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You searched for +publisher:"Texas A&M University" +contributor:("Loving, Cathleen C."). Showing records 1 – 20 of 20 total matches.

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Texas A&M University

1. Alpaslan, Muhammet Mustafa. Descriptive Studies of the Relations between Personal Epistemology and Self-Regulated Learning.

Degree: 2014, Texas A&M University

 In my dissertation, I have examined the relations between students? personal epistemologies and self-regulated learning. I have conducted three independent studies for my three-article dissertation.… (more)

Subjects/Keywords: Personal epistemology; self-regulated learning; meta-analysis; physics education

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APA (6th Edition):

Alpaslan, M. M. (2014). Descriptive Studies of the Relations between Personal Epistemology and Self-Regulated Learning. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153475

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):

Alpaslan, Muhammet Mustafa. “Descriptive Studies of the Relations between Personal Epistemology and Self-Regulated Learning.” 2014. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/153475.

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

MLA Handbook (7th Edition):

Alpaslan, Muhammet Mustafa. “Descriptive Studies of the Relations between Personal Epistemology and Self-Regulated Learning.” 2014. Web. 21 Apr 2019.

Vancouver:

Alpaslan MM. Descriptive Studies of the Relations between Personal Epistemology and Self-Regulated Learning. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/153475.

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

Council of Science Editors:

Alpaslan MM. Descriptive Studies of the Relations between Personal Epistemology and Self-Regulated Learning. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153475

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


Texas A&M University

2. Kim, Hye Jeong. Promoting young adolescents?pothesis-development performance in a computer-supported and problem-based learning environment.

Degree: 2009, Texas A&M University

 In the study, young adolescents? hypothesis development in a computer-supported and problem-based learning environment was examined in terms of two empirical studies. The first study… (more)

Subjects/Keywords: hypothesis development; ill-structured problem

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APA (6th Edition):

Kim, H. J. (2009). Promoting young adolescents?pothesis-development performance in a computer-supported and problem-based learning environment. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2740

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):

Kim, Hye Jeong. “Promoting young adolescents?pothesis-development performance in a computer-supported and problem-based learning environment.” 2009. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2740.

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

MLA Handbook (7th Edition):

Kim, Hye Jeong. “Promoting young adolescents?pothesis-development performance in a computer-supported and problem-based learning environment.” 2009. Web. 21 Apr 2019.

Vancouver:

Kim HJ. Promoting young adolescents?pothesis-development performance in a computer-supported and problem-based learning environment. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2740.

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

Council of Science Editors:

Kim HJ. Promoting young adolescents?pothesis-development performance in a computer-supported and problem-based learning environment. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2740

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


Texas A&M University

3. Ayar, Mehmet. Ethnographic Studies of School Science and Science Communities.

Degree: 2012, Texas A&M University

 In this dissertation I used the anthropological and sociocultural perspectives to examine the culture of school science and science communities. I conducted three independent studies.… (more)

Subjects/Keywords: Meta-ethnography; ethnography; scientific practice; communities of practice; school science; engineering community; science education; learning design

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APA (6th Edition):

Ayar, M. (2012). Ethnographic Studies of School Science and Science Communities. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-11149

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):

Ayar, Mehmet. “Ethnographic Studies of School Science and Science Communities.” 2012. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-11149.

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

MLA Handbook (7th Edition):

Ayar, Mehmet. “Ethnographic Studies of School Science and Science Communities.” 2012. Web. 21 Apr 2019.

Vancouver:

Ayar M. Ethnographic Studies of School Science and Science Communities. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-11149.

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

Council of Science Editors:

Ayar M. Ethnographic Studies of School Science and Science Communities. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-11149

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


Texas A&M University

4. Shimek, Christina. The Effectiveness of Scaffolding Treatment on College Students' Epistemological Reasoning about how Data are Used as Evidence.

Degree: 2012, Texas A&M University

 College students rarely engage model-based epistemological reasoning about scientific data and evidence. The purpose of this study was to (1) investigate how scaffolding treatments influenced… (more)

Subjects/Keywords: distributed scaffolding; domain-general scaffolds; domain-specific scaffolds; epistemological reasoning; college science

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APA (6th Edition):

Shimek, C. (2012). The Effectiveness of Scaffolding Treatment on College Students' Epistemological Reasoning about how Data are Used as Evidence. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10957

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):

Shimek, Christina. “The Effectiveness of Scaffolding Treatment on College Students' Epistemological Reasoning about how Data are Used as Evidence.” 2012. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10957.

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

MLA Handbook (7th Edition):

Shimek, Christina. “The Effectiveness of Scaffolding Treatment on College Students' Epistemological Reasoning about how Data are Used as Evidence.” 2012. Web. 21 Apr 2019.

Vancouver:

Shimek C. The Effectiveness of Scaffolding Treatment on College Students' Epistemological Reasoning about how Data are Used as Evidence. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10957.

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

Council of Science Editors:

Shimek C. The Effectiveness of Scaffolding Treatment on College Students' Epistemological Reasoning about how Data are Used as Evidence. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10957

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


Texas A&M University

5. 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


Texas A&M University

6. Head, Mary Jane. Using Simulations in Physics to Teach Newton's Third Law to High School Learners with Limited English Proficiency: A Mixed Methods Study.

Degree: 2014, Texas A&M University

 My intent in this study was to investigate computer simulations as an instructional approach for high school physics English Language Learners (ELLs). Comparison-group research was… (more)

Subjects/Keywords: Newton's Third Law; English Language Learners; Conceptual Understanding; Computer Simulations; Hands-on Laboratory Investigations

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APA (6th Edition):

Head, M. J. (2014). Using Simulations in Physics to Teach Newton's Third Law to High School Learners with Limited English Proficiency: A Mixed Methods Study. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152592

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):

Head, Mary Jane. “Using Simulations in Physics to Teach Newton's Third Law to High School Learners with Limited English Proficiency: A Mixed Methods Study.” 2014. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/152592.

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

MLA Handbook (7th Edition):

Head, Mary Jane. “Using Simulations in Physics to Teach Newton's Third Law to High School Learners with Limited English Proficiency: A Mixed Methods Study.” 2014. Web. 21 Apr 2019.

Vancouver:

Head MJ. Using Simulations in Physics to Teach Newton's Third Law to High School Learners with Limited English Proficiency: A Mixed Methods Study. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/152592.

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

Council of Science Editors:

Head MJ. Using Simulations in Physics to Teach Newton's Third Law to High School Learners with Limited English Proficiency: A Mixed Methods Study. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/152592

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

7. Anderson, Amy E. Exploration of the Impact of the Same Developmental Mentor Training Within the Infrastructure of Two Different School Districts.

Degree: 2010, Texas A&M University

 The literature is convincing that the revolving door presently occurring in schools as new teachers prematurely leave the profession is difficult not only on children… (more)

Subjects/Keywords: Mentoring; Novice Teachers; New Teacher Induction; Mentoring Program Infrastructure

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APA (6th Edition):

Anderson, A. E. (2010). Exploration of the Impact of the Same Developmental Mentor Training Within the Infrastructure of Two Different School Districts. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-584

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, Amy E. “Exploration of the Impact of the Same Developmental Mentor Training Within the Infrastructure of Two Different School Districts.” 2010. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-584.

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

MLA Handbook (7th Edition):

Anderson, Amy E. “Exploration of the Impact of the Same Developmental Mentor Training Within the Infrastructure of Two Different School Districts.” 2010. Web. 21 Apr 2019.

Vancouver:

Anderson AE. Exploration of the Impact of the Same Developmental Mentor Training Within the Infrastructure of Two Different School Districts. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-584.

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

Council of Science Editors:

Anderson AE. Exploration of the Impact of the Same Developmental Mentor Training Within the Infrastructure of Two Different School Districts. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-584

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

8. 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 (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 21, 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. 21 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 21]. 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

9. Yoo, Dawoon. Investigating One Science Teacher?s Inquiry Unit Through an Integrated Analysis: The Scientific Practices Analysis (SPA)-Map and the Mathematics and Science Classroom Observation Profile System (M-SCOPS).

Degree: 2012, Texas A&M University

 Since the 1950s, inquiry has been considered an effective strategy to promote students? science learning. However, the use of inquiry in contemporary science classrooms is… (more)

Subjects/Keywords: scientific practice; inquiry; scaffolding; cognitive complexity

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APA (6th Edition):

Yoo, D. (2012). Investigating One Science Teacher?s Inquiry Unit Through an Integrated Analysis: The Scientific Practices Analysis (SPA)-Map and the Mathematics and Science Classroom Observation Profile System (M-SCOPS). (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10064

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):

Yoo, Dawoon. “Investigating One Science Teacher?s Inquiry Unit Through an Integrated Analysis: The Scientific Practices Analysis (SPA)-Map and the Mathematics and Science Classroom Observation Profile System (M-SCOPS).” 2012. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10064.

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

MLA Handbook (7th Edition):

Yoo, Dawoon. “Investigating One Science Teacher?s Inquiry Unit Through an Integrated Analysis: The Scientific Practices Analysis (SPA)-Map and the Mathematics and Science Classroom Observation Profile System (M-SCOPS).” 2012. Web. 21 Apr 2019.

Vancouver:

Yoo D. Investigating One Science Teacher?s Inquiry Unit Through an Integrated Analysis: The Scientific Practices Analysis (SPA)-Map and the Mathematics and Science Classroom Observation Profile System (M-SCOPS). [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10064.

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

Council of Science Editors:

Yoo D. Investigating One Science Teacher?s Inquiry Unit Through an Integrated Analysis: The Scientific Practices Analysis (SPA)-Map and the Mathematics and Science Classroom Observation Profile System (M-SCOPS). [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10064

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

10. Spikes, Sara Elizabeth. State-of-the-State of Texas Retention of High School Science Teachers.

Degree: 2012, Texas A&M University

 Concerns about turnover of highly qualified science teachers have pervaded education stakeholder discussions for several years. Yet little is known about where are we in… (more)

Subjects/Keywords: Science teachers; High school; Teacher mobility; Retention strategies; Retention challenges; Job satisfaction

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APA (6th Edition):

Spikes, S. E. (2012). State-of-the-State of Texas Retention of High School Science Teachers. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10050

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):

Spikes, Sara Elizabeth. “State-of-the-State of Texas Retention of High School Science Teachers.” 2012. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10050.

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

MLA Handbook (7th Edition):

Spikes, Sara Elizabeth. “State-of-the-State of Texas Retention of High School Science Teachers.” 2012. Web. 21 Apr 2019.

Vancouver:

Spikes SE. State-of-the-State of Texas Retention of High School Science Teachers. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10050.

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

Council of Science Editors:

Spikes SE. State-of-the-State of Texas Retention of High School Science Teachers. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10050

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

11. Brooks, Lisa A. Learning and Transfer in a Complex Professional Development Setting: A Cross-Case Analysis of the Perceptions and Practices of Science Teachers.

Degree: 2010, Texas A&M University

 In this dissertation the relationships among teachers' classroom contexts, teaching practices, personal practice theories and their learning from reform-based professional development were examined. This study… (more)

Subjects/Keywords: Science Education; Teacher Professional Development

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APA (6th Edition):

Brooks, L. A. (2010). Learning and Transfer in a Complex Professional Development Setting: A Cross-Case Analysis of the Perceptions and Practices of Science Teachers. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-775

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):

Brooks, Lisa A. “Learning and Transfer in a Complex Professional Development Setting: A Cross-Case Analysis of the Perceptions and Practices of Science Teachers.” 2010. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-775.

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

MLA Handbook (7th Edition):

Brooks, Lisa A. “Learning and Transfer in a Complex Professional Development Setting: A Cross-Case Analysis of the Perceptions and Practices of Science Teachers.” 2010. Web. 21 Apr 2019.

Vancouver:

Brooks LA. Learning and Transfer in a Complex Professional Development Setting: A Cross-Case Analysis of the Perceptions and Practices of Science Teachers. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-775.

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

Council of Science Editors:

Brooks LA. Learning and Transfer in a Complex Professional Development Setting: A Cross-Case Analysis of the Perceptions and Practices of Science Teachers. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-775

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

12. Gerren, Sally Sue. The relationship between graphing calculator use and the development of classroom norms in an exemplay teacher's college algebra course.

Degree: 2008, Texas A&M University

 The purpose of this study was to advance knowledge about the relationship between graphing calculator use and classroom norm development. An interpretive case study design… (more)

Subjects/Keywords: Multiple Representations; Exemplary Teacher; Classroom Norms; Graphing Calculator; College Algebra Course; Community College

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APA (6th Edition):

Gerren, S. S. (2008). The relationship between graphing calculator use and the development of classroom norms in an exemplay teacher's college algebra course. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/86022

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):

Gerren, Sally Sue. “The relationship between graphing calculator use and the development of classroom norms in an exemplay teacher's college algebra course.” 2008. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/86022.

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

MLA Handbook (7th Edition):

Gerren, Sally Sue. “The relationship between graphing calculator use and the development of classroom norms in an exemplay teacher's college algebra course.” 2008. Web. 21 Apr 2019.

Vancouver:

Gerren SS. The relationship between graphing calculator use and the development of classroom norms in an exemplay teacher's college algebra course. [Internet] [Thesis]. Texas A&M University; 2008. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/86022.

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

Council of Science Editors:

Gerren SS. The relationship between graphing calculator use and the development of classroom norms in an exemplay teacher's college algebra course. [Thesis]. Texas A&M University; 2008. Available from: http://hdl.handle.net/1969.1/86022

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

13. Smith, Mychelle. Profanity, Disgust, and Dangerous Literature: A Hermeneutical Analysis of the Catcher in the Rye and the Chocolate War.

Degree: 2015, Texas A&M University

 Varying levels and types of colloquial language are considered inappropriate, especially profanity. Obscene language is one aspect applied to the R-rating for movies and television… (more)

Subjects/Keywords: profanity; literature; hermeneutics; censorship

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APA (6th Edition):

Smith, M. (2015). Profanity, Disgust, and Dangerous Literature: A Hermeneutical Analysis of the Catcher in the Rye and the Chocolate War. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155470

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

Chicago Manual of Style (16th Edition):

Smith, Mychelle. “Profanity, Disgust, and Dangerous Literature: A Hermeneutical Analysis of the Catcher in the Rye and the Chocolate War.” 2015. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/155470.

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

MLA Handbook (7th Edition):

Smith, Mychelle. “Profanity, Disgust, and Dangerous Literature: A Hermeneutical Analysis of the Catcher in the Rye and the Chocolate War.” 2015. Web. 21 Apr 2019.

Vancouver:

Smith M. Profanity, Disgust, and Dangerous Literature: A Hermeneutical Analysis of the Catcher in the Rye and the Chocolate War. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/155470.

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

Council of Science Editors:

Smith M. Profanity, Disgust, and Dangerous Literature: A Hermeneutical Analysis of the Catcher in the Rye and the Chocolate War. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155470

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

14. Ezrailson, Cathy Mariotti. EMIT: explicit modeling of interactive-engagement techniques for physics graduate teaching assistants and the impact on instruction and student performance in calculus-based physics.

Degree: 2005, Texas A&M University

 This study measures the effect of a model of explicit instruction (EMIT) on the: 1) physics graduate teaching assistants? adherence to reformed teaching methods, 2)… (more)

Subjects/Keywords: inteactive engagement; active engagement; Modeling; Calculus-based physics; graduate teaching assistants; physics teaching assistants; explicit modeling; models of instruction; cooperative groups; context rich problem solving; cognitive coaching in physics

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

APA (6th Edition):

Ezrailson, C. M. (2005). EMIT: explicit modeling of interactive-engagement techniques for physics graduate teaching assistants and the impact on instruction and student performance in calculus-based physics. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/1467

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):

Ezrailson, Cathy Mariotti. “EMIT: explicit modeling of interactive-engagement techniques for physics graduate teaching assistants and the impact on instruction and student performance in calculus-based physics.” 2005. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/1467.

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

MLA Handbook (7th Edition):

Ezrailson, Cathy Mariotti. “EMIT: explicit modeling of interactive-engagement techniques for physics graduate teaching assistants and the impact on instruction and student performance in calculus-based physics.” 2005. Web. 21 Apr 2019.

Vancouver:

Ezrailson CM. EMIT: explicit modeling of interactive-engagement techniques for physics graduate teaching assistants and the impact on instruction and student performance in calculus-based physics. [Internet] [Thesis]. Texas A&M University; 2005. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/1467.

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

Council of Science Editors:

Ezrailson CM. EMIT: explicit modeling of interactive-engagement techniques for physics graduate teaching assistants and the impact on instruction and student performance in calculus-based physics. [Thesis]. Texas A&M University; 2005. Available from: http://hdl.handle.net/1969.1/1467

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


Texas A&M University

15. Schroeder, Carolyn M. Expert-novice interaction in problematizing a complex environmental science issue using web-based information and analysis tools.

Degree: 2006, Texas A&M University

 Solving complex problems is integral to science. Despite the importance of this type of problem solving, little research has been done on how collaborative teams… (more)

Subjects/Keywords: expert-novice; problem solving

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APA (6th Edition):

Schroeder, C. M. (2006). Expert-novice interaction in problematizing a complex environmental science issue using web-based information and analysis tools. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/3733

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):

Schroeder, Carolyn M. “Expert-novice interaction in problematizing a complex environmental science issue using web-based information and analysis tools.” 2006. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/3733.

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

MLA Handbook (7th Edition):

Schroeder, Carolyn M. “Expert-novice interaction in problematizing a complex environmental science issue using web-based information and analysis tools.” 2006. Web. 21 Apr 2019.

Vancouver:

Schroeder CM. Expert-novice interaction in problematizing a complex environmental science issue using web-based information and analysis tools. [Internet] [Thesis]. Texas A&M University; 2006. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/3733.

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

Council of Science Editors:

Schroeder CM. Expert-novice interaction in problematizing a complex environmental science issue using web-based information and analysis tools. [Thesis]. Texas A&M University; 2006. Available from: http://hdl.handle.net/1969.1/3733

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


Texas A&M University

16. Yates, Deborah. Incorporating classical studies in education: Parmenides' fragments as teaching tools and specific emphasis on Parmenides' proem.

Degree: 2007, Texas A&M University

 A thesis presented on Parmenides of Elea, born in 510 B.C.E., serves as a muse for my studies in education. I find his fragments and… (more)

Subjects/Keywords: ancient philosophy; curriculum

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APA (6th Edition):

Yates, D. (2007). Incorporating classical studies in education: Parmenides' fragments as teaching tools and specific emphasis on Parmenides' proem. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/5855

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):

Yates, Deborah. “Incorporating classical studies in education: Parmenides' fragments as teaching tools and specific emphasis on Parmenides' proem.” 2007. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/5855.

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

MLA Handbook (7th Edition):

Yates, Deborah. “Incorporating classical studies in education: Parmenides' fragments as teaching tools and specific emphasis on Parmenides' proem.” 2007. Web. 21 Apr 2019.

Vancouver:

Yates D. Incorporating classical studies in education: Parmenides' fragments as teaching tools and specific emphasis on Parmenides' proem. [Internet] [Thesis]. Texas A&M University; 2007. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/5855.

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

Council of Science Editors:

Yates D. Incorporating classical studies in education: Parmenides' fragments as teaching tools and specific emphasis on Parmenides' proem. [Thesis]. Texas A&M University; 2007. Available from: http://hdl.handle.net/1969.1/5855

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


Texas A&M University

17. Chen, Chia-Yin. Even Start family literacy program participants' perceptions of parenting education, an integral component in family literacy programs.

Degree: 2006, Texas A&M University

 Parenting education, combined with adult basic education and early childhood education, makes the Even Start program a unified family literacy program which helps to break… (more)

Subjects/Keywords: parenting education; family literacy; Even Start

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APA (6th Edition):

Chen, C. (2006). Even Start family literacy program participants' perceptions of parenting education, an integral component in family literacy programs. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/4368

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):

Chen, Chia-Yin. “Even Start family literacy program participants' perceptions of parenting education, an integral component in family literacy programs.” 2006. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/4368.

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

MLA Handbook (7th Edition):

Chen, Chia-Yin. “Even Start family literacy program participants' perceptions of parenting education, an integral component in family literacy programs.” 2006. Web. 21 Apr 2019.

Vancouver:

Chen C. Even Start family literacy program participants' perceptions of parenting education, an integral component in family literacy programs. [Internet] [Thesis]. Texas A&M University; 2006. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/4368.

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

Council of Science Editors:

Chen C. Even Start family literacy program participants' perceptions of parenting education, an integral component in family literacy programs. [Thesis]. Texas A&M University; 2006. Available from: http://hdl.handle.net/1969.1/4368

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


Texas A&M University

18. Acheson, Gillian. Teaching the tool of the trade: an exploration of teachers' beliefs, knowledge, and practices about maps.

Degree: 2004, Texas A&M University

 Maps are the integral tool of geography. The importance of maps to geographic literacy is reflected in the National Geography Standards (Geography Education Implementation Project… (more)

Subjects/Keywords: geography; maps; geography education; instruction

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APA (6th Edition):

Acheson, G. (2004). Teaching the tool of the trade: an exploration of teachers' beliefs, knowledge, and practices about maps. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/421

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):

Acheson, Gillian. “Teaching the tool of the trade: an exploration of teachers' beliefs, knowledge, and practices about maps.” 2004. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/421.

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

MLA Handbook (7th Edition):

Acheson, Gillian. “Teaching the tool of the trade: an exploration of teachers' beliefs, knowledge, and practices about maps.” 2004. Web. 21 Apr 2019.

Vancouver:

Acheson G. Teaching the tool of the trade: an exploration of teachers' beliefs, knowledge, and practices about maps. [Internet] [Thesis]. Texas A&M University; 2004. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/421.

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

Council of Science Editors:

Acheson G. Teaching the tool of the trade: an exploration of teachers' beliefs, knowledge, and practices about maps. [Thesis]. Texas A&M University; 2004. Available from: http://hdl.handle.net/1969.1/421

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


Texas A&M University

19. Wu, Zhonghe. The study of middle school teachers' understanding and use of mathematical representation in relation to teachers' zone of proximal development in teaching fractions and algebraic functions.

Degree: 2004, Texas A&M University

 This study examined teachers' learning and understanding of mathematical representation through the Middle School Mathematics Project (MSMP) professional development, investigated teachers' use of mathematics representations… (more)

Subjects/Keywords: Middle school mathematics teachers' changes; teachers' zone of proximal development; mathematical representation; professional development; fractions and algebraic functions

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APA (6th Edition):

Wu, Z. (2004). The study of middle school teachers' understanding and use of mathematical representation in relation to teachers' zone of proximal development in teaching fractions and algebraic functions. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/1218

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):

Wu, Zhonghe. “The study of middle school teachers' understanding and use of mathematical representation in relation to teachers' zone of proximal development in teaching fractions and algebraic functions.” 2004. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/1218.

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

MLA Handbook (7th Edition):

Wu, Zhonghe. “The study of middle school teachers' understanding and use of mathematical representation in relation to teachers' zone of proximal development in teaching fractions and algebraic functions.” 2004. Web. 21 Apr 2019.

Vancouver:

Wu Z. The study of middle school teachers' understanding and use of mathematical representation in relation to teachers' zone of proximal development in teaching fractions and algebraic functions. [Internet] [Thesis]. Texas A&M University; 2004. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/1218.

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

Council of Science Editors:

Wu Z. The study of middle school teachers' understanding and use of mathematical representation in relation to teachers' zone of proximal development in teaching fractions and algebraic functions. [Thesis]. Texas A&M University; 2004. Available from: http://hdl.handle.net/1969.1/1218

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


Texas A&M University

20. Jensen, Deborah Larkey. A case study of an expert mathematics teacher's interactive decision-making system using physiological and behavioral time series data.

Degree: 2005, Texas A&M University

 The purpose of this exploratory case study was to describe an expert teacher?s decision-making system during interactive instruction using teacher self-report information, classroom observation data,… (more)

Subjects/Keywords: decisions; time series; physiology; behavioral

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APA (6th Edition):

Jensen, D. L. (2005). A case study of an expert mathematics teacher's interactive decision-making system using physiological and behavioral time series data. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/1468

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):

Jensen, Deborah Larkey. “A case study of an expert mathematics teacher's interactive decision-making system using physiological and behavioral time series data.” 2005. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/1468.

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

MLA Handbook (7th Edition):

Jensen, Deborah Larkey. “A case study of an expert mathematics teacher's interactive decision-making system using physiological and behavioral time series data.” 2005. Web. 21 Apr 2019.

Vancouver:

Jensen DL. A case study of an expert mathematics teacher's interactive decision-making system using physiological and behavioral time series data. [Internet] [Thesis]. Texas A&M University; 2005. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/1468.

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

Council of Science Editors:

Jensen DL. A case study of an expert mathematics teacher's interactive decision-making system using physiological and behavioral time series data. [Thesis]. Texas A&M University; 2005. Available from: http://hdl.handle.net/1969.1/1468

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

.