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You searched for +publisher:"Texas A&M University" +contributor:("Yalvac, Bugrahan"). Showing records 1 – 30 of 31 total matches.

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Texas A&M University

1. Coker, Bianca M. Changes in Teacher Beliefs and Discourse Ecology in Middle-School Mathematics Classrooms.

Degree: 2015, Texas A&M University

 This Record of Study summarizes my journey in the program and my investigation of the problem of improving mathematics instruction. The exploration of the problem… (more)

Subjects/Keywords: Mathematics; Education; Middle School; Discourse; Professional Development

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APA (6th Edition):

Coker, B. M. (2015). Changes in Teacher Beliefs and Discourse Ecology in Middle-School Mathematics Classrooms. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156184

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):

Coker, Bianca M. “Changes in Teacher Beliefs and Discourse Ecology in Middle-School Mathematics Classrooms.” 2015. Thesis, Texas A&M University. Accessed May 22, 2019. http://hdl.handle.net/1969.1/156184.

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

MLA Handbook (7th Edition):

Coker, Bianca M. “Changes in Teacher Beliefs and Discourse Ecology in Middle-School Mathematics Classrooms.” 2015. Web. 22 May 2019.

Vancouver:

Coker BM. Changes in Teacher Beliefs and Discourse Ecology in Middle-School Mathematics Classrooms. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 May 22]. Available from: http://hdl.handle.net/1969.1/156184.

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

Council of Science Editors:

Coker BM. Changes in Teacher Beliefs and Discourse Ecology in Middle-School Mathematics Classrooms. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/156184

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


Texas A&M University

2. Dailey, Daisy Renee. An Analysis of Informal, Marine-oriented Programs for Underserved Students of the Texas Gulf Coast: Strategies for Improving Educational STEM Opportunities.

Degree: 2016, Texas A&M University

 Research shows that a high percentage of science organizations in the United States offer programs specifically designed for K-12 students and teachers. These programs include,… (more)

Subjects/Keywords: Informal STEM education; STEM pathways; Informal STEM education programs; Meaningful STEM activities; STEM accessibility for underserved students

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APA (6th Edition):

Dailey, D. R. (2016). An Analysis of Informal, Marine-oriented Programs for Underserved Students of the Texas Gulf Coast: Strategies for Improving Educational STEM Opportunities. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/158630

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):

Dailey, Daisy Renee. “An Analysis of Informal, Marine-oriented Programs for Underserved Students of the Texas Gulf Coast: Strategies for Improving Educational STEM Opportunities.” 2016. Thesis, Texas A&M University. Accessed May 22, 2019. http://hdl.handle.net/1969.1/158630.

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

MLA Handbook (7th Edition):

Dailey, Daisy Renee. “An Analysis of Informal, Marine-oriented Programs for Underserved Students of the Texas Gulf Coast: Strategies for Improving Educational STEM Opportunities.” 2016. Web. 22 May 2019.

Vancouver:

Dailey DR. An Analysis of Informal, Marine-oriented Programs for Underserved Students of the Texas Gulf Coast: Strategies for Improving Educational STEM Opportunities. [Internet] [Thesis]. Texas A&M University; 2016. [cited 2019 May 22]. Available from: http://hdl.handle.net/1969.1/158630.

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

Council of Science Editors:

Dailey DR. An Analysis of Informal, Marine-oriented Programs for Underserved Students of the Texas Gulf Coast: Strategies for Improving Educational STEM Opportunities. [Thesis]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/158630

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


Texas A&M University

3. El-Saleh, Ilham Kamel. Teachers' Concerns Regarding the Adoption of the New Mathematics Textbook.

Degree: 2011, Texas A&M University

 The goal of this study is to identify and examine teachers' concerns regarding their use of the new adopted mathematics textbook. In Texas, middle school… (more)

Subjects/Keywords: Mathematics; curriculum materials; textbook adoption

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APA (6th Edition):

El-Saleh, I. K. (2011). Teachers' Concerns Regarding the Adoption of the New Mathematics Textbook. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9752

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):

El-Saleh, Ilham Kamel. “Teachers' Concerns Regarding the Adoption of the New Mathematics Textbook.” 2011. Thesis, Texas A&M University. Accessed May 22, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9752.

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

MLA Handbook (7th Edition):

El-Saleh, Ilham Kamel. “Teachers' Concerns Regarding the Adoption of the New Mathematics Textbook.” 2011. Web. 22 May 2019.

Vancouver:

El-Saleh IK. Teachers' Concerns Regarding the Adoption of the New Mathematics Textbook. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 May 22]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9752.

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

Council of Science Editors:

El-Saleh IK. Teachers' Concerns Regarding the Adoption of the New Mathematics Textbook. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9752

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


Texas A&M University

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

Degree: 2012, Texas A&M University

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Hollas, Victoria. “Science Teaching in Texas: Investigating Relationships among Texas High School Science Teachers' Working Conditions, Job Satisfaction, and Retention.” 2012. Thesis, Texas A&M University. Accessed May 22, 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. 22 May 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 May 22]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10418.

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

Council of Science Editors:

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

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


Texas A&M University

5. Arghode, Vishal. Exploring Engaging Instructions: Cases of University Professors and Corporate Trainers in the United States.

Degree: 2013, Texas A&M University

 This journal-article-formatted dissertation explores university professors? and trainers? practices in engaging students in their classrooms. By systematically examining the current literature related to engaging instruction,… (more)

Subjects/Keywords: Engaging Instruction; Trainer; Professor; Journal Article Format; Trainees; Students

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APA (6th Edition):

Arghode, V. (2013). Exploring Engaging Instructions: Cases of University Professors and Corporate Trainers in the United States. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149422

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):

Arghode, Vishal. “Exploring Engaging Instructions: Cases of University Professors and Corporate Trainers in the United States.” 2013. Thesis, Texas A&M University. Accessed May 22, 2019. http://hdl.handle.net/1969.1/149422.

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

MLA Handbook (7th Edition):

Arghode, Vishal. “Exploring Engaging Instructions: Cases of University Professors and Corporate Trainers in the United States.” 2013. Web. 22 May 2019.

Vancouver:

Arghode V. Exploring Engaging Instructions: Cases of University Professors and Corporate Trainers in the United States. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 May 22]. Available from: http://hdl.handle.net/1969.1/149422.

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

Council of Science Editors:

Arghode V. Exploring Engaging Instructions: Cases of University Professors and Corporate Trainers in the United States. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149422

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


Texas A&M University

6. Delen, Erhan. Scaffolding and Enhancing Learners? Self-Regulated Learning: Testing the Effects of Online Video-Based Interactive Learning Environment on Learning Outcomes.

Degree: 2013, Texas A&M University

 Online learning often requires learners to be self-directed and engaged, and I designed an online video-based interactive learning tool to support or scaffold students? self-regulated… (more)

Subjects/Keywords: Self-Regulation; Video-Based Learning; Online Learning; Interactive Learning Environment; Distance Education

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APA (6th Edition):

Delen, E. (2013). Scaffolding and Enhancing Learners? Self-Regulated Learning: Testing the Effects of Online Video-Based Interactive Learning Environment on Learning Outcomes. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151123

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):

Delen, Erhan. “Scaffolding and Enhancing Learners? Self-Regulated Learning: Testing the Effects of Online Video-Based Interactive Learning Environment on Learning Outcomes.” 2013. Thesis, Texas A&M University. Accessed May 22, 2019. http://hdl.handle.net/1969.1/151123.

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

MLA Handbook (7th Edition):

Delen, Erhan. “Scaffolding and Enhancing Learners? Self-Regulated Learning: Testing the Effects of Online Video-Based Interactive Learning Environment on Learning Outcomes.” 2013. Web. 22 May 2019.

Vancouver:

Delen E. Scaffolding and Enhancing Learners? Self-Regulated Learning: Testing the Effects of Online Video-Based Interactive Learning Environment on Learning Outcomes. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 May 22]. Available from: http://hdl.handle.net/1969.1/151123.

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

Council of Science Editors:

Delen E. Scaffolding and Enhancing Learners? Self-Regulated Learning: Testing the Effects of Online Video-Based Interactive Learning Environment on Learning Outcomes. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151123

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


Texas A&M University

7. Chen, To-Yu. Voices of Four Taiwanese College Students' Experiences with the Test of English for International Communication (TOEIC) Preparation (PREP) Computer Assisted Language Learning (CALL).

Degree: 2014, Texas A&M University

 The primary purpose of this study was to identify Taiwanese college students? experiences regarding the use of TOEIC PREPARATION (TOEIC PREP) software. In this qualitative… (more)

Subjects/Keywords: TOEIC preparation; CALL

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APA (6th Edition):

Chen, T. (2014). Voices of Four Taiwanese College Students' Experiences with the Test of English for International Communication (TOEIC) Preparation (PREP) Computer Assisted Language Learning (CALL). (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152524

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

Chicago Manual of Style (16th Edition):

Chen, To-Yu. “Voices of Four Taiwanese College Students' Experiences with the Test of English for International Communication (TOEIC) Preparation (PREP) Computer Assisted Language Learning (CALL).” 2014. Thesis, Texas A&M University. Accessed May 22, 2019. http://hdl.handle.net/1969.1/152524.

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

MLA Handbook (7th Edition):

Chen, To-Yu. “Voices of Four Taiwanese College Students' Experiences with the Test of English for International Communication (TOEIC) Preparation (PREP) Computer Assisted Language Learning (CALL).” 2014. Web. 22 May 2019.

Vancouver:

Chen T. Voices of Four Taiwanese College Students' Experiences with the Test of English for International Communication (TOEIC) Preparation (PREP) Computer Assisted Language Learning (CALL). [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 May 22]. Available from: http://hdl.handle.net/1969.1/152524.

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

Council of Science Editors:

Chen T. Voices of Four Taiwanese College Students' Experiences with the Test of English for International Communication (TOEIC) Preparation (PREP) Computer Assisted Language Learning (CALL). [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/152524

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


Texas A&M University

8. Obamehinti, Feyi. The Values of Immigrant Students on Citizenship as a Trait of Character Education.

Degree: 2014, Texas A&M University

 The purpose of this study was to examine the values of immigrant students on citizenship as a trait of character education in accordance to Texas(more)

Subjects/Keywords: Character Education; Citizenship; Immigrant; English Language Learners; Limited English Proficient; Character Traits

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APA (6th Edition):

Obamehinti, F. (2014). The Values of Immigrant Students on Citizenship as a Trait of Character Education. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152656

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):

Obamehinti, Feyi. “The Values of Immigrant Students on Citizenship as a Trait of Character Education.” 2014. Thesis, Texas A&M University. Accessed May 22, 2019. http://hdl.handle.net/1969.1/152656.

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

MLA Handbook (7th Edition):

Obamehinti, Feyi. “The Values of Immigrant Students on Citizenship as a Trait of Character Education.” 2014. Web. 22 May 2019.

Vancouver:

Obamehinti F. The Values of Immigrant Students on Citizenship as a Trait of Character Education. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 May 22]. Available from: http://hdl.handle.net/1969.1/152656.

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

Council of Science Editors:

Obamehinti F. The Values of Immigrant Students on Citizenship as a Trait of Character Education. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/152656

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


Texas A&M University

9. Korkmaz, Ummugulsum. Predicting Academic Achievement: The Role Of Parenting, Nonverbal Intelligence, and Goal Orientation in Turkish Children.

Degree: 2014, Texas A&M University

 The purpose of this research is to examine parenting, child goal orientation, and child nonverbal intelligence as predictors of academic achievement among fifth grade Turkish… (more)

Subjects/Keywords: Parenting; Academic Achievement; Achievement Goal Orientation; Nonverbal Intelligence; Gender

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APA (6th Edition):

Korkmaz, U. (2014). Predicting Academic Achievement: The Role Of Parenting, Nonverbal Intelligence, and Goal Orientation in Turkish Children. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153394

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):

Korkmaz, Ummugulsum. “Predicting Academic Achievement: The Role Of Parenting, Nonverbal Intelligence, and Goal Orientation in Turkish Children.” 2014. Thesis, Texas A&M University. Accessed May 22, 2019. http://hdl.handle.net/1969.1/153394.

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

MLA Handbook (7th Edition):

Korkmaz, Ummugulsum. “Predicting Academic Achievement: The Role Of Parenting, Nonverbal Intelligence, and Goal Orientation in Turkish Children.” 2014. Web. 22 May 2019.

Vancouver:

Korkmaz U. Predicting Academic Achievement: The Role Of Parenting, Nonverbal Intelligence, and Goal Orientation in Turkish Children. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 May 22]. Available from: http://hdl.handle.net/1969.1/153394.

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

Council of Science Editors:

Korkmaz U. Predicting Academic Achievement: The Role Of Parenting, Nonverbal Intelligence, and Goal Orientation in Turkish Children. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153394

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


Texas A&M University

10. 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 May 22, 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. 22 May 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 May 22]. 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

11. Anderson, Sarah J. An Analysis of Graphical Representations in Electronic Science Textbooks.

Degree: 2014, Texas A&M University

 Advances in publishing and changes in the format of instructional materials have dramatically changed how we view the traditional textbook. This study investigates the nature… (more)

Subjects/Keywords: electronic textbooks; graphics in textbooks; digital resources

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

APA (6th Edition):

Anderson, S. J. (2014). An Analysis of Graphical Representations in Electronic Science Textbooks. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153479

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

Chicago Manual of Style (16th Edition):

Anderson, Sarah J. “An Analysis of Graphical Representations in Electronic Science Textbooks.” 2014. Thesis, Texas A&M University. Accessed May 22, 2019. http://hdl.handle.net/1969.1/153479.

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

MLA Handbook (7th Edition):

Anderson, Sarah J. “An Analysis of Graphical Representations in Electronic Science Textbooks.” 2014. Web. 22 May 2019.

Vancouver:

Anderson SJ. An Analysis of Graphical Representations in Electronic Science Textbooks. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 May 22]. Available from: http://hdl.handle.net/1969.1/153479.

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

Council of Science Editors:

Anderson SJ. An Analysis of Graphical Representations in Electronic Science Textbooks. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153479

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


Texas A&M University

12. Lee, Christopher P. The Effects of Interactive Discourse, the Socratic Method, and Active Learning Labs on Student Achievement at the University Level ? A Comparative Approach.

Degree: 2014, Texas A&M University

 The primary purpose of this study was to examine and provide an observational analysis for a non-traditional, undergraduate biology classroom at a research I university(more)

Subjects/Keywords: Socratic Method; Active Learning Labs

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APA (6th Edition):

Lee, C. P. (2014). The Effects of Interactive Discourse, the Socratic Method, and Active Learning Labs on Student Achievement at the University Level ? A Comparative Approach. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153643

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):

Lee, Christopher P. “The Effects of Interactive Discourse, the Socratic Method, and Active Learning Labs on Student Achievement at the University Level ? A Comparative Approach.” 2014. Thesis, Texas A&M University. Accessed May 22, 2019. http://hdl.handle.net/1969.1/153643.

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

MLA Handbook (7th Edition):

Lee, Christopher P. “The Effects of Interactive Discourse, the Socratic Method, and Active Learning Labs on Student Achievement at the University Level ? A Comparative Approach.” 2014. Web. 22 May 2019.

Vancouver:

Lee CP. The Effects of Interactive Discourse, the Socratic Method, and Active Learning Labs on Student Achievement at the University Level ? A Comparative Approach. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 May 22]. Available from: http://hdl.handle.net/1969.1/153643.

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

Council of Science Editors:

Lee CP. The Effects of Interactive Discourse, the Socratic Method, and Active Learning Labs on Student Achievement at the University Level ? A Comparative Approach. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153643

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


Texas A&M University

13. Gililland, Darrell Jon. The Effect of Problem-Based Learning as a Tutoring Intervention in Athletic Training Education: Exploring the Theory Application Gap in the Board of Certification, Inc. Treatment and Rehabilitation Domain at Regional University in Texas.

Degree: 2015, Texas A&M University

 The purpose of this study was to explore the effects of problem-based learning (PBL) as a tutoring intervention in narrowing the theory application gap within… (more)

Subjects/Keywords: Problem-Based Learning; Theory Application Gap; Athletic Training Education

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APA (6th Edition):

Gililland, D. J. (2015). The Effect of Problem-Based Learning as a Tutoring Intervention in Athletic Training Education: Exploring the Theory Application Gap in the Board of Certification, Inc. Treatment and Rehabilitation Domain at Regional University in Texas. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155381

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):

Gililland, Darrell Jon. “The Effect of Problem-Based Learning as a Tutoring Intervention in Athletic Training Education: Exploring the Theory Application Gap in the Board of Certification, Inc. Treatment and Rehabilitation Domain at Regional University in Texas.” 2015. Thesis, Texas A&M University. Accessed May 22, 2019. http://hdl.handle.net/1969.1/155381.

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

MLA Handbook (7th Edition):

Gililland, Darrell Jon. “The Effect of Problem-Based Learning as a Tutoring Intervention in Athletic Training Education: Exploring the Theory Application Gap in the Board of Certification, Inc. Treatment and Rehabilitation Domain at Regional University in Texas.” 2015. Web. 22 May 2019.

Vancouver:

Gililland DJ. The Effect of Problem-Based Learning as a Tutoring Intervention in Athletic Training Education: Exploring the Theory Application Gap in the Board of Certification, Inc. Treatment and Rehabilitation Domain at Regional University in Texas. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 May 22]. Available from: http://hdl.handle.net/1969.1/155381.

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

Council of Science Editors:

Gililland DJ. The Effect of Problem-Based Learning as a Tutoring Intervention in Athletic Training Education: Exploring the Theory Application Gap in the Board of Certification, Inc. Treatment and Rehabilitation Domain at Regional University in Texas. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155381

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


Texas A&M University

14. Tabor, Joshua Wayne. Effective Online Learning: An Examination of Online Summer School Curriculum at a Suburban Texas High School.

Degree: EdD, Curriculum and Instruction, 2018, Texas A&M University

 Online learning has become a vital part of post-secondary education. Over one quarter of college students will register for at least one online course each… (more)

Subjects/Keywords: online learning; effective curriculum

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APA (6th Edition):

Tabor, J. W. (2018). Effective Online Learning: An Examination of Online Summer School Curriculum at a Suburban Texas High School. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/174317

Chicago Manual of Style (16th Edition):

Tabor, Joshua Wayne. “Effective Online Learning: An Examination of Online Summer School Curriculum at a Suburban Texas High School.” 2018. Doctoral Dissertation, Texas A&M University. Accessed May 22, 2019. http://hdl.handle.net/1969.1/174317.

MLA Handbook (7th Edition):

Tabor, Joshua Wayne. “Effective Online Learning: An Examination of Online Summer School Curriculum at a Suburban Texas High School.” 2018. Web. 22 May 2019.

Vancouver:

Tabor JW. Effective Online Learning: An Examination of Online Summer School Curriculum at a Suburban Texas High School. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2019 May 22]. Available from: http://hdl.handle.net/1969.1/174317.

Council of Science Editors:

Tabor JW. Effective Online Learning: An Examination of Online Summer School Curriculum at a Suburban Texas High School. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/174317


Texas A&M University

15. 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 May 22, 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. 22 May 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 May 22]. 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

16. McKissick, Steven Kyle. Implementation and Effectiveness of SuccessMaker Mathematics for Middle School Students with Disabilities.

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

 Students with disabilities often display patterns of mathematics achievement significantly below grade level, and interventions are needed to address this gap. SuccessMaker Mathematics is an… (more)

Subjects/Keywords: mathematics; instructional technology; disability; SuccessMaker

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APA (6th Edition):

McKissick, S. K. (2016). Implementation and Effectiveness of SuccessMaker Mathematics for Middle School Students with Disabilities. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156917

Chicago Manual of Style (16th Edition):

McKissick, Steven Kyle. “Implementation and Effectiveness of SuccessMaker Mathematics for Middle School Students with Disabilities.” 2016. Doctoral Dissertation, Texas A&M University. Accessed May 22, 2019. http://hdl.handle.net/1969.1/156917.

MLA Handbook (7th Edition):

McKissick, Steven Kyle. “Implementation and Effectiveness of SuccessMaker Mathematics for Middle School Students with Disabilities.” 2016. Web. 22 May 2019.

Vancouver:

McKissick SK. Implementation and Effectiveness of SuccessMaker Mathematics for Middle School Students with Disabilities. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2019 May 22]. Available from: http://hdl.handle.net/1969.1/156917.

Council of Science Editors:

McKissick SK. Implementation and Effectiveness of SuccessMaker Mathematics for Middle School Students with Disabilities. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/156917


Texas A&M University

17. 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 May 22, 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. 22 May 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 May 22]. 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

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

Degree: 2012, Texas A&M University

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Ayar, Mehmet. “Ethnographic Studies of School Science and Science Communities.” 2012. Thesis, Texas A&M University. Accessed May 22, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-11149.

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

MLA Handbook (7th Edition):

Ayar, Mehmet. “Ethnographic Studies of School Science and Science Communities.” 2012. Web. 22 May 2019.

Vancouver:

Ayar M. Ethnographic Studies of School Science and Science Communities. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 May 22]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-11149.

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

Council of Science Editors:

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

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


Texas A&M University

19. Han, Sun Young. The Impact of STEM PBL Teacher Professional Development on Student Mathematics Achievement in High Schools.

Degree: 2013, Texas A&M University

 This dissertation consists of three articles that explore the effect of professional development (PD) on teachers? understanding and implementation of Science, Technology, Engineering, and Mathematics… (more)

Subjects/Keywords: STEM education; project based learning; teacher eduction; student achievement

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APA (6th Edition):

Han, S. Y. (2013). The Impact of STEM PBL Teacher Professional Development on Student Mathematics Achievement in High Schools. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151040

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):

Han, Sun Young. “The Impact of STEM PBL Teacher Professional Development on Student Mathematics Achievement in High Schools.” 2013. Thesis, Texas A&M University. Accessed May 22, 2019. http://hdl.handle.net/1969.1/151040.

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

MLA Handbook (7th Edition):

Han, Sun Young. “The Impact of STEM PBL Teacher Professional Development on Student Mathematics Achievement in High Schools.” 2013. Web. 22 May 2019.

Vancouver:

Han SY. The Impact of STEM PBL Teacher Professional Development on Student Mathematics Achievement in High Schools. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 May 22]. Available from: http://hdl.handle.net/1969.1/151040.

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

Council of Science Editors:

Han SY. The Impact of STEM PBL Teacher Professional Development on Student Mathematics Achievement in High Schools. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151040

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


Texas A&M University

20. 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 May 22, 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. 22 May 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 May 22]. 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

21. Sherow, Ernestene. ?Spoiled and Unspoiled?: An Autoethnography and Arts-Based Installation on Violence Against Women and Femicide.

Degree: 2015, Texas A&M University

 This dissertation addresses violence against women and femicide through an autoethnography and arts-based research agenda. Many cases of violence against women go unreported each year.… (more)

Subjects/Keywords: violence against women and femicide; visual autoethnography; autoethnography

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APA (6th Edition):

Sherow, E. (2015). ?Spoiled and Unspoiled?: An Autoethnography and Arts-Based Installation on Violence Against Women and Femicide. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155312

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):

Sherow, Ernestene. “?Spoiled and Unspoiled?: An Autoethnography and Arts-Based Installation on Violence Against Women and Femicide.” 2015. Thesis, Texas A&M University. Accessed May 22, 2019. http://hdl.handle.net/1969.1/155312.

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

MLA Handbook (7th Edition):

Sherow, Ernestene. “?Spoiled and Unspoiled?: An Autoethnography and Arts-Based Installation on Violence Against Women and Femicide.” 2015. Web. 22 May 2019.

Vancouver:

Sherow E. ?Spoiled and Unspoiled?: An Autoethnography and Arts-Based Installation on Violence Against Women and Femicide. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 May 22]. Available from: http://hdl.handle.net/1969.1/155312.

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

Council of Science Editors:

Sherow E. ?Spoiled and Unspoiled?: An Autoethnography and Arts-Based Installation on Violence Against Women and Femicide. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155312

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

22. Chang, Tzu-Fen. The Acculturation of Chinese-American Adolescents in Negotiating Autonomy and Connectedness: Comparison between Chinese- and European-Americans.

Degree: 2012, Texas A&M University

 Chinese-American adolescents were compared with the major group in the United States (European-American adolescents) in negotiating self-concepts related with autonomy and connectedness. Senses of autonomy… (more)

Subjects/Keywords: individualism; collectivism; self-concept; autonomy; connectedness; parent-adolescent relationships; Chinese-Americans; cultural value orientations

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APA (6th Edition):

Chang, T. (2012). The Acculturation of Chinese-American Adolescents in Negotiating Autonomy and Connectedness: Comparison between Chinese- and European-Americans. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7112

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):

Chang, Tzu-Fen. “The Acculturation of Chinese-American Adolescents in Negotiating Autonomy and Connectedness: Comparison between Chinese- and European-Americans.” 2012. Thesis, Texas A&M University. Accessed May 22, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7112.

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

MLA Handbook (7th Edition):

Chang, Tzu-Fen. “The Acculturation of Chinese-American Adolescents in Negotiating Autonomy and Connectedness: Comparison between Chinese- and European-Americans.” 2012. Web. 22 May 2019.

Vancouver:

Chang T. The Acculturation of Chinese-American Adolescents in Negotiating Autonomy and Connectedness: Comparison between Chinese- and European-Americans. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 May 22]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7112.

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

Council of Science Editors:

Chang T. The Acculturation of Chinese-American Adolescents in Negotiating Autonomy and Connectedness: Comparison between Chinese- and European-Americans. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7112

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

23. Yang, Xinyuan. Three Chinese Students? Experiences of Taking On-line Courses in One American University.

Degree: 2012, Texas A&M University

 With wide adoption of on-line instruction as a new instruction format in higher education in the U.S. and the fast growing population of international students… (more)

Subjects/Keywords: on-line course; Chinese students; international students

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APA (6th Edition):

Yang, X. (2012). Three Chinese Students? Experiences of Taking On-line Courses in One American University. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10158

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):

Yang, Xinyuan. “Three Chinese Students? Experiences of Taking On-line Courses in One American University.” 2012. Thesis, Texas A&M University. Accessed May 22, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10158.

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

MLA Handbook (7th Edition):

Yang, Xinyuan. “Three Chinese Students? Experiences of Taking On-line Courses in One American University.” 2012. Web. 22 May 2019.

Vancouver:

Yang X. Three Chinese Students? Experiences of Taking On-line Courses in One American University. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 May 22]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10158.

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

Council of Science Editors:

Yang X. Three Chinese Students? Experiences of Taking On-line Courses in One American University. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10158

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

24. Hill, Tory C. Common Formative Assessments Developed Through Professional Learning Communities (PLCs): A Case Study to Analyze the Alignment of Curriculum, Assessment, and Instruction in a Math PLC at a Title I Middle School in the Southern United States.

Degree: 2013, Texas A&M University

 The introduction of No Child Left Behind increased performance expectations for students across the United States and compelled teachers to focus on standardized assessments instead… (more)

Subjects/Keywords: Common Assessments; Formative Assessments

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APA (6th Edition):

Hill, T. C. (2013). Common Formative Assessments Developed Through Professional Learning Communities (PLCs): A Case Study to Analyze the Alignment of Curriculum, Assessment, and Instruction in a Math PLC at a Title I Middle School in the Southern United States. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149323

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):

Hill, Tory C. “Common Formative Assessments Developed Through Professional Learning Communities (PLCs): A Case Study to Analyze the Alignment of Curriculum, Assessment, and Instruction in a Math PLC at a Title I Middle School in the Southern United States.” 2013. Thesis, Texas A&M University. Accessed May 22, 2019. http://hdl.handle.net/1969.1/149323.

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

MLA Handbook (7th Edition):

Hill, Tory C. “Common Formative Assessments Developed Through Professional Learning Communities (PLCs): A Case Study to Analyze the Alignment of Curriculum, Assessment, and Instruction in a Math PLC at a Title I Middle School in the Southern United States.” 2013. Web. 22 May 2019.

Vancouver:

Hill TC. Common Formative Assessments Developed Through Professional Learning Communities (PLCs): A Case Study to Analyze the Alignment of Curriculum, Assessment, and Instruction in a Math PLC at a Title I Middle School in the Southern United States. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 May 22]. Available from: http://hdl.handle.net/1969.1/149323.

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

Council of Science Editors:

Hill TC. Common Formative Assessments Developed Through Professional Learning Communities (PLCs): A Case Study to Analyze the Alignment of Curriculum, Assessment, and Instruction in a Math PLC at a Title I Middle School in the Southern United States. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149323

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

25. Mchazlett, Dwight Henry. Quality Professional Development for Secondary Science Teachers.

Degree: 2015, Texas A&M University

 This record of study (ROS) explores the perceptions of three high school biology teachers who implemented a form of the Japanese originated Lesson Study Professional… (more)

Subjects/Keywords: Lesson Study; Professional Development

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APA (6th Edition):

Mchazlett, D. H. (2015). Quality Professional Development for Secondary Science Teachers. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156175

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):

Mchazlett, Dwight Henry. “Quality Professional Development for Secondary Science Teachers.” 2015. Thesis, Texas A&M University. Accessed May 22, 2019. http://hdl.handle.net/1969.1/156175.

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

MLA Handbook (7th Edition):

Mchazlett, Dwight Henry. “Quality Professional Development for Secondary Science Teachers.” 2015. Web. 22 May 2019.

Vancouver:

Mchazlett DH. Quality Professional Development for Secondary Science Teachers. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 May 22]. Available from: http://hdl.handle.net/1969.1/156175.

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

Council of Science Editors:

Mchazlett DH. Quality Professional Development for Secondary Science Teachers. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/156175

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

26. Herrera, Karen. Evalutating the Effect of an Online Job-Embedded Professional Development Program on Elementary Teachers' Use of Arts Integrated Approaches to Learning in a South Texas School District.

Degree: 2013, Texas A&M University

 In the state of Texas, instruction in the arts is required from Kindergarten through eighth grade. In many cases, the responsibility for teaching these subjects… (more)

Subjects/Keywords: arts integration; online professional development; elementary generalist teacher; job-embedded

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APA (6th Edition):

Herrera, K. (2013). Evalutating the Effect of an Online Job-Embedded Professional Development Program on Elementary Teachers' Use of Arts Integrated Approaches to Learning in a South Texas School District. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151371

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):

Herrera, Karen. “Evalutating the Effect of an Online Job-Embedded Professional Development Program on Elementary Teachers' Use of Arts Integrated Approaches to Learning in a South Texas School District.” 2013. Thesis, Texas A&M University. Accessed May 22, 2019. http://hdl.handle.net/1969.1/151371.

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

MLA Handbook (7th Edition):

Herrera, Karen. “Evalutating the Effect of an Online Job-Embedded Professional Development Program on Elementary Teachers' Use of Arts Integrated Approaches to Learning in a South Texas School District.” 2013. Web. 22 May 2019.

Vancouver:

Herrera K. Evalutating the Effect of an Online Job-Embedded Professional Development Program on Elementary Teachers' Use of Arts Integrated Approaches to Learning in a South Texas School District. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 May 22]. Available from: http://hdl.handle.net/1969.1/151371.

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

Council of Science Editors:

Herrera K. Evalutating the Effect of an Online Job-Embedded Professional Development Program on Elementary Teachers' Use of Arts Integrated Approaches to Learning in a South Texas School District. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151371

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

27. Talkmitt, Marcia J. K-12 Professional Learning Communities (PLCs) in a Rural School District on the High Plains of Texas: Mechanism for Teacher Support of Innovative Formative Assessment and Instruction with Technology (iFAIT).

Degree: 2013, Texas A&M University

 The purpose of this study was to explore the evolution of collaborative practices of PLCs as they emerge when using technology based formative assessment via… (more)

Subjects/Keywords: PLCs; Technology; CoPs; Professional Learning Community; Communities of Practice; Data Driven Instruction; Eduphoria; Student Response Pads; Formative Assessment; Assessment; iFAIT; technology; ARS; Audience Response System

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

APA (6th Edition):

Talkmitt, M. J. (2013). K-12 Professional Learning Communities (PLCs) in a Rural School District on the High Plains of Texas: Mechanism for Teacher Support of Innovative Formative Assessment and Instruction with Technology (iFAIT). (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149479

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):

Talkmitt, Marcia J. “K-12 Professional Learning Communities (PLCs) in a Rural School District on the High Plains of Texas: Mechanism for Teacher Support of Innovative Formative Assessment and Instruction with Technology (iFAIT).” 2013. Thesis, Texas A&M University. Accessed May 22, 2019. http://hdl.handle.net/1969.1/149479.

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

MLA Handbook (7th Edition):

Talkmitt, Marcia J. “K-12 Professional Learning Communities (PLCs) in a Rural School District on the High Plains of Texas: Mechanism for Teacher Support of Innovative Formative Assessment and Instruction with Technology (iFAIT).” 2013. Web. 22 May 2019.

Vancouver:

Talkmitt MJ. K-12 Professional Learning Communities (PLCs) in a Rural School District on the High Plains of Texas: Mechanism for Teacher Support of Innovative Formative Assessment and Instruction with Technology (iFAIT). [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 May 22]. Available from: http://hdl.handle.net/1969.1/149479.

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

Council of Science Editors:

Talkmitt MJ. K-12 Professional Learning Communities (PLCs) in a Rural School District on the High Plains of Texas: Mechanism for Teacher Support of Innovative Formative Assessment and Instruction with Technology (iFAIT). [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149479

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 May 22, 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. 22 May 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 May 22]. 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

29. Ozturk, Elif. Adaptive Expertise and Contextualized Activities in Computer Aided Design.

Degree: 2015, Texas A&M University

 In today?s highly competitive market with economic, environmental, and social challenges, it is imperative that engineers are educated to adapt to the new challenges. Engineering… (more)

Subjects/Keywords: Adaptive Expertise

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

APA (6th Edition):

Ozturk, E. (2015). Adaptive Expertise and Contextualized Activities in Computer Aided Design. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155248

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, Elif. “Adaptive Expertise and Contextualized Activities in Computer Aided Design.” 2015. Thesis, Texas A&M University. Accessed May 22, 2019. http://hdl.handle.net/1969.1/155248.

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

MLA Handbook (7th Edition):

Ozturk, Elif. “Adaptive Expertise and Contextualized Activities in Computer Aided Design.” 2015. Web. 22 May 2019.

Vancouver:

Ozturk E. Adaptive Expertise and Contextualized Activities in Computer Aided Design. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 May 22]. Available from: http://hdl.handle.net/1969.1/155248.

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

Council of Science Editors:

Ozturk E. Adaptive Expertise and Contextualized Activities in Computer Aided Design. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155248

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

30. Massa, Idalia. Underrepresentation of Hispanic/Latino Students Identified with Emotional Disturbance in IDEIA: What's the Teacher's Role?.

Degree: 2011, Texas A&M University

 Historically, Hispanic/Latino (H/L) students have been under-referred, under-identified, and under-served by the U.S. Special Education (SPED) system, particularly under the emotional behavioral disturbance (EBD) category.… (more)

Subjects/Keywords: RTI; Emotional Behavioral Disturbance; IDEIA; 504; IDEA; Special Education; Special; Education; Bilingual; Hispanic; Latinos; Psychology; Cultural Psychology; Response to Intervention; Mental Health; School Mental Health; School Psychology; Latino Health; Health; ANOVA; social sciences; teachers; teacher's role; role; bias

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

APA (6th Edition):

Massa, I. (2011). Underrepresentation of Hispanic/Latino Students Identified with Emotional Disturbance in IDEIA: What's the Teacher's Role?. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9695

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):

Massa, Idalia. “Underrepresentation of Hispanic/Latino Students Identified with Emotional Disturbance in IDEIA: What's the Teacher's Role?.” 2011. Thesis, Texas A&M University. Accessed May 22, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9695.

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

MLA Handbook (7th Edition):

Massa, Idalia. “Underrepresentation of Hispanic/Latino Students Identified with Emotional Disturbance in IDEIA: What's the Teacher's Role?.” 2011. Web. 22 May 2019.

Vancouver:

Massa I. Underrepresentation of Hispanic/Latino Students Identified with Emotional Disturbance in IDEIA: What's the Teacher's Role?. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 May 22]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9695.

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

Council of Science Editors:

Massa I. Underrepresentation of Hispanic/Latino Students Identified with Emotional Disturbance in IDEIA: What's the Teacher's Role?. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9695

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

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