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You searched for +publisher:"Texas State University – San Marcos" +contributor:("Maldonado, Luz"). Showing records 1 – 4 of 4 total matches.

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Texas State University – San Marcos

1. Bhattacharyya, Sonalee. Investigating How an Informal Summer Program Sustains Teachers in Their Profession.

Degree: PhD, Mathematics Education, 2018, Texas State University – San Marcos

 Teacher turnover is a significant problem in the United States. Research has examined how to retain teachers through teacher induction and continuing education programs, mentoring,… (more)

Subjects/Keywords: Teacher education; Teacher retention

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

APA (6th Edition):

Bhattacharyya, S. (2018). Investigating How an Informal Summer Program Sustains Teachers in Their Profession. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/7382

Chicago Manual of Style (16th Edition):

Bhattacharyya, Sonalee. “Investigating How an Informal Summer Program Sustains Teachers in Their Profession.” 2018. Doctoral Dissertation, Texas State University – San Marcos. Accessed February 21, 2019. https://digital.library.txstate.edu/handle/10877/7382.

MLA Handbook (7th Edition):

Bhattacharyya, Sonalee. “Investigating How an Informal Summer Program Sustains Teachers in Their Profession.” 2018. Web. 21 Feb 2019.

Vancouver:

Bhattacharyya S. Investigating How an Informal Summer Program Sustains Teachers in Their Profession. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2018. [cited 2019 Feb 21]. Available from: https://digital.library.txstate.edu/handle/10877/7382.

Council of Science Editors:

Bhattacharyya S. Investigating How an Informal Summer Program Sustains Teachers in Their Profession. [Doctoral Dissertation]. Texas State University – San Marcos; 2018. Available from: https://digital.library.txstate.edu/handle/10877/7382


Texas State University – San Marcos

2. Hurdle, Zachariah. Aspects that Arise in the Transition from the Montessori Method to a Traditional Method: A Fourth Grade Mathematics View.

Degree: PhD, Mathematics Education, 2017, Texas State University – San Marcos

 The purpose of the dissertation is to investigate three particular aspects that may affect the transition between a third grade Montessori system and a fourth… (more)

Subjects/Keywords: Montessori; Cognitively Guided Instruction; Program transition

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

APA (6th Edition):

Hurdle, Z. (2017). Aspects that Arise in the Transition from the Montessori Method to a Traditional Method: A Fourth Grade Mathematics View. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/7004

Chicago Manual of Style (16th Edition):

Hurdle, Zachariah. “Aspects that Arise in the Transition from the Montessori Method to a Traditional Method: A Fourth Grade Mathematics View.” 2017. Doctoral Dissertation, Texas State University – San Marcos. Accessed February 21, 2019. https://digital.library.txstate.edu/handle/10877/7004.

MLA Handbook (7th Edition):

Hurdle, Zachariah. “Aspects that Arise in the Transition from the Montessori Method to a Traditional Method: A Fourth Grade Mathematics View.” 2017. Web. 21 Feb 2019.

Vancouver:

Hurdle Z. Aspects that Arise in the Transition from the Montessori Method to a Traditional Method: A Fourth Grade Mathematics View. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2017. [cited 2019 Feb 21]. Available from: https://digital.library.txstate.edu/handle/10877/7004.

Council of Science Editors:

Hurdle Z. Aspects that Arise in the Transition from the Montessori Method to a Traditional Method: A Fourth Grade Mathematics View. [Doctoral Dissertation]. Texas State University – San Marcos; 2017. Available from: https://digital.library.txstate.edu/handle/10877/7004


Texas State University – San Marcos

3. Neaves, Dianne. Academic Language and Knowledge Acquisition Process of a Young Spanish-Speaking Newcomer.

Degree: MA, Elementary Education-Bilingual/Bicultural, 2016, Texas State University – San Marcos

 This thesis examines the challenges that a young Spanish-speaking, newcomer student from Puerto Rico encountered in her schooling journey during her first year in a… (more)

Subjects/Keywords: Newcomer; Latino; Emergent bilingual; ELL; Spanish-speaking; Puerto Rico; Case study; English language proficiency; Background knowledge; Teacher's ideology; Peer tutoring; Critical pedagogy; Multicultural education – United States; Education, Bilingual – United States

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

APA (6th Edition):

Neaves, D. (2016). Academic Language and Knowledge Acquisition Process of a Young Spanish-Speaking Newcomer. (Masters Thesis). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/6417

Chicago Manual of Style (16th Edition):

Neaves, Dianne. “Academic Language and Knowledge Acquisition Process of a Young Spanish-Speaking Newcomer.” 2016. Masters Thesis, Texas State University – San Marcos. Accessed February 21, 2019. https://digital.library.txstate.edu/handle/10877/6417.

MLA Handbook (7th Edition):

Neaves, Dianne. “Academic Language and Knowledge Acquisition Process of a Young Spanish-Speaking Newcomer.” 2016. Web. 21 Feb 2019.

Vancouver:

Neaves D. Academic Language and Knowledge Acquisition Process of a Young Spanish-Speaking Newcomer. [Internet] [Masters thesis]. Texas State University – San Marcos; 2016. [cited 2019 Feb 21]. Available from: https://digital.library.txstate.edu/handle/10877/6417.

Council of Science Editors:

Neaves D. Academic Language and Knowledge Acquisition Process of a Young Spanish-Speaking Newcomer. [Masters Thesis]. Texas State University – San Marcos; 2016. Available from: https://digital.library.txstate.edu/handle/10877/6417


Texas State University – San Marcos

4. Bower, Rachel S. G. Cases of Teacher Noticing to Position Students in Linguistically Diverse Middle School Mathematics Classrooms.

Degree: PhD, Mathematics Education, 2016, Texas State University – San Marcos

 This study investigated how professional mathematics teacher noticing occurs in linguistically diverse middle school mathematics classrooms. The study illustrates how three middle school mathematics teachers… (more)

Subjects/Keywords: Teaching noticing; English language learners; Mathematics – Study and teaching; Middle schools – Study and teaching – Texas

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

APA (6th Edition):

Bower, R. S. G. (2016). Cases of Teacher Noticing to Position Students in Linguistically Diverse Middle School Mathematics Classrooms. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/6030

Chicago Manual of Style (16th Edition):

Bower, Rachel S G. “Cases of Teacher Noticing to Position Students in Linguistically Diverse Middle School Mathematics Classrooms.” 2016. Doctoral Dissertation, Texas State University – San Marcos. Accessed February 21, 2019. https://digital.library.txstate.edu/handle/10877/6030.

MLA Handbook (7th Edition):

Bower, Rachel S G. “Cases of Teacher Noticing to Position Students in Linguistically Diverse Middle School Mathematics Classrooms.” 2016. Web. 21 Feb 2019.

Vancouver:

Bower RSG. Cases of Teacher Noticing to Position Students in Linguistically Diverse Middle School Mathematics Classrooms. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2016. [cited 2019 Feb 21]. Available from: https://digital.library.txstate.edu/handle/10877/6030.

Council of Science Editors:

Bower RSG. Cases of Teacher Noticing to Position Students in Linguistically Diverse Middle School Mathematics Classrooms. [Doctoral Dissertation]. Texas State University – San Marcos; 2016. Available from: https://digital.library.txstate.edu/handle/10877/6030

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