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You searched for subject:( Study AND teaching Elementary ). Showing records 1 – 30 of 17900 total matches.

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University of Hong Kong

1. Lin, Feng. Fostering scientific epistemology among elementary-school students through knowledge building.

Degree: PhD, 2015, University of Hong Kong

 This study examined the design, effects and processes of a computer-supported knowledge-building environment in fostering students’ epistemic views of science and science learning. Specifically, it… (more)

Subjects/Keywords: Science - Study and teaching (Elementary)

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APA (6th Edition):

Lin, F. (2015). Fostering scientific epistemology among elementary-school students through knowledge building. (Doctoral Dissertation). University of Hong Kong. Retrieved from Lin, F. [林鳳]. (2015). Fostering scientific epistemology among elementary-school students through knowledge building. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5558983 ; http://hdl.handle.net/10722/216259

Chicago Manual of Style (16th Edition):

Lin, Feng. “Fostering scientific epistemology among elementary-school students through knowledge building.” 2015. Doctoral Dissertation, University of Hong Kong. Accessed January 23, 2020. Lin, F. [林鳳]. (2015). Fostering scientific epistemology among elementary-school students through knowledge building. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5558983 ; http://hdl.handle.net/10722/216259.

MLA Handbook (7th Edition):

Lin, Feng. “Fostering scientific epistemology among elementary-school students through knowledge building.” 2015. Web. 23 Jan 2020.

Vancouver:

Lin F. Fostering scientific epistemology among elementary-school students through knowledge building. [Internet] [Doctoral dissertation]. University of Hong Kong; 2015. [cited 2020 Jan 23]. Available from: Lin, F. [林鳳]. (2015). Fostering scientific epistemology among elementary-school students through knowledge building. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5558983 ; http://hdl.handle.net/10722/216259.

Council of Science Editors:

Lin F. Fostering scientific epistemology among elementary-school students through knowledge building. [Doctoral Dissertation]. University of Hong Kong; 2015. Available from: Lin, F. [林鳳]. (2015). Fostering scientific epistemology among elementary-school students through knowledge building. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5558983 ; http://hdl.handle.net/10722/216259


University of Johannesburg

2. Van der Walt, Mara Anetta. Instructional strategies that should enhance the effective learning of common fractions in the primary school.

Degree: 2014, University of Johannesburg

M.Ed. (Mathematics in Education)

Primary school learners need to extend their knowledge of numbers to include common fractions. Common fraction concepts are important but learners… (more)

Subjects/Keywords: Mathematics - Study and teaching (Elementary)

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

APA (6th Edition):

Van der Walt, M. A. (2014). Instructional strategies that should enhance the effective learning of common fractions in the primary school. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/11526

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):

Van der Walt, Mara Anetta. “Instructional strategies that should enhance the effective learning of common fractions in the primary school.” 2014. Thesis, University of Johannesburg. Accessed January 23, 2020. http://hdl.handle.net/10210/11526.

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

MLA Handbook (7th Edition):

Van der Walt, Mara Anetta. “Instructional strategies that should enhance the effective learning of common fractions in the primary school.” 2014. Web. 23 Jan 2020.

Vancouver:

Van der Walt MA. Instructional strategies that should enhance the effective learning of common fractions in the primary school. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2020 Jan 23]. Available from: http://hdl.handle.net/10210/11526.

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

Council of Science Editors:

Van der Walt MA. Instructional strategies that should enhance the effective learning of common fractions in the primary school. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/11526

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

3. Bowers, Amy M. An analysis of psycho-educational profiles of elementary students referred for special education consideration due to literacy difficulties.

Degree: 2010, University of Tennessee – Chattanooga

 This study examined the results of a uniquely constructed literacy assessment technique, combining Dehn’s (2006) interpretation of psychological processing assessment and the Reading Rockets (Greater… (more)

Subjects/Keywords: Literacy  – Study and teaching (Elementary)

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APA (6th Edition):

Bowers, A. M. (2010). An analysis of psycho-educational profiles of elementary students referred for special education consideration due to literacy difficulties. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/202

Chicago Manual of Style (16th Edition):

Bowers, Amy M. “An analysis of psycho-educational profiles of elementary students referred for special education consideration due to literacy difficulties.” 2010. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed January 23, 2020. https://scholar.utc.edu/theses/202.

MLA Handbook (7th Edition):

Bowers, Amy M. “An analysis of psycho-educational profiles of elementary students referred for special education consideration due to literacy difficulties.” 2010. Web. 23 Jan 2020.

Vancouver:

Bowers AM. An analysis of psycho-educational profiles of elementary students referred for special education consideration due to literacy difficulties. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2010. [cited 2020 Jan 23]. Available from: https://scholar.utc.edu/theses/202.

Council of Science Editors:

Bowers AM. An analysis of psycho-educational profiles of elementary students referred for special education consideration due to literacy difficulties. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2010. Available from: https://scholar.utc.edu/theses/202


University of Victoria

4. Yeo, Michelle. Teacher conceptualizations and con(texts) of language and literacy.

Degree: Dept. of Curriculum and Instruction, 2010, University of Victoria

 There is a conceptual world surrounding literacy in schools. and we are conditioned to a particular language about literacy. This study seeks to interrogate the… (more)

Subjects/Keywords: literacy; study and teaching; elementary

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APA (6th Edition):

Yeo, M. (2010). Teacher conceptualizations and con(texts) of language and literacy. (Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/2221

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):

Yeo, Michelle. “Teacher conceptualizations and con(texts) of language and literacy.” 2010. Thesis, University of Victoria. Accessed January 23, 2020. http://hdl.handle.net/1828/2221.

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

MLA Handbook (7th Edition):

Yeo, Michelle. “Teacher conceptualizations and con(texts) of language and literacy.” 2010. Web. 23 Jan 2020.

Vancouver:

Yeo M. Teacher conceptualizations and con(texts) of language and literacy. [Internet] [Thesis]. University of Victoria; 2010. [cited 2020 Jan 23]. Available from: http://hdl.handle.net/1828/2221.

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

Council of Science Editors:

Yeo M. Teacher conceptualizations and con(texts) of language and literacy. [Thesis]. University of Victoria; 2010. Available from: http://hdl.handle.net/1828/2221

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


North-West University

5. Maboko, F M. An analysis of economic and management science curriculum implementation in the North-West province / F.M Maboko .

Degree: 2012, North-West University

 This study investigated the implementation of economic and management science curriculum in the Senior Phase in the Moretele' district RSA. Thee main purpose of the… (more)

Subjects/Keywords: Economics; Study and teaching; Elementary

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

APA (6th Edition):

Maboko, F. M. (2012). An analysis of economic and management science curriculum implementation in the North-West province / F.M Maboko . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/16161

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):

Maboko, F M. “An analysis of economic and management science curriculum implementation in the North-West province / F.M Maboko .” 2012. Thesis, North-West University. Accessed January 23, 2020. http://hdl.handle.net/10394/16161.

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

MLA Handbook (7th Edition):

Maboko, F M. “An analysis of economic and management science curriculum implementation in the North-West province / F.M Maboko .” 2012. Web. 23 Jan 2020.

Vancouver:

Maboko FM. An analysis of economic and management science curriculum implementation in the North-West province / F.M Maboko . [Internet] [Thesis]. North-West University; 2012. [cited 2020 Jan 23]. Available from: http://hdl.handle.net/10394/16161.

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

Council of Science Editors:

Maboko FM. An analysis of economic and management science curriculum implementation in the North-West province / F.M Maboko . [Thesis]. North-West University; 2012. Available from: http://hdl.handle.net/10394/16161

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


Central Connecticut State University

6. Ziu-Pires, Gavriela. Effects of a cognitively guided instruction: teacher's knowledge for instruction, and students' learning in mathematics.

Degree: Department of Mathematical Sciences, 2012, Central Connecticut State University

 In this thesis, the teacher's knowledge on the types of problems that exist in mathematics is discussed. Also, this thesis identifies the teacher's awareness on… (more)

Subjects/Keywords: Mathematics  – Study and teaching (Elementary)

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

APA (6th Edition):

Ziu-Pires, G. (2012). Effects of a cognitively guided instruction: teacher's knowledge for instruction, and students' learning in mathematics. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1775

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):

Ziu-Pires, Gavriela. “Effects of a cognitively guided instruction: teacher's knowledge for instruction, and students' learning in mathematics.” 2012. Thesis, Central Connecticut State University. Accessed January 23, 2020. http://content.library.ccsu.edu/u?/ccsutheses,1775.

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

MLA Handbook (7th Edition):

Ziu-Pires, Gavriela. “Effects of a cognitively guided instruction: teacher's knowledge for instruction, and students' learning in mathematics.” 2012. Web. 23 Jan 2020.

Vancouver:

Ziu-Pires G. Effects of a cognitively guided instruction: teacher's knowledge for instruction, and students' learning in mathematics. [Internet] [Thesis]. Central Connecticut State University; 2012. [cited 2020 Jan 23]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1775.

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

Council of Science Editors:

Ziu-Pires G. Effects of a cognitively guided instruction: teacher's knowledge for instruction, and students' learning in mathematics. [Thesis]. Central Connecticut State University; 2012. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1775

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


Central Connecticut State University

7. Draper, Kathryn Lynn, 1986-. Meaningful Teaching of Addition and Subtraction of Fractions through Problem Solving.

Degree: Department of Mathematical Sciences, 2012, Central Connecticut State University

This study examines the importance of using problem solving to develop a deep and complete understanding of the addition and subtraction of fractions; a concept… (more)

Subjects/Keywords: Fractions – Study and teaching (Elementary); Addition – Study and teaching (Elementary); Subtraction – Study and teaching (Elementary); Problem solving – Study and teaching (Elementary)

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APA (6th Edition):

Draper, Kathryn Lynn, 1. (2012). Meaningful Teaching of Addition and Subtraction of Fractions through Problem Solving. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1829

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):

Draper, Kathryn Lynn, 1986-. “Meaningful Teaching of Addition and Subtraction of Fractions through Problem Solving.” 2012. Thesis, Central Connecticut State University. Accessed January 23, 2020. http://content.library.ccsu.edu/u?/ccsutheses,1829.

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

MLA Handbook (7th Edition):

Draper, Kathryn Lynn, 1986-. “Meaningful Teaching of Addition and Subtraction of Fractions through Problem Solving.” 2012. Web. 23 Jan 2020.

Vancouver:

Draper, Kathryn Lynn 1. Meaningful Teaching of Addition and Subtraction of Fractions through Problem Solving. [Internet] [Thesis]. Central Connecticut State University; 2012. [cited 2020 Jan 23]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1829.

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

Council of Science Editors:

Draper, Kathryn Lynn 1. Meaningful Teaching of Addition and Subtraction of Fractions through Problem Solving. [Thesis]. Central Connecticut State University; 2012. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1829

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


Central Connecticut State University

8. Glaude, Jennifer Erin, 1987-. The Effects of Teaching Word Problems to Second Grade Students Using the Kinesthetic Modality.

Degree: Department of Mathematical Sciences, 2013, Central Connecticut State University

The purpose of this study was to determine if teaching mathematics kinesthetically to subjects in second grade through word problems had a greater impact than… (more)

Subjects/Keywords: Mathematics – Study and teaching (Elementary)

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APA (6th Edition):

Glaude, Jennifer Erin, 1. (2013). The Effects of Teaching Word Problems to Second Grade Students Using the Kinesthetic Modality. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1902

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):

Glaude, Jennifer Erin, 1987-. “The Effects of Teaching Word Problems to Second Grade Students Using the Kinesthetic Modality.” 2013. Thesis, Central Connecticut State University. Accessed January 23, 2020. http://content.library.ccsu.edu/u?/ccsutheses,1902.

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

MLA Handbook (7th Edition):

Glaude, Jennifer Erin, 1987-. “The Effects of Teaching Word Problems to Second Grade Students Using the Kinesthetic Modality.” 2013. Web. 23 Jan 2020.

Vancouver:

Glaude, Jennifer Erin 1. The Effects of Teaching Word Problems to Second Grade Students Using the Kinesthetic Modality. [Internet] [Thesis]. Central Connecticut State University; 2013. [cited 2020 Jan 23]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1902.

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

Council of Science Editors:

Glaude, Jennifer Erin 1. The Effects of Teaching Word Problems to Second Grade Students Using the Kinesthetic Modality. [Thesis]. Central Connecticut State University; 2013. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1902

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


Central Connecticut State University

9. Dudley, Phoenix A. (Phoenix Ashley). An Investigation of the Level of Understanding of Fractions In Second, Third, and Fourth Grate.

Degree: Department of Mathematical Sciences, 2017, Central Connecticut State University

This study investigates how well students in second, third, and fourth grade understand various fraction related concepts, including naming, creating, and manipulating fractions in addition… (more)

Subjects/Keywords: Fractions – Study and teaching (Elementary)

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APA (6th Edition):

Dudley, P. A. (. A. (2017). An Investigation of the Level of Understanding of Fractions In Second, Third, and Fourth Grate. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,2395

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):

Dudley, Phoenix A (Phoenix Ashley). “An Investigation of the Level of Understanding of Fractions In Second, Third, and Fourth Grate.” 2017. Thesis, Central Connecticut State University. Accessed January 23, 2020. http://content.library.ccsu.edu/u?/ccsutheses,2395.

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

MLA Handbook (7th Edition):

Dudley, Phoenix A (Phoenix Ashley). “An Investigation of the Level of Understanding of Fractions In Second, Third, and Fourth Grate.” 2017. Web. 23 Jan 2020.

Vancouver:

Dudley PA(A. An Investigation of the Level of Understanding of Fractions In Second, Third, and Fourth Grate. [Internet] [Thesis]. Central Connecticut State University; 2017. [cited 2020 Jan 23]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2395.

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

Council of Science Editors:

Dudley PA(A. An Investigation of the Level of Understanding of Fractions In Second, Third, and Fourth Grate. [Thesis]. Central Connecticut State University; 2017. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2395

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


Central Connecticut State University

10. Timreck, Kaitlyn E., 1992-. Using Pre-Assessment Data (of prerequisite concepts) to Differentiate Multi-Digit Multiplication Instruction.

Degree: Department of Mathematical Sciences, 2019, Central Connecticut State University

 The purpose of this research was to determine if providing differentiation based on pre-assessment data of prerequisite concepts during multi-digit multiplication instruction would impact student… (more)

Subjects/Keywords: Mathematics – Study and teaching (Elementary)

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APA (6th Edition):

Timreck, Kaitlyn E., 1. (2019). Using Pre-Assessment Data (of prerequisite concepts) to Differentiate Multi-Digit Multiplication Instruction. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,2936

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):

Timreck, Kaitlyn E., 1992-. “Using Pre-Assessment Data (of prerequisite concepts) to Differentiate Multi-Digit Multiplication Instruction.” 2019. Thesis, Central Connecticut State University. Accessed January 23, 2020. http://content.library.ccsu.edu/u?/ccsutheses,2936.

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

MLA Handbook (7th Edition):

Timreck, Kaitlyn E., 1992-. “Using Pre-Assessment Data (of prerequisite concepts) to Differentiate Multi-Digit Multiplication Instruction.” 2019. Web. 23 Jan 2020.

Vancouver:

Timreck, Kaitlyn E. 1. Using Pre-Assessment Data (of prerequisite concepts) to Differentiate Multi-Digit Multiplication Instruction. [Internet] [Thesis]. Central Connecticut State University; 2019. [cited 2020 Jan 23]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2936.

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

Council of Science Editors:

Timreck, Kaitlyn E. 1. Using Pre-Assessment Data (of prerequisite concepts) to Differentiate Multi-Digit Multiplication Instruction. [Thesis]. Central Connecticut State University; 2019. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2936

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


East Carolina University

11. Wiles, Heather T. Trade Books in Elementary Education : Misconceptions in Science.

Degree: 2011, East Carolina University

Elementary pre-service teachers are required to take only a few science courses and are not likely to have the pedagogical content knowledge necessary to choose… (more)

Subjects/Keywords: Science – Study and teaching (Elementary); Elementary school teachers; Education, Elementary

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

APA (6th Edition):

Wiles, H. T. (2011). Trade Books in Elementary Education : Misconceptions in Science. (Masters Thesis). East Carolina University. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14803

Chicago Manual of Style (16th Edition):

Wiles, Heather T. “Trade Books in Elementary Education : Misconceptions in Science.” 2011. Masters Thesis, East Carolina University. Accessed January 23, 2020. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14803.

MLA Handbook (7th Edition):

Wiles, Heather T. “Trade Books in Elementary Education : Misconceptions in Science.” 2011. Web. 23 Jan 2020.

Vancouver:

Wiles HT. Trade Books in Elementary Education : Misconceptions in Science. [Internet] [Masters thesis]. East Carolina University; 2011. [cited 2020 Jan 23]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14803.

Council of Science Editors:

Wiles HT. Trade Books in Elementary Education : Misconceptions in Science. [Masters Thesis]. East Carolina University; 2011. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14803

12. Morrison, Cheyenne. Increasing Oral Reading Fluency: An Examination of a Small Group Reading Intervention.

Degree: 2016, University of Wisconsin – Eau Claire

 Research comparing one-on-one and small group reading fluency interventions suggests that both types of intervention may result in similar improvements in students' reading fluency (Vaughn… (more)

Subjects/Keywords: Reading  – Remedial teaching; Reading (Elementary); Oral reading  – Study and teaching (Elementary)

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

APA (6th Edition):

Morrison, C. (2016). Increasing Oral Reading Fluency: An Examination of a Small Group Reading Intervention. (Thesis). University of Wisconsin – Eau Claire. Retrieved from http://digital.library.wisc.edu/1793/75272

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):

Morrison, Cheyenne. “Increasing Oral Reading Fluency: An Examination of a Small Group Reading Intervention.” 2016. Thesis, University of Wisconsin – Eau Claire. Accessed January 23, 2020. http://digital.library.wisc.edu/1793/75272.

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

MLA Handbook (7th Edition):

Morrison, Cheyenne. “Increasing Oral Reading Fluency: An Examination of a Small Group Reading Intervention.” 2016. Web. 23 Jan 2020.

Vancouver:

Morrison C. Increasing Oral Reading Fluency: An Examination of a Small Group Reading Intervention. [Internet] [Thesis]. University of Wisconsin – Eau Claire; 2016. [cited 2020 Jan 23]. Available from: http://digital.library.wisc.edu/1793/75272.

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

Council of Science Editors:

Morrison C. Increasing Oral Reading Fluency: An Examination of a Small Group Reading Intervention. [Thesis]. University of Wisconsin – Eau Claire; 2016. Available from: http://digital.library.wisc.edu/1793/75272

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


Oregon State University

13. Hartman, Brian D. Aspects of the Nature of Engineering for K-12 Science Education : A Delphi Study.

Degree: PhD, Science Education, 2016, Oregon State University

 Recent state and national standards have increased the interest in engineering at the K-12 level. Science standards, in particular, have begun to make the case… (more)

Subjects/Keywords: Science; Engineering  – Study and teaching (Elementary)

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APA (6th Edition):

Hartman, B. D. (2016). Aspects of the Nature of Engineering for K-12 Science Education : A Delphi Study. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/59852

Chicago Manual of Style (16th Edition):

Hartman, Brian D. “Aspects of the Nature of Engineering for K-12 Science Education : A Delphi Study.” 2016. Doctoral Dissertation, Oregon State University. Accessed January 23, 2020. http://hdl.handle.net/1957/59852.

MLA Handbook (7th Edition):

Hartman, Brian D. “Aspects of the Nature of Engineering for K-12 Science Education : A Delphi Study.” 2016. Web. 23 Jan 2020.

Vancouver:

Hartman BD. Aspects of the Nature of Engineering for K-12 Science Education : A Delphi Study. [Internet] [Doctoral dissertation]. Oregon State University; 2016. [cited 2020 Jan 23]. Available from: http://hdl.handle.net/1957/59852.

Council of Science Editors:

Hartman BD. Aspects of the Nature of Engineering for K-12 Science Education : A Delphi Study. [Doctoral Dissertation]. Oregon State University; 2016. Available from: http://hdl.handle.net/1957/59852


University of Hong Kong

14. 李黛娜; Lee, Toi-na, Monique. A study of the theory and practice of using the integrative and effective approach to the learning and teaching of Chinese characters to preschoolers = 「幼兒綜合高效識字法」 : 理論與實踐的研究.

Degree: PhD, 2014, University of Hong Kong

 Currently, the pre-primary education curriculum in Hong Kong is using an Integrated Thematic Approach. In language learning, teaching activities are random and there is a… (more)

Subjects/Keywords: Chinese characters - Study and teaching (Elementary)

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

APA (6th Edition):

李黛娜; Lee, Toi-na, M. (2014). A study of the theory and practice of using the integrative and effective approach to the learning and teaching of Chinese characters to preschoolers = 「幼兒綜合高效識字法」 : 理論與實踐的研究. (Doctoral Dissertation). University of Hong Kong. Retrieved from Lee, T. M. [李黛娜]. (2014). A study of the theory and practice of using the integrative and effective approach to the learning and teaching of Chinese characters to preschoolers = "You er zong he gao xiao shi zi fa" : li lun yu shi jian de yan jiu. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5543994 ; http://hdl.handle.net/10722/212605

Chicago Manual of Style (16th Edition):

李黛娜; Lee, Toi-na, Monique. “A study of the theory and practice of using the integrative and effective approach to the learning and teaching of Chinese characters to preschoolers = 「幼兒綜合高效識字法」 : 理論與實踐的研究.” 2014. Doctoral Dissertation, University of Hong Kong. Accessed January 23, 2020. Lee, T. M. [李黛娜]. (2014). A study of the theory and practice of using the integrative and effective approach to the learning and teaching of Chinese characters to preschoolers = "You er zong he gao xiao shi zi fa" : li lun yu shi jian de yan jiu. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5543994 ; http://hdl.handle.net/10722/212605.

MLA Handbook (7th Edition):

李黛娜; Lee, Toi-na, Monique. “A study of the theory and practice of using the integrative and effective approach to the learning and teaching of Chinese characters to preschoolers = 「幼兒綜合高效識字法」 : 理論與實踐的研究.” 2014. Web. 23 Jan 2020.

Vancouver:

李黛娜; Lee, Toi-na M. A study of the theory and practice of using the integrative and effective approach to the learning and teaching of Chinese characters to preschoolers = 「幼兒綜合高效識字法」 : 理論與實踐的研究. [Internet] [Doctoral dissertation]. University of Hong Kong; 2014. [cited 2020 Jan 23]. Available from: Lee, T. M. [李黛娜]. (2014). A study of the theory and practice of using the integrative and effective approach to the learning and teaching of Chinese characters to preschoolers = "You er zong he gao xiao shi zi fa" : li lun yu shi jian de yan jiu. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5543994 ; http://hdl.handle.net/10722/212605.

Council of Science Editors:

李黛娜; Lee, Toi-na M. A study of the theory and practice of using the integrative and effective approach to the learning and teaching of Chinese characters to preschoolers = 「幼兒綜合高效識字法」 : 理論與實踐的研究. [Doctoral Dissertation]. University of Hong Kong; 2014. Available from: Lee, T. M. [李黛娜]. (2014). A study of the theory and practice of using the integrative and effective approach to the learning and teaching of Chinese characters to preschoolers = "You er zong he gao xiao shi zi fa" : li lun yu shi jian de yan jiu. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5543994 ; http://hdl.handle.net/10722/212605


Columbia University

15. Weber, Jennifer Danielle. The Effects of Mastery of Editing Peers’ Written Math Algorithms on Producing Effective Problem Solving Algorithms.

Degree: 2016, Columbia University

 In 2 experiments, I tested the effects of a treatment package for teaching 4th graders to edit peers’ written algorithms for solving math problems such… (more)

Subjects/Keywords: Mathematics – Study and teaching (Elementary); Psychology; Education

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

APA (6th Edition):

Weber, J. D. (2016). The Effects of Mastery of Editing Peers’ Written Math Algorithms on Producing Effective Problem Solving Algorithms. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8H9957D

Chicago Manual of Style (16th Edition):

Weber, Jennifer Danielle. “The Effects of Mastery of Editing Peers’ Written Math Algorithms on Producing Effective Problem Solving Algorithms.” 2016. Doctoral Dissertation, Columbia University. Accessed January 23, 2020. https://doi.org/10.7916/D8H9957D.

MLA Handbook (7th Edition):

Weber, Jennifer Danielle. “The Effects of Mastery of Editing Peers’ Written Math Algorithms on Producing Effective Problem Solving Algorithms.” 2016. Web. 23 Jan 2020.

Vancouver:

Weber JD. The Effects of Mastery of Editing Peers’ Written Math Algorithms on Producing Effective Problem Solving Algorithms. [Internet] [Doctoral dissertation]. Columbia University; 2016. [cited 2020 Jan 23]. Available from: https://doi.org/10.7916/D8H9957D.

Council of Science Editors:

Weber JD. The Effects of Mastery of Editing Peers’ Written Math Algorithms on Producing Effective Problem Solving Algorithms. [Doctoral Dissertation]. Columbia University; 2016. Available from: https://doi.org/10.7916/D8H9957D


Central Connecticut State University

16. Downs, Christine E., 1955-. Mastery of Multiplication Facts and the Home Learning Environment.

Degree: Department of Mathematical Sciences, 2012, Central Connecticut State University

This study investigates the effect of the home learning environment on students' mastery of multiplication facts. This is important as students' mastery of multiplication facts… (more)

Subjects/Keywords: Multiplication – Study and teaching (Elementary); Homework.

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APA (6th Edition):

Downs, Christine E., 1. (2012). Mastery of Multiplication Facts and the Home Learning Environment. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1874

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):

Downs, Christine E., 1955-. “Mastery of Multiplication Facts and the Home Learning Environment.” 2012. Thesis, Central Connecticut State University. Accessed January 23, 2020. http://content.library.ccsu.edu/u?/ccsutheses,1874.

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

MLA Handbook (7th Edition):

Downs, Christine E., 1955-. “Mastery of Multiplication Facts and the Home Learning Environment.” 2012. Web. 23 Jan 2020.

Vancouver:

Downs, Christine E. 1. Mastery of Multiplication Facts and the Home Learning Environment. [Internet] [Thesis]. Central Connecticut State University; 2012. [cited 2020 Jan 23]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1874.

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

Council of Science Editors:

Downs, Christine E. 1. Mastery of Multiplication Facts and the Home Learning Environment. [Thesis]. Central Connecticut State University; 2012. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1874

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


Central Connecticut State University

17. Alefghani, Emtethal Mohammed, 1985-; Daley, Antony E. Jr., 1986-; Gregory, Kevin John, 1989-. Teaching Programming Concepts to Elementary Students : How to Train Your Robot.

Degree: Department of Computer Science, 2014, Central Connecticut State University

Introducing technology to young students has become a critical objective for education programs in today's world. Although students are introduced to computers from a young… (more)

Subjects/Keywords: Computer programming – Study and teaching (Elementary)

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

APA (6th Edition):

Alefghani, Emtethal Mohammed, 1985-; Daley, Antony E. Jr., 1986-; Gregory, Kevin John, 1. (2014). Teaching Programming Concepts to Elementary Students : How to Train Your Robot. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,2071

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):

Alefghani, Emtethal Mohammed, 1985-; Daley, Antony E. Jr., 1986-; Gregory, Kevin John, 1989-. “Teaching Programming Concepts to Elementary Students : How to Train Your Robot.” 2014. Thesis, Central Connecticut State University. Accessed January 23, 2020. http://content.library.ccsu.edu/u?/ccsutheses,2071.

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

MLA Handbook (7th Edition):

Alefghani, Emtethal Mohammed, 1985-; Daley, Antony E. Jr., 1986-; Gregory, Kevin John, 1989-. “Teaching Programming Concepts to Elementary Students : How to Train Your Robot.” 2014. Web. 23 Jan 2020.

Vancouver:

Alefghani, Emtethal Mohammed, 1985-; Daley, Antony E. Jr., 1986-; Gregory, Kevin John 1. Teaching Programming Concepts to Elementary Students : How to Train Your Robot. [Internet] [Thesis]. Central Connecticut State University; 2014. [cited 2020 Jan 23]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2071.

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

Council of Science Editors:

Alefghani, Emtethal Mohammed, 1985-; Daley, Antony E. Jr., 1986-; Gregory, Kevin John 1. Teaching Programming Concepts to Elementary Students : How to Train Your Robot. [Thesis]. Central Connecticut State University; 2014. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2071

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


Central Connecticut State University

18. Magalhães, Jessica R., 1991-. Students' Developmental Capabilities : A Study of Students' Competences of Volume Concepts in Grade 5.

Degree: Department of Mathematical Sciences, 2017, Central Connecticut State University

Throughout United States history, the federal government has taken an interest in the American public school system. Because of the competitiveness of high-quality education, forty-two… (more)

Subjects/Keywords: Volume (Cubic content) – Study and teaching (Elementary)

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

APA (6th Edition):

Magalhães, Jessica R., 1. (2017). Students' Developmental Capabilities : A Study of Students' Competences of Volume Concepts in Grade 5. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,2398

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):

Magalhães, Jessica R., 1991-. “Students' Developmental Capabilities : A Study of Students' Competences of Volume Concepts in Grade 5.” 2017. Thesis, Central Connecticut State University. Accessed January 23, 2020. http://content.library.ccsu.edu/u?/ccsutheses,2398.

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

MLA Handbook (7th Edition):

Magalhães, Jessica R., 1991-. “Students' Developmental Capabilities : A Study of Students' Competences of Volume Concepts in Grade 5.” 2017. Web. 23 Jan 2020.

Vancouver:

Magalhães, Jessica R. 1. Students' Developmental Capabilities : A Study of Students' Competences of Volume Concepts in Grade 5. [Internet] [Thesis]. Central Connecticut State University; 2017. [cited 2020 Jan 23]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2398.

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

Council of Science Editors:

Magalhães, Jessica R. 1. Students' Developmental Capabilities : A Study of Students' Competences of Volume Concepts in Grade 5. [Thesis]. Central Connecticut State University; 2017. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2398

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


Central Connecticut State University

19. Hallisey, Erin Mary, 1993-. Story Problems in the Elementary Classroom: A Study of the Effects of Classification and Written Composition of Story Problems on Problem Solving Performance.

Degree: Department of Mathematical Sciences, 2019, Central Connecticut State University

The purpose of this study was to determine the effects of classification and written composition of story problems on problem solving performance. The research specifically… (more)

Subjects/Keywords: Word problems (Mathematics) – Study and teaching (Elementary)

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APA (6th Edition):

Hallisey, Erin Mary, 1. (2019). Story Problems in the Elementary Classroom: A Study of the Effects of Classification and Written Composition of Story Problems on Problem Solving Performance. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,2911

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):

Hallisey, Erin Mary, 1993-. “Story Problems in the Elementary Classroom: A Study of the Effects of Classification and Written Composition of Story Problems on Problem Solving Performance.” 2019. Thesis, Central Connecticut State University. Accessed January 23, 2020. http://content.library.ccsu.edu/u?/ccsutheses,2911.

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

MLA Handbook (7th Edition):

Hallisey, Erin Mary, 1993-. “Story Problems in the Elementary Classroom: A Study of the Effects of Classification and Written Composition of Story Problems on Problem Solving Performance.” 2019. Web. 23 Jan 2020.

Vancouver:

Hallisey, Erin Mary 1. Story Problems in the Elementary Classroom: A Study of the Effects of Classification and Written Composition of Story Problems on Problem Solving Performance. [Internet] [Thesis]. Central Connecticut State University; 2019. [cited 2020 Jan 23]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2911.

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

Council of Science Editors:

Hallisey, Erin Mary 1. Story Problems in the Elementary Classroom: A Study of the Effects of Classification and Written Composition of Story Problems on Problem Solving Performance. [Thesis]. Central Connecticut State University; 2019. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2911

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


Florida State University

20. Kocyigit, Bulent. An Exploration of Teacher-Child Relationships and Interactions in Elementary Science Lessons.

Degree: PhD, Teacher Education, 2015, Florida State University

This study examined the nature and quality of teacher-student interactions in a third grade science classroom and investigated how interactions and teacher-child relationships relate to… (more)

Subjects/Keywords: Education, elementary; Science; Study and teaching

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APA (6th Edition):

Kocyigit, B. (2015). An Exploration of Teacher-Child Relationships and Interactions in Elementary Science Lessons. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_2015fall_Kocyigit_fsu_0071E_12932 ;

Chicago Manual of Style (16th Edition):

Kocyigit, Bulent. “An Exploration of Teacher-Child Relationships and Interactions in Elementary Science Lessons.” 2015. Doctoral Dissertation, Florida State University. Accessed January 23, 2020. http://purl.flvc.org/fsu/fd/FSU_2015fall_Kocyigit_fsu_0071E_12932 ;.

MLA Handbook (7th Edition):

Kocyigit, Bulent. “An Exploration of Teacher-Child Relationships and Interactions in Elementary Science Lessons.” 2015. Web. 23 Jan 2020.

Vancouver:

Kocyigit B. An Exploration of Teacher-Child Relationships and Interactions in Elementary Science Lessons. [Internet] [Doctoral dissertation]. Florida State University; 2015. [cited 2020 Jan 23]. Available from: http://purl.flvc.org/fsu/fd/FSU_2015fall_Kocyigit_fsu_0071E_12932 ;.

Council of Science Editors:

Kocyigit B. An Exploration of Teacher-Child Relationships and Interactions in Elementary Science Lessons. [Doctoral Dissertation]. Florida State University; 2015. Available from: http://purl.flvc.org/fsu/fd/FSU_2015fall_Kocyigit_fsu_0071E_12932 ;

21. Crittenden, Etta Marie. The effectiveness of two spelling approaches on vocabulary development for Hispanic learners.

Degree: 2013, University of Tennessee – Chattanooga

 The purpose of the study was to evaluate two approaches to teaching spelling and vocabulary to second through fourth graders in two different urban school… (more)

Subjects/Keywords: English language  – Study and teaching; Literacy  – Study and teaching (Elementary); Vocabulary  – Study and teaching

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

APA (6th Edition):

Crittenden, E. M. (2013). The effectiveness of two spelling approaches on vocabulary development for Hispanic learners. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/240

Chicago Manual of Style (16th Edition):

Crittenden, Etta Marie. “The effectiveness of two spelling approaches on vocabulary development for Hispanic learners.” 2013. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed January 23, 2020. https://scholar.utc.edu/theses/240.

MLA Handbook (7th Edition):

Crittenden, Etta Marie. “The effectiveness of two spelling approaches on vocabulary development for Hispanic learners.” 2013. Web. 23 Jan 2020.

Vancouver:

Crittenden EM. The effectiveness of two spelling approaches on vocabulary development for Hispanic learners. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2013. [cited 2020 Jan 23]. Available from: https://scholar.utc.edu/theses/240.

Council of Science Editors:

Crittenden EM. The effectiveness of two spelling approaches on vocabulary development for Hispanic learners. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2013. Available from: https://scholar.utc.edu/theses/240


Utah Valley University

22. Warnick, Linda. Interactive Math Strategy Teaching Guide.

Degree: 2013, Utah Valley University

This thesis looks at a supplemental tutoring program for elementary grades math education called Double Dosing, which is conducted separately from the regular classroom and… (more)

Subjects/Keywords: Education, Elementary; English language – Study and teaching; Mathematics – Study and teaching

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APA (6th Edition):

Warnick, L. (2013). Interactive Math Strategy Teaching Guide. (Thesis). Utah Valley University. Retrieved from http://contentdm.uvu.edu:81/u?/UVUTheses,622

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):

Warnick, Linda. “Interactive Math Strategy Teaching Guide.” 2013. Thesis, Utah Valley University. Accessed January 23, 2020. http://contentdm.uvu.edu:81/u?/UVUTheses,622.

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

MLA Handbook (7th Edition):

Warnick, Linda. “Interactive Math Strategy Teaching Guide.” 2013. Web. 23 Jan 2020.

Vancouver:

Warnick L. Interactive Math Strategy Teaching Guide. [Internet] [Thesis]. Utah Valley University; 2013. [cited 2020 Jan 23]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,622.

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

Council of Science Editors:

Warnick L. Interactive Math Strategy Teaching Guide. [Thesis]. Utah Valley University; 2013. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,622

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


Utah Valley University

23. Mortensen, Randa. Effects of Student Understanding from Student-created Math Manipulatives .

Degree: 2015, Utah Valley University

This mixed methods study involved two sixth grade classes studying a fraction division unit. The purpose of the study was to determine if there was… (more)

Subjects/Keywords: Mathematics – Study and teaching; Fractions – Study and teaching (Elementary); Dissertations, Academic

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APA (6th Edition):

Mortensen, R. (2015). Effects of Student Understanding from Student-created Math Manipulatives . (Thesis). Utah Valley University. Retrieved from http://contentdm.uvu.edu:81/u?/UVUTheses,671

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):

Mortensen, Randa. “Effects of Student Understanding from Student-created Math Manipulatives .” 2015. Thesis, Utah Valley University. Accessed January 23, 2020. http://contentdm.uvu.edu:81/u?/UVUTheses,671.

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

MLA Handbook (7th Edition):

Mortensen, Randa. “Effects of Student Understanding from Student-created Math Manipulatives .” 2015. Web. 23 Jan 2020.

Vancouver:

Mortensen R. Effects of Student Understanding from Student-created Math Manipulatives . [Internet] [Thesis]. Utah Valley University; 2015. [cited 2020 Jan 23]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,671.

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

Council of Science Editors:

Mortensen R. Effects of Student Understanding from Student-created Math Manipulatives . [Thesis]. Utah Valley University; 2015. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,671

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


Rhodes University

24. Metelerkamp, Roger Gregory. The importance's of the physical analogue clock in mediating learning of analogue clock time in Grade 4 learners.

Degree: M. Ed., Faculty of Education, Education, 2014, Rhodes University

 My research topic concerns how learners use the analogue clock (as a human tool) to make meaning of clock time. This study is informed by… (more)

Subjects/Keywords: Clocks and watches; Mathematics  – Study and teaching (Elementary); Time measurements  – Study and teaching (Elementary)

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APA (6th Edition):

Metelerkamp, R. G. (2014). The importance's of the physical analogue clock in mediating learning of analogue clock time in Grade 4 learners. (Masters Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1013169

Chicago Manual of Style (16th Edition):

Metelerkamp, Roger Gregory. “The importance's of the physical analogue clock in mediating learning of analogue clock time in Grade 4 learners.” 2014. Masters Thesis, Rhodes University. Accessed January 23, 2020. http://hdl.handle.net/10962/d1013169.

MLA Handbook (7th Edition):

Metelerkamp, Roger Gregory. “The importance's of the physical analogue clock in mediating learning of analogue clock time in Grade 4 learners.” 2014. Web. 23 Jan 2020.

Vancouver:

Metelerkamp RG. The importance's of the physical analogue clock in mediating learning of analogue clock time in Grade 4 learners. [Internet] [Masters thesis]. Rhodes University; 2014. [cited 2020 Jan 23]. Available from: http://hdl.handle.net/10962/d1013169.

Council of Science Editors:

Metelerkamp RG. The importance's of the physical analogue clock in mediating learning of analogue clock time in Grade 4 learners. [Masters Thesis]. Rhodes University; 2014. Available from: http://hdl.handle.net/10962/d1013169


Rhodes University

25. Young, Catherine. Adaptation of the mathematics recovery programme to facilitate progression in the early arithmetic strategies of Grade 2 learners in Zambia.

Degree: Faculty of Education, Education, 2017, Rhodes University

 Research indicates that many children finish primary school in Southern Africa still reliant on inefficient counting strategies. This study extends the research of the South… (more)

Subjects/Keywords: Mathematics  – Study and teaching (Elementary)  – Zambia; Arithmetic  – Study and teaching (Elementary)  – Zambia

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APA (6th Edition):

Young, C. (2017). Adaptation of the mathematics recovery programme to facilitate progression in the early arithmetic strategies of Grade 2 learners in Zambia. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/4977

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):

Young, Catherine. “Adaptation of the mathematics recovery programme to facilitate progression in the early arithmetic strategies of Grade 2 learners in Zambia.” 2017. Thesis, Rhodes University. Accessed January 23, 2020. http://hdl.handle.net/10962/4977.

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

MLA Handbook (7th Edition):

Young, Catherine. “Adaptation of the mathematics recovery programme to facilitate progression in the early arithmetic strategies of Grade 2 learners in Zambia.” 2017. Web. 23 Jan 2020.

Vancouver:

Young C. Adaptation of the mathematics recovery programme to facilitate progression in the early arithmetic strategies of Grade 2 learners in Zambia. [Internet] [Thesis]. Rhodes University; 2017. [cited 2020 Jan 23]. Available from: http://hdl.handle.net/10962/4977.

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

Council of Science Editors:

Young C. Adaptation of the mathematics recovery programme to facilitate progression in the early arithmetic strategies of Grade 2 learners in Zambia. [Thesis]. Rhodes University; 2017. Available from: http://hdl.handle.net/10962/4977

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


Cape Peninsula University of Technology

26. Mntunjani, Lindiwe. The use of mathematical resources to teach number concepts in the foundation phase .

Degree: 2016, Cape Peninsula University of Technology

 The poor performance of learners in mathematics has long been a matter of concern in South Africa. One certain fact from the Annual National Assessment… (more)

Subjects/Keywords: Mathematics  – Study and teaching (Elementary); Learning strategies; Number concept  – Study and teaching (Elementary)

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APA (6th Edition):

Mntunjani, L. (2016). The use of mathematical resources to teach number concepts in the foundation phase . (Thesis). Cape Peninsula University of Technology. Retrieved from http://etd.cput.ac.za/handle/20.500.11838/2494

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):

Mntunjani, Lindiwe. “The use of mathematical resources to teach number concepts in the foundation phase .” 2016. Thesis, Cape Peninsula University of Technology. Accessed January 23, 2020. http://etd.cput.ac.za/handle/20.500.11838/2494.

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

MLA Handbook (7th Edition):

Mntunjani, Lindiwe. “The use of mathematical resources to teach number concepts in the foundation phase .” 2016. Web. 23 Jan 2020.

Vancouver:

Mntunjani L. The use of mathematical resources to teach number concepts in the foundation phase . [Internet] [Thesis]. Cape Peninsula University of Technology; 2016. [cited 2020 Jan 23]. Available from: http://etd.cput.ac.za/handle/20.500.11838/2494.

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

Council of Science Editors:

Mntunjani L. The use of mathematical resources to teach number concepts in the foundation phase . [Thesis]. Cape Peninsula University of Technology; 2016. Available from: http://etd.cput.ac.za/handle/20.500.11838/2494

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

27. Banda, Isabel. The implementation of information communication technology in the primary education curriculum in selected schools of Chipata district, Zambia.

Degree: 2016, University of Zimbabwe

 xiii ABSTRACT The study explored the implementation of Information Communication Technology (ICT) in the primary education curriculum in selected schools of Chipata district. This was… (more)

Subjects/Keywords: Computer science – Study and teaching (Elementary); Information technology – Study and teaching (Elementary); Computer-assisted instruction.

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

APA (6th Edition):

Banda, I. (2016). The implementation of information communication technology in the primary education curriculum in selected schools of Chipata district, Zambia. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/5053

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):

Banda, Isabel. “The implementation of information communication technology in the primary education curriculum in selected schools of Chipata district, Zambia.” 2016. Thesis, University of Zimbabwe. Accessed January 23, 2020. http://dspace.unza.zm/handle/123456789/5053.

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

MLA Handbook (7th Edition):

Banda, Isabel. “The implementation of information communication technology in the primary education curriculum in selected schools of Chipata district, Zambia.” 2016. Web. 23 Jan 2020.

Vancouver:

Banda I. The implementation of information communication technology in the primary education curriculum in selected schools of Chipata district, Zambia. [Internet] [Thesis]. University of Zimbabwe; 2016. [cited 2020 Jan 23]. Available from: http://dspace.unza.zm/handle/123456789/5053.

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

Council of Science Editors:

Banda I. The implementation of information communication technology in the primary education curriculum in selected schools of Chipata district, Zambia. [Thesis]. University of Zimbabwe; 2016. Available from: http://dspace.unza.zm/handle/123456789/5053

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

28. Schon, Dana A. Teachers As Learners : A Study Of Elementary Teachers' Implementation Of The Iowa Professional Development Model .

Degree: 2011, Drake U

 Research in the field of professional development, though growing, is void of studies exploring the implementation of models of professional development, particularly in districts with… (more)

Subjects/Keywords: Elementary school teachers – Iowa – Study and teaching; Career development – Education, Elementary – Study and Teaching – Iowa

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

APA (6th Edition):

Schon, D. A. (2011). Teachers As Learners : A Study Of Elementary Teachers' Implementation Of The Iowa Professional Development Model . (Thesis). Drake U. Retrieved from http://hdl.handle.net/2092/1593

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):

Schon, Dana A. “Teachers As Learners : A Study Of Elementary Teachers' Implementation Of The Iowa Professional Development Model .” 2011. Thesis, Drake U. Accessed January 23, 2020. http://hdl.handle.net/2092/1593.

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

MLA Handbook (7th Edition):

Schon, Dana A. “Teachers As Learners : A Study Of Elementary Teachers' Implementation Of The Iowa Professional Development Model .” 2011. Web. 23 Jan 2020.

Vancouver:

Schon DA. Teachers As Learners : A Study Of Elementary Teachers' Implementation Of The Iowa Professional Development Model . [Internet] [Thesis]. Drake U; 2011. [cited 2020 Jan 23]. Available from: http://hdl.handle.net/2092/1593.

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

Council of Science Editors:

Schon DA. Teachers As Learners : A Study Of Elementary Teachers' Implementation Of The Iowa Professional Development Model . [Thesis]. Drake U; 2011. Available from: http://hdl.handle.net/2092/1593

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


Central Connecticut State University

29. Hubschman, Rebecca S., 1986-. Supplemental Mathematics Material for Homeschool Parents : Statistics and Probability in the Sixth Grade.

Degree: Department of Mathematics, 2014, Central Connecticut State University

In the United States there may be close to 2 million home-educated students. Whether the parents choose to home school their children because of ideological… (more)

Subjects/Keywords: Home schooling.; Mathematics – Study and teaching (Elementary); Mathematical statistics – Study and teaching (Elementary)

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

APA (6th Edition):

Hubschman, Rebecca S., 1. (2014). Supplemental Mathematics Material for Homeschool Parents : Statistics and Probability in the Sixth Grade. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1994

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):

Hubschman, Rebecca S., 1986-. “Supplemental Mathematics Material for Homeschool Parents : Statistics and Probability in the Sixth Grade.” 2014. Thesis, Central Connecticut State University. Accessed January 23, 2020. http://content.library.ccsu.edu/u?/ccsutheses,1994.

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

MLA Handbook (7th Edition):

Hubschman, Rebecca S., 1986-. “Supplemental Mathematics Material for Homeschool Parents : Statistics and Probability in the Sixth Grade.” 2014. Web. 23 Jan 2020.

Vancouver:

Hubschman, Rebecca S. 1. Supplemental Mathematics Material for Homeschool Parents : Statistics and Probability in the Sixth Grade. [Internet] [Thesis]. Central Connecticut State University; 2014. [cited 2020 Jan 23]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1994.

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

Council of Science Editors:

Hubschman, Rebecca S. 1. Supplemental Mathematics Material for Homeschool Parents : Statistics and Probability in the Sixth Grade. [Thesis]. Central Connecticut State University; 2014. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1994

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


Stellenbosch University

30. Kidd, Nita. A levelled literacy intervention for foundation phase learners.

Degree: MEd, Curriculum Studies, 2011, Stellenbosch University

ENGLISH ABSTRACT: It is clear from a recent study done by the Western Cape Education Department that the quality of literacy instruction in primary schools… (more)

Subjects/Keywords: Education; Reading comprehension  – Study and teaching (Elementary); School children  – Study and teaching (Elementary)

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

APA (6th Edition):

Kidd, N. (2011). A levelled literacy intervention for foundation phase learners. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/6682

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):

Kidd, Nita. “A levelled literacy intervention for foundation phase learners.” 2011. Thesis, Stellenbosch University. Accessed January 23, 2020. http://hdl.handle.net/10019.1/6682.

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

MLA Handbook (7th Edition):

Kidd, Nita. “A levelled literacy intervention for foundation phase learners.” 2011. Web. 23 Jan 2020.

Vancouver:

Kidd N. A levelled literacy intervention for foundation phase learners. [Internet] [Thesis]. Stellenbosch University; 2011. [cited 2020 Jan 23]. Available from: http://hdl.handle.net/10019.1/6682.

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

Council of Science Editors:

Kidd N. A levelled literacy intervention for foundation phase learners. [Thesis]. Stellenbosch University; 2011. Available from: http://hdl.handle.net/10019.1/6682

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

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