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You searched for subject:( Entrance requirements Mathematics ). Showing records 1 – 30 of 102 total matches.

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1. Howard, Gloria. Impact of teaching styles and other related variables on student achievement in mathematics and the implications for curriculum management.

Degree: EdD, Educational Leadership, 2009, Clark University Atlanta

  The purpose of the study was to determine if student achievement in mathematics can be improved by student and teacher related variables such as… (more)

Subjects/Keywords: Mathematics; Education

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APA (6th Edition):

Howard, G. (2009). Impact of teaching styles and other related variables on student achievement in mathematics and the implications for curriculum management. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/dissertations/42

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):

Howard, Gloria. “Impact of teaching styles and other related variables on student achievement in mathematics and the implications for curriculum management.” 2009. Thesis, Clark University Atlanta. Accessed June 20, 2019. http://digitalcommons.auctr.edu/dissertations/42.

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

MLA Handbook (7th Edition):

Howard, Gloria. “Impact of teaching styles and other related variables on student achievement in mathematics and the implications for curriculum management.” 2009. Web. 20 Jun 2019.

Vancouver:

Howard G. Impact of teaching styles and other related variables on student achievement in mathematics and the implications for curriculum management. [Internet] [Thesis]. Clark University Atlanta; 2009. [cited 2019 Jun 20]. Available from: http://digitalcommons.auctr.edu/dissertations/42.

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

Council of Science Editors:

Howard G. Impact of teaching styles and other related variables on student achievement in mathematics and the implications for curriculum management. [Thesis]. Clark University Atlanta; 2009. Available from: http://digitalcommons.auctr.edu/dissertations/42

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


West Virginia University

2. Lynch, Sararose DeVore. Educators' Perceptions of Preparation and Practice for Teaching Algebra I to Students with Mathematical Learning Disabilities.

Degree: EdD, Curriculum & Instruction/Literacy Studies, 2011, West Virginia University

 The purpose of this mixed methods study was to describe the current state of Algebra I instruction for students with mathematical learning disabilities (MLD) in… (more)

Subjects/Keywords: Mathematics education; Teacher education

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APA (6th Edition):

Lynch, S. D. (2011). Educators' Perceptions of Preparation and Practice for Teaching Algebra I to Students with Mathematical Learning Disabilities. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/3101

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):

Lynch, Sararose DeVore. “Educators' Perceptions of Preparation and Practice for Teaching Algebra I to Students with Mathematical Learning Disabilities.” 2011. Thesis, West Virginia University. Accessed June 20, 2019. https://researchrepository.wvu.edu/etd/3101.

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

MLA Handbook (7th Edition):

Lynch, Sararose DeVore. “Educators' Perceptions of Preparation and Practice for Teaching Algebra I to Students with Mathematical Learning Disabilities.” 2011. Web. 20 Jun 2019.

Vancouver:

Lynch SD. Educators' Perceptions of Preparation and Practice for Teaching Algebra I to Students with Mathematical Learning Disabilities. [Internet] [Thesis]. West Virginia University; 2011. [cited 2019 Jun 20]. Available from: https://researchrepository.wvu.edu/etd/3101.

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

Council of Science Editors:

Lynch SD. Educators' Perceptions of Preparation and Practice for Teaching Algebra I to Students with Mathematical Learning Disabilities. [Thesis]. West Virginia University; 2011. Available from: https://researchrepository.wvu.edu/etd/3101

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


West Virginia University

3. Deering, Pamela Rose. Implications of Interactions Among Society, Education and Technology: A Comparison of Multiple Linear Regression and Multilevel Modeling in Mathematics Achievement Analyses.

Degree: EdD, Learning Sciences and Human Development, 2014, West Virginia University

 This research compares and contrasts two approaches to predictive analysis of three years' of school district data to investigate relationships between student and teacher characteristics… (more)

Subjects/Keywords: Educational technology; Statistics; Mathematics education

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APA (6th Edition):

Deering, P. R. (2014). Implications of Interactions Among Society, Education and Technology: A Comparison of Multiple Linear Regression and Multilevel Modeling in Mathematics Achievement Analyses. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/123

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):

Deering, Pamela Rose. “Implications of Interactions Among Society, Education and Technology: A Comparison of Multiple Linear Regression and Multilevel Modeling in Mathematics Achievement Analyses.” 2014. Thesis, West Virginia University. Accessed June 20, 2019. https://researchrepository.wvu.edu/etd/123.

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

MLA Handbook (7th Edition):

Deering, Pamela Rose. “Implications of Interactions Among Society, Education and Technology: A Comparison of Multiple Linear Regression and Multilevel Modeling in Mathematics Achievement Analyses.” 2014. Web. 20 Jun 2019.

Vancouver:

Deering PR. Implications of Interactions Among Society, Education and Technology: A Comparison of Multiple Linear Regression and Multilevel Modeling in Mathematics Achievement Analyses. [Internet] [Thesis]. West Virginia University; 2014. [cited 2019 Jun 20]. Available from: https://researchrepository.wvu.edu/etd/123.

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

Council of Science Editors:

Deering PR. Implications of Interactions Among Society, Education and Technology: A Comparison of Multiple Linear Regression and Multilevel Modeling in Mathematics Achievement Analyses. [Thesis]. West Virginia University; 2014. Available from: https://researchrepository.wvu.edu/etd/123

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


Loyola University Chicago

4. Laskasky, Katie. The Relationship between Secondary Students' Mathematics Identities, Problem Solving, and Self-Regulation.

Degree: Doctor of Education (EdD), School of Education, 2018, Loyola University Chicago

  This mixed methods study explores secondary students' math identities. The primary purpose of this dissertation is to examine the relationships among students' math identities,… (more)

Subjects/Keywords: Science and Mathematics Education

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

APA (6th Edition):

Laskasky, K. (2018). The Relationship between Secondary Students' Mathematics Identities, Problem Solving, and Self-Regulation. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/2821

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):

Laskasky, Katie. “The Relationship between Secondary Students' Mathematics Identities, Problem Solving, and Self-Regulation.” 2018. Thesis, Loyola University Chicago. Accessed June 20, 2019. https://ecommons.luc.edu/luc_diss/2821.

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

MLA Handbook (7th Edition):

Laskasky, Katie. “The Relationship between Secondary Students' Mathematics Identities, Problem Solving, and Self-Regulation.” 2018. Web. 20 Jun 2019.

Vancouver:

Laskasky K. The Relationship between Secondary Students' Mathematics Identities, Problem Solving, and Self-Regulation. [Internet] [Thesis]. Loyola University Chicago; 2018. [cited 2019 Jun 20]. Available from: https://ecommons.luc.edu/luc_diss/2821.

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

Council of Science Editors:

Laskasky K. The Relationship between Secondary Students' Mathematics Identities, Problem Solving, and Self-Regulation. [Thesis]. Loyola University Chicago; 2018. Available from: https://ecommons.luc.edu/luc_diss/2821

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


Kennesaw State University

5. Bailey, MarLynn. The Direct and Indirect Paths Impacting Geometry Student Achievement.

Degree: Doctor of Education in Teacher Leadership (EdD), Teacher Leadership for Learning, 2013, Kennesaw State University

  Previous studies have shown that several key variables influence student achievement in geometry, but more research needs to be conducted to determine how these… (more)

Subjects/Keywords: student achievement; geometry; mathematics students; high school; Science and Mathematics Education

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APA (6th Edition):

Bailey, M. (2013). The Direct and Indirect Paths Impacting Geometry Student Achievement. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/etd/587

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):

Bailey, MarLynn. “The Direct and Indirect Paths Impacting Geometry Student Achievement.” 2013. Thesis, Kennesaw State University. Accessed June 20, 2019. https://digitalcommons.kennesaw.edu/etd/587.

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

MLA Handbook (7th Edition):

Bailey, MarLynn. “The Direct and Indirect Paths Impacting Geometry Student Achievement.” 2013. Web. 20 Jun 2019.

Vancouver:

Bailey M. The Direct and Indirect Paths Impacting Geometry Student Achievement. [Internet] [Thesis]. Kennesaw State University; 2013. [cited 2019 Jun 20]. Available from: https://digitalcommons.kennesaw.edu/etd/587.

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

Council of Science Editors:

Bailey M. The Direct and Indirect Paths Impacting Geometry Student Achievement. [Thesis]. Kennesaw State University; 2013. Available from: https://digitalcommons.kennesaw.edu/etd/587

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


Kennesaw State University

6. Kahrmann, Carol R. Efficacy of Math Video Tutorials on Student Perception and Achievement.

Degree: Doctor of Education in Teacher Leadership (EdD), Educational Leadership, 2016, Kennesaw State University

  Abstract The purpose of this mixed methods research study is to explore how teacher-made video tutorials in one middle school mathematics classroom are being… (more)

Subjects/Keywords: teacher-made; video tutorials; mathematics; self-efficacy; middle school; Mathematics

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

APA (6th Edition):

Kahrmann, C. R. (2016). Efficacy of Math Video Tutorials on Student Perception and Achievement. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/teachleaddoc_etd/9

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):

Kahrmann, Carol R. “Efficacy of Math Video Tutorials on Student Perception and Achievement.” 2016. Thesis, Kennesaw State University. Accessed June 20, 2019. https://digitalcommons.kennesaw.edu/teachleaddoc_etd/9.

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

MLA Handbook (7th Edition):

Kahrmann, Carol R. “Efficacy of Math Video Tutorials on Student Perception and Achievement.” 2016. Web. 20 Jun 2019.

Vancouver:

Kahrmann CR. Efficacy of Math Video Tutorials on Student Perception and Achievement. [Internet] [Thesis]. Kennesaw State University; 2016. [cited 2019 Jun 20]. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/9.

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

Council of Science Editors:

Kahrmann CR. Efficacy of Math Video Tutorials on Student Perception and Achievement. [Thesis]. Kennesaw State University; 2016. Available from: https://digitalcommons.kennesaw.edu/teachleaddoc_etd/9

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


University of Vermont

7. Long, Anita M. Engaging and Disengaging: a Qualitative Study of Middle School Girls and Mathematics.

Degree: Doctor of Education (EdD), Educational Leadership and Policy Studies, 2011, University of Vermont

 The purpose of this study was to learn about the underlying factors that might help to explain differences in performance and engagement among middle school… (more)

Subjects/Keywords: Middle school mathematics; mathematics engagement; Middle school girls.women

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APA (6th Edition):

Long, A. M. (2011). Engaging and Disengaging: a Qualitative Study of Middle School Girls and Mathematics. (Thesis). University of Vermont. Retrieved from https://scholarworks.uvm.edu/graddis/140

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):

Long, Anita M. “Engaging and Disengaging: a Qualitative Study of Middle School Girls and Mathematics.” 2011. Thesis, University of Vermont. Accessed June 20, 2019. https://scholarworks.uvm.edu/graddis/140.

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

MLA Handbook (7th Edition):

Long, Anita M. “Engaging and Disengaging: a Qualitative Study of Middle School Girls and Mathematics.” 2011. Web. 20 Jun 2019.

Vancouver:

Long AM. Engaging and Disengaging: a Qualitative Study of Middle School Girls and Mathematics. [Internet] [Thesis]. University of Vermont; 2011. [cited 2019 Jun 20]. Available from: https://scholarworks.uvm.edu/graddis/140.

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

Council of Science Editors:

Long AM. Engaging and Disengaging: a Qualitative Study of Middle School Girls and Mathematics. [Thesis]. University of Vermont; 2011. Available from: https://scholarworks.uvm.edu/graddis/140

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

8. McCandless, Kevin L. The Effects of a Varied Method of Instruction on Student Achievement, Transfer, Situational Interest, and Course Retention Rates in Community College Developmental Mathematics.

Degree: Doctor of Education (EdD), Learning and Instruction, 2015, University of San Francisco

  The purpose of this quasi-experimental study was to compare the effects of a varied method of instruction on student achievement, knowledge transfer, situational interest,… (more)

Subjects/Keywords: Algebra; Community College; Course Retention; Mathematics Achievement; Mathematics Instruction; Situational Interest; Community College Education Administration; Educational Psychology; Science and Mathematics Education

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

APA (6th Edition):

McCandless, K. L. (2015). The Effects of a Varied Method of Instruction on Student Achievement, Transfer, Situational Interest, and Course Retention Rates in Community College Developmental Mathematics. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/121

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):

McCandless, Kevin L. “The Effects of a Varied Method of Instruction on Student Achievement, Transfer, Situational Interest, and Course Retention Rates in Community College Developmental Mathematics.” 2015. Thesis, University of San Francisco. Accessed June 20, 2019. https://repository.usfca.edu/diss/121.

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

MLA Handbook (7th Edition):

McCandless, Kevin L. “The Effects of a Varied Method of Instruction on Student Achievement, Transfer, Situational Interest, and Course Retention Rates in Community College Developmental Mathematics.” 2015. Web. 20 Jun 2019.

Vancouver:

McCandless KL. The Effects of a Varied Method of Instruction on Student Achievement, Transfer, Situational Interest, and Course Retention Rates in Community College Developmental Mathematics. [Internet] [Thesis]. University of San Francisco; 2015. [cited 2019 Jun 20]. Available from: https://repository.usfca.edu/diss/121.

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

Council of Science Editors:

McCandless KL. The Effects of a Varied Method of Instruction on Student Achievement, Transfer, Situational Interest, and Course Retention Rates in Community College Developmental Mathematics. [Thesis]. University of San Francisco; 2015. Available from: https://repository.usfca.edu/diss/121

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


Indiana University of Pennsylvania

9. Hughes, Angela J. Kindergarten Entry Age and the Effect on Student Academic Achievement.

Degree: Ded, Educational and School Psychology, 2016, Indiana University of Pennsylvania

  This study examined the impact of age at school entry on academic achievement in third grade as measured by the Pennsylvania System of School… (more)

Subjects/Keywords: Achievement; Age; Entry; Kindergarten; Mathematics; Reading

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

APA (6th Edition):

Hughes, A. J. (2016). Kindergarten Entry Age and the Effect on Student Academic Achievement. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/1395

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):

Hughes, Angela J. “Kindergarten Entry Age and the Effect on Student Academic Achievement.” 2016. Thesis, Indiana University of Pennsylvania. Accessed June 20, 2019. https://knowledge.library.iup.edu/etd/1395.

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

MLA Handbook (7th Edition):

Hughes, Angela J. “Kindergarten Entry Age and the Effect on Student Academic Achievement.” 2016. Web. 20 Jun 2019.

Vancouver:

Hughes AJ. Kindergarten Entry Age and the Effect on Student Academic Achievement. [Internet] [Thesis]. Indiana University of Pennsylvania; 2016. [cited 2019 Jun 20]. Available from: https://knowledge.library.iup.edu/etd/1395.

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

Council of Science Editors:

Hughes AJ. Kindergarten Entry Age and the Effect on Student Academic Achievement. [Thesis]. Indiana University of Pennsylvania; 2016. Available from: https://knowledge.library.iup.edu/etd/1395

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


Indiana University of Pennsylvania

10. DeThomas, Elizabeth M. An Exploration Into Potential Career Effects From Middle and High School Mathematics Experiences: A Mixed Methods Investigation Into STEM Career Choice.

Degree: Ded, Professional Studies in Education, 2017, Indiana University of Pennsylvania

  This mixed methods research study examined the effects of middle and high school mathematics experiences on students’ choice of college major, particularly whether students… (more)

Subjects/Keywords: college major; mathematics anxiety; mathematics courses; mathematics self-efficacy; STEM; Junior High, Intermediate, Middle School Education and Teaching; Science and Mathematics Education; Secondary Education

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

APA (6th Edition):

DeThomas, E. M. (2017). An Exploration Into Potential Career Effects From Middle and High School Mathematics Experiences: A Mixed Methods Investigation Into STEM Career Choice. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/1539

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):

DeThomas, Elizabeth M. “An Exploration Into Potential Career Effects From Middle and High School Mathematics Experiences: A Mixed Methods Investigation Into STEM Career Choice.” 2017. Thesis, Indiana University of Pennsylvania. Accessed June 20, 2019. https://knowledge.library.iup.edu/etd/1539.

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

MLA Handbook (7th Edition):

DeThomas, Elizabeth M. “An Exploration Into Potential Career Effects From Middle and High School Mathematics Experiences: A Mixed Methods Investigation Into STEM Career Choice.” 2017. Web. 20 Jun 2019.

Vancouver:

DeThomas EM. An Exploration Into Potential Career Effects From Middle and High School Mathematics Experiences: A Mixed Methods Investigation Into STEM Career Choice. [Internet] [Thesis]. Indiana University of Pennsylvania; 2017. [cited 2019 Jun 20]. Available from: https://knowledge.library.iup.edu/etd/1539.

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

Council of Science Editors:

DeThomas EM. An Exploration Into Potential Career Effects From Middle and High School Mathematics Experiences: A Mixed Methods Investigation Into STEM Career Choice. [Thesis]. Indiana University of Pennsylvania; 2017. Available from: https://knowledge.library.iup.edu/etd/1539

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


West Virginia University

11. Richards, Aimee L. Improving the academic self-efficacy of middle school girls toward the study of mathematics through the use of theatrical infusion.

Degree: EdD, Learning Sciences and Human Development, 2010, West Virginia University

 The purpose of this study was to determine the impact of theatrical infusion on the academic self-efficacy toward the study of mathematics in middle school… (more)

Subjects/Keywords: Educational psychology; Middle school education; Mathematics education

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

APA (6th Edition):

Richards, A. L. (2010). Improving the academic self-efficacy of middle school girls toward the study of mathematics through the use of theatrical infusion. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/2972

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):

Richards, Aimee L. “Improving the academic self-efficacy of middle school girls toward the study of mathematics through the use of theatrical infusion.” 2010. Thesis, West Virginia University. Accessed June 20, 2019. https://researchrepository.wvu.edu/etd/2972.

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

MLA Handbook (7th Edition):

Richards, Aimee L. “Improving the academic self-efficacy of middle school girls toward the study of mathematics through the use of theatrical infusion.” 2010. Web. 20 Jun 2019.

Vancouver:

Richards AL. Improving the academic self-efficacy of middle school girls toward the study of mathematics through the use of theatrical infusion. [Internet] [Thesis]. West Virginia University; 2010. [cited 2019 Jun 20]. Available from: https://researchrepository.wvu.edu/etd/2972.

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

Council of Science Editors:

Richards AL. Improving the academic self-efficacy of middle school girls toward the study of mathematics through the use of theatrical infusion. [Thesis]. West Virginia University; 2010. Available from: https://researchrepository.wvu.edu/etd/2972

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


West Virginia University

12. Green, Kim Victoria Smith. The Critical Middle Years and the Relationship of Early Access to Algebra on High School Math Course Completion and College Readiness.

Degree: EdD, Curriculum & Instruction/Literacy Studies, 2012, West Virginia University

 Many students who enroll in higher education are unprepared to meet the challenges of postsecondary education. The probability that students will make a successful transition… (more)

Subjects/Keywords: Mathematics education; Higher education; Middle school education

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

APA (6th Edition):

Green, K. V. S. (2012). The Critical Middle Years and the Relationship of Early Access to Algebra on High School Math Course Completion and College Readiness. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/275

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):

Green, Kim Victoria Smith. “The Critical Middle Years and the Relationship of Early Access to Algebra on High School Math Course Completion and College Readiness.” 2012. Thesis, West Virginia University. Accessed June 20, 2019. https://researchrepository.wvu.edu/etd/275.

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

MLA Handbook (7th Edition):

Green, Kim Victoria Smith. “The Critical Middle Years and the Relationship of Early Access to Algebra on High School Math Course Completion and College Readiness.” 2012. Web. 20 Jun 2019.

Vancouver:

Green KVS. The Critical Middle Years and the Relationship of Early Access to Algebra on High School Math Course Completion and College Readiness. [Internet] [Thesis]. West Virginia University; 2012. [cited 2019 Jun 20]. Available from: https://researchrepository.wvu.edu/etd/275.

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

Council of Science Editors:

Green KVS. The Critical Middle Years and the Relationship of Early Access to Algebra on High School Math Course Completion and College Readiness. [Thesis]. West Virginia University; 2012. Available from: https://researchrepository.wvu.edu/etd/275

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


West Virginia University

13. Reneau, Julie L. Using the Concrete-Representational-Abstract Sequence to Connect Manipulatives, Problem Solving Schemas, and Equations in Word Problems with Fractions.

Degree: EdD, Special Education, 2012, West Virginia University

 Students with learning disabilities or learning difficulties in mathematics often have difficulties solving word problems with fractions. These difficulties limit students' abilities to solve everyday… (more)

Subjects/Keywords: Special education; Mathematics education; Educational technology

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

APA (6th Edition):

Reneau, J. L. (2012). Using the Concrete-Representational-Abstract Sequence to Connect Manipulatives, Problem Solving Schemas, and Equations in Word Problems with Fractions. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/210

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):

Reneau, Julie L. “Using the Concrete-Representational-Abstract Sequence to Connect Manipulatives, Problem Solving Schemas, and Equations in Word Problems with Fractions.” 2012. Thesis, West Virginia University. Accessed June 20, 2019. https://researchrepository.wvu.edu/etd/210.

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

MLA Handbook (7th Edition):

Reneau, Julie L. “Using the Concrete-Representational-Abstract Sequence to Connect Manipulatives, Problem Solving Schemas, and Equations in Word Problems with Fractions.” 2012. Web. 20 Jun 2019.

Vancouver:

Reneau JL. Using the Concrete-Representational-Abstract Sequence to Connect Manipulatives, Problem Solving Schemas, and Equations in Word Problems with Fractions. [Internet] [Thesis]. West Virginia University; 2012. [cited 2019 Jun 20]. Available from: https://researchrepository.wvu.edu/etd/210.

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

Council of Science Editors:

Reneau JL. Using the Concrete-Representational-Abstract Sequence to Connect Manipulatives, Problem Solving Schemas, and Equations in Word Problems with Fractions. [Thesis]. West Virginia University; 2012. Available from: https://researchrepository.wvu.edu/etd/210

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

14. Stallworth, Marcus M. Gender-Based Instruction and the impact on mathematics achievement among males and females grades 3-5.

Degree: EdD, Educational Leadership, 2009, Clark University Atlanta

  The purpose of this study was to examine whether gender-based mathematics classes have a positive impact on the achievement levels of males and females.… (more)

Subjects/Keywords: Mathermatics Achievement; Science and Mathematics Education

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

APA (6th Edition):

Stallworth, M. M. (2009). Gender-Based Instruction and the impact on mathematics achievement among males and females grades 3-5. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/dissertations/181

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):

Stallworth, Marcus M. “Gender-Based Instruction and the impact on mathematics achievement among males and females grades 3-5.” 2009. Thesis, Clark University Atlanta. Accessed June 20, 2019. http://digitalcommons.auctr.edu/dissertations/181.

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

MLA Handbook (7th Edition):

Stallworth, Marcus M. “Gender-Based Instruction and the impact on mathematics achievement among males and females grades 3-5.” 2009. Web. 20 Jun 2019.

Vancouver:

Stallworth MM. Gender-Based Instruction and the impact on mathematics achievement among males and females grades 3-5. [Internet] [Thesis]. Clark University Atlanta; 2009. [cited 2019 Jun 20]. Available from: http://digitalcommons.auctr.edu/dissertations/181.

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

Council of Science Editors:

Stallworth MM. Gender-Based Instruction and the impact on mathematics achievement among males and females grades 3-5. [Thesis]. Clark University Atlanta; 2009. Available from: http://digitalcommons.auctr.edu/dissertations/181

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


College of William and Mary

15. Nichols, Fiona Costello. Teaching slope of a line using the graphing calculator as a tool for discovery learning.

Degree: Doctor of Education (EdD), Education, 2012, College of William and Mary

 Discovery learning is one of the instructional strategies sometimes used to teach Algebra I. However, little research is available that includes investigation of the effects… (more)

Subjects/Keywords: Instructional Media Design; Science and Mathematics Education

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APA (6th Edition):

Nichols, F. C. (2012). Teaching slope of a line using the graphing calculator as a tool for discovery learning. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618734

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):

Nichols, Fiona Costello. “Teaching slope of a line using the graphing calculator as a tool for discovery learning.” 2012. Thesis, College of William and Mary. Accessed June 20, 2019. https://scholarworks.wm.edu/etd/1539618734.

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

MLA Handbook (7th Edition):

Nichols, Fiona Costello. “Teaching slope of a line using the graphing calculator as a tool for discovery learning.” 2012. Web. 20 Jun 2019.

Vancouver:

Nichols FC. Teaching slope of a line using the graphing calculator as a tool for discovery learning. [Internet] [Thesis]. College of William and Mary; 2012. [cited 2019 Jun 20]. Available from: https://scholarworks.wm.edu/etd/1539618734.

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

Council of Science Editors:

Nichols FC. Teaching slope of a line using the graphing calculator as a tool for discovery learning. [Thesis]. College of William and Mary; 2012. Available from: https://scholarworks.wm.edu/etd/1539618734

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


Indiana University of Pennsylvania

16. Poli, Michael D. Successful Programs and Strategies for Secondary Students Who Are Gifted and in Mathematics Classes: A Qualitative Study.

Degree: Ded, Professional Studies in Education, 2018, Indiana University of Pennsylvania

  Through interview responses, this study examines the perceptions of seven secondary mathematics teachers concerning the programs and methods they incorporate to reach their gifted… (more)

Subjects/Keywords: acceleration; cluster grouping; compacting; enrichment; gifted; mathematics; Gifted Education; Science and Mathematics Education

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APA (6th Edition):

Poli, M. D. (2018). Successful Programs and Strategies for Secondary Students Who Are Gifted and in Mathematics Classes: A Qualitative Study. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/1588

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):

Poli, Michael D. “Successful Programs and Strategies for Secondary Students Who Are Gifted and in Mathematics Classes: A Qualitative Study.” 2018. Thesis, Indiana University of Pennsylvania. Accessed June 20, 2019. https://knowledge.library.iup.edu/etd/1588.

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

MLA Handbook (7th Edition):

Poli, Michael D. “Successful Programs and Strategies for Secondary Students Who Are Gifted and in Mathematics Classes: A Qualitative Study.” 2018. Web. 20 Jun 2019.

Vancouver:

Poli MD. Successful Programs and Strategies for Secondary Students Who Are Gifted and in Mathematics Classes: A Qualitative Study. [Internet] [Thesis]. Indiana University of Pennsylvania; 2018. [cited 2019 Jun 20]. Available from: https://knowledge.library.iup.edu/etd/1588.

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

Council of Science Editors:

Poli MD. Successful Programs and Strategies for Secondary Students Who Are Gifted and in Mathematics Classes: A Qualitative Study. [Thesis]. Indiana University of Pennsylvania; 2018. Available from: https://knowledge.library.iup.edu/etd/1588

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

17. Virmani, Rajeev. Rehearsal and Enactment for Teaching in Urban School Settings: A Qualitative Study Investigating the Connections between a Math Methods Course and Fieldwork.

Degree: Doctor of Education (EdD), Learning and Instruction, 2014, University of San Francisco

  In this dissertation, I studied teacher education reform efforts aimed at improving the preparation of preservice teachers through the use of rehearsals in a… (more)

Subjects/Keywords: Mathematics education; Math methods; Preservice teacher; Rehearsal; Teacher education; Teacher preparation; Education; Educational Psychology; Science and Mathematics Education

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

APA (6th Edition):

Virmani, R. (2014). Rehearsal and Enactment for Teaching in Urban School Settings: A Qualitative Study Investigating the Connections between a Math Methods Course and Fieldwork. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/114

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):

Virmani, Rajeev. “Rehearsal and Enactment for Teaching in Urban School Settings: A Qualitative Study Investigating the Connections between a Math Methods Course and Fieldwork.” 2014. Thesis, University of San Francisco. Accessed June 20, 2019. https://repository.usfca.edu/diss/114.

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

MLA Handbook (7th Edition):

Virmani, Rajeev. “Rehearsal and Enactment for Teaching in Urban School Settings: A Qualitative Study Investigating the Connections between a Math Methods Course and Fieldwork.” 2014. Web. 20 Jun 2019.

Vancouver:

Virmani R. Rehearsal and Enactment for Teaching in Urban School Settings: A Qualitative Study Investigating the Connections between a Math Methods Course and Fieldwork. [Internet] [Thesis]. University of San Francisco; 2014. [cited 2019 Jun 20]. Available from: https://repository.usfca.edu/diss/114.

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

Council of Science Editors:

Virmani R. Rehearsal and Enactment for Teaching in Urban School Settings: A Qualitative Study Investigating the Connections between a Math Methods Course and Fieldwork. [Thesis]. University of San Francisco; 2014. Available from: https://repository.usfca.edu/diss/114

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


Indiana University of Pennsylvania

18. Campbell, Adelle C. Performance on Monitoring Basic Skills Progress - Computation Probes in First, Second and Third Grade: Is It a Predictor of Pennsylvania System of School Assessment Mathematics Achievement in Third Grade?.

Degree: Ded, Educational and School Psychology, 2017, Indiana University of Pennsylvania

  This study examined the predictive relationship of a brief computation measure administered in the fall, winter, and spring of first, second, and third grade… (more)

Subjects/Keywords: computation; curriculum based assessment; mathematics; universal screening; Educational Assessment, Evaluation, and Research; Science and Mathematics Education

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APA (6th Edition):

Campbell, A. C. (2017). Performance on Monitoring Basic Skills Progress - Computation Probes in First, Second and Third Grade: Is It a Predictor of Pennsylvania System of School Assessment Mathematics Achievement in Third Grade?. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/1501

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):

Campbell, Adelle C. “Performance on Monitoring Basic Skills Progress - Computation Probes in First, Second and Third Grade: Is It a Predictor of Pennsylvania System of School Assessment Mathematics Achievement in Third Grade?.” 2017. Thesis, Indiana University of Pennsylvania. Accessed June 20, 2019. https://knowledge.library.iup.edu/etd/1501.

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

MLA Handbook (7th Edition):

Campbell, Adelle C. “Performance on Monitoring Basic Skills Progress - Computation Probes in First, Second and Third Grade: Is It a Predictor of Pennsylvania System of School Assessment Mathematics Achievement in Third Grade?.” 2017. Web. 20 Jun 2019.

Vancouver:

Campbell AC. Performance on Monitoring Basic Skills Progress - Computation Probes in First, Second and Third Grade: Is It a Predictor of Pennsylvania System of School Assessment Mathematics Achievement in Third Grade?. [Internet] [Thesis]. Indiana University of Pennsylvania; 2017. [cited 2019 Jun 20]. Available from: https://knowledge.library.iup.edu/etd/1501.

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

Council of Science Editors:

Campbell AC. Performance on Monitoring Basic Skills Progress - Computation Probes in First, Second and Third Grade: Is It a Predictor of Pennsylvania System of School Assessment Mathematics Achievement in Third Grade?. [Thesis]. Indiana University of Pennsylvania; 2017. Available from: https://knowledge.library.iup.edu/etd/1501

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

19. Fears, Brandon. A Comparison of the Impact of the Use of Technology vs. Traditional Teaching Methodology on Students’ Scores on Coordinate Algebra Milestones.

Degree: Doctor of Education (EdD), Educational Leadership, 2016, Clark University Atlanta

  The purpose of this experimental research was to examine the effects of the use of the TI-84 Plus Graphing Calculator on the achievement of… (more)

Subjects/Keywords: Technology Integration; Secondary School Mathematics; Educational Assessment; Educational Assessment, Evaluation, and Research; Educational Leadership; Science and Mathematics Education

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APA (6th Edition):

Fears, B. (2016). A Comparison of the Impact of the Use of Technology vs. Traditional Teaching Methodology on Students’ Scores on Coordinate Algebra Milestones. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/38

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):

Fears, Brandon. “A Comparison of the Impact of the Use of Technology vs. Traditional Teaching Methodology on Students’ Scores on Coordinate Algebra Milestones.” 2016. Thesis, Clark University Atlanta. Accessed June 20, 2019. http://digitalcommons.auctr.edu/cauetds/38.

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

MLA Handbook (7th Edition):

Fears, Brandon. “A Comparison of the Impact of the Use of Technology vs. Traditional Teaching Methodology on Students’ Scores on Coordinate Algebra Milestones.” 2016. Web. 20 Jun 2019.

Vancouver:

Fears B. A Comparison of the Impact of the Use of Technology vs. Traditional Teaching Methodology on Students’ Scores on Coordinate Algebra Milestones. [Internet] [Thesis]. Clark University Atlanta; 2016. [cited 2019 Jun 20]. Available from: http://digitalcommons.auctr.edu/cauetds/38.

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

Council of Science Editors:

Fears B. A Comparison of the Impact of the Use of Technology vs. Traditional Teaching Methodology on Students’ Scores on Coordinate Algebra Milestones. [Thesis]. Clark University Atlanta; 2016. Available from: http://digitalcommons.auctr.edu/cauetds/38

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

20. Maguire, Terrence Joseph. Investigation of the Misconceptions Related to the Concepts of Equivalence and Literal Symbols Held by Underprepared Community College Students.

Degree: Doctor of Education (EdD), Learning and Instruction, 2012, University of San Francisco

  Many students struggle to learn mathematics in K-8 grades. Research has shown that lower grade students often misconceive equivalence as an operation rather than… (more)

Subjects/Keywords: community college; equivalence; literal symbol; misconception; Education; Science and Mathematics Education

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APA (6th Edition):

Maguire, T. J. (2012). Investigation of the Misconceptions Related to the Concepts of Equivalence and Literal Symbols Held by Underprepared Community College Students. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/40

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):

Maguire, Terrence Joseph. “Investigation of the Misconceptions Related to the Concepts of Equivalence and Literal Symbols Held by Underprepared Community College Students.” 2012. Thesis, University of San Francisco. Accessed June 20, 2019. https://repository.usfca.edu/diss/40.

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

MLA Handbook (7th Edition):

Maguire, Terrence Joseph. “Investigation of the Misconceptions Related to the Concepts of Equivalence and Literal Symbols Held by Underprepared Community College Students.” 2012. Web. 20 Jun 2019.

Vancouver:

Maguire TJ. Investigation of the Misconceptions Related to the Concepts of Equivalence and Literal Symbols Held by Underprepared Community College Students. [Internet] [Thesis]. University of San Francisco; 2012. [cited 2019 Jun 20]. Available from: https://repository.usfca.edu/diss/40.

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

Council of Science Editors:

Maguire TJ. Investigation of the Misconceptions Related to the Concepts of Equivalence and Literal Symbols Held by Underprepared Community College Students. [Thesis]. University of San Francisco; 2012. Available from: https://repository.usfca.edu/diss/40

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

21. Granados, Renee. A Comparison of Two Teaching Methods for Pediatric Medication Administration: Multimedia and Text-Based Modules.

Degree: Doctor of Education (EdD), Learning and Instruction, 2013, University of San Francisco

  A Comparison of Two Teaching Methods for Pediatrics: Multimedia and Text-based Modules to Teach Pediatric Medication Administration Nurse educators are in a position to… (more)

Subjects/Keywords: calculation skills; medication administration; pediatrics; teaching; Mathematics; Nursing

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APA (6th Edition):

Granados, R. (2013). A Comparison of Two Teaching Methods for Pediatric Medication Administration: Multimedia and Text-Based Modules. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/77

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):

Granados, Renee. “A Comparison of Two Teaching Methods for Pediatric Medication Administration: Multimedia and Text-Based Modules.” 2013. Thesis, University of San Francisco. Accessed June 20, 2019. https://repository.usfca.edu/diss/77.

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

MLA Handbook (7th Edition):

Granados, Renee. “A Comparison of Two Teaching Methods for Pediatric Medication Administration: Multimedia and Text-Based Modules.” 2013. Web. 20 Jun 2019.

Vancouver:

Granados R. A Comparison of Two Teaching Methods for Pediatric Medication Administration: Multimedia and Text-Based Modules. [Internet] [Thesis]. University of San Francisco; 2013. [cited 2019 Jun 20]. Available from: https://repository.usfca.edu/diss/77.

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

Council of Science Editors:

Granados R. A Comparison of Two Teaching Methods for Pediatric Medication Administration: Multimedia and Text-Based Modules. [Thesis]. University of San Francisco; 2013. Available from: https://repository.usfca.edu/diss/77

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

22. Halkyard, Shannon James. The Separate and Collective Effects of Personalization, Personification, and Gender on Learning with Multimedia Chemistry Instructional Materials.

Degree: Doctor of Education (EdD), Learning and Instruction, 2012, University of San Francisco

  Chemistry is a difficult subject to learn and teach for students in general. Additionally, female students are under-represented in chemistry and the physical sciences.… (more)

Subjects/Keywords: Chemistry; Gender; Multimedia; Personalization; Personification; Education; Science and Mathematics Education

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

APA (6th Edition):

Halkyard, S. J. (2012). The Separate and Collective Effects of Personalization, Personification, and Gender on Learning with Multimedia Chemistry Instructional Materials. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/33

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):

Halkyard, Shannon James. “The Separate and Collective Effects of Personalization, Personification, and Gender on Learning with Multimedia Chemistry Instructional Materials.” 2012. Thesis, University of San Francisco. Accessed June 20, 2019. https://repository.usfca.edu/diss/33.

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

MLA Handbook (7th Edition):

Halkyard, Shannon James. “The Separate and Collective Effects of Personalization, Personification, and Gender on Learning with Multimedia Chemistry Instructional Materials.” 2012. Web. 20 Jun 2019.

Vancouver:

Halkyard SJ. The Separate and Collective Effects of Personalization, Personification, and Gender on Learning with Multimedia Chemistry Instructional Materials. [Internet] [Thesis]. University of San Francisco; 2012. [cited 2019 Jun 20]. Available from: https://repository.usfca.edu/diss/33.

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

Council of Science Editors:

Halkyard SJ. The Separate and Collective Effects of Personalization, Personification, and Gender on Learning with Multimedia Chemistry Instructional Materials. [Thesis]. University of San Francisco; 2012. Available from: https://repository.usfca.edu/diss/33

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

23. Luevano, Gizelle Ann. Educational Journeys Of Successful Hispanic Science Professionals.

Degree: Doctor of Education (EdD), Educational Leadership, 2016, University of New England

  This qualitative case study examined the science identity and educational experiences, including discrimination, perseverance, and mentorship, of Hispanics in science. The participants were asked… (more)

Subjects/Keywords: Educational Leadership; Race and Ethnicity; Science and Mathematics Education

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

APA (6th Edition):

Luevano, G. A. (2016). Educational Journeys Of Successful Hispanic Science Professionals. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/89

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):

Luevano, Gizelle Ann. “Educational Journeys Of Successful Hispanic Science Professionals.” 2016. Thesis, University of New England. Accessed June 20, 2019. https://dune.une.edu/theses/89.

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

MLA Handbook (7th Edition):

Luevano, Gizelle Ann. “Educational Journeys Of Successful Hispanic Science Professionals.” 2016. Web. 20 Jun 2019.

Vancouver:

Luevano GA. Educational Journeys Of Successful Hispanic Science Professionals. [Internet] [Thesis]. University of New England; 2016. [cited 2019 Jun 20]. Available from: https://dune.une.edu/theses/89.

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

Council of Science Editors:

Luevano GA. Educational Journeys Of Successful Hispanic Science Professionals. [Thesis]. University of New England; 2016. Available from: https://dune.une.edu/theses/89

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


West Virginia University

24. Goodykoontz, Erin N. Factors that affect college students' attitude toward mathematics.

Degree: EdD, Curriculum & Instruction/Literacy Studies, 2008, West Virginia University

 Many students have poor attitudes toward mathematics. This mixed methods study investigates factors that affect college students' attitudes toward mathematics as well as what may… (more)

Subjects/Keywords: Mathematics education; Curriculum development

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

APA (6th Edition):

Goodykoontz, E. N. (2008). Factors that affect college students' attitude toward mathematics. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/2837

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):

Goodykoontz, Erin N. “Factors that affect college students' attitude toward mathematics.” 2008. Thesis, West Virginia University. Accessed June 20, 2019. https://researchrepository.wvu.edu/etd/2837.

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

MLA Handbook (7th Edition):

Goodykoontz, Erin N. “Factors that affect college students' attitude toward mathematics.” 2008. Web. 20 Jun 2019.

Vancouver:

Goodykoontz EN. Factors that affect college students' attitude toward mathematics. [Internet] [Thesis]. West Virginia University; 2008. [cited 2019 Jun 20]. Available from: https://researchrepository.wvu.edu/etd/2837.

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

Council of Science Editors:

Goodykoontz EN. Factors that affect college students' attitude toward mathematics. [Thesis]. West Virginia University; 2008. Available from: https://researchrepository.wvu.edu/etd/2837

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


Florida International University

25. Iossi, Laura Hillerbrand. The Mathematics Anxiety of Bilingual Community College Students.

Degree: Educational Leadership, 2009, Florida International University

  Math anxiety levels and performance outcomes were compared for bilingual and monolingual community college Intermediate Algebra students attending a culturally diverse urban commuter college.… (more)

Subjects/Keywords: developmental; Hispanic; higher education; performance; Latino; factor analysis; preparatory; mathematics education

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

APA (6th Edition):

Iossi, L. H. (2009). The Mathematics Anxiety of Bilingual Community College Students. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/198 ; 10.25148/etd.FI10022525 ; FI10022525

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):

Iossi, Laura Hillerbrand. “The Mathematics Anxiety of Bilingual Community College Students.” 2009. Thesis, Florida International University. Accessed June 20, 2019. http://digitalcommons.fiu.edu/etd/198 ; 10.25148/etd.FI10022525 ; FI10022525.

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

MLA Handbook (7th Edition):

Iossi, Laura Hillerbrand. “The Mathematics Anxiety of Bilingual Community College Students.” 2009. Web. 20 Jun 2019.

Vancouver:

Iossi LH. The Mathematics Anxiety of Bilingual Community College Students. [Internet] [Thesis]. Florida International University; 2009. [cited 2019 Jun 20]. Available from: http://digitalcommons.fiu.edu/etd/198 ; 10.25148/etd.FI10022525 ; FI10022525.

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

Council of Science Editors:

Iossi LH. The Mathematics Anxiety of Bilingual Community College Students. [Thesis]. Florida International University; 2009. Available from: http://digitalcommons.fiu.edu/etd/198 ; 10.25148/etd.FI10022525 ; FI10022525

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


Florida International University

26. Miranda, Jeffrey. The Efficacy of an Interactive Computer System for Teaching Developmental Mathematics to College Students.

Degree: Doctor of Education (EdD), Higher Education Administration, 2014, Florida International University

  Many students are entering colleges and universities in the United States underprepared in mathematics. National statistics indicate that only approximately one-third of students in… (more)

Subjects/Keywords: Mastery Learning; Computer Assisted Instruction; Developmental Mathematics; Higher Education

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APA (6th Edition):

Miranda, J. (2014). The Efficacy of an Interactive Computer System for Teaching Developmental Mathematics to College Students. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/1148 ; 10.25148/etd.FI14040831 ; FI14040831

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):

Miranda, Jeffrey. “The Efficacy of an Interactive Computer System for Teaching Developmental Mathematics to College Students.” 2014. Thesis, Florida International University. Accessed June 20, 2019. http://digitalcommons.fiu.edu/etd/1148 ; 10.25148/etd.FI14040831 ; FI14040831.

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

MLA Handbook (7th Edition):

Miranda, Jeffrey. “The Efficacy of an Interactive Computer System for Teaching Developmental Mathematics to College Students.” 2014. Web. 20 Jun 2019.

Vancouver:

Miranda J. The Efficacy of an Interactive Computer System for Teaching Developmental Mathematics to College Students. [Internet] [Thesis]. Florida International University; 2014. [cited 2019 Jun 20]. Available from: http://digitalcommons.fiu.edu/etd/1148 ; 10.25148/etd.FI14040831 ; FI14040831.

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

Council of Science Editors:

Miranda J. The Efficacy of an Interactive Computer System for Teaching Developmental Mathematics to College Students. [Thesis]. Florida International University; 2014. Available from: http://digitalcommons.fiu.edu/etd/1148 ; 10.25148/etd.FI14040831 ; FI14040831

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


Kennesaw State University

27. Roth, Joel A. Making the Struggle Productive: Conceptualizing the Role and Impact of the Mathematics Teacher in Episodes of Productive Struggle.

Degree: Doctor of Education in Secondary Education, Education, 2019, Kennesaw State University

  Productive struggle is a necessary and important part of mathematics learning, occurring when students engage, grapple, and make sense of mathematical ideas and relationships… (more)

Subjects/Keywords: Productive Struggle; Mathematics Teachers; Teacher Response; Secondary Education

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APA (6th Edition):

Roth, J. A. (2019). Making the Struggle Productive: Conceptualizing the Role and Impact of the Mathematics Teacher in Episodes of Productive Struggle. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/seceddoc_etd/16

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):

Roth, Joel A. “Making the Struggle Productive: Conceptualizing the Role and Impact of the Mathematics Teacher in Episodes of Productive Struggle.” 2019. Thesis, Kennesaw State University. Accessed June 20, 2019. https://digitalcommons.kennesaw.edu/seceddoc_etd/16.

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

MLA Handbook (7th Edition):

Roth, Joel A. “Making the Struggle Productive: Conceptualizing the Role and Impact of the Mathematics Teacher in Episodes of Productive Struggle.” 2019. Web. 20 Jun 2019.

Vancouver:

Roth JA. Making the Struggle Productive: Conceptualizing the Role and Impact of the Mathematics Teacher in Episodes of Productive Struggle. [Internet] [Thesis]. Kennesaw State University; 2019. [cited 2019 Jun 20]. Available from: https://digitalcommons.kennesaw.edu/seceddoc_etd/16.

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

Council of Science Editors:

Roth JA. Making the Struggle Productive: Conceptualizing the Role and Impact of the Mathematics Teacher in Episodes of Productive Struggle. [Thesis]. Kennesaw State University; 2019. Available from: https://digitalcommons.kennesaw.edu/seceddoc_etd/16

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


College of William and Mary

28. Spencer, Turner McKinley. A study of the relationship of selected variables to grade point average in general biology at Thomas Nelson Community College.

Degree: Doctor of Education (EdD), Education, 1975, College of William and Mary

Subjects/Keywords: Science and Mathematics Education

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

APA (6th Edition):

Spencer, T. M. (1975). A study of the relationship of selected variables to grade point average in general biology at Thomas Nelson Community College. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618372

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):

Spencer, Turner McKinley. “A study of the relationship of selected variables to grade point average in general biology at Thomas Nelson Community College.” 1975. Thesis, College of William and Mary. Accessed June 20, 2019. https://scholarworks.wm.edu/etd/1539618372.

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

MLA Handbook (7th Edition):

Spencer, Turner McKinley. “A study of the relationship of selected variables to grade point average in general biology at Thomas Nelson Community College.” 1975. Web. 20 Jun 2019.

Vancouver:

Spencer TM. A study of the relationship of selected variables to grade point average in general biology at Thomas Nelson Community College. [Internet] [Thesis]. College of William and Mary; 1975. [cited 2019 Jun 20]. Available from: https://scholarworks.wm.edu/etd/1539618372.

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

Council of Science Editors:

Spencer TM. A study of the relationship of selected variables to grade point average in general biology at Thomas Nelson Community College. [Thesis]. College of William and Mary; 1975. Available from: https://scholarworks.wm.edu/etd/1539618372

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


College of William and Mary

29. Roettinger, Theresa Marie. Investigating the relationships among primary teachers' math profile, math teaching efficacy, and math content pedagogical knowledge.

Degree: Doctor of Education (EdD), Education, 2014, College of William and Mary

 Kindergarten, first and second grade teachers play an important role in the development of a student's understanding of mathematics. Consequently, in order to improve student… (more)

Subjects/Keywords: Educational Leadership; Elementary Education; Science and Mathematics Education

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

APA (6th Edition):

Roettinger, T. M. (2014). Investigating the relationships among primary teachers' math profile, math teaching efficacy, and math content pedagogical knowledge. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618606

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):

Roettinger, Theresa Marie. “Investigating the relationships among primary teachers' math profile, math teaching efficacy, and math content pedagogical knowledge.” 2014. Thesis, College of William and Mary. Accessed June 20, 2019. https://scholarworks.wm.edu/etd/1539618606.

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

MLA Handbook (7th Edition):

Roettinger, Theresa Marie. “Investigating the relationships among primary teachers' math profile, math teaching efficacy, and math content pedagogical knowledge.” 2014. Web. 20 Jun 2019.

Vancouver:

Roettinger TM. Investigating the relationships among primary teachers' math profile, math teaching efficacy, and math content pedagogical knowledge. [Internet] [Thesis]. College of William and Mary; 2014. [cited 2019 Jun 20]. Available from: https://scholarworks.wm.edu/etd/1539618606.

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

Council of Science Editors:

Roettinger TM. Investigating the relationships among primary teachers' math profile, math teaching efficacy, and math content pedagogical knowledge. [Thesis]. College of William and Mary; 2014. Available from: https://scholarworks.wm.edu/etd/1539618606

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


College of William and Mary

30. Colorado, Ann Haimburger. Math talent development of elementary school students: The relationship of gender, math motivation, and goal orientation to math achievement.

Degree: Doctor of Education (EdD), Education, 2014, College of William and Mary

 Research has established that motivation is an important factor of student achievement. Many researchers in the field of gifted education consider motivation to be a… (more)

Subjects/Keywords: Elementary Education; Gifted Education; Science and Mathematics Education

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

APA (6th Edition):

Colorado, A. H. (2014). Math talent development of elementary school students: The relationship of gender, math motivation, and goal orientation to math achievement. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618626

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):

Colorado, Ann Haimburger. “Math talent development of elementary school students: The relationship of gender, math motivation, and goal orientation to math achievement.” 2014. Thesis, College of William and Mary. Accessed June 20, 2019. https://scholarworks.wm.edu/etd/1539618626.

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

MLA Handbook (7th Edition):

Colorado, Ann Haimburger. “Math talent development of elementary school students: The relationship of gender, math motivation, and goal orientation to math achievement.” 2014. Web. 20 Jun 2019.

Vancouver:

Colorado AH. Math talent development of elementary school students: The relationship of gender, math motivation, and goal orientation to math achievement. [Internet] [Thesis]. College of William and Mary; 2014. [cited 2019 Jun 20]. Available from: https://scholarworks.wm.edu/etd/1539618626.

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

Council of Science Editors:

Colorado AH. Math talent development of elementary school students: The relationship of gender, math motivation, and goal orientation to math achievement. [Thesis]. College of William and Mary; 2014. Available from: https://scholarworks.wm.edu/etd/1539618626

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

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