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Degree: MSEd

You searched for subject:( Constitutional protection of the right to a basic education). Showing records 1 – 30 of 1516 total matches.

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SUNY College at Brockport

1. Waite, Stacy. Embracing Audiobooks as an Effective Educational Tool.

Degree: MSEd, Education and Human Development, 2018, SUNY College at Brockport

  The advancement of technology is changing the field of education and expanding the methods of delivering information. Smartboards, computers, and tablets are just a… (more)

Subjects/Keywords: The benefits of audiobooks; improving fluency; digital literacy; audiobooks in the classroom; Education; Educational Methods; Language and Literacy Education

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

APA (6th Edition):

Waite, S. (2018). Embracing Audiobooks as an Effective Educational Tool. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/1218

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):

Waite, Stacy. “Embracing Audiobooks as an Effective Educational Tool.” 2018. Thesis, SUNY College at Brockport. Accessed March 18, 2019. https://digitalcommons.brockport.edu/ehd_theses/1218.

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

MLA Handbook (7th Edition):

Waite, Stacy. “Embracing Audiobooks as an Effective Educational Tool.” 2018. Web. 18 Mar 2019.

Vancouver:

Waite S. Embracing Audiobooks as an Effective Educational Tool. [Internet] [Thesis]. SUNY College at Brockport; 2018. [cited 2019 Mar 18]. Available from: https://digitalcommons.brockport.edu/ehd_theses/1218.

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

Council of Science Editors:

Waite S. Embracing Audiobooks as an Effective Educational Tool. [Thesis]. SUNY College at Brockport; 2018. Available from: https://digitalcommons.brockport.edu/ehd_theses/1218

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


SUNY College at Brockport

2. Budziszewski, Shelly Sue. RTI Implementation and Differentiation for Primary School English Language Learners.

Degree: MSEd, Education and Human Development, 2012, SUNY College at Brockport

  This paper explores how one English as a Second Language (ESL) teacher assistant implemented RTI scripted ELA interventions at the primary (K–2) level. Using… (more)

Subjects/Keywords: RTI (Response to Intervention); ELA (English Language Arts); ELL (English Language Learner); ESL (English as a Second Language); intervention; phoneme (or phonemic) awareness; modification; Bilingual, Multilingual, and Multicultural Education; Education

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APA (6th Edition):

Budziszewski, S. S. (2012). RTI Implementation and Differentiation for Primary School English Language Learners. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/154

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):

Budziszewski, Shelly Sue. “RTI Implementation and Differentiation for Primary School English Language Learners.” 2012. Thesis, SUNY College at Brockport. Accessed March 18, 2019. https://digitalcommons.brockport.edu/ehd_theses/154.

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

MLA Handbook (7th Edition):

Budziszewski, Shelly Sue. “RTI Implementation and Differentiation for Primary School English Language Learners.” 2012. Web. 18 Mar 2019.

Vancouver:

Budziszewski SS. RTI Implementation and Differentiation for Primary School English Language Learners. [Internet] [Thesis]. SUNY College at Brockport; 2012. [cited 2019 Mar 18]. Available from: https://digitalcommons.brockport.edu/ehd_theses/154.

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

Council of Science Editors:

Budziszewski SS. RTI Implementation and Differentiation for Primary School English Language Learners. [Thesis]. SUNY College at Brockport; 2012. Available from: https://digitalcommons.brockport.edu/ehd_theses/154

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


SUNY College at Brockport

3. Eggleston, Sandra L. The Effect of Test Anxiety on Reading Comprehension in Second Grade Students.

Degree: MSEd, Education and Human Development, 1985, SUNY College at Brockport

  The purpose of this study was to determine if there is a correlation between test anxiety and reading comprehension on a standardized test in… (more)

Subjects/Keywords: Iowa test of basic skills; test anxiety scale for children; reading comprehension; educational handicapped students; gender differences; Education; Elementary Education; Language and Literacy Education

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APA (6th Edition):

Eggleston, S. L. (1985). The Effect of Test Anxiety on Reading Comprehension in Second Grade Students. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/995

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):

Eggleston, Sandra L. “The Effect of Test Anxiety on Reading Comprehension in Second Grade Students.” 1985. Thesis, SUNY College at Brockport. Accessed March 18, 2019. https://digitalcommons.brockport.edu/ehd_theses/995.

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

MLA Handbook (7th Edition):

Eggleston, Sandra L. “The Effect of Test Anxiety on Reading Comprehension in Second Grade Students.” 1985. Web. 18 Mar 2019.

Vancouver:

Eggleston SL. The Effect of Test Anxiety on Reading Comprehension in Second Grade Students. [Internet] [Thesis]. SUNY College at Brockport; 1985. [cited 2019 Mar 18]. Available from: https://digitalcommons.brockport.edu/ehd_theses/995.

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

Council of Science Editors:

Eggleston SL. The Effect of Test Anxiety on Reading Comprehension in Second Grade Students. [Thesis]. SUNY College at Brockport; 1985. Available from: https://digitalcommons.brockport.edu/ehd_theses/995

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

4. Stagnitta, Carmen Joseph. Local Union Presidents’ Experiences in an Era of High Teacher-Accountability.

Degree: MSEd, Education and Human Development, 2014, SUNY College at Brockport

  This paper explores the federal Race to the Top (RTT) and the New York State (NYS) Annual Professional Performance Review (APPR) educational policies and… (more)

Subjects/Keywords: teacher unions; collective bargaining; Race to the Top; Annual Professional Performance Review; Education

…submit a detailed application to the Department of Education, who then rewarded points if the… …thus necessary as a protection for teachers against the arbitrary exercise of power by heavy… …commitment to improve the quality of education and healthcare for the people of New York. Race to… …Conforming to or constituting a standard of measurement or value. “The No Child Left Behind (… …interfere with employees in the exercise of their right to bargain collectively; to interfere with… 

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

APA (6th Edition):

Stagnitta, C. J. (2014). Local Union Presidents’ Experiences in an Era of High Teacher-Accountability. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/375

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):

Stagnitta, Carmen Joseph. “Local Union Presidents’ Experiences in an Era of High Teacher-Accountability.” 2014. Thesis, SUNY College at Brockport. Accessed March 18, 2019. https://digitalcommons.brockport.edu/ehd_theses/375.

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

MLA Handbook (7th Edition):

Stagnitta, Carmen Joseph. “Local Union Presidents’ Experiences in an Era of High Teacher-Accountability.” 2014. Web. 18 Mar 2019.

Vancouver:

Stagnitta CJ. Local Union Presidents’ Experiences in an Era of High Teacher-Accountability. [Internet] [Thesis]. SUNY College at Brockport; 2014. [cited 2019 Mar 18]. Available from: https://digitalcommons.brockport.edu/ehd_theses/375.

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

Council of Science Editors:

Stagnitta CJ. Local Union Presidents’ Experiences in an Era of High Teacher-Accountability. [Thesis]. SUNY College at Brockport; 2014. Available from: https://digitalcommons.brockport.edu/ehd_theses/375

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


SUNY College at Brockport

5. Kaminska, Cody. Preparing New Teachers to Manage the Modern Classroom.

Degree: MSEd, Education and Human Development, 2018, SUNY College at Brockport

  Classroom management is broadly defined as the wide variety of skills and techniques that teachers use to keep students organized, orderly, focused, on task,… (more)

Subjects/Keywords: Classroom Management; Pedagogy; School to Prison Pipeline; Education; Secondary Education

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APA (6th Edition):

Kaminska, C. (2018). Preparing New Teachers to Manage the Modern Classroom. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/1214

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):

Kaminska, Cody. “Preparing New Teachers to Manage the Modern Classroom.” 2018. Thesis, SUNY College at Brockport. Accessed March 18, 2019. https://digitalcommons.brockport.edu/ehd_theses/1214.

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

MLA Handbook (7th Edition):

Kaminska, Cody. “Preparing New Teachers to Manage the Modern Classroom.” 2018. Web. 18 Mar 2019.

Vancouver:

Kaminska C. Preparing New Teachers to Manage the Modern Classroom. [Internet] [Thesis]. SUNY College at Brockport; 2018. [cited 2019 Mar 18]. Available from: https://digitalcommons.brockport.edu/ehd_theses/1214.

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

Council of Science Editors:

Kaminska C. Preparing New Teachers to Manage the Modern Classroom. [Thesis]. SUNY College at Brockport; 2018. Available from: https://digitalcommons.brockport.edu/ehd_theses/1214

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


SUNY College at Brockport

6. Cammarata, Briana. Creating a Discourse-Rich Classroom Culture to Enhance Academic Discussions Across Content Areas.

Degree: MSEd, Education and Human Development, 2019, SUNY College at Brockport

  Today’s students struggle with effectively communicating their ideas in the classroom. Despite constantly being asked to think, write, read and respond students respond negatively… (more)

Subjects/Keywords: Creating a Discourse-Rich Classroom Culture; Education; Secondary Education

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APA (6th Edition):

Cammarata, B. (2019). Creating a Discourse-Rich Classroom Culture to Enhance Academic Discussions Across Content Areas. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/1216

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):

Cammarata, Briana. “Creating a Discourse-Rich Classroom Culture to Enhance Academic Discussions Across Content Areas.” 2019. Thesis, SUNY College at Brockport. Accessed March 18, 2019. https://digitalcommons.brockport.edu/ehd_theses/1216.

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

MLA Handbook (7th Edition):

Cammarata, Briana. “Creating a Discourse-Rich Classroom Culture to Enhance Academic Discussions Across Content Areas.” 2019. Web. 18 Mar 2019.

Vancouver:

Cammarata B. Creating a Discourse-Rich Classroom Culture to Enhance Academic Discussions Across Content Areas. [Internet] [Thesis]. SUNY College at Brockport; 2019. [cited 2019 Mar 18]. Available from: https://digitalcommons.brockport.edu/ehd_theses/1216.

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

Council of Science Editors:

Cammarata B. Creating a Discourse-Rich Classroom Culture to Enhance Academic Discussions Across Content Areas. [Thesis]. SUNY College at Brockport; 2019. Available from: https://digitalcommons.brockport.edu/ehd_theses/1216

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


SUNY College at Brockport

7. Panek, Hanna S. Context Based Science Instruction.

Degree: MSEd, Education and Human Development, 2012, SUNY College at Brockport

  Pedagogical approach significantly impacts student learning. Context based science instruction transforms how students think and it is more important that giving students factual knowledge.… (more)

Subjects/Keywords: Context based science instruction; connecting science to daily life.; Education

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

APA (6th Edition):

Panek, H. S. (2012). Context Based Science Instruction. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/142

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):

Panek, Hanna S. “Context Based Science Instruction.” 2012. Thesis, SUNY College at Brockport. Accessed March 18, 2019. https://digitalcommons.brockport.edu/ehd_theses/142.

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

MLA Handbook (7th Edition):

Panek, Hanna S. “Context Based Science Instruction.” 2012. Web. 18 Mar 2019.

Vancouver:

Panek HS. Context Based Science Instruction. [Internet] [Thesis]. SUNY College at Brockport; 2012. [cited 2019 Mar 18]. Available from: https://digitalcommons.brockport.edu/ehd_theses/142.

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

Council of Science Editors:

Panek HS. Context Based Science Instruction. [Thesis]. SUNY College at Brockport; 2012. Available from: https://digitalcommons.brockport.edu/ehd_theses/142

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


SUNY College at Brockport

8. Doyle, Maribeth L. Response to Intervention Through the Lens of One Middle School.

Degree: MSEd, Education and Human Development, 2016, SUNY College at Brockport

  This research study examines what Response to Intervention (RTI) looked like through the lens of one rural middle school in western New York. Data… (more)

Subjects/Keywords: RTI; Response to Intervention; Middle School; Interventions; Education

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

APA (6th Edition):

Doyle, M. L. (2016). Response to Intervention Through the Lens of One Middle School. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/648

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):

Doyle, Maribeth L. “Response to Intervention Through the Lens of One Middle School.” 2016. Thesis, SUNY College at Brockport. Accessed March 18, 2019. https://digitalcommons.brockport.edu/ehd_theses/648.

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

MLA Handbook (7th Edition):

Doyle, Maribeth L. “Response to Intervention Through the Lens of One Middle School.” 2016. Web. 18 Mar 2019.

Vancouver:

Doyle ML. Response to Intervention Through the Lens of One Middle School. [Internet] [Thesis]. SUNY College at Brockport; 2016. [cited 2019 Mar 18]. Available from: https://digitalcommons.brockport.edu/ehd_theses/648.

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

Council of Science Editors:

Doyle ML. Response to Intervention Through the Lens of One Middle School. [Thesis]. SUNY College at Brockport; 2016. Available from: https://digitalcommons.brockport.edu/ehd_theses/648

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


SUNY College at Brockport

9. West, Jessica. Technology Effects on Motivation to Read: A Case Study Through Teacher Candidates.

Degree: MSEd, Education and Human Development, 2016, SUNY College at Brockport

  Technology is increasingly affecting literacy engagement of everyone. It is the job of the teacher to bring technology and literacy into the classroom, as… (more)

Subjects/Keywords: Technology; motivation to read; literacy; teacher candidates; social networks; engagement.; Education

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

APA (6th Edition):

West, J. (2016). Technology Effects on Motivation to Read: A Case Study Through Teacher Candidates. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/718

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):

West, Jessica. “Technology Effects on Motivation to Read: A Case Study Through Teacher Candidates.” 2016. Thesis, SUNY College at Brockport. Accessed March 18, 2019. https://digitalcommons.brockport.edu/ehd_theses/718.

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

MLA Handbook (7th Edition):

West, Jessica. “Technology Effects on Motivation to Read: A Case Study Through Teacher Candidates.” 2016. Web. 18 Mar 2019.

Vancouver:

West J. Technology Effects on Motivation to Read: A Case Study Through Teacher Candidates. [Internet] [Thesis]. SUNY College at Brockport; 2016. [cited 2019 Mar 18]. Available from: https://digitalcommons.brockport.edu/ehd_theses/718.

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

Council of Science Editors:

West J. Technology Effects on Motivation to Read: A Case Study Through Teacher Candidates. [Thesis]. SUNY College at Brockport; 2016. Available from: https://digitalcommons.brockport.edu/ehd_theses/718

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


SUNY College at Brockport

10. Ericksen, Samantha K. Motivating Students to Read: A Case Study.

Degree: MSEd, Education and Human Development, 2016, SUNY College at Brockport

  This paper explores various literacy techniques that can be used to motivate and engage students to read. The literacy techniques examined were student choice,… (more)

Subjects/Keywords: Motivating Students to Read; Engaging Students; Curriculum and Instruction; Education

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

APA (6th Edition):

Ericksen, S. K. (2016). Motivating Students to Read: A Case Study. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/735

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):

Ericksen, Samantha K. “Motivating Students to Read: A Case Study.” 2016. Thesis, SUNY College at Brockport. Accessed March 18, 2019. https://digitalcommons.brockport.edu/ehd_theses/735.

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

MLA Handbook (7th Edition):

Ericksen, Samantha K. “Motivating Students to Read: A Case Study.” 2016. Web. 18 Mar 2019.

Vancouver:

Ericksen SK. Motivating Students to Read: A Case Study. [Internet] [Thesis]. SUNY College at Brockport; 2016. [cited 2019 Mar 18]. Available from: https://digitalcommons.brockport.edu/ehd_theses/735.

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

Council of Science Editors:

Ericksen SK. Motivating Students to Read: A Case Study. [Thesis]. SUNY College at Brockport; 2016. Available from: https://digitalcommons.brockport.edu/ehd_theses/735

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


SUNY College at Brockport

11. Eisenmenger, Sarah. Thinking like a Historian: How do Sixth Grade Students Analyze Documents?.

Degree: MSEd, Education and Human Development, 2017, SUNY College at Brockport

  Abstract This qualitative study investigated the ways in which sixth grade students analyze documents in a social studies classroom. This research aimed to provide… (more)

Subjects/Keywords: analyze; strategies to analyze; background knowledge; academic vocabulary; Education

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

APA (6th Edition):

Eisenmenger, S. (2017). Thinking like a Historian: How do Sixth Grade Students Analyze Documents?. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/759

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):

Eisenmenger, Sarah. “Thinking like a Historian: How do Sixth Grade Students Analyze Documents?.” 2017. Thesis, SUNY College at Brockport. Accessed March 18, 2019. https://digitalcommons.brockport.edu/ehd_theses/759.

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

MLA Handbook (7th Edition):

Eisenmenger, Sarah. “Thinking like a Historian: How do Sixth Grade Students Analyze Documents?.” 2017. Web. 18 Mar 2019.

Vancouver:

Eisenmenger S. Thinking like a Historian: How do Sixth Grade Students Analyze Documents?. [Internet] [Thesis]. SUNY College at Brockport; 2017. [cited 2019 Mar 18]. Available from: https://digitalcommons.brockport.edu/ehd_theses/759.

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

Council of Science Editors:

Eisenmenger S. Thinking like a Historian: How do Sixth Grade Students Analyze Documents?. [Thesis]. SUNY College at Brockport; 2017. Available from: https://digitalcommons.brockport.edu/ehd_theses/759

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


SUNY College at Brockport

12. Merrifield, Caitlin. Improving Reading Comprehension: For Children Living in Poverty in a Tier 3 Response to Intervention Group.

Degree: MSEd, Education and Human Development, 2017, SUNY College at Brockport

  This research explores the implementation of three different graphic organizers in my tier three, English Language Arts, Response to Intervention group. The purpose of… (more)

Subjects/Keywords: RtI; Response to Intervention; Poverty; Reading Comprehension; Education; Educational Methods; Education Economics; Elementary Education; Language and Literacy Education; Special Education and Teaching

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

APA (6th Edition):

Merrifield, C. (2017). Improving Reading Comprehension: For Children Living in Poverty in a Tier 3 Response to Intervention Group. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/784

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):

Merrifield, Caitlin. “Improving Reading Comprehension: For Children Living in Poverty in a Tier 3 Response to Intervention Group.” 2017. Thesis, SUNY College at Brockport. Accessed March 18, 2019. https://digitalcommons.brockport.edu/ehd_theses/784.

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

MLA Handbook (7th Edition):

Merrifield, Caitlin. “Improving Reading Comprehension: For Children Living in Poverty in a Tier 3 Response to Intervention Group.” 2017. Web. 18 Mar 2019.

Vancouver:

Merrifield C. Improving Reading Comprehension: For Children Living in Poverty in a Tier 3 Response to Intervention Group. [Internet] [Thesis]. SUNY College at Brockport; 2017. [cited 2019 Mar 18]. Available from: https://digitalcommons.brockport.edu/ehd_theses/784.

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

Council of Science Editors:

Merrifield C. Improving Reading Comprehension: For Children Living in Poverty in a Tier 3 Response to Intervention Group. [Thesis]. SUNY College at Brockport; 2017. Available from: https://digitalcommons.brockport.edu/ehd_theses/784

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


SUNY College at Brockport

13. Cruz, Iris M. Parental Involvement: Barriers Hispanic Parents Face.

Degree: MSEd, Education and Human Development, 2016, SUNY College at Brockport

  Abstract Parental involvement in education is considered to be one of the key contributing factors to students’ academic success whose benefits have been well… (more)

Subjects/Keywords: Parental Involvement; Barriers to Parental Involvement among Hispanic Parents; Latino Parents; Education

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

APA (6th Edition):

Cruz, I. M. (2016). Parental Involvement: Barriers Hispanic Parents Face. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/677

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):

Cruz, Iris M. “Parental Involvement: Barriers Hispanic Parents Face.” 2016. Thesis, SUNY College at Brockport. Accessed March 18, 2019. https://digitalcommons.brockport.edu/ehd_theses/677.

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

MLA Handbook (7th Edition):

Cruz, Iris M. “Parental Involvement: Barriers Hispanic Parents Face.” 2016. Web. 18 Mar 2019.

Vancouver:

Cruz IM. Parental Involvement: Barriers Hispanic Parents Face. [Internet] [Thesis]. SUNY College at Brockport; 2016. [cited 2019 Mar 18]. Available from: https://digitalcommons.brockport.edu/ehd_theses/677.

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

Council of Science Editors:

Cruz IM. Parental Involvement: Barriers Hispanic Parents Face. [Thesis]. SUNY College at Brockport; 2016. Available from: https://digitalcommons.brockport.edu/ehd_theses/677

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


SUNY College at Brockport

14. Schott, Meghan C. Technology Reading Programs and Their Impact on Listening Comprehension.

Degree: MSEd, Education and Human Development, 2017, SUNY College at Brockport

  Abstract This qualitative study explores the impact technology reading programs have on second grade students’ listening comprehension as well as, their experiences with the… (more)

Subjects/Keywords: Comprehension; Technology; Listening comprehension; iPads; Reading Programs; One to one initiative; Education

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

APA (6th Edition):

Schott, M. C. (2017). Technology Reading Programs and Their Impact on Listening Comprehension. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/745

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):

Schott, Meghan C. “Technology Reading Programs and Their Impact on Listening Comprehension.” 2017. Thesis, SUNY College at Brockport. Accessed March 18, 2019. https://digitalcommons.brockport.edu/ehd_theses/745.

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

MLA Handbook (7th Edition):

Schott, Meghan C. “Technology Reading Programs and Their Impact on Listening Comprehension.” 2017. Web. 18 Mar 2019.

Vancouver:

Schott MC. Technology Reading Programs and Their Impact on Listening Comprehension. [Internet] [Thesis]. SUNY College at Brockport; 2017. [cited 2019 Mar 18]. Available from: https://digitalcommons.brockport.edu/ehd_theses/745.

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

Council of Science Editors:

Schott MC. Technology Reading Programs and Their Impact on Listening Comprehension. [Thesis]. SUNY College at Brockport; 2017. Available from: https://digitalcommons.brockport.edu/ehd_theses/745

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


SUNY College at Brockport

15. Ashmore, Bridget. A Study of the Performance of Deaf/Hard of Hearing Students in High School Mathematics on Conceptual Understanding, Procedural Fluency, and Mathematical Reasoning Tasks.

Degree: MSEd, Education and Human Development, 2017, SUNY College at Brockport

  Mathematics tends to be a subject where many students struggle and that struggle becomes especially prevalent as students make the transition from concrete mathematics… (more)

Subjects/Keywords: deaf; hard of hearing; education; conceptual; procedural; reasoning; Education; Secondary Education; Special Education and Teaching

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

APA (6th Edition):

Ashmore, B. (2017). A Study of the Performance of Deaf/Hard of Hearing Students in High School Mathematics on Conceptual Understanding, Procedural Fluency, and Mathematical Reasoning Tasks. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/896

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):

Ashmore, Bridget. “A Study of the Performance of Deaf/Hard of Hearing Students in High School Mathematics on Conceptual Understanding, Procedural Fluency, and Mathematical Reasoning Tasks.” 2017. Thesis, SUNY College at Brockport. Accessed March 18, 2019. https://digitalcommons.brockport.edu/ehd_theses/896.

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

MLA Handbook (7th Edition):

Ashmore, Bridget. “A Study of the Performance of Deaf/Hard of Hearing Students in High School Mathematics on Conceptual Understanding, Procedural Fluency, and Mathematical Reasoning Tasks.” 2017. Web. 18 Mar 2019.

Vancouver:

Ashmore B. A Study of the Performance of Deaf/Hard of Hearing Students in High School Mathematics on Conceptual Understanding, Procedural Fluency, and Mathematical Reasoning Tasks. [Internet] [Thesis]. SUNY College at Brockport; 2017. [cited 2019 Mar 18]. Available from: https://digitalcommons.brockport.edu/ehd_theses/896.

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

Council of Science Editors:

Ashmore B. A Study of the Performance of Deaf/Hard of Hearing Students in High School Mathematics on Conceptual Understanding, Procedural Fluency, and Mathematical Reasoning Tasks. [Thesis]. SUNY College at Brockport; 2017. Available from: https://digitalcommons.brockport.edu/ehd_theses/896

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


SUNY College at Brockport

16. Galbato, Sandra J. The Effect of Reciprocal Teaching on Comprehending Content Area Text.

Degree: MSEd, Education and Human Development, 2000, SUNY College at Brockport

  The purpose of this study was to compare the comprehension of content area material through the Reciprocal Teaching and the Basic Teaching Methods. The… (more)

Subjects/Keywords: Basic teaching method; reciprocal teaching method; content area material; subject comprehension; teaching strategies; social studies; Curriculum and Instruction; Education; Elementary Education

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

APA (6th Edition):

Galbato, S. J. (2000). The Effect of Reciprocal Teaching on Comprehending Content Area Text. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/1007

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):

Galbato, Sandra J. “The Effect of Reciprocal Teaching on Comprehending Content Area Text.” 2000. Thesis, SUNY College at Brockport. Accessed March 18, 2019. https://digitalcommons.brockport.edu/ehd_theses/1007.

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

MLA Handbook (7th Edition):

Galbato, Sandra J. “The Effect of Reciprocal Teaching on Comprehending Content Area Text.” 2000. Web. 18 Mar 2019.

Vancouver:

Galbato SJ. The Effect of Reciprocal Teaching on Comprehending Content Area Text. [Internet] [Thesis]. SUNY College at Brockport; 2000. [cited 2019 Mar 18]. Available from: https://digitalcommons.brockport.edu/ehd_theses/1007.

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

Council of Science Editors:

Galbato SJ. The Effect of Reciprocal Teaching on Comprehending Content Area Text. [Thesis]. SUNY College at Brockport; 2000. Available from: https://digitalcommons.brockport.edu/ehd_theses/1007

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


SUNY College at Brockport

17. LaBelle, Barbara J. Does the Use of Computer-Assisted Instruction with Incarcerated Adult Female Learner Impact on Reading Achievement when Compared to Classroom Instruction without Computers?.

Degree: MSEd, Education and Human Development, 1997, SUNY College at Brockport

  The study investigated the impact of Computer-Assisted Instruction over a five month period on the reading levels of incarcerated adult female learners when compared… (more)

Subjects/Keywords: computer-assisted instruction; incarcerated learners; adult basic education; Ideal Software; reading instruction; learning strategies; Adult and Continuing Education; Education; Language and Literacy Education

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APA (6th Edition):

LaBelle, B. J. (1997). Does the Use of Computer-Assisted Instruction with Incarcerated Adult Female Learner Impact on Reading Achievement when Compared to Classroom Instruction without Computers?. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/1069

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):

LaBelle, Barbara J. “Does the Use of Computer-Assisted Instruction with Incarcerated Adult Female Learner Impact on Reading Achievement when Compared to Classroom Instruction without Computers?.” 1997. Thesis, SUNY College at Brockport. Accessed March 18, 2019. https://digitalcommons.brockport.edu/ehd_theses/1069.

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

MLA Handbook (7th Edition):

LaBelle, Barbara J. “Does the Use of Computer-Assisted Instruction with Incarcerated Adult Female Learner Impact on Reading Achievement when Compared to Classroom Instruction without Computers?.” 1997. Web. 18 Mar 2019.

Vancouver:

LaBelle BJ. Does the Use of Computer-Assisted Instruction with Incarcerated Adult Female Learner Impact on Reading Achievement when Compared to Classroom Instruction without Computers?. [Internet] [Thesis]. SUNY College at Brockport; 1997. [cited 2019 Mar 18]. Available from: https://digitalcommons.brockport.edu/ehd_theses/1069.

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

Council of Science Editors:

LaBelle BJ. Does the Use of Computer-Assisted Instruction with Incarcerated Adult Female Learner Impact on Reading Achievement when Compared to Classroom Instruction without Computers?. [Thesis]. SUNY College at Brockport; 1997. Available from: https://digitalcommons.brockport.edu/ehd_theses/1069

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


SUNY College at Brockport

18. Peckham, Stephanie Rufina. Interest Books and Engagement in Reading.

Degree: MSEd, Education and Human Development, 2012, SUNY College at Brockport

  Interest plays an important role in a child's reading development. When a text appeals to a child's interest, that child is motivated to read… (more)

Subjects/Keywords: reading development; reading engagement; reading literacy; motivation to read; literacy instruction; student choice in book selection; Education; Elementary Education; Language and Literacy Education

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APA (6th Edition):

Peckham, S. R. (2012). Interest Books and Engagement in Reading. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/778

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):

Peckham, Stephanie Rufina. “Interest Books and Engagement in Reading.” 2012. Thesis, SUNY College at Brockport. Accessed March 18, 2019. https://digitalcommons.brockport.edu/ehd_theses/778.

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

MLA Handbook (7th Edition):

Peckham, Stephanie Rufina. “Interest Books and Engagement in Reading.” 2012. Web. 18 Mar 2019.

Vancouver:

Peckham SR. Interest Books and Engagement in Reading. [Internet] [Thesis]. SUNY College at Brockport; 2012. [cited 2019 Mar 18]. Available from: https://digitalcommons.brockport.edu/ehd_theses/778.

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

Council of Science Editors:

Peckham SR. Interest Books and Engagement in Reading. [Thesis]. SUNY College at Brockport; 2012. Available from: https://digitalcommons.brockport.edu/ehd_theses/778

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


SUNY College at Brockport

19. Lercher, Julie Waldinger. Preschooler’s Perception about Reading: Is There a Correlation between Interest Level and Reading Concept Development Among Emergent Readers?.

Degree: MSEd, Education and Human Development, 1997, SUNY College at Brockport

  This study was designed to examine preschoolers' interest levels in reading and their knowledge of basic reading concepts to determine if there is a… (more)

Subjects/Keywords: reading interest; basic reading concepts; interest level; reading concept development; preschoolers; reading process; Curriculum and Instruction; Early Childhood Education; Education; Language and Literacy Education

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APA (6th Edition):

Lercher, J. W. (1997). Preschooler’s Perception about Reading: Is There a Correlation between Interest Level and Reading Concept Development Among Emergent Readers?. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/1075

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):

Lercher, Julie Waldinger. “Preschooler’s Perception about Reading: Is There a Correlation between Interest Level and Reading Concept Development Among Emergent Readers?.” 1997. Thesis, SUNY College at Brockport. Accessed March 18, 2019. https://digitalcommons.brockport.edu/ehd_theses/1075.

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

MLA Handbook (7th Edition):

Lercher, Julie Waldinger. “Preschooler’s Perception about Reading: Is There a Correlation between Interest Level and Reading Concept Development Among Emergent Readers?.” 1997. Web. 18 Mar 2019.

Vancouver:

Lercher JW. Preschooler’s Perception about Reading: Is There a Correlation between Interest Level and Reading Concept Development Among Emergent Readers?. [Internet] [Thesis]. SUNY College at Brockport; 1997. [cited 2019 Mar 18]. Available from: https://digitalcommons.brockport.edu/ehd_theses/1075.

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

Council of Science Editors:

Lercher JW. Preschooler’s Perception about Reading: Is There a Correlation between Interest Level and Reading Concept Development Among Emergent Readers?. [Thesis]. SUNY College at Brockport; 1997. Available from: https://digitalcommons.brockport.edu/ehd_theses/1075

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


SUNY College at Brockport

20. Tolleson, Nick. The Decision and the Debate: Hiroshima and Nagasaki.

Degree: MSEd, Education and Human Development, 2012, SUNY College at Brockport

  This thesis examines the historiography of why we dropped the atomic bombs on Hiroshima and Nagasaki. It continues with original research on Henry Stimson… (more)

Subjects/Keywords: NYS Standards; Social Studies; World War 2; lesson plans; decision to drop bomb; Hiroshima; Nagasaki; Harry Truman; Henry Stimson; Education

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APA (6th Edition):

Tolleson, N. (2012). The Decision and the Debate: Hiroshima and Nagasaki. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/174

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):

Tolleson, Nick. “The Decision and the Debate: Hiroshima and Nagasaki.” 2012. Thesis, SUNY College at Brockport. Accessed March 18, 2019. https://digitalcommons.brockport.edu/ehd_theses/174.

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

MLA Handbook (7th Edition):

Tolleson, Nick. “The Decision and the Debate: Hiroshima and Nagasaki.” 2012. Web. 18 Mar 2019.

Vancouver:

Tolleson N. The Decision and the Debate: Hiroshima and Nagasaki. [Internet] [Thesis]. SUNY College at Brockport; 2012. [cited 2019 Mar 18]. Available from: https://digitalcommons.brockport.edu/ehd_theses/174.

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

Council of Science Editors:

Tolleson N. The Decision and the Debate: Hiroshima and Nagasaki. [Thesis]. SUNY College at Brockport; 2012. Available from: https://digitalcommons.brockport.edu/ehd_theses/174

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


SUNY College at Brockport

21. Rybak, Matthew. An Introduction To Implementing Technology In The Classroom Using Interactive Web-Based Applications.

Degree: MSEd, Education and Human Development, 2018, SUNY College at Brockport

  Today’s students have grown up in a world where technology is an essential and accessible component of daily life, and it therefore plays an… (more)

Subjects/Keywords: Implementing Technology; Technology in the Classroom; Using Technology; Technology in Mathematics Classroom; Curriculum and Instruction; Education; Educational Methods; Online and Distance Education; Science and Mathematics Education; Secondary Education

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APA (6th Edition):

Rybak, M. (2018). An Introduction To Implementing Technology In The Classroom Using Interactive Web-Based Applications. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/1045

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):

Rybak, Matthew. “An Introduction To Implementing Technology In The Classroom Using Interactive Web-Based Applications.” 2018. Thesis, SUNY College at Brockport. Accessed March 18, 2019. https://digitalcommons.brockport.edu/ehd_theses/1045.

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

MLA Handbook (7th Edition):

Rybak, Matthew. “An Introduction To Implementing Technology In The Classroom Using Interactive Web-Based Applications.” 2018. Web. 18 Mar 2019.

Vancouver:

Rybak M. An Introduction To Implementing Technology In The Classroom Using Interactive Web-Based Applications. [Internet] [Thesis]. SUNY College at Brockport; 2018. [cited 2019 Mar 18]. Available from: https://digitalcommons.brockport.edu/ehd_theses/1045.

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

Council of Science Editors:

Rybak M. An Introduction To Implementing Technology In The Classroom Using Interactive Web-Based Applications. [Thesis]. SUNY College at Brockport; 2018. Available from: https://digitalcommons.brockport.edu/ehd_theses/1045

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


SUNY College at Brockport

22. Kondolf, Valerie L. A Curriculum Project on the Utilization of the Rule of Four to Enable Students to Work in Their Zone of Proximal Development.

Degree: MSEd, Education and Human Development, 2015, SUNY College at Brockport

  Discussed, developed, and written over the course of roughly two-and-a-half-years, the Common Core State Standards (CCSS) seek to prepare students to be college- and… (more)

Subjects/Keywords: common core; zone of proximal development; rule of four; mathematics; education; Education; Science and Mathematics Education

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APA (6th Edition):

Kondolf, V. L. (2015). A Curriculum Project on the Utilization of the Rule of Four to Enable Students to Work in Their Zone of Proximal Development. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/540

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):

Kondolf, Valerie L. “A Curriculum Project on the Utilization of the Rule of Four to Enable Students to Work in Their Zone of Proximal Development.” 2015. Thesis, SUNY College at Brockport. Accessed March 18, 2019. https://digitalcommons.brockport.edu/ehd_theses/540.

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

MLA Handbook (7th Edition):

Kondolf, Valerie L. “A Curriculum Project on the Utilization of the Rule of Four to Enable Students to Work in Their Zone of Proximal Development.” 2015. Web. 18 Mar 2019.

Vancouver:

Kondolf VL. A Curriculum Project on the Utilization of the Rule of Four to Enable Students to Work in Their Zone of Proximal Development. [Internet] [Thesis]. SUNY College at Brockport; 2015. [cited 2019 Mar 18]. Available from: https://digitalcommons.brockport.edu/ehd_theses/540.

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

Council of Science Editors:

Kondolf VL. A Curriculum Project on the Utilization of the Rule of Four to Enable Students to Work in Their Zone of Proximal Development. [Thesis]. SUNY College at Brockport; 2015. Available from: https://digitalcommons.brockport.edu/ehd_theses/540

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


SUNY College at Brockport

23. Burgett, Robert. Rethinking Mathematical Proofs and the Opportunity to Learn.

Degree: MSEd, Education and Human Development, 2019, SUNY College at Brockport

  Mathematical proofs are conceptually difficult for many students and the perceived lack of relevance in terms of authenticity and practicality may result in feelings… (more)

Subjects/Keywords: proof; communication; authentic; collaboration; complex task; opportunity to learn; Curriculum and Instruction; Education; Junior High, Intermediate, Middle School Education and Teaching; Science and Mathematics Education; Secondary Education; Secondary Education and Teaching

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

APA (6th Edition):

Burgett, R. (2019). Rethinking Mathematical Proofs and the Opportunity to Learn. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/1213

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):

Burgett, Robert. “Rethinking Mathematical Proofs and the Opportunity to Learn.” 2019. Thesis, SUNY College at Brockport. Accessed March 18, 2019. https://digitalcommons.brockport.edu/ehd_theses/1213.

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

MLA Handbook (7th Edition):

Burgett, Robert. “Rethinking Mathematical Proofs and the Opportunity to Learn.” 2019. Web. 18 Mar 2019.

Vancouver:

Burgett R. Rethinking Mathematical Proofs and the Opportunity to Learn. [Internet] [Thesis]. SUNY College at Brockport; 2019. [cited 2019 Mar 18]. Available from: https://digitalcommons.brockport.edu/ehd_theses/1213.

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

Council of Science Editors:

Burgett R. Rethinking Mathematical Proofs and the Opportunity to Learn. [Thesis]. SUNY College at Brockport; 2019. Available from: https://digitalcommons.brockport.edu/ehd_theses/1213

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


SUNY College at Brockport

24. Ward, Felice A. A Study of the Use of Multicultural Literature in the Elementary Classroom.

Degree: MSEd, Education and Human Development, 1999, SUNY College at Brockport

  The first purpose of this study was to find out how teachers at the elementary level in suburban and urban schools implement multicultural literature… (more)

Subjects/Keywords: elementary education; multicultural literature; diversity in the classroom; Education; Elementary Education and Teaching

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

APA (6th Edition):

Ward, F. A. (1999). A Study of the Use of Multicultural Literature in the Elementary Classroom. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/482

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, Felice A. “A Study of the Use of Multicultural Literature in the Elementary Classroom.” 1999. Thesis, SUNY College at Brockport. Accessed March 18, 2019. https://digitalcommons.brockport.edu/ehd_theses/482.

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

MLA Handbook (7th Edition):

Ward, Felice A. “A Study of the Use of Multicultural Literature in the Elementary Classroom.” 1999. Web. 18 Mar 2019.

Vancouver:

Ward FA. A Study of the Use of Multicultural Literature in the Elementary Classroom. [Internet] [Thesis]. SUNY College at Brockport; 1999. [cited 2019 Mar 18]. Available from: https://digitalcommons.brockport.edu/ehd_theses/482.

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

Council of Science Editors:

Ward FA. A Study of the Use of Multicultural Literature in the Elementary Classroom. [Thesis]. SUNY College at Brockport; 1999. Available from: https://digitalcommons.brockport.edu/ehd_theses/482

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


SUNY College at Brockport

25. Lamanna, Shelly Marie. Inquiry-Based Learning and Student Retention.

Degree: MSEd, Education and Human Development, 2010, SUNY College at Brockport

  The purpose of the study was to evaluate the benefits of inquiry based hands-on education, engage students in their own learning, and increase retention… (more)

Subjects/Keywords: inquiry-based education; retention of knowledge; student engagement; assessment; Brockport thesis; Education

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

APA (6th Edition):

Lamanna, S. M. (2010). Inquiry-Based Learning and Student Retention. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/13

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):

Lamanna, Shelly Marie. “Inquiry-Based Learning and Student Retention.” 2010. Thesis, SUNY College at Brockport. Accessed March 18, 2019. https://digitalcommons.brockport.edu/ehd_theses/13.

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

MLA Handbook (7th Edition):

Lamanna, Shelly Marie. “Inquiry-Based Learning and Student Retention.” 2010. Web. 18 Mar 2019.

Vancouver:

Lamanna SM. Inquiry-Based Learning and Student Retention. [Internet] [Thesis]. SUNY College at Brockport; 2010. [cited 2019 Mar 18]. Available from: https://digitalcommons.brockport.edu/ehd_theses/13.

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

Council of Science Editors:

Lamanna SM. Inquiry-Based Learning and Student Retention. [Thesis]. SUNY College at Brockport; 2010. Available from: https://digitalcommons.brockport.edu/ehd_theses/13

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


SUNY College at Brockport

26. Boerner, Jennifer. Utilizing the History of Science to Enhance Student Understanding and Engagement: A Compilation of Earth Science Lesson Plans.

Degree: MSEd, Education and Human Development, 2014, SUNY College at Brockport

  Classroom research has shown that the history of science can be used to enhance student understanding of scientific concepts and processes, as well as… (more)

Subjects/Keywords: education; earth science; scientific literacy; history of science; argumentation; nature of science; Curriculum and Instruction; Education

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

APA (6th Edition):

Boerner, J. (2014). Utilizing the History of Science to Enhance Student Understanding and Engagement: A Compilation of Earth Science Lesson Plans. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/514

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):

Boerner, Jennifer. “Utilizing the History of Science to Enhance Student Understanding and Engagement: A Compilation of Earth Science Lesson Plans.” 2014. Thesis, SUNY College at Brockport. Accessed March 18, 2019. https://digitalcommons.brockport.edu/ehd_theses/514.

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

MLA Handbook (7th Edition):

Boerner, Jennifer. “Utilizing the History of Science to Enhance Student Understanding and Engagement: A Compilation of Earth Science Lesson Plans.” 2014. Web. 18 Mar 2019.

Vancouver:

Boerner J. Utilizing the History of Science to Enhance Student Understanding and Engagement: A Compilation of Earth Science Lesson Plans. [Internet] [Thesis]. SUNY College at Brockport; 2014. [cited 2019 Mar 18]. Available from: https://digitalcommons.brockport.edu/ehd_theses/514.

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

Council of Science Editors:

Boerner J. Utilizing the History of Science to Enhance Student Understanding and Engagement: A Compilation of Earth Science Lesson Plans. [Thesis]. SUNY College at Brockport; 2014. Available from: https://digitalcommons.brockport.edu/ehd_theses/514

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

27. Rider, Daniel P. I Became a Teacher for the Money and Fame: An Examination of the Effects of Humor on Student Perceptions and Attitudes towards Mathematics.

Degree: MSEd, Education and Human Development, 2014, SUNY College at Brockport

  Students may not find their mathematics classes interesting and could attribute this lack of interest to the subject matter. Along with this disinterest, students… (more)

Subjects/Keywords: mathematics classroom; humor in the classroom; Education

…If students are able to develop a sense of identity that works within the context of… …become more aware of who they are within the boundaries of a group and begin to explore the… …to learn how to participate in the context of a mathematics class so that they can get by… …Zevenbergen). They like it because it will lead to the level of education they hope to achieve… …and lack of connection to the subject matter are so strong, students abandon their education… 

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

APA (6th Edition):

Rider, D. P. (2014). I Became a Teacher for the Money and Fame: An Examination of the Effects of Humor on Student Perceptions and Attitudes towards Mathematics. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/446

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):

Rider, Daniel P. “I Became a Teacher for the Money and Fame: An Examination of the Effects of Humor on Student Perceptions and Attitudes towards Mathematics.” 2014. Thesis, SUNY College at Brockport. Accessed March 18, 2019. https://digitalcommons.brockport.edu/ehd_theses/446.

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

MLA Handbook (7th Edition):

Rider, Daniel P. “I Became a Teacher for the Money and Fame: An Examination of the Effects of Humor on Student Perceptions and Attitudes towards Mathematics.” 2014. Web. 18 Mar 2019.

Vancouver:

Rider DP. I Became a Teacher for the Money and Fame: An Examination of the Effects of Humor on Student Perceptions and Attitudes towards Mathematics. [Internet] [Thesis]. SUNY College at Brockport; 2014. [cited 2019 Mar 18]. Available from: https://digitalcommons.brockport.edu/ehd_theses/446.

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

Council of Science Editors:

Rider DP. I Became a Teacher for the Money and Fame: An Examination of the Effects of Humor on Student Perceptions and Attitudes towards Mathematics. [Thesis]. SUNY College at Brockport; 2014. Available from: https://digitalcommons.brockport.edu/ehd_theses/446

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

28. Montrallo, Loren M. Building Resiliency in the Classroom.

Degree: MSEd, Education and Human Development, 2014, SUNY College at Brockport

  This project is an investigation in building resiliency in students. Building resiliency in students through specific targeting techniques is crucial to the success of… (more)

Subjects/Keywords: Building Resiliency in the Classroom; Education

…classroom. Curriculum across all disciplines is set up in a similar way to that of the resiliency… …schools. The building of toughness and grit are apparent in this study. For a student to be able… …toughness. Developing a new model of building resiliency is something vital to the success of… …stand in the way of their education. But first, it is important to pinpoint exactly what… …Chapter 3 Application Building Resiliency: How to Care (The Right Way) Before, a… 

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

APA (6th Edition):

Montrallo, L. M. (2014). Building Resiliency in the Classroom. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/535

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):

Montrallo, Loren M. “Building Resiliency in the Classroom.” 2014. Thesis, SUNY College at Brockport. Accessed March 18, 2019. https://digitalcommons.brockport.edu/ehd_theses/535.

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

MLA Handbook (7th Edition):

Montrallo, Loren M. “Building Resiliency in the Classroom.” 2014. Web. 18 Mar 2019.

Vancouver:

Montrallo LM. Building Resiliency in the Classroom. [Internet] [Thesis]. SUNY College at Brockport; 2014. [cited 2019 Mar 18]. Available from: https://digitalcommons.brockport.edu/ehd_theses/535.

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

Council of Science Editors:

Montrallo LM. Building Resiliency in the Classroom. [Thesis]. SUNY College at Brockport; 2014. Available from: https://digitalcommons.brockport.edu/ehd_theses/535

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


SUNY College at Brockport

29. Swan, Kayla. Gaining Perspective: Social Media’s Impact on Adolescent Literacy Development.

Degree: MSEd, Education and Human Development, 2017, SUNY College at Brockport

  This qualitative study explores both teacher and student perspectives of social media’s impact on adolescent literacy development. In addition, it also investigates perspectives concerning… (more)

Subjects/Keywords: Education; Literacy; Adolescence; Teens; Social Media; New Literacy; Curriculum and Instruction; Education; Educational Methods; Educational Psychology; Language and Literacy Education; Secondary Education; Social and Philosophical Foundations of Education

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

APA (6th Edition):

Swan, K. (2017). Gaining Perspective: Social Media’s Impact on Adolescent Literacy Development. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/767

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):

Swan, Kayla. “Gaining Perspective: Social Media’s Impact on Adolescent Literacy Development.” 2017. Thesis, SUNY College at Brockport. Accessed March 18, 2019. https://digitalcommons.brockport.edu/ehd_theses/767.

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

MLA Handbook (7th Edition):

Swan, Kayla. “Gaining Perspective: Social Media’s Impact on Adolescent Literacy Development.” 2017. Web. 18 Mar 2019.

Vancouver:

Swan K. Gaining Perspective: Social Media’s Impact on Adolescent Literacy Development. [Internet] [Thesis]. SUNY College at Brockport; 2017. [cited 2019 Mar 18]. Available from: https://digitalcommons.brockport.edu/ehd_theses/767.

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

Council of Science Editors:

Swan K. Gaining Perspective: Social Media’s Impact on Adolescent Literacy Development. [Thesis]. SUNY College at Brockport; 2017. Available from: https://digitalcommons.brockport.edu/ehd_theses/767

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


SUNY College at Brockport

30. Mink, Margaret C. Bullying Prevention: Combining Whole-School Approaches and Positive School Climate.

Degree: MSEd, Counselor Education, 2014, SUNY College at Brockport

  Bullying is a common occurrence in schools and it can have many serious consequences. The literature review examined the following whole-school anti-bullying programs: The… (more)

Subjects/Keywords: bullying; school; Olweus Bullying Prevention Program; Steps to Respect; Positive Behavior Support; Counseling; Elementary and Middle and Secondary Education Administration; Student Counseling and Personnel Services

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

APA (6th Edition):

Mink, M. C. (2014). Bullying Prevention: Combining Whole-School Approaches and Positive School Climate. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/edc_theses/167

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):

Mink, Margaret C. “Bullying Prevention: Combining Whole-School Approaches and Positive School Climate.” 2014. Thesis, SUNY College at Brockport. Accessed March 18, 2019. https://digitalcommons.brockport.edu/edc_theses/167.

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

MLA Handbook (7th Edition):

Mink, Margaret C. “Bullying Prevention: Combining Whole-School Approaches and Positive School Climate.” 2014. Web. 18 Mar 2019.

Vancouver:

Mink MC. Bullying Prevention: Combining Whole-School Approaches and Positive School Climate. [Internet] [Thesis]. SUNY College at Brockport; 2014. [cited 2019 Mar 18]. Available from: https://digitalcommons.brockport.edu/edc_theses/167.

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

Council of Science Editors:

Mink MC. Bullying Prevention: Combining Whole-School Approaches and Positive School Climate. [Thesis]. SUNY College at Brockport; 2014. Available from: https://digitalcommons.brockport.edu/edc_theses/167

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

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