Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for subject:( Curriculum math matique). Showing records 61 – 90 of 14577 total matches.

[1] [2] [3] [4] [5] … [486]

Search Limiters

Last 2 Years | English Only

Levels

Languages

Country

▼ Search Limiters


Northeastern University

61. Mahoney, Kevin. Effects of singapore's model method on elementary student problem-solving performance: single case research.

Degree: EdD, School of Education, 2012, Northeastern University

 This research investigation examined the effects of Singapore's Model Method, also known as "model drawing" or "bar modeling" on the word problem-solving performance of American… (more)

Subjects/Keywords: Bar Modeling; Elementary Mathematics; Model Drawing; Model Method; Singapore Math; Single Subject; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Science and Mathematics Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Mahoney, K. (2012). Effects of singapore's model method on elementary student problem-solving performance: single case research. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20002962

Chicago Manual of Style (16th Edition):

Mahoney, Kevin. “Effects of singapore's model method on elementary student problem-solving performance: single case research.” 2012. Doctoral Dissertation, Northeastern University. Accessed July 17, 2019. http://hdl.handle.net/2047/d20002962.

MLA Handbook (7th Edition):

Mahoney, Kevin. “Effects of singapore's model method on elementary student problem-solving performance: single case research.” 2012. Web. 17 Jul 2019.

Vancouver:

Mahoney K. Effects of singapore's model method on elementary student problem-solving performance: single case research. [Internet] [Doctoral dissertation]. Northeastern University; 2012. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/2047/d20002962.

Council of Science Editors:

Mahoney K. Effects of singapore's model method on elementary student problem-solving performance: single case research. [Doctoral Dissertation]. Northeastern University; 2012. Available from: http://hdl.handle.net/2047/d20002962


University of Georgia

62. Robinson, Kelly Coleen. A cognitive model of individual variation in mathematics achievement in college students referred for learning difficulties.

Degree: PhD, Education (School Psychology), 2005, University of Georgia

 This study analyzed, via Structural Equation Modeling (SEM) the contribution of auditory long-term memory, auditory working memory, and reasoning to mathematics calculation and mathematics reasoning… (more)

Subjects/Keywords: Math Math Achievement

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Robinson, K. C. (2005). A cognitive model of individual variation in mathematics achievement in college students referred for learning difficulties. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/robinson_kelly_c_200512_phd

Chicago Manual of Style (16th Edition):

Robinson, Kelly Coleen. “A cognitive model of individual variation in mathematics achievement in college students referred for learning difficulties.” 2005. Doctoral Dissertation, University of Georgia. Accessed July 17, 2019. http://purl.galileo.usg.edu/uga_etd/robinson_kelly_c_200512_phd.

MLA Handbook (7th Edition):

Robinson, Kelly Coleen. “A cognitive model of individual variation in mathematics achievement in college students referred for learning difficulties.” 2005. Web. 17 Jul 2019.

Vancouver:

Robinson KC. A cognitive model of individual variation in mathematics achievement in college students referred for learning difficulties. [Internet] [Doctoral dissertation]. University of Georgia; 2005. [cited 2019 Jul 17]. Available from: http://purl.galileo.usg.edu/uga_etd/robinson_kelly_c_200512_phd.

Council of Science Editors:

Robinson KC. A cognitive model of individual variation in mathematics achievement in college students referred for learning difficulties. [Doctoral Dissertation]. University of Georgia; 2005. Available from: http://purl.galileo.usg.edu/uga_etd/robinson_kelly_c_200512_phd


Leiden University

63. Kleinloog, Anna Elisabeth. Beschermende rol van ouders tegen het (negatieve) effect van rekenangstige leerkrachten op rekenprestaties basisonderwijsleerlingen.

Degree: 2016, Leiden University

 This study tried to replicate Beilock, Gunderson, Ramirez and Levine (2010) who found that math-anxious female teachers may have a negative impact on female students’… (more)

Subjects/Keywords: math anxiety; gender stereotyping; math performance

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Kleinloog, A. E. (2016). Beschermende rol van ouders tegen het (negatieve) effect van rekenangstige leerkrachten op rekenprestaties basisonderwijsleerlingen. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/34853

Chicago Manual of Style (16th Edition):

Kleinloog, Anna Elisabeth. “Beschermende rol van ouders tegen het (negatieve) effect van rekenangstige leerkrachten op rekenprestaties basisonderwijsleerlingen.” 2016. Masters Thesis, Leiden University. Accessed July 17, 2019. http://hdl.handle.net/1887/34853.

MLA Handbook (7th Edition):

Kleinloog, Anna Elisabeth. “Beschermende rol van ouders tegen het (negatieve) effect van rekenangstige leerkrachten op rekenprestaties basisonderwijsleerlingen.” 2016. Web. 17 Jul 2019.

Vancouver:

Kleinloog AE. Beschermende rol van ouders tegen het (negatieve) effect van rekenangstige leerkrachten op rekenprestaties basisonderwijsleerlingen. [Internet] [Masters thesis]. Leiden University; 2016. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1887/34853.

Council of Science Editors:

Kleinloog AE. Beschermende rol van ouders tegen het (negatieve) effect van rekenangstige leerkrachten op rekenprestaties basisonderwijsleerlingen. [Masters Thesis]. Leiden University; 2016. Available from: http://hdl.handle.net/1887/34853


University of California – Riverside

64. Lloyd, Jason Duran. Effectiveness of a Class-Wide Peer-Mediated Elementary Math Differentiation Strategy.

Degree: Education, 2017, University of California – Riverside

 Approximately 60% of classroom students have insufficient math skills. Within a Multi-Tiered Systems of Support (MTSS) framework, teachers can implement core differentiation strategies targeted at… (more)

Subjects/Keywords: Education; differentiation; math skills; PALS-Math

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Lloyd, J. D. (2017). Effectiveness of a Class-Wide Peer-Mediated Elementary Math Differentiation Strategy. (Thesis). University of California – Riverside. Retrieved from http://www.escholarship.org/uc/item/8423n6dq

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

Chicago Manual of Style (16th Edition):

Lloyd, Jason Duran. “Effectiveness of a Class-Wide Peer-Mediated Elementary Math Differentiation Strategy.” 2017. Thesis, University of California – Riverside. Accessed July 17, 2019. http://www.escholarship.org/uc/item/8423n6dq.

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

MLA Handbook (7th Edition):

Lloyd, Jason Duran. “Effectiveness of a Class-Wide Peer-Mediated Elementary Math Differentiation Strategy.” 2017. Web. 17 Jul 2019.

Vancouver:

Lloyd JD. Effectiveness of a Class-Wide Peer-Mediated Elementary Math Differentiation Strategy. [Internet] [Thesis]. University of California – Riverside; 2017. [cited 2019 Jul 17]. Available from: http://www.escholarship.org/uc/item/8423n6dq.

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

Council of Science Editors:

Lloyd JD. Effectiveness of a Class-Wide Peer-Mediated Elementary Math Differentiation Strategy. [Thesis]. University of California – Riverside; 2017. Available from: http://www.escholarship.org/uc/item/8423n6dq

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


University of Illinois – Chicago

65. Sovansky, Erin E. The Relationship between State Math Anxiety and Working Memory Capacity.

Degree: 2016, University of Illinois – Chicago

 Previous work has found that math-anxious individuals perform more poorly on math-related working memory capacity (WMC) measures (Ashcraft & Kirk, 2001).However, based on previous work… (more)

Subjects/Keywords: Math; math anxiety, working memory, executive functioning

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Sovansky, E. E. (2016). The Relationship between State Math Anxiety and Working Memory Capacity. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/21216

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

Chicago Manual of Style (16th Edition):

Sovansky, Erin E. “The Relationship between State Math Anxiety and Working Memory Capacity.” 2016. Thesis, University of Illinois – Chicago. Accessed July 17, 2019. http://hdl.handle.net/10027/21216.

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

MLA Handbook (7th Edition):

Sovansky, Erin E. “The Relationship between State Math Anxiety and Working Memory Capacity.” 2016. Web. 17 Jul 2019.

Vancouver:

Sovansky EE. The Relationship between State Math Anxiety and Working Memory Capacity. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/10027/21216.

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

Council of Science Editors:

Sovansky EE. The Relationship between State Math Anxiety and Working Memory Capacity. [Thesis]. University of Illinois – Chicago; 2016. Available from: http://hdl.handle.net/10027/21216

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


University of Waterloo

66. Dornian, Patrick. Subdividing the cd-index.

Degree: 2016, University of Waterloo

 This thesis aims to give the reader an introduction and overview of the cd-index of a poset, as well as establish some new results. We… (more)

Subjects/Keywords: discrete math; combinatorics; posets; polytopes; pure math

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Dornian, P. (2016). Subdividing the cd-index. (Thesis). University of Waterloo. Retrieved from http://hdl.handle.net/10012/10417

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

Chicago Manual of Style (16th Edition):

Dornian, Patrick. “Subdividing the cd-index.” 2016. Thesis, University of Waterloo. Accessed July 17, 2019. http://hdl.handle.net/10012/10417.

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

MLA Handbook (7th Edition):

Dornian, Patrick. “Subdividing the cd-index.” 2016. Web. 17 Jul 2019.

Vancouver:

Dornian P. Subdividing the cd-index. [Internet] [Thesis]. University of Waterloo; 2016. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/10012/10417.

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

Council of Science Editors:

Dornian P. Subdividing the cd-index. [Thesis]. University of Waterloo; 2016. Available from: http://hdl.handle.net/10012/10417

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


University of North Texas

67. Moore, Linda H. Elementary Math Achievement in Texas: What is Working?.

Degree: 2011, University of North Texas

 Elementary math teachers (76) from selected Texas schools that included Grade 5 responded to an online self-report survey with respect to school-level factors that may… (more)

Subjects/Keywords: elementary math achievement; Elementary math teachers; RTI

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Moore, L. H. (2011). Elementary Math Achievement in Texas: What is Working?. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc68020/

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

Chicago Manual of Style (16th Edition):

Moore, Linda H. “Elementary Math Achievement in Texas: What is Working?.” 2011. Thesis, University of North Texas. Accessed July 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc68020/.

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

MLA Handbook (7th Edition):

Moore, Linda H. “Elementary Math Achievement in Texas: What is Working?.” 2011. Web. 17 Jul 2019.

Vancouver:

Moore LH. Elementary Math Achievement in Texas: What is Working?. [Internet] [Thesis]. University of North Texas; 2011. [cited 2019 Jul 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc68020/.

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

Council of Science Editors:

Moore LH. Elementary Math Achievement in Texas: What is Working?. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc68020/

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


University of Texas – Austin

68. Beaver, Donald Wayne. Exploring methods for finding solutions to polynomial equations.

Degree: Mathematics, 2010, University of Texas – Austin

 There are many methods for solving polynomial equations. Dating back to the Greek and Babylonian mathematicians, these methods have been explored throughout the centuries. The… (more)

Subjects/Keywords: Math; Polynomial solutions

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Beaver, D. W. (2010). Exploring methods for finding solutions to polynomial equations. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/26495

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

Chicago Manual of Style (16th Edition):

Beaver, Donald Wayne. “Exploring methods for finding solutions to polynomial equations.” 2010. Thesis, University of Texas – Austin. Accessed July 17, 2019. http://hdl.handle.net/2152/26495.

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

MLA Handbook (7th Edition):

Beaver, Donald Wayne. “Exploring methods for finding solutions to polynomial equations.” 2010. Web. 17 Jul 2019.

Vancouver:

Beaver DW. Exploring methods for finding solutions to polynomial equations. [Internet] [Thesis]. University of Texas – Austin; 2010. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/2152/26495.

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

Council of Science Editors:

Beaver DW. Exploring methods for finding solutions to polynomial equations. [Thesis]. University of Texas – Austin; 2010. Available from: http://hdl.handle.net/2152/26495

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


Liberty University

69. Karrh, Kristen. Predictors of Student Achievement in Grade 7: The Correlations Between the Stanford Achievement Test, Otis-Lennon School Ability Test, and Performance on the Texas Assessment of Knowledge and Skills (TAKS) Math and Reading Tests.

Degree: 2009, Liberty University

 State-mandated testing programs are more prevalent and have greater implications for public school systems since the passing of the No Child Left Behind (NCLB) Act… (more)

Subjects/Keywords: correlation; Math and Reading; Otis-Lennon School Ability Test; predict performance; Stanford Achievement Test; Texas Assessment of Knowledge and Skills; Education, Curriculum and Instruction; Education, General; Education, Tests and Measurements; Curriculum and Instruction

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Karrh, K. (2009). Predictors of Student Achievement in Grade 7: The Correlations Between the Stanford Achievement Test, Otis-Lennon School Ability Test, and Performance on the Texas Assessment of Knowledge and Skills (TAKS) Math and Reading Tests. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/208

Chicago Manual of Style (16th Edition):

Karrh, Kristen. “Predictors of Student Achievement in Grade 7: The Correlations Between the Stanford Achievement Test, Otis-Lennon School Ability Test, and Performance on the Texas Assessment of Knowledge and Skills (TAKS) Math and Reading Tests.” 2009. Doctoral Dissertation, Liberty University. Accessed July 17, 2019. http://digitalcommons.liberty.edu/doctoral/208.

MLA Handbook (7th Edition):

Karrh, Kristen. “Predictors of Student Achievement in Grade 7: The Correlations Between the Stanford Achievement Test, Otis-Lennon School Ability Test, and Performance on the Texas Assessment of Knowledge and Skills (TAKS) Math and Reading Tests.” 2009. Web. 17 Jul 2019.

Vancouver:

Karrh K. Predictors of Student Achievement in Grade 7: The Correlations Between the Stanford Achievement Test, Otis-Lennon School Ability Test, and Performance on the Texas Assessment of Knowledge and Skills (TAKS) Math and Reading Tests. [Internet] [Doctoral dissertation]. Liberty University; 2009. [cited 2019 Jul 17]. Available from: http://digitalcommons.liberty.edu/doctoral/208.

Council of Science Editors:

Karrh K. Predictors of Student Achievement in Grade 7: The Correlations Between the Stanford Achievement Test, Otis-Lennon School Ability Test, and Performance on the Texas Assessment of Knowledge and Skills (TAKS) Math and Reading Tests. [Doctoral Dissertation]. Liberty University; 2009. Available from: http://digitalcommons.liberty.edu/doctoral/208


Liberty University

70. Nash, Tammy. A Comparison of General Education Co-teaching Versus Special Education Resource Service Delivery Models on Math Achievement of Students with Disabilities.

Degree: 2013, Liberty University

 Recent legislation in education mandates that students with disabilities be given access to the general education curriculum in order to reach higher academic standards. To… (more)

Subjects/Keywords: Co-taught; Co-teaching; Math Disabilities; Resource; Service Delivery Models in Special Education; Education, General; Education, Secondary; Education, Mathematics; Education, Special; Education, Tests and Measurements; Education, Curriculum and Instruction; Curriculum and Instruction; Disability and Equity in Education; Education; Educational Assessment, Evaluation, and Research; Educational Methods

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Nash, T. (2013). A Comparison of General Education Co-teaching Versus Special Education Resource Service Delivery Models on Math Achievement of Students with Disabilities. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/718

Chicago Manual of Style (16th Edition):

Nash, Tammy. “A Comparison of General Education Co-teaching Versus Special Education Resource Service Delivery Models on Math Achievement of Students with Disabilities.” 2013. Doctoral Dissertation, Liberty University. Accessed July 17, 2019. http://digitalcommons.liberty.edu/doctoral/718.

MLA Handbook (7th Edition):

Nash, Tammy. “A Comparison of General Education Co-teaching Versus Special Education Resource Service Delivery Models on Math Achievement of Students with Disabilities.” 2013. Web. 17 Jul 2019.

Vancouver:

Nash T. A Comparison of General Education Co-teaching Versus Special Education Resource Service Delivery Models on Math Achievement of Students with Disabilities. [Internet] [Doctoral dissertation]. Liberty University; 2013. [cited 2019 Jul 17]. Available from: http://digitalcommons.liberty.edu/doctoral/718.

Council of Science Editors:

Nash T. A Comparison of General Education Co-teaching Versus Special Education Resource Service Delivery Models on Math Achievement of Students with Disabilities. [Doctoral Dissertation]. Liberty University; 2013. Available from: http://digitalcommons.liberty.edu/doctoral/718


Liberty University

71. Bartlett, JoAnna. The Effects of Contract Activity Packages on Boredom in a Sixth-Grade Accelerated Math Class.

Degree: 2017, Liberty University

 There is currently a lack of research aimed at determining the boredom level experienced by sixth grade students participating in an accelerated math class, as… (more)

Subjects/Keywords: Accelerated Math; Boredom; Contract Activity Packages; Engagement; Gender Differences; Gifted; Curriculum and Instruction; Curriculum and Social Inquiry; Education; Educational Assessment, Evaluation, and Research; Educational Psychology; Other Education; Science and Mathematics Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Bartlett, J. (2017). The Effects of Contract Activity Packages on Boredom in a Sixth-Grade Accelerated Math Class. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1393

Chicago Manual of Style (16th Edition):

Bartlett, JoAnna. “The Effects of Contract Activity Packages on Boredom in a Sixth-Grade Accelerated Math Class.” 2017. Doctoral Dissertation, Liberty University. Accessed July 17, 2019. http://digitalcommons.liberty.edu/doctoral/1393.

MLA Handbook (7th Edition):

Bartlett, JoAnna. “The Effects of Contract Activity Packages on Boredom in a Sixth-Grade Accelerated Math Class.” 2017. Web. 17 Jul 2019.

Vancouver:

Bartlett J. The Effects of Contract Activity Packages on Boredom in a Sixth-Grade Accelerated Math Class. [Internet] [Doctoral dissertation]. Liberty University; 2017. [cited 2019 Jul 17]. Available from: http://digitalcommons.liberty.edu/doctoral/1393.

Council of Science Editors:

Bartlett J. The Effects of Contract Activity Packages on Boredom in a Sixth-Grade Accelerated Math Class. [Doctoral Dissertation]. Liberty University; 2017. Available from: http://digitalcommons.liberty.edu/doctoral/1393


Liberty University

72. Hill, Heather. Effects of a Developmental Boot Camp: Improving Student Performance on a College Placement Test.

Degree: 2012, Liberty University

 Nationwide, students are entering college unprepared for college-level work. Recent high school graduates are placing into developmental courses at an alarming rate. The purpose of… (more)

Subjects/Keywords: Developmental English; Developmental math; Placement test; Mathematics; Education, General; Education, Mathematics; Education, Tests and Measurements; Education, Language and Literature; Curriculum and Instruction; Education; Educational Assessment, Evaluation, and Research; Liberal Studies; Science and Mathematics Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hill, H. (2012). Effects of a Developmental Boot Camp: Improving Student Performance on a College Placement Test. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/523

Chicago Manual of Style (16th Edition):

Hill, Heather. “Effects of a Developmental Boot Camp: Improving Student Performance on a College Placement Test.” 2012. Doctoral Dissertation, Liberty University. Accessed July 17, 2019. http://digitalcommons.liberty.edu/doctoral/523.

MLA Handbook (7th Edition):

Hill, Heather. “Effects of a Developmental Boot Camp: Improving Student Performance on a College Placement Test.” 2012. Web. 17 Jul 2019.

Vancouver:

Hill H. Effects of a Developmental Boot Camp: Improving Student Performance on a College Placement Test. [Internet] [Doctoral dissertation]. Liberty University; 2012. [cited 2019 Jul 17]. Available from: http://digitalcommons.liberty.edu/doctoral/523.

Council of Science Editors:

Hill H. Effects of a Developmental Boot Camp: Improving Student Performance on a College Placement Test. [Doctoral Dissertation]. Liberty University; 2012. Available from: http://digitalcommons.liberty.edu/doctoral/523


Liberty University

73. Walker Driesel, Deborah. Mathematics Interventions: A Correlational Study of the Relationship between Level of Implementation of the Accelerated Math Program and Student Achievement.

Degree: 2013, Liberty University

 Current legislation, such as No Child Left Behind (2001) or the Individuals with Disabilities Education Act (2004), has increased accountability for schools for the education… (more)

Subjects/Keywords: Accelerated Math; instructional strategies; interventions; mathematics; Renaissance Learning; response to intervention; Curriculum and Instruction; Disability and Equity in Education; Educational Assessment, Evaluation, and Research; Educational Methods; Science and Mathematics Education; Special Education and Teaching

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Walker Driesel, D. (2013). Mathematics Interventions: A Correlational Study of the Relationship between Level of Implementation of the Accelerated Math Program and Student Achievement. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/786

Chicago Manual of Style (16th Edition):

Walker Driesel, Deborah. “Mathematics Interventions: A Correlational Study of the Relationship between Level of Implementation of the Accelerated Math Program and Student Achievement.” 2013. Doctoral Dissertation, Liberty University. Accessed July 17, 2019. http://digitalcommons.liberty.edu/doctoral/786.

MLA Handbook (7th Edition):

Walker Driesel, Deborah. “Mathematics Interventions: A Correlational Study of the Relationship between Level of Implementation of the Accelerated Math Program and Student Achievement.” 2013. Web. 17 Jul 2019.

Vancouver:

Walker Driesel D. Mathematics Interventions: A Correlational Study of the Relationship between Level of Implementation of the Accelerated Math Program and Student Achievement. [Internet] [Doctoral dissertation]. Liberty University; 2013. [cited 2019 Jul 17]. Available from: http://digitalcommons.liberty.edu/doctoral/786.

Council of Science Editors:

Walker Driesel D. Mathematics Interventions: A Correlational Study of the Relationship between Level of Implementation of the Accelerated Math Program and Student Achievement. [Doctoral Dissertation]. Liberty University; 2013. Available from: http://digitalcommons.liberty.edu/doctoral/786


Liberty University

74. Scott, Rachel. Teachers’ Experiences of Georgia’s Early Math Intervention Program: A Phenomenological Study.

Degree: 2016, Liberty University

 The purpose of this phenomenological study was to investigate the perceptions that K-5 teachers have toward Georgia’s mandated Early Intervention Math Program (EIP) on at… (more)

Subjects/Keywords: Early Education; Early Intervention Program; Elementary; Georgia; Math; Remediation; Curriculum and Instruction; Disability and Equity in Education; Education; Educational Assessment, Evaluation, and Research; Educational Methods; Elementary and Middle and Secondary Education Administration

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Scott, R. (2016). Teachers’ Experiences of Georgia’s Early Math Intervention Program: A Phenomenological Study. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1209

Chicago Manual of Style (16th Edition):

Scott, Rachel. “Teachers’ Experiences of Georgia’s Early Math Intervention Program: A Phenomenological Study.” 2016. Doctoral Dissertation, Liberty University. Accessed July 17, 2019. http://digitalcommons.liberty.edu/doctoral/1209.

MLA Handbook (7th Edition):

Scott, Rachel. “Teachers’ Experiences of Georgia’s Early Math Intervention Program: A Phenomenological Study.” 2016. Web. 17 Jul 2019.

Vancouver:

Scott R. Teachers’ Experiences of Georgia’s Early Math Intervention Program: A Phenomenological Study. [Internet] [Doctoral dissertation]. Liberty University; 2016. [cited 2019 Jul 17]. Available from: http://digitalcommons.liberty.edu/doctoral/1209.

Council of Science Editors:

Scott R. Teachers’ Experiences of Georgia’s Early Math Intervention Program: A Phenomenological Study. [Doctoral Dissertation]. Liberty University; 2016. Available from: http://digitalcommons.liberty.edu/doctoral/1209

75. Douglas, Michelle. Can Addressing Language Skills for Fifth Grade ELLs in a Multiplication Curriculum Help Address the Achievement Gap in Math? A Multiplication Workbook for Big Kids.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), Teaching English as a Second Language, 2017, University of San Francisco

  Currently, the state of California has 1,332,405 students from grades k-12 who speak a language other than English at home (Caledfacts, 2016). When I… (more)

Subjects/Keywords: English Language Learner; Math Skills; Language Skills; Engagement Strategies; Cooperative Learning; Accountable Talk; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Educational Methods; Elementary Education; Elementary Education and Teaching; Language and Literacy Education; Other Mathematics; Reading and Language; Science and Mathematics Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Douglas, M. (2017). Can Addressing Language Skills for Fifth Grade ELLs in a Multiplication Curriculum Help Address the Achievement Gap in Math? A Multiplication Workbook for Big Kids. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/642

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

Chicago Manual of Style (16th Edition):

Douglas, Michelle. “Can Addressing Language Skills for Fifth Grade ELLs in a Multiplication Curriculum Help Address the Achievement Gap in Math? A Multiplication Workbook for Big Kids.” 2017. Thesis, University of San Francisco. Accessed July 17, 2019. https://repository.usfca.edu/capstone/642.

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

MLA Handbook (7th Edition):

Douglas, Michelle. “Can Addressing Language Skills for Fifth Grade ELLs in a Multiplication Curriculum Help Address the Achievement Gap in Math? A Multiplication Workbook for Big Kids.” 2017. Web. 17 Jul 2019.

Vancouver:

Douglas M. Can Addressing Language Skills for Fifth Grade ELLs in a Multiplication Curriculum Help Address the Achievement Gap in Math? A Multiplication Workbook for Big Kids. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Jul 17]. Available from: https://repository.usfca.edu/capstone/642.

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

Council of Science Editors:

Douglas M. Can Addressing Language Skills for Fifth Grade ELLs in a Multiplication Curriculum Help Address the Achievement Gap in Math? A Multiplication Workbook for Big Kids. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/capstone/642

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


Liberty University

76. Reasoner, Cynthia. Elementary Teachers' Participation in Edmodo as a Community of Practice: A Phenomenology.

Degree: 2017, Liberty University

 The purpose of this phenomenological study was to describe the shared, lived experience of elementary teachers’ participation in Edmodo as a community of practice. The… (more)

Subjects/Keywords: Communities of Practice; Community of Practice Theory; Edmodo; Elementary Math; Professional Learning Network; Social Learning; Curriculum and Social Inquiry; Education; Educational Assessment, Evaluation, and Research; Educational Methods; Elementary Education; Other Education; Science and Mathematics Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Reasoner, C. (2017). Elementary Teachers' Participation in Edmodo as a Community of Practice: A Phenomenology. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1436

Chicago Manual of Style (16th Edition):

Reasoner, Cynthia. “Elementary Teachers' Participation in Edmodo as a Community of Practice: A Phenomenology.” 2017. Doctoral Dissertation, Liberty University. Accessed July 17, 2019. http://digitalcommons.liberty.edu/doctoral/1436.

MLA Handbook (7th Edition):

Reasoner, Cynthia. “Elementary Teachers' Participation in Edmodo as a Community of Practice: A Phenomenology.” 2017. Web. 17 Jul 2019.

Vancouver:

Reasoner C. Elementary Teachers' Participation in Edmodo as a Community of Practice: A Phenomenology. [Internet] [Doctoral dissertation]. Liberty University; 2017. [cited 2019 Jul 17]. Available from: http://digitalcommons.liberty.edu/doctoral/1436.

Council of Science Editors:

Reasoner C. Elementary Teachers' Participation in Edmodo as a Community of Practice: A Phenomenology. [Doctoral Dissertation]. Liberty University; 2017. Available from: http://digitalcommons.liberty.edu/doctoral/1436

77. King, Darryl A. A Study To Ascertain the Effects of the Connected Mathematics Project on Student Achievement in the Buffalo Public Schools.

Degree: 2007, Buffalo State College

 This study examines the impact of The Connected Mathematics Project (CMP) on student achievement in the Buffalo School District. Student scores were compared for the… (more)

Subjects/Keywords: Connected Mathematics Project; Buffalo School District; NY State Math Standards; Curriculum and Instruction; Mathematics

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

King, D. A. (2007). A Study To Ascertain the Effects of the Connected Mathematics Project on Student Achievement in the Buffalo Public Schools. (Thesis). Buffalo State College. Retrieved from http://digitalcommons.buffalostate.edu/matheducation_theses/1

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

Chicago Manual of Style (16th Edition):

King, Darryl A. “A Study To Ascertain the Effects of the Connected Mathematics Project on Student Achievement in the Buffalo Public Schools.” 2007. Thesis, Buffalo State College. Accessed July 17, 2019. http://digitalcommons.buffalostate.edu/matheducation_theses/1.

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

MLA Handbook (7th Edition):

King, Darryl A. “A Study To Ascertain the Effects of the Connected Mathematics Project on Student Achievement in the Buffalo Public Schools.” 2007. Web. 17 Jul 2019.

Vancouver:

King DA. A Study To Ascertain the Effects of the Connected Mathematics Project on Student Achievement in the Buffalo Public Schools. [Internet] [Thesis]. Buffalo State College; 2007. [cited 2019 Jul 17]. Available from: http://digitalcommons.buffalostate.edu/matheducation_theses/1.

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

Council of Science Editors:

King DA. A Study To Ascertain the Effects of the Connected Mathematics Project on Student Achievement in the Buffalo Public Schools. [Thesis]. Buffalo State College; 2007. Available from: http://digitalcommons.buffalostate.edu/matheducation_theses/1

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


Louisiana State University

78. Menesses, Keri F. Determining the relative efficacy of reciprocal and non-reciprocal peer tutoring for students identified as at-risk for academic failure.

Degree: MA, Psychology, 2008, Louisiana State University

 The current study directly compared the academic and social gains of reciprocal peer tutoring, non-reciprocal peer tutoring, and traditional classroom instruction with elementary students. Participants… (more)

Subjects/Keywords: elementary school students; direct behavior rating; curriculum based measurement; peer tutoring; remedial math intervention; reciprocal peer tutoring

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Menesses, K. F. (2008). Determining the relative efficacy of reciprocal and non-reciprocal peer tutoring for students identified as at-risk for academic failure. (Masters Thesis). Louisiana State University. Retrieved from etd-11052008-203747 ; https://digitalcommons.lsu.edu/gradschool_theses/2087

Chicago Manual of Style (16th Edition):

Menesses, Keri F. “Determining the relative efficacy of reciprocal and non-reciprocal peer tutoring for students identified as at-risk for academic failure.” 2008. Masters Thesis, Louisiana State University. Accessed July 17, 2019. etd-11052008-203747 ; https://digitalcommons.lsu.edu/gradschool_theses/2087.

MLA Handbook (7th Edition):

Menesses, Keri F. “Determining the relative efficacy of reciprocal and non-reciprocal peer tutoring for students identified as at-risk for academic failure.” 2008. Web. 17 Jul 2019.

Vancouver:

Menesses KF. Determining the relative efficacy of reciprocal and non-reciprocal peer tutoring for students identified as at-risk for academic failure. [Internet] [Masters thesis]. Louisiana State University; 2008. [cited 2019 Jul 17]. Available from: etd-11052008-203747 ; https://digitalcommons.lsu.edu/gradschool_theses/2087.

Council of Science Editors:

Menesses KF. Determining the relative efficacy of reciprocal and non-reciprocal peer tutoring for students identified as at-risk for academic failure. [Masters Thesis]. Louisiana State University; 2008. Available from: etd-11052008-203747 ; https://digitalcommons.lsu.edu/gradschool_theses/2087


Georgia Southern University

79. Flounnory, Shannon A. An Examination of the Correlation between the Seven Critical Leadership Functions and Middle School African-American and Hispanic Student Achievement.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2014, Georgia Southern University

  This quantitative study examined possible correlations between each of the seven critical leadership functions and achievement in the areas of mathematics for eighth grade… (more)

Subjects/Keywords: ETD; African American students; CRCT scores; Critical leadership functions; Hispanic students; Math; Standardized tests; School leaders; Student achievement; Reading; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Educational Leadership; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Flounnory, S. A. (2014). An Examination of the Correlation between the Seven Critical Leadership Functions and Middle School African-American and Hispanic Student Achievement. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/1076

Chicago Manual of Style (16th Edition):

Flounnory, Shannon A. “An Examination of the Correlation between the Seven Critical Leadership Functions and Middle School African-American and Hispanic Student Achievement.” 2014. Doctoral Dissertation, Georgia Southern University. Accessed July 17, 2019. https://digitalcommons.georgiasouthern.edu/etd/1076.

MLA Handbook (7th Edition):

Flounnory, Shannon A. “An Examination of the Correlation between the Seven Critical Leadership Functions and Middle School African-American and Hispanic Student Achievement.” 2014. Web. 17 Jul 2019.

Vancouver:

Flounnory SA. An Examination of the Correlation between the Seven Critical Leadership Functions and Middle School African-American and Hispanic Student Achievement. [Internet] [Doctoral dissertation]. Georgia Southern University; 2014. [cited 2019 Jul 17]. Available from: https://digitalcommons.georgiasouthern.edu/etd/1076.

Council of Science Editors:

Flounnory SA. An Examination of the Correlation between the Seven Critical Leadership Functions and Middle School African-American and Hispanic Student Achievement. [Doctoral Dissertation]. Georgia Southern University; 2014. Available from: https://digitalcommons.georgiasouthern.edu/etd/1076


University of Cincinnati

80. URSHEL, C ARRIE L. THE TECHNICAL ADEQUACY OF STANDARDS-DERIVED CURRICULUM-BASED MEASURES FOR READING COMPREHENSION AND MATH COMPUTATION IN MIDDLE SCHOOL.

Degree: PhD, Education : School Psychology, 2006, University of Cincinnati

 After the No Child Left Behind Act was signed into practice, states were required to implement stringent accountability systems including standards-based reform efforts and annual… (more)

Subjects/Keywords: Education, Tests and Measurements; Curriculum-based measurement; reading comprehension; math computation; middle school; technical adequacy

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

URSHEL, C. A. L. (2006). THE TECHNICAL ADEQUACY OF STANDARDS-DERIVED CURRICULUM-BASED MEASURES FOR READING COMPREHENSION AND MATH COMPUTATION IN MIDDLE SCHOOL. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1141245773

Chicago Manual of Style (16th Edition):

URSHEL, C ARRIE L. “THE TECHNICAL ADEQUACY OF STANDARDS-DERIVED CURRICULUM-BASED MEASURES FOR READING COMPREHENSION AND MATH COMPUTATION IN MIDDLE SCHOOL.” 2006. Doctoral Dissertation, University of Cincinnati. Accessed July 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1141245773.

MLA Handbook (7th Edition):

URSHEL, C ARRIE L. “THE TECHNICAL ADEQUACY OF STANDARDS-DERIVED CURRICULUM-BASED MEASURES FOR READING COMPREHENSION AND MATH COMPUTATION IN MIDDLE SCHOOL.” 2006. Web. 17 Jul 2019.

Vancouver:

URSHEL CAL. THE TECHNICAL ADEQUACY OF STANDARDS-DERIVED CURRICULUM-BASED MEASURES FOR READING COMPREHENSION AND MATH COMPUTATION IN MIDDLE SCHOOL. [Internet] [Doctoral dissertation]. University of Cincinnati; 2006. [cited 2019 Jul 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1141245773.

Council of Science Editors:

URSHEL CAL. THE TECHNICAL ADEQUACY OF STANDARDS-DERIVED CURRICULUM-BASED MEASURES FOR READING COMPREHENSION AND MATH COMPUTATION IN MIDDLE SCHOOL. [Doctoral Dissertation]. University of Cincinnati; 2006. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1141245773

81. Joseph, Esther. Demographics, Persistence, and Academic Performance: A Logistic Regression Analysis of who Chooses to Enter the Mathematics and Science Teaching Pipeline.

Degree: PhD, Curriculum and Instruction, 2014, Florida International University

  As of 1999, high school teachers without majors in their subject areas number 37% of biology teachers, 59% of physical science teachers, and 60%… (more)

Subjects/Keywords: math education; science education; recruitment; teacher pipeline; Curriculum and Instruction; Science and Mathematics Education

…Education week, 2003). Unfortunately, low math and science achievement has become an… …Youngs, 2003). Students whose math teachers received subject-specific training (a… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Sample image

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Joseph, E. (2014). Demographics, Persistence, and Academic Performance: A Logistic Regression Analysis of who Chooses to Enter the Mathematics and Science Teaching Pipeline. (Doctoral Dissertation). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/1724 ; 10.25148/etd.FI14110749 ; FI14110749

Chicago Manual of Style (16th Edition):

Joseph, Esther. “Demographics, Persistence, and Academic Performance: A Logistic Regression Analysis of who Chooses to Enter the Mathematics and Science Teaching Pipeline.” 2014. Doctoral Dissertation, Florida International University. Accessed July 17, 2019. http://digitalcommons.fiu.edu/etd/1724 ; 10.25148/etd.FI14110749 ; FI14110749.

MLA Handbook (7th Edition):

Joseph, Esther. “Demographics, Persistence, and Academic Performance: A Logistic Regression Analysis of who Chooses to Enter the Mathematics and Science Teaching Pipeline.” 2014. Web. 17 Jul 2019.

Vancouver:

Joseph E. Demographics, Persistence, and Academic Performance: A Logistic Regression Analysis of who Chooses to Enter the Mathematics and Science Teaching Pipeline. [Internet] [Doctoral dissertation]. Florida International University; 2014. [cited 2019 Jul 17]. Available from: http://digitalcommons.fiu.edu/etd/1724 ; 10.25148/etd.FI14110749 ; FI14110749.

Council of Science Editors:

Joseph E. Demographics, Persistence, and Academic Performance: A Logistic Regression Analysis of who Chooses to Enter the Mathematics and Science Teaching Pipeline. [Doctoral Dissertation]. Florida International University; 2014. Available from: http://digitalcommons.fiu.edu/etd/1724 ; 10.25148/etd.FI14110749 ; FI14110749


Michigan Technological University

82. Laboy Rivera, Jomara Alexandra. EFFECTS OF APPLYING STUDENT-CENTERED TECHNIQUES IN MATHEMATICS ACHIEVEMENT: A CAMEROON CASE STUDY.

Degree: MS, Department of Cognitive and Learning Sciences, 2018, Michigan Technological University

  Effects of Applying Student-Centered Techniques in Mathematics Achievement: A Cameroon Case Study By: Jomara A. Laboy Rivera This study investigated the effects of using… (more)

Subjects/Keywords: Kumbo; literacy; student-centered techniques; Peace Corps Cameroon; Form 2 mathematic achievement; book Math One More Story; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Educational Methods; Science and Mathematics Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Laboy Rivera, J. A. (2018). EFFECTS OF APPLYING STUDENT-CENTERED TECHNIQUES IN MATHEMATICS ACHIEVEMENT: A CAMEROON CASE STUDY. (Masters Thesis). Michigan Technological University. Retrieved from https://digitalcommons.mtu.edu/etdr/667

Chicago Manual of Style (16th Edition):

Laboy Rivera, Jomara Alexandra. “EFFECTS OF APPLYING STUDENT-CENTERED TECHNIQUES IN MATHEMATICS ACHIEVEMENT: A CAMEROON CASE STUDY.” 2018. Masters Thesis, Michigan Technological University. Accessed July 17, 2019. https://digitalcommons.mtu.edu/etdr/667.

MLA Handbook (7th Edition):

Laboy Rivera, Jomara Alexandra. “EFFECTS OF APPLYING STUDENT-CENTERED TECHNIQUES IN MATHEMATICS ACHIEVEMENT: A CAMEROON CASE STUDY.” 2018. Web. 17 Jul 2019.

Vancouver:

Laboy Rivera JA. EFFECTS OF APPLYING STUDENT-CENTERED TECHNIQUES IN MATHEMATICS ACHIEVEMENT: A CAMEROON CASE STUDY. [Internet] [Masters thesis]. Michigan Technological University; 2018. [cited 2019 Jul 17]. Available from: https://digitalcommons.mtu.edu/etdr/667.

Council of Science Editors:

Laboy Rivera JA. EFFECTS OF APPLYING STUDENT-CENTERED TECHNIQUES IN MATHEMATICS ACHIEVEMENT: A CAMEROON CASE STUDY. [Masters Thesis]. Michigan Technological University; 2018. Available from: https://digitalcommons.mtu.edu/etdr/667


Cleveland State University

83. SHARMA-CHOPRA, LOVELEEN, PhD. ACCULTURATION EXPERIENCES OF ASIAN INDIAN IMMIGRANT MATH AND SCIENCE TEACHERS IN A K-12 URBAN SCHOOL DISTRICT IN OHIO.

Degree: PhD, College of Education and Human Services, 2019, Cleveland State University

 The study examined the acculturation experiences of Asian Indian immigrant math and science teachers in a K-12 urban school district. The study was preceded by… (more)

Subjects/Keywords: Asian American Studies; Bilingual Education; Curriculum Development; Education Philosophy; Education Policy; Educational Leadership; Educational Psychology; Educational Sociology; Educational Tests and Measurements; Mathematics Education; Science Education; Acculturation; immigrants; Asian Indian; K-12; Urban school; math and science; teachers

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

SHARMA-CHOPRA, LOVELEEN, P. (2019). ACCULTURATION EXPERIENCES OF ASIAN INDIAN IMMIGRANT MATH AND SCIENCE TEACHERS IN A K-12 URBAN SCHOOL DISTRICT IN OHIO. (Doctoral Dissertation). Cleveland State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=csu1560815677597794

Chicago Manual of Style (16th Edition):

SHARMA-CHOPRA, LOVELEEN, PhD. “ACCULTURATION EXPERIENCES OF ASIAN INDIAN IMMIGRANT MATH AND SCIENCE TEACHERS IN A K-12 URBAN SCHOOL DISTRICT IN OHIO.” 2019. Doctoral Dissertation, Cleveland State University. Accessed July 17, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=csu1560815677597794.

MLA Handbook (7th Edition):

SHARMA-CHOPRA, LOVELEEN, PhD. “ACCULTURATION EXPERIENCES OF ASIAN INDIAN IMMIGRANT MATH AND SCIENCE TEACHERS IN A K-12 URBAN SCHOOL DISTRICT IN OHIO.” 2019. Web. 17 Jul 2019.

Vancouver:

SHARMA-CHOPRA, LOVELEEN P. ACCULTURATION EXPERIENCES OF ASIAN INDIAN IMMIGRANT MATH AND SCIENCE TEACHERS IN A K-12 URBAN SCHOOL DISTRICT IN OHIO. [Internet] [Doctoral dissertation]. Cleveland State University; 2019. [cited 2019 Jul 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=csu1560815677597794.

Council of Science Editors:

SHARMA-CHOPRA, LOVELEEN P. ACCULTURATION EXPERIENCES OF ASIAN INDIAN IMMIGRANT MATH AND SCIENCE TEACHERS IN A K-12 URBAN SCHOOL DISTRICT IN OHIO. [Doctoral Dissertation]. Cleveland State University; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=csu1560815677597794

84. Preswood, Erica. Computer Ratio and Student Achievement in Reading and Math in a North Carolina School District.

Degree: EdD (Doctor of Education), Educational Leadership, 2017, East Tennessee State University

  This longitudinal research project explored the relationship between a 1:1 computing initiative and student achievement on the North Carolina End of Grade Reading Comprehension… (more)

Subjects/Keywords: Reading Achievement; Math Achievement; Student Engagement; Professional Development; Computer Ratio; Learner Management System; Curriculum and Instruction

…66 3. Means and Standard Deviations for the NC EOG Math PLG for the Study School District… …67 4. Means and Standard Deviations for the NC EOG Math PLG for the Study School District… …51 7. Grade Level Proficiency in Math between 2012-2013 and 2013-2014… …53 8. Grade Level Proficiency in Math between 2013-2014 and 2014-2015… …54 9. Grade Level Proficiency in Math between 2014-2015 and 2015-2016… 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Preswood, E. (2017). Computer Ratio and Student Achievement in Reading and Math in a North Carolina School District. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/3316

Chicago Manual of Style (16th Edition):

Preswood, Erica. “Computer Ratio and Student Achievement in Reading and Math in a North Carolina School District.” 2017. Doctoral Dissertation, East Tennessee State University. Accessed July 17, 2019. https://dc.etsu.edu/etd/3316.

MLA Handbook (7th Edition):

Preswood, Erica. “Computer Ratio and Student Achievement in Reading and Math in a North Carolina School District.” 2017. Web. 17 Jul 2019.

Vancouver:

Preswood E. Computer Ratio and Student Achievement in Reading and Math in a North Carolina School District. [Internet] [Doctoral dissertation]. East Tennessee State University; 2017. [cited 2019 Jul 17]. Available from: https://dc.etsu.edu/etd/3316.

Council of Science Editors:

Preswood E. Computer Ratio and Student Achievement in Reading and Math in a North Carolina School District. [Doctoral Dissertation]. East Tennessee State University; 2017. Available from: https://dc.etsu.edu/etd/3316


University of Central Florida

85. Miller, Joseph. Direct And Indirect Effects Of Selected Factors On School Grades In Public High Schools In The State Of Florida.

Degree: 2007, University of Central Florida

 The purpose of this study was to examine the direct and indirect effects of selected factors on school grades in public high schools in the… (more)

Subjects/Keywords: School grades; no child left behind; FCAT math; FCAT reading; Minority percentage; SES; Winning Percentage; Curriculum and Instruction; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Miller, J. (2007). Direct And Indirect Effects Of Selected Factors On School Grades In Public High Schools In The State Of Florida. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/3265

Chicago Manual of Style (16th Edition):

Miller, Joseph. “Direct And Indirect Effects Of Selected Factors On School Grades In Public High Schools In The State Of Florida.” 2007. Doctoral Dissertation, University of Central Florida. Accessed July 17, 2019. https://stars.library.ucf.edu/etd/3265.

MLA Handbook (7th Edition):

Miller, Joseph. “Direct And Indirect Effects Of Selected Factors On School Grades In Public High Schools In The State Of Florida.” 2007. Web. 17 Jul 2019.

Vancouver:

Miller J. Direct And Indirect Effects Of Selected Factors On School Grades In Public High Schools In The State Of Florida. [Internet] [Doctoral dissertation]. University of Central Florida; 2007. [cited 2019 Jul 17]. Available from: https://stars.library.ucf.edu/etd/3265.

Council of Science Editors:

Miller J. Direct And Indirect Effects Of Selected Factors On School Grades In Public High Schools In The State Of Florida. [Doctoral Dissertation]. University of Central Florida; 2007. Available from: https://stars.library.ucf.edu/etd/3265

86. Gambrel, Thomas J. Response to Intervention Universal Math Fluency Screenings: Their Predictive Value for Student Performance on National and State Standardized Achievement Tests in Arizona.

Degree: Educational Psychology, 2014, Arizona State University

 The most recent reauthorizations of No Child Left Behind and the Individuals with Disabilities Education Act served to usher in an age of results and… (more)

Subjects/Keywords: Educational psychology; Curriculum-Based Measurement; Math; Response to Intervention; State standardized testing

…easier to use math CBMs. 19 Curriculum-Based Measurement and Differential Effects across… …curriculum-based measures and standardized achievement testing in math. Tsui (2007)… …Instrument to Measure Standards Dual Purpose Assessment Math Strand Scores and Mean Scores of Math… …Computational Fluency by Grade Level ........................ 53 12. Correlations: Gender Math… …Differences in Pearson r Coefficients for Gender ... 55 14. Correlations between Math Computational… 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Gambrel, T. J. (2014). Response to Intervention Universal Math Fluency Screenings: Their Predictive Value for Student Performance on National and State Standardized Achievement Tests in Arizona. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/27389

Chicago Manual of Style (16th Edition):

Gambrel, Thomas J. “Response to Intervention Universal Math Fluency Screenings: Their Predictive Value for Student Performance on National and State Standardized Achievement Tests in Arizona.” 2014. Doctoral Dissertation, Arizona State University. Accessed July 17, 2019. http://repository.asu.edu/items/27389.

MLA Handbook (7th Edition):

Gambrel, Thomas J. “Response to Intervention Universal Math Fluency Screenings: Their Predictive Value for Student Performance on National and State Standardized Achievement Tests in Arizona.” 2014. Web. 17 Jul 2019.

Vancouver:

Gambrel TJ. Response to Intervention Universal Math Fluency Screenings: Their Predictive Value for Student Performance on National and State Standardized Achievement Tests in Arizona. [Internet] [Doctoral dissertation]. Arizona State University; 2014. [cited 2019 Jul 17]. Available from: http://repository.asu.edu/items/27389.

Council of Science Editors:

Gambrel TJ. Response to Intervention Universal Math Fluency Screenings: Their Predictive Value for Student Performance on National and State Standardized Achievement Tests in Arizona. [Doctoral Dissertation]. Arizona State University; 2014. Available from: http://repository.asu.edu/items/27389


Texas A&M University

87. Brown, Nikeitha. Investigating Place-based Pedagogy Utilizations In Curricular Practices.

Degree: 2012, Texas A&M University

 Outlets for students to develop mathematical ideas and skills to solve real-life problems and applicable situations have been neglected in secondary classrooms (Gainsburg, 2008). Designing… (more)

Subjects/Keywords: Placed-based; Meta-analysis; High school math; Teacher conceptions; Math Utility; Real-World Math

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Brown, N. (2012). Investigating Place-based Pedagogy Utilizations In Curricular Practices. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10591

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

Chicago Manual of Style (16th Edition):

Brown, Nikeitha. “Investigating Place-based Pedagogy Utilizations In Curricular Practices.” 2012. Thesis, Texas A&M University. Accessed July 17, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10591.

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

MLA Handbook (7th Edition):

Brown, Nikeitha. “Investigating Place-based Pedagogy Utilizations In Curricular Practices.” 2012. Web. 17 Jul 2019.

Vancouver:

Brown N. Investigating Place-based Pedagogy Utilizations In Curricular Practices. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10591.

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

Council of Science Editors:

Brown N. Investigating Place-based Pedagogy Utilizations In Curricular Practices. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10591

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


Liberty University

88. Sherman, George. Relations Between Placement Criteria and Students' Emporium-based Developmental Math Final Grades.

Degree: 2019, Liberty University

 With computer-based math emporiums serving many post-secondary students who are assigned developmental coursework, the need to evaluate the predictive value of math placement criteria for… (more)

Subjects/Keywords: Developmental Math; Math Placement; Math Emporium; Education; Higher Education; Science and Mathematics Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Sherman, G. (2019). Relations Between Placement Criteria and Students' Emporium-based Developmental Math Final Grades. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/1988

Chicago Manual of Style (16th Edition):

Sherman, George. “Relations Between Placement Criteria and Students' Emporium-based Developmental Math Final Grades.” 2019. Doctoral Dissertation, Liberty University. Accessed July 17, 2019. https://digitalcommons.liberty.edu/doctoral/1988.

MLA Handbook (7th Edition):

Sherman, George. “Relations Between Placement Criteria and Students' Emporium-based Developmental Math Final Grades.” 2019. Web. 17 Jul 2019.

Vancouver:

Sherman G. Relations Between Placement Criteria and Students' Emporium-based Developmental Math Final Grades. [Internet] [Doctoral dissertation]. Liberty University; 2019. [cited 2019 Jul 17]. Available from: https://digitalcommons.liberty.edu/doctoral/1988.

Council of Science Editors:

Sherman G. Relations Between Placement Criteria and Students' Emporium-based Developmental Math Final Grades. [Doctoral Dissertation]. Liberty University; 2019. Available from: https://digitalcommons.liberty.edu/doctoral/1988

89. Quick, Nancy. Effectiveness of the MIND Research Institute's Algebra Readiness Curriculum on Student Achievement Implemented in a Tiered Response to Intervention Model.

Degree: PhD, Child, Family and School Psychology, 2013, U of Denver

  Author: Nancy Quick Title: Effectiveness of the MIND Research Institute's Algebra Readiness Curriculum on Student Achievement Implemented in a Tiered Response to Intervention Model… (more)

Subjects/Keywords: math; nonverbal; rti; spatial temporal

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Quick, N. (2013). Effectiveness of the MIND Research Institute's Algebra Readiness Curriculum on Student Achievement Implemented in a Tiered Response to Intervention Model. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/531

Chicago Manual of Style (16th Edition):

Quick, Nancy. “Effectiveness of the MIND Research Institute's Algebra Readiness Curriculum on Student Achievement Implemented in a Tiered Response to Intervention Model.” 2013. Doctoral Dissertation, U of Denver. Accessed July 17, 2019. https://digitalcommons.du.edu/etd/531.

MLA Handbook (7th Edition):

Quick, Nancy. “Effectiveness of the MIND Research Institute's Algebra Readiness Curriculum on Student Achievement Implemented in a Tiered Response to Intervention Model.” 2013. Web. 17 Jul 2019.

Vancouver:

Quick N. Effectiveness of the MIND Research Institute's Algebra Readiness Curriculum on Student Achievement Implemented in a Tiered Response to Intervention Model. [Internet] [Doctoral dissertation]. U of Denver; 2013. [cited 2019 Jul 17]. Available from: https://digitalcommons.du.edu/etd/531.

Council of Science Editors:

Quick N. Effectiveness of the MIND Research Institute's Algebra Readiness Curriculum on Student Achievement Implemented in a Tiered Response to Intervention Model. [Doctoral Dissertation]. U of Denver; 2013. Available from: https://digitalcommons.du.edu/etd/531


University of Exeter

90. Fahnestock, Nancy. EFL female Emirati students' perception of the use of an interactive mathematics software program in a CLIL class at the tertiary level.

Degree: Thesis (EdD), 2011, University of Exeter

 The use of an interactive mathematics software program was applied to first-year Foundations-level female students in a CLIL classroom in the United Arab Emirates, utilizing… (more)

Subjects/Keywords: 510.78; CLIL : interactive math software

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Fahnestock, N. (2011). EFL female Emirati students' perception of the use of an interactive mathematics software program in a CLIL class at the tertiary level. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10036/3531

Chicago Manual of Style (16th Edition):

Fahnestock, Nancy. “EFL female Emirati students' perception of the use of an interactive mathematics software program in a CLIL class at the tertiary level.” 2011. Doctoral Dissertation, University of Exeter. Accessed July 17, 2019. http://hdl.handle.net/10036/3531.

MLA Handbook (7th Edition):

Fahnestock, Nancy. “EFL female Emirati students' perception of the use of an interactive mathematics software program in a CLIL class at the tertiary level.” 2011. Web. 17 Jul 2019.

Vancouver:

Fahnestock N. EFL female Emirati students' perception of the use of an interactive mathematics software program in a CLIL class at the tertiary level. [Internet] [Doctoral dissertation]. University of Exeter; 2011. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/10036/3531.

Council of Science Editors:

Fahnestock N. EFL female Emirati students' perception of the use of an interactive mathematics software program in a CLIL class at the tertiary level. [Doctoral Dissertation]. University of Exeter; 2011. Available from: http://hdl.handle.net/10036/3531

[1] [2] [3] [4] [5] … [486]

.