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You searched for +publisher:"Texas A&M University" +contributor:("Stuessy, Carol"). Showing records 1 – 30 of 41 total matches.

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Texas A&M University

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

Degree: 2014, Texas A&M University

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Alpaslan, Muhammet Mustafa. “Descriptive Studies of the Relations between Personal Epistemology and Self-Regulated Learning.” 2014. Thesis, Texas A&M University. Accessed March 23, 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. 23 Mar 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 Mar 23]. Available from: http://hdl.handle.net/1969.1/153475.

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

Council of Science Editors:

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

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


Texas A&M University

2. 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 March 23, 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. 23 Mar 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 Mar 23]. 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

3. Blocker, Tyrone Dewayne. Systemic Equity Pedagogy in Science Education: A Mixed-Method Analysis of High Achieving High Schools of Culturally Diverse Student Populations in Texas.

Degree: 2013, Texas A&M University

 The purpose of this study was to identify and describe the associations between systemic equity pedagogy (SEP) practices in highly diverse high schools and their… (more)

Subjects/Keywords: equity pedagogy; science programs; science teachers; multicultural education; college readiness; science achievement; equitable teaching and learning practices; school reform

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APA (6th Edition):

Blocker, T. D. (2013). Systemic Equity Pedagogy in Science Education: A Mixed-Method Analysis of High Achieving High Schools of Culturally Diverse Student Populations in Texas. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151086

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):

Blocker, Tyrone Dewayne. “Systemic Equity Pedagogy in Science Education: A Mixed-Method Analysis of High Achieving High Schools of Culturally Diverse Student Populations in Texas.” 2013. Thesis, Texas A&M University. Accessed March 23, 2019. http://hdl.handle.net/1969.1/151086.

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

MLA Handbook (7th Edition):

Blocker, Tyrone Dewayne. “Systemic Equity Pedagogy in Science Education: A Mixed-Method Analysis of High Achieving High Schools of Culturally Diverse Student Populations in Texas.” 2013. Web. 23 Mar 2019.

Vancouver:

Blocker TD. Systemic Equity Pedagogy in Science Education: A Mixed-Method Analysis of High Achieving High Schools of Culturally Diverse Student Populations in Texas. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/1969.1/151086.

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

Council of Science Editors:

Blocker TD. Systemic Equity Pedagogy in Science Education: A Mixed-Method Analysis of High Achieving High Schools of Culturally Diverse Student Populations in Texas. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151086

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


Texas A&M University

4. Boriack, Anna Christine. Teachers' Perceptions of Effective Science, Technology, and Mathematics Professional Development and Changes in Classroom Practices.

Degree: 2013, Texas A&M University

 The purpose of this study is to examine teachers? perceptions of professional development and changes in classroom practice. A proposed conceptual framework for effective professional… (more)

Subjects/Keywords: professional development; mathematics education; science education; technology education; classroom implementation

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APA (6th Edition):

Boriack, A. C. (2013). Teachers' Perceptions of Effective Science, Technology, and Mathematics Professional Development and Changes in Classroom Practices. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149442

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):

Boriack, Anna Christine. “Teachers' Perceptions of Effective Science, Technology, and Mathematics Professional Development and Changes in Classroom Practices.” 2013. Thesis, Texas A&M University. Accessed March 23, 2019. http://hdl.handle.net/1969.1/149442.

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

MLA Handbook (7th Edition):

Boriack, Anna Christine. “Teachers' Perceptions of Effective Science, Technology, and Mathematics Professional Development and Changes in Classroom Practices.” 2013. Web. 23 Mar 2019.

Vancouver:

Boriack AC. Teachers' Perceptions of Effective Science, Technology, and Mathematics Professional Development and Changes in Classroom Practices. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/1969.1/149442.

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

Council of Science Editors:

Boriack AC. Teachers' Perceptions of Effective Science, Technology, and Mathematics Professional Development and Changes in Classroom Practices. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149442

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

5. Bozeman, Todd Dane. Teacher Participation in Professional Activities and Job Satisfaction: Prevalence and Associative Relationship to Retention for High School Science Teachers.

Degree: 2012, Texas A&M University

 In this dissertation, I used survey response data from 385 science teachers situated in 50 randomly selected Texas high schools to describe the prevalence of… (more)

Subjects/Keywords: High School Science; Science Education; Teacher Professionalization; Teacher Job Satisfaction

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APA (6th Edition):

Bozeman, T. D. (2012). Teacher Participation in Professional Activities and Job Satisfaction: Prevalence and Associative Relationship to Retention for High School Science Teachers. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8732

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):

Bozeman, Todd Dane. “Teacher Participation in Professional Activities and Job Satisfaction: Prevalence and Associative Relationship to Retention for High School Science Teachers.” 2012. Thesis, Texas A&M University. Accessed March 23, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8732.

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

MLA Handbook (7th Edition):

Bozeman, Todd Dane. “Teacher Participation in Professional Activities and Job Satisfaction: Prevalence and Associative Relationship to Retention for High School Science Teachers.” 2012. Web. 23 Mar 2019.

Vancouver:

Bozeman TD. Teacher Participation in Professional Activities and Job Satisfaction: Prevalence and Associative Relationship to Retention for High School Science Teachers. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8732.

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

Council of Science Editors:

Bozeman TD. Teacher Participation in Professional Activities and Job Satisfaction: Prevalence and Associative Relationship to Retention for High School Science Teachers. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8732

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

6. 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 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 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 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

7. Brown, Danielle Bairrington. Evaluating the Effectiveness of Mathematics, Science, and Technology Teacher Preparation Academies in Texas.

Degree: 2012, Texas A&M University

 The purpose of this mixed-methods study was to evaluate the effectiveness of 14 Mathematics, Science, Technology Teacher Preparation (MSTTP) Academies located across the state of… (more)

Subjects/Keywords: Teacher Preparation; STEM Education

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APA (6th Edition):

Brown, D. B. (2012). Evaluating the Effectiveness of Mathematics, Science, and Technology Teacher Preparation Academies in Texas. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9311

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, Danielle Bairrington. “Evaluating the Effectiveness of Mathematics, Science, and Technology Teacher Preparation Academies in Texas.” 2012. Thesis, Texas A&M University. Accessed March 23, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9311.

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

MLA Handbook (7th Edition):

Brown, Danielle Bairrington. “Evaluating the Effectiveness of Mathematics, Science, and Technology Teacher Preparation Academies in Texas.” 2012. Web. 23 Mar 2019.

Vancouver:

Brown DB. Evaluating the Effectiveness of Mathematics, Science, and Technology Teacher Preparation Academies in Texas. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9311.

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

Council of Science Editors:

Brown DB. Evaluating the Effectiveness of Mathematics, Science, and Technology Teacher Preparation Academies in Texas. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9311

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


Texas A&M University

8. 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 March 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 Mar 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 Mar 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

9. 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 March 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 Mar 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 Mar 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


Texas A&M University

10. Ellinger, Alan Dale. Mentoring in Urban High Schools: Impact on 9th Grade African American Males’ Algebra I Achievement.

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

 In 2010, an urban high school in southeast Texas was considered academically unacceptable by the Texas Education Agency and had not met state standards for… (more)

Subjects/Keywords: mentoring; algebra

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APA (6th Edition):

Ellinger, A. D. (2016). Mentoring in Urban High Schools: Impact on 9th Grade African American Males’ Algebra I Achievement. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/158633

Chicago Manual of Style (16th Edition):

Ellinger, Alan Dale. “Mentoring in Urban High Schools: Impact on 9th Grade African American Males’ Algebra I Achievement.” 2016. Doctoral Dissertation, Texas A&M University. Accessed March 23, 2019. http://hdl.handle.net/1969.1/158633.

MLA Handbook (7th Edition):

Ellinger, Alan Dale. “Mentoring in Urban High Schools: Impact on 9th Grade African American Males’ Algebra I Achievement.” 2016. Web. 23 Mar 2019.

Vancouver:

Ellinger AD. Mentoring in Urban High Schools: Impact on 9th Grade African American Males’ Algebra I Achievement. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/1969.1/158633.

Council of Science Editors:

Ellinger AD. Mentoring in Urban High Schools: Impact on 9th Grade African American Males’ Algebra I Achievement. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/158633


Texas A&M University

11. 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 March 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 Mar 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 Mar 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

12. 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 March 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 Mar 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 Mar 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

13. Force, Crista Marie. Overcoming the obstacles: life stories of scientists with learning disabilities.

Degree: 2009, Texas A&M University

 Scientific discovery is at the heart of solving many of the problems facing contemporary society. Scientists are retiring at rates that exceed the numbers of… (more)

Subjects/Keywords: Science Education; Learning Disabilities

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APA (6th Edition):

Force, C. M. (2009). Overcoming the obstacles: life stories of scientists with learning disabilities. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1482

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):

Force, Crista Marie. “Overcoming the obstacles: life stories of scientists with learning disabilities.” 2009. Thesis, Texas A&M University. Accessed March 23, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1482.

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

MLA Handbook (7th Edition):

Force, Crista Marie. “Overcoming the obstacles: life stories of scientists with learning disabilities.” 2009. Web. 23 Mar 2019.

Vancouver:

Force CM. Overcoming the obstacles: life stories of scientists with learning disabilities. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1482.

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

Council of Science Editors:

Force CM. Overcoming the obstacles: life stories of scientists with learning disabilities. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1482

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

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

Degree: 2008, Texas A&M University

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Gerren, Sally Sue. “The relationship between graphing calculator use and the development of classroom norms in an exemplay teacher's college algebra course.” 2008. Thesis, Texas A&M University. Accessed March 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 Mar 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 Mar 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

15. 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 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 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 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

16. 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 March 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 Mar 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 Mar 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

17. 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 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 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 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


Texas A&M University

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

Degree: 2005, Texas A&M University

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Jensen, Deborah Larkey. “A case study of an expert mathematics teacher's interactive decision-making system using physiological and behavioral time series data.” 2005. Thesis, Texas A&M University. Accessed March 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 Mar 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 Mar 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

19. 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 March 23, 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. 23 Mar 2019.

Vancouver:

Kulhanek SM. Developing Second Grade Teachers' Pedagogical Content Knowledge of Place Value. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Mar 23]. 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

20. 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 March 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 Mar 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 Mar 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


Texas A&M University

21. Leblanc, Jennifer K. Science Education in the Borderlands: An Examination of Science Classrooms in Texas High Schools Identified as Successful and Diverse.

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

 Science literacy is a civil right and a critical part of becoming a participatory citizen in democracy. However, almost thirty years after Science for All… (more)

Subjects/Keywords: secondary science education; urban education; diverse learners; mixed methods; successful high schools; case study

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APA (6th Edition):

Leblanc, J. K. (2016). Science Education in the Borderlands: An Examination of Science Classrooms in Texas High Schools Identified as Successful and Diverse. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156929

Chicago Manual of Style (16th Edition):

Leblanc, Jennifer K. “Science Education in the Borderlands: An Examination of Science Classrooms in Texas High Schools Identified as Successful and Diverse.” 2016. Doctoral Dissertation, Texas A&M University. Accessed March 23, 2019. http://hdl.handle.net/1969.1/156929.

MLA Handbook (7th Edition):

Leblanc, Jennifer K. “Science Education in the Borderlands: An Examination of Science Classrooms in Texas High Schools Identified as Successful and Diverse.” 2016. Web. 23 Mar 2019.

Vancouver:

Leblanc JK. Science Education in the Borderlands: An Examination of Science Classrooms in Texas High Schools Identified as Successful and Diverse. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/1969.1/156929.

Council of Science Editors:

Leblanc JK. Science Education in the Borderlands: An Examination of Science Classrooms in Texas High Schools Identified as Successful and Diverse. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/156929

22. 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 23, 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. 23 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 23]. 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


Texas A&M University

23. 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 March 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 Mar 2019.

Vancouver:

McKibben JD. Effects of STEM Projects' Authenticity in High School Agricultural Mechanics. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2019 Mar 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


Texas A&M University

24. McNeal, Karen Sue. Understanding complex Earth systems: volatile metabolites as microbial ecosystem proxies and student conceptual model development of coastal eutrophication.

Degree: 2009, Texas A&M University

 Understanding complex Earth systems is challenging for scientists and students alike, because of the characteristics (e.g. bifurcations, self-organization, chaotic response) that are associated with these… (more)

Subjects/Keywords: Volatile Organic Compounds; Biomarkers; Spatial and Temporal Dynamics; Microbial Community; Inquiry; Multiple Representations; Complex Earth Systems; Conceptual Model Development; Undergraduate Students

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APA (6th Edition):

McNeal, K. S. (2009). Understanding complex Earth systems: volatile metabolites as microbial ecosystem proxies and student conceptual model development of coastal eutrophication. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1321

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):

McNeal, Karen Sue. “Understanding complex Earth systems: volatile metabolites as microbial ecosystem proxies and student conceptual model development of coastal eutrophication.” 2009. Thesis, Texas A&M University. Accessed March 23, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1321.

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

MLA Handbook (7th Edition):

McNeal, Karen Sue. “Understanding complex Earth systems: volatile metabolites as microbial ecosystem proxies and student conceptual model development of coastal eutrophication.” 2009. Web. 23 Mar 2019.

Vancouver:

McNeal KS. Understanding complex Earth systems: volatile metabolites as microbial ecosystem proxies and student conceptual model development of coastal eutrophication. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1321.

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

Council of Science Editors:

McNeal KS. Understanding complex Earth systems: volatile metabolites as microbial ecosystem proxies and student conceptual model development of coastal eutrophication. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1321

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


Texas A&M University

25. Merton, Prudence. Navigating the tension between the master narrative of the academy and the counter-narrative of reform: personal case studies from within an engineering education coalition.

Degree: 2006, Texas A&M University

 This qualitative study inquired into the personal experience of three engineering professors and one associate dean who participated in an engineering education coalition??the Foundation Coalition??a… (more)

Subjects/Keywords: curricular reform; engineering education; faculty development; narrative

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APA (6th Edition):

Merton, P. (2006). Navigating the tension between the master narrative of the academy and the counter-narrative of reform: personal case studies from within an engineering education coalition. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/3763

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):

Merton, Prudence. “Navigating the tension between the master narrative of the academy and the counter-narrative of reform: personal case studies from within an engineering education coalition.” 2006. Thesis, Texas A&M University. Accessed March 23, 2019. http://hdl.handle.net/1969.1/3763.

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

MLA Handbook (7th Edition):

Merton, Prudence. “Navigating the tension between the master narrative of the academy and the counter-narrative of reform: personal case studies from within an engineering education coalition.” 2006. Web. 23 Mar 2019.

Vancouver:

Merton P. Navigating the tension between the master narrative of the academy and the counter-narrative of reform: personal case studies from within an engineering education coalition. [Internet] [Thesis]. Texas A&M University; 2006. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/1969.1/3763.

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

Council of Science Editors:

Merton P. Navigating the tension between the master narrative of the academy and the counter-narrative of reform: personal case studies from within an engineering education coalition. [Thesis]. Texas A&M University; 2006. Available from: http://hdl.handle.net/1969.1/3763

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


Texas A&M University

26. Metoyer, Sandra Kay. Geospatial Technology to Enhance Spatial Thinking and Facilitate Processes of Reasoning.

Degree: 2014, Texas A&M University

 Research on spatial thinking in geography education supports the belief that spatial thinking is crucial to academic and career success in geography and other spatially-dependent… (more)

Subjects/Keywords: Spatial Thinking; Geography Education; Geospatial Technologies

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APA (6th Edition):

Metoyer, S. K. (2014). Geospatial Technology to Enhance Spatial Thinking and Facilitate Processes of Reasoning. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153961

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):

Metoyer, Sandra Kay. “Geospatial Technology to Enhance Spatial Thinking and Facilitate Processes of Reasoning.” 2014. Thesis, Texas A&M University. Accessed March 23, 2019. http://hdl.handle.net/1969.1/153961.

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

MLA Handbook (7th Edition):

Metoyer, Sandra Kay. “Geospatial Technology to Enhance Spatial Thinking and Facilitate Processes of Reasoning.” 2014. Web. 23 Mar 2019.

Vancouver:

Metoyer SK. Geospatial Technology to Enhance Spatial Thinking and Facilitate Processes of Reasoning. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Mar 23]. Available from: http://hdl.handle.net/1969.1/153961.

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

Council of Science Editors:

Metoyer SK. Geospatial Technology to Enhance Spatial Thinking and Facilitate Processes of Reasoning. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153961

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


Texas A&M University

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

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 March 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 Mar 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 Mar 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

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

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 March 23, 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. 23 Mar 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 Mar 23]. 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


Texas A&M University

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

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 March 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 Mar 2019.

Vancouver:

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

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

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 March 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 Mar 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 Mar 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

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