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You searched for +publisher:"Texas A&M University" +contributor:("Goldsby, Dianne"). Showing records 1 – 19 of 19 total matches.

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Texas A&M University

1. Hile, Adam Ray. Teacher Perceptions of the Use of One-to-one Technology in Algebra 1 Classrooms.

Degree: 2015, Texas A&M University

 The purpose of this study was to analyze how self-efficacy interacts with technology integration in Algebra 1 classrooms. A case study approach was used to… (more)

Subjects/Keywords: Education Administration; Educational Technology; Algebra 1; Self-efficacy

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APA (6th Edition):

Hile, A. R. (2015). Teacher Perceptions of the Use of One-to-one Technology in Algebra 1 Classrooms. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156153

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):

Hile, Adam Ray. “Teacher Perceptions of the Use of One-to-one Technology in Algebra 1 Classrooms.” 2015. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/156153.

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

MLA Handbook (7th Edition):

Hile, Adam Ray. “Teacher Perceptions of the Use of One-to-one Technology in Algebra 1 Classrooms.” 2015. Web. 21 Apr 2019.

Vancouver:

Hile AR. Teacher Perceptions of the Use of One-to-one Technology in Algebra 1 Classrooms. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/156153.

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

Council of Science Editors:

Hile AR. Teacher Perceptions of the Use of One-to-one Technology in Algebra 1 Classrooms. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/156153

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


Texas A&M University

2. Perkins, Abigail Christine. Earthquake: Game-Based Learning for 21st Century STEM Education.

Degree: 2016, Texas A&M University

 To play is to learn. A lack of empirical research within game-based learning literature, however, has hindered educational stakeholders to make informed decisions about game-based… (more)

Subjects/Keywords: game-based learning; play theory; game research and development; science education; STEM education; instruction design; game design

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APA (6th Edition):

Perkins, A. C. (2016). Earthquake: Game-Based Learning for 21st Century STEM Education. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/157955

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):

Perkins, Abigail Christine. “Earthquake: Game-Based Learning for 21st Century STEM Education.” 2016. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/157955.

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

MLA Handbook (7th Edition):

Perkins, Abigail Christine. “Earthquake: Game-Based Learning for 21st Century STEM Education.” 2016. Web. 21 Apr 2019.

Vancouver:

Perkins AC. Earthquake: Game-Based Learning for 21st Century STEM Education. [Internet] [Thesis]. Texas A&M University; 2016. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/157955.

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

Council of Science Editors:

Perkins AC. Earthquake: Game-Based Learning for 21st Century STEM Education. [Thesis]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/157955

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


Texas A&M University

3. Woodard, Leslie Dorise. Middle grades in-service teachers pedagogical content knowledge of student internal representation of equivalent fractions and algebraic expressions.

Degree: 2009, Texas A&M University

 This study examined teacher pedagogical content knowledge changes through a Middle School Mathematics Program professional development workshop, development of noticing use of student representations, and… (more)

Subjects/Keywords: Pedagogical Content Knowledge; Mathematical Representations; Personal Construct Psychology

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APA (6th Edition):

Woodard, L. D. (2009). Middle grades in-service teachers pedagogical content knowledge of student internal representation of equivalent fractions and algebraic expressions. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-3153

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):

Woodard, Leslie Dorise. “Middle grades in-service teachers pedagogical content knowledge of student internal representation of equivalent fractions and algebraic expressions.” 2009. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-3153.

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

MLA Handbook (7th Edition):

Woodard, Leslie Dorise. “Middle grades in-service teachers pedagogical content knowledge of student internal representation of equivalent fractions and algebraic expressions.” 2009. Web. 21 Apr 2019.

Vancouver:

Woodard LD. Middle grades in-service teachers pedagogical content knowledge of student internal representation of equivalent fractions and algebraic expressions. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3153.

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

Council of Science Editors:

Woodard LD. Middle grades in-service teachers pedagogical content knowledge of student internal representation of equivalent fractions and algebraic expressions. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3153

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


Texas A&M University

4. Younes, Rayya. The Relationship of Student Dispositions and Teacher Characteristics with the Mathematics Achievement of Students in Lebanon and Six Arab Countries in TIMSS 2007.

Degree: 2013, Texas A&M University

 The present study is divided into two parts. The first part examines the performance of Lebanese students in public and private schools in Lebanon in… (more)

Subjects/Keywords: Lebanon; Arab; TIMSS, Mathematics

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APA (6th Edition):

Younes, R. (2013). The Relationship of Student Dispositions and Teacher Characteristics with the Mathematics Achievement of Students in Lebanon and Six Arab Countries in TIMSS 2007. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149374

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):

Younes, Rayya. “The Relationship of Student Dispositions and Teacher Characteristics with the Mathematics Achievement of Students in Lebanon and Six Arab Countries in TIMSS 2007.” 2013. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/149374.

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

MLA Handbook (7th Edition):

Younes, Rayya. “The Relationship of Student Dispositions and Teacher Characteristics with the Mathematics Achievement of Students in Lebanon and Six Arab Countries in TIMSS 2007.” 2013. Web. 21 Apr 2019.

Vancouver:

Younes R. The Relationship of Student Dispositions and Teacher Characteristics with the Mathematics Achievement of Students in Lebanon and Six Arab Countries in TIMSS 2007. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/149374.

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

Council of Science Editors:

Younes R. The Relationship of Student Dispositions and Teacher Characteristics with the Mathematics Achievement of Students in Lebanon and Six Arab Countries in TIMSS 2007. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149374

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


Texas A&M University

5. Logan, Bethany. Comparing Reading Interventions for Language Arts Students.

Degree: 2014, Texas A&M University

 The focus of this research examined reading interventions for 6th grade language arts students. As the demands of state mandated testing increase, so too has… (more)

Subjects/Keywords: Computer-Based; Teacher-Directed; Intervention

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APA (6th Edition):

Logan, B. (2014). Comparing Reading Interventions for Language Arts Students. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153305

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):

Logan, Bethany. “Comparing Reading Interventions for Language Arts Students.” 2014. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/153305.

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

MLA Handbook (7th Edition):

Logan, Bethany. “Comparing Reading Interventions for Language Arts Students.” 2014. Web. 21 Apr 2019.

Vancouver:

Logan B. Comparing Reading Interventions for Language Arts Students. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/153305.

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

Council of Science Editors:

Logan B. Comparing Reading Interventions for Language Arts Students. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153305

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


Texas A&M University

6. Carter, Lou Ann. The Effects of Improved Student Transitions on Classroom Management.

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

 Effective transitioning of students between learning activities occurs when teachers establish routines and expectations of student movement and behavior wherein students stop one activity and… (more)

Subjects/Keywords: classroom management; leadership; school-wide discipline

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APA (6th Edition):

Carter, L. A. (2017). The Effects of Improved Student Transitions on Classroom Management. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/165783

Chicago Manual of Style (16th Edition):

Carter, Lou Ann. “The Effects of Improved Student Transitions on Classroom Management.” 2017. Doctoral Dissertation, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/165783.

MLA Handbook (7th Edition):

Carter, Lou Ann. “The Effects of Improved Student Transitions on Classroom Management.” 2017. Web. 21 Apr 2019.

Vancouver:

Carter LA. The Effects of Improved Student Transitions on Classroom Management. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/165783.

Council of Science Editors:

Carter LA. The Effects of Improved Student Transitions on Classroom Management. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/165783


Texas A&M University

7. Drey, Lauren Elizabeth. Effects of STEM Summer Camp on Motivation and Interest in Mathematics and Science.

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

 The objective of this thesis was to investigate students’ affect towards mathematics and science and their perceptions of hands-on activities as it relates to their… (more)

Subjects/Keywords: STEM camp; student affect; mathematics; science; motivation; interest

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APA (6th Edition):

Drey, L. E. (2016). Effects of STEM Summer Camp on Motivation and Interest in Mathematics and Science. (Masters Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/174223

Chicago Manual of Style (16th Edition):

Drey, Lauren Elizabeth. “Effects of STEM Summer Camp on Motivation and Interest in Mathematics and Science.” 2016. Masters Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/174223.

MLA Handbook (7th Edition):

Drey, Lauren Elizabeth. “Effects of STEM Summer Camp on Motivation and Interest in Mathematics and Science.” 2016. Web. 21 Apr 2019.

Vancouver:

Drey LE. Effects of STEM Summer Camp on Motivation and Interest in Mathematics and Science. [Internet] [Masters thesis]. Texas A&M University; 2016. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/174223.

Council of Science Editors:

Drey LE. Effects of STEM Summer Camp on Motivation and Interest in Mathematics and Science. [Masters Thesis]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/174223


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 April 21, 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. 21 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 21]. 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. Waller, Kristina Elizabeth. An Examination of Preservice Teachers' Understanding of Diversity and Cultural Awareness after Participating in a Family Heritage Experience.

Degree: 2016, Texas A&M University

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

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

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APA (6th Edition):

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

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):

Waller, Kristina Elizabeth. “An Examination of Preservice Teachers' Understanding of Diversity and Cultural Awareness after Participating in a Family Heritage Experience.” 2016. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/156838.

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

MLA Handbook (7th Edition):

Waller, Kristina Elizabeth. “An Examination of Preservice Teachers' Understanding of Diversity and Cultural Awareness after Participating in a Family Heritage Experience.” 2016. Web. 21 Apr 2019.

Vancouver:

Waller KE. An Examination of Preservice Teachers' Understanding of Diversity and Cultural Awareness after Participating in a Family Heritage Experience. [Internet] [Thesis]. Texas A&M University; 2016. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/156838.

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

Council of Science Editors:

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

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


Texas A&M University

10. Mohr, Margaret Joan. An assessment of middle grades preservice teachers' mathematics knowledge for teaching.

Degree: 2009, Texas A&M University

 The overall purpose of this concurrent mixed methods study was to develop an online performance assessment using content questions taken from a reputable seventh and… (more)

Subjects/Keywords: mathematics knowledge for teaching; middle grades

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APA (6th Edition):

Mohr, M. J. (2009). An assessment of middle grades preservice teachers' mathematics knowledge for teaching. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1776

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):

Mohr, Margaret Joan. “An assessment of middle grades preservice teachers' mathematics knowledge for teaching.” 2009. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1776.

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

MLA Handbook (7th Edition):

Mohr, Margaret Joan. “An assessment of middle grades preservice teachers' mathematics knowledge for teaching.” 2009. Web. 21 Apr 2019.

Vancouver:

Mohr MJ. An assessment of middle grades preservice teachers' mathematics knowledge for teaching. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1776.

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

Council of Science Editors:

Mohr MJ. An assessment of middle grades preservice teachers' mathematics knowledge for teaching. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1776

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


Texas A&M University

11. 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 April 21, 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. 21 Apr 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 Apr 21]. 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

12. 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 21, 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. 21 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 21]. 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

13. Wright, Kimberly Boddie. Assessing EC-4 preservice teachers' mathematics knowledge for teaching fractions concepts.

Degree: 2008, Texas A&M University

 Recognizing the need for U.S. students' mathematics learning to be built on a solid foundation of conceptual understanding, professional organizations such as the National Council… (more)

Subjects/Keywords: Fractions; Preservice Teachers

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APA (6th Edition):

Wright, K. B. (2008). Assessing EC-4 preservice teachers' mathematics knowledge for teaching fractions concepts. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/86023

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):

Wright, Kimberly Boddie. “Assessing EC-4 preservice teachers' mathematics knowledge for teaching fractions concepts.” 2008. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/86023.

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

MLA Handbook (7th Edition):

Wright, Kimberly Boddie. “Assessing EC-4 preservice teachers' mathematics knowledge for teaching fractions concepts.” 2008. Web. 21 Apr 2019.

Vancouver:

Wright KB. Assessing EC-4 preservice teachers' mathematics knowledge for teaching fractions concepts. [Internet] [Thesis]. Texas A&M University; 2008. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/86023.

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

Council of Science Editors:

Wright KB. Assessing EC-4 preservice teachers' mathematics knowledge for teaching fractions concepts. [Thesis]. Texas A&M University; 2008. Available from: http://hdl.handle.net/1969.1/86023

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 21, 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. 21 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 21]. 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. Owens, Sandra Deshon. Investigating the Relationship between the Perceptions of Principals and Teachers on Site-Based Decision Making.

Degree: 2013, Texas A&M University

 The purpose of this record of study was to investigate the nature of relationships between the perceptions of principals and teachers on site-based decision making… (more)

Subjects/Keywords: site-based decision making; perceptions; principals; teachers; relationships

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APA (6th Edition):

Owens, S. D. (2013). Investigating the Relationship between the Perceptions of Principals and Teachers on Site-Based Decision Making. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151966

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):

Owens, Sandra Deshon. “Investigating the Relationship between the Perceptions of Principals and Teachers on Site-Based Decision Making.” 2013. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/151966.

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

MLA Handbook (7th Edition):

Owens, Sandra Deshon. “Investigating the Relationship between the Perceptions of Principals and Teachers on Site-Based Decision Making.” 2013. Web. 21 Apr 2019.

Vancouver:

Owens SD. Investigating the Relationship between the Perceptions of Principals and Teachers on Site-Based Decision Making. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/151966.

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

Council of Science Editors:

Owens SD. Investigating the Relationship between the Perceptions of Principals and Teachers on Site-Based Decision Making. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151966

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

16. Ashley, Betty Diane. The perceived influence of past mentoring experiences on the mentoring practices of selected female school executives.

Degree: 2009, Texas A&M University

 Although research on mentoring dates back to the early 1980?s, there is little research available which examines the influence of past mentoring experiences on relationships… (more)

Subjects/Keywords: Mentoring; Females

Page 1 Page 2 Page 3 Page 4 Page 5

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

APA (6th Edition):

Ashley, B. D. (2009). The perceived influence of past mentoring experiences on the mentoring practices of selected female school executives. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1091

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):

Ashley, Betty Diane. “The perceived influence of past mentoring experiences on the mentoring practices of selected female school executives.” 2009. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1091.

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

MLA Handbook (7th Edition):

Ashley, Betty Diane. “The perceived influence of past mentoring experiences on the mentoring practices of selected female school executives.” 2009. Web. 21 Apr 2019.

Vancouver:

Ashley BD. The perceived influence of past mentoring experiences on the mentoring practices of selected female school executives. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1091.

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

Council of Science Editors:

Ashley BD. The perceived influence of past mentoring experiences on the mentoring practices of selected female school executives. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1091

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

17. Kulhanek, Stefani Michelle. Developing Second Grade Teachers' Pedagogical Content Knowledge of Place Value.

Degree: 2013, Texas A&M University

 An understanding of whole number place value is a critical component of second-grade mathematics. This understanding of place value provides the foundational concept for operations… (more)

Subjects/Keywords: elementary mathematics; teacher pedagogical content knowledge; place value

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

APA (6th Edition):

Kulhanek, S. M. (2013). Developing Second Grade Teachers' Pedagogical Content Knowledge of Place Value. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149238

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):

Kulhanek, Stefani Michelle. “Developing Second Grade Teachers' Pedagogical Content Knowledge of Place Value.” 2013. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/149238.

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

MLA Handbook (7th Edition):

Kulhanek, Stefani Michelle. “Developing Second Grade Teachers' Pedagogical Content Knowledge of Place Value.” 2013. Web. 21 Apr 2019.

Vancouver:

Kulhanek SM. Developing Second Grade Teachers' Pedagogical Content Knowledge of Place Value. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/149238.

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

Council of Science Editors:

Kulhanek SM. Developing Second Grade Teachers' Pedagogical Content Knowledge of Place Value. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149238

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

18. You, Zhixia. Preservice teachers' knowledge of linear functions within multiple representation modes.

Degree: 2009, Texas A&M University

 This study examines preservice teachers? knowledge in the case of linear functions. Teachers? knowledge in general consists of their subject matter knowledge and their pedagogical… (more)

Subjects/Keywords: preservice teacher; teacher education; representation modes; linear function; algebra

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

APA (6th Edition):

You, Z. (2009). Preservice teachers' knowledge of linear functions within multiple representation modes. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1663

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):

You, Zhixia. “Preservice teachers' knowledge of linear functions within multiple representation modes.” 2009. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1663.

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

MLA Handbook (7th Edition):

You, Zhixia. “Preservice teachers' knowledge of linear functions within multiple representation modes.” 2009. Web. 21 Apr 2019.

Vancouver:

You Z. Preservice teachers' knowledge of linear functions within multiple representation modes. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1663.

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

Council of Science Editors:

You Z. Preservice teachers' knowledge of linear functions within multiple representation modes. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1663

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

19. Edwards, Joshua 1976-. Strong Body, Strong Mind: The Effects of Implementing Physical Activity within a Mathematics Course for Deployed Sailors.

Degree: 2012, Texas A&M University

 Test anxiety can act as a major inhibitor for students to perform to their ability. Students can find that what life decisions they are going… (more)

Subjects/Keywords: math anxiety; test anxiety; math; exercise; physical activity

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

APA (6th Edition):

Edwards, J. 1. (2012). Strong Body, Strong Mind: The Effects of Implementing Physical Activity within a Mathematics Course for Deployed Sailors. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/148437

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):

Edwards, Joshua 1976-. “Strong Body, Strong Mind: The Effects of Implementing Physical Activity within a Mathematics Course for Deployed Sailors.” 2012. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/148437.

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

MLA Handbook (7th Edition):

Edwards, Joshua 1976-. “Strong Body, Strong Mind: The Effects of Implementing Physical Activity within a Mathematics Course for Deployed Sailors.” 2012. Web. 21 Apr 2019.

Vancouver:

Edwards J1. Strong Body, Strong Mind: The Effects of Implementing Physical Activity within a Mathematics Course for Deployed Sailors. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/148437.

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

Council of Science Editors:

Edwards J1. Strong Body, Strong Mind: The Effects of Implementing Physical Activity within a Mathematics Course for Deployed Sailors. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/148437

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

.