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You searched for subject:( en READING AND MATHEMATICS FULFILLMENT). Showing records 1 – 30 of 170 total matches.

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Pontifical Catholic University of Rio de Janeiro

1. ERISSON VIANA CORREA. [en] EFFECT OF FAILURE DURING THE INITIAL YEARS OF ELEMENTARY SCHOOL: A LONGITUDINAL STUDY FROM GERES.

Degree: 2013, Pontifical Catholic University of Rio de Janeiro

[pt] Repetência refere-se à prática escolar de reter, em uma determinada série, estudantes que em geral não alcançaram o rendimento desejado ao final de um… (more)

Subjects/Keywords: [pt] REPETENCIA; [en] SCHOOL FAILURE; [pt] DESEMPENHO EM LEITURA E MATEMATICA; [en] READING AND MATHEMATICS FULFILLMENT; [pt] PESQUISA LONGITUDINAL; [pt] PESQUISA OBSERVACIONAL; [pt] EFEITO REPETENCIA

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APA (6th Edition):

CORREA, E. V. (2013). [en] EFFECT OF FAILURE DURING THE INITIAL YEARS OF ELEMENTARY SCHOOL: A LONGITUDINAL STUDY FROM GERES. (Thesis). Pontifical Catholic University of Rio de Janeiro. Retrieved from http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=22159

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):

CORREA, ERISSON VIANA. “[en] EFFECT OF FAILURE DURING THE INITIAL YEARS OF ELEMENTARY SCHOOL: A LONGITUDINAL STUDY FROM GERES.” 2013. Thesis, Pontifical Catholic University of Rio de Janeiro. Accessed November 18, 2019. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=22159.

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

MLA Handbook (7th Edition):

CORREA, ERISSON VIANA. “[en] EFFECT OF FAILURE DURING THE INITIAL YEARS OF ELEMENTARY SCHOOL: A LONGITUDINAL STUDY FROM GERES.” 2013. Web. 18 Nov 2019.

Vancouver:

CORREA EV. [en] EFFECT OF FAILURE DURING THE INITIAL YEARS OF ELEMENTARY SCHOOL: A LONGITUDINAL STUDY FROM GERES. [Internet] [Thesis]. Pontifical Catholic University of Rio de Janeiro; 2013. [cited 2019 Nov 18]. Available from: http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=22159.

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

Council of Science Editors:

CORREA EV. [en] EFFECT OF FAILURE DURING THE INITIAL YEARS OF ELEMENTARY SCHOOL: A LONGITUDINAL STUDY FROM GERES. [Thesis]. Pontifical Catholic University of Rio de Janeiro; 2013. Available from: http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=22159

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


Pontifical Catholic University of Rio de Janeiro

2. ELISANGELA DA SILVA BERNADO. [en] COGNITIVE AND SOCIAL COMPOSITION OF SCHOOL GROUPS AND READING AND MATHEMATICS AND MATHEMATICS FULFILLMENT: HOW DOES EDUCATIONAL INEQUALITY EVOLVE?.

Degree: 2018, Pontifical Catholic University of Rio de Janeiro

[pt] Este estudo mediu a variância de variáveis sociais clássicas (gênero; raça/cor e idade) entre as turmas de uma mesma escola que apresentaram o maior… (more)

Subjects/Keywords: [pt] DESIGUALDADE EDUCACIONAL; [en] EDUCATIONAL INEQUALITY; [pt] DESEMPENHO EM LEITURA E MATEMATICA; [en] READING AND MATHEMATICS FULFILLMENT; [pt] ORGANIZACAO DE TURMAS; [en] ORGANIZATION OF GROUPS; [pt] ESTRATIFICACAO EDUCACIONAL; [en] EDUCATIONAL STRATIFICATION; [pt] PROJETO GERES; [en] GERES PROJECT

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APA (6th Edition):

BERNADO, E. D. S. (2018). [en] COGNITIVE AND SOCIAL COMPOSITION OF SCHOOL GROUPS AND READING AND MATHEMATICS AND MATHEMATICS FULFILLMENT: HOW DOES EDUCATIONAL INEQUALITY EVOLVE?. (Thesis). Pontifical Catholic University of Rio de Janeiro. Retrieved from http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=32592

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):

BERNADO, ELISANGELA DA SILVA. “[en] COGNITIVE AND SOCIAL COMPOSITION OF SCHOOL GROUPS AND READING AND MATHEMATICS AND MATHEMATICS FULFILLMENT: HOW DOES EDUCATIONAL INEQUALITY EVOLVE?.” 2018. Thesis, Pontifical Catholic University of Rio de Janeiro. Accessed November 18, 2019. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=32592.

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

MLA Handbook (7th Edition):

BERNADO, ELISANGELA DA SILVA. “[en] COGNITIVE AND SOCIAL COMPOSITION OF SCHOOL GROUPS AND READING AND MATHEMATICS AND MATHEMATICS FULFILLMENT: HOW DOES EDUCATIONAL INEQUALITY EVOLVE?.” 2018. Web. 18 Nov 2019.

Vancouver:

BERNADO EDS. [en] COGNITIVE AND SOCIAL COMPOSITION OF SCHOOL GROUPS AND READING AND MATHEMATICS AND MATHEMATICS FULFILLMENT: HOW DOES EDUCATIONAL INEQUALITY EVOLVE?. [Internet] [Thesis]. Pontifical Catholic University of Rio de Janeiro; 2018. [cited 2019 Nov 18]. Available from: http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=32592.

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

Council of Science Editors:

BERNADO EDS. [en] COGNITIVE AND SOCIAL COMPOSITION OF SCHOOL GROUPS AND READING AND MATHEMATICS AND MATHEMATICS FULFILLMENT: HOW DOES EDUCATIONAL INEQUALITY EVOLVE?. [Thesis]. Pontifical Catholic University of Rio de Janeiro; 2018. Available from: http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=32592

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

3. Guerra-Castaneda, Jessica Loraine. R2 = Collaboration| A comparison of the effects of interactive read-alouds and read-alouds on student achievement and student attitude in grade-three mathematics.

Degree: 2015, Texas A&M University – Corpus Christi

  The mathematical achievement for United States? students is a continuing concern; a concern that has existed for more than 20 years (Kornell, 2012; Smith,… (more)

Subjects/Keywords: Mathematics; Reading instruction

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APA (6th Edition):

Guerra-Castaneda, J. L. (2015). R2 = Collaboration| A comparison of the effects of interactive read-alouds and read-alouds on student achievement and student attitude in grade-three mathematics. (Thesis). Texas A&M University – Corpus Christi. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3737730

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):

Guerra-Castaneda, Jessica Loraine. “R2 = Collaboration| A comparison of the effects of interactive read-alouds and read-alouds on student achievement and student attitude in grade-three mathematics.” 2015. Thesis, Texas A&M University – Corpus Christi. Accessed November 18, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3737730.

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

MLA Handbook (7th Edition):

Guerra-Castaneda, Jessica Loraine. “R2 = Collaboration| A comparison of the effects of interactive read-alouds and read-alouds on student achievement and student attitude in grade-three mathematics.” 2015. Web. 18 Nov 2019.

Vancouver:

Guerra-Castaneda JL. R2 = Collaboration| A comparison of the effects of interactive read-alouds and read-alouds on student achievement and student attitude in grade-three mathematics. [Internet] [Thesis]. Texas A&M University – Corpus Christi; 2015. [cited 2019 Nov 18]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3737730.

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

Council of Science Editors:

Guerra-Castaneda JL. R2 = Collaboration| A comparison of the effects of interactive read-alouds and read-alouds on student achievement and student attitude in grade-three mathematics. [Thesis]. Texas A&M University – Corpus Christi; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3737730

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


University of Houston

4. Child, Amanda. A cognitive dimensional approach to understanding comorbidity among reading disability, math disability, and attention-deficit/hyperactivity disorder.

Degree: Psychology, Department of, 2015, University of Houston

Reading disability (RD), math disability (MD), and attention-deficit/hyperactivity disorder (ADHD) are common disorders that frequently co-occur in school-aged children. However, it is not yet clear… (more)

Subjects/Keywords: Reading; mathematics; attention

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APA (6th Edition):

Child, A. (2015). A cognitive dimensional approach to understanding comorbidity among reading disability, math disability, and attention-deficit/hyperactivity disorder. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1473

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):

Child, Amanda. “A cognitive dimensional approach to understanding comorbidity among reading disability, math disability, and attention-deficit/hyperactivity disorder.” 2015. Thesis, University of Houston. Accessed November 18, 2019. http://hdl.handle.net/10657/1473.

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

MLA Handbook (7th Edition):

Child, Amanda. “A cognitive dimensional approach to understanding comorbidity among reading disability, math disability, and attention-deficit/hyperactivity disorder.” 2015. Web. 18 Nov 2019.

Vancouver:

Child A. A cognitive dimensional approach to understanding comorbidity among reading disability, math disability, and attention-deficit/hyperactivity disorder. [Internet] [Thesis]. University of Houston; 2015. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10657/1473.

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

Council of Science Editors:

Child A. A cognitive dimensional approach to understanding comorbidity among reading disability, math disability, and attention-deficit/hyperactivity disorder. [Thesis]. University of Houston; 2015. Available from: http://hdl.handle.net/10657/1473

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

5. Burris, LaPonya Alexandria. A Case Study of Differentiated Instruction in Upper Elementary Mathematics and Reading Classrooms.

Degree: 2011, Walden University

  Elementary students in one school have shown a decline in proficient and advanced performance on statewide assessments. This decline increased for reading and mathematics(more)

Subjects/Keywords: Education, Mathematics; Education, Elementary; Education, Reading

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

APA (6th Edition):

Burris, L. A. (2011). A Case Study of Differentiated Instruction in Upper Elementary Mathematics and Reading Classrooms. (Thesis). Walden University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3469057

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):

Burris, LaPonya Alexandria. “A Case Study of Differentiated Instruction in Upper Elementary Mathematics and Reading Classrooms.” 2011. Thesis, Walden University. Accessed November 18, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3469057.

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

MLA Handbook (7th Edition):

Burris, LaPonya Alexandria. “A Case Study of Differentiated Instruction in Upper Elementary Mathematics and Reading Classrooms.” 2011. Web. 18 Nov 2019.

Vancouver:

Burris LA. A Case Study of Differentiated Instruction in Upper Elementary Mathematics and Reading Classrooms. [Internet] [Thesis]. Walden University; 2011. [cited 2019 Nov 18]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3469057.

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

Council of Science Editors:

Burris LA. A Case Study of Differentiated Instruction in Upper Elementary Mathematics and Reading Classrooms. [Thesis]. Walden University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3469057

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

6. Rust, Amber Heller. The impact of instruction incorporating content area reading strategies on student mathematical achievement in a community college developmental mathematics course.

Degree: 2012, University of Maryland, College Park

  When a student is not successful in mathematics, teachers frequently assume the difficulty lies within the student’s mathematical ability or negative disposition towards mathematics,… (more)

Subjects/Keywords: Education, Community College; Education, Mathematics; Education, Reading

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APA (6th Edition):

Rust, A. H. (2012). The impact of instruction incorporating content area reading strategies on student mathematical achievement in a community college developmental mathematics course. (Thesis). University of Maryland, College Park. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3495438

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):

Rust, Amber Heller. “The impact of instruction incorporating content area reading strategies on student mathematical achievement in a community college developmental mathematics course.” 2012. Thesis, University of Maryland, College Park. Accessed November 18, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3495438.

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

MLA Handbook (7th Edition):

Rust, Amber Heller. “The impact of instruction incorporating content area reading strategies on student mathematical achievement in a community college developmental mathematics course.” 2012. Web. 18 Nov 2019.

Vancouver:

Rust AH. The impact of instruction incorporating content area reading strategies on student mathematical achievement in a community college developmental mathematics course. [Internet] [Thesis]. University of Maryland, College Park; 2012. [cited 2019 Nov 18]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3495438.

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

Council of Science Editors:

Rust AH. The impact of instruction incorporating content area reading strategies on student mathematical achievement in a community college developmental mathematics course. [Thesis]. University of Maryland, College Park; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3495438

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


Indiana University of Pennsylvania

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

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

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Hughes, Angela J. “Kindergarten Entry Age and the Effect on Student Academic Achievement.” 2016. Thesis, Indiana University of Pennsylvania. Accessed November 18, 2019. https://knowledge.library.iup.edu/etd/1395.

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

MLA Handbook (7th Edition):

Hughes, Angela J. “Kindergarten Entry Age and the Effect on Student Academic Achievement.” 2016. Web. 18 Nov 2019.

Vancouver:

Hughes AJ. Kindergarten Entry Age and the Effect on Student Academic Achievement. [Internet] [Thesis]. Indiana University of Pennsylvania; 2016. [cited 2019 Nov 18]. Available from: https://knowledge.library.iup.edu/etd/1395.

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

Council of Science Editors:

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

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

8. St. John, Amy Lynn. The Impact of Expanded Access and Increased Engagement and the Effect on Closing the Achievement Gap.

Degree: 2018, Lindenwood University

  Considering instructional time is one of the most valuable and expensive resources in public education, there is nominal research examining the effectiveness of its… (more)

Subjects/Keywords: Mathematics education; Educational evaluation; Reading instruction

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APA (6th Edition):

St. John, A. L. (2018). The Impact of Expanded Access and Increased Engagement and the Effect on Closing the Achievement Gap. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10933878

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):

St. John, Amy Lynn. “The Impact of Expanded Access and Increased Engagement and the Effect on Closing the Achievement Gap.” 2018. Thesis, Lindenwood University. Accessed November 18, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10933878.

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

MLA Handbook (7th Edition):

St. John, Amy Lynn. “The Impact of Expanded Access and Increased Engagement and the Effect on Closing the Achievement Gap.” 2018. Web. 18 Nov 2019.

Vancouver:

St. John AL. The Impact of Expanded Access and Increased Engagement and the Effect on Closing the Achievement Gap. [Internet] [Thesis]. Lindenwood University; 2018. [cited 2019 Nov 18]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10933878.

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

Council of Science Editors:

St. John AL. The Impact of Expanded Access and Increased Engagement and the Effect on Closing the Achievement Gap. [Thesis]. Lindenwood University; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10933878

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


University of Cambridge

9. Devine, Amy. Cognitive and emotional mathematics learning problems in primary and secondary school students.

Degree: PhD, 2017, University of Cambridge

 This thesis systematically examined the link between developmental dyscalculia, a specific learning difficulty of mathematics, and mathematics anxiety, a negative emotional reaction to mathematics tasks.… (more)

Subjects/Keywords: 371.9; Developmental dyscalculia; mathematics anxiety; mathematics learning disability; gender differences; mathematics performance; reading performance

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APA (6th Edition):

Devine, A. (2017). Cognitive and emotional mathematics learning problems in primary and secondary school students. (Doctoral Dissertation). University of Cambridge. Retrieved from https://www.repository.cam.ac.uk/handle/1810/268028 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.725628

Chicago Manual of Style (16th Edition):

Devine, Amy. “Cognitive and emotional mathematics learning problems in primary and secondary school students.” 2017. Doctoral Dissertation, University of Cambridge. Accessed November 18, 2019. https://www.repository.cam.ac.uk/handle/1810/268028 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.725628.

MLA Handbook (7th Edition):

Devine, Amy. “Cognitive and emotional mathematics learning problems in primary and secondary school students.” 2017. Web. 18 Nov 2019.

Vancouver:

Devine A. Cognitive and emotional mathematics learning problems in primary and secondary school students. [Internet] [Doctoral dissertation]. University of Cambridge; 2017. [cited 2019 Nov 18]. Available from: https://www.repository.cam.ac.uk/handle/1810/268028 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.725628.

Council of Science Editors:

Devine A. Cognitive and emotional mathematics learning problems in primary and secondary school students. [Doctoral Dissertation]. University of Cambridge; 2017. Available from: https://www.repository.cam.ac.uk/handle/1810/268028 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.725628


University of Cambridge

10. Devine, Amy. Cognitive and emotional mathematics learning problems in primary and secondary school students .

Degree: 2017, University of Cambridge

 This thesis systematically examined the link between developmental dyscalculia, a specific learning difficulty of mathematics, and mathematics anxiety, a negative emotional reaction to mathematics tasks.… (more)

Subjects/Keywords: Developmental dyscalculia; mathematics anxiety; mathematics learning disability; gender differences; mathematics performance; reading performance

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Devine, A. (2017). Cognitive and emotional mathematics learning problems in primary and secondary school students . (Thesis). University of Cambridge. Retrieved from https://www.repository.cam.ac.uk/handle/1810/268028

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):

Devine, Amy. “Cognitive and emotional mathematics learning problems in primary and secondary school students .” 2017. Thesis, University of Cambridge. Accessed November 18, 2019. https://www.repository.cam.ac.uk/handle/1810/268028.

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

MLA Handbook (7th Edition):

Devine, Amy. “Cognitive and emotional mathematics learning problems in primary and secondary school students .” 2017. Web. 18 Nov 2019.

Vancouver:

Devine A. Cognitive and emotional mathematics learning problems in primary and secondary school students . [Internet] [Thesis]. University of Cambridge; 2017. [cited 2019 Nov 18]. Available from: https://www.repository.cam.ac.uk/handle/1810/268028.

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

Council of Science Editors:

Devine A. Cognitive and emotional mathematics learning problems in primary and secondary school students . [Thesis]. University of Cambridge; 2017. Available from: https://www.repository.cam.ac.uk/handle/1810/268028

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

11. Karjula, Eija. Sambandet mellan läsförmåga och matematiksvårigheter : fyra pedagogers uppfattningar.

Degree: Education and Psychology, 2008, University of Gävle

  Studiens syfte var att undersöka hur lärare ser på sambandet mellan läsförmåga och matematiksvårigheter. Aktuella rapporter visar att elevers läsförmåga har försämrats samtidigt som… (more)

Subjects/Keywords: mathematic; mathematics difficulties; reading; reading difficulties; läsförmåga; matematik; matematiksvårigheter; samband; Pedgogical work; Pedagogiskt arbete

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APA (6th Edition):

Karjula, E. (2008). Sambandet mellan läsförmåga och matematiksvårigheter : fyra pedagogers uppfattningar. (Thesis). University of Gävle. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-806

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):

Karjula, Eija. “Sambandet mellan läsförmåga och matematiksvårigheter : fyra pedagogers uppfattningar.” 2008. Thesis, University of Gävle. Accessed November 18, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-806.

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

MLA Handbook (7th Edition):

Karjula, Eija. “Sambandet mellan läsförmåga och matematiksvårigheter : fyra pedagogers uppfattningar.” 2008. Web. 18 Nov 2019.

Vancouver:

Karjula E. Sambandet mellan läsförmåga och matematiksvårigheter : fyra pedagogers uppfattningar. [Internet] [Thesis]. University of Gävle; 2008. [cited 2019 Nov 18]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-806.

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

Council of Science Editors:

Karjula E. Sambandet mellan läsförmåga och matematiksvårigheter : fyra pedagogers uppfattningar. [Thesis]. University of Gävle; 2008. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-806

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


Universidade do Rio Grande do Norte

12. Lima, Pablo Jovellanos dos Santos. Linguagem matemática: uma proposta de ensino e avaliação da compreensão leitora dos objetos da matemática .

Degree: 2012, Universidade do Rio Grande do Norte

 This paper discusses aspects related to the mathematical language and its understanding, in particular, by students of final years of elementary school. Accordingly, we aimed… (more)

Subjects/Keywords: Linguagem. Modelagem. Matemática. Leitura. Proficiência leitora; Language. Modeling. Mathematics. Reading. Reading proficiency

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

APA (6th Edition):

Lima, P. J. d. S. (2012). Linguagem matemática: uma proposta de ensino e avaliação da compreensão leitora dos objetos da matemática . (Masters Thesis). Universidade do Rio Grande do Norte. Retrieved from http://repositorio.ufrn.br/handle/123456789/16087

Chicago Manual of Style (16th Edition):

Lima, Pablo Jovellanos dos Santos. “Linguagem matemática: uma proposta de ensino e avaliação da compreensão leitora dos objetos da matemática .” 2012. Masters Thesis, Universidade do Rio Grande do Norte. Accessed November 18, 2019. http://repositorio.ufrn.br/handle/123456789/16087.

MLA Handbook (7th Edition):

Lima, Pablo Jovellanos dos Santos. “Linguagem matemática: uma proposta de ensino e avaliação da compreensão leitora dos objetos da matemática .” 2012. Web. 18 Nov 2019.

Vancouver:

Lima PJdS. Linguagem matemática: uma proposta de ensino e avaliação da compreensão leitora dos objetos da matemática . [Internet] [Masters thesis]. Universidade do Rio Grande do Norte; 2012. [cited 2019 Nov 18]. Available from: http://repositorio.ufrn.br/handle/123456789/16087.

Council of Science Editors:

Lima PJdS. Linguagem matemática: uma proposta de ensino e avaliação da compreensão leitora dos objetos da matemática . [Masters Thesis]. Universidade do Rio Grande do Norte; 2012. Available from: http://repositorio.ufrn.br/handle/123456789/16087


Universidade do Rio Grande do Norte

13. Lima, Pablo Jovellanos dos Santos. Linguagem matemática: uma proposta de ensino e avaliação da compreensão leitora dos objetos da matemática .

Degree: 2012, Universidade do Rio Grande do Norte

 This paper discusses aspects related to the mathematical language and its understanding, in particular, by students of final years of elementary school. Accordingly, we aimed… (more)

Subjects/Keywords: Linguagem. Modelagem. Matemática. Leitura. Proficiência leitora; Language. Modeling. Mathematics. Reading. Reading proficiency

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

APA (6th Edition):

Lima, P. J. d. S. (2012). Linguagem matemática: uma proposta de ensino e avaliação da compreensão leitora dos objetos da matemática . (Thesis). Universidade do Rio Grande do Norte. Retrieved from http://repositorio.ufrn.br/handle/123456789/16087

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):

Lima, Pablo Jovellanos dos Santos. “Linguagem matemática: uma proposta de ensino e avaliação da compreensão leitora dos objetos da matemática .” 2012. Thesis, Universidade do Rio Grande do Norte. Accessed November 18, 2019. http://repositorio.ufrn.br/handle/123456789/16087.

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

MLA Handbook (7th Edition):

Lima, Pablo Jovellanos dos Santos. “Linguagem matemática: uma proposta de ensino e avaliação da compreensão leitora dos objetos da matemática .” 2012. Web. 18 Nov 2019.

Vancouver:

Lima PJdS. Linguagem matemática: uma proposta de ensino e avaliação da compreensão leitora dos objetos da matemática . [Internet] [Thesis]. Universidade do Rio Grande do Norte; 2012. [cited 2019 Nov 18]. Available from: http://repositorio.ufrn.br/handle/123456789/16087.

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

Council of Science Editors:

Lima PJdS. Linguagem matemática: uma proposta de ensino e avaliação da compreensão leitora dos objetos da matemática . [Thesis]. Universidade do Rio Grande do Norte; 2012. Available from: http://repositorio.ufrn.br/handle/123456789/16087

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

14. Alaraj, Mohammed. Using Think-Aloud Strategy to improve English reading comprehension for 9th grade students in Saudi Arabia.

Degree: 2015, SUNY College at Fredonia

 This study was designed to investigate what effect the incorporation of the Think-Aloud reading strategy into a Saudi Arabian middle school curriculum would have on… (more)

Subjects/Keywords: Mathematics  – Study and teaching (Secondary).; Reading comprehension.; Students, Foreign  – Books and reading.; Saudi Arabia.; Mathematics teachers  – Training of.

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

APA (6th Edition):

Alaraj, M. (2015). Using Think-Aloud Strategy to improve English reading comprehension for 9th grade students in Saudi Arabia. (Masters Thesis). SUNY College at Fredonia. Retrieved from http://hdl.handle.net/1951/65737

Chicago Manual of Style (16th Edition):

Alaraj, Mohammed. “Using Think-Aloud Strategy to improve English reading comprehension for 9th grade students in Saudi Arabia. ” 2015. Masters Thesis, SUNY College at Fredonia. Accessed November 18, 2019. http://hdl.handle.net/1951/65737.

MLA Handbook (7th Edition):

Alaraj, Mohammed. “Using Think-Aloud Strategy to improve English reading comprehension for 9th grade students in Saudi Arabia. ” 2015. Web. 18 Nov 2019.

Vancouver:

Alaraj M. Using Think-Aloud Strategy to improve English reading comprehension for 9th grade students in Saudi Arabia. [Internet] [Masters thesis]. SUNY College at Fredonia; 2015. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/1951/65737.

Council of Science Editors:

Alaraj M. Using Think-Aloud Strategy to improve English reading comprehension for 9th grade students in Saudi Arabia. [Masters Thesis]. SUNY College at Fredonia; 2015. Available from: http://hdl.handle.net/1951/65737


Virginia Tech

15. Hargrove, Tinkhani Ushe. Can I Do Math If I Can't Read? - The Relationship Between Reading and Mathematics Standards of Learning Assessments in One High School In Virginia.

Degree: EdD, Educational Leadership and Policy Studies, 2015, Virginia Tech

 How well students perform in mathematics and sciences continues to be a measure of a country's worth (Conference Board of the Mathematical Sciences [CBMS], 2012).… (more)

Subjects/Keywords: reading; mathematics; Algebra I success; standards of learning; mathematics achievement; content literacy; predicting math outcomes

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APA (6th Edition):

Hargrove, T. U. (2015). Can I Do Math If I Can't Read? - The Relationship Between Reading and Mathematics Standards of Learning Assessments in One High School In Virginia. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/77543

Chicago Manual of Style (16th Edition):

Hargrove, Tinkhani Ushe. “Can I Do Math If I Can't Read? - The Relationship Between Reading and Mathematics Standards of Learning Assessments in One High School In Virginia.” 2015. Doctoral Dissertation, Virginia Tech. Accessed November 18, 2019. http://hdl.handle.net/10919/77543.

MLA Handbook (7th Edition):

Hargrove, Tinkhani Ushe. “Can I Do Math If I Can't Read? - The Relationship Between Reading and Mathematics Standards of Learning Assessments in One High School In Virginia.” 2015. Web. 18 Nov 2019.

Vancouver:

Hargrove TU. Can I Do Math If I Can't Read? - The Relationship Between Reading and Mathematics Standards of Learning Assessments in One High School In Virginia. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10919/77543.

Council of Science Editors:

Hargrove TU. Can I Do Math If I Can't Read? - The Relationship Between Reading and Mathematics Standards of Learning Assessments in One High School In Virginia. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/77543


Linnaeus University

16. Einarsson, Katrina. Matematikuppgifters språkliga dräkt - hjälp eller hinder?.

Degree: Physics and Mathematics, 2010, Linnaeus University

Syftet med examensarbetet var att undersöka hur den språkliga dräkten i matematiska textuppgifter inverkar på elevernas förmåga att lösa uppgiften. Fokus i undersökningen har… (more)

Subjects/Keywords: Mathematics education; reading task; Mathematics difficulties; special education; context; matematikdidaktik; matematiska textuppgifter; matematiksvårigheter; specialpedegogik; kontext

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APA (6th Edition):

Einarsson, K. (2010). Matematikuppgifters språkliga dräkt - hjälp eller hinder?. (Thesis). Linnaeus University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-7309

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):

Einarsson, Katrina. “Matematikuppgifters språkliga dräkt - hjälp eller hinder?.” 2010. Thesis, Linnaeus University. Accessed November 18, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-7309.

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

MLA Handbook (7th Edition):

Einarsson, Katrina. “Matematikuppgifters språkliga dräkt - hjälp eller hinder?.” 2010. Web. 18 Nov 2019.

Vancouver:

Einarsson K. Matematikuppgifters språkliga dräkt - hjälp eller hinder?. [Internet] [Thesis]. Linnaeus University; 2010. [cited 2019 Nov 18]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-7309.

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

Council of Science Editors:

Einarsson K. Matematikuppgifters språkliga dräkt - hjälp eller hinder?. [Thesis]. Linnaeus University; 2010. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-7309

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


Miami University

17. Brown, Leonard Dale. The effects of alternative reading and math strategy treatments on word problem-solving.

Degree: Specialist in Education, School Psychology, 2010, Miami University

 This study examines the relationship between reading comprehension and mathematical word problem-solving. Specifically the study utilizes a single-subject alternating treatments design to compare three different… (more)

Subjects/Keywords: Educational Psychology; Mathematics Education; math; mathematics; word problem solving; math word problem solving; mathematical word problem solving; reading; reading comprehension; repeated reading

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

APA (6th Edition):

Brown, L. D. (2010). The effects of alternative reading and math strategy treatments on word problem-solving. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1272846865

Chicago Manual of Style (16th Edition):

Brown, Leonard Dale. “The effects of alternative reading and math strategy treatments on word problem-solving.” 2010. Doctoral Dissertation, Miami University. Accessed November 18, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1272846865.

MLA Handbook (7th Edition):

Brown, Leonard Dale. “The effects of alternative reading and math strategy treatments on word problem-solving.” 2010. Web. 18 Nov 2019.

Vancouver:

Brown LD. The effects of alternative reading and math strategy treatments on word problem-solving. [Internet] [Doctoral dissertation]. Miami University; 2010. [cited 2019 Nov 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1272846865.

Council of Science Editors:

Brown LD. The effects of alternative reading and math strategy treatments on word problem-solving. [Doctoral Dissertation]. Miami University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1272846865

18. Franceliza Monteiro da Silva Dantas. A leitura como instrumento facilitador da compreensão matemática.

Degree: 2011, Universidade Federal do Rio Grande do Norte

Esta pesquisa apóia-se numa abordagem qualitativa com perfil de pesquisa-ação e propõe-se a elaborar, aplicar e avaliar uma estratégia de ensino de geometria embasada na… (more)

Subjects/Keywords: Leitura; Matemática; Texto; Geometria; Aprendizagem; MATEMATICA; Reading; Mathematics; Text; Geometry; Learning

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

APA (6th Edition):

Dantas, F. M. d. S. (2011). A leitura como instrumento facilitador da compreensão matemática. (Thesis). Universidade Federal do Rio Grande do Norte. Retrieved from http://bdtd.bczm.ufrn.br/tedesimplificado//tde_busca/arquivo.php?codArquivo=4940

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):

Dantas, Franceliza Monteiro da Silva. “A leitura como instrumento facilitador da compreensão matemática.” 2011. Thesis, Universidade Federal do Rio Grande do Norte. Accessed November 18, 2019. http://bdtd.bczm.ufrn.br/tedesimplificado//tde_busca/arquivo.php?codArquivo=4940.

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

MLA Handbook (7th Edition):

Dantas, Franceliza Monteiro da Silva. “A leitura como instrumento facilitador da compreensão matemática.” 2011. Web. 18 Nov 2019.

Vancouver:

Dantas FMdS. A leitura como instrumento facilitador da compreensão matemática. [Internet] [Thesis]. Universidade Federal do Rio Grande do Norte; 2011. [cited 2019 Nov 18]. Available from: http://bdtd.bczm.ufrn.br/tedesimplificado//tde_busca/arquivo.php?codArquivo=4940.

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

Council of Science Editors:

Dantas FMdS. A leitura como instrumento facilitador da compreensão matemática. [Thesis]. Universidade Federal do Rio Grande do Norte; 2011. Available from: http://bdtd.bczm.ufrn.br/tedesimplificado//tde_busca/arquivo.php?codArquivo=4940

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

19. Amanda Silva Alencar Luna. Matemática e linguagem: um estudo sobre leitura e escrita na sala de aula.

Degree: 2011, Universidade Federal da Paraíba

As pesquisas em Educação Matemática têm nos mostrado, nos últimos anos, a importância do hábito da leitura em sala de aula. A leitura e a… (more)

Subjects/Keywords: Ensino de matemática; Escrita; Leitura; EDUCACAO; Reading; Writing; Mathematics Teaching

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

APA (6th Edition):

Luna, A. S. A. (2011). Matemática e linguagem: um estudo sobre leitura e escrita na sala de aula. (Thesis). Universidade Federal da Paraíba. Retrieved from http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=2113

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):

Luna, Amanda Silva Alencar. “Matemática e linguagem: um estudo sobre leitura e escrita na sala de aula.” 2011. Thesis, Universidade Federal da Paraíba. Accessed November 18, 2019. http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=2113.

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

MLA Handbook (7th Edition):

Luna, Amanda Silva Alencar. “Matemática e linguagem: um estudo sobre leitura e escrita na sala de aula.” 2011. Web. 18 Nov 2019.

Vancouver:

Luna ASA. Matemática e linguagem: um estudo sobre leitura e escrita na sala de aula. [Internet] [Thesis]. Universidade Federal da Paraíba; 2011. [cited 2019 Nov 18]. Available from: http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=2113.

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

Council of Science Editors:

Luna ASA. Matemática e linguagem: um estudo sobre leitura e escrita na sala de aula. [Thesis]. Universidade Federal da Paraíba; 2011. Available from: http://bdtd.biblioteca.ufpb.br/tde_busca/arquivo.php?codArquivo=2113

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


Texas A&M University

20. Godwin, Amber Joyce. Exploring Reading and Mathematics Integration in Preschool-Aged Children.

Degree: 2015, Texas A&M University

 The purpose of this dissertation was to add further support to the claim that concurrent reading and mathematics instruction with young children could not only… (more)

Subjects/Keywords: Reading; mathematics; early childhood; family literacy programs; early childhood teacher programs

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APA (6th Edition):

Godwin, A. J. (2015). Exploring Reading and Mathematics Integration in Preschool-Aged Children. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155573

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):

Godwin, Amber Joyce. “Exploring Reading and Mathematics Integration in Preschool-Aged Children.” 2015. Thesis, Texas A&M University. Accessed November 18, 2019. http://hdl.handle.net/1969.1/155573.

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

MLA Handbook (7th Edition):

Godwin, Amber Joyce. “Exploring Reading and Mathematics Integration in Preschool-Aged Children.” 2015. Web. 18 Nov 2019.

Vancouver:

Godwin AJ. Exploring Reading and Mathematics Integration in Preschool-Aged Children. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/1969.1/155573.

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

Council of Science Editors:

Godwin AJ. Exploring Reading and Mathematics Integration in Preschool-Aged Children. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155573

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


Texas A&M University

21. Valle, Melisa. Improving the Education of Hispanic English Language Learners: Examining Educational Resilience and Effective Instructional Practices.

Degree: 2010, Texas A&M University

 This dissertation includes empirical studies of educational achievement and resilience of Hispanic ELL. The dataset used is the Early Childhood Longitudinal Study-Kindergarten Cohort and Birth… (more)

Subjects/Keywords: Instructional Practices; English Language Learners; Resilience; Reading; Mathematics

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APA (6th Edition):

Valle, M. (2010). Improving the Education of Hispanic English Language Learners: Examining Educational Resilience and Effective Instructional Practices. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-801

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):

Valle, Melisa. “Improving the Education of Hispanic English Language Learners: Examining Educational Resilience and Effective Instructional Practices.” 2010. Thesis, Texas A&M University. Accessed November 18, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-801.

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

MLA Handbook (7th Edition):

Valle, Melisa. “Improving the Education of Hispanic English Language Learners: Examining Educational Resilience and Effective Instructional Practices.” 2010. Web. 18 Nov 2019.

Vancouver:

Valle M. Improving the Education of Hispanic English Language Learners: Examining Educational Resilience and Effective Instructional Practices. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-801.

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

Council of Science Editors:

Valle M. Improving the Education of Hispanic English Language Learners: Examining Educational Resilience and Effective Instructional Practices. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-801

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


Wayne State University

22. Principato, Angela M. Readin', Writin', an' 'Rithmetic| Literacy Strategies in High School Mathematics.

Degree: 2017, Wayne State University

  Stagnant growth on national standardized tests in mathematics and reading and a focus on disciplinary literacy in the Common Core State Standards in ELA,… (more)

Subjects/Keywords: Mathematics education; Secondary education; Reading instruction; Curriculum development

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APA (6th Edition):

Principato, A. M. (2017). Readin', Writin', an' 'Rithmetic| Literacy Strategies in High School Mathematics. (Thesis). Wayne State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10257666

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):

Principato, Angela M. “Readin', Writin', an' 'Rithmetic| Literacy Strategies in High School Mathematics.” 2017. Thesis, Wayne State University. Accessed November 18, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10257666.

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

MLA Handbook (7th Edition):

Principato, Angela M. “Readin', Writin', an' 'Rithmetic| Literacy Strategies in High School Mathematics.” 2017. Web. 18 Nov 2019.

Vancouver:

Principato AM. Readin', Writin', an' 'Rithmetic| Literacy Strategies in High School Mathematics. [Internet] [Thesis]. Wayne State University; 2017. [cited 2019 Nov 18]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10257666.

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

Council of Science Editors:

Principato AM. Readin', Writin', an' 'Rithmetic| Literacy Strategies in High School Mathematics. [Thesis]. Wayne State University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10257666

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


Universidade do Rio Grande do Norte

23. Dantas, Franceliza Monteiro da Silva. A leitura como instrumento facilitador da compreensão matemática .

Degree: 2011, Universidade do Rio Grande do Norte

 This research builds on a qualitative approach and proposes action research to develop, implement and evaluate a strategy grounded in the teaching of geometry reading(more)

Subjects/Keywords: Leitura; Matemática; Texto; Geometria; Aprendizagem; Reading; Mathematics; Text; Geometry; Learning

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

APA (6th Edition):

Dantas, F. M. d. S. (2011). A leitura como instrumento facilitador da compreensão matemática . (Masters Thesis). Universidade do Rio Grande do Norte. Retrieved from http://repositorio.ufrn.br/handle/123456789/16076

Chicago Manual of Style (16th Edition):

Dantas, Franceliza Monteiro da Silva. “A leitura como instrumento facilitador da compreensão matemática .” 2011. Masters Thesis, Universidade do Rio Grande do Norte. Accessed November 18, 2019. http://repositorio.ufrn.br/handle/123456789/16076.

MLA Handbook (7th Edition):

Dantas, Franceliza Monteiro da Silva. “A leitura como instrumento facilitador da compreensão matemática .” 2011. Web. 18 Nov 2019.

Vancouver:

Dantas FMdS. A leitura como instrumento facilitador da compreensão matemática . [Internet] [Masters thesis]. Universidade do Rio Grande do Norte; 2011. [cited 2019 Nov 18]. Available from: http://repositorio.ufrn.br/handle/123456789/16076.

Council of Science Editors:

Dantas FMdS. A leitura como instrumento facilitador da compreensão matemática . [Masters Thesis]. Universidade do Rio Grande do Norte; 2011. Available from: http://repositorio.ufrn.br/handle/123456789/16076


Universidade do Rio Grande do Norte

24. Dantas, Franceliza Monteiro da Silva. A leitura como instrumento facilitador da compreensão matemática .

Degree: 2011, Universidade do Rio Grande do Norte

 This research builds on a qualitative approach and proposes action research to develop, implement and evaluate a strategy grounded in the teaching of geometry reading(more)

Subjects/Keywords: Leitura; Matemática; Texto; Geometria; Aprendizagem; Reading; Mathematics; Text; Geometry; Learning

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

APA (6th Edition):

Dantas, F. M. d. S. (2011). A leitura como instrumento facilitador da compreensão matemática . (Thesis). Universidade do Rio Grande do Norte. Retrieved from http://repositorio.ufrn.br/handle/123456789/16076

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):

Dantas, Franceliza Monteiro da Silva. “A leitura como instrumento facilitador da compreensão matemática .” 2011. Thesis, Universidade do Rio Grande do Norte. Accessed November 18, 2019. http://repositorio.ufrn.br/handle/123456789/16076.

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

MLA Handbook (7th Edition):

Dantas, Franceliza Monteiro da Silva. “A leitura como instrumento facilitador da compreensão matemática .” 2011. Web. 18 Nov 2019.

Vancouver:

Dantas FMdS. A leitura como instrumento facilitador da compreensão matemática . [Internet] [Thesis]. Universidade do Rio Grande do Norte; 2011. [cited 2019 Nov 18]. Available from: http://repositorio.ufrn.br/handle/123456789/16076.

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

Council of Science Editors:

Dantas FMdS. A leitura como instrumento facilitador da compreensão matemática . [Thesis]. Universidade do Rio Grande do Norte; 2011. Available from: http://repositorio.ufrn.br/handle/123456789/16076

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


University of Kansas

25. Harrington, Jennifer S. The Impact of Placement on Reading and Mathematics Achievement of Students with High Incidence Disabilities.

Degree: EdD, Educational Leadership and Policy Studies, 2011, University of Kansas

 Abstract The question of where best to educate students with disabilities to maximize their academic achievement has been discussed and researched for over four decades,… (more)

Subjects/Keywords: Educational administration; Special education; Achievement; Disabilities; Mathematics; Placement; Reading

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

APA (6th Edition):

Harrington, J. S. (2011). The Impact of Placement on Reading and Mathematics Achievement of Students with High Incidence Disabilities. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/8020

Chicago Manual of Style (16th Edition):

Harrington, Jennifer S. “The Impact of Placement on Reading and Mathematics Achievement of Students with High Incidence Disabilities.” 2011. Doctoral Dissertation, University of Kansas. Accessed November 18, 2019. http://hdl.handle.net/1808/8020.

MLA Handbook (7th Edition):

Harrington, Jennifer S. “The Impact of Placement on Reading and Mathematics Achievement of Students with High Incidence Disabilities.” 2011. Web. 18 Nov 2019.

Vancouver:

Harrington JS. The Impact of Placement on Reading and Mathematics Achievement of Students with High Incidence Disabilities. [Internet] [Doctoral dissertation]. University of Kansas; 2011. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/1808/8020.

Council of Science Editors:

Harrington JS. The Impact of Placement on Reading and Mathematics Achievement of Students with High Incidence Disabilities. [Doctoral Dissertation]. University of Kansas; 2011. Available from: http://hdl.handle.net/1808/8020


Youngstown State University

26. Carbone, Peter M. The Effects of an After-School Tutoring Program on the Pennsylvania System of School Assessment.

Degree: Doctor of Education (Educational Leadership), Department of Educational Foundations, Research, Technology and Leadership, 2009, Youngstown State University

  Due to the challenges of the No Child Left Behind Act of 2001, many schools and school districts are implementing after-school tutoring programs to… (more)

Subjects/Keywords: Education; Mathematics Education; Reading Instruction; Teaching; tutoring; after-school programs; PSSA

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

APA (6th Edition):

Carbone, P. M. (2009). The Effects of an After-School Tutoring Program on the Pennsylvania System of School Assessment. (Doctoral Dissertation). Youngstown State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ysu1265923716

Chicago Manual of Style (16th Edition):

Carbone, Peter M. “The Effects of an After-School Tutoring Program on the Pennsylvania System of School Assessment.” 2009. Doctoral Dissertation, Youngstown State University. Accessed November 18, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1265923716.

MLA Handbook (7th Edition):

Carbone, Peter M. “The Effects of an After-School Tutoring Program on the Pennsylvania System of School Assessment.” 2009. Web. 18 Nov 2019.

Vancouver:

Carbone PM. The Effects of an After-School Tutoring Program on the Pennsylvania System of School Assessment. [Internet] [Doctoral dissertation]. Youngstown State University; 2009. [cited 2019 Nov 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ysu1265923716.

Council of Science Editors:

Carbone PM. The Effects of an After-School Tutoring Program on the Pennsylvania System of School Assessment. [Doctoral Dissertation]. Youngstown State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ysu1265923716


East Tennessee State University

27. Loudermilk, Kyle Anderson. Teacher Perceptions of Leadership and Student Growth in Reading and Mathematics in Northeast Tennessee.

Degree: EdD (Doctor of Education), Educational Leadership, 2015, East Tennessee State University

  The purpose of this quantitative correlational study was to determine whether there is a significant relationship between teacher perceptions of administrator leadership focus and… (more)

Subjects/Keywords: school leadership; teacher perceptions; student growth; reading; mathematics; Education

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

APA (6th Edition):

Loudermilk, K. A. (2015). Teacher Perceptions of Leadership and Student Growth in Reading and Mathematics in Northeast Tennessee. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/2477

Chicago Manual of Style (16th Edition):

Loudermilk, Kyle Anderson. “Teacher Perceptions of Leadership and Student Growth in Reading and Mathematics in Northeast Tennessee.” 2015. Doctoral Dissertation, East Tennessee State University. Accessed November 18, 2019. https://dc.etsu.edu/etd/2477.

MLA Handbook (7th Edition):

Loudermilk, Kyle Anderson. “Teacher Perceptions of Leadership and Student Growth in Reading and Mathematics in Northeast Tennessee.” 2015. Web. 18 Nov 2019.

Vancouver:

Loudermilk KA. Teacher Perceptions of Leadership and Student Growth in Reading and Mathematics in Northeast Tennessee. [Internet] [Doctoral dissertation]. East Tennessee State University; 2015. [cited 2019 Nov 18]. Available from: https://dc.etsu.edu/etd/2477.

Council of Science Editors:

Loudermilk KA. Teacher Perceptions of Leadership and Student Growth in Reading and Mathematics in Northeast Tennessee. [Doctoral Dissertation]. East Tennessee State University; 2015. Available from: https://dc.etsu.edu/etd/2477


Eastern Michigan University

28. Williams-LaNier, Cynthia A. An analysis of parent, student, and staff satisfaction with supplemental educational services (SES) to improve student achievement among at-risk high school students in failing schools.

Degree: Doctor of Education (EdD), Leadership and Counseling, 2014, Eastern Michigan University

  The purpose of this study was to examine parent, student, administrator, and staff satisfaction with supplemental education services (SES) provided at a small, nonprofit,… (more)

Subjects/Keywords: High School; Mathematics; Parent Satisfaction; Reading; Supplemental Education Services; Tutoring; Education

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

APA (6th Edition):

Williams-LaNier, C. A. (2014). An analysis of parent, student, and staff satisfaction with supplemental educational services (SES) to improve student achievement among at-risk high school students in failing schools. (Doctoral Dissertation). Eastern Michigan University. Retrieved from http://commons.emich.edu/theses/881

Chicago Manual of Style (16th Edition):

Williams-LaNier, Cynthia A. “An analysis of parent, student, and staff satisfaction with supplemental educational services (SES) to improve student achievement among at-risk high school students in failing schools.” 2014. Doctoral Dissertation, Eastern Michigan University. Accessed November 18, 2019. http://commons.emich.edu/theses/881.

MLA Handbook (7th Edition):

Williams-LaNier, Cynthia A. “An analysis of parent, student, and staff satisfaction with supplemental educational services (SES) to improve student achievement among at-risk high school students in failing schools.” 2014. Web. 18 Nov 2019.

Vancouver:

Williams-LaNier CA. An analysis of parent, student, and staff satisfaction with supplemental educational services (SES) to improve student achievement among at-risk high school students in failing schools. [Internet] [Doctoral dissertation]. Eastern Michigan University; 2014. [cited 2019 Nov 18]. Available from: http://commons.emich.edu/theses/881.

Council of Science Editors:

Williams-LaNier CA. An analysis of parent, student, and staff satisfaction with supplemental educational services (SES) to improve student achievement among at-risk high school students in failing schools. [Doctoral Dissertation]. Eastern Michigan University; 2014. Available from: http://commons.emich.edu/theses/881


University of Oregon

29. Barker, Elizabeth. To What Extent Do Early Literacy Skills Predict Growth in Mathematics for Students with Reading Difficulties?.

Degree: 2016, University of Oregon

 High correlations exist for students who struggle with reading and math, and as a consequence, students who are poor readers tend to do poorly in… (more)

Subjects/Keywords: Early Reading Skills; Mathematics Growth; Students with Disabilities

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

APA (6th Edition):

Barker, E. (2016). To What Extent Do Early Literacy Skills Predict Growth in Mathematics for Students with Reading Difficulties?. (Thesis). University of Oregon. Retrieved from http://hdl.handle.net/1794/19666

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):

Barker, Elizabeth. “To What Extent Do Early Literacy Skills Predict Growth in Mathematics for Students with Reading Difficulties?.” 2016. Thesis, University of Oregon. Accessed November 18, 2019. http://hdl.handle.net/1794/19666.

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

MLA Handbook (7th Edition):

Barker, Elizabeth. “To What Extent Do Early Literacy Skills Predict Growth in Mathematics for Students with Reading Difficulties?.” 2016. Web. 18 Nov 2019.

Vancouver:

Barker E. To What Extent Do Early Literacy Skills Predict Growth in Mathematics for Students with Reading Difficulties?. [Internet] [Thesis]. University of Oregon; 2016. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/1794/19666.

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

Council of Science Editors:

Barker E. To What Extent Do Early Literacy Skills Predict Growth in Mathematics for Students with Reading Difficulties?. [Thesis]. University of Oregon; 2016. Available from: http://hdl.handle.net/1794/19666

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


University of Houston

30. Wade, Rhonda Ruth. Technology Integration in Middle School Mathematics and Reading Achievement: Implications for School Leaders.

Degree: Curriculum and Instruction, Department of, 2013, University of Houston

 Educational leaders must support teachers in facilitating successful technology integration to impact teaching and learning. To provide this support, leaders need to understand what comprises… (more)

Subjects/Keywords: technology integration; middle school; mathematics; reading; Professional leadership

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

APA (6th Edition):

Wade, R. R. (2013). Technology Integration in Middle School Mathematics and Reading Achievement: Implications for School Leaders. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/928

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):

Wade, Rhonda Ruth. “Technology Integration in Middle School Mathematics and Reading Achievement: Implications for School Leaders.” 2013. Thesis, University of Houston. Accessed November 18, 2019. http://hdl.handle.net/10657/928.

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

MLA Handbook (7th Edition):

Wade, Rhonda Ruth. “Technology Integration in Middle School Mathematics and Reading Achievement: Implications for School Leaders.” 2013. Web. 18 Nov 2019.

Vancouver:

Wade RR. Technology Integration in Middle School Mathematics and Reading Achievement: Implications for School Leaders. [Internet] [Thesis]. University of Houston; 2013. [cited 2019 Nov 18]. Available from: http://hdl.handle.net/10657/928.

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

Council of Science Editors:

Wade RR. Technology Integration in Middle School Mathematics and Reading Achievement: Implications for School Leaders. [Thesis]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/928

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

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