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You searched for subject:(High school students ). Showing records 1 – 30 of 84485 total matches.

[1] [2] [3] [4] [5] … [2817]

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Queens University

1. Compeau, Scott. The calling of an engineer: High school students' perceptions of engineering .

Degree: Mechanical and Materials Engineering, 2016, Queens University

 The focus of this research study was to provide insight into high school students’ perceptions of engineering and the work engineers do. Participants included Grades… (more)

Subjects/Keywords: Engineering; Students; Perceptions; High school

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APA (6th Edition):

Compeau, S. (2016). The calling of an engineer: High school students' perceptions of engineering . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/13924

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):

Compeau, Scott. “The calling of an engineer: High school students' perceptions of engineering .” 2016. Thesis, Queens University. Accessed April 19, 2019. http://hdl.handle.net/1974/13924.

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

MLA Handbook (7th Edition):

Compeau, Scott. “The calling of an engineer: High school students' perceptions of engineering .” 2016. Web. 19 Apr 2019.

Vancouver:

Compeau S. The calling of an engineer: High school students' perceptions of engineering . [Internet] [Thesis]. Queens University; 2016. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1974/13924.

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

Council of Science Editors:

Compeau S. The calling of an engineer: High school students' perceptions of engineering . [Thesis]. Queens University; 2016. Available from: http://hdl.handle.net/1974/13924

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


Central Connecticut State University

2. Keefe-Forbotnick, Anne, 1967-. Influence of Mindfulness Practices on High School Students.

Degree: Department of Educational Leadership, 2014, Central Connecticut State University

The purpose of this study was to explore the influences of a mindfulness practice on high school students test anxiety, self-efficacy, and peer relations. Participants… (more)

Subjects/Keywords: Contemplation.; High school students.

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APA (6th Edition):

Keefe-Forbotnick, Anne, 1. (2014). Influence of Mindfulness Practices on High School Students. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1962

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):

Keefe-Forbotnick, Anne, 1967-. “Influence of Mindfulness Practices on High School Students.” 2014. Thesis, Central Connecticut State University. Accessed April 19, 2019. http://content.library.ccsu.edu/u?/ccsutheses,1962.

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

MLA Handbook (7th Edition):

Keefe-Forbotnick, Anne, 1967-. “Influence of Mindfulness Practices on High School Students.” 2014. Web. 19 Apr 2019.

Vancouver:

Keefe-Forbotnick, Anne 1. Influence of Mindfulness Practices on High School Students. [Internet] [Thesis]. Central Connecticut State University; 2014. [cited 2019 Apr 19]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1962.

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

Council of Science Editors:

Keefe-Forbotnick, Anne 1. Influence of Mindfulness Practices on High School Students. [Thesis]. Central Connecticut State University; 2014. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1962

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


Montana State University

3. Hudson, Cheryl A. Impact of biotechnology labs on high school biology students.

Degree: Graduate School, 2011, Montana State University

 There is a growing interest and emphasis on teaching biotechnology methods and concepts to high school level students in order to help prepare them to… (more)

Subjects/Keywords: Biology.; High school students.

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APA (6th Edition):

Hudson, C. A. (2011). Impact of biotechnology labs on high school biology students. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1518

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):

Hudson, Cheryl A. “Impact of biotechnology labs on high school biology students.” 2011. Thesis, Montana State University. Accessed April 19, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1518.

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

MLA Handbook (7th Edition):

Hudson, Cheryl A. “Impact of biotechnology labs on high school biology students.” 2011. Web. 19 Apr 2019.

Vancouver:

Hudson CA. Impact of biotechnology labs on high school biology students. [Internet] [Thesis]. Montana State University; 2011. [cited 2019 Apr 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1518.

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

Council of Science Editors:

Hudson CA. Impact of biotechnology labs on high school biology students. [Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1518

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


Montana State University

4. Holst, Daryl Allan. Inquiring into measurement error in the science laboratory.

Degree: Graduate School, 2011, Montana State University

High school students often struggle with accurate data collection in the science laboratory. This study examined the effects of inquiry-based laboratory learning experiences on student… (more)

Subjects/Keywords: High school students.; Laboratories.; Errors.

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APA (6th Edition):

Holst, D. A. (2011). Inquiring into measurement error in the science laboratory. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1494

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):

Holst, Daryl Allan. “Inquiring into measurement error in the science laboratory.” 2011. Thesis, Montana State University. Accessed April 19, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1494.

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

MLA Handbook (7th Edition):

Holst, Daryl Allan. “Inquiring into measurement error in the science laboratory.” 2011. Web. 19 Apr 2019.

Vancouver:

Holst DA. Inquiring into measurement error in the science laboratory. [Internet] [Thesis]. Montana State University; 2011. [cited 2019 Apr 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1494.

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

Council of Science Editors:

Holst DA. Inquiring into measurement error in the science laboratory. [Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1494

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


Montana State University

5. Percoski, Timothy Donald. The use of higher order cognitive strategies to improve student understanding of high school chemistry concepts.

Degree: Graduate School, 2011, Montana State University

 In this project, Higher Order Cognitive Strategies (HOCS) were investigated to determine if they helped students' understanding of high school chemistry concepts. Prior to the… (more)

Subjects/Keywords: Chemistry.; High school students.

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APA (6th Edition):

Percoski, T. D. (2011). The use of higher order cognitive strategies to improve student understanding of high school chemistry concepts. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2039

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):

Percoski, Timothy Donald. “The use of higher order cognitive strategies to improve student understanding of high school chemistry concepts.” 2011. Thesis, Montana State University. Accessed April 19, 2019. https://scholarworks.montana.edu/xmlui/handle/1/2039.

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

MLA Handbook (7th Edition):

Percoski, Timothy Donald. “The use of higher order cognitive strategies to improve student understanding of high school chemistry concepts.” 2011. Web. 19 Apr 2019.

Vancouver:

Percoski TD. The use of higher order cognitive strategies to improve student understanding of high school chemistry concepts. [Internet] [Thesis]. Montana State University; 2011. [cited 2019 Apr 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2039.

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

Council of Science Editors:

Percoski TD. The use of higher order cognitive strategies to improve student understanding of high school chemistry concepts. [Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2039

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


Montana State University

6. Jones, Jennifer Ann. Teaching chemistry in context : the effect on student learning and attitudes.

Degree: Graduate School, 2012, Montana State University

 In this investigation, chemistry content was taught in-context with real world examples in order to determine the effects of student learning and attitudes toward chemistry.… (more)

Subjects/Keywords: Chemistry.; High school students.

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APA (6th Edition):

Jones, J. A. (2012). Teaching chemistry in context : the effect on student learning and attitudes. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1581

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):

Jones, Jennifer Ann. “Teaching chemistry in context : the effect on student learning and attitudes.” 2012. Thesis, Montana State University. Accessed April 19, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1581.

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

MLA Handbook (7th Edition):

Jones, Jennifer Ann. “Teaching chemistry in context : the effect on student learning and attitudes.” 2012. Web. 19 Apr 2019.

Vancouver:

Jones JA. Teaching chemistry in context : the effect on student learning and attitudes. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Apr 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1581.

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

Council of Science Editors:

Jones JA. Teaching chemistry in context : the effect on student learning and attitudes. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1581

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


Montana State University

7. Monsour, Christopher G. The effects of literacy intervention in high school biology.

Degree: Graduate School, 2011, Montana State University

 In this investigation, issues of reading comprehension in high schools students were explored. Reading comprehension interventions such as metacognitive reading logs were administered with the… (more)

Subjects/Keywords: Biology.; Literacy.; High school students.

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APA (6th Edition):

Monsour, C. G. (2011). The effects of literacy intervention in high school biology. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1892

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):

Monsour, Christopher G. “The effects of literacy intervention in high school biology.” 2011. Thesis, Montana State University. Accessed April 19, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1892.

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

MLA Handbook (7th Edition):

Monsour, Christopher G. “The effects of literacy intervention in high school biology.” 2011. Web. 19 Apr 2019.

Vancouver:

Monsour CG. The effects of literacy intervention in high school biology. [Internet] [Thesis]. Montana State University; 2011. [cited 2019 Apr 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1892.

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

Council of Science Editors:

Monsour CG. The effects of literacy intervention in high school biology. [Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1892

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


Montana State University

8. Berghauer, Meridith Ann. Improvement of metacognition skills within high school general chemistry.

Degree: College of Letters & Science, 2017, Montana State University

 Within my science classroom at Germantown High School, students seem to lack the ability, or desire, to evaluate their own understanding of material. These underdeveloped… (more)

Subjects/Keywords: Chemistry.; High school students.; Metacognition.

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APA (6th Edition):

Berghauer, M. A. (2017). Improvement of metacognition skills within high school general chemistry. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13629

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):

Berghauer, Meridith Ann. “Improvement of metacognition skills within high school general chemistry.” 2017. Thesis, Montana State University. Accessed April 19, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13629.

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

MLA Handbook (7th Edition):

Berghauer, Meridith Ann. “Improvement of metacognition skills within high school general chemistry.” 2017. Web. 19 Apr 2019.

Vancouver:

Berghauer MA. Improvement of metacognition skills within high school general chemistry. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Apr 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13629.

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

Council of Science Editors:

Berghauer MA. Improvement of metacognition skills within high school general chemistry. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13629

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


Montana State University

9. Swartz, Clinton Keith. Digital data collection and analysis : what are the effects on students' understanding of chemistry concepts.

Degree: Graduate School, 2012, Montana State University

 In this project, digital data collection and analysis methods were implemented to determine their effects on student understanding of chemistry concepts, data analysis and conclusion… (more)

Subjects/Keywords: Chemistry.; Comprehension.; High school students.

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APA (6th Edition):

Swartz, C. K. (2012). Digital data collection and analysis : what are the effects on students' understanding of chemistry concepts. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2383

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):

Swartz, Clinton Keith. “Digital data collection and analysis : what are the effects on students' understanding of chemistry concepts.” 2012. Thesis, Montana State University. Accessed April 19, 2019. https://scholarworks.montana.edu/xmlui/handle/1/2383.

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

MLA Handbook (7th Edition):

Swartz, Clinton Keith. “Digital data collection and analysis : what are the effects on students' understanding of chemistry concepts.” 2012. Web. 19 Apr 2019.

Vancouver:

Swartz CK. Digital data collection and analysis : what are the effects on students' understanding of chemistry concepts. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Apr 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2383.

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

Council of Science Editors:

Swartz CK. Digital data collection and analysis : what are the effects on students' understanding of chemistry concepts. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2383

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


Montana State University

10. Quintia, Erin Anna. Impacting the environmental awareness and personal environmental behaviors of high school biology students through action projects.

Degree: Graduate School, 2011, Montana State University

 This research project examined personal environmental behaviors of high school freshman biology students who were exposed to environmental topics in class and participated in environmental… (more)

Subjects/Keywords: Environmentalism.; Biology.; High school students.

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APA (6th Edition):

Quintia, E. A. (2011). Impacting the environmental awareness and personal environmental behaviors of high school biology students through action projects. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2089

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):

Quintia, Erin Anna. “Impacting the environmental awareness and personal environmental behaviors of high school biology students through action projects.” 2011. Thesis, Montana State University. Accessed April 19, 2019. https://scholarworks.montana.edu/xmlui/handle/1/2089.

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

MLA Handbook (7th Edition):

Quintia, Erin Anna. “Impacting the environmental awareness and personal environmental behaviors of high school biology students through action projects.” 2011. Web. 19 Apr 2019.

Vancouver:

Quintia EA. Impacting the environmental awareness and personal environmental behaviors of high school biology students through action projects. [Internet] [Thesis]. Montana State University; 2011. [cited 2019 Apr 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2089.

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

Council of Science Editors:

Quintia EA. Impacting the environmental awareness and personal environmental behaviors of high school biology students through action projects. [Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2089

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

11. Williams, Kristen K. From aspirations to access : the role of place in the facilitators of and barriers to postsecondary education attendance: Postsecondary education attendance.

Degree: PhD, 2009, Ball State University

 Using data from the Educational Longitudinal Study of 2002, sponsored by the National Center for Education Statistics, this study presented an ecological approach to examining… (more)

Subjects/Keywords: Education, Higher.; High school students

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APA (6th Edition):

Williams, K. K. (2009). From aspirations to access : the role of place in the facilitators of and barriers to postsecondary education attendance: Postsecondary education attendance. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/193422

Chicago Manual of Style (16th Edition):

Williams, Kristen K. “From aspirations to access : the role of place in the facilitators of and barriers to postsecondary education attendance: Postsecondary education attendance.” 2009. Doctoral Dissertation, Ball State University. Accessed April 19, 2019. http://cardinalscholar.bsu.edu/handle/123456789/193422.

MLA Handbook (7th Edition):

Williams, Kristen K. “From aspirations to access : the role of place in the facilitators of and barriers to postsecondary education attendance: Postsecondary education attendance.” 2009. Web. 19 Apr 2019.

Vancouver:

Williams KK. From aspirations to access : the role of place in the facilitators of and barriers to postsecondary education attendance: Postsecondary education attendance. [Internet] [Doctoral dissertation]. Ball State University; 2009. [cited 2019 Apr 19]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/193422.

Council of Science Editors:

Williams KK. From aspirations to access : the role of place in the facilitators of and barriers to postsecondary education attendance: Postsecondary education attendance. [Doctoral Dissertation]. Ball State University; 2009. Available from: http://cardinalscholar.bsu.edu/handle/123456789/193422


Montana State University

12. Reuer, Marcie Diane. Backroads to learining : the use of narratives in high school biology: Backroads to learning: the use of narratives in high school biology.

Degree: Graduate School, 2012, Montana State University

 This research paper is set within the context of the grade twelve biology class in Grande Cache Community High School, located in the Canadian province… (more)

Subjects/Keywords: Biology.; High school students.; Storytelling.

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

APA (6th Edition):

Reuer, M. D. (2012). Backroads to learining : the use of narratives in high school biology: Backroads to learning: the use of narratives in high school biology. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2123

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):

Reuer, Marcie Diane. “Backroads to learining : the use of narratives in high school biology: Backroads to learning: the use of narratives in high school biology.” 2012. Thesis, Montana State University. Accessed April 19, 2019. https://scholarworks.montana.edu/xmlui/handle/1/2123.

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

MLA Handbook (7th Edition):

Reuer, Marcie Diane. “Backroads to learining : the use of narratives in high school biology: Backroads to learning: the use of narratives in high school biology.” 2012. Web. 19 Apr 2019.

Vancouver:

Reuer MD. Backroads to learining : the use of narratives in high school biology: Backroads to learning: the use of narratives in high school biology. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Apr 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2123.

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

Council of Science Editors:

Reuer MD. Backroads to learining : the use of narratives in high school biology: Backroads to learning: the use of narratives in high school biology. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2123

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


Montana State University

13. Climenhaga, Sandra Jane. The effect of using guided notes for at risk high school science students.

Degree: Graduate School, 2011, Montana State University

 The Take Flight Program in Albion, NY had 20 students who took the Living Environment science class. This study examined the use of a guided… (more)

Subjects/Keywords: Note-taking.; High school students.

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APA (6th Edition):

Climenhaga, S. J. (2011). The effect of using guided notes for at risk high school science students. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1084

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):

Climenhaga, Sandra Jane. “The effect of using guided notes for at risk high school science students.” 2011. Thesis, Montana State University. Accessed April 19, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1084.

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

MLA Handbook (7th Edition):

Climenhaga, Sandra Jane. “The effect of using guided notes for at risk high school science students.” 2011. Web. 19 Apr 2019.

Vancouver:

Climenhaga SJ. The effect of using guided notes for at risk high school science students. [Internet] [Thesis]. Montana State University; 2011. [cited 2019 Apr 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1084.

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

Council of Science Editors:

Climenhaga SJ. The effect of using guided notes for at risk high school science students. [Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1084

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


Central Connecticut State University

14. Calvi-Rogers, Marisa, 1960-. A Case study of the impact of high school interventions for ninth graders' academic performance.

Degree: Department of Educational Leadership, 2018, Central Connecticut State University

This mixed methods case study examined the effectiveness of a set of ninth grade intervention programs on improving the academic performance of the ninth graders… (more)

Subjects/Keywords: Intercession.; High school students.

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APA (6th Edition):

Calvi-Rogers, Marisa, 1. (2018). A Case study of the impact of high school interventions for ninth graders' academic performance. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,2860

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):

Calvi-Rogers, Marisa, 1960-. “A Case study of the impact of high school interventions for ninth graders' academic performance.” 2018. Thesis, Central Connecticut State University. Accessed April 19, 2019. http://content.library.ccsu.edu/u?/ccsutheses,2860.

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

MLA Handbook (7th Edition):

Calvi-Rogers, Marisa, 1960-. “A Case study of the impact of high school interventions for ninth graders' academic performance.” 2018. Web. 19 Apr 2019.

Vancouver:

Calvi-Rogers, Marisa 1. A Case study of the impact of high school interventions for ninth graders' academic performance. [Internet] [Thesis]. Central Connecticut State University; 2018. [cited 2019 Apr 19]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2860.

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

Council of Science Editors:

Calvi-Rogers, Marisa 1. A Case study of the impact of high school interventions for ninth graders' academic performance. [Thesis]. Central Connecticut State University; 2018. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2860

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


Montana State University

15. Cohen, Samuel J. Investigating the impact of gamification on student performance in a secondary science classroom.

Degree: Graduate School, 2016, Montana State University

 The goal of this study was to investigate the impact of gamification on student scores, student motivation, parent and student perception, and teacher responsibilities within… (more)

Subjects/Keywords: Educational games.; High school students.; Students Attitudes.

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

APA (6th Edition):

Cohen, S. J. (2016). Investigating the impact of gamification on student performance in a secondary science classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10039

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):

Cohen, Samuel J. “Investigating the impact of gamification on student performance in a secondary science classroom.” 2016. Thesis, Montana State University. Accessed April 19, 2019. https://scholarworks.montana.edu/xmlui/handle/1/10039.

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

MLA Handbook (7th Edition):

Cohen, Samuel J. “Investigating the impact of gamification on student performance in a secondary science classroom.” 2016. Web. 19 Apr 2019.

Vancouver:

Cohen SJ. Investigating the impact of gamification on student performance in a secondary science classroom. [Internet] [Thesis]. Montana State University; 2016. [cited 2019 Apr 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10039.

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

Council of Science Editors:

Cohen SJ. Investigating the impact of gamification on student performance in a secondary science classroom. [Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10039

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


Montana State University

16. Forsythe, Kimberly Sue. The effects of using literacy-based learning strategies with a growth mindset intervention on students' performance on state standardized biology concepts.

Degree: Graduate School, 2016, Montana State University

 My goal as a teacher is to inspire students to become life-long learners and it starts with providing them with the tools and mindset in… (more)

Subjects/Keywords: High school students.; Biology.; Students Attitudes.; Literacy.

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APA (6th Edition):

Forsythe, K. S. (2016). The effects of using literacy-based learning strategies with a growth mindset intervention on students' performance on state standardized biology concepts. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10051

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):

Forsythe, Kimberly Sue. “The effects of using literacy-based learning strategies with a growth mindset intervention on students' performance on state standardized biology concepts.” 2016. Thesis, Montana State University. Accessed April 19, 2019. https://scholarworks.montana.edu/xmlui/handle/1/10051.

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

MLA Handbook (7th Edition):

Forsythe, Kimberly Sue. “The effects of using literacy-based learning strategies with a growth mindset intervention on students' performance on state standardized biology concepts.” 2016. Web. 19 Apr 2019.

Vancouver:

Forsythe KS. The effects of using literacy-based learning strategies with a growth mindset intervention on students' performance on state standardized biology concepts. [Internet] [Thesis]. Montana State University; 2016. [cited 2019 Apr 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10051.

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

Council of Science Editors:

Forsythe KS. The effects of using literacy-based learning strategies with a growth mindset intervention on students' performance on state standardized biology concepts. [Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10051

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


Florida Atlantic University

17. Collado, Washington B. Supportive Programs in Synergistic Middle and High Schools to Increase Engagement and Prevent Students From Dropping Out.

Degree: 2018, Florida Atlantic University

This study examined how two high schools have successfully increased graduation rates while serving minority-majority and impoverished communities. Data collected for this qualitative, multi-site, case… (more)

Subjects/Keywords: Low-income high school students.; Minority high school students.; Dropouts – Prevention.

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APA (6th Edition):

Collado, W. B. (2018). Supportive Programs in Synergistic Middle and High Schools to Increase Engagement and Prevent Students From Dropping Out. (Thesis). Florida Atlantic University. Retrieved from http://fau.digital.flvc.org/islandora/object/fau:40712

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):

Collado, Washington B. “Supportive Programs in Synergistic Middle and High Schools to Increase Engagement and Prevent Students From Dropping Out.” 2018. Thesis, Florida Atlantic University. Accessed April 19, 2019. http://fau.digital.flvc.org/islandora/object/fau:40712.

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

MLA Handbook (7th Edition):

Collado, Washington B. “Supportive Programs in Synergistic Middle and High Schools to Increase Engagement and Prevent Students From Dropping Out.” 2018. Web. 19 Apr 2019.

Vancouver:

Collado WB. Supportive Programs in Synergistic Middle and High Schools to Increase Engagement and Prevent Students From Dropping Out. [Internet] [Thesis]. Florida Atlantic University; 2018. [cited 2019 Apr 19]. Available from: http://fau.digital.flvc.org/islandora/object/fau:40712.

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

Council of Science Editors:

Collado WB. Supportive Programs in Synergistic Middle and High Schools to Increase Engagement and Prevent Students From Dropping Out. [Thesis]. Florida Atlantic University; 2018. Available from: http://fau.digital.flvc.org/islandora/object/fau:40712

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

18. Joseph, Ashley. Ways Teachers Can Prevent Harassment of Lesbian, Gay, Bisexual, and Transgender (LGBT) Middle and High School Students .

Degree: 2012, California State University – San Marcos

 The research highlighted in this Master of Arts thesis is a quantitative study based on the issue of harassment of lesbian, gay, bisexual, and transgender… (more)

Subjects/Keywords: harassment; LGBT students; middle school; high school

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APA (6th Edition):

Joseph, A. (2012). Ways Teachers Can Prevent Harassment of Lesbian, Gay, Bisexual, and Transgender (LGBT) Middle and High School Students . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/262

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):

Joseph, Ashley. “Ways Teachers Can Prevent Harassment of Lesbian, Gay, Bisexual, and Transgender (LGBT) Middle and High School Students .” 2012. Thesis, California State University – San Marcos. Accessed April 19, 2019. http://hdl.handle.net/10211.8/262.

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

MLA Handbook (7th Edition):

Joseph, Ashley. “Ways Teachers Can Prevent Harassment of Lesbian, Gay, Bisexual, and Transgender (LGBT) Middle and High School Students .” 2012. Web. 19 Apr 2019.

Vancouver:

Joseph A. Ways Teachers Can Prevent Harassment of Lesbian, Gay, Bisexual, and Transgender (LGBT) Middle and High School Students . [Internet] [Thesis]. California State University – San Marcos; 2012. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10211.8/262.

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

Council of Science Editors:

Joseph A. Ways Teachers Can Prevent Harassment of Lesbian, Gay, Bisexual, and Transgender (LGBT) Middle and High School Students . [Thesis]. California State University – San Marcos; 2012. Available from: http://hdl.handle.net/10211.8/262

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


Baylor University

19. Aoyama, Ikuko, 1977-. Cyberbullying : what are the psychological profiles of bullies, victims, and bully-victims? .

Degree: Educational Psychology., 2010, Baylor University

 The purposes of the present study were to classify youth into subgroups based on their involvement in cyberbullying, to examine group differences in terms of… (more)

Subjects/Keywords: Cyberbullying.; Psychological profiling.; Middle School Students.; High School Students.; Central Texas.

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APA (6th Edition):

Aoyama, Ikuko, 1. (2010). Cyberbullying : what are the psychological profiles of bullies, victims, and bully-victims? . (Thesis). Baylor University. Retrieved from http://hdl.handle.net/2104/8018

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):

Aoyama, Ikuko, 1977-. “Cyberbullying : what are the psychological profiles of bullies, victims, and bully-victims? .” 2010. Thesis, Baylor University. Accessed April 19, 2019. http://hdl.handle.net/2104/8018.

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

MLA Handbook (7th Edition):

Aoyama, Ikuko, 1977-. “Cyberbullying : what are the psychological profiles of bullies, victims, and bully-victims? .” 2010. Web. 19 Apr 2019.

Vancouver:

Aoyama, Ikuko 1. Cyberbullying : what are the psychological profiles of bullies, victims, and bully-victims? . [Internet] [Thesis]. Baylor University; 2010. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/2104/8018.

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

Council of Science Editors:

Aoyama, Ikuko 1. Cyberbullying : what are the psychological profiles of bullies, victims, and bully-victims? . [Thesis]. Baylor University; 2010. Available from: http://hdl.handle.net/2104/8018

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


Montana State University

20. Day Rider, Joseph D. The effect of implementing gamification principles in a middle and high school science classroom.

Degree: College of Letters & Science, 2017, Montana State University

 Gamification is the application of principles commonly found in games and applying them to a non-gaming setting. The purpose of this study was to determine… (more)

Subjects/Keywords: Science.; High school students.; Middle school students.; Gamification.

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APA (6th Edition):

Day Rider, J. D. (2017). The effect of implementing gamification principles in a middle and high school science classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13651

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):

Day Rider, Joseph D. “The effect of implementing gamification principles in a middle and high school science classroom.” 2017. Thesis, Montana State University. Accessed April 19, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13651.

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

MLA Handbook (7th Edition):

Day Rider, Joseph D. “The effect of implementing gamification principles in a middle and high school science classroom.” 2017. Web. 19 Apr 2019.

Vancouver:

Day Rider JD. The effect of implementing gamification principles in a middle and high school science classroom. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Apr 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13651.

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

Council of Science Editors:

Day Rider JD. The effect of implementing gamification principles in a middle and high school science classroom. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13651

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


Montana State University

21. Parker, Cindee L. The effects of increased literacy and comprehension in middle and high school science.

Degree: College of Letters & Science, 2017, Montana State University

 This Action Research project studied how building literacy skills in middle and high school classrooms can help students better understand science content. Students read different… (more)

Subjects/Keywords: Science.; High school students.; Middle school students.; Literacy.; Comprehension.

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APA (6th Edition):

Parker, C. L. (2017). The effects of increased literacy and comprehension in middle and high school science. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13681

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):

Parker, Cindee L. “The effects of increased literacy and comprehension in middle and high school science.” 2017. Thesis, Montana State University. Accessed April 19, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13681.

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

MLA Handbook (7th Edition):

Parker, Cindee L. “The effects of increased literacy and comprehension in middle and high school science.” 2017. Web. 19 Apr 2019.

Vancouver:

Parker CL. The effects of increased literacy and comprehension in middle and high school science. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Apr 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13681.

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

Council of Science Editors:

Parker CL. The effects of increased literacy and comprehension in middle and high school science. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13681

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


Montana State University

22. Schultz, Jessica. The effects of intergrating engineering strategies in the science classroom on critical thinking skills of my students: Effects of integrating engineering strategies in the science classroom on critical thinking skills of my students.

Degree: Graduate School, 2011, Montana State University

 In this investigation I wanted to find out if implementing engineering strategies in my classes I teach would improve critical thinking skills among my students.… (more)

Subjects/Keywords: Critical thinking.; Engineering.; Middle school students.; High school students.

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APA (6th Edition):

Schultz, J. (2011). The effects of intergrating engineering strategies in the science classroom on critical thinking skills of my students: Effects of integrating engineering strategies in the science classroom on critical thinking skills of my students. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2215

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):

Schultz, Jessica. “The effects of intergrating engineering strategies in the science classroom on critical thinking skills of my students: Effects of integrating engineering strategies in the science classroom on critical thinking skills of my students.” 2011. Thesis, Montana State University. Accessed April 19, 2019. https://scholarworks.montana.edu/xmlui/handle/1/2215.

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

MLA Handbook (7th Edition):

Schultz, Jessica. “The effects of intergrating engineering strategies in the science classroom on critical thinking skills of my students: Effects of integrating engineering strategies in the science classroom on critical thinking skills of my students.” 2011. Web. 19 Apr 2019.

Vancouver:

Schultz J. The effects of intergrating engineering strategies in the science classroom on critical thinking skills of my students: Effects of integrating engineering strategies in the science classroom on critical thinking skills of my students. [Internet] [Thesis]. Montana State University; 2011. [cited 2019 Apr 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2215.

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

Council of Science Editors:

Schultz J. The effects of intergrating engineering strategies in the science classroom on critical thinking skills of my students: Effects of integrating engineering strategies in the science classroom on critical thinking skills of my students. [Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2215

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


Massey University

23. Fraser Webb, Jackie. Driving force? : motivations of senior mathematics students enrolled in National Certificate of Educational Achievement (NCEA) Level III Statistics & Modelling .

Degree: 2013, Massey University

 The objective of this study was to explore how senior mathematical students made sense of their mathematical experience through the New Zealand National Certificate of… (more)

Subjects/Keywords: Mathematics study and teaching; High school students; Secondary school students

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APA (6th Edition):

Fraser Webb, J. (2013). Driving force? : motivations of senior mathematics students enrolled in National Certificate of Educational Achievement (NCEA) Level III Statistics & Modelling . (Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/5528

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):

Fraser Webb, Jackie. “Driving force? : motivations of senior mathematics students enrolled in National Certificate of Educational Achievement (NCEA) Level III Statistics & Modelling .” 2013. Thesis, Massey University. Accessed April 19, 2019. http://hdl.handle.net/10179/5528.

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

MLA Handbook (7th Edition):

Fraser Webb, Jackie. “Driving force? : motivations of senior mathematics students enrolled in National Certificate of Educational Achievement (NCEA) Level III Statistics & Modelling .” 2013. Web. 19 Apr 2019.

Vancouver:

Fraser Webb J. Driving force? : motivations of senior mathematics students enrolled in National Certificate of Educational Achievement (NCEA) Level III Statistics & Modelling . [Internet] [Thesis]. Massey University; 2013. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10179/5528.

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

Council of Science Editors:

Fraser Webb J. Driving force? : motivations of senior mathematics students enrolled in National Certificate of Educational Achievement (NCEA) Level III Statistics & Modelling . [Thesis]. Massey University; 2013. Available from: http://hdl.handle.net/10179/5528

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


Massey University

24. Bloomfield, Gaye. Senior secondary school students' engagement within a blended learning course : an exploratory case study.

Degree: MEd, e-learning, 2016, Massey University

 This research presents an exploration of student engagement within a blended learning course at a New Zealand secondary school. Growing numbers of secondary school students(more)

Subjects/Keywords: Blended learning; High school students; Secondary school students

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APA (6th Edition):

Bloomfield, G. (2016). Senior secondary school students' engagement within a blended learning course : an exploratory case study. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/8320

Chicago Manual of Style (16th Edition):

Bloomfield, Gaye. “Senior secondary school students' engagement within a blended learning course : an exploratory case study.” 2016. Masters Thesis, Massey University. Accessed April 19, 2019. http://hdl.handle.net/10179/8320.

MLA Handbook (7th Edition):

Bloomfield, Gaye. “Senior secondary school students' engagement within a blended learning course : an exploratory case study.” 2016. Web. 19 Apr 2019.

Vancouver:

Bloomfield G. Senior secondary school students' engagement within a blended learning course : an exploratory case study. [Internet] [Masters thesis]. Massey University; 2016. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10179/8320.

Council of Science Editors:

Bloomfield G. Senior secondary school students' engagement within a blended learning course : an exploratory case study. [Masters Thesis]. Massey University; 2016. Available from: http://hdl.handle.net/10179/8320


Montana State University

25. Krogh, Beth Sue. Implementing an incentive-based system in an alternative program within the science classroom.

Degree: College of Letters & Science, 2018, Montana State University

Students in the no-homework alternative program within the traditional high school have attendance and behavior issues that lead to students not earning the required science… (more)

Subjects/Keywords: Science.; High school students.; Motivation in education.; Students Attitudes.; School attendance.

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APA (6th Edition):

Krogh, B. S. (2018). Implementing an incentive-based system in an alternative program within the science classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/14790

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):

Krogh, Beth Sue. “Implementing an incentive-based system in an alternative program within the science classroom.” 2018. Thesis, Montana State University. Accessed April 19, 2019. https://scholarworks.montana.edu/xmlui/handle/1/14790.

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

MLA Handbook (7th Edition):

Krogh, Beth Sue. “Implementing an incentive-based system in an alternative program within the science classroom.” 2018. Web. 19 Apr 2019.

Vancouver:

Krogh BS. Implementing an incentive-based system in an alternative program within the science classroom. [Internet] [Thesis]. Montana State University; 2018. [cited 2019 Apr 19]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14790.

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

Council of Science Editors:

Krogh BS. Implementing an incentive-based system in an alternative program within the science classroom. [Thesis]. Montana State University; 2018. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14790

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


University of Utah

26. Nackos, Marinos Isidore. Eighth grade adolescent substance use and involvement with drug-using friends: prosocial environment as a moderating factor.

Degree: MS, Educational Psychology, 2012, University of Utah

 The current study investigated the relationship between individual adolescent drug use, friends’ drug use, and school, family, and community prosocial environments.Survey data from the 2007… (more)

Subjects/Keywords: Junior high school students; drug use

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APA (6th Edition):

Nackos, M. I. (2012). Eighth grade adolescent substance use and involvement with drug-using friends: prosocial environment as a moderating factor. (Masters Thesis). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/1117/rec/843

Chicago Manual of Style (16th Edition):

Nackos, Marinos Isidore. “Eighth grade adolescent substance use and involvement with drug-using friends: prosocial environment as a moderating factor.” 2012. Masters Thesis, University of Utah. Accessed April 19, 2019. http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/1117/rec/843.

MLA Handbook (7th Edition):

Nackos, Marinos Isidore. “Eighth grade adolescent substance use and involvement with drug-using friends: prosocial environment as a moderating factor.” 2012. Web. 19 Apr 2019.

Vancouver:

Nackos MI. Eighth grade adolescent substance use and involvement with drug-using friends: prosocial environment as a moderating factor. [Internet] [Masters thesis]. University of Utah; 2012. [cited 2019 Apr 19]. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/1117/rec/843.

Council of Science Editors:

Nackos MI. Eighth grade adolescent substance use and involvement with drug-using friends: prosocial environment as a moderating factor. [Masters Thesis]. University of Utah; 2012. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/1117/rec/843


Utah State University

27. DuMont, Maneksha Katrine. Engaging Alternative High School Students Through the Design, Development, and Crafting of Computationally Enhanced Pets.

Degree: PhD, Instructional Technology and Learning Sciences, 2014, Utah State University

  Hybrid design technologies, a combination of physical crafting, construction or art, and computing, have the potential to broaden participation in computing by appealing to… (more)

Subjects/Keywords: High School; Students; hybrid; Technology; Education

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APA (6th Edition):

DuMont, M. K. (2014). Engaging Alternative High School Students Through the Design, Development, and Crafting of Computationally Enhanced Pets. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/2079

Chicago Manual of Style (16th Edition):

DuMont, Maneksha Katrine. “Engaging Alternative High School Students Through the Design, Development, and Crafting of Computationally Enhanced Pets.” 2014. Doctoral Dissertation, Utah State University. Accessed April 19, 2019. https://digitalcommons.usu.edu/etd/2079.

MLA Handbook (7th Edition):

DuMont, Maneksha Katrine. “Engaging Alternative High School Students Through the Design, Development, and Crafting of Computationally Enhanced Pets.” 2014. Web. 19 Apr 2019.

Vancouver:

DuMont MK. Engaging Alternative High School Students Through the Design, Development, and Crafting of Computationally Enhanced Pets. [Internet] [Doctoral dissertation]. Utah State University; 2014. [cited 2019 Apr 19]. Available from: https://digitalcommons.usu.edu/etd/2079.

Council of Science Editors:

DuMont MK. Engaging Alternative High School Students Through the Design, Development, and Crafting of Computationally Enhanced Pets. [Doctoral Dissertation]. Utah State University; 2014. Available from: https://digitalcommons.usu.edu/etd/2079


Addis Ababa University

28. Yemanebirhan, Kelemework. HIGH SCHOOL STUDENTS' PERCEPTION OF ENGLISH LANGUAGE LEARNING: GRADE 11 IN FOCUS .

Degree: 2012, Addis Ababa University

 The purpose of this study was to investigate high school students' current perception of English language learning in relation to the new language teaching approach… (more)

Subjects/Keywords: HIGH SCHOOL STUDENTS' PERCEPTION; ENGLISH LANGUAGE LEARNING:

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APA (6th Edition):

Yemanebirhan, K. (2012). HIGH SCHOOL STUDENTS' PERCEPTION OF ENGLISH LANGUAGE LEARNING: GRADE 11 IN FOCUS . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/2167

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):

Yemanebirhan, Kelemework. “HIGH SCHOOL STUDENTS' PERCEPTION OF ENGLISH LANGUAGE LEARNING: GRADE 11 IN FOCUS .” 2012. Thesis, Addis Ababa University. Accessed April 19, 2019. http://etd.aau.edu.et/dspace/handle/123456789/2167.

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

MLA Handbook (7th Edition):

Yemanebirhan, Kelemework. “HIGH SCHOOL STUDENTS' PERCEPTION OF ENGLISH LANGUAGE LEARNING: GRADE 11 IN FOCUS .” 2012. Web. 19 Apr 2019.

Vancouver:

Yemanebirhan K. HIGH SCHOOL STUDENTS' PERCEPTION OF ENGLISH LANGUAGE LEARNING: GRADE 11 IN FOCUS . [Internet] [Thesis]. Addis Ababa University; 2012. [cited 2019 Apr 19]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/2167.

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

Council of Science Editors:

Yemanebirhan K. HIGH SCHOOL STUDENTS' PERCEPTION OF ENGLISH LANGUAGE LEARNING: GRADE 11 IN FOCUS . [Thesis]. Addis Ababa University; 2012. Available from: http://etd.aau.edu.et/dspace/handle/123456789/2167

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


Addis Ababa University

29. MOGES, LOGAW. SOME FACTORS THAT INFLUENCE ATTITUDE TOWARDS SEX EDUCATION AMONG HIGH SCHOOL FEMALE STUDENTS IN SOUTH WOLLO .

Degree: 2012, Addis Ababa University

 The present study examined the role of selected background and psychological variables, namely, religion, age, grade level, attitude of parents towards sex education, and source… (more)

Subjects/Keywords: SEX EDUCATION; HIGH SCHOOL FEMALE STUDENTS

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

APA (6th Edition):

MOGES, L. (2012). SOME FACTORS THAT INFLUENCE ATTITUDE TOWARDS SEX EDUCATION AMONG HIGH SCHOOL FEMALE STUDENTS IN SOUTH WOLLO . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/3852

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):

MOGES, LOGAW. “SOME FACTORS THAT INFLUENCE ATTITUDE TOWARDS SEX EDUCATION AMONG HIGH SCHOOL FEMALE STUDENTS IN SOUTH WOLLO .” 2012. Thesis, Addis Ababa University. Accessed April 19, 2019. http://etd.aau.edu.et/dspace/handle/123456789/3852.

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

MLA Handbook (7th Edition):

MOGES, LOGAW. “SOME FACTORS THAT INFLUENCE ATTITUDE TOWARDS SEX EDUCATION AMONG HIGH SCHOOL FEMALE STUDENTS IN SOUTH WOLLO .” 2012. Web. 19 Apr 2019.

Vancouver:

MOGES L. SOME FACTORS THAT INFLUENCE ATTITUDE TOWARDS SEX EDUCATION AMONG HIGH SCHOOL FEMALE STUDENTS IN SOUTH WOLLO . [Internet] [Thesis]. Addis Ababa University; 2012. [cited 2019 Apr 19]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/3852.

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

Council of Science Editors:

MOGES L. SOME FACTORS THAT INFLUENCE ATTITUDE TOWARDS SEX EDUCATION AMONG HIGH SCHOOL FEMALE STUDENTS IN SOUTH WOLLO . [Thesis]. Addis Ababa University; 2012. Available from: http://etd.aau.edu.et/dspace/handle/123456789/3852

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


University of Hong Kong

30. Kushnazarov, Mansurbek. International student mobility in Uzbekistan : outbound students' motivations.

Degree: MEd, 2015, University of Hong Kong

Since the motivations of Uzbek students to study degree-awarding programs abroad have not been explored yet, this proposed research aims to investigate those principal reasons… (more)

Subjects/Keywords: High school students - Uzbekistan; Foreign study

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

APA (6th Edition):

Kushnazarov, M. (2015). International student mobility in Uzbekistan : outbound students' motivations. (Masters Thesis). University of Hong Kong. Retrieved from Kushnazarov, M.. (2015). International student mobility in Uzbekistan : outbound students' motivations. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5704025 ; http://hdl.handle.net/10722/223588

Chicago Manual of Style (16th Edition):

Kushnazarov, Mansurbek. “International student mobility in Uzbekistan : outbound students' motivations.” 2015. Masters Thesis, University of Hong Kong. Accessed April 19, 2019. Kushnazarov, M.. (2015). International student mobility in Uzbekistan : outbound students' motivations. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5704025 ; http://hdl.handle.net/10722/223588.

MLA Handbook (7th Edition):

Kushnazarov, Mansurbek. “International student mobility in Uzbekistan : outbound students' motivations.” 2015. Web. 19 Apr 2019.

Vancouver:

Kushnazarov M. International student mobility in Uzbekistan : outbound students' motivations. [Internet] [Masters thesis]. University of Hong Kong; 2015. [cited 2019 Apr 19]. Available from: Kushnazarov, M.. (2015). International student mobility in Uzbekistan : outbound students' motivations. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5704025 ; http://hdl.handle.net/10722/223588.

Council of Science Editors:

Kushnazarov M. International student mobility in Uzbekistan : outbound students' motivations. [Masters Thesis]. University of Hong Kong; 2015. Available from: Kushnazarov, M.. (2015). International student mobility in Uzbekistan : outbound students' motivations. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5704025 ; http://hdl.handle.net/10722/223588

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