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You searched for subject:(0714). Showing records 1 – 26 of 26 total matches.

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University of Toronto

1. Nazemian, Zohreh. Infertility and Women’s Age.

Degree: 2010, University of Toronto

In the first part of study, our objective was to determine the effect of CoQ10 supplementation of culture media on preimplantation mouse and human embryo… (more)

Subjects/Keywords: Infertility; age; 0714

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APA (6th Edition):

Nazemian, Z. (2010). Infertility and Women’s Age. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/29536

Chicago Manual of Style (16th Edition):

Nazemian, Zohreh. “Infertility and Women’s Age.” 2010. Masters Thesis, University of Toronto. Accessed July 21, 2019. http://hdl.handle.net/1807/29536.

MLA Handbook (7th Edition):

Nazemian, Zohreh. “Infertility and Women’s Age.” 2010. Web. 21 Jul 2019.

Vancouver:

Nazemian Z. Infertility and Women’s Age. [Internet] [Masters thesis]. University of Toronto; 2010. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/1807/29536.

Council of Science Editors:

Nazemian Z. Infertility and Women’s Age. [Masters Thesis]. University of Toronto; 2010. Available from: http://hdl.handle.net/1807/29536


University of Toronto

2. Waters, Aoife. Ectopic Notch Activation in Developing Podocytes Impairs Slit Diaphragm Formation and Induces Abnormal Podocyte Differentiation.

Degree: 2009, University of Toronto

Podocytes are terminally differentiated epithelial cells which regulate glomerular permselectivity by their cell-cell junctions, known as slit diaphragms (SD). Notch signaling regulates podocyte cell fate… (more)

Subjects/Keywords: Notch; glomerulosclerosis; 0714

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APA (6th Edition):

Waters, A. (2009). Ectopic Notch Activation in Developing Podocytes Impairs Slit Diaphragm Formation and Induces Abnormal Podocyte Differentiation. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/17450

Chicago Manual of Style (16th Edition):

Waters, Aoife. “Ectopic Notch Activation in Developing Podocytes Impairs Slit Diaphragm Formation and Induces Abnormal Podocyte Differentiation.” 2009. Masters Thesis, University of Toronto. Accessed July 21, 2019. http://hdl.handle.net/1807/17450.

MLA Handbook (7th Edition):

Waters, Aoife. “Ectopic Notch Activation in Developing Podocytes Impairs Slit Diaphragm Formation and Induces Abnormal Podocyte Differentiation.” 2009. Web. 21 Jul 2019.

Vancouver:

Waters A. Ectopic Notch Activation in Developing Podocytes Impairs Slit Diaphragm Formation and Induces Abnormal Podocyte Differentiation. [Internet] [Masters thesis]. University of Toronto; 2009. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/1807/17450.

Council of Science Editors:

Waters A. Ectopic Notch Activation in Developing Podocytes Impairs Slit Diaphragm Formation and Induces Abnormal Podocyte Differentiation. [Masters Thesis]. University of Toronto; 2009. Available from: http://hdl.handle.net/1807/17450


University of Toronto

3. Richardson, Tasha Dianne. Exploring Ontario Grade Ten Students' Decisions to Select or Reject School Physics.

Degree: 2013, University of Toronto

Declining science enrolment, with the greatest decline in physics, has generated concern surrounding students’ future abilities to function in an increasingly scientific and technology-focused society.… (more)

Subjects/Keywords: physics identity; secondary school; phenomenology; 0714

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APA (6th Edition):

Richardson, T. D. (2013). Exploring Ontario Grade Ten Students' Decisions to Select or Reject School Physics. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/35575

Chicago Manual of Style (16th Edition):

Richardson, Tasha Dianne. “Exploring Ontario Grade Ten Students' Decisions to Select or Reject School Physics.” 2013. Masters Thesis, University of Toronto. Accessed July 21, 2019. http://hdl.handle.net/1807/35575.

MLA Handbook (7th Edition):

Richardson, Tasha Dianne. “Exploring Ontario Grade Ten Students' Decisions to Select or Reject School Physics.” 2013. Web. 21 Jul 2019.

Vancouver:

Richardson TD. Exploring Ontario Grade Ten Students' Decisions to Select or Reject School Physics. [Internet] [Masters thesis]. University of Toronto; 2013. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/1807/35575.

Council of Science Editors:

Richardson TD. Exploring Ontario Grade Ten Students' Decisions to Select or Reject School Physics. [Masters Thesis]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/35575

4. Madsen, Adrian M. Studies of visual attention in physics problem solving.

Degree: PhD, Department of Physics, 2013, Kansas State University

 The work described here represents an effort to understand and influence visual attention while solving physics problems containing a diagram. Our visual system is guided… (more)

Subjects/Keywords: Physics education; Visual attention; Problem solving; Eye movements; Science Education (0714)

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APA (6th Edition):

Madsen, A. M. (2013). Studies of visual attention in physics problem solving. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/15429

Chicago Manual of Style (16th Edition):

Madsen, Adrian M. “Studies of visual attention in physics problem solving.” 2013. Doctoral Dissertation, Kansas State University. Accessed July 21, 2019. http://hdl.handle.net/2097/15429.

MLA Handbook (7th Edition):

Madsen, Adrian M. “Studies of visual attention in physics problem solving.” 2013. Web. 21 Jul 2019.

Vancouver:

Madsen AM. Studies of visual attention in physics problem solving. [Internet] [Doctoral dissertation]. Kansas State University; 2013. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/2097/15429.

Council of Science Editors:

Madsen AM. Studies of visual attention in physics problem solving. [Doctoral Dissertation]. Kansas State University; 2013. Available from: http://hdl.handle.net/2097/15429


University of Toronto

5. Heshmati, Fatemeh. Anillin, An Organizer of Cytokinesis.

Degree: 2012, University of Toronto

Anillin is a highly conserved multi-domain cytoskeletal protein that provides a spatial and temporal scaffold for contractile ring proteins to ensure successful cytokinesis. We have… (more)

Subjects/Keywords: cytokinesis; anillin; septin; asymmetric cytokinesis; temporal order; 0714; 0680

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APA (6th Edition):

Heshmati, F. (2012). Anillin, An Organizer of Cytokinesis. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/33122

Chicago Manual of Style (16th Edition):

Heshmati, Fatemeh. “Anillin, An Organizer of Cytokinesis.” 2012. Masters Thesis, University of Toronto. Accessed July 21, 2019. http://hdl.handle.net/1807/33122.

MLA Handbook (7th Edition):

Heshmati, Fatemeh. “Anillin, An Organizer of Cytokinesis.” 2012. Web. 21 Jul 2019.

Vancouver:

Heshmati F. Anillin, An Organizer of Cytokinesis. [Internet] [Masters thesis]. University of Toronto; 2012. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/1807/33122.

Council of Science Editors:

Heshmati F. Anillin, An Organizer of Cytokinesis. [Masters Thesis]. University of Toronto; 2012. Available from: http://hdl.handle.net/1807/33122

6. Grauer, Bette L. Secondary science teachers’ use of the affective domain in science education.

Degree: PhD, Department of Curriculum and Instruction, 2014, Kansas State University

 The purpose of this qualitative case study was to explore (a) the types of student affective responses that secondary science teachers reported emerged in science… (more)

Subjects/Keywords: Science education; Science Education (0714)

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APA (6th Edition):

Grauer, B. L. (2014). Secondary science teachers’ use of the affective domain in science education. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/17312

Chicago Manual of Style (16th Edition):

Grauer, Bette L. “Secondary science teachers’ use of the affective domain in science education.” 2014. Doctoral Dissertation, Kansas State University. Accessed July 21, 2019. http://hdl.handle.net/2097/17312.

MLA Handbook (7th Edition):

Grauer, Bette L. “Secondary science teachers’ use of the affective domain in science education.” 2014. Web. 21 Jul 2019.

Vancouver:

Grauer BL. Secondary science teachers’ use of the affective domain in science education. [Internet] [Doctoral dissertation]. Kansas State University; 2014. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/2097/17312.

Council of Science Editors:

Grauer BL. Secondary science teachers’ use of the affective domain in science education. [Doctoral Dissertation]. Kansas State University; 2014. Available from: http://hdl.handle.net/2097/17312


Kansas State University

7. Bosco, Kimberly Renee. The impact of ability grouping on college student's performance in introductory geology labs at a Midwestern university.

Degree: MS, Department of Geology, 2009, Kansas State University

 There have been numerous studies done during the past hundred years on ability grouping. The majority of research has focused on the elementary and secondary… (more)

Subjects/Keywords: Ability grouping; Science; Higher education; Education, Higher (0745); Education, Sciences (0714); Geology (0372)

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APA (6th Edition):

Bosco, K. R. (2009). The impact of ability grouping on college student's performance in introductory geology labs at a Midwestern university. (Masters Thesis). Kansas State University. Retrieved from http://hdl.handle.net/2097/1448

Chicago Manual of Style (16th Edition):

Bosco, Kimberly Renee. “The impact of ability grouping on college student's performance in introductory geology labs at a Midwestern university.” 2009. Masters Thesis, Kansas State University. Accessed July 21, 2019. http://hdl.handle.net/2097/1448.

MLA Handbook (7th Edition):

Bosco, Kimberly Renee. “The impact of ability grouping on college student's performance in introductory geology labs at a Midwestern university.” 2009. Web. 21 Jul 2019.

Vancouver:

Bosco KR. The impact of ability grouping on college student's performance in introductory geology labs at a Midwestern university. [Internet] [Masters thesis]. Kansas State University; 2009. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/2097/1448.

Council of Science Editors:

Bosco KR. The impact of ability grouping on college student's performance in introductory geology labs at a Midwestern university. [Masters Thesis]. Kansas State University; 2009. Available from: http://hdl.handle.net/2097/1448


Kansas State University

8. Fenwick, Emily L. The impact of an integrative 3-d virtual learning environment in diverse ninth grade earth and space science classes.

Degree: MS, Department of Geology, 2010, Kansas State University

 Problem-based learning in the sciences has been demonstrated to be a successful educational approach to engage students and increase content knowledge. However, the power of… (more)

Subjects/Keywords: Education; Geoscience; Virtual Learning Environment; Second Life; Education, Sciences (0714); Geology (0372)

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APA (6th Edition):

Fenwick, E. L. (2010). The impact of an integrative 3-d virtual learning environment in diverse ninth grade earth and space science classes. (Masters Thesis). Kansas State University. Retrieved from http://hdl.handle.net/2097/4231

Chicago Manual of Style (16th Edition):

Fenwick, Emily L. “The impact of an integrative 3-d virtual learning environment in diverse ninth grade earth and space science classes.” 2010. Masters Thesis, Kansas State University. Accessed July 21, 2019. http://hdl.handle.net/2097/4231.

MLA Handbook (7th Edition):

Fenwick, Emily L. “The impact of an integrative 3-d virtual learning environment in diverse ninth grade earth and space science classes.” 2010. Web. 21 Jul 2019.

Vancouver:

Fenwick EL. The impact of an integrative 3-d virtual learning environment in diverse ninth grade earth and space science classes. [Internet] [Masters thesis]. Kansas State University; 2010. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/2097/4231.

Council of Science Editors:

Fenwick EL. The impact of an integrative 3-d virtual learning environment in diverse ninth grade earth and space science classes. [Masters Thesis]. Kansas State University; 2010. Available from: http://hdl.handle.net/2097/4231


University of Toronto

9. Bolotta, Alanna. Exploring Art and Science Integration in an Afterschool Program.

Degree: 2017, University of Toronto

Science, technology, engineering, arts and math (STEAM) education integrates science with art, presenting a unique and interesting opportunity to increase accessibility in science for learners.… (more)

Subjects/Keywords: Curriculum Integration; Holistic Education; Science Education; STEAM (science; technology; engineering; art; math); Student Engagement; 0714

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APA (6th Edition):

Bolotta, A. (2017). Exploring Art and Science Integration in an Afterschool Program. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/77756

Chicago Manual of Style (16th Edition):

Bolotta, Alanna. “Exploring Art and Science Integration in an Afterschool Program.” 2017. Masters Thesis, University of Toronto. Accessed July 21, 2019. http://hdl.handle.net/1807/77756.

MLA Handbook (7th Edition):

Bolotta, Alanna. “Exploring Art and Science Integration in an Afterschool Program.” 2017. Web. 21 Jul 2019.

Vancouver:

Bolotta A. Exploring Art and Science Integration in an Afterschool Program. [Internet] [Masters thesis]. University of Toronto; 2017. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/1807/77756.

Council of Science Editors:

Bolotta A. Exploring Art and Science Integration in an Afterschool Program. [Masters Thesis]. University of Toronto; 2017. Available from: http://hdl.handle.net/1807/77756


University of Toronto

10. Salehi, Sepehr. The Role of Syk in Airway Hyperresponsiveness and Remodeling in House Dust Mite Induced Murine Models of Allergic Airways Inflammation.

Degree: 2013, University of Toronto

Spleen tyrosine kinase (Syk) plays a critical role in regulation of immune and inflammatory responses. This thesis investigated the role of Syk in the development… (more)

Subjects/Keywords: Allergic Airway Inflammation; Airway Hyperresponsiveness; House Dust Mite; Murine Model; 0680; 0714

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APA (6th Edition):

Salehi, S. (2013). The Role of Syk in Airway Hyperresponsiveness and Remodeling in House Dust Mite Induced Murine Models of Allergic Airways Inflammation. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/42908

Chicago Manual of Style (16th Edition):

Salehi, Sepehr. “The Role of Syk in Airway Hyperresponsiveness and Remodeling in House Dust Mite Induced Murine Models of Allergic Airways Inflammation.” 2013. Masters Thesis, University of Toronto. Accessed July 21, 2019. http://hdl.handle.net/1807/42908.

MLA Handbook (7th Edition):

Salehi, Sepehr. “The Role of Syk in Airway Hyperresponsiveness and Remodeling in House Dust Mite Induced Murine Models of Allergic Airways Inflammation.” 2013. Web. 21 Jul 2019.

Vancouver:

Salehi S. The Role of Syk in Airway Hyperresponsiveness and Remodeling in House Dust Mite Induced Murine Models of Allergic Airways Inflammation. [Internet] [Masters thesis]. University of Toronto; 2013. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/1807/42908.

Council of Science Editors:

Salehi S. The Role of Syk in Airway Hyperresponsiveness and Remodeling in House Dust Mite Induced Murine Models of Allergic Airways Inflammation. [Masters Thesis]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/42908

11. Woods, Teresa Marie. Growing scientists: a partnership between a university and a school district.

Degree: PhD, Department of Curriculum and Instruction, 2012, Kansas State University

 Precollege science education in the United States has virtually always been influenced by university scientists to one degree or another. Partnership models for university scientist… (more)

Subjects/Keywords: Science education; Secondary education; Partnership; Twenty-first century skills; Animal health; Science Education (0714); Secondary Education (0533)

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APA (6th Edition):

Woods, T. M. (2012). Growing scientists: a partnership between a university and a school district. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/14992

Chicago Manual of Style (16th Edition):

Woods, Teresa Marie. “Growing scientists: a partnership between a university and a school district.” 2012. Doctoral Dissertation, Kansas State University. Accessed July 21, 2019. http://hdl.handle.net/2097/14992.

MLA Handbook (7th Edition):

Woods, Teresa Marie. “Growing scientists: a partnership between a university and a school district.” 2012. Web. 21 Jul 2019.

Vancouver:

Woods TM. Growing scientists: a partnership between a university and a school district. [Internet] [Doctoral dissertation]. Kansas State University; 2012. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/2097/14992.

Council of Science Editors:

Woods TM. Growing scientists: a partnership between a university and a school district. [Doctoral Dissertation]. Kansas State University; 2012. Available from: http://hdl.handle.net/2097/14992


Kansas State University

12. Cleavinger, Laurie. The effects of professional development on instructional strategies and the resulting influences on student learning for a physics curriculum.

Degree: PhD, Curriculum and Instruction Programs, 2009, Kansas State University

 In this study, the professional development for a physics program called Visual Quantum Mechanics (VQM) was observed and analyzed. Four of the participants in a… (more)

Subjects/Keywords: Professional development; Instructional strategies; Physics curriculum; Education, Curriculum and Instruction (0727); Education, Sciences (0714); Education, Secondary (0533)

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APA (6th Edition):

Cleavinger, L. (2009). The effects of professional development on instructional strategies and the resulting influences on student learning for a physics curriculum. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/1378

Chicago Manual of Style (16th Edition):

Cleavinger, Laurie. “The effects of professional development on instructional strategies and the resulting influences on student learning for a physics curriculum.” 2009. Doctoral Dissertation, Kansas State University. Accessed July 21, 2019. http://hdl.handle.net/2097/1378.

MLA Handbook (7th Edition):

Cleavinger, Laurie. “The effects of professional development on instructional strategies and the resulting influences on student learning for a physics curriculum.” 2009. Web. 21 Jul 2019.

Vancouver:

Cleavinger L. The effects of professional development on instructional strategies and the resulting influences on student learning for a physics curriculum. [Internet] [Doctoral dissertation]. Kansas State University; 2009. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/2097/1378.

Council of Science Editors:

Cleavinger L. The effects of professional development on instructional strategies and the resulting influences on student learning for a physics curriculum. [Doctoral Dissertation]. Kansas State University; 2009. Available from: http://hdl.handle.net/2097/1378


Kansas State University

13. Chini, Jacquelyn J. Comparing the scaffolding provided by physical and virtual manipulative for students' understanding of simple machines.

Degree: PhD, Department of Physics, 2010, Kansas State University

 Conventional wisdom has long advised that students’ learning is best supported by interaction with physical manipulative. Thus, in the physics laboratory, students typically spend their… (more)

Subjects/Keywords: Physics education research; Student understanding; Simulation; Traditional laboratory; Simple machines; Education, Sciences (0714); Physics, General (0605)

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APA (6th Edition):

Chini, J. J. (2010). Comparing the scaffolding provided by physical and virtual manipulative for students' understanding of simple machines. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/6391

Chicago Manual of Style (16th Edition):

Chini, Jacquelyn J. “Comparing the scaffolding provided by physical and virtual manipulative for students' understanding of simple machines.” 2010. Doctoral Dissertation, Kansas State University. Accessed July 21, 2019. http://hdl.handle.net/2097/6391.

MLA Handbook (7th Edition):

Chini, Jacquelyn J. “Comparing the scaffolding provided by physical and virtual manipulative for students' understanding of simple machines.” 2010. Web. 21 Jul 2019.

Vancouver:

Chini JJ. Comparing the scaffolding provided by physical and virtual manipulative for students' understanding of simple machines. [Internet] [Doctoral dissertation]. Kansas State University; 2010. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/2097/6391.

Council of Science Editors:

Chini JJ. Comparing the scaffolding provided by physical and virtual manipulative for students' understanding of simple machines. [Doctoral Dissertation]. Kansas State University; 2010. Available from: http://hdl.handle.net/2097/6391

14. Hernandez, Cecilia M. The extent to which Latina/o preservice teachers demonstrate culturally responsive teaching practices during science and mathematics instruction.

Degree: PhD, Curriculum and Instruction Programs, 2011, Kansas State University

 Complex social, racial, economic, and political issues involved in the practice of teaching today require beginning teachers to be informed, skilled, and culturally responsive when… (more)

Subjects/Keywords: Preservice teachers; Latina; Science; Math; Culturally Responsive Teaching; Elementary instruction; Education, General (0515); Elementary Education (0524); Science Education (0714)

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APA (6th Edition):

Hernandez, C. M. (2011). The extent to which Latina/o preservice teachers demonstrate culturally responsive teaching practices during science and mathematics instruction. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/8557

Chicago Manual of Style (16th Edition):

Hernandez, Cecilia M. “The extent to which Latina/o preservice teachers demonstrate culturally responsive teaching practices during science and mathematics instruction.” 2011. Doctoral Dissertation, Kansas State University. Accessed July 21, 2019. http://hdl.handle.net/2097/8557.

MLA Handbook (7th Edition):

Hernandez, Cecilia M. “The extent to which Latina/o preservice teachers demonstrate culturally responsive teaching practices during science and mathematics instruction.” 2011. Web. 21 Jul 2019.

Vancouver:

Hernandez CM. The extent to which Latina/o preservice teachers demonstrate culturally responsive teaching practices during science and mathematics instruction. [Internet] [Doctoral dissertation]. Kansas State University; 2011. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/2097/8557.

Council of Science Editors:

Hernandez CM. The extent to which Latina/o preservice teachers demonstrate culturally responsive teaching practices during science and mathematics instruction. [Doctoral Dissertation]. Kansas State University; 2011. Available from: http://hdl.handle.net/2097/8557


Kansas State University

15. Krehbiel, Matthew D. Science is as science does: aligning teaching philosophy, objectives, and assessment.

Degree: MS, Curriculum and Instruction, 2006, Kansas State University

 In the current high-stakes assessment environment of NCLB and AYP, the type of assessment students are subject to is crucial. Good assessments make teaching to… (more)

Subjects/Keywords: Assessment; Science education; Curriculum alignment; NCLB; Education, Sciences (0714)

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APA (6th Edition):

Krehbiel, M. D. (2006). Science is as science does: aligning teaching philosophy, objectives, and assessment. (Masters Thesis). Kansas State University. Retrieved from http://hdl.handle.net/2097/191

Chicago Manual of Style (16th Edition):

Krehbiel, Matthew D. “Science is as science does: aligning teaching philosophy, objectives, and assessment.” 2006. Masters Thesis, Kansas State University. Accessed July 21, 2019. http://hdl.handle.net/2097/191.

MLA Handbook (7th Edition):

Krehbiel, Matthew D. “Science is as science does: aligning teaching philosophy, objectives, and assessment.” 2006. Web. 21 Jul 2019.

Vancouver:

Krehbiel MD. Science is as science does: aligning teaching philosophy, objectives, and assessment. [Internet] [Masters thesis]. Kansas State University; 2006. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/2097/191.

Council of Science Editors:

Krehbiel MD. Science is as science does: aligning teaching philosophy, objectives, and assessment. [Masters Thesis]. Kansas State University; 2006. Available from: http://hdl.handle.net/2097/191

16. Dwyer, Jessica Hewitt. Just-in-time teaching in undergraduate physics courses: implementation, learning, and perceptions.

Degree: PhD, Curriculum and Instruction Programs, 2015, Kansas State University

 Regardless of discipline, a decades-long battle has ensued within nearly every classroom in higher education: instructors getting students to come to class prepared to learn.… (more)

Subjects/Keywords: Pedagogy; JiTT; Just in Time Teaching; Higher education; Science Education; Fidelity of implementation; Education, Technology (0710); Pedagogy (0456); Science Education (0714)

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APA (6th Edition):

Dwyer, J. H. (2015). Just-in-time teaching in undergraduate physics courses: implementation, learning, and perceptions. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/20338

Chicago Manual of Style (16th Edition):

Dwyer, Jessica Hewitt. “Just-in-time teaching in undergraduate physics courses: implementation, learning, and perceptions.” 2015. Doctoral Dissertation, Kansas State University. Accessed July 21, 2019. http://hdl.handle.net/2097/20338.

MLA Handbook (7th Edition):

Dwyer, Jessica Hewitt. “Just-in-time teaching in undergraduate physics courses: implementation, learning, and perceptions.” 2015. Web. 21 Jul 2019.

Vancouver:

Dwyer JH. Just-in-time teaching in undergraduate physics courses: implementation, learning, and perceptions. [Internet] [Doctoral dissertation]. Kansas State University; 2015. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/2097/20338.

Council of Science Editors:

Dwyer JH. Just-in-time teaching in undergraduate physics courses: implementation, learning, and perceptions. [Doctoral Dissertation]. Kansas State University; 2015. Available from: http://hdl.handle.net/2097/20338


University of Toronto

17. Satchithananthamoorthy, Hindurika. Networks of Power and Privilege: A Critical Discourse Analysis of the US Next Generation Science Standards.

Degree: 2015, University of Toronto

Science holds significant power in shaping many of our everyday choices. Thus, it is important for science education to foster the development of scientific literacy… (more)

Subjects/Keywords: actor network theory; critical discourse analysis; next generation science standards; science education; scientific literacy; STEM; 0714

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APA (6th Edition):

Satchithananthamoorthy, H. (2015). Networks of Power and Privilege: A Critical Discourse Analysis of the US Next Generation Science Standards. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/70649

Chicago Manual of Style (16th Edition):

Satchithananthamoorthy, Hindurika. “Networks of Power and Privilege: A Critical Discourse Analysis of the US Next Generation Science Standards.” 2015. Masters Thesis, University of Toronto. Accessed July 21, 2019. http://hdl.handle.net/1807/70649.

MLA Handbook (7th Edition):

Satchithananthamoorthy, Hindurika. “Networks of Power and Privilege: A Critical Discourse Analysis of the US Next Generation Science Standards.” 2015. Web. 21 Jul 2019.

Vancouver:

Satchithananthamoorthy H. Networks of Power and Privilege: A Critical Discourse Analysis of the US Next Generation Science Standards. [Internet] [Masters thesis]. University of Toronto; 2015. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/1807/70649.

Council of Science Editors:

Satchithananthamoorthy H. Networks of Power and Privilege: A Critical Discourse Analysis of the US Next Generation Science Standards. [Masters Thesis]. University of Toronto; 2015. Available from: http://hdl.handle.net/1807/70649


University of Toronto

18. Acosta, Alisa. The Role of Epistemic Cognition in Complex Collaborative Inquiry Curricula.

Degree: 2013, University of Toronto

This thesis examines the role of epistemic cognition within the context of a Knowledge Community and Inquiry (KCI) curriculum for secondary science. The study employs… (more)

Subjects/Keywords: epistemic cognition; epistemology; knowledge community; inquiry; secondary; science; biology; smart classroom; 0714; 0533; 0998; 0710; 0515

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APA (6th Edition):

Acosta, A. (2013). The Role of Epistemic Cognition in Complex Collaborative Inquiry Curricula. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/42610

Chicago Manual of Style (16th Edition):

Acosta, Alisa. “The Role of Epistemic Cognition in Complex Collaborative Inquiry Curricula.” 2013. Masters Thesis, University of Toronto. Accessed July 21, 2019. http://hdl.handle.net/1807/42610.

MLA Handbook (7th Edition):

Acosta, Alisa. “The Role of Epistemic Cognition in Complex Collaborative Inquiry Curricula.” 2013. Web. 21 Jul 2019.

Vancouver:

Acosta A. The Role of Epistemic Cognition in Complex Collaborative Inquiry Curricula. [Internet] [Masters thesis]. University of Toronto; 2013. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/1807/42610.

Council of Science Editors:

Acosta A. The Role of Epistemic Cognition in Complex Collaborative Inquiry Curricula. [Masters Thesis]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/42610

19. Norman, Lashaunda Renea. What is taking place in science classrooms?: a case study analysis of teaching and learning in seventh-grade science of one Alabama school and its impact on African American student learning.

Degree: PhD, Department of Curriculum and Instruction, 2013, Kansas State University

 This qualitative case study investigated the teaching strategies that improve science learning of African American students. This research study further sought the extent the identified… (more)

Subjects/Keywords: Culturally responsive teaching; Critical race theory; African American; Science teaching strategies; Black-White achievement gap; Middle school science; African American Studies (0296); Middle School education (0450); Science Education (0714)

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APA (6th Edition):

Norman, L. R. (2013). What is taking place in science classrooms?: a case study analysis of teaching and learning in seventh-grade science of one Alabama school and its impact on African American student learning. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/16907

Chicago Manual of Style (16th Edition):

Norman, Lashaunda Renea. “What is taking place in science classrooms?: a case study analysis of teaching and learning in seventh-grade science of one Alabama school and its impact on African American student learning.” 2013. Doctoral Dissertation, Kansas State University. Accessed July 21, 2019. http://hdl.handle.net/2097/16907.

MLA Handbook (7th Edition):

Norman, Lashaunda Renea. “What is taking place in science classrooms?: a case study analysis of teaching and learning in seventh-grade science of one Alabama school and its impact on African American student learning.” 2013. Web. 21 Jul 2019.

Vancouver:

Norman LR. What is taking place in science classrooms?: a case study analysis of teaching and learning in seventh-grade science of one Alabama school and its impact on African American student learning. [Internet] [Doctoral dissertation]. Kansas State University; 2013. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/2097/16907.

Council of Science Editors:

Norman LR. What is taking place in science classrooms?: a case study analysis of teaching and learning in seventh-grade science of one Alabama school and its impact on African American student learning. [Doctoral Dissertation]. Kansas State University; 2013. Available from: http://hdl.handle.net/2097/16907

20. Tabor, Lisa Kay. Using geography to help teach history: dual-encoding history lesson plans.

Degree: MA, Department of Geography, 2011, Kansas State University

 Analysis of polling documents indicates how little most Americans know about the world. Geography education is the key to offsetting geographic illiteracy. Fortunately programs designed… (more)

Subjects/Keywords: geography education; dual-encoding; lesson planning; history; Education, Curriculum and Instruction (0727); Education, Sciences (0714); Education, Social Sciences (0534); Education, Teacher Training (0530); Geography (0366)

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APA (6th Edition):

Tabor, L. K. (2011). Using geography to help teach history: dual-encoding history lesson plans. (Masters Thesis). Kansas State University. Retrieved from http://hdl.handle.net/2097/7133

Chicago Manual of Style (16th Edition):

Tabor, Lisa Kay. “Using geography to help teach history: dual-encoding history lesson plans.” 2011. Masters Thesis, Kansas State University. Accessed July 21, 2019. http://hdl.handle.net/2097/7133.

MLA Handbook (7th Edition):

Tabor, Lisa Kay. “Using geography to help teach history: dual-encoding history lesson plans.” 2011. Web. 21 Jul 2019.

Vancouver:

Tabor LK. Using geography to help teach history: dual-encoding history lesson plans. [Internet] [Masters thesis]. Kansas State University; 2011. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/2097/7133.

Council of Science Editors:

Tabor LK. Using geography to help teach history: dual-encoding history lesson plans. [Masters Thesis]. Kansas State University; 2011. Available from: http://hdl.handle.net/2097/7133


Kansas State University

21. Arieli, Bracha (Bari). The integration of creative drama into science teaching.

Degree: PhD, Department of Curriculum and Instruction, 2007, Kansas State University

 This study explored the inclusion of creative drama into science teaching as an instructional strategy for enhancing elementary school students' understanding of scientific concepts. A… (more)

Subjects/Keywords: creative drama; science teaching; Education, Elementary (0524); Education, Sciences (0714)

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APA (6th Edition):

Arieli, B. (. (2007). The integration of creative drama into science teaching. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/531

Chicago Manual of Style (16th Edition):

Arieli, Bracha (Bari). “The integration of creative drama into science teaching.” 2007. Doctoral Dissertation, Kansas State University. Accessed July 21, 2019. http://hdl.handle.net/2097/531.

MLA Handbook (7th Edition):

Arieli, Bracha (Bari). “The integration of creative drama into science teaching.” 2007. Web. 21 Jul 2019.

Vancouver:

Arieli B(. The integration of creative drama into science teaching. [Internet] [Doctoral dissertation]. Kansas State University; 2007. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/2097/531.

Council of Science Editors:

Arieli B(. The integration of creative drama into science teaching. [Doctoral Dissertation]. Kansas State University; 2007. Available from: http://hdl.handle.net/2097/531


Kansas State University

22. Winslow, Mark William. Evolution and personal religious belief: Christian biology-related majors' search for reconciliation at a Christian university.

Degree: PhD, Curriculum and Instruction Programs, 2008, Kansas State University

 The goal of this study was to explore how Christian biology-related majors at a Christian university perceive the apparent conflicts between their understanding of evolution… (more)

Subjects/Keywords: Evolution; Faith; Fowler; Education, Curriculum and Instruction (0727); Education, Sciences (0714)

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APA (6th Edition):

Winslow, M. W. (2008). Evolution and personal religious belief: Christian biology-related majors' search for reconciliation at a Christian university. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/710

Chicago Manual of Style (16th Edition):

Winslow, Mark William. “Evolution and personal religious belief: Christian biology-related majors' search for reconciliation at a Christian university.” 2008. Doctoral Dissertation, Kansas State University. Accessed July 21, 2019. http://hdl.handle.net/2097/710.

MLA Handbook (7th Edition):

Winslow, Mark William. “Evolution and personal religious belief: Christian biology-related majors' search for reconciliation at a Christian university.” 2008. Web. 21 Jul 2019.

Vancouver:

Winslow MW. Evolution and personal religious belief: Christian biology-related majors' search for reconciliation at a Christian university. [Internet] [Doctoral dissertation]. Kansas State University; 2008. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/2097/710.

Council of Science Editors:

Winslow MW. Evolution and personal religious belief: Christian biology-related majors' search for reconciliation at a Christian university. [Doctoral Dissertation]. Kansas State University; 2008. Available from: http://hdl.handle.net/2097/710

23. Rouinfar, Amy. Influence of visual cueing and outcome feedback on physics problem solving and visual attention.

Degree: PhD, Department of Physics, 2014, Kansas State University

 Research has demonstrated that attentional cues overlaid on diagrams and animations can help students attend to the relevant areas and facilitate problem solving. In this… (more)

Subjects/Keywords: physics education; problem solving; visual attention; Physics (0605); Science Education (0714)

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APA (6th Edition):

Rouinfar, A. (2014). Influence of visual cueing and outcome feedback on physics problem solving and visual attention. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/18725

Chicago Manual of Style (16th Edition):

Rouinfar, Amy. “Influence of visual cueing and outcome feedback on physics problem solving and visual attention.” 2014. Doctoral Dissertation, Kansas State University. Accessed July 21, 2019. http://hdl.handle.net/2097/18725.

MLA Handbook (7th Edition):

Rouinfar, Amy. “Influence of visual cueing and outcome feedback on physics problem solving and visual attention.” 2014. Web. 21 Jul 2019.

Vancouver:

Rouinfar A. Influence of visual cueing and outcome feedback on physics problem solving and visual attention. [Internet] [Doctoral dissertation]. Kansas State University; 2014. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/2097/18725.

Council of Science Editors:

Rouinfar A. Influence of visual cueing and outcome feedback on physics problem solving and visual attention. [Doctoral Dissertation]. Kansas State University; 2014. Available from: http://hdl.handle.net/2097/18725


Kansas State University

24. Cui, Lili. Assessing college students’ retention and transfer from calculus to physics.

Degree: PhD, Department of Physics, 2006, Kansas State University

 Many introductory calculus-based physics students have difficulties when solving physics problems involving calculus. This study investigates students’ retention and transfer from calculus to physics. While… (more)

Subjects/Keywords: Transfer of learning; Problem solving; Physics education; Calculus; College student; Education, Sciences (0714); Physics, General (0605)

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APA (6th Edition):

Cui, L. (2006). Assessing college students’ retention and transfer from calculus to physics. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/183

Chicago Manual of Style (16th Edition):

Cui, Lili. “Assessing college students’ retention and transfer from calculus to physics.” 2006. Doctoral Dissertation, Kansas State University. Accessed July 21, 2019. http://hdl.handle.net/2097/183.

MLA Handbook (7th Edition):

Cui, Lili. “Assessing college students’ retention and transfer from calculus to physics.” 2006. Web. 21 Jul 2019.

Vancouver:

Cui L. Assessing college students’ retention and transfer from calculus to physics. [Internet] [Doctoral dissertation]. Kansas State University; 2006. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/2097/183.

Council of Science Editors:

Cui L. Assessing college students’ retention and transfer from calculus to physics. [Doctoral Dissertation]. Kansas State University; 2006. Available from: http://hdl.handle.net/2097/183

25. Agra, Elise Stacey Garasi. A conceptual model for facilitating learning from physics tasks using visual cueing and outcome feedback: theory and experiments.

Degree: PhD, Physics, 2015, Kansas State University

 This dissertation investigates the effects of visual cueing and outcome feedback on students' performance, confidence, and visual attention as they solve conceptual physics problems that… (more)

Subjects/Keywords: Physics education; Problem solving; Visual attention; Outcome feedback; Automaticity; Physics (0605); Science Education (0714)

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APA (6th Edition):

Agra, E. S. G. (2015). A conceptual model for facilitating learning from physics tasks using visual cueing and outcome feedback: theory and experiments. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/20438

Chicago Manual of Style (16th Edition):

Agra, Elise Stacey Garasi. “A conceptual model for facilitating learning from physics tasks using visual cueing and outcome feedback: theory and experiments.” 2015. Doctoral Dissertation, Kansas State University. Accessed July 21, 2019. http://hdl.handle.net/2097/20438.

MLA Handbook (7th Edition):

Agra, Elise Stacey Garasi. “A conceptual model for facilitating learning from physics tasks using visual cueing and outcome feedback: theory and experiments.” 2015. Web. 21 Jul 2019.

Vancouver:

Agra ESG. A conceptual model for facilitating learning from physics tasks using visual cueing and outcome feedback: theory and experiments. [Internet] [Doctoral dissertation]. Kansas State University; 2015. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/2097/20438.

Council of Science Editors:

Agra ESG. A conceptual model for facilitating learning from physics tasks using visual cueing and outcome feedback: theory and experiments. [Doctoral Dissertation]. Kansas State University; 2015. Available from: http://hdl.handle.net/2097/20438

26. Salem, Roberta Sue. Developing a one-semester course in forensic chemical science for university undergraduates.

Degree: PhD, Curriculum and Instruction Programs, 2009, Kansas State University

 The purpose of this study was to research, develop and validate a one-semester course for the general education of university undergraduates in forensic chemical education.… (more)

Subjects/Keywords: Forensics; Chemistry; Forensic chemistry; Forensic science; Forensics education; Undergraduate education; Chemistry, General (0485); Education, Adult and Continuing (0516); Education, Sciences (0714)

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APA (6th Edition):

Salem, R. S. (2009). Developing a one-semester course in forensic chemical science for university undergraduates. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/1333

Chicago Manual of Style (16th Edition):

Salem, Roberta Sue. “Developing a one-semester course in forensic chemical science for university undergraduates.” 2009. Doctoral Dissertation, Kansas State University. Accessed July 21, 2019. http://hdl.handle.net/2097/1333.

MLA Handbook (7th Edition):

Salem, Roberta Sue. “Developing a one-semester course in forensic chemical science for university undergraduates.” 2009. Web. 21 Jul 2019.

Vancouver:

Salem RS. Developing a one-semester course in forensic chemical science for university undergraduates. [Internet] [Doctoral dissertation]. Kansas State University; 2009. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/2097/1333.

Council of Science Editors:

Salem RS. Developing a one-semester course in forensic chemical science for university undergraduates. [Doctoral Dissertation]. Kansas State University; 2009. Available from: http://hdl.handle.net/2097/1333

.