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You searched for +publisher:"Texas A&M University" +contributor:("Loving, Cathleen"). Showing records 1 – 30 of 38 total matches.

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Texas A&M University

1. 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 20, 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. 20 Apr 2019.

Vancouver:

Perkins AC. Earthquake: Game-Based Learning for 21st Century STEM Education. [Internet] [Thesis]. Texas A&M University; 2016. [cited 2019 Apr 20]. 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

2. Wagner, Susan Allison. A narrative investigation of adult latina's life experience of physical activity adherence.

Degree: 2009, Texas A&M University

 The purpose of this study was to explore the lifelong physical activity (PA) stories of Latinas to determine motives that contribute to exercise adherence behaviors.… (more)

Subjects/Keywords: Narrative; Latina; Physical Activity; Adherence

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APA (6th Edition):

Wagner, S. A. (2009). A narrative investigation of adult latina's life experience of physical activity adherence. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2710

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):

Wagner, Susan Allison. “A narrative investigation of adult latina's life experience of physical activity adherence.” 2009. Thesis, Texas A&M University. Accessed April 20, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2710.

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

MLA Handbook (7th Edition):

Wagner, Susan Allison. “A narrative investigation of adult latina's life experience of physical activity adherence.” 2009. Web. 20 Apr 2019.

Vancouver:

Wagner SA. A narrative investigation of adult latina's life experience of physical activity adherence. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2710.

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

Council of Science Editors:

Wagner SA. A narrative investigation of adult latina's life experience of physical activity adherence. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2710

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


Texas A&M University

3. Seifert, Kathryn A. The Impact of a Metacognitive Reflection Component in a Problem-Based Learning Unit.

Degree: 2010, Texas A&M University

 This mixed methods dissertation explores the impact of metacognitive support (reflective journal entries and a think-aloud exercise) in a PBL (problem-based learning) unit. While students… (more)

Subjects/Keywords: Problem-Based Learning; Metacognition; Reflection

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APA (6th Edition):

Seifert, K. A. (2010). The Impact of a Metacognitive Reflection Component in a Problem-Based Learning Unit. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2008-08-30

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):

Seifert, Kathryn A. “The Impact of a Metacognitive Reflection Component in a Problem-Based Learning Unit.” 2010. Thesis, Texas A&M University. Accessed April 20, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2008-08-30.

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

MLA Handbook (7th Edition):

Seifert, Kathryn A. “The Impact of a Metacognitive Reflection Component in a Problem-Based Learning Unit.” 2010. Web. 20 Apr 2019.

Vancouver:

Seifert KA. The Impact of a Metacognitive Reflection Component in a Problem-Based Learning Unit. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2008-08-30.

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

Council of Science Editors:

Seifert KA. The Impact of a Metacognitive Reflection Component in a Problem-Based Learning Unit. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2008-08-30

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


Texas A&M University

4. Hollas, Victoria. Science Teaching in Texas: Investigating Relationships among Texas High School Science Teachers' Working Conditions, Job Satisfaction, and Retention.

Degree: 2012, Texas A&M University

 In many critical subject areas our schools are facing a need for teachers, particularly in the "high-need" areas of mathematics, science, and bilingual education. Educators… (more)

Subjects/Keywords: working conditions; teacher retention; job satisfaction; education; science education

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APA (6th Edition):

Hollas, V. (2012). Science Teaching in Texas: Investigating Relationships among Texas High School Science Teachers' Working Conditions, Job Satisfaction, and Retention. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10418

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):

Hollas, Victoria. “Science Teaching in Texas: Investigating Relationships among Texas High School Science Teachers' Working Conditions, Job Satisfaction, and Retention.” 2012. Thesis, Texas A&M University. Accessed April 20, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10418.

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

MLA Handbook (7th Edition):

Hollas, Victoria. “Science Teaching in Texas: Investigating Relationships among Texas High School Science Teachers' Working Conditions, Job Satisfaction, and Retention.” 2012. Web. 20 Apr 2019.

Vancouver:

Hollas V. Science Teaching in Texas: Investigating Relationships among Texas High School Science Teachers' Working Conditions, Job Satisfaction, and Retention. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10418.

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

Council of Science Editors:

Hollas V. Science Teaching in Texas: Investigating Relationships among Texas High School Science Teachers' Working Conditions, Job Satisfaction, and Retention. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10418

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 20, 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. 20 Apr 2019.

Vancouver:

Logan B. Comparing Reading Interventions for Language Arts Students. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Apr 20]. 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. 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 20, 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. 20 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 20]. 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

7. Venegas, Annette Mich?le. Developing Kindergarten and Second Grade Teachers' Pedagogical Content Knowledge of Academic Science Vocabulary Instruction.

Degree: 2014, Texas A&M University

 An extensive academic vocabulary in science is a critical component required for students' abilities to construct their own conceptual understandings about how things work in… (more)

Subjects/Keywords: vocabulary instruction; primary grades; science

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APA (6th Edition):

Venegas, A. M. (2014). Developing Kindergarten and Second Grade Teachers' Pedagogical Content Knowledge of Academic Science Vocabulary Instruction. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153892

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):

Venegas, Annette Mich?le. “Developing Kindergarten and Second Grade Teachers' Pedagogical Content Knowledge of Academic Science Vocabulary Instruction.” 2014. Thesis, Texas A&M University. Accessed April 20, 2019. http://hdl.handle.net/1969.1/153892.

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

MLA Handbook (7th Edition):

Venegas, Annette Mich?le. “Developing Kindergarten and Second Grade Teachers' Pedagogical Content Knowledge of Academic Science Vocabulary Instruction.” 2014. Web. 20 Apr 2019.

Vancouver:

Venegas AM. Developing Kindergarten and Second Grade Teachers' Pedagogical Content Knowledge of Academic Science Vocabulary Instruction. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/1969.1/153892.

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

Council of Science Editors:

Venegas AM. Developing Kindergarten and Second Grade Teachers' Pedagogical Content Knowledge of Academic Science Vocabulary Instruction. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153892

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


Texas A&M University

8. Godwin, Amber Joyce. Exploring Reading and Mathematics Integration in Preschool-Aged Children.

Degree: 2015, Texas A&M University

 The purpose of this dissertation was to add further support to the claim that concurrent reading and mathematics instruction with young children could not only… (more)

Subjects/Keywords: Reading; mathematics; early childhood; family literacy programs; early childhood teacher programs

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APA (6th Edition):

Godwin, A. J. (2015). Exploring Reading and Mathematics Integration in Preschool-Aged Children. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155573

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):

Godwin, Amber Joyce. “Exploring Reading and Mathematics Integration in Preschool-Aged Children.” 2015. Thesis, Texas A&M University. Accessed April 20, 2019. http://hdl.handle.net/1969.1/155573.

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

MLA Handbook (7th Edition):

Godwin, Amber Joyce. “Exploring Reading and Mathematics Integration in Preschool-Aged Children.” 2015. Web. 20 Apr 2019.

Vancouver:

Godwin AJ. Exploring Reading and Mathematics Integration in Preschool-Aged Children. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/1969.1/155573.

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

Council of Science Editors:

Godwin AJ. Exploring Reading and Mathematics Integration in Preschool-Aged Children. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155573

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


Texas A&M University

9. 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 20, 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. 20 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 20]. 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

10. Sullivan, Ann R. A Novel Fluorous Biphasic System: Werner-type Complexes in Fluorous Media.

Degree: 2012, Texas A&M University

 Fluorous chemistry has seen a number of advances since its birth in the early 1990s. One of the most attractive characteristics of fluorous solvents is… (more)

Subjects/Keywords: Fluorous chemistry; Werner complexes

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APA (6th Edition):

Sullivan, A. R. (2012). A Novel Fluorous Biphasic System: Werner-type Complexes in Fluorous Media. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10253

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):

Sullivan, Ann R. “A Novel Fluorous Biphasic System: Werner-type Complexes in Fluorous Media.” 2012. Thesis, Texas A&M University. Accessed April 20, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10253.

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

MLA Handbook (7th Edition):

Sullivan, Ann R. “A Novel Fluorous Biphasic System: Werner-type Complexes in Fluorous Media.” 2012. Web. 20 Apr 2019.

Vancouver:

Sullivan AR. A Novel Fluorous Biphasic System: Werner-type Complexes in Fluorous Media. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10253.

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

Council of Science Editors:

Sullivan AR. A Novel Fluorous Biphasic System: Werner-type Complexes in Fluorous Media. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10253

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


Texas A&M University

11. 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 20, 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. 20 Apr 2019.

Vancouver:

Ayar M. Ethnographic Studies of School Science and Science Communities. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Apr 20]. 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

12. 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 20, 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. 20 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 20]. 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

13. Peterson, Cheryl. Mentored Engagement of Secondary Science Students, Plant Scientists, and Teachers in an Inquiry-Based Online Learning Environment.

Degree: 2012, Texas A&M University

 PlantingScience (PS) is a unique web-based learning system designed to develop secondary students' scientific practices and proficiencies as they engage in hands-on classroom investigations while… (more)

Subjects/Keywords: Inquiry; On-line Learning; Online Learning Cyber-learning; Asynchronous Discourse; Reformed-based teaching and learning; PlantingScience; Secondary Science Students; Mentoring; Student Engagement; Inquiry-based teaching and learning; Professional Development; Scientific Practices and Proficiencies; Assessment; Student Outcomes; Inquiry Cycle

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APA (6th Edition):

Peterson, C. (2012). Mentored Engagement of Secondary Science Students, Plant Scientists, and Teachers in an Inquiry-Based Online Learning Environment. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11644

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):

Peterson, Cheryl. “Mentored Engagement of Secondary Science Students, Plant Scientists, and Teachers in an Inquiry-Based Online Learning Environment.” 2012. Thesis, Texas A&M University. Accessed April 20, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11644.

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

MLA Handbook (7th Edition):

Peterson, Cheryl. “Mentored Engagement of Secondary Science Students, Plant Scientists, and Teachers in an Inquiry-Based Online Learning Environment.” 2012. Web. 20 Apr 2019.

Vancouver:

Peterson C. Mentored Engagement of Secondary Science Students, Plant Scientists, and Teachers in an Inquiry-Based Online Learning Environment. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11644.

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

Council of Science Editors:

Peterson C. Mentored Engagement of Secondary Science Students, Plant Scientists, and Teachers in an Inquiry-Based Online Learning Environment. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11644

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


Texas A&M University

14. Baldwin, Moira Jenkins. The Comparative Effects of a Computer-Based Interactive Simulation during Structured, Guided, and Student-Directed Inquiry on Students' Mental Models of the Day/Night Cycle.

Degree: 2012, Texas A&M University

 This study compared middle school (i.e., fifth, sixth and seventh grade) students? mental models of the day/night cycle before and after implementation of three inquiry-based… (more)

Subjects/Keywords: inquiry-based learning; mental models

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APA (6th Edition):

Baldwin, M. J. (2012). The Comparative Effects of a Computer-Based Interactive Simulation during Structured, Guided, and Student-Directed Inquiry on Students' Mental Models of the Day/Night Cycle. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/148192

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):

Baldwin, Moira Jenkins. “The Comparative Effects of a Computer-Based Interactive Simulation during Structured, Guided, and Student-Directed Inquiry on Students' Mental Models of the Day/Night Cycle.” 2012. Thesis, Texas A&M University. Accessed April 20, 2019. http://hdl.handle.net/1969.1/148192.

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

MLA Handbook (7th Edition):

Baldwin, Moira Jenkins. “The Comparative Effects of a Computer-Based Interactive Simulation during Structured, Guided, and Student-Directed Inquiry on Students' Mental Models of the Day/Night Cycle.” 2012. Web. 20 Apr 2019.

Vancouver:

Baldwin MJ. The Comparative Effects of a Computer-Based Interactive Simulation during Structured, Guided, and Student-Directed Inquiry on Students' Mental Models of the Day/Night Cycle. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/1969.1/148192.

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

Council of Science Editors:

Baldwin MJ. The Comparative Effects of a Computer-Based Interactive Simulation during Structured, Guided, and Student-Directed Inquiry on Students' Mental Models of the Day/Night Cycle. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/148192

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 20, 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. 20 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 20]. 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

16. 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 20, 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. 20 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 20]. 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


Texas A&M University

17. Scogin, Stephen C. Motivating Learners in Secondary Science Classrooms: Analysis of a Computer-Supported, Inquiry-Based Learning Environment Using Self-Determination Theory.

Degree: 2014, Texas A&M University

 In spite of generally poor student reports about science instruction in K-12 classrooms and decreasing interest in STEM careers, some curricular programs have successfully motivated… (more)

Subjects/Keywords: science education; student motivation; self-determination theory; online mentoring; scientist-student partnerships; PlantingScience; technology

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APA (6th Edition):

Scogin, S. C. (2014). Motivating Learners in Secondary Science Classrooms: Analysis of a Computer-Supported, Inquiry-Based Learning Environment Using Self-Determination Theory. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153419

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):

Scogin, Stephen C. “Motivating Learners in Secondary Science Classrooms: Analysis of a Computer-Supported, Inquiry-Based Learning Environment Using Self-Determination Theory.” 2014. Thesis, Texas A&M University. Accessed April 20, 2019. http://hdl.handle.net/1969.1/153419.

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

MLA Handbook (7th Edition):

Scogin, Stephen C. “Motivating Learners in Secondary Science Classrooms: Analysis of a Computer-Supported, Inquiry-Based Learning Environment Using Self-Determination Theory.” 2014. Web. 20 Apr 2019.

Vancouver:

Scogin SC. Motivating Learners in Secondary Science Classrooms: Analysis of a Computer-Supported, Inquiry-Based Learning Environment Using Self-Determination Theory. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/1969.1/153419.

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

Council of Science Editors:

Scogin SC. Motivating Learners in Secondary Science Classrooms: Analysis of a Computer-Supported, Inquiry-Based Learning Environment Using Self-Determination Theory. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153419

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

18. Wu, Hui-Ling. Scaffolding in Technology-Enhanced Science Education.

Degree: 2011, Texas A&M University

 This dissertation focuses on the effectiveness of scaffolding in technology-enhanced science learning environments, and specifically the relative merits of computer- and teacher-based scaffolding in science… (more)

Subjects/Keywords: scaffolding; science education; technology-enhanced instruction; middle school

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APA (6th Edition):

Wu, H. (2011). Scaffolding in Technology-Enhanced Science Education. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7956

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, Hui-Ling. “Scaffolding in Technology-Enhanced Science Education.” 2011. Thesis, Texas A&M University. Accessed April 20, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7956.

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

MLA Handbook (7th Edition):

Wu, Hui-Ling. “Scaffolding in Technology-Enhanced Science Education.” 2011. Web. 20 Apr 2019.

Vancouver:

Wu H. Scaffolding in Technology-Enhanced Science Education. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7956.

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

Council of Science Editors:

Wu H. Scaffolding in Technology-Enhanced Science Education. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7956

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

19. Singleton, Julie. Environmental Literacy and Sustainability Values: A Content Analysis of National EE Frameworks and State Standards through the Lens of the Earth Charter.

Degree: 2012, Texas A&M University

 Mainstream scientists have grave concerns regarding unsustainable lifestyles in a world with finite resources. Lack of environmental literacy, sustainability values, connectedness to nature and environmental… (more)

Subjects/Keywords: Environmental Standards; Environmental values; Earth Charter

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APA (6th Edition):

Singleton, J. (2012). Environmental Literacy and Sustainability Values: A Content Analysis of National EE Frameworks and State Standards through the Lens of the Earth Charter. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10320

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):

Singleton, Julie. “Environmental Literacy and Sustainability Values: A Content Analysis of National EE Frameworks and State Standards through the Lens of the Earth Charter.” 2012. Thesis, Texas A&M University. Accessed April 20, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10320.

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

MLA Handbook (7th Edition):

Singleton, Julie. “Environmental Literacy and Sustainability Values: A Content Analysis of National EE Frameworks and State Standards through the Lens of the Earth Charter.” 2012. Web. 20 Apr 2019.

Vancouver:

Singleton J. Environmental Literacy and Sustainability Values: A Content Analysis of National EE Frameworks and State Standards through the Lens of the Earth Charter. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10320.

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

Council of Science Editors:

Singleton J. Environmental Literacy and Sustainability Values: A Content Analysis of National EE Frameworks and State Standards through the Lens of the Earth Charter. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10320

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

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

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 20, 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. 20 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 20]. 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

21. 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 (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 20, 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. 20 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 20]. 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

22. Ozturk, Gokhan. The Broader Impact of Student-Scientist Partnership: Scientists? Contribution to Students? Understanding and Proficiencies of Science.

Degree: 2015, Texas A&M University

 This study aims to investigate the broader impacts of student-scientist partnership with an emphasis on scientists? possible contributions to students? understanding and proficiencies of science.… (more)

Subjects/Keywords: Student-scientist partnership; nature of science; online mentoring; science proficiencies

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APA (6th Edition):

Ozturk, G. (2015). The Broader Impact of Student-Scientist Partnership: Scientists? Contribution to Students? Understanding and Proficiencies of Science. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155639

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):

Ozturk, Gokhan. “The Broader Impact of Student-Scientist Partnership: Scientists? Contribution to Students? Understanding and Proficiencies of Science.” 2015. Thesis, Texas A&M University. Accessed April 20, 2019. http://hdl.handle.net/1969.1/155639.

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

MLA Handbook (7th Edition):

Ozturk, Gokhan. “The Broader Impact of Student-Scientist Partnership: Scientists? Contribution to Students? Understanding and Proficiencies of Science.” 2015. Web. 20 Apr 2019.

Vancouver:

Ozturk G. The Broader Impact of Student-Scientist Partnership: Scientists? Contribution to Students? Understanding and Proficiencies of Science. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/1969.1/155639.

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

Council of Science Editors:

Ozturk G. The Broader Impact of Student-Scientist Partnership: Scientists? Contribution to Students? Understanding and Proficiencies of Science. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155639

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

23. 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 20, 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. 20 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 20]. 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

24. 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 20, 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. 20 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 20]. 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

25. 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 20, 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. 20 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 20]. 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

26. 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 20, 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. 20 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 20]. 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

27. 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

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Sample image

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

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 20, 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. 20 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 20]. 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

28. 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 20, 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. 20 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 20]. 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

29. Williams - Duncan, Omah Makebbe. An Analysis of Current and Former Mathematics and Science Teacher Education Program Participants' Perceptions for Quality Assurance.

Degree: 2015, Texas A&M University

 State curriculum and professional standards characterize the level of proficiency preservice teachers must attain to be prepared to teach in Texas classrooms. Teacher education programs… (more)

Subjects/Keywords: Science teacher education program; mathematics teacher education program; teacher preparation program; program quality assurance; teacher perceptions; mentoring; teacher confidence

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

APA (6th Edition):

Williams - Duncan, O. M. (2015). An Analysis of Current and Former Mathematics and Science Teacher Education Program Participants' Perceptions for Quality Assurance. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155323

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):

Williams - Duncan, Omah Makebbe. “An Analysis of Current and Former Mathematics and Science Teacher Education Program Participants' Perceptions for Quality Assurance.” 2015. Thesis, Texas A&M University. Accessed April 20, 2019. http://hdl.handle.net/1969.1/155323.

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

MLA Handbook (7th Edition):

Williams - Duncan, Omah Makebbe. “An Analysis of Current and Former Mathematics and Science Teacher Education Program Participants' Perceptions for Quality Assurance.” 2015. Web. 20 Apr 2019.

Vancouver:

Williams - Duncan OM. An Analysis of Current and Former Mathematics and Science Teacher Education Program Participants' Perceptions for Quality Assurance. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Apr 20]. Available from: http://hdl.handle.net/1969.1/155323.

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

Council of Science Editors:

Williams - Duncan OM. An Analysis of Current and Former Mathematics and Science Teacher Education Program Participants' Perceptions for Quality Assurance. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155323

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

30. 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 20, 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. 20 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 20]. 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

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