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Dept: Graduate School

You searched for subject:(130105 Primary Education excl M ori ). Showing records 1 – 30 of 6671 total matches.

[1] [2] [3] [4] [5] … [223]

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Montana State University

1. Marshall, Angela. The effects of increased science instructional class time on a second grade classroom.

Degree: Graduate School, 2016, Montana State University

 Science learning time has been on the decline because of increased time spent on language arts, reading and math. Lack of supplies, equipment and support… (more)

Subjects/Keywords: Education, Primary.; Mathematics.; Science.

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

APA (6th Edition):

Marshall, A. (2016). The effects of increased science instructional class time on a second grade classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10074

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):

Marshall, Angela. “The effects of increased science instructional class time on a second grade classroom.” 2016. Thesis, Montana State University. Accessed October 19, 2019. https://scholarworks.montana.edu/xmlui/handle/1/10074.

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

MLA Handbook (7th Edition):

Marshall, Angela. “The effects of increased science instructional class time on a second grade classroom.” 2016. Web. 19 Oct 2019.

Vancouver:

Marshall A. The effects of increased science instructional class time on a second grade classroom. [Internet] [Thesis]. Montana State University; 2016. [cited 2019 Oct 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10074.

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

Council of Science Editors:

Marshall A. The effects of increased science instructional class time on a second grade classroom. [Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10074

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


Montana State University

2. Pablo, Alisha Nicole. Increasing student achievement in science by improving science vocabulary in the elementary grades.

Degree: Graduate School, 2012, Montana State University

 How can understanding science vocabulary help students understand science content better? Can more exposure to science vocabulary increase students' knowledge of science topics? These are… (more)

Subjects/Keywords: Science Study and teaching.; Vocabulary.; Education, Primary.

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APA (6th Edition):

Pablo, A. N. (2012). Increasing student achievement in science by improving science vocabulary in the elementary grades. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2000

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):

Pablo, Alisha Nicole. “Increasing student achievement in science by improving science vocabulary in the elementary grades.” 2012. Thesis, Montana State University. Accessed October 19, 2019. https://scholarworks.montana.edu/xmlui/handle/1/2000.

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

MLA Handbook (7th Edition):

Pablo, Alisha Nicole. “Increasing student achievement in science by improving science vocabulary in the elementary grades.” 2012. Web. 19 Oct 2019.

Vancouver:

Pablo AN. Increasing student achievement in science by improving science vocabulary in the elementary grades. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Oct 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2000.

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

Council of Science Editors:

Pablo AN. Increasing student achievement in science by improving science vocabulary in the elementary grades. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2000

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


Montana State University

3. Gates, Sheri Lynn. The effects of using the conceptual change model to dispel misconceptions in science in elementary children.

Degree: Graduate School, 2010, Montana State University

 Elementary children come to school with a mental schema of scientific principles that come from their everyday experiences and observations. Sometimes this mental schema contains… (more)

Subjects/Keywords: Education, Primary.; Science Study and teaching.

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APA (6th Edition):

Gates, S. L. (2010). The effects of using the conceptual change model to dispel misconceptions in science in elementary children. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1312

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):

Gates, Sheri Lynn. “The effects of using the conceptual change model to dispel misconceptions in science in elementary children.” 2010. Thesis, Montana State University. Accessed October 19, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1312.

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

MLA Handbook (7th Edition):

Gates, Sheri Lynn. “The effects of using the conceptual change model to dispel misconceptions in science in elementary children.” 2010. Web. 19 Oct 2019.

Vancouver:

Gates SL. The effects of using the conceptual change model to dispel misconceptions in science in elementary children. [Internet] [Thesis]. Montana State University; 2010. [cited 2019 Oct 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1312.

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

Council of Science Editors:

Gates SL. The effects of using the conceptual change model to dispel misconceptions in science in elementary children. [Thesis]. Montana State University; 2010. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1312

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


Montana State University

4. Leach, Ann Elizabeth. Evaluating the impact of an informal elementary school field science education program.

Degree: Graduate School, 2012, Montana State University

 Outdoor environmental education programs are gaining popularity as a powerful complement to classroom science curricula. This study sought to develop an evaluation protocol to meet… (more)

Subjects/Keywords: Science Study and teaching.; Outdoor education.; Education, Primary.

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APA (6th Edition):

Leach, A. E. (2012). Evaluating the impact of an informal elementary school field science education program. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1712

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):

Leach, Ann Elizabeth. “Evaluating the impact of an informal elementary school field science education program.” 2012. Thesis, Montana State University. Accessed October 19, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1712.

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

MLA Handbook (7th Edition):

Leach, Ann Elizabeth. “Evaluating the impact of an informal elementary school field science education program.” 2012. Web. 19 Oct 2019.

Vancouver:

Leach AE. Evaluating the impact of an informal elementary school field science education program. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Oct 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1712.

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

Council of Science Editors:

Leach AE. Evaluating the impact of an informal elementary school field science education program. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1712

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


Montana State University

5. Screnar, Rachel Katherine. Differentiated math instruction in a mixed ability fifth-grade classroom.

Degree: Graduate School, 2012, Montana State University

 My classroom has children of varied background knowledge, learning differences, and readiness to learn. During math I often find myself teaching to the middle, neglecting… (more)

Subjects/Keywords: Mathematics Study and teaching.; Ability grouping in education.; Education, Primary.

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APA (6th Edition):

Screnar, R. K. (2012). Differentiated math instruction in a mixed ability fifth-grade classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2232

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):

Screnar, Rachel Katherine. “Differentiated math instruction in a mixed ability fifth-grade classroom.” 2012. Thesis, Montana State University. Accessed October 19, 2019. https://scholarworks.montana.edu/xmlui/handle/1/2232.

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

MLA Handbook (7th Edition):

Screnar, Rachel Katherine. “Differentiated math instruction in a mixed ability fifth-grade classroom.” 2012. Web. 19 Oct 2019.

Vancouver:

Screnar RK. Differentiated math instruction in a mixed ability fifth-grade classroom. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Oct 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2232.

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

Council of Science Editors:

Screnar RK. Differentiated math instruction in a mixed ability fifth-grade classroom. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2232

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


Montana State University

6. Murphy, Susannah Spradlin. The influence of school and parent communication on science attitudes and achievement in fourth graders.

Degree: Graduate School, 2012, Montana State University

 I teach in the community of Frenchtown, Montana. This small, rural school is grappling with the recent loss of the community's largest employer, a large… (more)

Subjects/Keywords: Science Study and teaching.; Education Parental participation.; Education, Primary.; Academic achievement.

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APA (6th Edition):

Murphy, S. S. (2012). The influence of school and parent communication on science attitudes and achievement in fourth graders. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1925

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):

Murphy, Susannah Spradlin. “The influence of school and parent communication on science attitudes and achievement in fourth graders.” 2012. Thesis, Montana State University. Accessed October 19, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1925.

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

MLA Handbook (7th Edition):

Murphy, Susannah Spradlin. “The influence of school and parent communication on science attitudes and achievement in fourth graders.” 2012. Web. 19 Oct 2019.

Vancouver:

Murphy SS. The influence of school and parent communication on science attitudes and achievement in fourth graders. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Oct 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1925.

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

Council of Science Editors:

Murphy SS. The influence of school and parent communication on science attitudes and achievement in fourth graders. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1925

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


Montana State University

7. White, Dwayne Matthew. Differentiated instruction in the science classroom : student perception, engagement, and learning.

Degree: Graduate School, 2015, Montana State University

 Students have varying backgrounds and learning abilities. One philosophy of education, differentiated instruction, seeks to meet this diversity of student needs by offering a variety… (more)

Subjects/Keywords: Science Study and teaching.; Ability grouping in education.; Education, Primary.

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APA (6th Edition):

White, D. M. (2015). Differentiated instruction in the science classroom : student perception, engagement, and learning. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/9299

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):

White, Dwayne Matthew. “Differentiated instruction in the science classroom : student perception, engagement, and learning.” 2015. Thesis, Montana State University. Accessed October 19, 2019. https://scholarworks.montana.edu/xmlui/handle/1/9299.

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

MLA Handbook (7th Edition):

White, Dwayne Matthew. “Differentiated instruction in the science classroom : student perception, engagement, and learning.” 2015. Web. 19 Oct 2019.

Vancouver:

White DM. Differentiated instruction in the science classroom : student perception, engagement, and learning. [Internet] [Thesis]. Montana State University; 2015. [cited 2019 Oct 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9299.

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

Council of Science Editors:

White DM. Differentiated instruction in the science classroom : student perception, engagement, and learning. [Thesis]. Montana State University; 2015. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9299

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


Montana State University

8. Brokaw, Jodi Lyn. Picture it : visual-spatial teaching to improve science learning.

Degree: Graduate School, 2012, Montana State University

 All students do not learn by the same means, but rather, each student has their own way of learning. They may incorporate more than one… (more)

Subjects/Keywords: Science Study and teaching.; Visual learning.; Education, Primary.

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

APA (6th Edition):

Brokaw, J. L. (2012). Picture it : visual-spatial teaching to improve science learning. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/978

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):

Brokaw, Jodi Lyn. “Picture it : visual-spatial teaching to improve science learning.” 2012. Thesis, Montana State University. Accessed October 19, 2019. https://scholarworks.montana.edu/xmlui/handle/1/978.

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

MLA Handbook (7th Edition):

Brokaw, Jodi Lyn. “Picture it : visual-spatial teaching to improve science learning.” 2012. Web. 19 Oct 2019.

Vancouver:

Brokaw JL. Picture it : visual-spatial teaching to improve science learning. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Oct 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/978.

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

Council of Science Editors:

Brokaw JL. Picture it : visual-spatial teaching to improve science learning. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/978

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


Montana State University

9. Malee-Ligas, Sibley Ann. Effects of using formative assessments to increase achievement in second grade science.

Degree: Graduate School, 2012, Montana State University

 In this investigation formative assessments were implemented with the purposes of improving student conceptual understanding in science and instructional practices to inform teaching decisions and… (more)

Subjects/Keywords: Science Study and teaching.; Educational evaluation.; Academic achievement.; Education, Primary.

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APA (6th Edition):

Malee-Ligas, S. A. (2012). Effects of using formative assessments to increase achievement in second grade science. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1781

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):

Malee-Ligas, Sibley Ann. “Effects of using formative assessments to increase achievement in second grade science.” 2012. Thesis, Montana State University. Accessed October 19, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1781.

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

MLA Handbook (7th Edition):

Malee-Ligas, Sibley Ann. “Effects of using formative assessments to increase achievement in second grade science.” 2012. Web. 19 Oct 2019.

Vancouver:

Malee-Ligas SA. Effects of using formative assessments to increase achievement in second grade science. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Oct 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1781.

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

Council of Science Editors:

Malee-Ligas SA. Effects of using formative assessments to increase achievement in second grade science. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1781

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


Montana State University

10. Halsey, Shawna Dee. Time to wiki : a tool to build students' science vocabulary.

Degree: Graduate School, 2012, Montana State University

 Vocabulary forms the foundation for understanding scientific content and concepts. For students to be successful in science, they need to develop a working knowledge of… (more)

Subjects/Keywords: Science Study and teaching.; Wikis (Computer science).; Education, Primary.

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APA (6th Edition):

Halsey, S. D. (2012). Time to wiki : a tool to build students' science vocabulary. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1415

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):

Halsey, Shawna Dee. “Time to wiki : a tool to build students' science vocabulary.” 2012. Thesis, Montana State University. Accessed October 19, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1415.

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

MLA Handbook (7th Edition):

Halsey, Shawna Dee. “Time to wiki : a tool to build students' science vocabulary.” 2012. Web. 19 Oct 2019.

Vancouver:

Halsey SD. Time to wiki : a tool to build students' science vocabulary. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Oct 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1415.

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

Council of Science Editors:

Halsey SD. Time to wiki : a tool to build students' science vocabulary. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1415

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


Montana State University

11. Townsend, Lizabeth Ann. The effects of laboratory-based activities on student attitudes toward science.

Degree: Graduate School, 2012, Montana State University

 The purpose of this action research was to study the effects of laboratory-based activities on student attitudes toward science. For the purpose of this study,… (more)

Subjects/Keywords: Science Study and teaching.; Laboratories.; Inquiry-based learning.; Education, Primary.

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

APA (6th Edition):

Townsend, L. A. (2012). The effects of laboratory-based activities on student attitudes toward science. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2435

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):

Townsend, Lizabeth Ann. “The effects of laboratory-based activities on student attitudes toward science.” 2012. Thesis, Montana State University. Accessed October 19, 2019. https://scholarworks.montana.edu/xmlui/handle/1/2435.

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

MLA Handbook (7th Edition):

Townsend, Lizabeth Ann. “The effects of laboratory-based activities on student attitudes toward science.” 2012. Web. 19 Oct 2019.

Vancouver:

Townsend LA. The effects of laboratory-based activities on student attitudes toward science. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Oct 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2435.

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

Council of Science Editors:

Townsend LA. The effects of laboratory-based activities on student attitudes toward science. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2435

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


Montana State University

12. Devore, Kimberly A. The impact of science notebooks on science concept understanding in the lower elementary classroom.

Degree: Graduate School, 2012, Montana State University

 In this study, the use of science notebooks was implemented with 2nd grade students to determine their impact on student science concept understanding. It was… (more)

Subjects/Keywords: Science Study and teaching.; School notebooks.; Inquiry-based learning.; Education, Primary.

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

APA (6th Edition):

Devore, K. A. (2012). The impact of science notebooks on science concept understanding in the lower elementary classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1172

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):

Devore, Kimberly A. “The impact of science notebooks on science concept understanding in the lower elementary classroom.” 2012. Thesis, Montana State University. Accessed October 19, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1172.

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

MLA Handbook (7th Edition):

Devore, Kimberly A. “The impact of science notebooks on science concept understanding in the lower elementary classroom.” 2012. Web. 19 Oct 2019.

Vancouver:

Devore KA. The impact of science notebooks on science concept understanding in the lower elementary classroom. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Oct 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1172.

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

Council of Science Editors:

Devore KA. The impact of science notebooks on science concept understanding in the lower elementary classroom. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1172

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


Montana State University

13. Harder, Jeremy Ian. The effects of digital portfolios in math and science in a fourth grade classroom.

Degree: Graduate School, 2012, Montana State University

 In this investigation digital portfolios were introduced as a means to improve student achievement in a math and science elementary classroom. By introducing digital portfolios,… (more)

Subjects/Keywords: Science Study and teaching.; Mathematics Study and teaching.; Education, Primary.

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

APA (6th Edition):

Harder, J. I. (2012). The effects of digital portfolios in math and science in a fourth grade classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1429

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):

Harder, Jeremy Ian. “The effects of digital portfolios in math and science in a fourth grade classroom.” 2012. Thesis, Montana State University. Accessed October 19, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1429.

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

MLA Handbook (7th Edition):

Harder, Jeremy Ian. “The effects of digital portfolios in math and science in a fourth grade classroom.” 2012. Web. 19 Oct 2019.

Vancouver:

Harder JI. The effects of digital portfolios in math and science in a fourth grade classroom. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Oct 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1429.

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

Council of Science Editors:

Harder JI. The effects of digital portfolios in math and science in a fourth grade classroom. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1429

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


Montana State University

14. Strom, Reba. K. Using guided inquiry to improve process skills and content knowledge in primary science.

Degree: Graduate School, 2012, Montana State University

 This action research project was developed to describe and identify how student process skill development can increase the content knowledge of second grade students in… (more)

Subjects/Keywords: Science Study and teaching.; Inquiry-based learning.; Education, Primary.

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

APA (6th Edition):

Strom, R. K. (2012). Using guided inquiry to improve process skills and content knowledge in primary science. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2364

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):

Strom, Reba K. “Using guided inquiry to improve process skills and content knowledge in primary science.” 2012. Thesis, Montana State University. Accessed October 19, 2019. https://scholarworks.montana.edu/xmlui/handle/1/2364.

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

MLA Handbook (7th Edition):

Strom, Reba K. “Using guided inquiry to improve process skills and content knowledge in primary science.” 2012. Web. 19 Oct 2019.

Vancouver:

Strom RK. Using guided inquiry to improve process skills and content knowledge in primary science. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Oct 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2364.

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

Council of Science Editors:

Strom RK. Using guided inquiry to improve process skills and content knowledge in primary science. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2364

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


Montana State University

15. Mitchell, Heather M. Using blogging to increase science content knowledge and transfer.

Degree: Graduate School, 2014, Montana State University

 This study looked at using blogging in the general science classroom to increase the acquisition of science content knowledge and transfer. Research questions considered blogging… (more)

Subjects/Keywords: Science Study and teaching.; Blogs.; Critical thinking.; Education, Primary.

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APA (6th Edition):

Mitchell, H. M. (2014). Using blogging to increase science content knowledge and transfer. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/3580

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):

Mitchell, Heather M. “Using blogging to increase science content knowledge and transfer.” 2014. Thesis, Montana State University. Accessed October 19, 2019. https://scholarworks.montana.edu/xmlui/handle/1/3580.

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

MLA Handbook (7th Edition):

Mitchell, Heather M. “Using blogging to increase science content knowledge and transfer.” 2014. Web. 19 Oct 2019.

Vancouver:

Mitchell HM. Using blogging to increase science content knowledge and transfer. [Internet] [Thesis]. Montana State University; 2014. [cited 2019 Oct 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3580.

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

Council of Science Editors:

Mitchell HM. Using blogging to increase science content knowledge and transfer. [Thesis]. Montana State University; 2014. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3580

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


Montana State University

16. Key, Leah Anne. The connection between argumentation and scientific explanations.

Degree: Graduate School, 2015, Montana State University

 Elementary students often focus on what they are doing during hands on science investigations that they fail to make accurate observations in order to explain… (more)

Subjects/Keywords: Science Study and teaching.; Thought and thinking.; Education, Primary.

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APA (6th Edition):

Key, L. A. (2015). The connection between argumentation and scientific explanations. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/9270

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):

Key, Leah Anne. “The connection between argumentation and scientific explanations.” 2015. Thesis, Montana State University. Accessed October 19, 2019. https://scholarworks.montana.edu/xmlui/handle/1/9270.

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

MLA Handbook (7th Edition):

Key, Leah Anne. “The connection between argumentation and scientific explanations.” 2015. Web. 19 Oct 2019.

Vancouver:

Key LA. The connection between argumentation and scientific explanations. [Internet] [Thesis]. Montana State University; 2015. [cited 2019 Oct 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9270.

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

Council of Science Editors:

Key LA. The connection between argumentation and scientific explanations. [Thesis]. Montana State University; 2015. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9270

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


Montana State University

17. Howell Shaw, Carrie. A evaluation of activity sheets created to enhance science learning during the self-guided tour at the Tennessee Aquarium.

Degree: Graduate School, 2015, Montana State University

 This project evaluated activity sheets that I created for the Tennessee Aquarium based on Tennessee state science standards and the informal education model of free-choice… (more)

Subjects/Keywords: Science Study and teaching.; School field trips.; Student activities.; Education, Primary.

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APA (6th Edition):

Howell Shaw, C. (2015). A evaluation of activity sheets created to enhance science learning during the self-guided tour at the Tennessee Aquarium. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/9263

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):

Howell Shaw, Carrie. “A evaluation of activity sheets created to enhance science learning during the self-guided tour at the Tennessee Aquarium.” 2015. Thesis, Montana State University. Accessed October 19, 2019. https://scholarworks.montana.edu/xmlui/handle/1/9263.

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

MLA Handbook (7th Edition):

Howell Shaw, Carrie. “A evaluation of activity sheets created to enhance science learning during the self-guided tour at the Tennessee Aquarium.” 2015. Web. 19 Oct 2019.

Vancouver:

Howell Shaw C. A evaluation of activity sheets created to enhance science learning during the self-guided tour at the Tennessee Aquarium. [Internet] [Thesis]. Montana State University; 2015. [cited 2019 Oct 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9263.

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

Council of Science Editors:

Howell Shaw C. A evaluation of activity sheets created to enhance science learning during the self-guided tour at the Tennessee Aquarium. [Thesis]. Montana State University; 2015. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9263

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


Montana State University

18. Luna, Shannon Catherine. The effects of clicker use on student engagement and performance in the elementary science classroom.

Degree: Graduate School, 2015, Montana State University

 Student inattentiveness has long been an issue in classrooms. As students continue to have access to video games and other high tech gadgets, which provide… (more)

Subjects/Keywords: Science Study and teaching.; Student response systems.; Academic achievement.; Education, Primary.

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APA (6th Edition):

Luna, S. C. (2015). The effects of clicker use on student engagement and performance in the elementary science classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/9275

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, Shannon Catherine. “The effects of clicker use on student engagement and performance in the elementary science classroom.” 2015. Thesis, Montana State University. Accessed October 19, 2019. https://scholarworks.montana.edu/xmlui/handle/1/9275.

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

MLA Handbook (7th Edition):

Luna, Shannon Catherine. “The effects of clicker use on student engagement and performance in the elementary science classroom.” 2015. Web. 19 Oct 2019.

Vancouver:

Luna SC. The effects of clicker use on student engagement and performance in the elementary science classroom. [Internet] [Thesis]. Montana State University; 2015. [cited 2019 Oct 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9275.

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

Council of Science Editors:

Luna SC. The effects of clicker use on student engagement and performance in the elementary science classroom. [Thesis]. Montana State University; 2015. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9275

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


Montana State University

19. Vandehey, Amelia Margiree. How formative assessment supports student centered learning in a flipped science classroom.

Degree: Graduate School, 2015, Montana State University

 Students in a flipped classroom environment use a variety of technology to access content information outside of the classroom and develop the skills while in… (more)

Subjects/Keywords: Science Study and teaching.; Blended learning.; Education, Primary.; Flipped classroom.

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APA (6th Edition):

Vandehey, A. M. (2015). How formative assessment supports student centered learning in a flipped science classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/9298

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):

Vandehey, Amelia Margiree. “How formative assessment supports student centered learning in a flipped science classroom.” 2015. Thesis, Montana State University. Accessed October 19, 2019. https://scholarworks.montana.edu/xmlui/handle/1/9298.

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

MLA Handbook (7th Edition):

Vandehey, Amelia Margiree. “How formative assessment supports student centered learning in a flipped science classroom.” 2015. Web. 19 Oct 2019.

Vancouver:

Vandehey AM. How formative assessment supports student centered learning in a flipped science classroom. [Internet] [Thesis]. Montana State University; 2015. [cited 2019 Oct 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9298.

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

Council of Science Editors:

Vandehey AM. How formative assessment supports student centered learning in a flipped science classroom. [Thesis]. Montana State University; 2015. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9298

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


Montana State University

20. Staggs, Brian. Using the Van Andel Education Institute's model of scientific inquiry in the fourth-grade classroom.

Degree: Graduate School, 2015, Montana State University

 Teaching science through inquiry is a goal of science education. The definition of inquiry is quite varied, and its implementation is hindered by a number… (more)

Subjects/Keywords: Science Study and teaching.; Inquiry-based learning.; Education, Primary.

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APA (6th Edition):

Staggs, B. (2015). Using the Van Andel Education Institute's model of scientific inquiry in the fourth-grade classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/9291

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):

Staggs, Brian. “Using the Van Andel Education Institute's model of scientific inquiry in the fourth-grade classroom.” 2015. Thesis, Montana State University. Accessed October 19, 2019. https://scholarworks.montana.edu/xmlui/handle/1/9291.

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

MLA Handbook (7th Edition):

Staggs, Brian. “Using the Van Andel Education Institute's model of scientific inquiry in the fourth-grade classroom.” 2015. Web. 19 Oct 2019.

Vancouver:

Staggs B. Using the Van Andel Education Institute's model of scientific inquiry in the fourth-grade classroom. [Internet] [Thesis]. Montana State University; 2015. [cited 2019 Oct 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9291.

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

Council of Science Editors:

Staggs B. Using the Van Andel Education Institute's model of scientific inquiry in the fourth-grade classroom. [Thesis]. Montana State University; 2015. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9291

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


Montana State University

21. Zaback, Stacey. Student collaboration on assessment of writing in preparation for the next generation science standards.

Degree: Graduate School, 2015, Montana State University

 Elementary students are often assessed by standards that they do not understand or have no vested interest in. Conversely, student involvement in the assessment process… (more)

Subjects/Keywords: Science Study and teaching.; Performance standards.; Writing.; Education, Primary.

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APA (6th Edition):

Zaback, S. (2015). Student collaboration on assessment of writing in preparation for the next generation science standards. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/9301

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):

Zaback, Stacey. “Student collaboration on assessment of writing in preparation for the next generation science standards.” 2015. Thesis, Montana State University. Accessed October 19, 2019. https://scholarworks.montana.edu/xmlui/handle/1/9301.

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

MLA Handbook (7th Edition):

Zaback, Stacey. “Student collaboration on assessment of writing in preparation for the next generation science standards.” 2015. Web. 19 Oct 2019.

Vancouver:

Zaback S. Student collaboration on assessment of writing in preparation for the next generation science standards. [Internet] [Thesis]. Montana State University; 2015. [cited 2019 Oct 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9301.

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

Council of Science Editors:

Zaback S. Student collaboration on assessment of writing in preparation for the next generation science standards. [Thesis]. Montana State University; 2015. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9301

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


Montana State University

22. Gandhi, Ritu. The effects of cooperating learning strategies on understanding elementary science concepts.

Degree: Graduate School, 2015, Montana State University

 The study implemented cooperative learning, an educational approach which organizes activities into academic and social experiences, into the classroom experience of third grade students. These… (more)

Subjects/Keywords: Science Study and teaching.; Group work in education.; Social skills.; Education, Primary.

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APA (6th Edition):

Gandhi, R. (2015). The effects of cooperating learning strategies on understanding elementary science concepts. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/9254

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):

Gandhi, Ritu. “The effects of cooperating learning strategies on understanding elementary science concepts.” 2015. Thesis, Montana State University. Accessed October 19, 2019. https://scholarworks.montana.edu/xmlui/handle/1/9254.

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

MLA Handbook (7th Edition):

Gandhi, Ritu. “The effects of cooperating learning strategies on understanding elementary science concepts.” 2015. Web. 19 Oct 2019.

Vancouver:

Gandhi R. The effects of cooperating learning strategies on understanding elementary science concepts. [Internet] [Thesis]. Montana State University; 2015. [cited 2019 Oct 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9254.

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

Council of Science Editors:

Gandhi R. The effects of cooperating learning strategies on understanding elementary science concepts. [Thesis]. Montana State University; 2015. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9254

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


Montana State University

23. Kanduch, Kendra. The effects of the 5E inquiry teaching compared to traditional teaching in a sixth grade science class.

Degree: Graduate School, 2015, Montana State University

 Inquiry has been proven to be a successful way of teaching to get students to be interested in science. This study looked at the 5E… (more)

Subjects/Keywords: Science Study and teaching.; Inquiry-based learning.; Motivation in education.; Education, Primary.

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APA (6th Edition):

Kanduch, K. (2015). The effects of the 5E inquiry teaching compared to traditional teaching in a sixth grade science class. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/9268

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):

Kanduch, Kendra. “The effects of the 5E inquiry teaching compared to traditional teaching in a sixth grade science class.” 2015. Thesis, Montana State University. Accessed October 19, 2019. https://scholarworks.montana.edu/xmlui/handle/1/9268.

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

MLA Handbook (7th Edition):

Kanduch, Kendra. “The effects of the 5E inquiry teaching compared to traditional teaching in a sixth grade science class.” 2015. Web. 19 Oct 2019.

Vancouver:

Kanduch K. The effects of the 5E inquiry teaching compared to traditional teaching in a sixth grade science class. [Internet] [Thesis]. Montana State University; 2015. [cited 2019 Oct 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9268.

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

Council of Science Editors:

Kanduch K. The effects of the 5E inquiry teaching compared to traditional teaching in a sixth grade science class. [Thesis]. Montana State University; 2015. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9268

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


Montana State University

24. Cook, Jordan Lacy. Making connections : teaching and using concept maps in a fourth grade mathematics class.

Degree: Graduate School, 2012, Montana State University

 Mathematics requires a vast foundational knowledge in order for students to be successful as they advance through the years. Often times, it is common for… (more)

Subjects/Keywords: Science Study and teaching.; Mathematics Study and teaching.; Concept mapping.; Metacognition.; Education, Primary.

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APA (6th Edition):

Cook, J. L. (2012). Making connections : teaching and using concept maps in a fourth grade mathematics class. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1101

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):

Cook, Jordan Lacy. “Making connections : teaching and using concept maps in a fourth grade mathematics class.” 2012. Thesis, Montana State University. Accessed October 19, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1101.

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

MLA Handbook (7th Edition):

Cook, Jordan Lacy. “Making connections : teaching and using concept maps in a fourth grade mathematics class.” 2012. Web. 19 Oct 2019.

Vancouver:

Cook JL. Making connections : teaching and using concept maps in a fourth grade mathematics class. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Oct 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1101.

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

Council of Science Editors:

Cook JL. Making connections : teaching and using concept maps in a fourth grade mathematics class. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1101

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


Montana State University

25. Schaub, Michele. The effects of Promethean boards on student achievement.

Degree: Graduate School, 2012, Montana State University

 The purpose of the study is to evaluate the use of Promethean interactive boards when teaching math in a third grade classroom and its impact… (more)

Subjects/Keywords: Science Study and teaching.; Interactive whiteboards.; Academic achievement.; Indian students.; Education, Primary.

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APA (6th Edition):

Schaub, M. (2012). The effects of Promethean boards on student achievement. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2195

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):

Schaub, Michele. “The effects of Promethean boards on student achievement.” 2012. Thesis, Montana State University. Accessed October 19, 2019. https://scholarworks.montana.edu/xmlui/handle/1/2195.

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

MLA Handbook (7th Edition):

Schaub, Michele. “The effects of Promethean boards on student achievement.” 2012. Web. 19 Oct 2019.

Vancouver:

Schaub M. The effects of Promethean boards on student achievement. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Oct 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2195.

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

Council of Science Editors:

Schaub M. The effects of Promethean boards on student achievement. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2195

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


Montana State University

26. Redmond, Katie. The effects of project-based learning on student achievement in a fourth grade classroom.

Degree: Graduate School, 2014, Montana State University

 In this action research, project-based learning was implemented with the purpose of improving student achievement and student engagement within the science classroom. Students participated in… (more)

Subjects/Keywords: Science Study and teaching.; Project method in teaching.; Academic achievement.; Education, Primary.

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APA (6th Edition):

Redmond, K. (2014). The effects of project-based learning on student achievement in a fourth grade classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/3587

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):

Redmond, Katie. “The effects of project-based learning on student achievement in a fourth grade classroom.” 2014. Thesis, Montana State University. Accessed October 19, 2019. https://scholarworks.montana.edu/xmlui/handle/1/3587.

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

MLA Handbook (7th Edition):

Redmond, Katie. “The effects of project-based learning on student achievement in a fourth grade classroom.” 2014. Web. 19 Oct 2019.

Vancouver:

Redmond K. The effects of project-based learning on student achievement in a fourth grade classroom. [Internet] [Thesis]. Montana State University; 2014. [cited 2019 Oct 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3587.

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

Council of Science Editors:

Redmond K. The effects of project-based learning on student achievement in a fourth grade classroom. [Thesis]. Montana State University; 2014. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3587

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


Montana State University

27. Tinkler, Rachel Christina. Infusing science into Native American studies : a project-based unit for fourth grade.

Degree: Graduate School, 2014, Montana State University

 In this study a project-based learning unit was implemented in a fourth grade classroom in order to determine how student learning and engagement would be… (more)

Subjects/Keywords: Science Study and teaching.; Project method in teaching.; Indians of North America.; Education, Primary.

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APA (6th Edition):

Tinkler, R. C. (2014). Infusing science into Native American studies : a project-based unit for fourth grade. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/3599

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):

Tinkler, Rachel Christina. “Infusing science into Native American studies : a project-based unit for fourth grade.” 2014. Thesis, Montana State University. Accessed October 19, 2019. https://scholarworks.montana.edu/xmlui/handle/1/3599.

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

MLA Handbook (7th Edition):

Tinkler, Rachel Christina. “Infusing science into Native American studies : a project-based unit for fourth grade.” 2014. Web. 19 Oct 2019.

Vancouver:

Tinkler RC. Infusing science into Native American studies : a project-based unit for fourth grade. [Internet] [Thesis]. Montana State University; 2014. [cited 2019 Oct 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3599.

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

Council of Science Editors:

Tinkler RC. Infusing science into Native American studies : a project-based unit for fourth grade. [Thesis]. Montana State University; 2014. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3599

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

28. Vercoe, Emily. Cultivating young minds and a sense of place through teacher professional development.

Degree: Graduate School, 2016, Montana State University

 This project is a professional development experience for educators at Colegio Monte Verde, a primary school serving students from ages three to twelve in Castro… (more)

Subjects/Keywords: Career development.; Education, Primary.; Place-based education.

…land and ecosystems as teaching tools for science education in a real-world classroom where… …scholarship argues that sustainability education is more grounded and more deeply understood when… …x28;2016, p 8). The organization, Centro de Education y Tecnologia Chiloé (CET)… …agroecology, as a form of placebased education, to inform and educate young people?” Furthermore, I… …the foundation for my project and specific methodology. Place-Based Education The systemic… 

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

APA (6th Edition):

Vercoe, E. (2016). Cultivating young minds and a sense of place through teacher professional development. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10106

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):

Vercoe, Emily. “Cultivating young minds and a sense of place through teacher professional development.” 2016. Thesis, Montana State University. Accessed October 19, 2019. https://scholarworks.montana.edu/xmlui/handle/1/10106.

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

MLA Handbook (7th Edition):

Vercoe, Emily. “Cultivating young minds and a sense of place through teacher professional development.” 2016. Web. 19 Oct 2019.

Vancouver:

Vercoe E. Cultivating young minds and a sense of place through teacher professional development. [Internet] [Thesis]. Montana State University; 2016. [cited 2019 Oct 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10106.

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

Council of Science Editors:

Vercoe E. Cultivating young minds and a sense of place through teacher professional development. [Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10106

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

29. Konopacki, Jennifer Ruth. Outdoor education : the effects of outdoor learning on student success.

Degree: Graduate School, 2016, Montana State University

 This project focused on involving students more in the outdoors as part of their regular classroom curriculum. Outdoor educational activities, as well as guest speakers… (more)

Subjects/Keywords: Education, Primary.; Place-based education.; Outdoor education.; Ecology.

…x28;2011). The Effects of Ecology Based Summer Nature Education Program on Primary School… …project looked at the benefits of outdoor education on student learning. The problem focused on… …focused on are: what impact outdoor education has on student learning, how outdoor learning… …education impacts current curriculum. I supplemented our current curriculum with a variety of… …were those who taught me environmental education, and those lessons learned have truly shaped… 

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

APA (6th Edition):

Konopacki, J. R. (2016). Outdoor education : the effects of outdoor learning on student success. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10065

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):

Konopacki, Jennifer Ruth. “Outdoor education : the effects of outdoor learning on student success.” 2016. Thesis, Montana State University. Accessed October 19, 2019. https://scholarworks.montana.edu/xmlui/handle/1/10065.

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

MLA Handbook (7th Edition):

Konopacki, Jennifer Ruth. “Outdoor education : the effects of outdoor learning on student success.” 2016. Web. 19 Oct 2019.

Vancouver:

Konopacki JR. Outdoor education : the effects of outdoor learning on student success. [Internet] [Thesis]. Montana State University; 2016. [cited 2019 Oct 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10065.

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

Council of Science Editors:

Konopacki JR. Outdoor education : the effects of outdoor learning on student success. [Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10065

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

30. Stepro, Lauren Colleen. Integrating science content with literacy in the elementary classroom.

Degree: Graduate School, 2012, Montana State University

 Fourth grade classrooms in Virginia only take state assessments in reading and mathematics. Science instruction often gets pushed to the side in favor of spending… (more)

Subjects/Keywords: Science Study and teaching.; Literacy.; Education, Primary.

…technology, art, music, or physical education. There are generally four to six classes in fourth… …received special education services as well as students who received gifted services. There were… …four students with Individualized Education Plans and one with a 504 plan. These five… …more instructional time from the special education teacher or paraprofessional, and two of… …in the room at all times with me to help these students. The special education teacher… 

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

APA (6th Edition):

Stepro, L. C. (2012). Integrating science content with literacy in the elementary classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2349

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):

Stepro, Lauren Colleen. “Integrating science content with literacy in the elementary classroom.” 2012. Thesis, Montana State University. Accessed October 19, 2019. https://scholarworks.montana.edu/xmlui/handle/1/2349.

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

MLA Handbook (7th Edition):

Stepro, Lauren Colleen. “Integrating science content with literacy in the elementary classroom.” 2012. Web. 19 Oct 2019.

Vancouver:

Stepro LC. Integrating science content with literacy in the elementary classroom. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Oct 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2349.

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

Council of Science Editors:

Stepro LC. Integrating science content with literacy in the elementary classroom. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2349

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

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