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You searched for +publisher:"Texas A&M University" +contributor:("Stuessy, Carol L."). Showing records 1 – 19 of 19 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 23, 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. 23 Apr 2019.

Vancouver:

Perkins AC. Earthquake: Game-Based Learning for 21st Century STEM Education. [Internet] [Thesis]. Texas A&M University; 2016. [cited 2019 Apr 23]. 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. 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 23, 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. 23 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 23]. 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

3. Cavlazoglu, Baki. Becoming STEM Teachers: Examining Changes in Science Teachers? Conceptual Understanding about Earthquake Engineering.

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

 This multi-paper dissertation reports results from three related research studies centered on the development and use of an authentic measure, concept mapping, to assess changes… (more)

Subjects/Keywords: Earthquake engineering education; STEM education; STEM teachers; Science teachers; Engineering education; Delphi study; Engineering knowledge base; Key concept list; Meaningful conceptual learning; Engineering-oriented teacher professional development; STEM teacher workshop; Effective workshop; Conceptual understanding; Group concept mapping; Concept maps; Strand map; Argumentation discourse in engineering

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APA (6th Edition):

Cavlazoglu, B. (2016). Becoming STEM Teachers: Examining Changes in Science Teachers? Conceptual Understanding about Earthquake Engineering. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156882

Chicago Manual of Style (16th Edition):

Cavlazoglu, Baki. “Becoming STEM Teachers: Examining Changes in Science Teachers? Conceptual Understanding about Earthquake Engineering.” 2016. Doctoral Dissertation, Texas A&M University. Accessed April 23, 2019. http://hdl.handle.net/1969.1/156882.

MLA Handbook (7th Edition):

Cavlazoglu, Baki. “Becoming STEM Teachers: Examining Changes in Science Teachers? Conceptual Understanding about Earthquake Engineering.” 2016. Web. 23 Apr 2019.

Vancouver:

Cavlazoglu B. Becoming STEM Teachers: Examining Changes in Science Teachers? Conceptual Understanding about Earthquake Engineering. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1969.1/156882.

Council of Science Editors:

Cavlazoglu B. Becoming STEM Teachers: Examining Changes in Science Teachers? Conceptual Understanding about Earthquake Engineering. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/156882


Texas A&M University

4. Fleming Jr., Kenneth John. Clarifying the Role of Authenticity as an Element in Science Exhibit Design.

Degree: 2017, Texas A&M University

 When the doors of a science center open, so do opportunities to step into oversized bubbles or unearth fossils in a dig site the size… (more)

Subjects/Keywords: Authenticity; Learning Environment; Exhibit Design

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APA (6th Edition):

Fleming Jr., K. J. (2017). Clarifying the Role of Authenticity as an Element in Science Exhibit Design. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/161462

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):

Fleming Jr., Kenneth John. “Clarifying the Role of Authenticity as an Element in Science Exhibit Design.” 2017. Thesis, Texas A&M University. Accessed April 23, 2019. http://hdl.handle.net/1969.1/161462.

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

MLA Handbook (7th Edition):

Fleming Jr., Kenneth John. “Clarifying the Role of Authenticity as an Element in Science Exhibit Design.” 2017. Web. 23 Apr 2019.

Vancouver:

Fleming Jr. KJ. Clarifying the Role of Authenticity as an Element in Science Exhibit Design. [Internet] [Thesis]. Texas A&M University; 2017. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1969.1/161462.

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

Council of Science Editors:

Fleming Jr. KJ. Clarifying the Role of Authenticity as an Element in Science Exhibit Design. [Thesis]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/161462

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


Texas A&M University

5. Ruebush, Laura Elizabeth. Identifying Patterns of Relationships between Professional Development and Professional Culture with Texas High School Science Teachers and Students.

Degree: 2012, Texas A&M University

 Professional development (PD) is used as the primary means for ensuring the continued learning of teachers. PD opportunities and support vary in type and quality.… (more)

Subjects/Keywords: professional development; professional culture; high school science teacher; teacher retention; student achievement; college and career readiness

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APA (6th Edition):

Ruebush, L. E. (2012). Identifying Patterns of Relationships between Professional Development and Professional Culture with Texas High School Science Teachers and Students. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11612

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):

Ruebush, Laura Elizabeth. “Identifying Patterns of Relationships between Professional Development and Professional Culture with Texas High School Science Teachers and Students.” 2012. Thesis, Texas A&M University. Accessed April 23, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11612.

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

MLA Handbook (7th Edition):

Ruebush, Laura Elizabeth. “Identifying Patterns of Relationships between Professional Development and Professional Culture with Texas High School Science Teachers and Students.” 2012. Web. 23 Apr 2019.

Vancouver:

Ruebush LE. Identifying Patterns of Relationships between Professional Development and Professional Culture with Texas High School Science Teachers and Students. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11612.

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

Council of Science Editors:

Ruebush LE. Identifying Patterns of Relationships between Professional Development and Professional Culture with Texas High School Science Teachers and Students. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11612

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


Texas A&M University

6. 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 23, 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. 23 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 23]. 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

7. 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 23, 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. 23 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 23]. 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

8. 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 23, 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. 23 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 23]. 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

9. 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 23, 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. 23 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 23]. 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


Texas A&M University

10. Erdogan, Niyazi. Modeling Successful Inclusive STEM High Schools: An Analysis of Students? College Entry Indicators in Texas.

Degree: 2014, Texas A&M University

 This dissertation highlights a conceptual framework for specialized Science, Technology, Engineering, and Mathematics (STEM) schools and the college readiness of Inclusive STEM High School graduates… (more)

Subjects/Keywords: STEM education; Inclusive STEM high schools; College and career readiness; STEM schools; Multilevel multiple imputation

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APA (6th Edition):

Erdogan, N. (2014). Modeling Successful Inclusive STEM High Schools: An Analysis of Students? College Entry Indicators in Texas. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153495

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):

Erdogan, Niyazi. “Modeling Successful Inclusive STEM High Schools: An Analysis of Students? College Entry Indicators in Texas.” 2014. Thesis, Texas A&M University. Accessed April 23, 2019. http://hdl.handle.net/1969.1/153495.

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

MLA Handbook (7th Edition):

Erdogan, Niyazi. “Modeling Successful Inclusive STEM High Schools: An Analysis of Students? College Entry Indicators in Texas.” 2014. Web. 23 Apr 2019.

Vancouver:

Erdogan N. Modeling Successful Inclusive STEM High Schools: An Analysis of Students? College Entry Indicators in Texas. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1969.1/153495.

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

Council of Science Editors:

Erdogan N. Modeling Successful Inclusive STEM High Schools: An Analysis of Students? College Entry Indicators in Texas. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153495

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


Texas A&M University

11. McKibben, Jason Daniel. Effects of STEM Projects' Authenticity in High School Agricultural Mechanics.

Degree: PhD, Agricultural Leadership, Education, and Communications, 2017, Texas A&M University

 Researchers have reported that participation in agricultural education reinforces STEM concepts. The use of projects in instruction is common in agricultural education. However, the foundational… (more)

Subjects/Keywords: Agriculture; STEM; Agricultural Education; Agricultural Mechanics; Project Based Learning; Teaching Methods; Curriculum; Authenticity; Novelty; Cognitive Dissonance; ANCOVA; Electricity; Physics; Direct Current; Hands on Learning; Student Centered Learning

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APA (6th Edition):

McKibben, J. D. (2017). Effects of STEM Projects' Authenticity in High School Agricultural Mechanics. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/166079

Chicago Manual of Style (16th Edition):

McKibben, Jason Daniel. “Effects of STEM Projects' Authenticity in High School Agricultural Mechanics.” 2017. Doctoral Dissertation, Texas A&M University. Accessed April 23, 2019. http://hdl.handle.net/1969.1/166079.

MLA Handbook (7th Edition):

McKibben, Jason Daniel. “Effects of STEM Projects' Authenticity in High School Agricultural Mechanics.” 2017. Web. 23 Apr 2019.

Vancouver:

McKibben JD. Effects of STEM Projects' Authenticity in High School Agricultural Mechanics. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1969.1/166079.

Council of Science Editors:

McKibben JD. Effects of STEM Projects' Authenticity in High School Agricultural Mechanics. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/166079

12. 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 April 23, 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. 23 Apr 2019.

Vancouver:

Ivey TA. High School Science Teacher Induction in Texas: Implications for Policy. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 Apr 23]. 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

13. 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 23, 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. 23 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 23]. 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

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

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 23, 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. 23 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 23]. 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

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

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 23, 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. 23 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 23]. 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

16. 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 23, 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. 23 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 23]. 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

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

Degree: 2012, Texas A&M University

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Edwards, Joshua 1976-. “Strong Body, Strong Mind: The Effects of Implementing Physical Activity within a Mathematics Course for Deployed Sailors.” 2012. Thesis, Texas A&M University. Accessed April 23, 2019. http://hdl.handle.net/1969.1/148437.

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

MLA Handbook (7th Edition):

Edwards, Joshua 1976-. “Strong Body, Strong Mind: The Effects of Implementing Physical Activity within a Mathematics Course for Deployed Sailors.” 2012. Web. 23 Apr 2019.

Vancouver:

Edwards J1. Strong Body, Strong Mind: The Effects of Implementing Physical Activity within a Mathematics Course for Deployed Sailors. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1969.1/148437.

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

Council of Science Editors:

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

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

18. 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 23, 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. 23 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 23]. 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


Texas A&M University

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

Degree: 2005, Texas A&M University

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

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

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Jensen, Deborah Larkey. “A case study of an expert mathematics teacher's interactive decision-making system using physiological and behavioral time series data.” 2005. Thesis, Texas A&M University. Accessed April 23, 2019. http://hdl.handle.net/1969.1/1468.

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

MLA Handbook (7th Edition):

Jensen, Deborah Larkey. “A case study of an expert mathematics teacher's interactive decision-making system using physiological and behavioral time series data.” 2005. Web. 23 Apr 2019.

Vancouver:

Jensen DL. A case study of an expert mathematics teacher's interactive decision-making system using physiological and behavioral time series data. [Internet] [Thesis]. Texas A&M University; 2005. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1969.1/1468.

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

Council of Science Editors:

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

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

.