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You searched for +publisher:"University of North Texas" +contributor:("Eddy, Colleen"). Showing records 1 – 17 of 17 total matches.

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University of North Texas

1. Blanchard, Myrna Elizabeth. The Identification and Placement of Latino Students in Advanced Mathematics Courses.

Degree: 2018, University of North Texas

 Using a phenomenological approach, this qualitative study examined the perspectives of Latino parents and their involvement in the decision of their child to enroll in… (more)

Subjects/Keywords: advanced mathematics; Latino students; parents; identification and enrollment; systemic reform; Education, Administration; Education, Bilingual and Multicultural; Education, Mathematics

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APA (6th Edition):

Blanchard, M. E. (2018). The Identification and Placement of Latino Students in Advanced Mathematics Courses. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1157571/

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):

Blanchard, Myrna Elizabeth. “The Identification and Placement of Latino Students in Advanced Mathematics Courses.” 2018. Thesis, University of North Texas. Accessed October 23, 2019. https://digital.library.unt.edu/ark:/67531/metadc1157571/.

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

MLA Handbook (7th Edition):

Blanchard, Myrna Elizabeth. “The Identification and Placement of Latino Students in Advanced Mathematics Courses.” 2018. Web. 23 Oct 2019.

Vancouver:

Blanchard ME. The Identification and Placement of Latino Students in Advanced Mathematics Courses. [Internet] [Thesis]. University of North Texas; 2018. [cited 2019 Oct 23]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1157571/.

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

Council of Science Editors:

Blanchard ME. The Identification and Placement of Latino Students in Advanced Mathematics Courses. [Thesis]. University of North Texas; 2018. Available from: https://digital.library.unt.edu/ark:/67531/metadc1157571/

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


University of North Texas

2. Kim, In Hong. Preschool Teachers’ Knowledge of Children’s Mathematical Development and Beliefs About Teaching Mathematics.

Degree: 2013, University of North Texas

 Early childhood education emphasizes the need of providing high quality early childhood mathematics programs for preschool children. However, there is little research that examines the… (more)

Subjects/Keywords: Knowledge of mathematical development; beliefs; mathematics testing

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APA (6th Edition):

Kim, I. H. (2013). Preschool Teachers’ Knowledge of Children’s Mathematical Development and Beliefs About Teaching Mathematics. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc407808/

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):

Kim, In Hong. “Preschool Teachers’ Knowledge of Children’s Mathematical Development and Beliefs About Teaching Mathematics.” 2013. Thesis, University of North Texas. Accessed October 23, 2019. https://digital.library.unt.edu/ark:/67531/metadc407808/.

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

MLA Handbook (7th Edition):

Kim, In Hong. “Preschool Teachers’ Knowledge of Children’s Mathematical Development and Beliefs About Teaching Mathematics.” 2013. Web. 23 Oct 2019.

Vancouver:

Kim IH. Preschool Teachers’ Knowledge of Children’s Mathematical Development and Beliefs About Teaching Mathematics. [Internet] [Thesis]. University of North Texas; 2013. [cited 2019 Oct 23]. Available from: https://digital.library.unt.edu/ark:/67531/metadc407808/.

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

Council of Science Editors:

Kim IH. Preschool Teachers’ Knowledge of Children’s Mathematical Development and Beliefs About Teaching Mathematics. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc407808/

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


University of North Texas

3. Heitz, Layne. The Validation of a Short-cycle Formative Assessment Observation Protocol for Science and Mathematics Instruction.

Degree: 2013, University of North Texas

 Over the years, teachers, administrators, and policy makers have been concerned with optimizing learning for all students. The No Child Left Behind Act put an… (more)

Subjects/Keywords: Formative assessment; validation; observation instrument; reliability

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APA (6th Edition):

Heitz, L. (2013). The Validation of a Short-cycle Formative Assessment Observation Protocol for Science and Mathematics Instruction. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc407820/

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):

Heitz, Layne. “The Validation of a Short-cycle Formative Assessment Observation Protocol for Science and Mathematics Instruction.” 2013. Thesis, University of North Texas. Accessed October 23, 2019. https://digital.library.unt.edu/ark:/67531/metadc407820/.

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

MLA Handbook (7th Edition):

Heitz, Layne. “The Validation of a Short-cycle Formative Assessment Observation Protocol for Science and Mathematics Instruction.” 2013. Web. 23 Oct 2019.

Vancouver:

Heitz L. The Validation of a Short-cycle Formative Assessment Observation Protocol for Science and Mathematics Instruction. [Internet] [Thesis]. University of North Texas; 2013. [cited 2019 Oct 23]. Available from: https://digital.library.unt.edu/ark:/67531/metadc407820/.

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

Council of Science Editors:

Heitz L. The Validation of a Short-cycle Formative Assessment Observation Protocol for Science and Mathematics Instruction. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc407820/

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


University of North Texas

4. Sheppard, Rebecca Replogle. Determining Factors that Influence High School Principal Turnover Over a Five Year Period.

Degree: 2010, University of North Texas

 The purpose of this study was to determine the effects of salary, compensation and benefits, accountability, job stress, increased instructional responsibilities, changes in student demographics,… (more)

Subjects/Keywords: High school principal turnover; high school principal tenure; high school principal retention; High school principals  – Job satisfaction  – Texas.; Employee retention  – Texas.; Labor turnover  – Texas.

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APA (6th Edition):

Sheppard, R. R. (2010). Determining Factors that Influence High School Principal Turnover Over a Five Year Period. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc28476/

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):

Sheppard, Rebecca Replogle. “Determining Factors that Influence High School Principal Turnover Over a Five Year Period.” 2010. Thesis, University of North Texas. Accessed October 23, 2019. https://digital.library.unt.edu/ark:/67531/metadc28476/.

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

MLA Handbook (7th Edition):

Sheppard, Rebecca Replogle. “Determining Factors that Influence High School Principal Turnover Over a Five Year Period.” 2010. Web. 23 Oct 2019.

Vancouver:

Sheppard RR. Determining Factors that Influence High School Principal Turnover Over a Five Year Period. [Internet] [Thesis]. University of North Texas; 2010. [cited 2019 Oct 23]. Available from: https://digital.library.unt.edu/ark:/67531/metadc28476/.

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

Council of Science Editors:

Sheppard RR. Determining Factors that Influence High School Principal Turnover Over a Five Year Period. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc28476/

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


University of North Texas

5. Cason, Marti B. Elementary Teacher Candidate Perceptions of Hip-Hop Pedagogy in the Mathematics Classroom.

Degree: 2018, University of North Texas

 This dissertation examines elementary teacher candidates' perceptions of hip-hop culture and utilizing hip-hop pedagogy in a mathematics classroom. This study demonstrates how elements of hip-hop… (more)

Subjects/Keywords: hip-hop pedagogy; hip-hop education; teacher candidate; pre-service teacher programs; elementary education; urban education; mathematics education; Education, Teacher Training; Education, Mathematics; Education, Curriculum and Instruction

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APA (6th Edition):

Cason, M. B. (2018). Elementary Teacher Candidate Perceptions of Hip-Hop Pedagogy in the Mathematics Classroom. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1248492/

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):

Cason, Marti B. “Elementary Teacher Candidate Perceptions of Hip-Hop Pedagogy in the Mathematics Classroom.” 2018. Thesis, University of North Texas. Accessed October 23, 2019. https://digital.library.unt.edu/ark:/67531/metadc1248492/.

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

MLA Handbook (7th Edition):

Cason, Marti B. “Elementary Teacher Candidate Perceptions of Hip-Hop Pedagogy in the Mathematics Classroom.” 2018. Web. 23 Oct 2019.

Vancouver:

Cason MB. Elementary Teacher Candidate Perceptions of Hip-Hop Pedagogy in the Mathematics Classroom. [Internet] [Thesis]. University of North Texas; 2018. [cited 2019 Oct 23]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1248492/.

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

Council of Science Editors:

Cason MB. Elementary Teacher Candidate Perceptions of Hip-Hop Pedagogy in the Mathematics Classroom. [Thesis]. University of North Texas; 2018. Available from: https://digital.library.unt.edu/ark:/67531/metadc1248492/

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


University of North Texas

6. Kuehnert, Eloise Aniag. Operationalizing Listening-to-Question and Questioning-to-Listen in Mathematics Teaching.

Degree: 2018, University of North Texas

 This study focused on the evaluative listening practices of four teachers who participated in an algebra professional development involving lesson study. This instrumental case study… (more)

Subjects/Keywords: listening; questioning; mathematics teaching

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APA (6th Edition):

Kuehnert, E. A. (2018). Operationalizing Listening-to-Question and Questioning-to-Listen in Mathematics Teaching. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1248430/

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):

Kuehnert, Eloise Aniag. “Operationalizing Listening-to-Question and Questioning-to-Listen in Mathematics Teaching.” 2018. Thesis, University of North Texas. Accessed October 23, 2019. https://digital.library.unt.edu/ark:/67531/metadc1248430/.

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

MLA Handbook (7th Edition):

Kuehnert, Eloise Aniag. “Operationalizing Listening-to-Question and Questioning-to-Listen in Mathematics Teaching.” 2018. Web. 23 Oct 2019.

Vancouver:

Kuehnert EA. Operationalizing Listening-to-Question and Questioning-to-Listen in Mathematics Teaching. [Internet] [Thesis]. University of North Texas; 2018. [cited 2019 Oct 23]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1248430/.

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

Council of Science Editors:

Kuehnert EA. Operationalizing Listening-to-Question and Questioning-to-Listen in Mathematics Teaching. [Thesis]. University of North Texas; 2018. Available from: https://digital.library.unt.edu/ark:/67531/metadc1248430/

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


University of North Texas

7. Kieftenbeld, Vincent. Three Topics in Descriptive Set Theory.

Degree: 2010, University of North Texas

 This dissertation deals with three topics in descriptive set theory. First, the order topology is a natural topology on ordinals. In Chapter 2, a complete… (more)

Subjects/Keywords: Descriptive set theory.; coanalytic equivalence relations; resolvable maps; complete metrizability; ordinal topologies; Topology.; Isomorphisms (Mathematics); Polish spaces (Mathematics)

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APA (6th Edition):

Kieftenbeld, V. (2010). Three Topics in Descriptive Set Theory. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc28441/

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):

Kieftenbeld, Vincent. “Three Topics in Descriptive Set Theory.” 2010. Thesis, University of North Texas. Accessed October 23, 2019. https://digital.library.unt.edu/ark:/67531/metadc28441/.

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

MLA Handbook (7th Edition):

Kieftenbeld, Vincent. “Three Topics in Descriptive Set Theory.” 2010. Web. 23 Oct 2019.

Vancouver:

Kieftenbeld V. Three Topics in Descriptive Set Theory. [Internet] [Thesis]. University of North Texas; 2010. [cited 2019 Oct 23]. Available from: https://digital.library.unt.edu/ark:/67531/metadc28441/.

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

Council of Science Editors:

Kieftenbeld V. Three Topics in Descriptive Set Theory. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc28441/

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


University of North Texas

8. Kirby, Benjamin. An Investigation of Preservice Teachers' Understanding of Buoyancy.

Degree: 2016, University of North Texas

 The purpose of this study was to examine the conceptual understandings of 55 elementary preservice teachers for the concept of buoyancy. This study used Ausubel’s… (more)

Subjects/Keywords: Conceptions; Misconceptions; Buoyancy; Concept Mapping; Education, Teacher Training; Education, Curriculum and Instruction; Education, Elementary

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APA (6th Edition):

Kirby, B. (2016). An Investigation of Preservice Teachers' Understanding of Buoyancy. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc849786/

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):

Kirby, Benjamin. “An Investigation of Preservice Teachers' Understanding of Buoyancy.” 2016. Thesis, University of North Texas. Accessed October 23, 2019. https://digital.library.unt.edu/ark:/67531/metadc849786/.

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

MLA Handbook (7th Edition):

Kirby, Benjamin. “An Investigation of Preservice Teachers' Understanding of Buoyancy.” 2016. Web. 23 Oct 2019.

Vancouver:

Kirby B. An Investigation of Preservice Teachers' Understanding of Buoyancy. [Internet] [Thesis]. University of North Texas; 2016. [cited 2019 Oct 23]. Available from: https://digital.library.unt.edu/ark:/67531/metadc849786/.

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

Council of Science Editors:

Kirby B. An Investigation of Preservice Teachers' Understanding of Buoyancy. [Thesis]. University of North Texas; 2016. Available from: https://digital.library.unt.edu/ark:/67531/metadc849786/

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


University of North Texas

9. Ewing, Angela R. Analysis of Factors for Successful State-Level Support of Low-Performing Schools.

Degree: 2016, University of North Texas

 This study provides a qualitative look at Texas' Professional Service Providers' (PSPs) strategies for supporting low-performing schools. Four PSPs were selected for participation based on… (more)

Subjects/Keywords: school improvement; state support; technical assistance, school improvement coach, Professional Service Provider, Technical Assistance Provider; Education, General; Education, Administration

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APA (6th Edition):

Ewing, A. R. (2016). Analysis of Factors for Successful State-Level Support of Low-Performing Schools. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc849605/

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):

Ewing, Angela R. “Analysis of Factors for Successful State-Level Support of Low-Performing Schools.” 2016. Thesis, University of North Texas. Accessed October 23, 2019. https://digital.library.unt.edu/ark:/67531/metadc849605/.

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

MLA Handbook (7th Edition):

Ewing, Angela R. “Analysis of Factors for Successful State-Level Support of Low-Performing Schools.” 2016. Web. 23 Oct 2019.

Vancouver:

Ewing AR. Analysis of Factors for Successful State-Level Support of Low-Performing Schools. [Internet] [Thesis]. University of North Texas; 2016. [cited 2019 Oct 23]. Available from: https://digital.library.unt.edu/ark:/67531/metadc849605/.

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

Council of Science Editors:

Ewing AR. Analysis of Factors for Successful State-Level Support of Low-Performing Schools. [Thesis]. University of North Texas; 2016. Available from: https://digital.library.unt.edu/ark:/67531/metadc849605/

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


University of North Texas

10. Hayata, Carole Anne. The Development of Algebraic Reasoning in Undergraduate Elementary Preservice Teachers.

Degree: 2012, University of North Texas

 Although studies of teacher preparation programs have documented positive changes in mathematical knowledge for teaching with preservice teachers in mathematics content courses, this study focused… (more)

Subjects/Keywords: Mathematical knowledge for teaching; preservice teachers; teacher preparation program

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APA (6th Edition):

Hayata, C. A. (2012). The Development of Algebraic Reasoning in Undergraduate Elementary Preservice Teachers. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc177211/

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):

Hayata, Carole Anne. “The Development of Algebraic Reasoning in Undergraduate Elementary Preservice Teachers.” 2012. Thesis, University of North Texas. Accessed October 23, 2019. https://digital.library.unt.edu/ark:/67531/metadc177211/.

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

MLA Handbook (7th Edition):

Hayata, Carole Anne. “The Development of Algebraic Reasoning in Undergraduate Elementary Preservice Teachers.” 2012. Web. 23 Oct 2019.

Vancouver:

Hayata CA. The Development of Algebraic Reasoning in Undergraduate Elementary Preservice Teachers. [Internet] [Thesis]. University of North Texas; 2012. [cited 2019 Oct 23]. Available from: https://digital.library.unt.edu/ark:/67531/metadc177211/.

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

Council of Science Editors:

Hayata CA. The Development of Algebraic Reasoning in Undergraduate Elementary Preservice Teachers. [Thesis]. University of North Texas; 2012. Available from: https://digital.library.unt.edu/ark:/67531/metadc177211/

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


University of North Texas

11. Petty, Clinton Scott. Mathematics Teacher Motivation in the Context of Lesson Study with Open Approach.

Degree: 2019, University of North Texas

 Providing professional development to in-service teachers remains a high priority when attempting to meet state and federal school accountability requirements, yet principals may neglect teacher… (more)

Subjects/Keywords: Lesson Study with Open Approach; teacher professional development; self-determination theory; Education, Teacher Training; Education, Administration; Education, Educational Psychology

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APA (6th Edition):

Petty, C. S. (2019). Mathematics Teacher Motivation in the Context of Lesson Study with Open Approach. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1538674/

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):

Petty, Clinton Scott. “Mathematics Teacher Motivation in the Context of Lesson Study with Open Approach.” 2019. Thesis, University of North Texas. Accessed October 23, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538674/.

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

MLA Handbook (7th Edition):

Petty, Clinton Scott. “Mathematics Teacher Motivation in the Context of Lesson Study with Open Approach.” 2019. Web. 23 Oct 2019.

Vancouver:

Petty CS. Mathematics Teacher Motivation in the Context of Lesson Study with Open Approach. [Internet] [Thesis]. University of North Texas; 2019. [cited 2019 Oct 23]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1538674/.

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

Council of Science Editors:

Petty CS. Mathematics Teacher Motivation in the Context of Lesson Study with Open Approach. [Thesis]. University of North Texas; 2019. Available from: https://digital.library.unt.edu/ark:/67531/metadc1538674/

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


University of North Texas

12. Davis, Adreana A. A Case Study of Mathematics Teachers' Use of Short-Cycle Formative Assessment Strategies.

Degree: 2017, University of North Texas

 A single case study was used to examine two middle grades mathematics teachers' use of short-cycle formative assessment strategies. Data was collected using multiple sources… (more)

Subjects/Keywords: formative assessment; short-cycle formative assessment; case study; targeted instructional support; Education, Curriculum and Instruction; Education, Mathematics

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APA (6th Edition):

Davis, A. A. (2017). A Case Study of Mathematics Teachers' Use of Short-Cycle Formative Assessment Strategies. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1011817/

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):

Davis, Adreana A. “A Case Study of Mathematics Teachers' Use of Short-Cycle Formative Assessment Strategies.” 2017. Thesis, University of North Texas. Accessed October 23, 2019. https://digital.library.unt.edu/ark:/67531/metadc1011817/.

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

MLA Handbook (7th Edition):

Davis, Adreana A. “A Case Study of Mathematics Teachers' Use of Short-Cycle Formative Assessment Strategies.” 2017. Web. 23 Oct 2019.

Vancouver:

Davis AA. A Case Study of Mathematics Teachers' Use of Short-Cycle Formative Assessment Strategies. [Internet] [Thesis]. University of North Texas; 2017. [cited 2019 Oct 23]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1011817/.

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

Council of Science Editors:

Davis AA. A Case Study of Mathematics Teachers' Use of Short-Cycle Formative Assessment Strategies. [Thesis]. University of North Texas; 2017. Available from: https://digital.library.unt.edu/ark:/67531/metadc1011817/

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


University of North Texas

13. Glaman, Ryan. Comparing Three Approaches for Handling a Fourth Level of Nesting Structure in Cluster-Randomized Trials.

Degree: 2017, University of North Texas

 This study compared 3 approaches for handling a fourth level of nesting structure when analyzing data from a cluster-randomized trial (CRT). CRTs can include 3… (more)

Subjects/Keywords: multilevel modeling; hierarchical linear modeling; cluster-randomized trial; latent growth curve modeling; nested data; Education, Educational Psychology; Statistics

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APA (6th Edition):

Glaman, R. (2017). Comparing Three Approaches for Handling a Fourth Level of Nesting Structure in Cluster-Randomized Trials. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1011881/

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):

Glaman, Ryan. “Comparing Three Approaches for Handling a Fourth Level of Nesting Structure in Cluster-Randomized Trials.” 2017. Thesis, University of North Texas. Accessed October 23, 2019. https://digital.library.unt.edu/ark:/67531/metadc1011881/.

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

MLA Handbook (7th Edition):

Glaman, Ryan. “Comparing Three Approaches for Handling a Fourth Level of Nesting Structure in Cluster-Randomized Trials.” 2017. Web. 23 Oct 2019.

Vancouver:

Glaman R. Comparing Three Approaches for Handling a Fourth Level of Nesting Structure in Cluster-Randomized Trials. [Internet] [Thesis]. University of North Texas; 2017. [cited 2019 Oct 23]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1011881/.

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

Council of Science Editors:

Glaman R. Comparing Three Approaches for Handling a Fourth Level of Nesting Structure in Cluster-Randomized Trials. [Thesis]. University of North Texas; 2017. Available from: https://digital.library.unt.edu/ark:/67531/metadc1011881/

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


University of North Texas

14. Boazman, Janette Kay. Well-Being and Academic Success in Gifted College Students: Early-College Entrants and Honors College Students.

Degree: 2010, University of North Texas

 As a society, we seek to have our young people, including the gifted, be healthy and happy, and go to good schools with good teachers.… (more)

Subjects/Keywords: personal well-being; early-college entrance; Gifted; College students  – Texas  – Denton  – Psychology  – Case studies.; Well-being  – Texas  – Denton  – Case studies.; Academic achievement  – Texas  – Denton  – Case studies.; Gifted teenagers  – Texas  – Denton  – Case studies.; Texas Academy of Mathematics and Science  – Students.; University of North Texas. Honors College  – Students.

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

APA (6th Edition):

Boazman, J. K. (2010). Well-Being and Academic Success in Gifted College Students: Early-College Entrants and Honors College Students. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc31526/

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):

Boazman, Janette Kay. “Well-Being and Academic Success in Gifted College Students: Early-College Entrants and Honors College Students.” 2010. Thesis, University of North Texas. Accessed October 23, 2019. https://digital.library.unt.edu/ark:/67531/metadc31526/.

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

MLA Handbook (7th Edition):

Boazman, Janette Kay. “Well-Being and Academic Success in Gifted College Students: Early-College Entrants and Honors College Students.” 2010. Web. 23 Oct 2019.

Vancouver:

Boazman JK. Well-Being and Academic Success in Gifted College Students: Early-College Entrants and Honors College Students. [Internet] [Thesis]. University of North Texas; 2010. [cited 2019 Oct 23]. Available from: https://digital.library.unt.edu/ark:/67531/metadc31526/.

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

Council of Science Editors:

Boazman JK. Well-Being and Academic Success in Gifted College Students: Early-College Entrants and Honors College Students. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc31526/

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


University of North Texas

15. Curran, Chaney L. In-service Teacher Perception of Feedback From Formative Evaluation Within the Teacher Appraisal Process and Its Relationship to Teacher Self-efficacy.

Degree: 2014, University of North Texas

 The purpose of the study is to describe the current status of and the relationships between teacher self-efficacy and in-service teachers’ perceptions and/or attitudes of… (more)

Subjects/Keywords: In-service teachers; perceptions; feedback; self-efficacy; Teachers  – Rating of.; Self-efficacy.

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

APA (6th Edition):

Curran, C. L. (2014). In-service Teacher Perception of Feedback From Formative Evaluation Within the Teacher Appraisal Process and Its Relationship to Teacher Self-efficacy. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc699855/

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):

Curran, Chaney L. “In-service Teacher Perception of Feedback From Formative Evaluation Within the Teacher Appraisal Process and Its Relationship to Teacher Self-efficacy.” 2014. Thesis, University of North Texas. Accessed October 23, 2019. https://digital.library.unt.edu/ark:/67531/metadc699855/.

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

MLA Handbook (7th Edition):

Curran, Chaney L. “In-service Teacher Perception of Feedback From Formative Evaluation Within the Teacher Appraisal Process and Its Relationship to Teacher Self-efficacy.” 2014. Web. 23 Oct 2019.

Vancouver:

Curran CL. In-service Teacher Perception of Feedback From Formative Evaluation Within the Teacher Appraisal Process and Its Relationship to Teacher Self-efficacy. [Internet] [Thesis]. University of North Texas; 2014. [cited 2019 Oct 23]. Available from: https://digital.library.unt.edu/ark:/67531/metadc699855/.

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

Council of Science Editors:

Curran CL. In-service Teacher Perception of Feedback From Formative Evaluation Within the Teacher Appraisal Process and Its Relationship to Teacher Self-efficacy. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc699855/

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


University of North Texas

16. Brooks, Kanini Wanjira Ward. Does an Online Post-baccalaureate Secondary Teacher Certification Program Produce Certified Teachers Who Remain in the Field?.

Degree: 2015, University of North Texas

 Given issues in education concerning teacher shortages, the omnipresence of alternative certification programs and the growth of online programs in higher education, this study investigated… (more)

Subjects/Keywords: teacher retention; teacher working conditions; teacher preparation; Teachers  – Alternative certification  – Texas.; High school teachers  – Texas.; Teacher turnover  – Texas.; Employee retention  – Texas.

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

APA (6th Edition):

Brooks, K. W. W. (2015). Does an Online Post-baccalaureate Secondary Teacher Certification Program Produce Certified Teachers Who Remain in the Field?. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc804832/

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, Kanini Wanjira Ward. “Does an Online Post-baccalaureate Secondary Teacher Certification Program Produce Certified Teachers Who Remain in the Field?.” 2015. Thesis, University of North Texas. Accessed October 23, 2019. https://digital.library.unt.edu/ark:/67531/metadc804832/.

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

MLA Handbook (7th Edition):

Brooks, Kanini Wanjira Ward. “Does an Online Post-baccalaureate Secondary Teacher Certification Program Produce Certified Teachers Who Remain in the Field?.” 2015. Web. 23 Oct 2019.

Vancouver:

Brooks KWW. Does an Online Post-baccalaureate Secondary Teacher Certification Program Produce Certified Teachers Who Remain in the Field?. [Internet] [Thesis]. University of North Texas; 2015. [cited 2019 Oct 23]. Available from: https://digital.library.unt.edu/ark:/67531/metadc804832/.

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

Council of Science Editors:

Brooks KWW. Does an Online Post-baccalaureate Secondary Teacher Certification Program Produce Certified Teachers Who Remain in the Field?. [Thesis]. University of North Texas; 2015. Available from: https://digital.library.unt.edu/ark:/67531/metadc804832/

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


University of North Texas

17. Ward, Elizabeth Kennedy. Latent Transition Analysis of Pre-service Teachers' Efficacy in Mathematics and Science.

Degree: 2009, University of North Texas

 This study modeled changes in pre-service teacher efficacy in mathematics and science over the course of the final year of teacher preparation using latent transition… (more)

Subjects/Keywords: Teacher efficacy; MTEBI; STEBI; Student teachers.; Effective teaching.; Mathematics  – Study and teaching.; Science  – Study and teaching.

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

APA (6th Edition):

Ward, E. K. (2009). Latent Transition Analysis of Pre-service Teachers' Efficacy in Mathematics and Science. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc30425/

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):

Ward, Elizabeth Kennedy. “Latent Transition Analysis of Pre-service Teachers' Efficacy in Mathematics and Science.” 2009. Thesis, University of North Texas. Accessed October 23, 2019. https://digital.library.unt.edu/ark:/67531/metadc30425/.

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

MLA Handbook (7th Edition):

Ward, Elizabeth Kennedy. “Latent Transition Analysis of Pre-service Teachers' Efficacy in Mathematics and Science.” 2009. Web. 23 Oct 2019.

Vancouver:

Ward EK. Latent Transition Analysis of Pre-service Teachers' Efficacy in Mathematics and Science. [Internet] [Thesis]. University of North Texas; 2009. [cited 2019 Oct 23]. Available from: https://digital.library.unt.edu/ark:/67531/metadc30425/.

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

Council of Science Editors:

Ward EK. Latent Transition Analysis of Pre-service Teachers' Efficacy in Mathematics and Science. [Thesis]. University of North Texas; 2009. Available from: https://digital.library.unt.edu/ark:/67531/metadc30425/

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

.