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Dept: Graduate School

You searched for subject:( ADHD learners mainstream classroom ). Showing records 1 – 30 of 37 total matches.

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The Ohio State University

1. Ankney, Robert F. Effects of classroom spatial arrangement on student behavior .

Degree: PhD, Graduate School, 1974, The Ohio State University

Subjects/Keywords: Education; Classroom utilization; Classroom management

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APA (6th Edition):

Ankney, R. F. (1974). Effects of classroom spatial arrangement on student behavior . (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1486979835071416

Chicago Manual of Style (16th Edition):

Ankney, Robert F. “Effects of classroom spatial arrangement on student behavior .” 1974. Doctoral Dissertation, The Ohio State University. Accessed July 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486979835071416.

MLA Handbook (7th Edition):

Ankney, Robert F. “Effects of classroom spatial arrangement on student behavior .” 1974. Web. 22 Jul 2019.

Vancouver:

Ankney RF. Effects of classroom spatial arrangement on student behavior . [Internet] [Doctoral dissertation]. The Ohio State University; 1974. [cited 2019 Jul 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486979835071416.

Council of Science Editors:

Ankney RF. Effects of classroom spatial arrangement on student behavior . [Doctoral Dissertation]. The Ohio State University; 1974. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486979835071416


Montana State University

2. Welde, Julie Marie. The implementation of a flipped classroom to increase student achievement and engagement in high school chemistry students.

Degree: Graduate School, 2016, Montana State University

 Over the past few years, I have noticed a decrease in concentration, engagement, and participation in my classroom. It seemed that students were easily distracted… (more)

Subjects/Keywords: High school students.; Chemistry.; Flipped classroom.

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APA (6th Edition):

Welde, J. M. (2016). The implementation of a flipped classroom to increase student achievement and engagement in high school chemistry students. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10108

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):

Welde, Julie Marie. “The implementation of a flipped classroom to increase student achievement and engagement in high school chemistry students.” 2016. Thesis, Montana State University. Accessed July 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/10108.

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

MLA Handbook (7th Edition):

Welde, Julie Marie. “The implementation of a flipped classroom to increase student achievement and engagement in high school chemistry students.” 2016. Web. 22 Jul 2019.

Vancouver:

Welde JM. The implementation of a flipped classroom to increase student achievement and engagement in high school chemistry students. [Internet] [Thesis]. Montana State University; 2016. [cited 2019 Jul 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10108.

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

Council of Science Editors:

Welde JM. The implementation of a flipped classroom to increase student achievement and engagement in high school chemistry students. [Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10108

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


The Ohio State University

3. Whitfield, Truman Dale. An exploratory study of pupil perceptions of teacher behavior to develop a classroom observational system.

Degree: PhD, Graduate School, 1973, The Ohio State University

Subjects/Keywords: Education; Classroom management; Observation

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

APA (6th Edition):

Whitfield, T. D. (1973). An exploratory study of pupil perceptions of teacher behavior to develop a classroom observational system. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1486746723829275

Chicago Manual of Style (16th Edition):

Whitfield, Truman Dale. “An exploratory study of pupil perceptions of teacher behavior to develop a classroom observational system.” 1973. Doctoral Dissertation, The Ohio State University. Accessed July 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486746723829275.

MLA Handbook (7th Edition):

Whitfield, Truman Dale. “An exploratory study of pupil perceptions of teacher behavior to develop a classroom observational system.” 1973. Web. 22 Jul 2019.

Vancouver:

Whitfield TD. An exploratory study of pupil perceptions of teacher behavior to develop a classroom observational system. [Internet] [Doctoral dissertation]. The Ohio State University; 1973. [cited 2019 Jul 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486746723829275.

Council of Science Editors:

Whitfield TD. An exploratory study of pupil perceptions of teacher behavior to develop a classroom observational system. [Doctoral Dissertation]. The Ohio State University; 1973. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486746723829275


The Ohio State University

4. Milburn, JoAnne Fellows. Special education and regular class teacher attitudes regarding social behaviors of children : steps toward the development of a social skills curriculum.

Degree: PhD, Graduate School, 1974, The Ohio State University

Subjects/Keywords: Education; Teachers; Classroom management

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APA (6th Edition):

Milburn, J. F. (1974). Special education and regular class teacher attitudes regarding social behaviors of children : steps toward the development of a social skills curriculum. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1486985327537594

Chicago Manual of Style (16th Edition):

Milburn, JoAnne Fellows. “Special education and regular class teacher attitudes regarding social behaviors of children : steps toward the development of a social skills curriculum.” 1974. Doctoral Dissertation, The Ohio State University. Accessed July 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486985327537594.

MLA Handbook (7th Edition):

Milburn, JoAnne Fellows. “Special education and regular class teacher attitudes regarding social behaviors of children : steps toward the development of a social skills curriculum.” 1974. Web. 22 Jul 2019.

Vancouver:

Milburn JF. Special education and regular class teacher attitudes regarding social behaviors of children : steps toward the development of a social skills curriculum. [Internet] [Doctoral dissertation]. The Ohio State University; 1974. [cited 2019 Jul 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486985327537594.

Council of Science Editors:

Milburn JF. Special education and regular class teacher attitudes regarding social behaviors of children : steps toward the development of a social skills curriculum. [Doctoral Dissertation]. The Ohio State University; 1974. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486985327537594


The Ohio State University

5. Conrath, Melissa Moorhead. Comparison of selected instructional and classroom management practices of graduates from two science teacher education programs.

Degree: PhD, Graduate School, 1986, The Ohio State University

Subjects/Keywords: Education; Science; Science; Classroom management

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

APA (6th Edition):

Conrath, M. M. (1986). Comparison of selected instructional and classroom management practices of graduates from two science teacher education programs. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1487268021749393

Chicago Manual of Style (16th Edition):

Conrath, Melissa Moorhead. “Comparison of selected instructional and classroom management practices of graduates from two science teacher education programs.” 1986. Doctoral Dissertation, The Ohio State University. Accessed July 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487268021749393.

MLA Handbook (7th Edition):

Conrath, Melissa Moorhead. “Comparison of selected instructional and classroom management practices of graduates from two science teacher education programs.” 1986. Web. 22 Jul 2019.

Vancouver:

Conrath MM. Comparison of selected instructional and classroom management practices of graduates from two science teacher education programs. [Internet] [Doctoral dissertation]. The Ohio State University; 1986. [cited 2019 Jul 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1487268021749393.

Council of Science Editors:

Conrath MM. Comparison of selected instructional and classroom management practices of graduates from two science teacher education programs. [Doctoral Dissertation]. The Ohio State University; 1986. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1487268021749393


The Ohio State University

6. Lasley, Thomas J. Perceived student misbehavior within the context of classroom interactions : a participant observation study.

Degree: PhD, Graduate School, 1978, The Ohio State University

Subjects/Keywords: Education; Students; Classroom management

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

APA (6th Edition):

Lasley, T. J. (1978). Perceived student misbehavior within the context of classroom interactions : a participant observation study. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1487077030855611

Chicago Manual of Style (16th Edition):

Lasley, Thomas J. “Perceived student misbehavior within the context of classroom interactions : a participant observation study.” 1978. Doctoral Dissertation, The Ohio State University. Accessed July 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487077030855611.

MLA Handbook (7th Edition):

Lasley, Thomas J. “Perceived student misbehavior within the context of classroom interactions : a participant observation study.” 1978. Web. 22 Jul 2019.

Vancouver:

Lasley TJ. Perceived student misbehavior within the context of classroom interactions : a participant observation study. [Internet] [Doctoral dissertation]. The Ohio State University; 1978. [cited 2019 Jul 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1487077030855611.

Council of Science Editors:

Lasley TJ. Perceived student misbehavior within the context of classroom interactions : a participant observation study. [Doctoral Dissertation]. The Ohio State University; 1978. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1487077030855611


The Ohio State University

7. Bjorklund, Lorimer Richard. The identification of student disruptive behavior in industrial arts and the application of simulation to these problems .

Degree: PhD, Graduate School, 1979, The Ohio State University

Subjects/Keywords: Education; Industrial arts; Classroom management

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

APA (6th Edition):

Bjorklund, L. R. (1979). The identification of student disruptive behavior in industrial arts and the application of simulation to these problems . (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu148708625591125

Chicago Manual of Style (16th Edition):

Bjorklund, Lorimer Richard. “The identification of student disruptive behavior in industrial arts and the application of simulation to these problems .” 1979. Doctoral Dissertation, The Ohio State University. Accessed July 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu148708625591125.

MLA Handbook (7th Edition):

Bjorklund, Lorimer Richard. “The identification of student disruptive behavior in industrial arts and the application of simulation to these problems .” 1979. Web. 22 Jul 2019.

Vancouver:

Bjorklund LR. The identification of student disruptive behavior in industrial arts and the application of simulation to these problems . [Internet] [Doctoral dissertation]. The Ohio State University; 1979. [cited 2019 Jul 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu148708625591125.

Council of Science Editors:

Bjorklund LR. The identification of student disruptive behavior in industrial arts and the application of simulation to these problems . [Doctoral Dissertation]. The Ohio State University; 1979. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu148708625591125


The Ohio State University

8. McNair, Bruce Alan. Freedom of choice for students in the primary classroom .

Degree: PhD, Graduate School, 1971, The Ohio State University

Subjects/Keywords: Education; Choice; Classroom management

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APA (6th Edition):

McNair, B. A. (1971). Freedom of choice for students in the primary classroom . (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1486724793026182

Chicago Manual of Style (16th Edition):

McNair, Bruce Alan. “Freedom of choice for students in the primary classroom .” 1971. Doctoral Dissertation, The Ohio State University. Accessed July 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486724793026182.

MLA Handbook (7th Edition):

McNair, Bruce Alan. “Freedom of choice for students in the primary classroom .” 1971. Web. 22 Jul 2019.

Vancouver:

McNair BA. Freedom of choice for students in the primary classroom . [Internet] [Doctoral dissertation]. The Ohio State University; 1971. [cited 2019 Jul 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486724793026182.

Council of Science Editors:

McNair BA. Freedom of choice for students in the primary classroom . [Doctoral Dissertation]. The Ohio State University; 1971. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486724793026182


Montana State University

9. Hammang, Angela Jean. The effect of seating assignments on student achievement in the biology classroom.

Degree: Graduate School, 2012, Montana State University

 This study investigated the relationship between classroom seating arrangements, student motivation and achievement in the science classroom. Data were collected over 16 weeks. Students were… (more)

Subjects/Keywords: Biology.; Classroom environment.; High school students.; Academic achievement.

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APA (6th Edition):

Hammang, A. J. (2012). The effect of seating assignments on student achievement in the biology classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1419

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):

Hammang, Angela Jean. “The effect of seating assignments on student achievement in the biology classroom.” 2012. Thesis, Montana State University. Accessed July 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1419.

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

MLA Handbook (7th Edition):

Hammang, Angela Jean. “The effect of seating assignments on student achievement in the biology classroom.” 2012. Web. 22 Jul 2019.

Vancouver:

Hammang AJ. The effect of seating assignments on student achievement in the biology classroom. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Jul 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1419.

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

Council of Science Editors:

Hammang AJ. The effect of seating assignments on student achievement in the biology classroom. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1419

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


Montana State University

10. Wright, Lynda N. The impact of the flipped classroom on learning and problem solving of ninth grade biology students.

Degree: Graduate School, 2015, Montana State University

 The students in my biology classes, like most students in today's world, struggle with problem solving skills and learning difficult biological concepts such as cell… (more)

Subjects/Keywords: High school students.; Biology.; Internet in education.; Flipped classroom.

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APA (6th Edition):

Wright, L. N. (2015). The impact of the flipped classroom on learning and problem solving of ninth grade biology students. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10111

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):

Wright, Lynda N. “The impact of the flipped classroom on learning and problem solving of ninth grade biology students.” 2015. Thesis, Montana State University. Accessed July 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/10111.

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

MLA Handbook (7th Edition):

Wright, Lynda N. “The impact of the flipped classroom on learning and problem solving of ninth grade biology students.” 2015. Web. 22 Jul 2019.

Vancouver:

Wright LN. The impact of the flipped classroom on learning and problem solving of ninth grade biology students. [Internet] [Thesis]. Montana State University; 2015. [cited 2019 Jul 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10111.

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

Council of Science Editors:

Wright LN. The impact of the flipped classroom on learning and problem solving of ninth grade biology students. [Thesis]. Montana State University; 2015. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10111

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


Montana State University

11. Tucker, Dina M. Investigating the efficacy of a flipped science classroom model.

Degree: Graduate School, 2013, Montana State University

 An introductory honors level high school biology course was used to implement a flipped classroom model in the topic of biochemistry. Ten-minute lecture videos were… (more)

Subjects/Keywords: Biochemistry.; Alternative education.; High school students.; Flipped classroom.

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APA (6th Edition):

Tucker, D. M. (2013). Investigating the efficacy of a flipped science classroom model. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/8766

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):

Tucker, Dina M. “Investigating the efficacy of a flipped science classroom model.” 2013. Thesis, Montana State University. Accessed July 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/8766.

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

MLA Handbook (7th Edition):

Tucker, Dina M. “Investigating the efficacy of a flipped science classroom model.” 2013. Web. 22 Jul 2019.

Vancouver:

Tucker DM. Investigating the efficacy of a flipped science classroom model. [Internet] [Thesis]. Montana State University; 2013. [cited 2019 Jul 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/8766.

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

Council of Science Editors:

Tucker DM. Investigating the efficacy of a flipped science classroom model. [Thesis]. Montana State University; 2013. Available from: https://scholarworks.montana.edu/xmlui/handle/1/8766

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


Montana State University

12. DuBrow, Daniel James. Enhancing the flipped physics classroom through the use of preflight questions.

Degree: Graduate School, 2014, Montana State University

 Students in my sophomore honors physics course at Evanston Township High school appeared to have difficulty connecting the content they learned from my flipped classroom(more)

Subjects/Keywords: Physics.; Alternative education.; High school students.; Flipped classroom.

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APA (6th Edition):

DuBrow, D. J. (2014). Enhancing the flipped physics classroom through the use of preflight questions. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/3546

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):

DuBrow, Daniel James. “Enhancing the flipped physics classroom through the use of preflight questions.” 2014. Thesis, Montana State University. Accessed July 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/3546.

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

MLA Handbook (7th Edition):

DuBrow, Daniel James. “Enhancing the flipped physics classroom through the use of preflight questions.” 2014. Web. 22 Jul 2019.

Vancouver:

DuBrow DJ. Enhancing the flipped physics classroom through the use of preflight questions. [Internet] [Thesis]. Montana State University; 2014. [cited 2019 Jul 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3546.

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

Council of Science Editors:

DuBrow DJ. Enhancing the flipped physics classroom through the use of preflight questions. [Thesis]. Montana State University; 2014. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3546

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


Montana State University

13. Otruba, Sherry Ann. The effects of screencasting on the mastery of high school chemistry concepts and differentiation of instruction.

Degree: Graduate School, 2014, Montana State University

 The purpose of this study was to examine the effects of using screencasting of video lessons as homework followed by active learning strategies in class,… (more)

Subjects/Keywords: Chemistry.; Blended education.; High school students.; Flipped classroom.

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

APA (6th Edition):

Otruba, S. A. (2014). The effects of screencasting on the mastery of high school chemistry concepts and differentiation of instruction. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/3584

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):

Otruba, Sherry Ann. “The effects of screencasting on the mastery of high school chemistry concepts and differentiation of instruction.” 2014. Thesis, Montana State University. Accessed July 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/3584.

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

MLA Handbook (7th Edition):

Otruba, Sherry Ann. “The effects of screencasting on the mastery of high school chemistry concepts and differentiation of instruction.” 2014. Web. 22 Jul 2019.

Vancouver:

Otruba SA. The effects of screencasting on the mastery of high school chemistry concepts and differentiation of instruction. [Internet] [Thesis]. Montana State University; 2014. [cited 2019 Jul 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3584.

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

Council of Science Editors:

Otruba SA. The effects of screencasting on the mastery of high school chemistry concepts and differentiation of instruction. [Thesis]. Montana State University; 2014. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3584

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


Montana State University

14. Noblejas, Jeffrey J. The effectiveness of conceptual and quantitative formative assessments in the high school physics curriculum.

Degree: Graduate School, 2014, Montana State University

 This study attempted to determine the effects of formative assessments in a flipped curriculum physics classroom. It looked at the effects on student achievement, student… (more)

Subjects/Keywords: Physics.; Blended education.; Students Rating of.; High school students.; Flipped classroom.

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

APA (6th Edition):

Noblejas, J. J. (2014). The effectiveness of conceptual and quantitative formative assessments in the high school physics curriculum. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/3582

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):

Noblejas, Jeffrey J. “The effectiveness of conceptual and quantitative formative assessments in the high school physics curriculum.” 2014. Thesis, Montana State University. Accessed July 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/3582.

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

MLA Handbook (7th Edition):

Noblejas, Jeffrey J. “The effectiveness of conceptual and quantitative formative assessments in the high school physics curriculum.” 2014. Web. 22 Jul 2019.

Vancouver:

Noblejas JJ. The effectiveness of conceptual and quantitative formative assessments in the high school physics curriculum. [Internet] [Thesis]. Montana State University; 2014. [cited 2019 Jul 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3582.

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

Council of Science Editors:

Noblejas JJ. The effectiveness of conceptual and quantitative formative assessments in the high school physics curriculum. [Thesis]. Montana State University; 2014. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3582

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


Montana State University

15. Haas, Jacquelyn Charlotte. The effects of scientific practices in ninth grade religious education lessons.

Degree: Graduate School, 2014, Montana State University

 High school religious education lessons were not effectively capturing students' attention or enhancing their understanding of basic faith concepts. From September 2013 to April 2014,… (more)

Subjects/Keywords: Religion.; Inquiry-based learning.; Classroom environment.; High school students.

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APA (6th Edition):

Haas, J. C. (2014). The effects of scientific practices in ninth grade religious education lessons. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/3555

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):

Haas, Jacquelyn Charlotte. “The effects of scientific practices in ninth grade religious education lessons.” 2014. Thesis, Montana State University. Accessed July 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/3555.

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

MLA Handbook (7th Edition):

Haas, Jacquelyn Charlotte. “The effects of scientific practices in ninth grade religious education lessons.” 2014. Web. 22 Jul 2019.

Vancouver:

Haas JC. The effects of scientific practices in ninth grade religious education lessons. [Internet] [Thesis]. Montana State University; 2014. [cited 2019 Jul 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3555.

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

Council of Science Editors:

Haas JC. The effects of scientific practices in ninth grade religious education lessons. [Thesis]. Montana State University; 2014. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3555

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


Montana State University

16. Tully, Donna Raquel. The effects of a flipped learning model utilizing varied technology verses the traditional learning model in a high school biology classroom.

Degree: Graduate School, 2014, Montana State University

 In this classroom research project, students in four high school biology classes were studied over the course of five units for the effects of a… (more)

Subjects/Keywords: Biology.; Blended learning.; High school students.; Flipped classroom.

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

APA (6th Edition):

Tully, D. R. (2014). The effects of a flipped learning model utilizing varied technology verses the traditional learning model in a high school biology classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/3600

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):

Tully, Donna Raquel. “The effects of a flipped learning model utilizing varied technology verses the traditional learning model in a high school biology classroom.” 2014. Thesis, Montana State University. Accessed July 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/3600.

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

MLA Handbook (7th Edition):

Tully, Donna Raquel. “The effects of a flipped learning model utilizing varied technology verses the traditional learning model in a high school biology classroom.” 2014. Web. 22 Jul 2019.

Vancouver:

Tully DR. The effects of a flipped learning model utilizing varied technology verses the traditional learning model in a high school biology classroom. [Internet] [Thesis]. Montana State University; 2014. [cited 2019 Jul 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3600.

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

Council of Science Editors:

Tully DR. The effects of a flipped learning model utilizing varied technology verses the traditional learning model in a high school biology classroom. [Thesis]. Montana State University; 2014. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3600

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


Montana State University

17. O'Malley, Maryellen. Constructivism : the effects of the flipped classroom instructional model on high school senior AP biology students.

Degree: Graduate School, 2015, Montana State University

 Evaluating the effectiveness of the flipped classroom method of instruction on high school senior AP Biology students was the focus of my action research project.… (more)

Subjects/Keywords: Biology.; Blended learning.; High school students.; Flipped classroom.

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APA (6th Edition):

O'Malley, M. (2015). Constructivism : the effects of the flipped classroom instructional model on high school senior AP biology students. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/9285

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):

O'Malley, Maryellen. “Constructivism : the effects of the flipped classroom instructional model on high school senior AP biology students.” 2015. Thesis, Montana State University. Accessed July 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/9285.

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

MLA Handbook (7th Edition):

O'Malley, Maryellen. “Constructivism : the effects of the flipped classroom instructional model on high school senior AP biology students.” 2015. Web. 22 Jul 2019.

Vancouver:

O'Malley M. Constructivism : the effects of the flipped classroom instructional model on high school senior AP biology students. [Internet] [Thesis]. Montana State University; 2015. [cited 2019 Jul 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9285.

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

Council of Science Editors:

O'Malley M. Constructivism : the effects of the flipped classroom instructional model on high school senior AP biology students. [Thesis]. Montana State University; 2015. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9285

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


Montana State University

18. Vandehey, Amelia Margiree. How formative assessment supports student centered learning in a flipped science classroom.

Degree: Graduate School, 2015, Montana State University

 Students in a flipped classroom environment use a variety of technology to access content information outside of the classroom and develop the skills while in… (more)

Subjects/Keywords: Science Study and teaching.; Blended learning.; Education, Primary.; Flipped classroom.

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APA (6th Edition):

Vandehey, A. M. (2015). How formative assessment supports student centered learning in a flipped science classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/9298

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):

Vandehey, Amelia Margiree. “How formative assessment supports student centered learning in a flipped science classroom.” 2015. Thesis, Montana State University. Accessed July 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/9298.

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

MLA Handbook (7th Edition):

Vandehey, Amelia Margiree. “How formative assessment supports student centered learning in a flipped science classroom.” 2015. Web. 22 Jul 2019.

Vancouver:

Vandehey AM. How formative assessment supports student centered learning in a flipped science classroom. [Internet] [Thesis]. Montana State University; 2015. [cited 2019 Jul 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9298.

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

Council of Science Editors:

Vandehey AM. How formative assessment supports student centered learning in a flipped science classroom. [Thesis]. Montana State University; 2015. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9298

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


Montana State University

19. Waverka, Kristin N. The effectiveness of concept checks used prior to lecture in a flipped chemistry classroom.

Degree: Graduate School, 2016, Montana State University

 The focus of this classroom research project was to determine the effectiveness of concept checks in effort to overcome the obstacle of the current watered-down… (more)

Subjects/Keywords: High school students.; Chemistry.; Concept learning.; Flipped classroom.

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APA (6th Edition):

Waverka, K. N. (2016). The effectiveness of concept checks used prior to lecture in a flipped chemistry classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10107

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):

Waverka, Kristin N. “The effectiveness of concept checks used prior to lecture in a flipped chemistry classroom.” 2016. Thesis, Montana State University. Accessed July 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/10107.

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

MLA Handbook (7th Edition):

Waverka, Kristin N. “The effectiveness of concept checks used prior to lecture in a flipped chemistry classroom.” 2016. Web. 22 Jul 2019.

Vancouver:

Waverka KN. The effectiveness of concept checks used prior to lecture in a flipped chemistry classroom. [Internet] [Thesis]. Montana State University; 2016. [cited 2019 Jul 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10107.

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

Council of Science Editors:

Waverka KN. The effectiveness of concept checks used prior to lecture in a flipped chemistry classroom. [Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10107

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


Montana State University

20. Urista, Audrey I. Modified lecture approaches and their impact to improve student understanding and performance in science.

Degree: Graduate School, 2011, Montana State University

 In this investigation modality strategies were implemented in lectures with the purpose of improving student engagement and learning in their individual work. Lecture activities were… (more)

Subjects/Keywords: Science Study and teaching.; Lecture method in education.; Visual learners.; Students Rating of.

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APA (6th Edition):

Urista, A. I. (2011). Modified lecture approaches and their impact to improve student understanding and performance in science. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2462

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):

Urista, Audrey I. “Modified lecture approaches and their impact to improve student understanding and performance in science.” 2011. Thesis, Montana State University. Accessed July 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/2462.

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

MLA Handbook (7th Edition):

Urista, Audrey I. “Modified lecture approaches and their impact to improve student understanding and performance in science.” 2011. Web. 22 Jul 2019.

Vancouver:

Urista AI. Modified lecture approaches and their impact to improve student understanding and performance in science. [Internet] [Thesis]. Montana State University; 2011. [cited 2019 Jul 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2462.

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

Council of Science Editors:

Urista AI. Modified lecture approaches and their impact to improve student understanding and performance in science. [Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2462

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


The Ohio State University

21. Stallion, Brenda K. Classroom management intervention : the effects of training and mentoring on the inductee teacher's behavior.

Degree: PhD, Graduate School, 1987, The Ohio State University

Subjects/Keywords: Education; Classroom management; Mentoring in education

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

APA (6th Edition):

Stallion, B. K. (1987). Classroom management intervention : the effects of training and mentoring on the inductee teacher's behavior. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1487329662147889

Chicago Manual of Style (16th Edition):

Stallion, Brenda K. “Classroom management intervention : the effects of training and mentoring on the inductee teacher's behavior.” 1987. Doctoral Dissertation, The Ohio State University. Accessed July 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487329662147889.

MLA Handbook (7th Edition):

Stallion, Brenda K. “Classroom management intervention : the effects of training and mentoring on the inductee teacher's behavior.” 1987. Web. 22 Jul 2019.

Vancouver:

Stallion BK. Classroom management intervention : the effects of training and mentoring on the inductee teacher's behavior. [Internet] [Doctoral dissertation]. The Ohio State University; 1987. [cited 2019 Jul 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1487329662147889.

Council of Science Editors:

Stallion BK. Classroom management intervention : the effects of training and mentoring on the inductee teacher's behavior. [Doctoral Dissertation]. The Ohio State University; 1987. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1487329662147889


The Ohio State University

22. Leake, Donald Oneal. A comparative analysis of teachers' and administrators' perceptions of school climate and organizationl dimensions .

Degree: PhD, Graduate School, 1987, The Ohio State University

Subjects/Keywords: Education; Classroom environment; Teachers; School administrations

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APA (6th Edition):

Leake, D. O. (1987). A comparative analysis of teachers' and administrators' perceptions of school climate and organizationl dimensions . (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1487332636474632

Chicago Manual of Style (16th Edition):

Leake, Donald Oneal. “A comparative analysis of teachers' and administrators' perceptions of school climate and organizationl dimensions .” 1987. Doctoral Dissertation, The Ohio State University. Accessed July 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487332636474632.

MLA Handbook (7th Edition):

Leake, Donald Oneal. “A comparative analysis of teachers' and administrators' perceptions of school climate and organizationl dimensions .” 1987. Web. 22 Jul 2019.

Vancouver:

Leake DO. A comparative analysis of teachers' and administrators' perceptions of school climate and organizationl dimensions . [Internet] [Doctoral dissertation]. The Ohio State University; 1987. [cited 2019 Jul 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1487332636474632.

Council of Science Editors:

Leake DO. A comparative analysis of teachers' and administrators' perceptions of school climate and organizationl dimensions . [Doctoral Dissertation]. The Ohio State University; 1987. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1487332636474632


The Ohio State University

23. Gentry, Judith Durst. Experimental control of environmental robustness teacher behaviors through the use of behaviorally based instructional strategies : a single case experimental design.

Degree: PhD, Graduate School, 1984, The Ohio State University

Subjects/Keywords: Education; School environment; Teaching; Classroom management

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APA (6th Edition):

Gentry, J. D. (1984). Experimental control of environmental robustness teacher behaviors through the use of behaviorally based instructional strategies : a single case experimental design. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1487257452614339

Chicago Manual of Style (16th Edition):

Gentry, Judith Durst. “Experimental control of environmental robustness teacher behaviors through the use of behaviorally based instructional strategies : a single case experimental design.” 1984. Doctoral Dissertation, The Ohio State University. Accessed July 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487257452614339.

MLA Handbook (7th Edition):

Gentry, Judith Durst. “Experimental control of environmental robustness teacher behaviors through the use of behaviorally based instructional strategies : a single case experimental design.” 1984. Web. 22 Jul 2019.

Vancouver:

Gentry JD. Experimental control of environmental robustness teacher behaviors through the use of behaviorally based instructional strategies : a single case experimental design. [Internet] [Doctoral dissertation]. The Ohio State University; 1984. [cited 2019 Jul 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1487257452614339.

Council of Science Editors:

Gentry JD. Experimental control of environmental robustness teacher behaviors through the use of behaviorally based instructional strategies : a single case experimental design. [Doctoral Dissertation]. The Ohio State University; 1984. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1487257452614339


The Ohio State University

24. Manaf, Zulkifli Bin A. A validation study of classroom related problems of elementary school teachers using a shorter version of the Teacher Problem Checklist.

Degree: PhD, Graduate School, 1987, The Ohio State University

Subjects/Keywords: Education; Elementary school teachers; Classroom management

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

APA (6th Edition):

Manaf, Z. B. A. (1987). A validation study of classroom related problems of elementary school teachers using a shorter version of the Teacher Problem Checklist. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1487585645575631

Chicago Manual of Style (16th Edition):

Manaf, Zulkifli Bin A. “A validation study of classroom related problems of elementary school teachers using a shorter version of the Teacher Problem Checklist.” 1987. Doctoral Dissertation, The Ohio State University. Accessed July 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487585645575631.

MLA Handbook (7th Edition):

Manaf, Zulkifli Bin A. “A validation study of classroom related problems of elementary school teachers using a shorter version of the Teacher Problem Checklist.” 1987. Web. 22 Jul 2019.

Vancouver:

Manaf ZBA. A validation study of classroom related problems of elementary school teachers using a shorter version of the Teacher Problem Checklist. [Internet] [Doctoral dissertation]. The Ohio State University; 1987. [cited 2019 Jul 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1487585645575631.

Council of Science Editors:

Manaf ZBA. A validation study of classroom related problems of elementary school teachers using a shorter version of the Teacher Problem Checklist. [Doctoral Dissertation]. The Ohio State University; 1987. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1487585645575631


Montana State University

25. Marlowe, Cara A. The effect of the flipped classroom on student achievement and stress.

Degree: Graduate School, 2012, Montana State University

 In this investigation, the effect of the flipped classroom and associated differentiation was studied to measure the impact on student achievement and student stress levels.… (more)

Subjects/Keywords: Science Study and teaching.; Academic achievement.; Ability grouping in education.; High school students.; Flipped classroom.

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

APA (6th Edition):

Marlowe, C. A. (2012). The effect of the flipped classroom on student achievement and stress. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1790

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):

Marlowe, Cara A. “The effect of the flipped classroom on student achievement and stress.” 2012. Thesis, Montana State University. Accessed July 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1790.

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

MLA Handbook (7th Edition):

Marlowe, Cara A. “The effect of the flipped classroom on student achievement and stress.” 2012. Web. 22 Jul 2019.

Vancouver:

Marlowe CA. The effect of the flipped classroom on student achievement and stress. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Jul 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1790.

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

Council of Science Editors:

Marlowe CA. The effect of the flipped classroom on student achievement and stress. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1790

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


Montana State University

26. Shawli, Ahmed. The effect of using weekly podcasts on students' learning.

Degree: Graduate School, 2014, Montana State University

 In this project, the effect of flipping the classroom by the use of video casts was studied to measure its effectiveness on student learning outcomes… (more)

Subjects/Keywords: Science Study and teaching.; Blended learning.; Homeschooling.; High school students.; Flipped classroom.

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APA (6th Edition):

Shawli, A. (2014). The effect of using weekly podcasts on students' learning. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/3590

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):

Shawli, Ahmed. “The effect of using weekly podcasts on students' learning.” 2014. Thesis, Montana State University. Accessed July 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/3590.

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

MLA Handbook (7th Edition):

Shawli, Ahmed. “The effect of using weekly podcasts on students' learning.” 2014. Web. 22 Jul 2019.

Vancouver:

Shawli A. The effect of using weekly podcasts on students' learning. [Internet] [Thesis]. Montana State University; 2014. [cited 2019 Jul 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3590.

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

Council of Science Editors:

Shawli A. The effect of using weekly podcasts on students' learning. [Thesis]. Montana State University; 2014. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3590

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


Montana State University

27. Burgess, Megan Annette. The effect of supplemental online tutorials on chemistry comprehension in students diagnosed with ADHD.

Degree: Graduate School, 2016, Montana State University

 Students who are diagnosed with Attention Deficit Hyperactive Disorder (ADHD) have difficulty concentrating for extended periods. This population is predisposed to a host of comorbidities… (more)

Subjects/Keywords: Computer-assisted instruction.; Attention-deficit hyperactivity disorder.; Chemistry.; High school students.; Flipped classroom.

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APA (6th Edition):

Burgess, M. A. (2016). The effect of supplemental online tutorials on chemistry comprehension in students diagnosed with ADHD. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10033

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):

Burgess, Megan Annette. “The effect of supplemental online tutorials on chemistry comprehension in students diagnosed with ADHD.” 2016. Thesis, Montana State University. Accessed July 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/10033.

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

MLA Handbook (7th Edition):

Burgess, Megan Annette. “The effect of supplemental online tutorials on chemistry comprehension in students diagnosed with ADHD.” 2016. Web. 22 Jul 2019.

Vancouver:

Burgess MA. The effect of supplemental online tutorials on chemistry comprehension in students diagnosed with ADHD. [Internet] [Thesis]. Montana State University; 2016. [cited 2019 Jul 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10033.

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

Council of Science Editors:

Burgess MA. The effect of supplemental online tutorials on chemistry comprehension in students diagnosed with ADHD. [Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10033

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


The Ohio State University

28. Shreve, Gregory Mmonroe. Semiotics and phenomenology in the ethnography of everyday activity : a classroom case.

Degree: PhD, Graduate School, 1975, The Ohio State University

Subjects/Keywords: Education; Classroom management; Phenomenological psychology; Educational sociology

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APA (6th Edition):

Shreve, G. M. (1975). Semiotics and phenomenology in the ethnography of everyday activity : a classroom case. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1486993219478388

Chicago Manual of Style (16th Edition):

Shreve, Gregory Mmonroe. “Semiotics and phenomenology in the ethnography of everyday activity : a classroom case.” 1975. Doctoral Dissertation, The Ohio State University. Accessed July 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486993219478388.

MLA Handbook (7th Edition):

Shreve, Gregory Mmonroe. “Semiotics and phenomenology in the ethnography of everyday activity : a classroom case.” 1975. Web. 22 Jul 2019.

Vancouver:

Shreve GM. Semiotics and phenomenology in the ethnography of everyday activity : a classroom case. [Internet] [Doctoral dissertation]. The Ohio State University; 1975. [cited 2019 Jul 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486993219478388.

Council of Science Editors:

Shreve GM. Semiotics and phenomenology in the ethnography of everyday activity : a classroom case. [Doctoral Dissertation]. The Ohio State University; 1975. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486993219478388


The Ohio State University

29. Sankowski, Eleanore Chenoweth. An analysis of perceptual and behavioral data relating to teacher classroom interaction.

Degree: PhD, Graduate School, 1975, The Ohio State University

Subjects/Keywords: Education; Student evaluation of teachers; Observation; Classroom management

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

APA (6th Edition):

Sankowski, E. C. (1975). An analysis of perceptual and behavioral data relating to teacher classroom interaction. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1486996174509876

Chicago Manual of Style (16th Edition):

Sankowski, Eleanore Chenoweth. “An analysis of perceptual and behavioral data relating to teacher classroom interaction.” 1975. Doctoral Dissertation, The Ohio State University. Accessed July 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486996174509876.

MLA Handbook (7th Edition):

Sankowski, Eleanore Chenoweth. “An analysis of perceptual and behavioral data relating to teacher classroom interaction.” 1975. Web. 22 Jul 2019.

Vancouver:

Sankowski EC. An analysis of perceptual and behavioral data relating to teacher classroom interaction. [Internet] [Doctoral dissertation]. The Ohio State University; 1975. [cited 2019 Jul 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486996174509876.

Council of Science Editors:

Sankowski EC. An analysis of perceptual and behavioral data relating to teacher classroom interaction. [Doctoral Dissertation]. The Ohio State University; 1975. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1486996174509876


The Ohio State University

30. Newman, Charles Joseph. Student brinkmanship, teacher leadership and the classroom learning environment.

Degree: PhD, Graduate School, 1983, The Ohio State University

Subjects/Keywords: Education; Students – Attitudes; Teaching; Classroom environment; Leadership

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APA (6th Edition):

Newman, C. J. (1983). Student brinkmanship, teacher leadership and the classroom learning environment. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1487250301897216

Chicago Manual of Style (16th Edition):

Newman, Charles Joseph. “Student brinkmanship, teacher leadership and the classroom learning environment.” 1983. Doctoral Dissertation, The Ohio State University. Accessed July 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487250301897216.

MLA Handbook (7th Edition):

Newman, Charles Joseph. “Student brinkmanship, teacher leadership and the classroom learning environment.” 1983. Web. 22 Jul 2019.

Vancouver:

Newman CJ. Student brinkmanship, teacher leadership and the classroom learning environment. [Internet] [Doctoral dissertation]. The Ohio State University; 1983. [cited 2019 Jul 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1487250301897216.

Council of Science Editors:

Newman CJ. Student brinkmanship, teacher leadership and the classroom learning environment. [Doctoral Dissertation]. The Ohio State University; 1983. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1487250301897216

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