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You searched for subject:(College Algebra Course). Showing records 1 – 4 of 4 total matches.

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1. McCandless, Kevin L. The Effects of a Varied Method of Instruction on Student Achievement, Transfer, Situational Interest, and Course Retention Rates in Community College Developmental Mathematics.

Degree: Doctor of Education (EdD), Learning and Instruction, 2015, University of San Francisco

  The purpose of this quasi-experimental study was to compare the effects of a varied method of instruction on student achievement, knowledge transfer, situational interest,… (more)

Subjects/Keywords: Algebra; Community College; Course Retention; Mathematics Achievement; Mathematics Instruction; Situational Interest; Community College Education Administration; Educational Psychology; Science and Mathematics Education

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APA (6th Edition):

McCandless, K. L. (2015). The Effects of a Varied Method of Instruction on Student Achievement, Transfer, Situational Interest, and Course Retention Rates in Community College Developmental Mathematics. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/121

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):

McCandless, Kevin L. “The Effects of a Varied Method of Instruction on Student Achievement, Transfer, Situational Interest, and Course Retention Rates in Community College Developmental Mathematics.” 2015. Thesis, University of San Francisco. Accessed May 27, 2019. https://repository.usfca.edu/diss/121.

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

MLA Handbook (7th Edition):

McCandless, Kevin L. “The Effects of a Varied Method of Instruction on Student Achievement, Transfer, Situational Interest, and Course Retention Rates in Community College Developmental Mathematics.” 2015. Web. 27 May 2019.

Vancouver:

McCandless KL. The Effects of a Varied Method of Instruction on Student Achievement, Transfer, Situational Interest, and Course Retention Rates in Community College Developmental Mathematics. [Internet] [Thesis]. University of San Francisco; 2015. [cited 2019 May 27]. Available from: https://repository.usfca.edu/diss/121.

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

Council of Science Editors:

McCandless KL. The Effects of a Varied Method of Instruction on Student Achievement, Transfer, Situational Interest, and Course Retention Rates in Community College Developmental Mathematics. [Thesis]. University of San Francisco; 2015. Available from: https://repository.usfca.edu/diss/121

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


University of Kentucky

2. Johnson, Kathryn B. Success After Failure: An Examination of Credit Recovery Options and their Effect on College- and Career-Readiness.

Degree: 2015, University of Kentucky

 More than ever before, educators and researchers are keeping a keen eye on student college- and career-readiness. The widely adopted Common Core State Standards were… (more)

Subjects/Keywords: College-Readiness; Career-Readiness; Common Core State Standards; Course Failure; Algebra; Geometry; ACT; Education; Science and Mathematics Education

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

APA (6th Edition):

Johnson, K. B. (2015). Success After Failure: An Examination of Credit Recovery Options and their Effect on College- and Career-Readiness. (Doctoral Dissertation). University of Kentucky. Retrieved from http://uknowledge.uky.edu/stem_etds/4

Chicago Manual of Style (16th Edition):

Johnson, Kathryn B. “Success After Failure: An Examination of Credit Recovery Options and their Effect on College- and Career-Readiness.” 2015. Doctoral Dissertation, University of Kentucky. Accessed May 27, 2019. http://uknowledge.uky.edu/stem_etds/4.

MLA Handbook (7th Edition):

Johnson, Kathryn B. “Success After Failure: An Examination of Credit Recovery Options and their Effect on College- and Career-Readiness.” 2015. Web. 27 May 2019.

Vancouver:

Johnson KB. Success After Failure: An Examination of Credit Recovery Options and their Effect on College- and Career-Readiness. [Internet] [Doctoral dissertation]. University of Kentucky; 2015. [cited 2019 May 27]. Available from: http://uknowledge.uky.edu/stem_etds/4.

Council of Science Editors:

Johnson KB. Success After Failure: An Examination of Credit Recovery Options and their Effect on College- and Career-Readiness. [Doctoral Dissertation]. University of Kentucky; 2015. Available from: http://uknowledge.uky.edu/stem_etds/4


University of North Texas

3. Reyes, Czarina S. Comparing and contrasting college algebra success rates in traditional versus eight-week courses at a specific community college: A single institution case study.

Degree: 2008, University of North Texas

 There is a need to understand the relationship between, the traditional 16-week versus an 8-week, and college-level mathematics success rates. This study applied chi-square (χ2)… (more)

Subjects/Keywords: course length; College algebra; success rates; Algebra  – Study and teaching (Higher)  – Case studies.; Academic achievement  – Case studies.; Community college students  – Rating of  – Case studies.

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

APA (6th Edition):

Reyes, C. S. (2008). Comparing and contrasting college algebra success rates in traditional versus eight-week courses at a specific community college: A single institution case study. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc9044/

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):

Reyes, Czarina S. “Comparing and contrasting college algebra success rates in traditional versus eight-week courses at a specific community college: A single institution case study.” 2008. Thesis, University of North Texas. Accessed May 27, 2019. https://digital.library.unt.edu/ark:/67531/metadc9044/.

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

MLA Handbook (7th Edition):

Reyes, Czarina S. “Comparing and contrasting college algebra success rates in traditional versus eight-week courses at a specific community college: A single institution case study.” 2008. Web. 27 May 2019.

Vancouver:

Reyes CS. Comparing and contrasting college algebra success rates in traditional versus eight-week courses at a specific community college: A single institution case study. [Internet] [Thesis]. University of North Texas; 2008. [cited 2019 May 27]. Available from: https://digital.library.unt.edu/ark:/67531/metadc9044/.

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

Council of Science Editors:

Reyes CS. Comparing and contrasting college algebra success rates in traditional versus eight-week courses at a specific community college: A single institution case study. [Thesis]. University of North Texas; 2008. Available from: https://digital.library.unt.edu/ark:/67531/metadc9044/

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

4. Gerren, Sally Sue. The relationship between graphing calculator use and the development of classroom norms in an exemplay teacher's college algebra course.

Degree: 2008, Texas A&M University

 The purpose of this study was to advance knowledge about the relationship between graphing calculator use and classroom norm development. An interpretive case study design… (more)

Subjects/Keywords: Multiple Representations; Exemplary Teacher; Classroom Norms; Graphing Calculator; College Algebra Course; Community College

…strategies occur when an exemplary teacher uses graphing calculators in a college algebra course? 3… …by an exemplary teacher in a college algebra course. Characteristics of the design features… …to college algebra. Lessons were analyzed to provide information about the cognitive levels… …negotiations by class members in the context of teaching and learning college algebra concepts… …to investigate the relationships between and among aspects of a college algebra class and… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Sample image

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

APA (6th Edition):

Gerren, S. S. (2008). The relationship between graphing calculator use and the development of classroom norms in an exemplay teacher's college algebra course. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/86022

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):

Gerren, Sally Sue. “The relationship between graphing calculator use and the development of classroom norms in an exemplay teacher's college algebra course.” 2008. Thesis, Texas A&M University. Accessed May 27, 2019. http://hdl.handle.net/1969.1/86022.

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

MLA Handbook (7th Edition):

Gerren, Sally Sue. “The relationship between graphing calculator use and the development of classroom norms in an exemplay teacher's college algebra course.” 2008. Web. 27 May 2019.

Vancouver:

Gerren SS. The relationship between graphing calculator use and the development of classroom norms in an exemplay teacher's college algebra course. [Internet] [Thesis]. Texas A&M University; 2008. [cited 2019 May 27]. Available from: http://hdl.handle.net/1969.1/86022.

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

Council of Science Editors:

Gerren SS. The relationship between graphing calculator use and the development of classroom norms in an exemplay teacher's college algebra course. [Thesis]. Texas A&M University; 2008. Available from: http://hdl.handle.net/1969.1/86022

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

.