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You searched for subject:( Curriculum math matique). Showing records 1 – 30 of 4786 total matches.

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1. Hinds, Dywayne. An Evaluation of One District's Think Through Math Program and Curriculum Implementation.

Degree: EdD Doctor of Education, Educational Leadership, 2017, National-Louis University

  Think Through Math is a research based math program. One school district implemented the program to improve student performance on the state standardized assessment.… (more)

Subjects/Keywords: Math Intervention; Think Through Math Program & Intensive Math; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Educational Leadership; Secondary Education

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APA (6th Edition):

Hinds, D. (2017). An Evaluation of One District's Think Through Math Program and Curriculum Implementation. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/263

Chicago Manual of Style (16th Edition):

Hinds, Dywayne. “An Evaluation of One District's Think Through Math Program and Curriculum Implementation.” 2017. Doctoral Dissertation, National-Louis University. Accessed July 16, 2019. https://digitalcommons.nl.edu/diss/263.

MLA Handbook (7th Edition):

Hinds, Dywayne. “An Evaluation of One District's Think Through Math Program and Curriculum Implementation.” 2017. Web. 16 Jul 2019.

Vancouver:

Hinds D. An Evaluation of One District's Think Through Math Program and Curriculum Implementation. [Internet] [Doctoral dissertation]. National-Louis University; 2017. [cited 2019 Jul 16]. Available from: https://digitalcommons.nl.edu/diss/263.

Council of Science Editors:

Hinds D. An Evaluation of One District's Think Through Math Program and Curriculum Implementation. [Doctoral Dissertation]. National-Louis University; 2017. Available from: https://digitalcommons.nl.edu/diss/263


Seton Hall University

2. Powell, Tina L. A Comparative Analysis of the Singapore Math Curriculum and the Everyday Mathematics Curriculum on Fifth Grade Achievement in a Large Northeastern Urban Public School District.

Degree: Executive EdD in Education Leadership Management and Policy, Education Leadership, Management and Policy, 2014, Seton Hall University

  This study examined the differences between the achievement effects of one proposed Common Core State Standards-aligned mathematics program, Math in Focus: Singapore Math, and… (more)

Subjects/Keywords: Elementary Mathematics; Curriculum Evaluation; Singapore Math; Everyday Math; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Science and Mathematics Education

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APA (6th Edition):

Powell, T. L. (2014). A Comparative Analysis of the Singapore Math Curriculum and the Everyday Mathematics Curriculum on Fifth Grade Achievement in a Large Northeastern Urban Public School District. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1981

Chicago Manual of Style (16th Edition):

Powell, Tina L. “A Comparative Analysis of the Singapore Math Curriculum and the Everyday Mathematics Curriculum on Fifth Grade Achievement in a Large Northeastern Urban Public School District.” 2014. Doctoral Dissertation, Seton Hall University. Accessed July 16, 2019. http://scholarship.shu.edu/dissertations/1981.

MLA Handbook (7th Edition):

Powell, Tina L. “A Comparative Analysis of the Singapore Math Curriculum and the Everyday Mathematics Curriculum on Fifth Grade Achievement in a Large Northeastern Urban Public School District.” 2014. Web. 16 Jul 2019.

Vancouver:

Powell TL. A Comparative Analysis of the Singapore Math Curriculum and the Everyday Mathematics Curriculum on Fifth Grade Achievement in a Large Northeastern Urban Public School District. [Internet] [Doctoral dissertation]. Seton Hall University; 2014. [cited 2019 Jul 16]. Available from: http://scholarship.shu.edu/dissertations/1981.

Council of Science Editors:

Powell TL. A Comparative Analysis of the Singapore Math Curriculum and the Everyday Mathematics Curriculum on Fifth Grade Achievement in a Large Northeastern Urban Public School District. [Doctoral Dissertation]. Seton Hall University; 2014. Available from: http://scholarship.shu.edu/dissertations/1981


University of South Carolina

3. Fletcher, Dora. Global Problem-Based Learning In Math.

Degree: EdD, Educational Studies, 2018, University of South Carolina

  In the high school of focus in this study, mathematics students struggle to transfer and apply skills to unfamiliar contexts. Also, minority students are… (more)

Subjects/Keywords: Curriculum and Instruction; Global; Problem-Based; Learning; Math

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APA (6th Edition):

Fletcher, D. (2018). Global Problem-Based Learning In Math. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/4939

Chicago Manual of Style (16th Edition):

Fletcher, Dora. “Global Problem-Based Learning In Math.” 2018. Doctoral Dissertation, University of South Carolina. Accessed July 16, 2019. https://scholarcommons.sc.edu/etd/4939.

MLA Handbook (7th Edition):

Fletcher, Dora. “Global Problem-Based Learning In Math.” 2018. Web. 16 Jul 2019.

Vancouver:

Fletcher D. Global Problem-Based Learning In Math. [Internet] [Doctoral dissertation]. University of South Carolina; 2018. [cited 2019 Jul 16]. Available from: https://scholarcommons.sc.edu/etd/4939.

Council of Science Editors:

Fletcher D. Global Problem-Based Learning In Math. [Doctoral Dissertation]. University of South Carolina; 2018. Available from: https://scholarcommons.sc.edu/etd/4939


Utah State University

4. Westenskow, Arla. Equivalent Fraction Learning Trajectories for Students with Mathematical Learning Difficulties When Using Manipulatives.

Degree: PhD, School of Teacher Education and Leadership, 2012, Utah State University

  This study identified variations in the learning trajectories of Tier II students when learning equivalent fraction concepts using physical and virtual manipulatives. The study… (more)

Subjects/Keywords: learning trajectories; math education; classroom education; Curriculum and Instruction; Education

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APA (6th Edition):

Westenskow, A. (2012). Equivalent Fraction Learning Trajectories for Students with Mathematical Learning Difficulties When Using Manipulatives. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/1368

Chicago Manual of Style (16th Edition):

Westenskow, Arla. “Equivalent Fraction Learning Trajectories for Students with Mathematical Learning Difficulties When Using Manipulatives.” 2012. Doctoral Dissertation, Utah State University. Accessed July 16, 2019. https://digitalcommons.usu.edu/etd/1368.

MLA Handbook (7th Edition):

Westenskow, Arla. “Equivalent Fraction Learning Trajectories for Students with Mathematical Learning Difficulties When Using Manipulatives.” 2012. Web. 16 Jul 2019.

Vancouver:

Westenskow A. Equivalent Fraction Learning Trajectories for Students with Mathematical Learning Difficulties When Using Manipulatives. [Internet] [Doctoral dissertation]. Utah State University; 2012. [cited 2019 Jul 16]. Available from: https://digitalcommons.usu.edu/etd/1368.

Council of Science Editors:

Westenskow A. Equivalent Fraction Learning Trajectories for Students with Mathematical Learning Difficulties When Using Manipulatives. [Doctoral Dissertation]. Utah State University; 2012. Available from: https://digitalcommons.usu.edu/etd/1368

5. Brown-Cannon, Tashanda. AN EVALUATION OF AN I-READY MATH PROGRAM FOR 5TH GRADERS IN ONE SCHOOL DISTRICT.

Degree: EdD Doctor of Education, Educational Leadership, 2019, National-Louis University

  This study evaluated the impact of i-Ready Math instruction on 5th grade students identified as performing below grade level in mathematics. The participants in… (more)

Subjects/Keywords: Effectiveness of i-Ready Math; i-Ready Math Instruction; i-Ready Math; i-Ready Math interventions; 5th grade math study; Impact of i-Ready Math; Curriculum and Instruction; Education; Elementary Education; Physical Sciences and Mathematics

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APA (6th Edition):

Brown-Cannon, T. (2019). AN EVALUATION OF AN I-READY MATH PROGRAM FOR 5TH GRADERS IN ONE SCHOOL DISTRICT. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/353

Chicago Manual of Style (16th Edition):

Brown-Cannon, Tashanda. “AN EVALUATION OF AN I-READY MATH PROGRAM FOR 5TH GRADERS IN ONE SCHOOL DISTRICT.” 2019. Doctoral Dissertation, National-Louis University. Accessed July 16, 2019. https://digitalcommons.nl.edu/diss/353.

MLA Handbook (7th Edition):

Brown-Cannon, Tashanda. “AN EVALUATION OF AN I-READY MATH PROGRAM FOR 5TH GRADERS IN ONE SCHOOL DISTRICT.” 2019. Web. 16 Jul 2019.

Vancouver:

Brown-Cannon T. AN EVALUATION OF AN I-READY MATH PROGRAM FOR 5TH GRADERS IN ONE SCHOOL DISTRICT. [Internet] [Doctoral dissertation]. National-Louis University; 2019. [cited 2019 Jul 16]. Available from: https://digitalcommons.nl.edu/diss/353.

Council of Science Editors:

Brown-Cannon T. AN EVALUATION OF AN I-READY MATH PROGRAM FOR 5TH GRADERS IN ONE SCHOOL DISTRICT. [Doctoral Dissertation]. National-Louis University; 2019. Available from: https://digitalcommons.nl.edu/diss/353


Rhode Island College

6. Butler, John Douglas. Exploring Some Inattended Affective Factors in Performing Nonroutine Mathematical Tasks.

Degree: PhD, 2009, Rhode Island College

 Describes students' attempts to solve nonroutine math problems and explores possible correlates of their performance, focusing on inattended (i.e., intentionally avoided) dimensions underrepresented in the… (more)

Subjects/Keywords: Mathematics, Secondary education; Cognition and Perception; Curriculum and Instruction; Logic and Foundations; Mathematics; Science and Mathematics Education; Secondary Education and Teaching; mathematical ability; nonroutine math problems; inattended affective dimensions; math teaching; high school students; problem solving; math aesthetics; open-ended math problems; math-related attitudes

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APA (6th Edition):

Butler, J. D. (2009). Exploring Some Inattended Affective Factors in Performing Nonroutine Mathematical Tasks. (Doctoral Dissertation). Rhode Island College. Retrieved from https://digitalcommons.ric.edu/etd/26

Chicago Manual of Style (16th Edition):

Butler, John Douglas. “Exploring Some Inattended Affective Factors in Performing Nonroutine Mathematical Tasks.” 2009. Doctoral Dissertation, Rhode Island College. Accessed July 16, 2019. https://digitalcommons.ric.edu/etd/26.

MLA Handbook (7th Edition):

Butler, John Douglas. “Exploring Some Inattended Affective Factors in Performing Nonroutine Mathematical Tasks.” 2009. Web. 16 Jul 2019.

Vancouver:

Butler JD. Exploring Some Inattended Affective Factors in Performing Nonroutine Mathematical Tasks. [Internet] [Doctoral dissertation]. Rhode Island College; 2009. [cited 2019 Jul 16]. Available from: https://digitalcommons.ric.edu/etd/26.

Council of Science Editors:

Butler JD. Exploring Some Inattended Affective Factors in Performing Nonroutine Mathematical Tasks. [Doctoral Dissertation]. Rhode Island College; 2009. Available from: https://digitalcommons.ric.edu/etd/26


Liberty University

7. Bontrager, Robin. Community College Students' Academic Success and Persistence in Math Courses After Developmental Math: A Case Study.

Degree: 2015, Liberty University

 This qualitative research study was a bounded case study exploring how and why community college students achieved academic success after completion of the developmental math(more)

Subjects/Keywords: College readiness; Developmental math sequence; Remedial math course; Curriculum and Instruction; Curriculum and Social Inquiry; Education; Educational Assessment, Evaluation, and Research; Educational Methods

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APA (6th Edition):

Bontrager, R. (2015). Community College Students' Academic Success and Persistence in Math Courses After Developmental Math: A Case Study. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1111

Chicago Manual of Style (16th Edition):

Bontrager, Robin. “Community College Students' Academic Success and Persistence in Math Courses After Developmental Math: A Case Study.” 2015. Doctoral Dissertation, Liberty University. Accessed July 16, 2019. http://digitalcommons.liberty.edu/doctoral/1111.

MLA Handbook (7th Edition):

Bontrager, Robin. “Community College Students' Academic Success and Persistence in Math Courses After Developmental Math: A Case Study.” 2015. Web. 16 Jul 2019.

Vancouver:

Bontrager R. Community College Students' Academic Success and Persistence in Math Courses After Developmental Math: A Case Study. [Internet] [Doctoral dissertation]. Liberty University; 2015. [cited 2019 Jul 16]. Available from: http://digitalcommons.liberty.edu/doctoral/1111.

Council of Science Editors:

Bontrager R. Community College Students' Academic Success and Persistence in Math Courses After Developmental Math: A Case Study. [Doctoral Dissertation]. Liberty University; 2015. Available from: http://digitalcommons.liberty.edu/doctoral/1111


Liberty University

8. Love, Rita. The Effects of an Online Math Intervention on the Math Anxiety Levels of Community College Students.

Degree: 2018, Liberty University

 Finding an inexpensive, timely, and effective intervention to reduce math anxiety in community college students is a worthwhile endeavor. Math anxiety left unattended can lead… (more)

Subjects/Keywords: Let's Go Racing; Mastery Learning; Math Anxiety; Math Performance; Reciprocal Theory; Curriculum and Instruction; Curriculum and Social Inquiry; Education; Educational Assessment, Evaluation, and Research; Educational Methods; Educational Psychology; Other Education

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APA (6th Edition):

Love, R. (2018). The Effects of an Online Math Intervention on the Math Anxiety Levels of Community College Students. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/1846

Chicago Manual of Style (16th Edition):

Love, Rita. “The Effects of an Online Math Intervention on the Math Anxiety Levels of Community College Students.” 2018. Doctoral Dissertation, Liberty University. Accessed July 16, 2019. https://digitalcommons.liberty.edu/doctoral/1846.

MLA Handbook (7th Edition):

Love, Rita. “The Effects of an Online Math Intervention on the Math Anxiety Levels of Community College Students.” 2018. Web. 16 Jul 2019.

Vancouver:

Love R. The Effects of an Online Math Intervention on the Math Anxiety Levels of Community College Students. [Internet] [Doctoral dissertation]. Liberty University; 2018. [cited 2019 Jul 16]. Available from: https://digitalcommons.liberty.edu/doctoral/1846.

Council of Science Editors:

Love R. The Effects of an Online Math Intervention on the Math Anxiety Levels of Community College Students. [Doctoral Dissertation]. Liberty University; 2018. Available from: https://digitalcommons.liberty.edu/doctoral/1846

9. Dery, Tammy. An Evaluation Of A Sixth Grade Intensive Mathematics Program And Impacts On Student Achievement.

Degree: EdD Doctor of Education, Educational Leadership, 2019, National-Louis University

  The purpose of thisevaluation is to analyze anIntensive Math program’s quality and design, as well as, address the impact of the program to determine… (more)

Subjects/Keywords: mathematics; intensive math; grade 6 mathematics; intensive math curriculum; student achievement in middle school mathematics; mathematics interventions; Curriculum and Instruction; Education; Educational Methods

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APA (6th Edition):

Dery, T. (2019). An Evaluation Of A Sixth Grade Intensive Mathematics Program And Impacts On Student Achievement. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/396

Chicago Manual of Style (16th Edition):

Dery, Tammy. “An Evaluation Of A Sixth Grade Intensive Mathematics Program And Impacts On Student Achievement.” 2019. Doctoral Dissertation, National-Louis University. Accessed July 16, 2019. https://digitalcommons.nl.edu/diss/396.

MLA Handbook (7th Edition):

Dery, Tammy. “An Evaluation Of A Sixth Grade Intensive Mathematics Program And Impacts On Student Achievement.” 2019. Web. 16 Jul 2019.

Vancouver:

Dery T. An Evaluation Of A Sixth Grade Intensive Mathematics Program And Impacts On Student Achievement. [Internet] [Doctoral dissertation]. National-Louis University; 2019. [cited 2019 Jul 16]. Available from: https://digitalcommons.nl.edu/diss/396.

Council of Science Editors:

Dery T. An Evaluation Of A Sixth Grade Intensive Mathematics Program And Impacts On Student Achievement. [Doctoral Dissertation]. National-Louis University; 2019. Available from: https://digitalcommons.nl.edu/diss/396


Kansas State University

10. Weber, William J. Jr. Effects of requiring students to meet high expectation levels within an on-line homework environment.

Degree: PhD, Curriculum and Instruction Programs, 2010, Kansas State University

 On-line homework is becoming a larger part of mathematics classrooms each year. Thus, ways to maximize the effectiveness of on-line homework for both students and… (more)

Subjects/Keywords: On-line homework; Math; Clustering; High expectations; Education, Curriculum and Instruction (0727); Education, Mathematics (0280)

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APA (6th Edition):

Weber, W. J. J. (2010). Effects of requiring students to meet high expectation levels within an on-line homework environment. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/4100

Chicago Manual of Style (16th Edition):

Weber, William J Jr. “Effects of requiring students to meet high expectation levels within an on-line homework environment.” 2010. Doctoral Dissertation, Kansas State University. Accessed July 16, 2019. http://hdl.handle.net/2097/4100.

MLA Handbook (7th Edition):

Weber, William J Jr. “Effects of requiring students to meet high expectation levels within an on-line homework environment.” 2010. Web. 16 Jul 2019.

Vancouver:

Weber WJJ. Effects of requiring students to meet high expectation levels within an on-line homework environment. [Internet] [Doctoral dissertation]. Kansas State University; 2010. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/2097/4100.

Council of Science Editors:

Weber WJJ. Effects of requiring students to meet high expectation levels within an on-line homework environment. [Doctoral Dissertation]. Kansas State University; 2010. Available from: http://hdl.handle.net/2097/4100

11. Bouma, Craig Earl. Physics First: Impact on SAT Math Scores.

Degree: Doctorate in Education, Education, 2013, Loyola Marymount University

  Improving science, technology, engineering, and mathematics (STEM) education has become a national priority and the call to modernize secondary science has been heard. A… (more)

Subjects/Keywords: Curriculum; First; Math; Physics; Secondary; Sequence; Education; Educational Leadership; Science and Mathematics Education

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APA (6th Edition):

Bouma, C. E. (2013). Physics First: Impact on SAT Math Scores. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/213

Chicago Manual of Style (16th Edition):

Bouma, Craig Earl. “Physics First: Impact on SAT Math Scores.” 2013. Doctoral Dissertation, Loyola Marymount University. Accessed July 16, 2019. https://digitalcommons.lmu.edu/etd/213.

MLA Handbook (7th Edition):

Bouma, Craig Earl. “Physics First: Impact on SAT Math Scores.” 2013. Web. 16 Jul 2019.

Vancouver:

Bouma CE. Physics First: Impact on SAT Math Scores. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2013. [cited 2019 Jul 16]. Available from: https://digitalcommons.lmu.edu/etd/213.

Council of Science Editors:

Bouma CE. Physics First: Impact on SAT Math Scores. [Doctoral Dissertation]. Loyola Marymount University; 2013. Available from: https://digitalcommons.lmu.edu/etd/213


Utah State University

12. Avery, Zanj Kano. Effects of Professional Development on Infusing Engineering Design Into High School Science, Technology, Engineering, and Math (STEM) Curricula.

Degree: PhD, Engineering and Technology Education, 2010, Utah State University

 The purpose of this study was to examine the effects of professional development (PD) on the infusion of engineering design into high school curricula. Four… (more)

Subjects/Keywords: Engineering Education; Math Education; Professional Development; Science Education; STEM Integration; Technology Education; Curriculum and Instruction

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APA (6th Edition):

Avery, Z. K. (2010). Effects of Professional Development on Infusing Engineering Design Into High School Science, Technology, Engineering, and Math (STEM) Curricula. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/548

Chicago Manual of Style (16th Edition):

Avery, Zanj Kano. “Effects of Professional Development on Infusing Engineering Design Into High School Science, Technology, Engineering, and Math (STEM) Curricula.” 2010. Doctoral Dissertation, Utah State University. Accessed July 16, 2019. https://digitalcommons.usu.edu/etd/548.

MLA Handbook (7th Edition):

Avery, Zanj Kano. “Effects of Professional Development on Infusing Engineering Design Into High School Science, Technology, Engineering, and Math (STEM) Curricula.” 2010. Web. 16 Jul 2019.

Vancouver:

Avery ZK. Effects of Professional Development on Infusing Engineering Design Into High School Science, Technology, Engineering, and Math (STEM) Curricula. [Internet] [Doctoral dissertation]. Utah State University; 2010. [cited 2019 Jul 16]. Available from: https://digitalcommons.usu.edu/etd/548.

Council of Science Editors:

Avery ZK. Effects of Professional Development on Infusing Engineering Design Into High School Science, Technology, Engineering, and Math (STEM) Curricula. [Doctoral Dissertation]. Utah State University; 2010. Available from: https://digitalcommons.usu.edu/etd/548


Arizona State University

13. Bickert, George R. The Effects of Curriculum-Based Measures on Elementary Math Achievement.

Degree: EdD, Educational Administration and Supervision, 2011, Arizona State University

 The No Child Left Behind Act of 2001 has had significant ramifications across public education. Due to reporting mandates, schools and districts are being held… (more)

Subjects/Keywords: Education, General; Educational Tests and Measurements; Curriculum-based measures; Elementary math achievement

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APA (6th Edition):

Bickert, G. R. (2011). The Effects of Curriculum-Based Measures on Elementary Math Achievement. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/8930

Chicago Manual of Style (16th Edition):

Bickert, George R. “The Effects of Curriculum-Based Measures on Elementary Math Achievement.” 2011. Doctoral Dissertation, Arizona State University. Accessed July 16, 2019. http://repository.asu.edu/items/8930.

MLA Handbook (7th Edition):

Bickert, George R. “The Effects of Curriculum-Based Measures on Elementary Math Achievement.” 2011. Web. 16 Jul 2019.

Vancouver:

Bickert GR. The Effects of Curriculum-Based Measures on Elementary Math Achievement. [Internet] [Doctoral dissertation]. Arizona State University; 2011. [cited 2019 Jul 16]. Available from: http://repository.asu.edu/items/8930.

Council of Science Editors:

Bickert GR. The Effects of Curriculum-Based Measures on Elementary Math Achievement. [Doctoral Dissertation]. Arizona State University; 2011. Available from: http://repository.asu.edu/items/8930


Liberty University

14. Benson, Stacey Lee. The Effects of the Implementation of NCLB on the Achievement Gap between African American and White Students in Georgia Middle Schools.

Degree: 2010, Liberty University

 This study examined the relationship between the implementation of No Child Left Behind and the achievement gap between African American and white students' eighth-grade math(more)

Subjects/Keywords: Academic Achievement; Achievement Gap; Education; Math; Middle School; No Child Left Behind; Education, Curriculum and Instruction; Education, Mathematics; Curriculum and Instruction

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APA (6th Edition):

Benson, S. L. (2010). The Effects of the Implementation of NCLB on the Achievement Gap between African American and White Students in Georgia Middle Schools. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/361

Chicago Manual of Style (16th Edition):

Benson, Stacey Lee. “The Effects of the Implementation of NCLB on the Achievement Gap between African American and White Students in Georgia Middle Schools.” 2010. Doctoral Dissertation, Liberty University. Accessed July 16, 2019. http://digitalcommons.liberty.edu/doctoral/361.

MLA Handbook (7th Edition):

Benson, Stacey Lee. “The Effects of the Implementation of NCLB on the Achievement Gap between African American and White Students in Georgia Middle Schools.” 2010. Web. 16 Jul 2019.

Vancouver:

Benson SL. The Effects of the Implementation of NCLB on the Achievement Gap between African American and White Students in Georgia Middle Schools. [Internet] [Doctoral dissertation]. Liberty University; 2010. [cited 2019 Jul 16]. Available from: http://digitalcommons.liberty.edu/doctoral/361.

Council of Science Editors:

Benson SL. The Effects of the Implementation of NCLB on the Achievement Gap between African American and White Students in Georgia Middle Schools. [Doctoral Dissertation]. Liberty University; 2010. Available from: http://digitalcommons.liberty.edu/doctoral/361


Miami University

15. Jackoby, Henry Benjamin, EdD. The Crossover Project: A Case Study of One High School's Effort to Provide Skill-Deficient Students the Opportunity to Cross Over Into a College Preparatory Math Track.

Degree: EdD, Educational Leadership, 2011, Miami University

  Ability tracking is used in schools in the U.S. and other industrialized countries to stratify students into homogeneous ability groups as a method for… (more)

Subjects/Keywords: Education; Educational Leadership; Education History; Education Philosophy; Mathematics; Mathematics Education; School Administration; Secondary Education; Social Research; Teaching; tracking; math curriculum; curriculum tracking; education; curriculum; Jeannie Oakes; Tom Loveless; changing tracks; mathematics education; secondary math curriculum; tracking in high school

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APA (6th Edition):

Jackoby, Henry Benjamin, E. (2011). The Crossover Project: A Case Study of One High School's Effort to Provide Skill-Deficient Students the Opportunity to Cross Over Into a College Preparatory Math Track. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1303424503

Chicago Manual of Style (16th Edition):

Jackoby, Henry Benjamin, EdD. “The Crossover Project: A Case Study of One High School's Effort to Provide Skill-Deficient Students the Opportunity to Cross Over Into a College Preparatory Math Track.” 2011. Doctoral Dissertation, Miami University. Accessed July 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1303424503.

MLA Handbook (7th Edition):

Jackoby, Henry Benjamin, EdD. “The Crossover Project: A Case Study of One High School's Effort to Provide Skill-Deficient Students the Opportunity to Cross Over Into a College Preparatory Math Track.” 2011. Web. 16 Jul 2019.

Vancouver:

Jackoby, Henry Benjamin E. The Crossover Project: A Case Study of One High School's Effort to Provide Skill-Deficient Students the Opportunity to Cross Over Into a College Preparatory Math Track. [Internet] [Doctoral dissertation]. Miami University; 2011. [cited 2019 Jul 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1303424503.

Council of Science Editors:

Jackoby, Henry Benjamin E. The Crossover Project: A Case Study of One High School's Effort to Provide Skill-Deficient Students the Opportunity to Cross Over Into a College Preparatory Math Track. [Doctoral Dissertation]. Miami University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1303424503


Liberty University

16. Cordes, Megan. A Transcendental Phenomenological Study of Developmental Math Students' Experiences and Perceptions.

Degree: 2014, Liberty University

 Current literature suggests the rise of enrollment among United States (U.S.) postsecondary institutions but the decline in graduation rates. While there is extensive quantitative data… (more)

Subjects/Keywords: Developmental Math; Math Emporium Model; Phenomenology; Remedial Education; Self-Efficacy; Transcendental Phenomenology; Curriculum and Instruction; Education; Higher Education; Higher Education and Teaching; Science and Mathematics Education

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APA (6th Edition):

Cordes, M. (2014). A Transcendental Phenomenological Study of Developmental Math Students' Experiences and Perceptions. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/947

Chicago Manual of Style (16th Edition):

Cordes, Megan. “A Transcendental Phenomenological Study of Developmental Math Students' Experiences and Perceptions.” 2014. Doctoral Dissertation, Liberty University. Accessed July 16, 2019. http://digitalcommons.liberty.edu/doctoral/947.

MLA Handbook (7th Edition):

Cordes, Megan. “A Transcendental Phenomenological Study of Developmental Math Students' Experiences and Perceptions.” 2014. Web. 16 Jul 2019.

Vancouver:

Cordes M. A Transcendental Phenomenological Study of Developmental Math Students' Experiences and Perceptions. [Internet] [Doctoral dissertation]. Liberty University; 2014. [cited 2019 Jul 16]. Available from: http://digitalcommons.liberty.edu/doctoral/947.

Council of Science Editors:

Cordes M. A Transcendental Phenomenological Study of Developmental Math Students' Experiences and Perceptions. [Doctoral Dissertation]. Liberty University; 2014. Available from: http://digitalcommons.liberty.edu/doctoral/947


Liberty University

17. Rich, Michael. The Relationship Between Using Study Island Supplemental Math Software and Third, Fourth, and Fifth Grade Students' Mathematics Achievement.

Degree: 2016, Liberty University

 The ex post facto study investigated the relationship between the use of Study Island supplemental math software and students’ math achievement in a Title I… (more)

Subjects/Keywords: Unstructional Software; Instructional Technology; Math Achievement; Math Software; Online Courseware; Curriculum and Instruction; Education; Educational Assessment, Evaluation, and Research; Educational Methods; Science and Mathematics Education

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APA (6th Edition):

Rich, M. (2016). The Relationship Between Using Study Island Supplemental Math Software and Third, Fourth, and Fifth Grade Students' Mathematics Achievement. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1152

Chicago Manual of Style (16th Edition):

Rich, Michael. “The Relationship Between Using Study Island Supplemental Math Software and Third, Fourth, and Fifth Grade Students' Mathematics Achievement.” 2016. Doctoral Dissertation, Liberty University. Accessed July 16, 2019. http://digitalcommons.liberty.edu/doctoral/1152.

MLA Handbook (7th Edition):

Rich, Michael. “The Relationship Between Using Study Island Supplemental Math Software and Third, Fourth, and Fifth Grade Students' Mathematics Achievement.” 2016. Web. 16 Jul 2019.

Vancouver:

Rich M. The Relationship Between Using Study Island Supplemental Math Software and Third, Fourth, and Fifth Grade Students' Mathematics Achievement. [Internet] [Doctoral dissertation]. Liberty University; 2016. [cited 2019 Jul 16]. Available from: http://digitalcommons.liberty.edu/doctoral/1152.

Council of Science Editors:

Rich M. The Relationship Between Using Study Island Supplemental Math Software and Third, Fourth, and Fifth Grade Students' Mathematics Achievement. [Doctoral Dissertation]. Liberty University; 2016. Available from: http://digitalcommons.liberty.edu/doctoral/1152


Kansas State University

18. Coester, Lee (Leila) Anne. Listening to early career teachers: how can elementary mathematics methods courses better prepare them to utilize standards-based practices in their classrooms?.

Degree: PhD, Curriculum and Instruction Programs, 2010, Kansas State University

 This study was designed to gather input from early career elementary teachers with the goal of finding ways to improve elementary mathematics methods courses. Multiple… (more)

Subjects/Keywords: Math methods; Elementary math methods; Early career teachers; Standards-based teaching; Preservice teachers; Elementary teacher preparation; Education, Curriculum and Instruction (0727); Education, Elementary (0524); Education, Mathematics (0280)

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APA (6th Edition):

Coester, L. (. A. (2010). Listening to early career teachers: how can elementary mathematics methods courses better prepare them to utilize standards-based practices in their classrooms?. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/6758

Chicago Manual of Style (16th Edition):

Coester, Lee (Leila) Anne. “Listening to early career teachers: how can elementary mathematics methods courses better prepare them to utilize standards-based practices in their classrooms?.” 2010. Doctoral Dissertation, Kansas State University. Accessed July 16, 2019. http://hdl.handle.net/2097/6758.

MLA Handbook (7th Edition):

Coester, Lee (Leila) Anne. “Listening to early career teachers: how can elementary mathematics methods courses better prepare them to utilize standards-based practices in their classrooms?.” 2010. Web. 16 Jul 2019.

Vancouver:

Coester L(A. Listening to early career teachers: how can elementary mathematics methods courses better prepare them to utilize standards-based practices in their classrooms?. [Internet] [Doctoral dissertation]. Kansas State University; 2010. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/2097/6758.

Council of Science Editors:

Coester L(A. Listening to early career teachers: how can elementary mathematics methods courses better prepare them to utilize standards-based practices in their classrooms?. [Doctoral Dissertation]. Kansas State University; 2010. Available from: http://hdl.handle.net/2097/6758


Northeastern University

19. LeGrand, Julie Christine. Exploring gender differences across elementary, middle, and high school students' science and math attitudes and interest.

Degree: EdD, School of Education, 2013, Northeastern University

 The issue of female underrespresentation in science, mathematics, engineering, and technology careers and courses has been well researched over the last several decades. However, as… (more)

Subjects/Keywords: expectancy-value theory; math and science gender differences; math and science self-efficacy; Curriculum and Social Inquiry; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

LeGrand, J. C. (2013). Exploring gender differences across elementary, middle, and high school students' science and math attitudes and interest. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20003028

Chicago Manual of Style (16th Edition):

LeGrand, Julie Christine. “Exploring gender differences across elementary, middle, and high school students' science and math attitudes and interest.” 2013. Doctoral Dissertation, Northeastern University. Accessed July 16, 2019. http://hdl.handle.net/2047/d20003028.

MLA Handbook (7th Edition):

LeGrand, Julie Christine. “Exploring gender differences across elementary, middle, and high school students' science and math attitudes and interest.” 2013. Web. 16 Jul 2019.

Vancouver:

LeGrand JC. Exploring gender differences across elementary, middle, and high school students' science and math attitudes and interest. [Internet] [Doctoral dissertation]. Northeastern University; 2013. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/2047/d20003028.

Council of Science Editors:

LeGrand JC. Exploring gender differences across elementary, middle, and high school students' science and math attitudes and interest. [Doctoral Dissertation]. Northeastern University; 2013. Available from: http://hdl.handle.net/2047/d20003028

20. Landry, Tracey K. MEASURING THE EFFECTIVENESS OF A TWO-PERIOD ALGEBRA CLASS: A PROGRAM EVALUATION.

Degree: EdD Doctor of Education, Educational Leadership, 2016, National-Louis University

  This paper details a program evaluation of a two-period freshman Algebra course in a two-high school district. The study examines the degree to which… (more)

Subjects/Keywords: high school math; double dose algebra; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Educational Leadership; Science and Mathematics Education

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APA (6th Edition):

Landry, T. K. (2016). MEASURING THE EFFECTIVENESS OF A TWO-PERIOD ALGEBRA CLASS: A PROGRAM EVALUATION. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/198

Chicago Manual of Style (16th Edition):

Landry, Tracey K. “MEASURING THE EFFECTIVENESS OF A TWO-PERIOD ALGEBRA CLASS: A PROGRAM EVALUATION.” 2016. Doctoral Dissertation, National-Louis University. Accessed July 16, 2019. http://digitalcommons.nl.edu/diss/198.

MLA Handbook (7th Edition):

Landry, Tracey K. “MEASURING THE EFFECTIVENESS OF A TWO-PERIOD ALGEBRA CLASS: A PROGRAM EVALUATION.” 2016. Web. 16 Jul 2019.

Vancouver:

Landry TK. MEASURING THE EFFECTIVENESS OF A TWO-PERIOD ALGEBRA CLASS: A PROGRAM EVALUATION. [Internet] [Doctoral dissertation]. National-Louis University; 2016. [cited 2019 Jul 16]. Available from: http://digitalcommons.nl.edu/diss/198.

Council of Science Editors:

Landry TK. MEASURING THE EFFECTIVENESS OF A TWO-PERIOD ALGEBRA CLASS: A PROGRAM EVALUATION. [Doctoral Dissertation]. National-Louis University; 2016. Available from: http://digitalcommons.nl.edu/diss/198


University of Tennessee – Knoxville

21. Kirk, Emily R. The Effects of the Interspersal Procedure on Persistence with Computer-Delivered Multiplication Problems.

Degree: 2010, University of Tennessee – Knoxville

 An across-subjects, post-test only design was used in two experiments to assess the impact of interspersing additional math problems (i.e., briefer problems and/or longer problems)… (more)

Subjects/Keywords: interspersal; persistence; discrete task completion hypothesis; stimulus preference; within-trial contrast; delay reduction hypothesis; math; Curriculum and Instruction; Other Education

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APA (6th Edition):

Kirk, E. R. (2010). The Effects of the Interspersal Procedure on Persistence with Computer-Delivered Multiplication Problems. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/813

Chicago Manual of Style (16th Edition):

Kirk, Emily R. “The Effects of the Interspersal Procedure on Persistence with Computer-Delivered Multiplication Problems.” 2010. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed July 16, 2019. https://trace.tennessee.edu/utk_graddiss/813.

MLA Handbook (7th Edition):

Kirk, Emily R. “The Effects of the Interspersal Procedure on Persistence with Computer-Delivered Multiplication Problems.” 2010. Web. 16 Jul 2019.

Vancouver:

Kirk ER. The Effects of the Interspersal Procedure on Persistence with Computer-Delivered Multiplication Problems. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2010. [cited 2019 Jul 16]. Available from: https://trace.tennessee.edu/utk_graddiss/813.

Council of Science Editors:

Kirk ER. The Effects of the Interspersal Procedure on Persistence with Computer-Delivered Multiplication Problems. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2010. Available from: https://trace.tennessee.edu/utk_graddiss/813


University of South Carolina

22. Aldridge, Jason David. The Effects Of Systemic Functional Linguistics And Gradual Release Of Responsibility On Student Self-Efficacy And Engagement In Mathematics.

Degree: EdD, Educational Studies, 2018, University of South Carolina

  This paper addresses the problem of practice that secondary mathematics students do not feel confident in communicating mathematically. The researcher has placed an emphasis… (more)

Subjects/Keywords: Curriculum and Instruction; action research; math language; systemic functional linguistics; selfefficacy; engagement; gradual release of responsibility; group work.

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APA (6th Edition):

Aldridge, J. D. (2018). The Effects Of Systemic Functional Linguistics And Gradual Release Of Responsibility On Student Self-Efficacy And Engagement In Mathematics. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/5079

Chicago Manual of Style (16th Edition):

Aldridge, Jason David. “The Effects Of Systemic Functional Linguistics And Gradual Release Of Responsibility On Student Self-Efficacy And Engagement In Mathematics.” 2018. Doctoral Dissertation, University of South Carolina. Accessed July 16, 2019. https://scholarcommons.sc.edu/etd/5079.

MLA Handbook (7th Edition):

Aldridge, Jason David. “The Effects Of Systemic Functional Linguistics And Gradual Release Of Responsibility On Student Self-Efficacy And Engagement In Mathematics.” 2018. Web. 16 Jul 2019.

Vancouver:

Aldridge JD. The Effects Of Systemic Functional Linguistics And Gradual Release Of Responsibility On Student Self-Efficacy And Engagement In Mathematics. [Internet] [Doctoral dissertation]. University of South Carolina; 2018. [cited 2019 Jul 16]. Available from: https://scholarcommons.sc.edu/etd/5079.

Council of Science Editors:

Aldridge JD. The Effects Of Systemic Functional Linguistics And Gradual Release Of Responsibility On Student Self-Efficacy And Engagement In Mathematics. [Doctoral Dissertation]. University of South Carolina; 2018. Available from: https://scholarcommons.sc.edu/etd/5079


Virginia Tech

23. Nkhata, Bentry. Career and Technical Education (CTE) Directors' Experiences with CTE's Contributions to Science, Technology, Engineering, and Math (STEM) Education Implementation.

Degree: PhD, Teaching and Learning, 2013, Virginia Tech

 In spite of the large overlap in the goals of CTE and STEM education, there is little evidence of the role(s) CTE delivery systems, programs,… (more)

Subjects/Keywords: Career and Technical Education; Science; Technology; Engineering; and Math (STEM) Education; School District Directors of CTE; Curriculum Integration

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APA (6th Edition):

Nkhata, B. (2013). Career and Technical Education (CTE) Directors' Experiences with CTE's Contributions to Science, Technology, Engineering, and Math (STEM) Education Implementation. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/24203

Chicago Manual of Style (16th Edition):

Nkhata, Bentry. “Career and Technical Education (CTE) Directors' Experiences with CTE's Contributions to Science, Technology, Engineering, and Math (STEM) Education Implementation.” 2013. Doctoral Dissertation, Virginia Tech. Accessed July 16, 2019. http://hdl.handle.net/10919/24203.

MLA Handbook (7th Edition):

Nkhata, Bentry. “Career and Technical Education (CTE) Directors' Experiences with CTE's Contributions to Science, Technology, Engineering, and Math (STEM) Education Implementation.” 2013. Web. 16 Jul 2019.

Vancouver:

Nkhata B. Career and Technical Education (CTE) Directors' Experiences with CTE's Contributions to Science, Technology, Engineering, and Math (STEM) Education Implementation. [Internet] [Doctoral dissertation]. Virginia Tech; 2013. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10919/24203.

Council of Science Editors:

Nkhata B. Career and Technical Education (CTE) Directors' Experiences with CTE's Contributions to Science, Technology, Engineering, and Math (STEM) Education Implementation. [Doctoral Dissertation]. Virginia Tech; 2013. Available from: http://hdl.handle.net/10919/24203


Liberty University

24. Probst, Jacqueline Renee. A Causal-Comparative Analysis of Mathematics Self-Efficacy Based on Gender and Math Acceleration.

Degree: 2019, Liberty University

 This study tested the theories of self-efficacy and cognitive-stage that compare gender and degree of mathematics acceleration to mathematics self-efficacy for math students. The participants… (more)

Subjects/Keywords: Mathematics Self-efficacy; Social Cognitive Theory; Self-efficacy Theory; Gender; Math Acceleration; Curriculum and Instruction; Education

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APA (6th Edition):

Probst, J. R. (2019). A Causal-Comparative Analysis of Mathematics Self-Efficacy Based on Gender and Math Acceleration. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/2045

Chicago Manual of Style (16th Edition):

Probst, Jacqueline Renee. “A Causal-Comparative Analysis of Mathematics Self-Efficacy Based on Gender and Math Acceleration.” 2019. Doctoral Dissertation, Liberty University. Accessed July 16, 2019. https://digitalcommons.liberty.edu/doctoral/2045.

MLA Handbook (7th Edition):

Probst, Jacqueline Renee. “A Causal-Comparative Analysis of Mathematics Self-Efficacy Based on Gender and Math Acceleration.” 2019. Web. 16 Jul 2019.

Vancouver:

Probst JR. A Causal-Comparative Analysis of Mathematics Self-Efficacy Based on Gender and Math Acceleration. [Internet] [Doctoral dissertation]. Liberty University; 2019. [cited 2019 Jul 16]. Available from: https://digitalcommons.liberty.edu/doctoral/2045.

Council of Science Editors:

Probst JR. A Causal-Comparative Analysis of Mathematics Self-Efficacy Based on Gender and Math Acceleration. [Doctoral Dissertation]. Liberty University; 2019. Available from: https://digitalcommons.liberty.edu/doctoral/2045


University of South Carolina

25. Smith, Deborah S. Solving Dynamic Addition Math Word Problems Using The Start-Change-Result Strategy.

Degree: EdD, Educational Studies, 2018, University of South Carolina

  The purpose of this action research study was to examine the impact the Start-Change-Result strategy had on the ability level of first-grade students working… (more)

Subjects/Keywords: Curriculum and Instruction; Education; dynamic addition; Start-Change-Result strategy; math word problems; semantics; poverty; and schema

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APA (6th Edition):

Smith, D. S. (2018). Solving Dynamic Addition Math Word Problems Using The Start-Change-Result Strategy. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/4784

Chicago Manual of Style (16th Edition):

Smith, Deborah S. “Solving Dynamic Addition Math Word Problems Using The Start-Change-Result Strategy.” 2018. Doctoral Dissertation, University of South Carolina. Accessed July 16, 2019. https://scholarcommons.sc.edu/etd/4784.

MLA Handbook (7th Edition):

Smith, Deborah S. “Solving Dynamic Addition Math Word Problems Using The Start-Change-Result Strategy.” 2018. Web. 16 Jul 2019.

Vancouver:

Smith DS. Solving Dynamic Addition Math Word Problems Using The Start-Change-Result Strategy. [Internet] [Doctoral dissertation]. University of South Carolina; 2018. [cited 2019 Jul 16]. Available from: https://scholarcommons.sc.edu/etd/4784.

Council of Science Editors:

Smith DS. Solving Dynamic Addition Math Word Problems Using The Start-Change-Result Strategy. [Doctoral Dissertation]. University of South Carolina; 2018. Available from: https://scholarcommons.sc.edu/etd/4784

26. Fair, Katherine E. Effectiveness of a Corequisite Delivery Model for Developmental Mathematics.

Degree: Doctor of Education (EdD), Educational Leadership and Policy Studies, 2017, Eastern Kentucky U

  The purpose of this quantitative quasi-experimental study is to determine the effectiveness of a corequisite delivery model for developmental math students at a 4-year… (more)

Subjects/Keywords: Corequisite Remediation; Developmental Education; Math Education; Remedial Coursework; Remediation; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Science and Mathematics Education

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APA (6th Edition):

Fair, K. E. (2017). Effectiveness of a Corequisite Delivery Model for Developmental Mathematics. (Doctoral Dissertation). Eastern Kentucky U. Retrieved from https://encompass.eku.edu/etd/525

Chicago Manual of Style (16th Edition):

Fair, Katherine E. “Effectiveness of a Corequisite Delivery Model for Developmental Mathematics.” 2017. Doctoral Dissertation, Eastern Kentucky U. Accessed July 16, 2019. https://encompass.eku.edu/etd/525.

MLA Handbook (7th Edition):

Fair, Katherine E. “Effectiveness of a Corequisite Delivery Model for Developmental Mathematics.” 2017. Web. 16 Jul 2019.

Vancouver:

Fair KE. Effectiveness of a Corequisite Delivery Model for Developmental Mathematics. [Internet] [Doctoral dissertation]. Eastern Kentucky U; 2017. [cited 2019 Jul 16]. Available from: https://encompass.eku.edu/etd/525.

Council of Science Editors:

Fair KE. Effectiveness of a Corequisite Delivery Model for Developmental Mathematics. [Doctoral Dissertation]. Eastern Kentucky U; 2017. Available from: https://encompass.eku.edu/etd/525


University of New Mexico

27. Keyes, Gael. MODES OF ENGAGEMENT: MULTI-MODAL CURRICULUM AND INSTRUCTION; A SCHOOL-WIDE CURRICULAR DESIGN WITHOUT TEXTBOOKS.

Degree: Teacher Education, Educational Leadership & Policy, 2015, University of New Mexico

 One of the most challenging aspects of teaching and studying teaching is that the domain of teaching is so complex. This complexity has made it… (more)

Subjects/Keywords: curriculum and Instruction; math education; NCLB; Modes of Engagement; community of learners; teacher as designer; school of Choice

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APA (6th Edition):

Keyes, G. (2015). MODES OF ENGAGEMENT: MULTI-MODAL CURRICULUM AND INSTRUCTION; A SCHOOL-WIDE CURRICULAR DESIGN WITHOUT TEXTBOOKS. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/25787

Chicago Manual of Style (16th Edition):

Keyes, Gael. “MODES OF ENGAGEMENT: MULTI-MODAL CURRICULUM AND INSTRUCTION; A SCHOOL-WIDE CURRICULAR DESIGN WITHOUT TEXTBOOKS.” 2015. Doctoral Dissertation, University of New Mexico. Accessed July 16, 2019. http://hdl.handle.net/1928/25787.

MLA Handbook (7th Edition):

Keyes, Gael. “MODES OF ENGAGEMENT: MULTI-MODAL CURRICULUM AND INSTRUCTION; A SCHOOL-WIDE CURRICULAR DESIGN WITHOUT TEXTBOOKS.” 2015. Web. 16 Jul 2019.

Vancouver:

Keyes G. MODES OF ENGAGEMENT: MULTI-MODAL CURRICULUM AND INSTRUCTION; A SCHOOL-WIDE CURRICULAR DESIGN WITHOUT TEXTBOOKS. [Internet] [Doctoral dissertation]. University of New Mexico; 2015. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/1928/25787.

Council of Science Editors:

Keyes G. MODES OF ENGAGEMENT: MULTI-MODAL CURRICULUM AND INSTRUCTION; A SCHOOL-WIDE CURRICULAR DESIGN WITHOUT TEXTBOOKS. [Doctoral Dissertation]. University of New Mexico; 2015. Available from: http://hdl.handle.net/1928/25787


Liberty University

28. White, Kara. The Effect of an Instructional Model Utilizing Hands-On Learning and Manipulatives on Math Achievement of Middle School Students in Georgia.

Degree: 2012, Liberty University

 The concepts and ideas of mathematics is a major element of educational curriculum. Many different instructional strategies are implemented in mathematics classrooms. The purpose of… (more)

Subjects/Keywords: hands-on learning; math manipulatives; Education, Curriculum and Instruction; Education, General; Education, Mathematics; Education, Secondary; Curriculum and Instruction; Education; Educational Assessment, Evaluation, and Research; Educational Methods; Science and Mathematics Education

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APA (6th Edition):

White, K. (2012). The Effect of an Instructional Model Utilizing Hands-On Learning and Manipulatives on Math Achievement of Middle School Students in Georgia. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/617

Chicago Manual of Style (16th Edition):

White, Kara. “The Effect of an Instructional Model Utilizing Hands-On Learning and Manipulatives on Math Achievement of Middle School Students in Georgia.” 2012. Doctoral Dissertation, Liberty University. Accessed July 16, 2019. http://digitalcommons.liberty.edu/doctoral/617.

MLA Handbook (7th Edition):

White, Kara. “The Effect of an Instructional Model Utilizing Hands-On Learning and Manipulatives on Math Achievement of Middle School Students in Georgia.” 2012. Web. 16 Jul 2019.

Vancouver:

White K. The Effect of an Instructional Model Utilizing Hands-On Learning and Manipulatives on Math Achievement of Middle School Students in Georgia. [Internet] [Doctoral dissertation]. Liberty University; 2012. [cited 2019 Jul 16]. Available from: http://digitalcommons.liberty.edu/doctoral/617.

Council of Science Editors:

White K. The Effect of an Instructional Model Utilizing Hands-On Learning and Manipulatives on Math Achievement of Middle School Students in Georgia. [Doctoral Dissertation]. Liberty University; 2012. Available from: http://digitalcommons.liberty.edu/doctoral/617


Liberty University

29. Franklin, Barbara. Academic Intervention: Acceleration and Remediation.

Degree: 2016, Liberty University

 Eighth grade math students must pass a standards based test to be promoted to the next grade. Students who were at risk of failing the… (more)

Subjects/Keywords: Assessment; FAPE; Math; Middle School; Remediation; Time on Task; Curriculum and Instruction; Curriculum and Social Inquiry; Education; Educational Assessment, Evaluation, and Research; Educational Methods; Educational Psychology; Science and Mathematics Education

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APA (6th Edition):

Franklin, B. (2016). Academic Intervention: Acceleration and Remediation. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1197

Chicago Manual of Style (16th Edition):

Franklin, Barbara. “Academic Intervention: Acceleration and Remediation.” 2016. Doctoral Dissertation, Liberty University. Accessed July 16, 2019. http://digitalcommons.liberty.edu/doctoral/1197.

MLA Handbook (7th Edition):

Franklin, Barbara. “Academic Intervention: Acceleration and Remediation.” 2016. Web. 16 Jul 2019.

Vancouver:

Franklin B. Academic Intervention: Acceleration and Remediation. [Internet] [Doctoral dissertation]. Liberty University; 2016. [cited 2019 Jul 16]. Available from: http://digitalcommons.liberty.edu/doctoral/1197.

Council of Science Editors:

Franklin B. Academic Intervention: Acceleration and Remediation. [Doctoral Dissertation]. Liberty University; 2016. Available from: http://digitalcommons.liberty.edu/doctoral/1197


Liberty University

30. King, Molly. Comparing the Effects of Elementary Music and Visual Arts Lessons on Standardized Mathematics Test Scores.

Degree: 2016, Liberty University

 The purpose of this quantitative, causal-comparative study was to compare the effect elementary music and visual arts lessons had on third through sixth grade standardized… (more)

Subjects/Keywords: Math; Mathematics; Mozart Effect; Music; The Arts; Visual Arts; Curriculum and Instruction; Curriculum and Social Inquiry; Education; Educational Assessment, Evaluation, and Research; Educational Methods; Other Education; Science and Mathematics Education

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APA (6th Edition):

King, M. (2016). Comparing the Effects of Elementary Music and Visual Arts Lessons on Standardized Mathematics Test Scores. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1210

Chicago Manual of Style (16th Edition):

King, Molly. “Comparing the Effects of Elementary Music and Visual Arts Lessons on Standardized Mathematics Test Scores.” 2016. Doctoral Dissertation, Liberty University. Accessed July 16, 2019. http://digitalcommons.liberty.edu/doctoral/1210.

MLA Handbook (7th Edition):

King, Molly. “Comparing the Effects of Elementary Music and Visual Arts Lessons on Standardized Mathematics Test Scores.” 2016. Web. 16 Jul 2019.

Vancouver:

King M. Comparing the Effects of Elementary Music and Visual Arts Lessons on Standardized Mathematics Test Scores. [Internet] [Doctoral dissertation]. Liberty University; 2016. [cited 2019 Jul 16]. Available from: http://digitalcommons.liberty.edu/doctoral/1210.

Council of Science Editors:

King M. Comparing the Effects of Elementary Music and Visual Arts Lessons on Standardized Mathematics Test Scores. [Doctoral Dissertation]. Liberty University; 2016. Available from: http://digitalcommons.liberty.edu/doctoral/1210

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