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University: University of North Texas

You searched for subject:( Physics Study AND teaching Secondary ). Showing records 1 – 30 of 389 total matches.

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University of North Texas

1. Holley, Kerry Kathleen McGee. Examining and Characterizing Changes in First Year High School Chemistry Curricula.

Degree: 2010, University of North Texas

 Many students currently entering college are able to solve mathematical problems but often do not understand the chemistry concepts underlying their calculations. High school chemistry… (more)

Subjects/Keywords: Science education; curriculum development; textbook analysis; teacher surveys; high stakes testing; Chemistry  – Study and teaching (Secondary)  – Texas.; Chemistry  – Study and teaching (Secondary)  – United States.; Texas Assessment of Knowledge and Skills.

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APA (6th Edition):

Holley, K. K. M. (2010). Examining and Characterizing Changes in First Year High School Chemistry Curricula. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc30468/

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):

Holley, Kerry Kathleen McGee. “Examining and Characterizing Changes in First Year High School Chemistry Curricula.” 2010. Thesis, University of North Texas. Accessed September 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc30468/.

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

MLA Handbook (7th Edition):

Holley, Kerry Kathleen McGee. “Examining and Characterizing Changes in First Year High School Chemistry Curricula.” 2010. Web. 17 Sep 2019.

Vancouver:

Holley KKM. Examining and Characterizing Changes in First Year High School Chemistry Curricula. [Internet] [Thesis]. University of North Texas; 2010. [cited 2019 Sep 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc30468/.

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

Council of Science Editors:

Holley KKM. Examining and Characterizing Changes in First Year High School Chemistry Curricula. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc30468/

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


University of North Texas

2. Taylor, Tresa S. Do Minutes Matter? Connecting Tardiness to Academic Achievement.

Degree: 2014, University of North Texas

 Within the scope of all that is expected to be accomplished in education, what difference does a tardy make? This study was designed to examine… (more)

Subjects/Keywords: tardiness; academic achievement; early intervention; Tardiness.; Academic achievement.; Mathematics  – Study and teaching (Secondary)

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APA (6th Edition):

Taylor, T. S. (2014). Do Minutes Matter? Connecting Tardiness to Academic Achievement. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc700113/

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):

Taylor, Tresa S. “Do Minutes Matter? Connecting Tardiness to Academic Achievement.” 2014. Thesis, University of North Texas. Accessed September 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc700113/.

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

MLA Handbook (7th Edition):

Taylor, Tresa S. “Do Minutes Matter? Connecting Tardiness to Academic Achievement.” 2014. Web. 17 Sep 2019.

Vancouver:

Taylor TS. Do Minutes Matter? Connecting Tardiness to Academic Achievement. [Internet] [Thesis]. University of North Texas; 2014. [cited 2019 Sep 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc700113/.

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

Council of Science Editors:

Taylor TS. Do Minutes Matter? Connecting Tardiness to Academic Achievement. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc700113/

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


University of North Texas

3. Fields, Melanie. Transfer From a UTeach Replication Site to the Classroom: A Study of First and Second Year Instructional Practices.

Degree: 2015, University of North Texas

 Concerns based adoption model (CBAM) instruments were used to examine instructional practices of six graduates from a highly stylized, inquiry-based secondary math and science preparation… (more)

Subjects/Keywords: secondary teachers; instructional practices; CBAM; mathematics; teacher preparation; Mathematics  – Study and teaching (Secondary); Mathematics teachers.; School improvement programs.

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APA (6th Edition):

Fields, M. (2015). Transfer From a UTeach Replication Site to the Classroom: A Study of First and Second Year Instructional Practices. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc799531/

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):

Fields, Melanie. “Transfer From a UTeach Replication Site to the Classroom: A Study of First and Second Year Instructional Practices.” 2015. Thesis, University of North Texas. Accessed September 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc799531/.

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

MLA Handbook (7th Edition):

Fields, Melanie. “Transfer From a UTeach Replication Site to the Classroom: A Study of First and Second Year Instructional Practices.” 2015. Web. 17 Sep 2019.

Vancouver:

Fields M. Transfer From a UTeach Replication Site to the Classroom: A Study of First and Second Year Instructional Practices. [Internet] [Thesis]. University of North Texas; 2015. [cited 2019 Sep 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc799531/.

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

Council of Science Editors:

Fields M. Transfer From a UTeach Replication Site to the Classroom: A Study of First and Second Year Instructional Practices. [Thesis]. University of North Texas; 2015. Available from: https://digital.library.unt.edu/ark:/67531/metadc799531/

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


University of North Texas

4. Watson, Cindy Gay. Beliefs of Mathematics Pre-service Teachers About Project-based Learning.

Degree: 2014, University of North Texas

 This study explored the beliefs of pre-service secondary mathematics teachers about project-based learning (PBL), as they encountered a project-based learning high school where they implemented… (more)

Subjects/Keywords: beliefs; project-based learning; pre-service teachers; Project method in teaching.; Student teachers.; Mathematics teachers.; Mathematics  – Study and teaching (Secondary)

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APA (6th Edition):

Watson, C. G. (2014). Beliefs of Mathematics Pre-service Teachers About Project-based Learning. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc699970/

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):

Watson, Cindy Gay. “Beliefs of Mathematics Pre-service Teachers About Project-based Learning.” 2014. Thesis, University of North Texas. Accessed September 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc699970/.

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

MLA Handbook (7th Edition):

Watson, Cindy Gay. “Beliefs of Mathematics Pre-service Teachers About Project-based Learning.” 2014. Web. 17 Sep 2019.

Vancouver:

Watson CG. Beliefs of Mathematics Pre-service Teachers About Project-based Learning. [Internet] [Thesis]. University of North Texas; 2014. [cited 2019 Sep 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc699970/.

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

Council of Science Editors:

Watson CG. Beliefs of Mathematics Pre-service Teachers About Project-based Learning. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc699970/

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


University of North Texas

5. Apple, Kendra Kea. Inquiry-based science for high school students: a forensic unit.

Degree: 2000, University of North Texas

 This project constitutes an instructional unit for honors biology that involves the use of science in the field of criminal investigation and forensics. Before beginning… (more)

Subjects/Keywords: Forensic sciences  – Study and teaching (Secondary).; Criminal investigation  – Study and teaching (Secondary).; Biology  – Study and teaching (Secondary).; Biology instruction; Criminal investigation; Forensic science

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APA (6th Edition):

Apple, K. K. (2000). Inquiry-based science for high school students: a forensic unit. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc2585/

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):

Apple, Kendra Kea. “Inquiry-based science for high school students: a forensic unit.” 2000. Thesis, University of North Texas. Accessed September 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc2585/.

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

MLA Handbook (7th Edition):

Apple, Kendra Kea. “Inquiry-based science for high school students: a forensic unit.” 2000. Web. 17 Sep 2019.

Vancouver:

Apple KK. Inquiry-based science for high school students: a forensic unit. [Internet] [Thesis]. University of North Texas; 2000. [cited 2019 Sep 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc2585/.

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

Council of Science Editors:

Apple KK. Inquiry-based science for high school students: a forensic unit. [Thesis]. University of North Texas; 2000. Available from: https://digital.library.unt.edu/ark:/67531/metadc2585/

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


University of North Texas

6. Parker, Timothy P. Integrating Concepts in Modern Molecular Biology into a High School Biology Curriculum.

Degree: 2003, University of North Texas

 More so than any other science in the past several decades, Biology has seen an explosion of new information and monumental discoveries that have had… (more)

Subjects/Keywords: Molecular biology  – Study and teaching (Secondary); Molecular biology curriculum

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APA (6th Edition):

Parker, T. P. (2003). Integrating Concepts in Modern Molecular Biology into a High School Biology Curriculum. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc4255/

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):

Parker, Timothy P. “Integrating Concepts in Modern Molecular Biology into a High School Biology Curriculum.” 2003. Thesis, University of North Texas. Accessed September 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc4255/.

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

MLA Handbook (7th Edition):

Parker, Timothy P. “Integrating Concepts in Modern Molecular Biology into a High School Biology Curriculum.” 2003. Web. 17 Sep 2019.

Vancouver:

Parker TP. Integrating Concepts in Modern Molecular Biology into a High School Biology Curriculum. [Internet] [Thesis]. University of North Texas; 2003. [cited 2019 Sep 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc4255/.

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

Council of Science Editors:

Parker TP. Integrating Concepts in Modern Molecular Biology into a High School Biology Curriculum. [Thesis]. University of North Texas; 2003. Available from: https://digital.library.unt.edu/ark:/67531/metadc4255/

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


University of North Texas

7. Otterbine, Joseph R. Youth-led Environmental Awareness: Initiatives Towards a Jain Faith Community Empowerment.

Degree: 2014, University of North Texas

 This project employs participatory action research methods in efforts to create a community specific environmental curriculum for the high school age youth at the only… (more)

Subjects/Keywords: participatory action research; environmentalism; Jainism; youth empowerment; Environmental education  – Study and teaching (Secondary)  – Texas.; Jains  – Education  – Texas.

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APA (6th Edition):

Otterbine, J. R. (2014). Youth-led Environmental Awareness: Initiatives Towards a Jain Faith Community Empowerment. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc700090/

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):

Otterbine, Joseph R. “Youth-led Environmental Awareness: Initiatives Towards a Jain Faith Community Empowerment.” 2014. Thesis, University of North Texas. Accessed September 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc700090/.

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

MLA Handbook (7th Edition):

Otterbine, Joseph R. “Youth-led Environmental Awareness: Initiatives Towards a Jain Faith Community Empowerment.” 2014. Web. 17 Sep 2019.

Vancouver:

Otterbine JR. Youth-led Environmental Awareness: Initiatives Towards a Jain Faith Community Empowerment. [Internet] [Thesis]. University of North Texas; 2014. [cited 2019 Sep 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc700090/.

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

Council of Science Editors:

Otterbine JR. Youth-led Environmental Awareness: Initiatives Towards a Jain Faith Community Empowerment. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc700090/

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


University of North Texas

8. Webster, Megan L. GIS in AP Human Geography: a Means of Developing Students’ Spatial Thinking?.

Degree: 2015, University of North Texas

 Geography education is undergoing change in K-12 education due in part to the introduction of geospatial technologies, including geographic information systems (GIS). Although active engagement… (more)

Subjects/Keywords: spatial thinking; cognitive map; geographic information systems (GIS); Geographic information systems.; Spatial ability.; Human geography  – Study and teaching (Secondary).

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APA (6th Edition):

Webster, M. L. (2015). GIS in AP Human Geography: a Means of Developing Students’ Spatial Thinking?. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc801894/

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):

Webster, Megan L. “GIS in AP Human Geography: a Means of Developing Students’ Spatial Thinking?.” 2015. Thesis, University of North Texas. Accessed September 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc801894/.

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

MLA Handbook (7th Edition):

Webster, Megan L. “GIS in AP Human Geography: a Means of Developing Students’ Spatial Thinking?.” 2015. Web. 17 Sep 2019.

Vancouver:

Webster ML. GIS in AP Human Geography: a Means of Developing Students’ Spatial Thinking?. [Internet] [Thesis]. University of North Texas; 2015. [cited 2019 Sep 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc801894/.

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

Council of Science Editors:

Webster ML. GIS in AP Human Geography: a Means of Developing Students’ Spatial Thinking?. [Thesis]. University of North Texas; 2015. Available from: https://digital.library.unt.edu/ark:/67531/metadc801894/

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


University of North Texas

9. Stroud, Elizabeth J. Opening the Door to Meaning-Making in Secondary Art History Instruction.

Degree: 2006, University of North Texas

 Each day countless numbers of high school students remain standing at the threshold of the door to meaningful learning in art history because of traditional… (more)

Subjects/Keywords: Art  – History  – Study and teaching (Secondary); Art appreciation  – Study and teaching (Secondary); art education; art history; feminist pedagogy

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

APA (6th Edition):

Stroud, E. J. (2006). Opening the Door to Meaning-Making in Secondary Art History Instruction. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc5244/

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):

Stroud, Elizabeth J. “Opening the Door to Meaning-Making in Secondary Art History Instruction.” 2006. Thesis, University of North Texas. Accessed September 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc5244/.

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

MLA Handbook (7th Edition):

Stroud, Elizabeth J. “Opening the Door to Meaning-Making in Secondary Art History Instruction.” 2006. Web. 17 Sep 2019.

Vancouver:

Stroud EJ. Opening the Door to Meaning-Making in Secondary Art History Instruction. [Internet] [Thesis]. University of North Texas; 2006. [cited 2019 Sep 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc5244/.

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

Council of Science Editors:

Stroud EJ. Opening the Door to Meaning-Making in Secondary Art History Instruction. [Thesis]. University of North Texas; 2006. Available from: https://digital.library.unt.edu/ark:/67531/metadc5244/

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


University of North Texas

10. Revelle, Carol L. Constructing Transformative Experiences Through Problem Posing in a High School English Research Project.

Degree: 2009, University of North Texas

 This dissertation chronicles my search to engage high school English students in inquiry as part of a formal research process. The perspective of critical literacy… (more)

Subjects/Keywords: Problem posing; high school research; social action; secondary research; transformation; research paper; Research  – Study and teaching (Secondary); English language  – Study and teaching (Secondary); Information literacy  – Study and teaching (Secondary)

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

APA (6th Edition):

Revelle, C. L. (2009). Constructing Transformative Experiences Through Problem Posing in a High School English Research Project. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc9919/

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):

Revelle, Carol L. “Constructing Transformative Experiences Through Problem Posing in a High School English Research Project.” 2009. Thesis, University of North Texas. Accessed September 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc9919/.

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

MLA Handbook (7th Edition):

Revelle, Carol L. “Constructing Transformative Experiences Through Problem Posing in a High School English Research Project.” 2009. Web. 17 Sep 2019.

Vancouver:

Revelle CL. Constructing Transformative Experiences Through Problem Posing in a High School English Research Project. [Internet] [Thesis]. University of North Texas; 2009. [cited 2019 Sep 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc9919/.

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

Council of Science Editors:

Revelle CL. Constructing Transformative Experiences Through Problem Posing in a High School English Research Project. [Thesis]. University of North Texas; 2009. Available from: https://digital.library.unt.edu/ark:/67531/metadc9919/

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


University of North Texas

11. Stansell, Alicia. Transmedia STEM Intervention Book in Middle School for Educational Change.

Degree: 2016, University of North Texas

 The world is becoming a global place in which science, technology, engineering and mathematics hold a key to a successful future. To help secure this… (more)

Subjects/Keywords: STEM; transmedia book; middle school intervention curriculum; 3-D printer; Education, Technology; Education, Secondary; Education, Mathematics; Science  – Study and teaching (Middle school); Three-dimensional printing.; Mathematics  – Study and teaching (Middle school)

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

APA (6th Edition):

Stansell, A. (2016). Transmedia STEM Intervention Book in Middle School for Educational Change. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc849609/

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):

Stansell, Alicia. “Transmedia STEM Intervention Book in Middle School for Educational Change.” 2016. Thesis, University of North Texas. Accessed September 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc849609/.

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

MLA Handbook (7th Edition):

Stansell, Alicia. “Transmedia STEM Intervention Book in Middle School for Educational Change.” 2016. Web. 17 Sep 2019.

Vancouver:

Stansell A. Transmedia STEM Intervention Book in Middle School for Educational Change. [Internet] [Thesis]. University of North Texas; 2016. [cited 2019 Sep 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc849609/.

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

Council of Science Editors:

Stansell A. Transmedia STEM Intervention Book in Middle School for Educational Change. [Thesis]. University of North Texas; 2016. Available from: https://digital.library.unt.edu/ark:/67531/metadc849609/

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


University of North Texas

12. Edge, Donna L. Math literacy: The relationship of algebra, gender, ethnicity, socioeconomic status, and AVID enrollment with high school math course completion and college readiness.

Degree: 2009, University of North Texas

 The questions guiding this research seek to discover the factors that affect high school math course completion and college readiness in a Texas suburban public… (more)

Subjects/Keywords: Math literacy; AVID; college readiness; algebra; Mathematics  – Study and teaching (Secondary)  – Texas.; Algebra  – Study and teaching  – Texas.; College preparation programs  – Texas.

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

APA (6th Edition):

Edge, D. L. (2009). Math literacy: The relationship of algebra, gender, ethnicity, socioeconomic status, and AVID enrollment with high school math course completion and college readiness. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc11046/

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):

Edge, Donna L. “Math literacy: The relationship of algebra, gender, ethnicity, socioeconomic status, and AVID enrollment with high school math course completion and college readiness.” 2009. Thesis, University of North Texas. Accessed September 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc11046/.

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

MLA Handbook (7th Edition):

Edge, Donna L. “Math literacy: The relationship of algebra, gender, ethnicity, socioeconomic status, and AVID enrollment with high school math course completion and college readiness.” 2009. Web. 17 Sep 2019.

Vancouver:

Edge DL. Math literacy: The relationship of algebra, gender, ethnicity, socioeconomic status, and AVID enrollment with high school math course completion and college readiness. [Internet] [Thesis]. University of North Texas; 2009. [cited 2019 Sep 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc11046/.

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

Council of Science Editors:

Edge DL. Math literacy: The relationship of algebra, gender, ethnicity, socioeconomic status, and AVID enrollment with high school math course completion and college readiness. [Thesis]. University of North Texas; 2009. Available from: https://digital.library.unt.edu/ark:/67531/metadc11046/

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


University of North Texas

13. Garza, Federico (Federico Angel). The Effect of the Use of Laser Video Disc on Achievement, Attitude, and Confidence of High School Biology Students.

Degree: 1994, University of North Texas

 The purpose of the study was to determine the effects of level III video disc instruction on high school biology students. There were three areas… (more)

Subjects/Keywords: high school students; biology; videos; Biology  – Study and teaching (Secondary); Biology  – Study and teaching  – Audio-visual aids.; Videodiscs in education.

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

APA (6th Edition):

Garza, F. (. A. (1994). The Effect of the Use of Laser Video Disc on Achievement, Attitude, and Confidence of High School Biology Students. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc278506/

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):

Garza, Federico (Federico Angel). “The Effect of the Use of Laser Video Disc on Achievement, Attitude, and Confidence of High School Biology Students.” 1994. Thesis, University of North Texas. Accessed September 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc278506/.

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

MLA Handbook (7th Edition):

Garza, Federico (Federico Angel). “The Effect of the Use of Laser Video Disc on Achievement, Attitude, and Confidence of High School Biology Students.” 1994. Web. 17 Sep 2019.

Vancouver:

Garza F(A. The Effect of the Use of Laser Video Disc on Achievement, Attitude, and Confidence of High School Biology Students. [Internet] [Thesis]. University of North Texas; 1994. [cited 2019 Sep 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc278506/.

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

Council of Science Editors:

Garza F(A. The Effect of the Use of Laser Video Disc on Achievement, Attitude, and Confidence of High School Biology Students. [Thesis]. University of North Texas; 1994. Available from: https://digital.library.unt.edu/ark:/67531/metadc278506/

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


University of North Texas

14. Mallory, Kelli D. Examining the effects of scheduled course time on mathematics achievement in high school students.

Degree: 2007, University of North Texas

 This study was designed to determine the effects of two different schedule types on mathematics achievement in public high school students. The instruments used included… (more)

Subjects/Keywords: Schedule; mathematics; achievement; Mathematics  – Study and teaching (Secondary); Schedules, School.; Block scheduling (Education)

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APA (6th Edition):

Mallory, K. D. (2007). Examining the effects of scheduled course time on mathematics achievement in high school students. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc3644/

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):

Mallory, Kelli D. “Examining the effects of scheduled course time on mathematics achievement in high school students.” 2007. Thesis, University of North Texas. Accessed September 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc3644/.

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

MLA Handbook (7th Edition):

Mallory, Kelli D. “Examining the effects of scheduled course time on mathematics achievement in high school students.” 2007. Web. 17 Sep 2019.

Vancouver:

Mallory KD. Examining the effects of scheduled course time on mathematics achievement in high school students. [Internet] [Thesis]. University of North Texas; 2007. [cited 2019 Sep 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc3644/.

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

Council of Science Editors:

Mallory KD. Examining the effects of scheduled course time on mathematics achievement in high school students. [Thesis]. University of North Texas; 2007. Available from: https://digital.library.unt.edu/ark:/67531/metadc3644/

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


University of North Texas

15. Baker, Adelita Gonzales. Levanten La Mano Si Me Entienden: Receptive Bilinguals’ Linguistic and Cultural Perceptions in Secondary Spanish Classes.

Degree: 2015, University of North Texas

 Receptive bilinguals have been in a dilemma of knowing just enough Spanish to write and aurally comprehend the curriculum at the beginning-intermediate levels of a… (more)

Subjects/Keywords: receptive bilingual; bilingual education; heritage language; curriculum; instruction; Spanish language  – Study and teaching (Secondary)  – Texas  – Case studies.; Hispanic American high school students  – Texas  – Case studies.

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APA (6th Edition):

Baker, A. G. (2015). Levanten La Mano Si Me Entienden: Receptive Bilinguals’ Linguistic and Cultural Perceptions in Secondary Spanish Classes. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc799503/

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):

Baker, Adelita Gonzales. “Levanten La Mano Si Me Entienden: Receptive Bilinguals’ Linguistic and Cultural Perceptions in Secondary Spanish Classes.” 2015. Thesis, University of North Texas. Accessed September 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc799503/.

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

MLA Handbook (7th Edition):

Baker, Adelita Gonzales. “Levanten La Mano Si Me Entienden: Receptive Bilinguals’ Linguistic and Cultural Perceptions in Secondary Spanish Classes.” 2015. Web. 17 Sep 2019.

Vancouver:

Baker AG. Levanten La Mano Si Me Entienden: Receptive Bilinguals’ Linguistic and Cultural Perceptions in Secondary Spanish Classes. [Internet] [Thesis]. University of North Texas; 2015. [cited 2019 Sep 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc799503/.

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

Council of Science Editors:

Baker AG. Levanten La Mano Si Me Entienden: Receptive Bilinguals’ Linguistic and Cultural Perceptions in Secondary Spanish Classes. [Thesis]. University of North Texas; 2015. Available from: https://digital.library.unt.edu/ark:/67531/metadc799503/

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


University of North Texas

16. Kelly, Janet Arlene. From Knowing Content to Constructing Knowledge: A Trend Analysis of Secondary Science Education, 1953-1992.

Degree: 1993, University of North Texas

 The purpose of this study was to identify and analyze secondary science education curriculum and instruction trends for the period 1953-1992 by using the technique… (more)

Subjects/Keywords: Science  – Study and teaching (Secondary)  – United States  – History.; content analysis; science education cirriculum

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APA (6th Edition):

Kelly, J. A. (1993). From Knowing Content to Constructing Knowledge: A Trend Analysis of Secondary Science Education, 1953-1992. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc278865/

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):

Kelly, Janet Arlene. “From Knowing Content to Constructing Knowledge: A Trend Analysis of Secondary Science Education, 1953-1992.” 1993. Thesis, University of North Texas. Accessed September 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc278865/.

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

MLA Handbook (7th Edition):

Kelly, Janet Arlene. “From Knowing Content to Constructing Knowledge: A Trend Analysis of Secondary Science Education, 1953-1992.” 1993. Web. 17 Sep 2019.

Vancouver:

Kelly JA. From Knowing Content to Constructing Knowledge: A Trend Analysis of Secondary Science Education, 1953-1992. [Internet] [Thesis]. University of North Texas; 1993. [cited 2019 Sep 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc278865/.

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

Council of Science Editors:

Kelly JA. From Knowing Content to Constructing Knowledge: A Trend Analysis of Secondary Science Education, 1953-1992. [Thesis]. University of North Texas; 1993. Available from: https://digital.library.unt.edu/ark:/67531/metadc278865/

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


University of North Texas

17. Bond, Richard P. Sexual Orientation and the Advanced Placement Art History Survey.

Degree: 2014, University of North Texas

 This two-part study included a content analysis of an AP art history text and a survey together with interviews with AP art history teachers that… (more)

Subjects/Keywords: Sexual orientation; gay and lesbian artists; homosexuality; Art  – History  – Study and teaching (Secondary); Gardner, Helen, 1878-1946.  – Art through the ages.; Advanced placement programs (Education); Sexual orientation.; Homosexuality and education.

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APA (6th Edition):

Bond, R. P. (2014). Sexual Orientation and the Advanced Placement Art History Survey. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc700015/

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):

Bond, Richard P. “Sexual Orientation and the Advanced Placement Art History Survey.” 2014. Thesis, University of North Texas. Accessed September 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc700015/.

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

MLA Handbook (7th Edition):

Bond, Richard P. “Sexual Orientation and the Advanced Placement Art History Survey.” 2014. Web. 17 Sep 2019.

Vancouver:

Bond RP. Sexual Orientation and the Advanced Placement Art History Survey. [Internet] [Thesis]. University of North Texas; 2014. [cited 2019 Sep 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc700015/.

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

Council of Science Editors:

Bond RP. Sexual Orientation and the Advanced Placement Art History Survey. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc700015/

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


University of North Texas

18. Keller, Brenda J. (Brenda Jo), 1942-. Effect of Three Different Types of High School Class Schedules (Traditional, Rotating Block, and Accelerated Block) on High School Biology Achievement and on Differences in Science Learning Environments.

Degree: 1997, University of North Texas

 This study analyzes the effect of three different high school scheduling options on the delivery of biology instruction, on student achievement, and on student perceptions… (more)

Subjects/Keywords: high school students; block schedule; biology; Science  – Study and teaching (Secondary); Biology  – Study and teaching (Secondary); Academic achievement.; Schedules, School.; Block scheduling (Education)

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APA (6th Edition):

Keller, Brenda J. (Brenda Jo), 1. (1997). Effect of Three Different Types of High School Class Schedules (Traditional, Rotating Block, and Accelerated Block) on High School Biology Achievement and on Differences in Science Learning Environments. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc278645/

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):

Keller, Brenda J. (Brenda Jo), 1942-. “Effect of Three Different Types of High School Class Schedules (Traditional, Rotating Block, and Accelerated Block) on High School Biology Achievement and on Differences in Science Learning Environments.” 1997. Thesis, University of North Texas. Accessed September 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc278645/.

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

MLA Handbook (7th Edition):

Keller, Brenda J. (Brenda Jo), 1942-. “Effect of Three Different Types of High School Class Schedules (Traditional, Rotating Block, and Accelerated Block) on High School Biology Achievement and on Differences in Science Learning Environments.” 1997. Web. 17 Sep 2019.

Vancouver:

Keller, Brenda J. (Brenda Jo) 1. Effect of Three Different Types of High School Class Schedules (Traditional, Rotating Block, and Accelerated Block) on High School Biology Achievement and on Differences in Science Learning Environments. [Internet] [Thesis]. University of North Texas; 1997. [cited 2019 Sep 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc278645/.

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

Council of Science Editors:

Keller, Brenda J. (Brenda Jo) 1. Effect of Three Different Types of High School Class Schedules (Traditional, Rotating Block, and Accelerated Block) on High School Biology Achievement and on Differences in Science Learning Environments. [Thesis]. University of North Texas; 1997. Available from: https://digital.library.unt.edu/ark:/67531/metadc278645/

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


University of North Texas

19. Wohlgehagen, James L. (James Lee). A Comparison of the Effectiveness of an Abstract and a Concrete Approach in Teaching Selected Algebraic Concepts to Ninth and Tenth Grade Students.

Degree: 1989, University of North Texas

 One purpose of this study was to determine whether any differences in immediate achievement or retention existed between students using manipulatives and students not using… (more)

Subjects/Keywords: manipulatives; secondary students; high school students; gender in math education; algebra; Algebra  – Study and teaching (Secondary); Algebra  – Study and teaching  – Audio-visual aids.; Mathematical ability  – Sex differences.

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APA (6th Edition):

Wohlgehagen, J. L. (. L. (1989). A Comparison of the Effectiveness of an Abstract and a Concrete Approach in Teaching Selected Algebraic Concepts to Ninth and Tenth Grade Students. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc331465/

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):

Wohlgehagen, James L (James Lee). “A Comparison of the Effectiveness of an Abstract and a Concrete Approach in Teaching Selected Algebraic Concepts to Ninth and Tenth Grade Students.” 1989. Thesis, University of North Texas. Accessed September 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc331465/.

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

MLA Handbook (7th Edition):

Wohlgehagen, James L (James Lee). “A Comparison of the Effectiveness of an Abstract and a Concrete Approach in Teaching Selected Algebraic Concepts to Ninth and Tenth Grade Students.” 1989. Web. 17 Sep 2019.

Vancouver:

Wohlgehagen JL(L. A Comparison of the Effectiveness of an Abstract and a Concrete Approach in Teaching Selected Algebraic Concepts to Ninth and Tenth Grade Students. [Internet] [Thesis]. University of North Texas; 1989. [cited 2019 Sep 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc331465/.

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

Council of Science Editors:

Wohlgehagen JL(L. A Comparison of the Effectiveness of an Abstract and a Concrete Approach in Teaching Selected Algebraic Concepts to Ninth and Tenth Grade Students. [Thesis]. University of North Texas; 1989. Available from: https://digital.library.unt.edu/ark:/67531/metadc331465/

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


University of North Texas

20. Kamonkan Witayangkoon. Secondary Social Studies Teaching Competencies as Perceived by Student-Teachers, Instructors, and Administrators in Thailand.

Degree: 1990, University of North Texas

 The major purpose of this study was to determine what differences exist among groups of social studies student-teachers, instructors, and administrators in eight teachers colleges… (more)

Subjects/Keywords: teaching competencies; education in Thailand; social sciences; perceptions of teaching styles; Social studies  – Study and teaching (Secondary)  – Thailand.

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APA (6th Edition):

Witayangkoon, K. (1990). Secondary Social Studies Teaching Competencies as Perceived by Student-Teachers, Instructors, and Administrators in Thailand. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc330774/

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):

Witayangkoon, Kamonkan. “Secondary Social Studies Teaching Competencies as Perceived by Student-Teachers, Instructors, and Administrators in Thailand.” 1990. Thesis, University of North Texas. Accessed September 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc330774/.

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

MLA Handbook (7th Edition):

Witayangkoon, Kamonkan. “Secondary Social Studies Teaching Competencies as Perceived by Student-Teachers, Instructors, and Administrators in Thailand.” 1990. Web. 17 Sep 2019.

Vancouver:

Witayangkoon K. Secondary Social Studies Teaching Competencies as Perceived by Student-Teachers, Instructors, and Administrators in Thailand. [Internet] [Thesis]. University of North Texas; 1990. [cited 2019 Sep 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc330774/.

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

Council of Science Editors:

Witayangkoon K. Secondary Social Studies Teaching Competencies as Perceived by Student-Teachers, Instructors, and Administrators in Thailand. [Thesis]. University of North Texas; 1990. Available from: https://digital.library.unt.edu/ark:/67531/metadc330774/

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


University of North Texas

21. Jones, Gretchen M. The evaluation of Project SCORE: A life skills program for an inner city high school.

Degree: 2007, University of North Texas

 Project SCORE: Life Skills for Future Success, is a structured, 20-lesson curriculum, designed to help students develop academic and life skills, as well as self-responsibility,… (more)

Subjects/Keywords: Life skills; achievement; study skills; academic; students; Life skills - Study and teaching (Secondary)  – Texas  – Case studies.; Study skills  – Study and teaching (Secondary)  – Texas  – Case studies.; Education, Urban  – Texas  – Case studies.

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APA (6th Edition):

Jones, G. M. (2007). The evaluation of Project SCORE: A life skills program for an inner city high school. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc5158/

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):

Jones, Gretchen M. “The evaluation of Project SCORE: A life skills program for an inner city high school.” 2007. Thesis, University of North Texas. Accessed September 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc5158/.

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

MLA Handbook (7th Edition):

Jones, Gretchen M. “The evaluation of Project SCORE: A life skills program for an inner city high school.” 2007. Web. 17 Sep 2019.

Vancouver:

Jones GM. The evaluation of Project SCORE: A life skills program for an inner city high school. [Internet] [Thesis]. University of North Texas; 2007. [cited 2019 Sep 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc5158/.

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

Council of Science Editors:

Jones GM. The evaluation of Project SCORE: A life skills program for an inner city high school. [Thesis]. University of North Texas; 2007. Available from: https://digital.library.unt.edu/ark:/67531/metadc5158/

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


University of North Texas

22. Chayan Boonyaraksa. An Analysis of the Perceptions of Physics Teaching Effectiveness as Viewed by Students and Physics Instructors in Universities in Thailand.

Degree: 1988, University of North Texas

 The purpose of this study was to investigate the perceptions of the physics instructors, major-physics students, and nonmajor-physics students regarding actual teaching performance and effective… (more)

Subjects/Keywords: actual teaching performance; effective teaching performance; physics education; effectiveness; Physics teachers  – Rating of  – Thailand.; Physics  – Study and teaching (Higher)  – Thailand.; College teachers  – Rating of  – Thailand.

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APA (6th Edition):

Boonyaraksa, C. (1988). An Analysis of the Perceptions of Physics Teaching Effectiveness as Viewed by Students and Physics Instructors in Universities in Thailand. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc332157/

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):

Boonyaraksa, Chayan. “An Analysis of the Perceptions of Physics Teaching Effectiveness as Viewed by Students and Physics Instructors in Universities in Thailand.” 1988. Thesis, University of North Texas. Accessed September 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc332157/.

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

MLA Handbook (7th Edition):

Boonyaraksa, Chayan. “An Analysis of the Perceptions of Physics Teaching Effectiveness as Viewed by Students and Physics Instructors in Universities in Thailand.” 1988. Web. 17 Sep 2019.

Vancouver:

Boonyaraksa C. An Analysis of the Perceptions of Physics Teaching Effectiveness as Viewed by Students and Physics Instructors in Universities in Thailand. [Internet] [Thesis]. University of North Texas; 1988. [cited 2019 Sep 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc332157/.

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

Council of Science Editors:

Boonyaraksa C. An Analysis of the Perceptions of Physics Teaching Effectiveness as Viewed by Students and Physics Instructors in Universities in Thailand. [Thesis]. University of North Texas; 1988. Available from: https://digital.library.unt.edu/ark:/67531/metadc332157/

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


University of North Texas

23. Lewis, Ann S. The effect of trade books on the environmental literacy of 11th and 12th graders in aquatic science.

Degree: 2003, University of North Texas

 The purpose of this study was to compare the environmental literacy of 11th and 12th graders who participated in an eighteen-week environmental education program using… (more)

Subjects/Keywords: Aquatic sciences  – Textbooks  – Evaluation.; Aquatic sciences  – Study and teaching (Secondary); Trade books; environmental science; secondary

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APA (6th Edition):

Lewis, A. S. (2003). The effect of trade books on the environmental literacy of 11th and 12th graders in aquatic science. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc4311/

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):

Lewis, Ann S. “The effect of trade books on the environmental literacy of 11th and 12th graders in aquatic science.” 2003. Thesis, University of North Texas. Accessed September 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc4311/.

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

MLA Handbook (7th Edition):

Lewis, Ann S. “The effect of trade books on the environmental literacy of 11th and 12th graders in aquatic science.” 2003. Web. 17 Sep 2019.

Vancouver:

Lewis AS. The effect of trade books on the environmental literacy of 11th and 12th graders in aquatic science. [Internet] [Thesis]. University of North Texas; 2003. [cited 2019 Sep 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc4311/.

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

Council of Science Editors:

Lewis AS. The effect of trade books on the environmental literacy of 11th and 12th graders in aquatic science. [Thesis]. University of North Texas; 2003. Available from: https://digital.library.unt.edu/ark:/67531/metadc4311/

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


University of North Texas

24. Onsongo, Evans N. Self-efficacy, Academic Engagement, and Student-teacher Relationships for Ninth-grade African American Male Students’ Algebra I Achievement: a Structural Equation Model.

Degree: 2015, University of North Texas

 The purpose of the current study was to discern the effects of three latent constructs – self-efficacy, academic engagement, and student-teacher relationships on Algebra I… (more)

Subjects/Keywords: structural equation modeling; social cognitive theory; African-American male students; Algebra I achievement; African American teenage boys  – Education (Secondary); Algebra  – Study and teaching (Secondary); Self-efficacy.; Teacher-student relationships.; Academic achievement.

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APA (6th Edition):

Onsongo, E. N. (2015). Self-efficacy, Academic Engagement, and Student-teacher Relationships for Ninth-grade African American Male Students’ Algebra I Achievement: a Structural Equation Model. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc822785/

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):

Onsongo, Evans N. “Self-efficacy, Academic Engagement, and Student-teacher Relationships for Ninth-grade African American Male Students’ Algebra I Achievement: a Structural Equation Model.” 2015. Thesis, University of North Texas. Accessed September 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc822785/.

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

MLA Handbook (7th Edition):

Onsongo, Evans N. “Self-efficacy, Academic Engagement, and Student-teacher Relationships for Ninth-grade African American Male Students’ Algebra I Achievement: a Structural Equation Model.” 2015. Web. 17 Sep 2019.

Vancouver:

Onsongo EN. Self-efficacy, Academic Engagement, and Student-teacher Relationships for Ninth-grade African American Male Students’ Algebra I Achievement: a Structural Equation Model. [Internet] [Thesis]. University of North Texas; 2015. [cited 2019 Sep 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc822785/.

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

Council of Science Editors:

Onsongo EN. Self-efficacy, Academic Engagement, and Student-teacher Relationships for Ninth-grade African American Male Students’ Algebra I Achievement: a Structural Equation Model. [Thesis]. University of North Texas; 2015. Available from: https://digital.library.unt.edu/ark:/67531/metadc822785/

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


University of North Texas

25. Aman, James R. Cognitive Level Demands of Test Items in State-Adopted Computer Science Textbooks.

Degree: 1988, University of North Texas

 Test items supplied with seven textbooks approved for use in Computer Science I and II curricula in Texas public schools were categorized by Bloom's taxonomy… (more)

Subjects/Keywords: computer science; texbooks; secondary education; high school; Computer science  – Textbooks  – Evaluation.; Computer science  – Study and teaching (Secondary)  – Texas.

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APA (6th Edition):

Aman, J. R. (1988). Cognitive Level Demands of Test Items in State-Adopted Computer Science Textbooks. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc330854/

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):

Aman, James R. “Cognitive Level Demands of Test Items in State-Adopted Computer Science Textbooks.” 1988. Thesis, University of North Texas. Accessed September 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc330854/.

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

MLA Handbook (7th Edition):

Aman, James R. “Cognitive Level Demands of Test Items in State-Adopted Computer Science Textbooks.” 1988. Web. 17 Sep 2019.

Vancouver:

Aman JR. Cognitive Level Demands of Test Items in State-Adopted Computer Science Textbooks. [Internet] [Thesis]. University of North Texas; 1988. [cited 2019 Sep 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc330854/.

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

Council of Science Editors:

Aman JR. Cognitive Level Demands of Test Items in State-Adopted Computer Science Textbooks. [Thesis]. University of North Texas; 1988. Available from: https://digital.library.unt.edu/ark:/67531/metadc330854/

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


University of North Texas

26. McClure, Melissa Sue. A Study of Block Scheduling and Instructional Strategies and their Influence on Algebra Achievement in Classrooms Throughout North Central Texas.

Degree: 1999, University of North Texas

 The purpose of this study was to evaluate the influence of block scheduling and instructional strategies on student achievement in Algebra I. The study was… (more)

Subjects/Keywords: Algebra  – Study and teaching (Secondary)  – Texas.; Block scheduling (Education); mathematics education; teaching standards; constructivism

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APA (6th Edition):

McClure, M. S. (1999). A Study of Block Scheduling and Instructional Strategies and their Influence on Algebra Achievement in Classrooms Throughout North Central Texas. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc2220/

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):

McClure, Melissa Sue. “A Study of Block Scheduling and Instructional Strategies and their Influence on Algebra Achievement in Classrooms Throughout North Central Texas.” 1999. Thesis, University of North Texas. Accessed September 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc2220/.

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

MLA Handbook (7th Edition):

McClure, Melissa Sue. “A Study of Block Scheduling and Instructional Strategies and their Influence on Algebra Achievement in Classrooms Throughout North Central Texas.” 1999. Web. 17 Sep 2019.

Vancouver:

McClure MS. A Study of Block Scheduling and Instructional Strategies and their Influence on Algebra Achievement in Classrooms Throughout North Central Texas. [Internet] [Thesis]. University of North Texas; 1999. [cited 2019 Sep 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc2220/.

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

Council of Science Editors:

McClure MS. A Study of Block Scheduling and Instructional Strategies and their Influence on Algebra Achievement in Classrooms Throughout North Central Texas. [Thesis]. University of North Texas; 1999. Available from: https://digital.library.unt.edu/ark:/67531/metadc2220/

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


University of North Texas

27. Speers, Jimmy D. (Jimmy Dale). Motion Versus Non-Motion in Interactive Video Lessons in High School Physical Science.

Degree: 1992, University of North Texas

 The most important question addresed in this study was whether there is any difference in student learning between a motion group and a non-motion group.… (more)

Subjects/Keywords: Video teaching; Motion video; Interactive videos.; Physical sciences  – Computer-assisted instruction.; Physical sciences  – Study and teaching (Secondary)

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

APA (6th Edition):

Speers, J. D. (. D. (1992). Motion Versus Non-Motion in Interactive Video Lessons in High School Physical Science. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc279141/

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):

Speers, Jimmy D (Jimmy Dale). “Motion Versus Non-Motion in Interactive Video Lessons in High School Physical Science.” 1992. Thesis, University of North Texas. Accessed September 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc279141/.

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

MLA Handbook (7th Edition):

Speers, Jimmy D (Jimmy Dale). “Motion Versus Non-Motion in Interactive Video Lessons in High School Physical Science.” 1992. Web. 17 Sep 2019.

Vancouver:

Speers JD(D. Motion Versus Non-Motion in Interactive Video Lessons in High School Physical Science. [Internet] [Thesis]. University of North Texas; 1992. [cited 2019 Sep 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc279141/.

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

Council of Science Editors:

Speers JD(D. Motion Versus Non-Motion in Interactive Video Lessons in High School Physical Science. [Thesis]. University of North Texas; 1992. Available from: https://digital.library.unt.edu/ark:/67531/metadc279141/

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


University of North Texas

28. Piña-Hinojosa, Isabella. The Impact of Language Planning and Policy on High School Long-term English Language Learners in a Selected North Texas Urban District.

Degree: 2007, University of North Texas

 Language policy reform movements have increased accountability in order for schools to improve student achievement and measure the progress of English language learners. The number… (more)

Subjects/Keywords: Long-term English language learners; high school ELL; English language learners; English language  – Study and teaching  – Texas  – Foreign speakers.; English language  – Study and teaching (Secondary)  – Texas.

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APA (6th Edition):

Piña-Hinojosa, I. (2007). The Impact of Language Planning and Policy on High School Long-term English Language Learners in a Selected North Texas Urban District. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc5131/

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):

Piña-Hinojosa, Isabella. “The Impact of Language Planning and Policy on High School Long-term English Language Learners in a Selected North Texas Urban District.” 2007. Thesis, University of North Texas. Accessed September 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc5131/.

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

MLA Handbook (7th Edition):

Piña-Hinojosa, Isabella. “The Impact of Language Planning and Policy on High School Long-term English Language Learners in a Selected North Texas Urban District.” 2007. Web. 17 Sep 2019.

Vancouver:

Piña-Hinojosa I. The Impact of Language Planning and Policy on High School Long-term English Language Learners in a Selected North Texas Urban District. [Internet] [Thesis]. University of North Texas; 2007. [cited 2019 Sep 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc5131/.

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

Council of Science Editors:

Piña-Hinojosa I. The Impact of Language Planning and Policy on High School Long-term English Language Learners in a Selected North Texas Urban District. [Thesis]. University of North Texas; 2007. Available from: https://digital.library.unt.edu/ark:/67531/metadc5131/

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


University of North Texas

29. Harmon, Larry G. The Effects of an Inquiry-based American History Program on the Achievement of Middle School and High School Students.

Degree: 2006, University of North Texas

 Implicit in the call for educational reform in the teaching of social studies has been the suggestion that pursuing inquiry-based principles will lead to improvement… (more)

Subjects/Keywords: United States  – History  – Study and teaching (Middle school); United States  – History  – Study and teaching (Secondary); Inquiry-based learning.; Academic achievement.; inquiry; student achievement; American history

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

APA (6th Edition):

Harmon, L. G. (2006). The Effects of an Inquiry-based American History Program on the Achievement of Middle School and High School Students. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc5273/

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):

Harmon, Larry G. “The Effects of an Inquiry-based American History Program on the Achievement of Middle School and High School Students.” 2006. Thesis, University of North Texas. Accessed September 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc5273/.

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

MLA Handbook (7th Edition):

Harmon, Larry G. “The Effects of an Inquiry-based American History Program on the Achievement of Middle School and High School Students.” 2006. Web. 17 Sep 2019.

Vancouver:

Harmon LG. The Effects of an Inquiry-based American History Program on the Achievement of Middle School and High School Students. [Internet] [Thesis]. University of North Texas; 2006. [cited 2019 Sep 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc5273/.

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

Council of Science Editors:

Harmon LG. The Effects of an Inquiry-based American History Program on the Achievement of Middle School and High School Students. [Thesis]. University of North Texas; 2006. Available from: https://digital.library.unt.edu/ark:/67531/metadc5273/

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


University of North Texas

30. Morris, Mary Ann. A Comparison of Written Composition Assessment Using Standard Format Versus Alternate Format Among College-Bound Students with Learning Disabilities and/or Attention-Deficit/Hyperactivity Disorder.

Degree: 2006, University of North Texas

 The purpose of this study was to explore the efficacy of using a computer word processing program in the assessment of written expression with college-bound… (more)

Subjects/Keywords: English language  – Composition and exercises  – Study and teaching  – Evaluation.; Learning disabled teenagers  – Education (Secondary); Attention-deficit-disordered youth  – Education (Secondary); LD; learning disabilities; written language; technology; assessment

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

APA (6th Edition):

Morris, M. A. (2006). A Comparison of Written Composition Assessment Using Standard Format Versus Alternate Format Among College-Bound Students with Learning Disabilities and/or Attention-Deficit/Hyperactivity Disorder. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc5405/

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):

Morris, Mary Ann. “A Comparison of Written Composition Assessment Using Standard Format Versus Alternate Format Among College-Bound Students with Learning Disabilities and/or Attention-Deficit/Hyperactivity Disorder.” 2006. Thesis, University of North Texas. Accessed September 17, 2019. https://digital.library.unt.edu/ark:/67531/metadc5405/.

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

MLA Handbook (7th Edition):

Morris, Mary Ann. “A Comparison of Written Composition Assessment Using Standard Format Versus Alternate Format Among College-Bound Students with Learning Disabilities and/or Attention-Deficit/Hyperactivity Disorder.” 2006. Web. 17 Sep 2019.

Vancouver:

Morris MA. A Comparison of Written Composition Assessment Using Standard Format Versus Alternate Format Among College-Bound Students with Learning Disabilities and/or Attention-Deficit/Hyperactivity Disorder. [Internet] [Thesis]. University of North Texas; 2006. [cited 2019 Sep 17]. Available from: https://digital.library.unt.edu/ark:/67531/metadc5405/.

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

Council of Science Editors:

Morris MA. A Comparison of Written Composition Assessment Using Standard Format Versus Alternate Format Among College-Bound Students with Learning Disabilities and/or Attention-Deficit/Hyperactivity Disorder. [Thesis]. University of North Texas; 2006. Available from: https://digital.library.unt.edu/ark:/67531/metadc5405/

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

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