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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

URL: https://digitalcommons.nl.edu/diss/263

► 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

Record Details Similar Records

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

APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: http://scholarship.shu.edu/dissertations/1981

► 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

Record Details Similar Records

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APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: https://scholarcommons.sc.edu/etd/4939

► 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

Record Details Similar Records

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APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: https://digitalcommons.usu.edu/etd/1368

► 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

Record Details Similar Records

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APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: https://digitalcommons.nl.edu/diss/353

► This study evaluated the impact of i-Ready *Math* instruction on 5^{th} 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

Record Details Similar Records

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

APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: https://digitalcommons.ric.edu/etd/26

► 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

Record Details Similar Records

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

APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: http://digitalcommons.liberty.edu/doctoral/1111

► 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

Record Details Similar Records

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APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: https://digitalcommons.liberty.edu/doctoral/1846

► 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

Record Details Similar Records

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

APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: https://digitalcommons.nl.edu/diss/396

► 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

Record Details Similar Records

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

APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: http://hdl.handle.net/2097/4100

► 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)

Record Details Similar Records

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

APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: https://digitalcommons.lmu.edu/etd/213

► 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

Record Details Similar Records

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APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: https://digitalcommons.usu.edu/etd/548

► 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

Record Details Similar Records

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APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: http://repository.asu.edu/items/8930

► 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

Record Details Similar Records

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

APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: http://digitalcommons.liberty.edu/doctoral/361

► 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

Record Details Similar Records

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APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: http://rave.ohiolink.edu/etdc/view?acc_num=miami1303424503

► 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

Record Details Similar Records

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APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: http://digitalcommons.liberty.edu/doctoral/947

► 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

Record Details Similar Records

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APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: http://digitalcommons.liberty.edu/doctoral/1152

► 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

Record Details Similar Records

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APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: http://hdl.handle.net/2097/6758

► 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)

Record Details Similar Records

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APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: http://hdl.handle.net/2047/d20003028

► 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

Record Details Similar Records

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APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: http://digitalcommons.nl.edu/diss/198

► 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

Record Details Similar Records

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APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: https://trace.tennessee.edu/utk_graddiss/813

► 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

Record Details Similar Records

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APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: https://scholarcommons.sc.edu/etd/5079

► 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.

Record Details Similar Records

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APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: http://hdl.handle.net/10919/24203

► 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

Record Details Similar Records

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APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: https://digitalcommons.liberty.edu/doctoral/2045

► 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

Record Details Similar Records

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APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: https://scholarcommons.sc.edu/etd/4784

► 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 (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: https://encompass.eku.edu/etd/525

► 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

Record Details Similar Records

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APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: http://hdl.handle.net/1928/25787

► 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 (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: http://digitalcommons.liberty.edu/doctoral/617

► 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

Record Details Similar Records

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

APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: http://digitalcommons.liberty.edu/doctoral/1197

► 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

Record Details Similar Records

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

APA (6^{th} 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 (16^{th} 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 (7^{th} 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

URL: http://digitalcommons.liberty.edu/doctoral/1210

► 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

Record Details Similar Records

❌

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

APA (6^{th} 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 (16^{th} 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 (7^{th} 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