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You searched for +publisher:"Texas State University – San Marcos" +contributor:("Warshauer, Hiroko"). Showing records 1 – 6 of 6 total matches.

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Texas State University – San Marcos

1. 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 (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 December 08, 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. 08 Dec 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 Dec 08]. 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

2. Bhattacharyya, Sonalee. Investigating How an Informal 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; Mathematics – Study and teaching; Teacher turnover; Career development

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APA (6th Edition):

Bhattacharyya, S. (2018). Investigating How an Informal 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 Program Sustains Teachers in Their Profession.” 2018. Doctoral Dissertation, Texas State University – San Marcos. Accessed December 08, 2019. https://digital.library.txstate.edu/handle/10877/7382.

MLA Handbook (7th Edition):

Bhattacharyya, Sonalee. “Investigating How an Informal Program Sustains Teachers in Their Profession.” 2018. Web. 08 Dec 2019.

Vancouver:

Bhattacharyya S. Investigating How an Informal Program Sustains Teachers in Their Profession. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2018. [cited 2019 Dec 08]. Available from: https://digital.library.txstate.edu/handle/10877/7382.

Council of Science Editors:

Bhattacharyya S. Investigating How an Informal 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

3. Starkey, Christina M. Reflective Journaling as a Tool to Support Learning Mathematical Proof.

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

 This study investigates how reflective writing supported students’ learning to prove in an Introduction to Advanced Mathematics course. The students submitted weekly journal entries that… (more)

Subjects/Keywords: Mathematical proof; Writing to learn; Mathematics – Study and teaching; Learning, Psychology of; Self-knowledge, Theory of

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APA (6th Edition):

Starkey, C. M. (2016). Reflective Journaling as a Tool to Support Learning Mathematical Proof. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/6067

Chicago Manual of Style (16th Edition):

Starkey, Christina M. “Reflective Journaling as a Tool to Support Learning Mathematical Proof.” 2016. Doctoral Dissertation, Texas State University – San Marcos. Accessed December 08, 2019. https://digital.library.txstate.edu/handle/10877/6067.

MLA Handbook (7th Edition):

Starkey, Christina M. “Reflective Journaling as a Tool to Support Learning Mathematical Proof.” 2016. Web. 08 Dec 2019.

Vancouver:

Starkey CM. Reflective Journaling as a Tool to Support Learning Mathematical Proof. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2016. [cited 2019 Dec 08]. Available from: https://digital.library.txstate.edu/handle/10877/6067.

Council of Science Editors:

Starkey CM. Reflective Journaling as a Tool to Support Learning Mathematical Proof. [Doctoral Dissertation]. Texas State University – San Marcos; 2016. Available from: https://digital.library.txstate.edu/handle/10877/6067


Texas State University – San Marcos

4. Namakshi, Nama. Creating a pathway to STEM: Role of an informal mathematics program.

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

 This dissertation presents the findings of a single-site, qualitative, embedded case study involving four former (1990 – 2008) participants of an informal math program in… (more)

Subjects/Keywords: Mathematics learning identity; Gender; Race; Informal math programs; Social capital; Higher education; Career trajectories

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APA (6th Edition):

Namakshi, N. (2016). Creating a pathway to STEM: Role of an informal mathematics program. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/6856

Chicago Manual of Style (16th Edition):

Namakshi, Nama. “Creating a pathway to STEM: Role of an informal mathematics program.” 2016. Doctoral Dissertation, Texas State University – San Marcos. Accessed December 08, 2019. https://digital.library.txstate.edu/handle/10877/6856.

MLA Handbook (7th Edition):

Namakshi, Nama. “Creating a pathway to STEM: Role of an informal mathematics program.” 2016. Web. 08 Dec 2019.

Vancouver:

Namakshi N. Creating a pathway to STEM: Role of an informal mathematics program. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2016. [cited 2019 Dec 08]. Available from: https://digital.library.txstate.edu/handle/10877/6856.

Council of Science Editors:

Namakshi N. Creating a pathway to STEM: Role of an informal mathematics program. [Doctoral Dissertation]. Texas State University – San Marcos; 2016. Available from: https://digital.library.txstate.edu/handle/10877/6856


Texas State University – San Marcos

5. 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 (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 December 08, 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. 08 Dec 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 Dec 08]. 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


Texas State University – San Marcos

6. Song, Zhaochen. Chinese middle school mathematics teachers' pedagogical content knowledge and cultural beliefs towards teaching.

Degree: PhD, Mathematics Education, 2019, Texas State University – San Marcos

 This study investigated the pedagogical content knowledge and cultural beliefs towards teaching of middle school mathematics teachers in Shandong, China. The study illustrates how four… (more)

Subjects/Keywords: Pedagogical content knowledge; Cultural belief; Middle school mathematics; Education in China; Professional development

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

APA (6th Edition):

Song, Z. (2019). Chinese middle school mathematics teachers' pedagogical content knowledge and cultural beliefs towards teaching. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/8167

Chicago Manual of Style (16th Edition):

Song, Zhaochen. “Chinese middle school mathematics teachers' pedagogical content knowledge and cultural beliefs towards teaching.” 2019. Doctoral Dissertation, Texas State University – San Marcos. Accessed December 08, 2019. https://digital.library.txstate.edu/handle/10877/8167.

MLA Handbook (7th Edition):

Song, Zhaochen. “Chinese middle school mathematics teachers' pedagogical content knowledge and cultural beliefs towards teaching.” 2019. Web. 08 Dec 2019.

Vancouver:

Song Z. Chinese middle school mathematics teachers' pedagogical content knowledge and cultural beliefs towards teaching. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2019. [cited 2019 Dec 08]. Available from: https://digital.library.txstate.edu/handle/10877/8167.

Council of Science Editors:

Song Z. Chinese middle school mathematics teachers' pedagogical content knowledge and cultural beliefs towards teaching. [Doctoral Dissertation]. Texas State University – San Marcos; 2019. Available from: https://digital.library.txstate.edu/handle/10877/8167

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