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You searched for +publisher:"Texas A&M University" +contributor:("Schielack, Jane"). Showing records 1 – 13 of 13 total matches.

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Texas A&M University

1. Brown, Irving. Preservice Teachers? Content Knowledge of Function Concept within a Contextual Environment.

Degree: 2012, Texas A&M University

 The overarching goal of this dissertation research was to develop and measure the psychometric properties of an instrument to assess preservice teachers? content knowledge of… (more)

Subjects/Keywords: preservice; teacher education; mathematics; function; assessment; instrument development; algebra

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APA (6th Edition):

Brown, I. (2012). Preservice Teachers? Content Knowledge of Function Concept within a Contextual Environment. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9827

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

Chicago Manual of Style (16th Edition):

Brown, Irving. “Preservice Teachers? Content Knowledge of Function Concept within a Contextual Environment.” 2012. Thesis, Texas A&M University. Accessed March 19, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9827.

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

MLA Handbook (7th Edition):

Brown, Irving. “Preservice Teachers? Content Knowledge of Function Concept within a Contextual Environment.” 2012. Web. 19 Mar 2019.

Vancouver:

Brown I. Preservice Teachers? Content Knowledge of Function Concept within a Contextual Environment. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9827.

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

Council of Science Editors:

Brown I. Preservice Teachers? Content Knowledge of Function Concept within a Contextual Environment. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9827

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


Texas A&M University

2. Travis, Jennifer Lynn. A Self-regulated Learning Intervention for Developmental Mathematics Students at a Community College: Effects of Study Journals on Achievement and Study Habits.

Degree: PhD, Curriculum and Instruction, 2014, Texas A&M University

 Self-regulated learners continually monitor and adjust the learning process through a recursive loop of forethought, learning enactment, and reflection. The literature review for this study… (more)

Subjects/Keywords: self-regulated learning; study habits; developmental mathematics; community college; higher education; mixed methods; mathematics; mathematics achievement; study journals; propensity score matching

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APA (6th Edition):

Travis, J. L. (2014). A Self-regulated Learning Intervention for Developmental Mathematics Students at a Community College: Effects of Study Journals on Achievement and Study Habits. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152547

Chicago Manual of Style (16th Edition):

Travis, Jennifer Lynn. “A Self-regulated Learning Intervention for Developmental Mathematics Students at a Community College: Effects of Study Journals on Achievement and Study Habits.” 2014. Doctoral Dissertation, Texas A&M University. Accessed March 19, 2019. http://hdl.handle.net/1969.1/152547.

MLA Handbook (7th Edition):

Travis, Jennifer Lynn. “A Self-regulated Learning Intervention for Developmental Mathematics Students at a Community College: Effects of Study Journals on Achievement and Study Habits.” 2014. Web. 19 Mar 2019.

Vancouver:

Travis JL. A Self-regulated Learning Intervention for Developmental Mathematics Students at a Community College: Effects of Study Journals on Achievement and Study Habits. [Internet] [Doctoral dissertation]. Texas A&M University; 2014. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/1969.1/152547.

Council of Science Editors:

Travis JL. A Self-regulated Learning Intervention for Developmental Mathematics Students at a Community College: Effects of Study Journals on Achievement and Study Habits. [Doctoral Dissertation]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/152547


Texas A&M University

3. Hobson, Margaret. Teacher Perceptions of Change in Leadership Roles and Activities as a Result of Participation in a Science Education Leadership Program.

Degree: 2010, Texas A&M University

 Teacher leadership has emerged as a component of the movement to increase student achievement in science and mathematics. The Information Technology in Science Center for… (more)

Subjects/Keywords: Teacher Leadership; Science Education; Mathematics Education

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APA (6th Edition):

Hobson, M. (2010). Teacher Perceptions of Change in Leadership Roles and Activities as a Result of Participation in a Science Education Leadership Program. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-3261

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):

Hobson, Margaret. “Teacher Perceptions of Change in Leadership Roles and Activities as a Result of Participation in a Science Education Leadership Program.” 2010. Thesis, Texas A&M University. Accessed March 19, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-3261.

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

MLA Handbook (7th Edition):

Hobson, Margaret. “Teacher Perceptions of Change in Leadership Roles and Activities as a Result of Participation in a Science Education Leadership Program.” 2010. Web. 19 Mar 2019.

Vancouver:

Hobson M. Teacher Perceptions of Change in Leadership Roles and Activities as a Result of Participation in a Science Education Leadership Program. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-3261.

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

Council of Science Editors:

Hobson M. Teacher Perceptions of Change in Leadership Roles and Activities as a Result of Participation in a Science Education Leadership Program. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-3261

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


Texas A&M University

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

Degree: 2012, Texas A&M University

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Romero, Christopher 1978-. “They Must Be Mediocre: Representations, Cognitive Complexity, and Problem Solving in Secondary Calculus Textbooks.” 2012. Thesis, Texas A&M University. Accessed March 19, 2019. http://hdl.handle.net/1969.1/148224.

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

MLA Handbook (7th Edition):

Romero, Christopher 1978-. “They Must Be Mediocre: Representations, Cognitive Complexity, and Problem Solving in Secondary Calculus Textbooks.” 2012. Web. 19 Mar 2019.

Vancouver:

Romero C1. They Must Be Mediocre: Representations, Cognitive Complexity, and Problem Solving in Secondary Calculus Textbooks. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/1969.1/148224.

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

Council of Science Editors:

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

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


Texas A&M University

5. 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 March 19, 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. 19 Mar 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 Mar 19]. 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

6. Ma, Tingting. Prospective and Practicing Middle School Teachers' Knowledge of Curriculum for Teaching Simple Algebraic Equations.

Degree: 2012, Texas A&M University

 Knowledge of curriculum is a significant component of mathematical knowledge for teaching. However, clearly understanding knowledge of curriculum requires further refinement and substantial research. This… (more)

Subjects/Keywords: Mathematical knowledge for teaching; Knowledge of curriculum; Middle School; Equation; Teacher knowledge; Education

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APA (6th Edition):

Ma, T. (2012). Prospective and Practicing Middle School Teachers' Knowledge of Curriculum for Teaching Simple Algebraic Equations. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/148294

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):

Ma, Tingting. “Prospective and Practicing Middle School Teachers' Knowledge of Curriculum for Teaching Simple Algebraic Equations.” 2012. Thesis, Texas A&M University. Accessed March 19, 2019. http://hdl.handle.net/1969.1/148294.

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

MLA Handbook (7th Edition):

Ma, Tingting. “Prospective and Practicing Middle School Teachers' Knowledge of Curriculum for Teaching Simple Algebraic Equations.” 2012. Web. 19 Mar 2019.

Vancouver:

Ma T. Prospective and Practicing Middle School Teachers' Knowledge of Curriculum for Teaching Simple Algebraic Equations. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/1969.1/148294.

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

Council of Science Editors:

Ma T. Prospective and Practicing Middle School Teachers' Knowledge of Curriculum for Teaching Simple Algebraic Equations. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/148294

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

7. Ivey, Toni Ann. High School Science Teacher Induction in Texas: Implications for Policy.

Degree: 2011, Texas A&M University

Texas public high schools induct beginning science teachers each year; yet, little is known about how schools induct beginning teachers. The three studies included in… (more)

Subjects/Keywords: secondary science teachers; induction; mentoring; beginning teacher support; principal perceptions; teacher perceptions; learning enviorment

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APA (6th Edition):

Ivey, T. A. (2011). High School Science Teacher Induction in Texas: Implications for Policy. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7408

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):

Ivey, Toni Ann. “High School Science Teacher Induction in Texas: Implications for Policy.” 2011. Thesis, Texas A&M University. Accessed March 19, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7408.

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

MLA Handbook (7th Edition):

Ivey, Toni Ann. “High School Science Teacher Induction in Texas: Implications for Policy.” 2011. Web. 19 Mar 2019.

Vancouver:

Ivey TA. High School Science Teacher Induction in Texas: Implications for Policy. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7408.

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

Council of Science Editors:

Ivey TA. High School Science Teacher Induction in Texas: Implications for Policy. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7408

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

8. Metty, Jane Maureen. The Effects of a Standards-Based Curriculum on Science Teachers' Instructional Decisions.

Degree: 2011, Texas A&M University

 Teachers are an essential link between the curriculum and student achievement. Teachers make instructional decisions that (1) determine the success or failure of a curricular… (more)

Subjects/Keywords: Science Education; education; curriculum; standards-based curriculum; teacher practice; teacher instructional practice; science teacher decision-making; CSCOPE; science teacher instructional practices; teacher use of standards-based curriculum; science curriculum; administrative practice; district adopted curriculum

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APA (6th Edition):

Metty, J. M. (2011). The Effects of a Standards-Based Curriculum on Science Teachers' Instructional Decisions. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8442

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):

Metty, Jane Maureen. “The Effects of a Standards-Based Curriculum on Science Teachers' Instructional Decisions.” 2011. Thesis, Texas A&M University. Accessed March 19, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8442.

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

MLA Handbook (7th Edition):

Metty, Jane Maureen. “The Effects of a Standards-Based Curriculum on Science Teachers' Instructional Decisions.” 2011. Web. 19 Mar 2019.

Vancouver:

Metty JM. The Effects of a Standards-Based Curriculum on Science Teachers' Instructional Decisions. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8442.

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

Council of Science Editors:

Metty JM. The Effects of a Standards-Based Curriculum on Science Teachers' Instructional Decisions. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8442

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

9. Beck, Shari A. The Effects of a Two-Way Dual Language Immersion Environment on Elementary Mathematics TAKS Test Scores in Texas: An Overall Comparison and an Analysis of Questions With and Without a Visual Prompt.

Degree: 2012, Texas A&M University

 With the dynamics of the growing population of native Spanish-speaking students in America?s public schools, two-way dual language immersion programs are increasing in number. A… (more)

Subjects/Keywords: Bilingual education; Mathematics education; visuals

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APA (6th Edition):

Beck, S. A. (2012). The Effects of a Two-Way Dual Language Immersion Environment on Elementary Mathematics TAKS Test Scores in Texas: An Overall Comparison and an Analysis of Questions With and Without a Visual Prompt. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9246

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):

Beck, Shari A. “The Effects of a Two-Way Dual Language Immersion Environment on Elementary Mathematics TAKS Test Scores in Texas: An Overall Comparison and an Analysis of Questions With and Without a Visual Prompt.” 2012. Thesis, Texas A&M University. Accessed March 19, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9246.

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

MLA Handbook (7th Edition):

Beck, Shari A. “The Effects of a Two-Way Dual Language Immersion Environment on Elementary Mathematics TAKS Test Scores in Texas: An Overall Comparison and an Analysis of Questions With and Without a Visual Prompt.” 2012. Web. 19 Mar 2019.

Vancouver:

Beck SA. The Effects of a Two-Way Dual Language Immersion Environment on Elementary Mathematics TAKS Test Scores in Texas: An Overall Comparison and an Analysis of Questions With and Without a Visual Prompt. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9246.

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

Council of Science Editors:

Beck SA. The Effects of a Two-Way Dual Language Immersion Environment on Elementary Mathematics TAKS Test Scores in Texas: An Overall Comparison and an Analysis of Questions With and Without a Visual Prompt. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9246

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

10. 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 March 19, 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. 19 Mar 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 Mar 19]. 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

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 March 19, 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. 19 Mar 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 Mar 19]. 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. Shryock, Kristi. Alignment of Faculty Expectations and Course Preparation between First-Year Mathematics and Physics Courses and a Statics and Dynamics Course.

Degree: 2012, Texas A&M University

 Alignment of the expectations of engineering faculty and the preparation engineering students receive in first-year mathematics and physics mechanics courses provided the motivation for the… (more)

Subjects/Keywords: alignment; engineering; sophomore-level; first-year mathematics; first-year physics mechanics; q-matrix; skills

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APA (6th Edition):

Shryock, K. (2012). Alignment of Faculty Expectations and Course Preparation between First-Year Mathematics and Physics Courses and a Statics and Dynamics Course. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9412

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):

Shryock, Kristi. “Alignment of Faculty Expectations and Course Preparation between First-Year Mathematics and Physics Courses and a Statics and Dynamics Course.” 2012. Thesis, Texas A&M University. Accessed March 19, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9412.

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

MLA Handbook (7th Edition):

Shryock, Kristi. “Alignment of Faculty Expectations and Course Preparation between First-Year Mathematics and Physics Courses and a Statics and Dynamics Course.” 2012. Web. 19 Mar 2019.

Vancouver:

Shryock K. Alignment of Faculty Expectations and Course Preparation between First-Year Mathematics and Physics Courses and a Statics and Dynamics Course. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9412.

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

Council of Science Editors:

Shryock K. Alignment of Faculty Expectations and Course Preparation between First-Year Mathematics and Physics Courses and a Statics and Dynamics Course. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9412

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

13. 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 (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 March 19, 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. 19 Mar 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 Mar 19]. 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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