the Understanding of Rational Numbers in the Middle School Setting?. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-479

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


Texas A&M University

3. 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 April 26, 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. 26 Apr 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 Apr 26]. 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

4. 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 April 26, 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. 26 Apr 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 Apr 26]. 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

5. 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 April 26, 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. 26 Apr 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 Apr 26]. 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

6. Piccolo, Diana Lynne. Initial full-time classroom teaching experiences for interns and student teachers: factors contributing to their mathematics teaching development.

Degree: 2009, Texas A&M University

 In the Teaching Principle (National Council of Teachers of Mathematics [NCTM], 2000), it explained that development and utilization of pedagogical content knowledge required teachers to… (more)

Subjects/Keywords: Mathematics Education; Pre-service Teachers; Pedagogical Content Knowledge; Content Knowledge for Teaching Mathematics; Mentoring Support

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APA (6th Edition):

Piccolo, D. L. (2009). Initial full-time classroom teaching experiences for interns and student teachers: factors contributing to their mathematics teaching development. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2708

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):

Piccolo, Diana Lynne. “Initial full-time classroom teaching experiences for interns and student teachers: factors contributing to their mathematics teaching development.” 2009. Thesis, Texas A&M University. Accessed April 26, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2708.

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

MLA Handbook (7th Edition):

Piccolo, Diana Lynne. “Initial full-time classroom teaching experiences for interns and student teachers: factors contributing to their mathematics teaching development.” 2009. Web. 26 Apr 2019.

Vancouver:

Piccolo DL. Initial full-time classroom teaching experiences for interns and student teachers: factors contributing to their mathematics teaching development. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2708.

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

Council of Science Editors:

Piccolo DL. Initial full-time classroom teaching experiences for interns and student teachers: factors contributing to their mathematics teaching development. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2708

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


Texas A&M University

7. 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 April 26, 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. 26 Apr 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 Apr 26]. 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

8. Matteson, Shirley Marie. Middle school students' representational understandings and justification schemes: gleanings from cognitive interviews.

Degree: 2009, Texas A&M University

 This dissertation investigated several aspects of middle graders? mathematical understanding based on representational models. Twenty (11 male, 9 female) sixth grade students were interviewed about… (more)

Subjects/Keywords: mathematical representations; problem solving; cognitive interviews; middle school; mathematics education; justification scheme

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APA (6th Edition):

Matteson, S. M. (2009). Middle school students' representational understandings and justification schemes: gleanings from cognitive interviews. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1682

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):

Matteson, Shirley Marie. “Middle school students' representational understandings and justification schemes: gleanings from cognitive interviews.” 2009. Thesis, Texas A&M University. Accessed April 26, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1682.

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

MLA Handbook (7th Edition):

Matteson, Shirley Marie. “Middle school students' representational understandings and justification schemes: gleanings from cognitive interviews.” 2009. Web. 26 Apr 2019.

Vancouver:

Matteson SM. Middle school students' representational understandings and justification schemes: gleanings from cognitive interviews. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1682.

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

Council of Science Editors:

Matteson SM. Middle school students' representational understandings and justification schemes: gleanings from cognitive interviews. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1682

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


Texas A&M University

9. 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 April 26, 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. 26 Apr 2019.

Vancouver:

Brown N. Investigating Place-based Pedagogy Utilizations In Curricular Practices. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Apr 26]. 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

10. Vela, Katherine. Pre-Service Teachers' and Students' (Mis)Conceptions About the Equal Sign.

Degree: 2012, Texas A&M University

 The objective of this thesis was to investigate pre-service teachers and student misconceptions of the equal sign, and then offer suggestions to pre-service teachers, teachers,… (more)

Subjects/Keywords: equal sign; pre-service teachers; misconceptions; elementary

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APA (6th Edition):

Vela, K. (2012). Pre-Service Teachers' and Students' (Mis)Conceptions About the Equal Sign. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10447

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):

Vela, Katherine. “Pre-Service Teachers' and Students' (Mis)Conceptions About the Equal Sign.” 2012. Thesis, Texas A&M University. Accessed April 26, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10447.

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

MLA Handbook (7th Edition):

Vela, Katherine. “Pre-Service Teachers' and Students' (Mis)Conceptions About the Equal Sign.” 2012. Web. 26 Apr 2019.

Vancouver:

Vela K. Pre-Service Teachers' and Students' (Mis)Conceptions About the Equal Sign. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10447.

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

Council of Science Editors:

Vela K. Pre-Service Teachers' and Students' (Mis)Conceptions About the Equal Sign. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10447

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


Texas A&M University

11. 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: 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. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10839

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):

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. Thesis, Texas A&M University. Accessed April 26, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10839.

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

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. 26 Apr 2019.

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] [Thesis]. Texas A&M University; 2012. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10839.

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

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. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10839

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


Texas A&M University

12. 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 April 26, 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. 26 Apr 2019.

Vancouver:

Nite S. Bridging Secondary Mathematics to Post-Secondary Calculus: A Summer Bridge Program. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Apr 26]. 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

13. 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 April 26, 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. 26 Apr 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 Apr 26]. 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

14. Rosli, Roslinda. The Integration of Problem Posing in Teaching and Learning of Mathematics.

Degree: 2013, Texas A&M University

 Problem posing is commonly perceived as a cognitive activity that emerges in the process solving a problem but appears less commonly in the process of… (more)

Subjects/Keywords: Problem Posing; Teacher Education

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APA (6th Edition):

Rosli, R. (2013). The Integration of Problem Posing in Teaching and Learning of Mathematics. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149529

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):

Rosli, Roslinda. “The Integration of Problem Posing in Teaching and Learning of Mathematics.” 2013. Thesis, Texas A&M University. Accessed April 26, 2019. http://hdl.handle.net/1969.1/149529.

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

MLA Handbook (7th Edition):

Rosli, Roslinda. “The Integration of Problem Posing in Teaching and Learning of Mathematics.” 2013. Web. 26 Apr 2019.

Vancouver:

Rosli R. The Integration of Problem Posing in Teaching and Learning of Mathematics. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1969.1/149529.

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

Council of Science Editors:

Rosli R. The Integration of Problem Posing in Teaching and Learning of Mathematics. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149529

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


Texas A&M University

15. 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 April 26, 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. 26 Apr 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 Apr 26]. 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

16. 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 (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 April 26, 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. 26 Apr 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 Apr 26]. 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

17. Anderson, Latoya. Pre-service Teachers' Knowledge of Algebra Teaching for Equity.

Degree: 2013, Texas A&M University

 This study examined validity and reliability of an instrument used to measure the cultural awareness beliefs and problem-solving strategies of pre-service mathematics teachers created by… (more)

Subjects/Keywords: math education; psychometrics; validity; equity; culture

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APA (6th Edition):

Anderson, L. (2013). Pre-service Teachers' Knowledge of Algebra Teaching for Equity. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151816

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

Chicago Manual of Style (16th Edition):

Anderson, Latoya. “Pre-service Teachers' Knowledge of Algebra Teaching for Equity.” 2013. Thesis, Texas A&M University. Accessed April 26, 2019. http://hdl.handle.net/1969.1/151816.

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

MLA Handbook (7th Edition):

Anderson, Latoya. “Pre-service Teachers' Knowledge of Algebra Teaching for Equity.” 2013. Web. 26 Apr 2019.

Vancouver:

Anderson L. Pre-service Teachers' Knowledge of Algebra Teaching for Equity. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1969.1/151816.

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

Council of Science Editors:

Anderson L. Pre-service Teachers' Knowledge of Algebra Teaching for Equity. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151816

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


Texas A&M University

18. Barron, James Bakewell. Investigating the Structure and Process of Academic Emphasis on Student Achievement: A Multi-Level Analysis.

Degree: 2014, Texas A&M University

 Academic emphasis is used as a predictor of student achievement in this multilevel analysis controlling for student and campus demographics. Academic emphasis represents a desirable… (more)

Subjects/Keywords: Academic Emphasis Student Achievement

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APA (6th Edition):

Barron, J. B. (2014). Investigating the Structure and Process of Academic Emphasis on Student Achievement: A Multi-Level Analysis. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152545

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):

Barron, James Bakewell. “Investigating the Structure and Process of Academic Emphasis on Student Achievement: A Multi-Level Analysis.” 2014. Thesis, Texas A&M University. Accessed April 26, 2019. http://hdl.handle.net/1969.1/152545.

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

MLA Handbook (7th Edition):

Barron, James Bakewell. “Investigating the Structure and Process of Academic Emphasis on Student Achievement: A Multi-Level Analysis.” 2014. Web. 26 Apr 2019.

Vancouver:

Barron JB. Investigating the Structure and Process of Academic Emphasis on Student Achievement: A Multi-Level Analysis. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1969.1/152545.

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

Council of Science Editors:

Barron JB. Investigating the Structure and Process of Academic Emphasis on Student Achievement: A Multi-Level Analysis. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/152545

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


Texas A&M University

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

Degree: 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. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152588

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):

Maxwell, Jonathan G. “Alternative Versus Traditionally Certified Teachers: First Year and Preservice Elementary Mathematics Teachers.” 2014. Thesis, Texas A&M University. Accessed April 26, 2019. http://hdl.handle.net/1969.1/152588.

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

MLA Handbook (7th Edition):

Maxwell, Jonathan G. “Alternative Versus Traditionally Certified Teachers: First Year and Preservice Elementary Mathematics Teachers.” 2014. Web. 26 Apr 2019.

Vancouver:

Maxwell JG. Alternative Versus Traditionally Certified Teachers: First Year and Preservice Elementary Mathematics Teachers. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1969.1/152588.

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

Council of Science Editors:

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

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


Texas A&M University

20. 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 (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 April 26, 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. 26 Apr 2019.

Vancouver:

Garcia RC. The Role of Information and Communication Technology in Secondary Schools. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2019 Apr 26]. 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

21. 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 April 26, 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. 26 Apr 2019.

Vancouver:

Garcia RC. The Role of Information and Communication Technology in Secondary Schools. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2019 Apr 26]. 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

22. Garcia, Cristela. Former Students of Hispanic Descent First in the Family to Graduate High School: What Did It Take to Achieve a High School Diploma and Have They Transitioned to College?.

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

 This Record of Study was conducted in an effort to explore the academic experiences of Hispanic students first-in-the-family to graduate high school. The goal was… (more)

Subjects/Keywords: First-in-Family; First Generation Graduate

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APA (6th Edition):

Garcia, C. (2018). Former Students of Hispanic Descent First in the Family to Graduate High School: What Did It Take to Achieve a High School Diploma and Have They Transitioned to College?. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/173374

Chicago Manual of Style (16th Edition):

Garcia, Cristela. “Former Students of Hispanic Descent First in the Family to Graduate High School: What Did It Take to Achieve a High School Diploma and Have They Transitioned to College?.” 2018. Doctoral Dissertation, Texas A&M University. Accessed April 26, 2019. http://hdl.handle.net/1969.1/173374.

MLA Handbook (7th Edition):

Garcia, Cristela. “Former Students of Hispanic Descent First in the Family to Graduate High School: What Did It Take to Achieve a High School Diploma and Have They Transitioned to College?.” 2018. Web. 26 Apr 2019.

Vancouver:

Garcia C. Former Students of Hispanic Descent First in the Family to Graduate High School: What Did It Take to Achieve a High School Diploma and Have They Transitioned to College?. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1969.1/173374.

Council of Science Editors:

Garcia C. Former Students of Hispanic Descent First in the Family to Graduate High School: What Did It Take to Achieve a High School Diploma and Have They Transitioned to College?. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/173374


Texas A&M University

23. 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 (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 April 26, 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. 26 Apr 2019.

Vancouver:

Higareda SL. The Relationship Between Teacher-Caring Behaviors and Reading Achievement. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2019 Apr 26]. 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

24. 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 (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 April 26, 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. 26 Apr 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 Apr 26]. 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

25. 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 April 26, 2019. http://hdl.handle.net/1969.1/169583.

MLA Handbook (7th Edition):

Rutherford, Kitty Carrow. “Guiding Classroom Instruction Through Formative Mathematics Assessment.” 2017. Web. 26 Apr 2019.

Vancouver:

Rutherford KC. Guiding Classroom Instruction Through Formative Mathematics Assessment. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2019 Apr 26]. 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

26. Bailey, Joni L. FACT FLUENCY: A MIXED METHODS APPROACH TO IMPROVE QUALITY OF MATHEMATICS TEACHERS’ INSTRUCTION.

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

 The purpose of this study was to impact teachers’ understanding of fact fluency and students’ opportunities to practice their mathematics facts in two third-grade, two… (more)

Subjects/Keywords: fact fluency; mathematics; professional development

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APA (6th Edition):

Bailey, J. L. (2017). FACT FLUENCY: A MIXED METHODS APPROACH TO IMPROVE QUALITY OF MATHEMATICS TEACHERS’ INSTRUCTION. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/169588

Chicago Manual of Style (16th Edition):

Bailey, Joni L. “FACT FLUENCY: A MIXED METHODS APPROACH TO IMPROVE QUALITY OF MATHEMATICS TEACHERS’ INSTRUCTION.” 2017. Doctoral Dissertation, Texas A&M University. Accessed April 26, 2019. http://hdl.handle.net/1969.1/169588.

MLA Handbook (7th Edition):

Bailey, Joni L. “FACT FLUENCY: A MIXED METHODS APPROACH TO IMPROVE QUALITY OF MATHEMATICS TEACHERS’ INSTRUCTION.” 2017. Web. 26 Apr 2019.

Vancouver:

Bailey JL. FACT FLUENCY: A MIXED METHODS APPROACH TO IMPROVE QUALITY OF MATHEMATICS TEACHERS’ INSTRUCTION. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1969.1/169588.

Council of Science Editors:

Bailey JL. FACT FLUENCY: A MIXED METHODS APPROACH TO IMPROVE QUALITY OF MATHEMATICS TEACHERS’ INSTRUCTION. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/169588

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 April 26, 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. 26 Apr 2019.

Vancouver:

Stearns LLM. Access for All. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Apr 26]. 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. Skidmore, Susana Troncoso. Effect Size Matters: Empirical Investigations to Help Researchers Make Informed Decisions on Commonly Used Statistical Techniques.

Degree: 2011, Texas A&M University

 The present journal article formatted dissertation assessed the characteristics of effect sizes of commonly used statistical techniques. In the first study, the author examined the… (more)

Subjects/Keywords: effect sizes; ANOVA; Pearson r; robustness; review; ?2, ?2 and ?2

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

APA (6th Edition):

Skidmore, S. T. (2011). Effect Size Matters: Empirical Investigations to Help Researchers Make Informed Decisions on Commonly Used Statistical Techniques. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7460

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):

Skidmore, Susana Troncoso. “Effect Size Matters: Empirical Investigations to Help Researchers Make Informed Decisions on Commonly Used Statistical Techniques.” 2011. Thesis, Texas A&M University. Accessed April 26, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7460.

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

MLA Handbook (7th Edition):

Skidmore, Susana Troncoso. “Effect Size Matters: Empirical Investigations to Help Researchers Make Informed Decisions on Commonly Used Statistical Techniques.” 2011. Web. 26 Apr 2019.

Vancouver:

Skidmore ST. Effect Size Matters: Empirical Investigations to Help Researchers Make Informed Decisions on Commonly Used Statistical Techniques. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7460.

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

Council of Science Editors:

Skidmore ST. Effect Size Matters: Empirical Investigations to Help Researchers Make Informed Decisions on Commonly Used Statistical Techniques. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7460

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

29. Lane, Cleveland O., Jr. Differential Effects of the Manipulation of Endoplasmic Reticulum Data Sets Using Image J Analysis Software for Conceptual Understanding in a College Biology Course.

Degree: 2012, Texas A&M University

 There has been an influx of funding in science, technology, engineering and mathematics (STEM) allocated to adapting educational systems that engage, motivate and train learners… (more)

Subjects/Keywords: Inquiry; ER Project; Education; Conceptual Understanding

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

APA (6th Edition):

Lane, Cleveland O., J. (2012). Differential Effects of the Manipulation of Endoplasmic Reticulum Data Sets Using Image J Analysis Software for Conceptual Understanding in a College Biology Course. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-9000

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):

Lane, Cleveland O., Jr. “Differential Effects of the Manipulation of Endoplasmic Reticulum Data Sets Using Image J Analysis Software for Conceptual Understanding in a College Biology Course.” 2012. Thesis, Texas A&M University. Accessed April 26, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-9000.

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

MLA Handbook (7th Edition):

Lane, Cleveland O., Jr. “Differential Effects of the Manipulation of Endoplasmic Reticulum Data Sets Using Image J Analysis Software for Conceptual Understanding in a College Biology Course.” 2012. Web. 26 Apr 2019.

Vancouver:

Lane, Cleveland O. J. Differential Effects of the Manipulation of Endoplasmic Reticulum Data Sets Using Image J Analysis Software for Conceptual Understanding in a College Biology Course. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-9000.

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

Council of Science Editors:

Lane, Cleveland O. J. Differential Effects of the Manipulation of Endoplasmic Reticulum Data Sets Using Image J Analysis Software for Conceptual Understanding in a College Biology Course. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-9000

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

30. Ozel, Serkan. Development and Testing of Achievement from Multiple Modes of Mathematical Representation: Audio, Audio-Visual, and Kinesthetic.

Degree: 2012, Texas A&M University

 This dissertation is comprised of three articles that build on and support each other. The first article is an extensive literature review, and the other… (more)

Subjects/Keywords: Manipulative; Online Learning Tool; Representation; Affordance; Information Processing; Cognitive Load; Working Memory

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Ozel, S. (2012). Development and Testing of Achievement from Multiple Modes of Mathematical Representation: Audio, Audio-Visual, and Kinesthetic. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-6974

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):

Ozel, Serkan. “Development and Testing of Achievement from Multiple Modes of Mathematical Representation: Audio, Audio-Visual, and Kinesthetic.” 2012. Thesis, Texas A&M University. Accessed April 26, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-6974.

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

MLA Handbook (7th Edition):

Ozel, Serkan. “Development and Testing of Achievement from Multiple Modes of Mathematical Representation: Audio, Audio-Visual, and Kinesthetic.” 2012. Web. 26 Apr 2019.

Vancouver:

Ozel S. Development and Testing of Achievement from Multiple Modes of Mathematical Representation: Audio, Audio-Visual, and Kinesthetic. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-6974.

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

Council of Science Editors:

Ozel S. Development and Testing of Achievement from Multiple Modes of Mathematical Representation: Audio, Audio-Visual, and Kinesthetic. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-6974

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

[1] [2]

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