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You searched for subject:(Education Sciences). Showing records 1 – 30 of 6412 total matches.

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Harvard University

1. Chen, Chen. Romantic Transfer: From Science to Social Ideologies.

Degree: Doctor of Education (EdD), 2017, Harvard University

 The transfer of learning is arguably the most enduring goal of education. The history of science reveals that numerous theories transfer from natural-science to the… (more)

Subjects/Keywords: Education, Sciences; Education, Social Sciences

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

APA (6th Edition):

Chen, C. (2017). Romantic Transfer: From Science to Social Ideologies. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:33052848

Chicago Manual of Style (16th Edition):

Chen, Chen. “Romantic Transfer: From Science to Social Ideologies.” 2017. Doctoral Dissertation, Harvard University. Accessed April 21, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33052848.

MLA Handbook (7th Edition):

Chen, Chen. “Romantic Transfer: From Science to Social Ideologies.” 2017. Web. 21 Apr 2019.

Vancouver:

Chen C. Romantic Transfer: From Science to Social Ideologies. [Internet] [Doctoral dissertation]. Harvard University; 2017. [cited 2019 Apr 21]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33052848.

Council of Science Editors:

Chen C. Romantic Transfer: From Science to Social Ideologies. [Doctoral Dissertation]. Harvard University; 2017. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33052848

2. Haase, Rita. Elementary Teachers Attitudes Towards Science and the Teaching of Science and Technology.

Degree: M. Ed., Education, 2009, National Library of Canada

 Quantitative and qualitative methods were used to examine the relationship between teachers' attitudes, beliefs, and their perceptions of students' attitudes about Science and Technology (S&T),… (more)

Subjects/Keywords: Education; Sciences.

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APA (6th Edition):

Haase, R. (2009). Elementary Teachers Attitudes Towards Science and the Teaching of Science and Technology. (Masters Thesis). National Library of Canada. Retrieved from http://scholar.uwindsor.ca/etd/245

Chicago Manual of Style (16th Edition):

Haase, Rita. “Elementary Teachers Attitudes Towards Science and the Teaching of Science and Technology.” 2009. Masters Thesis, National Library of Canada. Accessed April 21, 2019. http://scholar.uwindsor.ca/etd/245.

MLA Handbook (7th Edition):

Haase, Rita. “Elementary Teachers Attitudes Towards Science and the Teaching of Science and Technology.” 2009. Web. 21 Apr 2019.

Vancouver:

Haase R. Elementary Teachers Attitudes Towards Science and the Teaching of Science and Technology. [Internet] [Masters thesis]. National Library of Canada; 2009. [cited 2019 Apr 21]. Available from: http://scholar.uwindsor.ca/etd/245.

Council of Science Editors:

Haase R. Elementary Teachers Attitudes Towards Science and the Teaching of Science and Technology. [Masters Thesis]. National Library of Canada; 2009. Available from: http://scholar.uwindsor.ca/etd/245

3. de los Santos, Xeng. Science talk| Students' patterns of interaction in a chemistry classroom.

Degree: 2011, California State University, Long Beach

  A qualitative instrumental case study was conducted to explore the nature of science talk in a high school chemistry classroom. Students' verbal discourse was… (more)

Subjects/Keywords: Education; Sciences

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APA (6th Edition):

de los Santos, X. (2011). Science talk| Students' patterns of interaction in a chemistry classroom. (Thesis). California State University, Long Beach. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1504444

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):

de los Santos, Xeng. “Science talk| Students' patterns of interaction in a chemistry classroom.” 2011. Thesis, California State University, Long Beach. Accessed April 21, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=1504444.

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

MLA Handbook (7th Edition):

de los Santos, Xeng. “Science talk| Students' patterns of interaction in a chemistry classroom.” 2011. Web. 21 Apr 2019.

Vancouver:

de los Santos X. Science talk| Students' patterns of interaction in a chemistry classroom. [Internet] [Thesis]. California State University, Long Beach; 2011. [cited 2019 Apr 21]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1504444.

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

Council of Science Editors:

de los Santos X. Science talk| Students' patterns of interaction in a chemistry classroom. [Thesis]. California State University, Long Beach; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1504444

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

4. Stillittano, Marissa. Welcome to the jungle! Teaching during an extended international field trip to Belize.

Degree: 2011, California State University, Long Beach

  Four teachers take 21 middle school students to Belize on the adventure of a lifetime. The goal of this research was to understand the… (more)

Subjects/Keywords: Education; Sciences

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APA (6th Edition):

Stillittano, M. (2011). Welcome to the jungle! Teaching during an extended international field trip to Belize. (Thesis). California State University, Long Beach. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1504537

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):

Stillittano, Marissa. “Welcome to the jungle! Teaching during an extended international field trip to Belize.” 2011. Thesis, California State University, Long Beach. Accessed April 21, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=1504537.

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

MLA Handbook (7th Edition):

Stillittano, Marissa. “Welcome to the jungle! Teaching during an extended international field trip to Belize.” 2011. Web. 21 Apr 2019.

Vancouver:

Stillittano M. Welcome to the jungle! Teaching during an extended international field trip to Belize. [Internet] [Thesis]. California State University, Long Beach; 2011. [cited 2019 Apr 21]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1504537.

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

Council of Science Editors:

Stillittano M. Welcome to the jungle! Teaching during an extended international field trip to Belize. [Thesis]. California State University, Long Beach; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1504537

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

5. Ashbran, Meredith C. Examining student learning in a physics pedagogical content knowledge course.

Degree: 2012, California State University, Long Beach

  A physics pedagogical content knowledge course was developed as part of the Physics Teacher Education Coalition (PhysTEC) grant at a large, urban, comprehensive university.… (more)

Subjects/Keywords: Education; Sciences

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

APA (6th Edition):

Ashbran, M. C. (2012). Examining student learning in a physics pedagogical content knowledge course. (Thesis). California State University, Long Beach. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1507623

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):

Ashbran, Meredith C. “Examining student learning in a physics pedagogical content knowledge course.” 2012. Thesis, California State University, Long Beach. Accessed April 21, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=1507623.

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

MLA Handbook (7th Edition):

Ashbran, Meredith C. “Examining student learning in a physics pedagogical content knowledge course.” 2012. Web. 21 Apr 2019.

Vancouver:

Ashbran MC. Examining student learning in a physics pedagogical content knowledge course. [Internet] [Thesis]. California State University, Long Beach; 2012. [cited 2019 Apr 21]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1507623.

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

Council of Science Editors:

Ashbran MC. Examining student learning in a physics pedagogical content knowledge course. [Thesis]. California State University, Long Beach; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1507623

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

6. Young, Natalie Jamelle. The effect of explicit instruction on student views of the nature of science and science related attitudes.

Degree: 2012, California State University, Long Beach

  This study aimed to determine if explicit instruction significantly improves students' understanding of the creative, testable, and tentative nature of science and the science… (more)

Subjects/Keywords: Education; Sciences

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

APA (6th Edition):

Young, N. J. (2012). The effect of explicit instruction on student views of the nature of science and science related attitudes. (Thesis). California State University, Long Beach. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1507658

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

Chicago Manual of Style (16th Edition):

Young, Natalie Jamelle. “The effect of explicit instruction on student views of the nature of science and science related attitudes.” 2012. Thesis, California State University, Long Beach. Accessed April 21, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=1507658.

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

MLA Handbook (7th Edition):

Young, Natalie Jamelle. “The effect of explicit instruction on student views of the nature of science and science related attitudes.” 2012. Web. 21 Apr 2019.

Vancouver:

Young NJ. The effect of explicit instruction on student views of the nature of science and science related attitudes. [Internet] [Thesis]. California State University, Long Beach; 2012. [cited 2019 Apr 21]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1507658.

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

Council of Science Editors:

Young NJ. The effect of explicit instruction on student views of the nature of science and science related attitudes. [Thesis]. California State University, Long Beach; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1507658

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

7. Russell, Thomas R. The effect of lab sequence in science instruction| The consequences of shifting labs to the beginning of learning units.

Degree: 2012, California State University, Long Beach

  This study examined the relationship between activity sequence and student outcomes in science instruction. Traditionally sequenced teacher learning units with lab activities late in… (more)

Subjects/Keywords: Education; Sciences

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

APA (6th Edition):

Russell, T. R. (2012). The effect of lab sequence in science instruction| The consequences of shifting labs to the beginning of learning units. (Thesis). California State University, Long Beach. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1517779

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):

Russell, Thomas R. “The effect of lab sequence in science instruction| The consequences of shifting labs to the beginning of learning units.” 2012. Thesis, California State University, Long Beach. Accessed April 21, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=1517779.

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

MLA Handbook (7th Edition):

Russell, Thomas R. “The effect of lab sequence in science instruction| The consequences of shifting labs to the beginning of learning units.” 2012. Web. 21 Apr 2019.

Vancouver:

Russell TR. The effect of lab sequence in science instruction| The consequences of shifting labs to the beginning of learning units. [Internet] [Thesis]. California State University, Long Beach; 2012. [cited 2019 Apr 21]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1517779.

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

Council of Science Editors:

Russell TR. The effect of lab sequence in science instruction| The consequences of shifting labs to the beginning of learning units. [Thesis]. California State University, Long Beach; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1517779

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

8. Gunderson, Angelica E. Using a conceptual flow, inquiry based learning, and language development to yield enduring understanding in science.

Degree: 2012, California State University, Long Beach

  This project was designed to incorporate three curriculum development strategies that have been created to increase student achievement in various content areas. Conceptual flow… (more)

Subjects/Keywords: Education; Sciences

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APA (6th Edition):

Gunderson, A. E. (2012). Using a conceptual flow, inquiry based learning, and language development to yield enduring understanding in science. (Thesis). California State University, Long Beach. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1521587

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):

Gunderson, Angelica E. “Using a conceptual flow, inquiry based learning, and language development to yield enduring understanding in science.” 2012. Thesis, California State University, Long Beach. Accessed April 21, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=1521587.

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

MLA Handbook (7th Edition):

Gunderson, Angelica E. “Using a conceptual flow, inquiry based learning, and language development to yield enduring understanding in science.” 2012. Web. 21 Apr 2019.

Vancouver:

Gunderson AE. Using a conceptual flow, inquiry based learning, and language development to yield enduring understanding in science. [Internet] [Thesis]. California State University, Long Beach; 2012. [cited 2019 Apr 21]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1521587.

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

Council of Science Editors:

Gunderson AE. Using a conceptual flow, inquiry based learning, and language development to yield enduring understanding in science. [Thesis]. California State University, Long Beach; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1521587

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

9. Diaz, Michael A. Conceptions of evolution among urban middle school students in Los Angeles.

Degree: 2013, California State University, Long Beach

  To uncover student ideas regarding evolution, semi-structured interviews were conducted with 13 eighth grade students at a Los Angeles urban public charter school. This… (more)

Subjects/Keywords: Education; Sciences

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APA (6th Edition):

Diaz, M. A. (2013). Conceptions of evolution among urban middle school students in Los Angeles. (Thesis). California State University, Long Beach. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1522216

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):

Diaz, Michael A. “Conceptions of evolution among urban middle school students in Los Angeles.” 2013. Thesis, California State University, Long Beach. Accessed April 21, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=1522216.

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

MLA Handbook (7th Edition):

Diaz, Michael A. “Conceptions of evolution among urban middle school students in Los Angeles.” 2013. Web. 21 Apr 2019.

Vancouver:

Diaz MA. Conceptions of evolution among urban middle school students in Los Angeles. [Internet] [Thesis]. California State University, Long Beach; 2013. [cited 2019 Apr 21]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1522216.

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

Council of Science Editors:

Diaz MA. Conceptions of evolution among urban middle school students in Los Angeles. [Thesis]. California State University, Long Beach; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1522216

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

10. Kuhn, William F. Study of the scientific reasoning methods| Identifying the salient reasoning characteristics exhibited by engineers and scientists in an R&D environment.

Degree: 2007, Pepperdine University

  At the core of what it means to be a scientist or engineer is the ability to think rationally using scientific reasoning methods. Yet,… (more)

Subjects/Keywords: Education; Sciences

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APA (6th Edition):

Kuhn, W. F. (2007). Study of the scientific reasoning methods| Identifying the salient reasoning characteristics exhibited by engineers and scientists in an R&D environment. (Thesis). Pepperdine University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3282285

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):

Kuhn, William F. “Study of the scientific reasoning methods| Identifying the salient reasoning characteristics exhibited by engineers and scientists in an R&D environment.” 2007. Thesis, Pepperdine University. Accessed April 21, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3282285.

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

MLA Handbook (7th Edition):

Kuhn, William F. “Study of the scientific reasoning methods| Identifying the salient reasoning characteristics exhibited by engineers and scientists in an R&D environment.” 2007. Web. 21 Apr 2019.

Vancouver:

Kuhn WF. Study of the scientific reasoning methods| Identifying the salient reasoning characteristics exhibited by engineers and scientists in an R&D environment. [Internet] [Thesis]. Pepperdine University; 2007. [cited 2019 Apr 21]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3282285.

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

Council of Science Editors:

Kuhn WF. Study of the scientific reasoning methods| Identifying the salient reasoning characteristics exhibited by engineers and scientists in an R&D environment. [Thesis]. Pepperdine University; 2007. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3282285

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


The University of Arizona

11. Wenger, Matthew C. Free-choice family learning experiences at informal astronomy observing events.

Degree: 2012, The University of Arizona

  This qualitative study is an exploratory look at family experiences at night time telescope observing events, often called star parties. Four families participated in… (more)

Subjects/Keywords: Education; Sciences

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

APA (6th Edition):

Wenger, M. C. (2012). Free-choice family learning experiences at informal astronomy observing events. (Thesis). The University of Arizona. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3488307

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):

Wenger, Matthew C. “Free-choice family learning experiences at informal astronomy observing events.” 2012. Thesis, The University of Arizona. Accessed April 21, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3488307.

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

MLA Handbook (7th Edition):

Wenger, Matthew C. “Free-choice family learning experiences at informal astronomy observing events.” 2012. Web. 21 Apr 2019.

Vancouver:

Wenger MC. Free-choice family learning experiences at informal astronomy observing events. [Internet] [Thesis]. The University of Arizona; 2012. [cited 2019 Apr 21]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3488307.

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

Council of Science Editors:

Wenger MC. Free-choice family learning experiences at informal astronomy observing events. [Thesis]. The University of Arizona; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3488307

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

12. Donnelly, Suzanne M. An analysis of science content and representations in introductory college physics textbooks and multimodal learning resources.

Degree: 2010, State University of New York at Albany

  This study features a comparative descriptive analysis of the physics content and representations surrounding the first law of thermodynamics as presented in four widely… (more)

Subjects/Keywords: Education; Sciences

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

APA (6th Edition):

Donnelly, S. M. (2010). An analysis of science content and representations in introductory college physics textbooks and multimodal learning resources. (Thesis). State University of New York at Albany. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3398649

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):

Donnelly, Suzanne M. “An analysis of science content and representations in introductory college physics textbooks and multimodal learning resources.” 2010. Thesis, State University of New York at Albany. Accessed April 21, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3398649.

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

MLA Handbook (7th Edition):

Donnelly, Suzanne M. “An analysis of science content and representations in introductory college physics textbooks and multimodal learning resources.” 2010. Web. 21 Apr 2019.

Vancouver:

Donnelly SM. An analysis of science content and representations in introductory college physics textbooks and multimodal learning resources. [Internet] [Thesis]. State University of New York at Albany; 2010. [cited 2019 Apr 21]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3398649.

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

Council of Science Editors:

Donnelly SM. An analysis of science content and representations in introductory college physics textbooks and multimodal learning resources. [Thesis]. State University of New York at Albany; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3398649

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


University of Missouri – Columbia

13. Sickel, Aaron J. Examining beginning biology teachers' knowledge, beliefs, and practice for teaching natural selection.

Degree: 2013, University of Missouri – Columbia

  The teacher is the most important school-based factor in student learning. Thus, in order to improve student learning, we must examine how teachers learn… (more)

Subjects/Keywords: Education; Sciences

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

APA (6th Edition):

Sickel, A. J. (2013). Examining beginning biology teachers' knowledge, beliefs, and practice for teaching natural selection. (Thesis). University of Missouri – Columbia. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3533985

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):

Sickel, Aaron J. “Examining beginning biology teachers' knowledge, beliefs, and practice for teaching natural selection.” 2013. Thesis, University of Missouri – Columbia. Accessed April 21, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3533985.

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

MLA Handbook (7th Edition):

Sickel, Aaron J. “Examining beginning biology teachers' knowledge, beliefs, and practice for teaching natural selection.” 2013. Web. 21 Apr 2019.

Vancouver:

Sickel AJ. Examining beginning biology teachers' knowledge, beliefs, and practice for teaching natural selection. [Internet] [Thesis]. University of Missouri – Columbia; 2013. [cited 2019 Apr 21]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3533985.

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

Council of Science Editors:

Sickel AJ. Examining beginning biology teachers' knowledge, beliefs, and practice for teaching natural selection. [Thesis]. University of Missouri – Columbia; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3533985

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

14. Sikorski, Tiffany-Rose J. Developing an alternative perspective on coherence seeking in science classrooms.

Degree: 2012, University of Maryland, College Park

Education research continues to struggle with how to characterize students' engagement in the doing of science. Too often, educators and researchers reduce doing science… (more)

Subjects/Keywords: Education; Sciences

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

APA (6th Edition):

Sikorski, T. J. (2012). Developing an alternative perspective on coherence seeking in science classrooms. (Thesis). University of Maryland, College Park. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3543610

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):

Sikorski, Tiffany-Rose J. “Developing an alternative perspective on coherence seeking in science classrooms.” 2012. Thesis, University of Maryland, College Park. Accessed April 21, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3543610.

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

MLA Handbook (7th Edition):

Sikorski, Tiffany-Rose J. “Developing an alternative perspective on coherence seeking in science classrooms.” 2012. Web. 21 Apr 2019.

Vancouver:

Sikorski TJ. Developing an alternative perspective on coherence seeking in science classrooms. [Internet] [Thesis]. University of Maryland, College Park; 2012. [cited 2019 Apr 21]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3543610.

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

Council of Science Editors:

Sikorski TJ. Developing an alternative perspective on coherence seeking in science classrooms. [Thesis]. University of Maryland, College Park; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3543610

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


The University of Iowa

15. Yoon, Sae Yeol. Dual processing and discourse space| Exploring fifth grade students' language, reasoning, and understanding through writing.

Degree: 2013, The University of Iowa

  The purpose of this study was to explore the development of students' understanding through writing while immersed in an environment where there was a… (more)

Subjects/Keywords: Education; Sciences

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

APA (6th Edition):

Yoon, S. Y. (2013). Dual processing and discourse space| Exploring fifth grade students' language, reasoning, and understanding through writing. (Thesis). The University of Iowa. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3552111

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):

Yoon, Sae Yeol. “Dual processing and discourse space| Exploring fifth grade students' language, reasoning, and understanding through writing.” 2013. Thesis, The University of Iowa. Accessed April 21, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3552111.

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

MLA Handbook (7th Edition):

Yoon, Sae Yeol. “Dual processing and discourse space| Exploring fifth grade students' language, reasoning, and understanding through writing.” 2013. Web. 21 Apr 2019.

Vancouver:

Yoon SY. Dual processing and discourse space| Exploring fifth grade students' language, reasoning, and understanding through writing. [Internet] [Thesis]. The University of Iowa; 2013. [cited 2019 Apr 21]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3552111.

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

Council of Science Editors:

Yoon SY. Dual processing and discourse space| Exploring fifth grade students' language, reasoning, and understanding through writing. [Thesis]. The University of Iowa; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3552111

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

16. McCarty, Glenda M. Family science| An ethnographic case study of the ordinary science and literacy experiences of one family.

Degree: 2013, University of Missouri – Saint Louis

  Despite the copious research available on science learning, little is known about ways in which the public engages in free-choice science learning and even… (more)

Subjects/Keywords: Education; Sciences

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APA (6th Edition):

McCarty, G. M. (2013). Family science| An ethnographic case study of the ordinary science and literacy experiences of one family. (Thesis). University of Missouri – Saint Louis. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3552345

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):

McCarty, Glenda M. “Family science| An ethnographic case study of the ordinary science and literacy experiences of one family.” 2013. Thesis, University of Missouri – Saint Louis. Accessed April 21, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3552345.

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

MLA Handbook (7th Edition):

McCarty, Glenda M. “Family science| An ethnographic case study of the ordinary science and literacy experiences of one family.” 2013. Web. 21 Apr 2019.

Vancouver:

McCarty GM. Family science| An ethnographic case study of the ordinary science and literacy experiences of one family. [Internet] [Thesis]. University of Missouri – Saint Louis; 2013. [cited 2019 Apr 21]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3552345.

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

Council of Science Editors:

McCarty GM. Family science| An ethnographic case study of the ordinary science and literacy experiences of one family. [Thesis]. University of Missouri – Saint Louis; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3552345

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


Indiana University

17. Nargund-Joshi, Vanashri. An exploration of the science teaching orientations of Indian science teachers in the context of curriculum reform.

Degree: 2013, Indiana University

  This study explores the concepts and behaviors, otherwise referred to as <i>orientations,</i> of six Indian science teachers and the alignment of these orientations to… (more)

Subjects/Keywords: Education; Sciences

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APA (6th Edition):

Nargund-Joshi, V. (2013). An exploration of the science teaching orientations of Indian science teachers in the context of curriculum reform. (Thesis). Indiana University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3554009

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):

Nargund-Joshi, Vanashri. “An exploration of the science teaching orientations of Indian science teachers in the context of curriculum reform.” 2013. Thesis, Indiana University. Accessed April 21, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3554009.

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

MLA Handbook (7th Edition):

Nargund-Joshi, Vanashri. “An exploration of the science teaching orientations of Indian science teachers in the context of curriculum reform.” 2013. Web. 21 Apr 2019.

Vancouver:

Nargund-Joshi V. An exploration of the science teaching orientations of Indian science teachers in the context of curriculum reform. [Internet] [Thesis]. Indiana University; 2013. [cited 2019 Apr 21]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3554009.

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

Council of Science Editors:

Nargund-Joshi V. An exploration of the science teaching orientations of Indian science teachers in the context of curriculum reform. [Thesis]. Indiana University; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3554009

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


East Carolina University

18. Walters, Kristi L. Using student motivation to design groups in a non-majors biology course for team-based collaborative learning| Impacts on knowledge, views, attitudes, and perceptions.

Degree: 2014, East Carolina University

  The importance of student motivation and its connection to other learning variables (i.e., attitudes, knowledge, persistence, attendance) is well established. Collaborative work at the… (more)

Subjects/Keywords: Education; Sciences

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APA (6th Edition):

Walters, K. L. (2014). Using student motivation to design groups in a non-majors biology course for team-based collaborative learning| Impacts on knowledge, views, attitudes, and perceptions. (Thesis). East Carolina University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1565005

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):

Walters, Kristi L. “Using student motivation to design groups in a non-majors biology course for team-based collaborative learning| Impacts on knowledge, views, attitudes, and perceptions.” 2014. Thesis, East Carolina University. Accessed April 21, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=1565005.

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

MLA Handbook (7th Edition):

Walters, Kristi L. “Using student motivation to design groups in a non-majors biology course for team-based collaborative learning| Impacts on knowledge, views, attitudes, and perceptions.” 2014. Web. 21 Apr 2019.

Vancouver:

Walters KL. Using student motivation to design groups in a non-majors biology course for team-based collaborative learning| Impacts on knowledge, views, attitudes, and perceptions. [Internet] [Thesis]. East Carolina University; 2014. [cited 2019 Apr 21]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1565005.

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

Council of Science Editors:

Walters KL. Using student motivation to design groups in a non-majors biology course for team-based collaborative learning| Impacts on knowledge, views, attitudes, and perceptions. [Thesis]. East Carolina University; 2014. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1565005

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

19. Bautista, Raelene M. Examining learner-centered training with teen volunteer staff at an aquarium.

Degree: 2015, California State University, Long Beach

  This research project examined the effects of a training program that focused on helping youth volunteers create a learner-centered interaction at an Aquarium. This… (more)

Subjects/Keywords: Education; Sciences

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APA (6th Edition):

Bautista, R. M. (2015). Examining learner-centered training with teen volunteer staff at an aquarium. (Thesis). California State University, Long Beach. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1584379

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):

Bautista, Raelene M. “Examining learner-centered training with teen volunteer staff at an aquarium.” 2015. Thesis, California State University, Long Beach. Accessed April 21, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=1584379.

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

MLA Handbook (7th Edition):

Bautista, Raelene M. “Examining learner-centered training with teen volunteer staff at an aquarium.” 2015. Web. 21 Apr 2019.

Vancouver:

Bautista RM. Examining learner-centered training with teen volunteer staff at an aquarium. [Internet] [Thesis]. California State University, Long Beach; 2015. [cited 2019 Apr 21]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1584379.

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

Council of Science Editors:

Bautista RM. Examining learner-centered training with teen volunteer staff at an aquarium. [Thesis]. California State University, Long Beach; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1584379

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


University of California, Berkeley

20. Little, Angela Jean. An empirical study of the process of crafting and using definitions.

Degree: 2014, University of California, Berkeley

  In this dissertation I analyze the process of crafting definitions whose purpose is classification. The context I examine is undergraduate upper-division physical science majors… (more)

Subjects/Keywords: Education; Sciences

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APA (6th Edition):

Little, A. J. (2014). An empirical study of the process of crafting and using definitions. (Thesis). University of California, Berkeley. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3616699

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):

Little, Angela Jean. “An empirical study of the process of crafting and using definitions.” 2014. Thesis, University of California, Berkeley. Accessed April 21, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3616699.

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

MLA Handbook (7th Edition):

Little, Angela Jean. “An empirical study of the process of crafting and using definitions.” 2014. Web. 21 Apr 2019.

Vancouver:

Little AJ. An empirical study of the process of crafting and using definitions. [Internet] [Thesis]. University of California, Berkeley; 2014. [cited 2019 Apr 21]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3616699.

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

Council of Science Editors:

Little AJ. An empirical study of the process of crafting and using definitions. [Thesis]. University of California, Berkeley; 2014. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3616699

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


Harvard University

21. Hamel, Sara Ann. Improvements for Engineering Safety Education: Creation and Implementation of a Safety Culture in an Undergraduate Laboratory Setting.

Degree: 2018, Harvard University

The goal of this case study was to create a safety culture amongst an undergraduate engineering population. The Active Learning Laboratories at the Harvard John… (more)

Subjects/Keywords: Education; Sciences

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APA (6th Edition):

Hamel, S. A. (2018). Improvements for Engineering Safety Education: Creation and Implementation of a Safety Culture in an Undergraduate Laboratory Setting. (Thesis). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:37945145

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):

Hamel, Sara Ann. “Improvements for Engineering Safety Education: Creation and Implementation of a Safety Culture in an Undergraduate Laboratory Setting.” 2018. Thesis, Harvard University. Accessed April 21, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:37945145.

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

MLA Handbook (7th Edition):

Hamel, Sara Ann. “Improvements for Engineering Safety Education: Creation and Implementation of a Safety Culture in an Undergraduate Laboratory Setting.” 2018. Web. 21 Apr 2019.

Vancouver:

Hamel SA. Improvements for Engineering Safety Education: Creation and Implementation of a Safety Culture in an Undergraduate Laboratory Setting. [Internet] [Thesis]. Harvard University; 2018. [cited 2019 Apr 21]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37945145.

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

Council of Science Editors:

Hamel SA. Improvements for Engineering Safety Education: Creation and Implementation of a Safety Culture in an Undergraduate Laboratory Setting. [Thesis]. Harvard University; 2018. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37945145

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


Harvard University

22. Shors, Luke. The Baby and the Bath Water: Improving Metaphors and Analogies in High School Biology Texts.

Degree: Doctor of Education (EdD), 2017, Harvard University

 This dissertation is concerned with understanding how metaphors and analogies function in biology education and whether some of the philosophical critiques of the language used… (more)

Subjects/Keywords: Education; Sciences

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APA (6th Edition):

Shors, L. (2017). The Baby and the Bath Water: Improving Metaphors and Analogies in High School Biology Texts. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:33051608

Chicago Manual of Style (16th Edition):

Shors, Luke. “The Baby and the Bath Water: Improving Metaphors and Analogies in High School Biology Texts.” 2017. Doctoral Dissertation, Harvard University. Accessed April 21, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33051608.

MLA Handbook (7th Edition):

Shors, Luke. “The Baby and the Bath Water: Improving Metaphors and Analogies in High School Biology Texts.” 2017. Web. 21 Apr 2019.

Vancouver:

Shors L. The Baby and the Bath Water: Improving Metaphors and Analogies in High School Biology Texts. [Internet] [Doctoral dissertation]. Harvard University; 2017. [cited 2019 Apr 21]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33051608.

Council of Science Editors:

Shors L. The Baby and the Bath Water: Improving Metaphors and Analogies in High School Biology Texts. [Doctoral Dissertation]. Harvard University; 2017. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33051608


McGill University

23. Jewers, Wendi. Next steps in evolution education: a literature review and suggestions for the future.

Degree: MA, Department of Integrated Studies in Education, 2011, McGill University

Biological evolution is unlike other topics in science. For many students, it is emotionally-charged and conceptually difficult, and yet it is vital to making sense… (more)

Subjects/Keywords: Education - Sciences

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APA (6th Edition):

Jewers, W. (2011). Next steps in evolution education: a literature review and suggestions for the future. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile103685.pdf

Chicago Manual of Style (16th Edition):

Jewers, Wendi. “Next steps in evolution education: a literature review and suggestions for the future.” 2011. Masters Thesis, McGill University. Accessed April 21, 2019. http://digitool.library.mcgill.ca/thesisfile103685.pdf.

MLA Handbook (7th Edition):

Jewers, Wendi. “Next steps in evolution education: a literature review and suggestions for the future.” 2011. Web. 21 Apr 2019.

Vancouver:

Jewers W. Next steps in evolution education: a literature review and suggestions for the future. [Internet] [Masters thesis]. McGill University; 2011. [cited 2019 Apr 21]. Available from: http://digitool.library.mcgill.ca/thesisfile103685.pdf.

Council of Science Editors:

Jewers W. Next steps in evolution education: a literature review and suggestions for the future. [Masters Thesis]. McGill University; 2011. Available from: http://digitool.library.mcgill.ca/thesisfile103685.pdf


McGill University

24. Derian-Toth, Meredith. Communicating educational research to teachers through features of social media and modeling on a blogging platform.

Degree: MA, Department of Educational and Counselling Psychology, 2014, McGill University

In the field of education, there is a communication divide between researchers and practitioners (e.g., Vanderlinde et al., 2010; Anderman 2011; Cochran-Smith & Lytle, 1990).… (more)

Subjects/Keywords: Education - Sciences

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APA (6th Edition):

Derian-Toth, M. (2014). Communicating educational research to teachers through features of social media and modeling on a blogging platform. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile127234.pdf

Chicago Manual of Style (16th Edition):

Derian-Toth, Meredith. “Communicating educational research to teachers through features of social media and modeling on a blogging platform.” 2014. Masters Thesis, McGill University. Accessed April 21, 2019. http://digitool.library.mcgill.ca/thesisfile127234.pdf.

MLA Handbook (7th Edition):

Derian-Toth, Meredith. “Communicating educational research to teachers through features of social media and modeling on a blogging platform.” 2014. Web. 21 Apr 2019.

Vancouver:

Derian-Toth M. Communicating educational research to teachers through features of social media and modeling on a blogging platform. [Internet] [Masters thesis]. McGill University; 2014. [cited 2019 Apr 21]. Available from: http://digitool.library.mcgill.ca/thesisfile127234.pdf.

Council of Science Editors:

Derian-Toth M. Communicating educational research to teachers through features of social media and modeling on a blogging platform. [Masters Thesis]. McGill University; 2014. Available from: http://digitool.library.mcgill.ca/thesisfile127234.pdf


McGill University

25. Birker, Ingrid. What I learned about learning in the museum from visitors and from exhibit design research -2003 to 2013.

Degree: MA, Department of Integrated Studies in Education, 2015, McGill University

This study investigates the influence of two museum exhibits on university students' understanding and learning by comparing two research studies conducted at the same university… (more)

Subjects/Keywords: Education - Sciences

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APA (6th Edition):

Birker, I. (2015). What I learned about learning in the museum from visitors and from exhibit design research -2003 to 2013. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile130272.pdf

Chicago Manual of Style (16th Edition):

Birker, Ingrid. “What I learned about learning in the museum from visitors and from exhibit design research -2003 to 2013.” 2015. Masters Thesis, McGill University. Accessed April 21, 2019. http://digitool.library.mcgill.ca/thesisfile130272.pdf.

MLA Handbook (7th Edition):

Birker, Ingrid. “What I learned about learning in the museum from visitors and from exhibit design research -2003 to 2013.” 2015. Web. 21 Apr 2019.

Vancouver:

Birker I. What I learned about learning in the museum from visitors and from exhibit design research -2003 to 2013. [Internet] [Masters thesis]. McGill University; 2015. [cited 2019 Apr 21]. Available from: http://digitool.library.mcgill.ca/thesisfile130272.pdf.

Council of Science Editors:

Birker I. What I learned about learning in the museum from visitors and from exhibit design research -2003 to 2013. [Masters Thesis]. McGill University; 2015. Available from: http://digitool.library.mcgill.ca/thesisfile130272.pdf

26. Ellwood, Robin B. "I am a scientist": How setting conditions that enhance focused concentration positively relate to student motivation and achievement outcomes in inquiry-based science.

Degree: PhD, 2013, University of New Hampshire

  This research investigated how student social interactions within two approaches to an inquiry-based science curriculum could be related to student motivation and achievement outcomes.… (more)

Subjects/Keywords: Education; Sciences

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APA (6th Edition):

Ellwood, R. B. (2013). "I am a scientist": How setting conditions that enhance focused concentration positively relate to student motivation and achievement outcomes in inquiry-based science. (Doctoral Dissertation). University of New Hampshire. Retrieved from https://scholars.unh.edu/dissertation/737

Chicago Manual of Style (16th Edition):

Ellwood, Robin B. “"I am a scientist": How setting conditions that enhance focused concentration positively relate to student motivation and achievement outcomes in inquiry-based science.” 2013. Doctoral Dissertation, University of New Hampshire. Accessed April 21, 2019. https://scholars.unh.edu/dissertation/737.

MLA Handbook (7th Edition):

Ellwood, Robin B. “"I am a scientist": How setting conditions that enhance focused concentration positively relate to student motivation and achievement outcomes in inquiry-based science.” 2013. Web. 21 Apr 2019.

Vancouver:

Ellwood RB. "I am a scientist": How setting conditions that enhance focused concentration positively relate to student motivation and achievement outcomes in inquiry-based science. [Internet] [Doctoral dissertation]. University of New Hampshire; 2013. [cited 2019 Apr 21]. Available from: https://scholars.unh.edu/dissertation/737.

Council of Science Editors:

Ellwood RB. "I am a scientist": How setting conditions that enhance focused concentration positively relate to student motivation and achievement outcomes in inquiry-based science. [Doctoral Dissertation]. University of New Hampshire; 2013. Available from: https://scholars.unh.edu/dissertation/737


Portland State University

27. Kelley, Sybil Schantz. Investigating engagement, thinking, and learning among culturally diverse, urban sixth graders experiencing an inquiry-based science curriculum, contextualized in the local environment.

Degree: 2009, Portland State University

  This mixed-methods study combined pragmatism, sociocultural perspectives, and systems thinking concepts to investigate students' engagement, thinking, and learning in science in an urban, K-8… (more)

Subjects/Keywords: Education, Sciences; Environmental Sciences

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APA (6th Edition):

Kelley, S. S. (2009). Investigating engagement, thinking, and learning among culturally diverse, urban sixth graders experiencing an inquiry-based science curriculum, contextualized in the local environment. (Thesis). Portland State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3379155

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):

Kelley, Sybil Schantz. “Investigating engagement, thinking, and learning among culturally diverse, urban sixth graders experiencing an inquiry-based science curriculum, contextualized in the local environment.” 2009. Thesis, Portland State University. Accessed April 21, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3379155.

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

MLA Handbook (7th Edition):

Kelley, Sybil Schantz. “Investigating engagement, thinking, and learning among culturally diverse, urban sixth graders experiencing an inquiry-based science curriculum, contextualized in the local environment.” 2009. Web. 21 Apr 2019.

Vancouver:

Kelley SS. Investigating engagement, thinking, and learning among culturally diverse, urban sixth graders experiencing an inquiry-based science curriculum, contextualized in the local environment. [Internet] [Thesis]. Portland State University; 2009. [cited 2019 Apr 21]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3379155.

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

Council of Science Editors:

Kelley SS. Investigating engagement, thinking, and learning among culturally diverse, urban sixth graders experiencing an inquiry-based science curriculum, contextualized in the local environment. [Thesis]. Portland State University; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3379155

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

28. Andrews, Sarah Elizabeth. Relationships between structure and function| System structure matters whether you are in a wetland or a college classroom.

Degree: 2014, University of New Hampshire

  Part I of this dissertation describes two research projects I undertook to understand how structure influences function in freshwater wetlands. In the first study… (more)

Subjects/Keywords: Education, Sciences; Environmental Sciences

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APA (6th Edition):

Andrews, S. E. (2014). Relationships between structure and function| System structure matters whether you are in a wetland or a college classroom. (Thesis). University of New Hampshire. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3581820

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):

Andrews, Sarah Elizabeth. “Relationships between structure and function| System structure matters whether you are in a wetland or a college classroom.” 2014. Thesis, University of New Hampshire. Accessed April 21, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3581820.

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

MLA Handbook (7th Edition):

Andrews, Sarah Elizabeth. “Relationships between structure and function| System structure matters whether you are in a wetland or a college classroom.” 2014. Web. 21 Apr 2019.

Vancouver:

Andrews SE. Relationships between structure and function| System structure matters whether you are in a wetland or a college classroom. [Internet] [Thesis]. University of New Hampshire; 2014. [cited 2019 Apr 21]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3581820.

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

Council of Science Editors:

Andrews SE. Relationships between structure and function| System structure matters whether you are in a wetland or a college classroom. [Thesis]. University of New Hampshire; 2014. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3581820

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


Harvard University

29. Williams, Riley Denae. An Assessment of Environmental Literacy Among Oklahoma Public High School Students and the Factors Affecting Students' Environmental Literacy.

Degree: ALM, 2017, Harvard University

 The purpose of this study was to assess the environmental literacy of Oklahoma public high school students. The Oklahoma Environmental Literacy Assessment Tool (OELAT), an… (more)

Subjects/Keywords: Environmental Sciences; Education, Sciences

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

APA (6th Edition):

Williams, R. D. (2017). An Assessment of Environmental Literacy Among Oklahoma Public High School Students and the Factors Affecting Students' Environmental Literacy. (Masters Thesis). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:33826276

Chicago Manual of Style (16th Edition):

Williams, Riley Denae. “An Assessment of Environmental Literacy Among Oklahoma Public High School Students and the Factors Affecting Students' Environmental Literacy.” 2017. Masters Thesis, Harvard University. Accessed April 21, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33826276.

MLA Handbook (7th Edition):

Williams, Riley Denae. “An Assessment of Environmental Literacy Among Oklahoma Public High School Students and the Factors Affecting Students' Environmental Literacy.” 2017. Web. 21 Apr 2019.

Vancouver:

Williams RD. An Assessment of Environmental Literacy Among Oklahoma Public High School Students and the Factors Affecting Students' Environmental Literacy. [Internet] [Masters thesis]. Harvard University; 2017. [cited 2019 Apr 21]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33826276.

Council of Science Editors:

Williams RD. An Assessment of Environmental Literacy Among Oklahoma Public High School Students and the Factors Affecting Students' Environmental Literacy. [Masters Thesis]. Harvard University; 2017. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33826276


The Ohio State University

30. Tittiger, Allison, Tittiger. Generalized Effects of Paraeducator-Implemented Least-to-Most Prompting Procedures.

Degree: MA, Educational Studies, 2018, The Ohio State University

 Although there is a body of published research examining the effects of paraeducator-implemented interventions with students with disabilities, few researchers have systematically measured the generalized… (more)

Subjects/Keywords: Behavioral Sciences; Behaviorial Sciences; Education

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

APA (6th Edition):

Tittiger, Allison, T. (2018). Generalized Effects of Paraeducator-Implemented Least-to-Most Prompting Procedures. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1523383001091937

Chicago Manual of Style (16th Edition):

Tittiger, Allison, Tittiger. “Generalized Effects of Paraeducator-Implemented Least-to-Most Prompting Procedures.” 2018. Masters Thesis, The Ohio State University. Accessed April 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1523383001091937.

MLA Handbook (7th Edition):

Tittiger, Allison, Tittiger. “Generalized Effects of Paraeducator-Implemented Least-to-Most Prompting Procedures.” 2018. Web. 21 Apr 2019.

Vancouver:

Tittiger, Allison T. Generalized Effects of Paraeducator-Implemented Least-to-Most Prompting Procedures. [Internet] [Masters thesis]. The Ohio State University; 2018. [cited 2019 Apr 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1523383001091937.

Council of Science Editors:

Tittiger, Allison T. Generalized Effects of Paraeducator-Implemented Least-to-Most Prompting Procedures. [Masters Thesis]. The Ohio State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1523383001091937

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