subject:(High school students )

Montana State University

1. 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

URL: https://scholarworks.montana.edu/xmlui/handle/1/2123

► 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 (6^th 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 (16^th 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 February 25, 2020. 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 (7^th 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. 25 Feb 2020.

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 2020 Feb 25]. 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

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

Degree: Graduate School, 2011, Montana State University

URL: https://scholarworks.montana.edu/xmlui/handle/1/1084

► 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 (6^th 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 (16^th Edition):

Climenhaga, Sandra Jane. “The effect of using guided notes for at risk high school science students.” 2011. Thesis, Montana State University. Accessed February 25, 2020. 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 (7^th Edition):

Climenhaga, Sandra Jane. “The effect of using guided notes for at risk high school science students.” 2011. Web. 25 Feb 2020.

Vancouver:

Climenhaga SJ. The effect of using guided notes for at risk high school science students. [Internet] [Thesis]. Montana State University; 2011. [cited 2020 Feb 25]. 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

Montana State University

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

Degree: Graduate School, 2011, Montana State University

URL: https://scholarworks.montana.edu/xmlui/handle/1/1518

► 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)

▼ 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 be able to participate in highly technological careers. Numerous biotechnology professional development programs exist for science teachers to gain knowledge and skills that are necessary to teach biotechnology. While it is an easy transition to teach biotechnology methods in advanced and AP level courses, there is uncertainty about the limitations and accommodations that will be necessary to incorporate biotechnology labs into a regular high school biology classroom with 28 students or more of various levels and exceptionalities. The additional expense and time necessary to incorporate biotechnology are justified if students gain increased conceptual understanding and demonstrate improved attitude toward science as a result of the labs. The primary question I sought to answer with this project was what are the effects of incorporating biotechnology labs on high school students' understanding of molecular biology concepts? Secondary questions related to the project are: What were the effects of incorporating biotechnology labs on students' interest in science, students' confidence in their abilities to do science, and on my teaching practices? The sequence of biotechnology labs that occurred within the curriculum of compulsory high school biology were quantitative protein analysis of food, DNA fingerprinting, pGLO bacterial transformation, and GMO investigation of food. The labs utilized Vernier Probeware and Bio-Rad Explorer kits. Conceptual understanding of molecular biology concepts was assessed using student developed concept maps and free-response questions. Anonymous student surveys and one-on-one student interviews were used to assess attitude toward science, which is defined in this project as interest, confidence, and relevance. Results for improved attitude were inconclusive; however gains in conceptual understanding were substantial with the biotechnology labs. Advisors/Committee Members: Chairperson, Graduate Committee: Peggy Taylor. (advisor).

Subjects/Keywords: Biology.; High school students.

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APA (6^th 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 (16^th Edition):

Hudson, Cheryl A. “Impact of biotechnology labs on high school biology students.” 2011. Thesis, Montana State University. Accessed February 25, 2020. 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 (7^th Edition):

Hudson, Cheryl A. “Impact of biotechnology labs on high school biology students.” 2011. Web. 25 Feb 2020.

Vancouver:

Hudson CA. Impact of biotechnology labs on high school biology students. [Internet] [Thesis]. Montana State University; 2011. [cited 2020 Feb 25]. 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

URL: https://scholarworks.montana.edu/xmlui/handle/1/1494

► 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 (6^th 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 (16^th Edition):

Holst, Daryl Allan. “Inquiring into measurement error in the science laboratory.” 2011. Thesis, Montana State University. Accessed February 25, 2020. 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 (7^th Edition):

Holst, Daryl Allan. “Inquiring into measurement error in the science laboratory.” 2011. Web. 25 Feb 2020.

Vancouver:

Holst DA. Inquiring into measurement error in the science laboratory. [Internet] [Thesis]. Montana State University; 2011. [cited 2020 Feb 25]. 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

URL: https://scholarworks.montana.edu/xmlui/handle/1/2039

► 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 (6^th 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 (16^th 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 February 25, 2020. 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 (7^th Edition):

Percoski, Timothy Donald. “The use of higher order cognitive strategies to improve student understanding of high school chemistry concepts.” 2011. Web. 25 Feb 2020.

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 2020 Feb 25]. 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

URL: https://scholarworks.montana.edu/xmlui/handle/1/1581

► 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 (6^th 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 (16^th Edition):

Jones, Jennifer Ann. “Teaching chemistry in context : the effect on student learning and attitudes.” 2012. Thesis, Montana State University. Accessed February 25, 2020. 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 (7^th Edition):

Jones, Jennifer Ann. “Teaching chemistry in context : the effect on student learning and attitudes.” 2012. Web. 25 Feb 2020.

Vancouver:

Jones JA. Teaching chemistry in context : the effect on student learning and attitudes. [Internet] [Thesis]. Montana State University; 2012. [cited 2020 Feb 25]. 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

URL: https://scholarworks.montana.edu/xmlui/handle/1/1892

► 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 (6^th 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 (16^th Edition):

Monsour, Christopher G. “The effects of literacy intervention in high school biology.” 2011. Thesis, Montana State University. Accessed February 25, 2020. 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 (7^th Edition):

Monsour, Christopher G. “The effects of literacy intervention in high school biology.” 2011. Web. 25 Feb 2020.

Vancouver:

Monsour CG. The effects of literacy intervention in high school biology. [Internet] [Thesis]. Montana State University; 2011. [cited 2020 Feb 25]. 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

URL: https://scholarworks.montana.edu/xmlui/handle/1/13629

► 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 (6^th 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 (16^th Edition):

Berghauer, Meridith Ann. “Improvement of metacognition skills within high school general chemistry.” 2017. Thesis, Montana State University. Accessed February 25, 2020. 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 (7^th Edition):

Berghauer, Meridith Ann. “Improvement of metacognition skills within high school general chemistry.” 2017. Web. 25 Feb 2020.

Vancouver:

Berghauer MA. Improvement of metacognition skills within high school general chemistry. [Internet] [Thesis]. Montana State University; 2017. [cited 2020 Feb 25]. 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

URL: https://scholarworks.montana.edu/xmlui/handle/1/2383

► 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 (6^th 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 (16^th 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 February 25, 2020. 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 (7^th Edition):

Swartz, Clinton Keith. “Digital data collection and analysis : what are the effects on students' understanding of chemistry concepts.” 2012. Web. 25 Feb 2020.

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 2020 Feb 25]. 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

URL: https://scholarworks.montana.edu/xmlui/handle/1/2089

► 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 (6^th 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 (16^th 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 February 25, 2020. 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 (7^th Edition):

Quintia, Erin Anna. “Impacting the environmental awareness and personal environmental behaviors of high school biology students through action projects.” 2011. Web. 25 Feb 2020.

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 2020 Feb 25]. 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

Central Connecticut State University

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

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

URL: http://content.library.ccsu.edu/u?/ccsutheses,1962

►

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 (6^th 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 (16^th Edition):

Keefe-Forbotnick, Anne, 1967-. “Influence of Mindfulness Practices on High School Students.” 2014. Thesis, Central Connecticut State University. Accessed February 25, 2020. 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 (7^th Edition):

Keefe-Forbotnick, Anne, 1967-. “Influence of Mindfulness Practices on High School Students.” 2014. Web. 25 Feb 2020.

Vancouver:

Keefe-Forbotnick, Anne 1. Influence of Mindfulness Practices on High School Students. [Internet] [Thesis]. Central Connecticut State University; 2014. [cited 2020 Feb 25]. 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

Central Connecticut State University

12. 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

URL: http://content.library.ccsu.edu/u?/ccsutheses,2860

►

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)

▼

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 in a single urban high school in Connecticut. The interventions focused on the academic performance of ninth graders, since those who pass all of their courses in their first year have a greater chance of graduating within four years. School improvement/accountability plans include targets for four-year graduation rates as a measurement for this high school. The literature review is categorized into four areas - significance of ninth grade success; peer mentor programs; Response to Intervention (RTI) policies known as Scientific Research Based Interventions (SRBI); and chronic absenteeism. Quantitative data sources included ninth graders who failed one class or more and the number of days absent from school. Within the population of failing ninth graders those who received SRBI interventions, participated in team study halls and/or participated in attendance meetings were also examined. Additional data included surveys and interviews completed by ninth graders, senior peer mentors, and teachers involved with the interventions or who served as club advisors or coaches. The interventions were intended to: (a) reduce the number of failures; (b) to improve attendance; (c) to improve the students' ability to graduate within four years; and (d) to provide ways for ninth graders to feel connected to their high school. The results showed decreases in course failures and an increase in four-year graduation rates. From 2013 to 2017, the percentage of failing freshmen remaining on-track to a four-year graduation rate increased from 0% to 64%. The school-wide interventions, such as the peer mentor program, helped ninth graders to build positive connections with their senior mentors and increased involvement in school activities. Based upon feedback from both the ninth graders and their teachers, the high school experience course was successful in helping students to build individualized career plans. All of the interventions provided opportunities for ninth graders to make important connections and these connections helped the ninth graders to have an easier transition to high school.

"Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education."; Dissertation advisor: Sheldon Watson.; Ed.D.,Central Connecticut State University,,2018.;

Advisors/Committee Members: Watson, Sheldon T.

Subjects/Keywords: Intercession.; High school students.

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APA (6^th 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 (16^th 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 February 25, 2020. 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 (7^th Edition):

Calvi-Rogers, Marisa, 1960-. “A Case study of the impact of high school interventions for ninth graders' academic performance.” 2018. Web. 25 Feb 2020.

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 2020 Feb 25]. 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

Queens University

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

Degree: Mechanical and Materials Engineering, 2016, Queens University

URL: http://hdl.handle.net/1974/13924

► 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)

▼ 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 9 and 10 students, all of which were enrolled in academic English, Math, Science courses and are on the pathway towards college or university. This research was framed within a constructivist theoretical framework, and sequential multiple methods were utilized for data collection. The phase 1 questionnaire incorporated closed and open-ended questions pertaining to the engineering profession and was completed by 97 students, while 11 students participated in the phase 2 semi-structured interviews. The findings show that the major categories that emerged from these students’ descriptions of engineering involve the mental aspects of designing or creating, knowledge in Math and Science, and the physical aspect of building. In addition, some students were very clear that designers are the source of creative and innovative ideas, scientists are the source of new theories, and engineers are responsible for turning those creative ideas and/or the new theories into reality by physically building something. The perception that engineering involves building was a major source of confusion as many of these students described engineers in roles that could also be used to describe skilled trades. Therefore, a significant percentage of these Grades 9 and 10 students have unclear views about engineering, which suggests they currently cannot make an informed decision in considering engineering for a possible career path. An increase in student awareness of the engineering profession is needed to ensure students have the knowledge to make informed career choices, which may lead to achieving high-quality engineering graduates and diversifying the profession in Canada. One way to meet the current demand for engineers within Canada may be to ensure that pre-university students have sufficient knowledge about the work of a professional engineer as well as the important aspects of the profession. With this knowledge, they can make an informed decision in considering engineering as a possible choice for post-secondary study.

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

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

APA (6^th 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 (16^th Edition):

Compeau, Scott. “The calling of an engineer: High school students' perceptions of engineering .” 2016. Thesis, Queens University. Accessed February 25, 2020. 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 (7^th Edition):

Compeau, Scott. “The calling of an engineer: High school students' perceptions of engineering .” 2016. Web. 25 Feb 2020.

Vancouver:

Compeau S. The calling of an engineer: High school students' perceptions of engineering . [Internet] [Thesis]. Queens University; 2016. [cited 2020 Feb 25]. 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

Montana State University

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

Degree: Graduate School, 2016, Montana State University

URL: https://scholarworks.montana.edu/xmlui/handle/1/10039

► 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 (6^th 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 (16^th Edition):

Cohen, Samuel J. “Investigating the impact of gamification on student performance in a secondary science classroom.” 2016. Thesis, Montana State University. Accessed February 25, 2020. 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 (7^th Edition):

Cohen, Samuel J. “Investigating the impact of gamification on student performance in a secondary science classroom.” 2016. Web. 25 Feb 2020.

Vancouver:

Cohen SJ. Investigating the impact of gamification on student performance in a secondary science classroom. [Internet] [Thesis]. Montana State University; 2016. [cited 2020 Feb 25]. 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

15. 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

URL: https://scholarworks.montana.edu/xmlui/handle/1/10051

► 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 (6^th 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 (16^th 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 February 25, 2020. 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 (7^th 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. 25 Feb 2020.

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 2020 Feb 25]. 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

16. 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

URL: http://fau.digital.flvc.org/islandora/object/fau:40712

►

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)

▼

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 study employed publicly-available archival materials, interviews, focus groups, and observations in leadership meetings to help narrate a story that takes into account the complexities of human relations, specifically those in school settings in an urban school district. Thirty-four participants were selected by the principals at the participating schools and included members of their leadership teams, such as literacy coaches, assistant principals, magnet coordinators, students, parents, security specialists, and guidance counselors. The conceptual framework of the study was based on three research questions. The first question examined the synergistic relationships between the selected middle and the high schools with the purpose of addressing students’ at risk of dropping out factors in the areas of academic engagement, behavior, and attendance. The second question investigated the different types of initiatives enacted to provide support and efforts to engage or reengage students. The third question was used as a guide to observe the effects that the principals have on the work of stakeholders and how they serve their students. This study examined the various ways in which two high schools and their three feeder middle schools combine efforts to reengage students academically and socially. The selected high schools have demonstrated success in graduation rates while serving minority-majority students in areas of poverty, as determined by the high percentage of students qualifying for the Free and Reduced Lunch program. The findings indicate the existence of purposeful collaboration between personnel with an emphasis on programmatic continuum, communication, and other initiatives to strengthen articulation. Further, this study identified various forms of support programs for students to remain engaged or reengage, such as extracurricular activities, mentoring, and expansion of interest-based classes. Lastly, the findings demonstrate that the principals involved in this study clearly established a mission and vision and their leadership teams enact such with a balance between their own initiatives and adherence to the goals of their respective school leaders.

2018

Degree granted: Dissertation (Ph.D.) – Florida Atlantic University, 2018.

Collection: FAU

Advisors/Committee Members: Maslin-Ostrowski, Patricia (Thesis advisor), Reyes-Guerra, Daniel (Thesis advisor), Florida Atlantic University (Degree grantor), College of Education, Department of Educational Leadership and Research Methodology.

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

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APA (6^th 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 (16^th 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 February 25, 2020. 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 (7^th Edition):

Collado, Washington B. “Supportive Programs in Synergistic Middle and High Schools to Increase Engagement and Prevent Students From Dropping Out.” 2018. Web. 25 Feb 2020.

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 2020 Feb 25]. 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

17. 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

URL: http://hdl.handle.net/10211.8/262

► 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 (6^th 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 (16^th 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 February 25, 2020. 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 (7^th Edition):

Joseph, Ashley. “Ways Teachers Can Prevent Harassment of Lesbian, Gay, Bisexual, and Transgender (LGBT) Middle and High School Students .” 2012. Web. 25 Feb 2020.

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 2020 Feb 25]. 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

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

Degree: Educational Psychology., 2010, Baylor University

URL: http://hdl.handle.net/2104/8018

► 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 (6^th 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 (16^th Edition):

Aoyama, Ikuko, 1977-. “Cyberbullying : what are the psychological profiles of bullies, victims, and bully-victims? .” 2010. Thesis, Baylor University. Accessed February 25, 2020. 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 (7^th Edition):

Aoyama, Ikuko, 1977-. “Cyberbullying : what are the psychological profiles of bullies, victims, and bully-victims? .” 2010. Web. 25 Feb 2020.

Vancouver:

Aoyama, Ikuko 1. Cyberbullying : what are the psychological profiles of bullies, victims, and bully-victims? . [Internet] [Thesis]. Baylor University; 2010. [cited 2020 Feb 25]. 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

19. 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

URL: https://scholarworks.montana.edu/xmlui/handle/1/13681

► 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 (6^th 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 (16^th Edition):

Parker, Cindee L. “The effects of increased literacy and comprehension in middle and high school science.” 2017. Thesis, Montana State University. Accessed February 25, 2020. 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 (7^th Edition):

Parker, Cindee L. “The effects of increased literacy and comprehension in middle and high school science.” 2017. Web. 25 Feb 2020.

Vancouver:

Parker CL. The effects of increased literacy and comprehension in middle and high school science. [Internet] [Thesis]. Montana State University; 2017. [cited 2020 Feb 25]. 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

20. 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

URL: https://scholarworks.montana.edu/xmlui/handle/1/2215

► 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 (6^th 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 (16^th 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 February 25, 2020. 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 (7^th 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. 25 Feb 2020.

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 2020 Feb 25]. 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

21. 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

URL: http://hdl.handle.net/10179/5528

► 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)

▼ 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 Educational Achievement (NCEA) qualifications system, and from that exploration to understand what factors motivated these students and to which factors these students attributed their mathematical success. The research is based on Constructivist Theory, with ethnomethodology as the methodological approach. The methodological tool utilised in the study was an online questionnaire. The students who completed the questionnaire attended an urban, co-educational, decile 8 secondary school in New Zealand. The participants were students aged 16 years old and over, enrolled in a full year NCEA Level 3 Statistics and Modelling Achievement Standards programme in 2013. The students in the sample were aware that there were set criteria within each grade for NCEA Level 3 Statistics and Modelling assessment tasks. The students were mindful that achievement was measured in discrete units. Evidence from the research suggests that to maximise student learning within the NCEA qualifications system, Level 3 Statistics and Modelling needs to be taught as a collective, cohesive statistics curriculum. The students in the sample attributed their highest mathematical outcomes to ability, effort and the teacher and their lowest mathematical outcomes to lack of ability, lack of effort and the level of difficulty of the assessment. The findings highlighted the importance of prioritising the teacher and student relationship. In the study, only 12% of students were convinced that their teacher was interested in them at an individual level. NCEA Level 3 Statistics and Modelling teachers need to be aware of the influence of the teacher and student relationship on student achievement. The findings from the research have implications for teaching and learning. The research evidence indicates a need for NCEA Level 3 Statistics and Modelling students to be aware of the nonnumerical content and grade criteria expectations of the Statistics and Modelling Achievement Standards prior to committing to the course.

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

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APA (6^th 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 (16^th 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 February 25, 2020. 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 (7^th 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. 25 Feb 2020.

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 2020 Feb 25]. 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

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

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

URL: http://hdl.handle.net/10179/8320

► 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 (6^th 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 (16^th Edition):

Bloomfield, Gaye. “Senior secondary school students' engagement within a blended learning course : an exploratory case study.” 2016. Masters Thesis, Massey University. Accessed February 25, 2020. http://hdl.handle.net/10179/8320.

MLA Handbook (7^th Edition):

Bloomfield, Gaye. “Senior secondary school students' engagement within a blended learning course : an exploratory case study.” 2016. Web. 25 Feb 2020.

Vancouver:

Bloomfield G. Senior secondary school students' engagement within a blended learning course : an exploratory case study. [Internet] [Masters thesis]. Massey University; 2016. [cited 2020 Feb 25]. 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

University of Utah

23. 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

URL: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/1117/rec/843

► 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 (6^th 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 (16^th 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 February 25, 2020. http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/1117/rec/843.

MLA Handbook (7^th Edition):

Nackos, Marinos Isidore. “Eighth grade adolescent substance use and involvement with drug-using friends: prosocial environment as a moderating factor.” 2012. Web. 25 Feb 2020.

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 2020 Feb 25]. 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

University of Hong Kong

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

Degree: MEd, 2015, University of Hong Kong

URL: 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

►

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 (6^th 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 (16^th Edition):

Kushnazarov, Mansurbek. “International student mobility in Uzbekistan : outbound students' motivations.” 2015. Masters Thesis, University of Hong Kong. Accessed February 25, 2020. 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 (7^th Edition):

Kushnazarov, Mansurbek. “International student mobility in Uzbekistan : outbound students' motivations.” 2015. Web. 25 Feb 2020.

Vancouver:

Kushnazarov M. International student mobility in Uzbekistan : outbound students' motivations. [Internet] [Masters thesis]. University of Hong Kong; 2015. [cited 2020 Feb 25]. 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

University of Missouri – Kansas City

25. King, Makini Lateefah, 1981-. The relationship between African American high school students' desire to attend college, their perceived likelihood to attend college and actual college entrollment .

Degree: 2013, University of Missouri – Kansas City

URL: http://hdl.handle.net/10355/45500

► African American students continue to be an underrepresented population in institutions of higher education. This study uses Mickelson’s Attitude-Achievement Paradox to explain the effect of… (more)

Subjects/Keywords: African American; High school students; Aspirations; Expectations

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

APA (6^th Edition):

King, Makini Lateefah, 1. (2013). The relationship between African American high school students' desire to attend college, their perceived likelihood to attend college and actual college entrollment . (Thesis). University of Missouri – Kansas City. Retrieved from http://hdl.handle.net/10355/45500

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

Chicago Manual of Style (16^th Edition):

King, Makini Lateefah, 1981-. “The relationship between African American high school students' desire to attend college, their perceived likelihood to attend college and actual college entrollment .” 2013. Thesis, University of Missouri – Kansas City. Accessed February 25, 2020. http://hdl.handle.net/10355/45500.

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

MLA Handbook (7^th Edition):

King, Makini Lateefah, 1981-. “The relationship between African American high school students' desire to attend college, their perceived likelihood to attend college and actual college entrollment .” 2013. Web. 25 Feb 2020.

Vancouver:

King, Makini Lateefah 1. The relationship between African American high school students' desire to attend college, their perceived likelihood to attend college and actual college entrollment . [Internet] [Thesis]. University of Missouri – Kansas City; 2013. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/10355/45500.

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

Council of Science Editors:

King, Makini Lateefah 1. The relationship between African American high school students' desire to attend college, their perceived likelihood to attend college and actual college entrollment . [Thesis]. University of Missouri – Kansas City; 2013. Available from: http://hdl.handle.net/10355/45500

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

26. Barton, Jean Dawson. A study of money practices, social attitudes, and career expectations of senior high school students.

Degree: 1970, Texas Woman's University

URL: http://hdl.handle.net/11274/8370

Subjects/Keywords: High school students

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

APA (6^th Edition):

Barton, J. D. (1970). A study of money practices, social attitudes, and career expectations of senior high school students. (Thesis). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/8370

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

Chicago Manual of Style (16^th Edition):

Barton, Jean Dawson. “A study of money practices, social attitudes, and career expectations of senior high school students.” 1970. Thesis, Texas Woman's University. Accessed February 25, 2020. http://hdl.handle.net/11274/8370.

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

MLA Handbook (7^th Edition):

Barton, Jean Dawson. “A study of money practices, social attitudes, and career expectations of senior high school students.” 1970. Web. 25 Feb 2020.

Vancouver:

Barton JD. A study of money practices, social attitudes, and career expectations of senior high school students. [Internet] [Thesis]. Texas Woman's University; 1970. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/11274/8370.

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

Council of Science Editors:

Barton JD. A study of money practices, social attitudes, and career expectations of senior high school students. [Thesis]. Texas Woman's University; 1970. Available from: http://hdl.handle.net/11274/8370

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

University of Johannesburg

27. Mnyakeni, Maphiri. Learners' experience of other learners' aggression in a secondary school.

Degree: 2011, University of Johannesburg

URL: http://hdl.handle.net/10210/3693

►

M. Ed.

Aggression in schools has become the order of the day as incidents of learners stabbing, bullying and killing each other are reported. Parents,… (more)

Subjects/Keywords: Aggressiveness in adolescence; High school students

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

APA (6^th Edition):

Mnyakeni, M. (2011). Learners' experience of other learners' aggression in a secondary school. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/3693

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

Chicago Manual of Style (16^th Edition):

Mnyakeni, Maphiri. “Learners' experience of other learners' aggression in a secondary school.” 2011. Thesis, University of Johannesburg. Accessed February 25, 2020. http://hdl.handle.net/10210/3693.

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

MLA Handbook (7^th Edition):

Mnyakeni, Maphiri. “Learners' experience of other learners' aggression in a secondary school.” 2011. Web. 25 Feb 2020.

Vancouver:

Mnyakeni M. Learners' experience of other learners' aggression in a secondary school. [Internet] [Thesis]. University of Johannesburg; 2011. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/10210/3693.

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

Council of Science Editors:

Mnyakeni M. Learners' experience of other learners' aggression in a secondary school. [Thesis]. University of Johannesburg; 2011. Available from: http://hdl.handle.net/10210/3693

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

University of Johannesburg

28. Edens, Sharon Karen. The psychological effects of transcendental mediation on youths.

Degree: 2012, University of Johannesburg

URL: http://hdl.handle.net/10210/4333

►

M.A.

The aim of this study was to ascertain whether the practise of Transcendental Meditation may benefit youths in terms of certain psychological variables. This… (more)

Subjects/Keywords: High school students; Anxiety in youth; Depression

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

APA (6^th Edition):

Edens, S. K. (2012). The psychological effects of transcendental mediation on youths. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/4333

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

Chicago Manual of Style (16^th Edition):

Edens, Sharon Karen. “The psychological effects of transcendental mediation on youths.” 2012. Thesis, University of Johannesburg. Accessed February 25, 2020. http://hdl.handle.net/10210/4333.

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

MLA Handbook (7^th Edition):

Edens, Sharon Karen. “The psychological effects of transcendental mediation on youths.” 2012. Web. 25 Feb 2020.

Vancouver:

Edens SK. The psychological effects of transcendental mediation on youths. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2020 Feb 25]. Available from: http://hdl.handle.net/10210/4333.

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

Council of Science Editors:

Edens SK. The psychological effects of transcendental mediation on youths. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/4333

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

Rochester Institute of Technology

29. Silic, Ivana. How Students Choose College in Croatia.

Degree: MS, Department of Service Systems (CAST), 2016, Rochester Institute of Technology

URL: https://scholarworks.rit.edu/theses/9373

► This qualitative study explores the ways in which high school students in Croatia go through the process of making their college decision, and attempts… (more)

Subjects/Keywords: high school students; college decision; Croatia

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

APA (6^th Edition):

Silic, I. (2016). How Students Choose College in Croatia. (Masters Thesis). Rochester Institute of Technology. Retrieved from https://scholarworks.rit.edu/theses/9373

Chicago Manual of Style (16^th Edition):

Silic, Ivana. “How Students Choose College in Croatia.” 2016. Masters Thesis, Rochester Institute of Technology. Accessed February 25, 2020. https://scholarworks.rit.edu/theses/9373.

MLA Handbook (7^th Edition):

Silic, Ivana. “How Students Choose College in Croatia.” 2016. Web. 25 Feb 2020.

Vancouver:

Silic I. How Students Choose College in Croatia. [Internet] [Masters thesis]. Rochester Institute of Technology; 2016. [cited 2020 Feb 25]. Available from: https://scholarworks.rit.edu/theses/9373.

Council of Science Editors:

Silic I. How Students Choose College in Croatia. [Masters Thesis]. Rochester Institute of Technology; 2016. Available from: https://scholarworks.rit.edu/theses/9373

Montana State University

30. Ellenbecker, Robert P. The impact of the health science academy at Big Sky High School affect student achievement and preparedness for college.

Degree: Graduate School, 2016, Montana State University

URL: https://scholarworks.montana.edu/xmlui/handle/1/10043

► The Health Science Career Academy at Big Sky High School was launched in the fall of 2012 and is currently serving 240 students. At the… (more)

Subjects/Keywords: High school students.; Medicine.; Teaching.; Vocational education.

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

APA (6^th Edition):

Ellenbecker, R. P. (2016). The impact of the health science academy at Big Sky High School affect student achievement and preparedness for college. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10043

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

Chicago Manual of Style (16^th Edition):

Ellenbecker, Robert P. “The impact of the health science academy at Big Sky High School affect student achievement and preparedness for college.” 2016. Thesis, Montana State University. Accessed February 25, 2020. https://scholarworks.montana.edu/xmlui/handle/1/10043.

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

MLA Handbook (7^th Edition):

Ellenbecker, Robert P. “The impact of the health science academy at Big Sky High School affect student achievement and preparedness for college.” 2016. Web. 25 Feb 2020.

Vancouver:

Ellenbecker RP. The impact of the health science academy at Big Sky High School affect student achievement and preparedness for college. [Internet] [Thesis]. Montana State University; 2016. [cited 2020 Feb 25]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10043.

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

Council of Science Editors:

Ellenbecker RP. The impact of the health science academy at Big Sky High School affect student achievement and preparedness for college. [Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10043

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

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Open Access Theses and Dissertations