subject:(High school students )

1. Hubbard, Justin. Perceptions of Social Studies Teacher Roles in Literacy Instruction .

Degree: 2019, SUNY College at Fredonia

URL: https://dspace.sunyconnect.suny.edu/handle/1951/71129

► Research has found that Social Studies content teachers struggle implementing literacy into their content area. This study focused on the question, what are Secondary Social… (more)

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

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APA (6^th Edition):

Hubbard, J. (2019). Perceptions of Social Studies Teacher Roles in Literacy Instruction . (Masters Thesis). SUNY College at Fredonia. Retrieved from https://dspace.sunyconnect.suny.edu/handle/1951/71129

Chicago Manual of Style (16^th Edition):

Hubbard, Justin. “Perceptions of Social Studies Teacher Roles in Literacy Instruction .” 2019. Masters Thesis, SUNY College at Fredonia. Accessed March 02, 2021. https://dspace.sunyconnect.suny.edu/handle/1951/71129.

MLA Handbook (7^th Edition):

Hubbard, Justin. “Perceptions of Social Studies Teacher Roles in Literacy Instruction .” 2019. Web. 02 Mar 2021.

Vancouver:

Hubbard J. Perceptions of Social Studies Teacher Roles in Literacy Instruction . [Internet] [Masters thesis]. SUNY College at Fredonia; 2019. [cited 2021 Mar 02]. Available from: https://dspace.sunyconnect.suny.edu/handle/1951/71129.

Council of Science Editors:

Hubbard J. Perceptions of Social Studies Teacher Roles in Literacy Instruction . [Masters Thesis]. SUNY College at Fredonia; 2019. Available from: https://dspace.sunyconnect.suny.edu/handle/1951/71129

Queens University

2. 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 (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 March 02, 2021. 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. 02 Mar 2021.

Vancouver:

Compeau S. The calling of an engineer: High school students' perceptions of engineering . [Internet] [Thesis]. Queens University; 2016. [cited 2021 Mar 02]. 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

3. 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 March 02, 2021. 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. 02 Mar 2021.

Vancouver:

Keefe-Forbotnick, Anne 1. Influence of Mindfulness Practices on High School Students. [Internet] [Thesis]. Central Connecticut State University; 2014. [cited 2021 Mar 02]. 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

4. 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)

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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 March 02, 2021. 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. 02 Mar 2021.

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 2021 Mar 02]. 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

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

Degree: MS, 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. (Masters Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1518

Chicago Manual of Style (16^th Edition):

Hudson, Cheryl A. “Impact of biotechnology labs on high school biology students.” 2011. Masters Thesis, Montana State University. Accessed March 02, 2021. https://scholarworks.montana.edu/xmlui/handle/1/1518.

MLA Handbook (7^th Edition):

Hudson, Cheryl A. “Impact of biotechnology labs on high school biology students.” 2011. Web. 02 Mar 2021.

Vancouver:

Hudson CA. Impact of biotechnology labs on high school biology students. [Internet] [Masters thesis]. Montana State University; 2011. [cited 2021 Mar 02]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1518.

Council of Science Editors:

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

Montana State University

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

Degree: MS, 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. (Masters Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2089

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. Masters Thesis, Montana State University. Accessed March 02, 2021. https://scholarworks.montana.edu/xmlui/handle/1/2089.

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. 02 Mar 2021.

Vancouver:

Quintia EA. Impacting the environmental awareness and personal environmental behaviors of high school biology students through action projects. [Internet] [Masters thesis]. Montana State University; 2011. [cited 2021 Mar 02]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2089.

Council of Science Editors:

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

Montana State University

7. 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: MS, 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. (Masters Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2123

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. Masters Thesis, Montana State University. Accessed March 02, 2021. https://scholarworks.montana.edu/xmlui/handle/1/2123.

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. 02 Mar 2021.

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] [Masters thesis]. Montana State University; 2012. [cited 2021 Mar 02]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2123.

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. [Masters Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2123

Montana State University

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

Degree: MS, 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. (Masters Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13629

Chicago Manual of Style (16^th Edition):

Berghauer, Meridith Ann. “Improvement of metacognition skills within high school general chemistry.” 2017. Masters Thesis, Montana State University. Accessed March 02, 2021. https://scholarworks.montana.edu/xmlui/handle/1/13629.

MLA Handbook (7^th Edition):

Berghauer, Meridith Ann. “Improvement of metacognition skills within high school general chemistry.” 2017. Web. 02 Mar 2021.

Vancouver:

Berghauer MA. Improvement of metacognition skills within high school general chemistry. [Internet] [Masters thesis]. Montana State University; 2017. [cited 2021 Mar 02]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13629.

Council of Science Editors:

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

Montana State University

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

Degree: MS, 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. (Masters Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2383

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. Masters Thesis, Montana State University. Accessed March 02, 2021. https://scholarworks.montana.edu/xmlui/handle/1/2383.

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. 02 Mar 2021.

Vancouver:

Swartz CK. Digital data collection and analysis : what are the effects on students' understanding of chemistry concepts. [Internet] [Masters thesis]. Montana State University; 2012. [cited 2021 Mar 02]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2383.

Council of Science Editors:

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

Montana State University

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

Degree: MS, 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. (Masters Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1084

Chicago Manual of Style (16^th Edition):

Climenhaga, Sandra Jane. “The effect of using guided notes for at risk high school science students.” 2011. Masters Thesis, Montana State University. Accessed March 02, 2021. https://scholarworks.montana.edu/xmlui/handle/1/1084.

MLA Handbook (7^th Edition):

Climenhaga, Sandra Jane. “The effect of using guided notes for at risk high school science students.” 2011. Web. 02 Mar 2021.

Vancouver:

Climenhaga SJ. The effect of using guided notes for at risk high school science students. [Internet] [Masters thesis]. Montana State University; 2011. [cited 2021 Mar 02]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1084.

Council of Science Editors:

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

Montana State University

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

Degree: MS, 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. (Masters Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1892

Chicago Manual of Style (16^th Edition):

Monsour, Christopher G. “The effects of literacy intervention in high school biology.” 2011. Masters Thesis, Montana State University. Accessed March 02, 2021. https://scholarworks.montana.edu/xmlui/handle/1/1892.

MLA Handbook (7^th Edition):

Monsour, Christopher G. “The effects of literacy intervention in high school biology.” 2011. Web. 02 Mar 2021.

Vancouver:

Monsour CG. The effects of literacy intervention in high school biology. [Internet] [Masters thesis]. Montana State University; 2011. [cited 2021 Mar 02]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1892.

Council of Science Editors:

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

Montana State University

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

Degree: MS, 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. (Masters Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1494

Chicago Manual of Style (16^th Edition):

Holst, Daryl Allan. “Inquiring into measurement error in the science laboratory.” 2011. Masters Thesis, Montana State University. Accessed March 02, 2021. https://scholarworks.montana.edu/xmlui/handle/1/1494.

MLA Handbook (7^th Edition):

Holst, Daryl Allan. “Inquiring into measurement error in the science laboratory.” 2011. Web. 02 Mar 2021.

Vancouver:

Holst DA. Inquiring into measurement error in the science laboratory. [Internet] [Masters thesis]. Montana State University; 2011. [cited 2021 Mar 02]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1494.

Council of Science Editors:

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

Montana State University

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

Degree: MS, 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. (Masters Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2039

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. Masters Thesis, Montana State University. Accessed March 02, 2021. https://scholarworks.montana.edu/xmlui/handle/1/2039.

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. 02 Mar 2021.

Vancouver:

Percoski TD. The use of higher order cognitive strategies to improve student understanding of high school chemistry concepts. [Internet] [Masters thesis]. Montana State University; 2011. [cited 2021 Mar 02]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2039.

Council of Science Editors:

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

Montana State University

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

Degree: MS, 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. (Masters Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1581

Chicago Manual of Style (16^th Edition):

Jones, Jennifer Ann. “Teaching chemistry in context : the effect on student learning and attitudes.” 2012. Masters Thesis, Montana State University. Accessed March 02, 2021. https://scholarworks.montana.edu/xmlui/handle/1/1581.

MLA Handbook (7^th Edition):

Jones, Jennifer Ann. “Teaching chemistry in context : the effect on student learning and attitudes.” 2012. Web. 02 Mar 2021.

Vancouver:

Jones JA. Teaching chemistry in context : the effect on student learning and attitudes. [Internet] [Masters thesis]. Montana State University; 2012. [cited 2021 Mar 02]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1581.

Council of Science Editors:

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

Montana State University

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

Degree: MS, 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 · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

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

Chicago Manual of Style (16^th Edition):

Cohen, Samuel J. “Investigating the impact of gamification on student performance in a secondary science classroom.” 2016. Masters Thesis, Montana State University. Accessed March 02, 2021. https://scholarworks.montana.edu/xmlui/handle/1/10039.

MLA Handbook (7^th Edition):

Cohen, Samuel J. “Investigating the impact of gamification on student performance in a secondary science classroom.” 2016. Web. 02 Mar 2021.

Vancouver:

Cohen SJ. Investigating the impact of gamification on student performance in a secondary science classroom. [Internet] [Masters thesis]. Montana State University; 2016. [cited 2021 Mar 02]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10039.

Council of Science Editors:

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

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: MS, 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 · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

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. (Masters Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10051

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. Masters Thesis, Montana State University. Accessed March 02, 2021. https://scholarworks.montana.edu/xmlui/handle/1/10051.

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. 02 Mar 2021.

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] [Masters thesis]. Montana State University; 2016. [cited 2021 Mar 02]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10051.

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. [Masters Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10051

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

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

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 March 02, 2021. 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. 02 Mar 2021.

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 2021 Mar 02]. 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

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 March 02, 2021. 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. 02 Mar 2021.

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 2021 Mar 02]. 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

Montana State University

19. 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: MS, 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. (Masters Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2215

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. Masters Thesis, Montana State University. Accessed March 02, 2021. https://scholarworks.montana.edu/xmlui/handle/1/2215.

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. 02 Mar 2021.

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] [Masters thesis]. Montana State University; 2011. [cited 2021 Mar 02]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2215.

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. [Masters Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2215

Montana State University

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

Degree: MS, 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 · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

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

Chicago Manual of Style (16^th Edition):

Parker, Cindee L. “The effects of increased literacy and comprehension in middle and high school science.” 2017. Masters Thesis, Montana State University. Accessed March 02, 2021. https://scholarworks.montana.edu/xmlui/handle/1/13681.

MLA Handbook (7^th Edition):

Parker, Cindee L. “The effects of increased literacy and comprehension in middle and high school science.” 2017. Web. 02 Mar 2021.

Vancouver:

Parker CL. The effects of increased literacy and comprehension in middle and high school science. [Internet] [Masters thesis]. Montana State University; 2017. [cited 2021 Mar 02]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13681.

Council of Science Editors:

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

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

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 March 02, 2021. 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. 02 Mar 2021.

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 2021 Mar 02]. 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 · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

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 March 02, 2021. 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. 02 Mar 2021.

Vancouver:

Bloomfield G. Senior secondary school students' engagement within a blended learning course : an exploratory case study. [Internet] [Masters thesis]. Massey University; 2016. [cited 2021 Mar 02]. 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 March 02, 2021. 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. 02 Mar 2021.

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 2021 Mar 02]. 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

Rochester Institute of Technology

24. 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 (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 March 02, 2021. https://scholarworks.rit.edu/theses/9373.

MLA Handbook (7^th Edition):

Silic, Ivana. “How Students Choose College in Croatia.” 2016. Web. 02 Mar 2021.

Vancouver:

Silic I. How Students Choose College in Croatia. [Internet] [Masters thesis]. Rochester Institute of Technology; 2016. [cited 2021 Mar 02]. 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

University of Johannesburg

25. 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 (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 March 02, 2021. 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. 02 Mar 2021.

Vancouver:

Mnyakeni M. Learners' experience of other learners' aggression in a secondary school. [Internet] [Thesis]. University of Johannesburg; 2011. [cited 2021 Mar 02]. 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

26. 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 (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 March 02, 2021. 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. 02 Mar 2021.

Vancouver:

Edens SK. The psychological effects of transcendental mediation on youths. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2021 Mar 02]. 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

Addis Ababa University

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

Degree: 2012, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/2167

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

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

Yemanebirhan, Kelemework. “HIGH SCHOOL STUDENTS' PERCEPTION OF ENGLISH LANGUAGE LEARNING: GRADE 11 IN FOCUS .” 2012. Thesis, Addis Ababa University. Accessed March 02, 2021. 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 (7^th Edition):

Yemanebirhan, Kelemework. “HIGH SCHOOL STUDENTS' PERCEPTION OF ENGLISH LANGUAGE LEARNING: GRADE 11 IN FOCUS .” 2012. Web. 02 Mar 2021.

Vancouver:

Yemanebirhan K. HIGH SCHOOL STUDENTS' PERCEPTION OF ENGLISH LANGUAGE LEARNING: GRADE 11 IN FOCUS . [Internet] [Thesis]. Addis Ababa University; 2012. [cited 2021 Mar 02]. 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

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

Degree: 2012, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/3852

► 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 (6^th 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 (16^th 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 March 02, 2021. 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 (7^th Edition):

MOGES, LOGAW. “SOME FACTORS THAT INFLUENCE ATTITUDE TOWARDS SEX EDUCATION AMONG HIGH SCHOOL FEMALE STUDENTS IN SOUTH WOLLO .” 2012. Web. 02 Mar 2021.

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 2021 Mar 02]. 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 Tasmania

29. Moore, James F. H. An investigation into the effects of varying environments on high school children.

Degree: 1958, University of Tasmania

URL: https://eprints.utas.edu.au/20946/1/whole_MooreJamesFH1959_thesis.pdf

► The idea for this study originated as a result of the Symposium, "Social Peychology in the Classroom," presented by the Paychology and Guidance Branch of… (more)

Subjects/Keywords: High school students

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

APA (6^th Edition):

Moore, J. F. H. (1958). An investigation into the effects of varying environments on high school children. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/20946/1/whole_MooreJamesFH1959_thesis.pdf

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):

Moore, James F H. “An investigation into the effects of varying environments on high school children.” 1958. Thesis, University of Tasmania. Accessed March 02, 2021. https://eprints.utas.edu.au/20946/1/whole_MooreJamesFH1959_thesis.pdf.

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

MLA Handbook (7^th Edition):

Moore, James F H. “An investigation into the effects of varying environments on high school children.” 1958. Web. 02 Mar 2021.

Vancouver:

Moore JFH. An investigation into the effects of varying environments on high school children. [Internet] [Thesis]. University of Tasmania; 1958. [cited 2021 Mar 02]. Available from: https://eprints.utas.edu.au/20946/1/whole_MooreJamesFH1959_thesis.pdf.

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

Council of Science Editors:

Moore JFH. An investigation into the effects of varying environments on high school children. [Thesis]. University of Tasmania; 1958. Available from: https://eprints.utas.edu.au/20946/1/whole_MooreJamesFH1959_thesis.pdf

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

University of Ghana

30. Kwofie, V. Factors Associated with Substance use among Senior High School Students in Kwahu East District .

Degree: 2018, University of Ghana

URL: http://ugspace.ug.edu.gh/handle/123456789/29466

► Background: The use of substance among Secondary Cycle School Students is a public health problem which needs global attention. Globally, it is approximated that, 2… (more)

Subjects/Keywords: Senior High School Students; Kwahu East District

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

APA (6^th Edition):

Kwofie, V. (2018). Factors Associated with Substance use among Senior High School Students in Kwahu East District . (Masters Thesis). University of Ghana. Retrieved from http://ugspace.ug.edu.gh/handle/123456789/29466

Chicago Manual of Style (16^th Edition):

Kwofie, V. “Factors Associated with Substance use among Senior High School Students in Kwahu East District .” 2018. Masters Thesis, University of Ghana. Accessed March 02, 2021. http://ugspace.ug.edu.gh/handle/123456789/29466.

MLA Handbook (7^th Edition):

Kwofie, V. “Factors Associated with Substance use among Senior High School Students in Kwahu East District .” 2018. Web. 02 Mar 2021.

Vancouver:

Kwofie V. Factors Associated with Substance use among Senior High School Students in Kwahu East District . [Internet] [Masters thesis]. University of Ghana; 2018. [cited 2021 Mar 02]. Available from: http://ugspace.ug.edu.gh/handle/123456789/29466.

Council of Science Editors:

Kwofie V. Factors Associated with Substance use among Senior High School Students in Kwahu East District . [Masters Thesis]. University of Ghana; 2018. Available from: http://ugspace.ug.edu.gh/handle/123456789/29466

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