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Dept: Curriculum and Instruction

You searched for subject:(High school). Showing records 1 – 30 of 57 total matches.

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Penn State University

1. Potts, Kristin Virginia. Methods Used in Creating a Student-Centered High School Chemistry Lesson.

Degree: MS, Curriculum and Instruction, 2010, Penn State University

 The aim of this research is to analyze the teaching methods used by a high school chemistry teacher to create a student-centered lesson. Student-centered instruction… (more)

Subjects/Keywords: student-centered; high school

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APA (6th Edition):

Potts, K. V. (2010). Methods Used in Creating a Student-Centered High School Chemistry Lesson. (Masters Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/11461

Chicago Manual of Style (16th Edition):

Potts, Kristin Virginia. “Methods Used in Creating a Student-Centered High School Chemistry Lesson.” 2010. Masters Thesis, Penn State University. Accessed July 18, 2019. https://etda.libraries.psu.edu/catalog/11461.

MLA Handbook (7th Edition):

Potts, Kristin Virginia. “Methods Used in Creating a Student-Centered High School Chemistry Lesson.” 2010. Web. 18 Jul 2019.

Vancouver:

Potts KV. Methods Used in Creating a Student-Centered High School Chemistry Lesson. [Internet] [Masters thesis]. Penn State University; 2010. [cited 2019 Jul 18]. Available from: https://etda.libraries.psu.edu/catalog/11461.

Council of Science Editors:

Potts KV. Methods Used in Creating a Student-Centered High School Chemistry Lesson. [Masters Thesis]. Penn State University; 2010. Available from: https://etda.libraries.psu.edu/catalog/11461


University of Texas – Austin

2. Clark, Cheryl Beth. Reverse Engineering for freshman through seniors.

Degree: Curriculum and Instruction, 2015, University of Texas – Austin

 Reverse Engineering is the process of discovering the workings of a device or system through analysis. It is a high interest activity for high school(more)

Subjects/Keywords: Reverse Engineering; High school; MASEE

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APA (6th Edition):

Clark, C. B. (2015). Reverse Engineering for freshman through seniors. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/32271

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

Chicago Manual of Style (16th Edition):

Clark, Cheryl Beth. “Reverse Engineering for freshman through seniors.” 2015. Thesis, University of Texas – Austin. Accessed July 18, 2019. http://hdl.handle.net/2152/32271.

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

MLA Handbook (7th Edition):

Clark, Cheryl Beth. “Reverse Engineering for freshman through seniors.” 2015. Web. 18 Jul 2019.

Vancouver:

Clark CB. Reverse Engineering for freshman through seniors. [Internet] [Thesis]. University of Texas – Austin; 2015. [cited 2019 Jul 18]. Available from: http://hdl.handle.net/2152/32271.

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

Council of Science Editors:

Clark CB. Reverse Engineering for freshman through seniors. [Thesis]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/32271

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


Texas A&M University

3. Becker, Helen Chick. High School to College Transition: A Mixed Methods Approach to Improve Student Understanding of College Readiness.

Degree: EdD, Curriculum and Instruction, 2017, Texas A&M University

 This study evaluated the effectiveness of a college-themed, inquiry-based curricular intervention on student perceptions of college readiness among high school students in a Freshman English… (more)

Subjects/Keywords: college readiness; high school transition

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APA (6th Edition):

Becker, H. C. (2017). High School to College Transition: A Mixed Methods Approach to Improve Student Understanding of College Readiness. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/169596

Chicago Manual of Style (16th Edition):

Becker, Helen Chick. “High School to College Transition: A Mixed Methods Approach to Improve Student Understanding of College Readiness.” 2017. Doctoral Dissertation, Texas A&M University. Accessed July 18, 2019. http://hdl.handle.net/1969.1/169596.

MLA Handbook (7th Edition):

Becker, Helen Chick. “High School to College Transition: A Mixed Methods Approach to Improve Student Understanding of College Readiness.” 2017. Web. 18 Jul 2019.

Vancouver:

Becker HC. High School to College Transition: A Mixed Methods Approach to Improve Student Understanding of College Readiness. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2019 Jul 18]. Available from: http://hdl.handle.net/1969.1/169596.

Council of Science Editors:

Becker HC. High School to College Transition: A Mixed Methods Approach to Improve Student Understanding of College Readiness. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/169596


Texas A&M University

4. Springs, Mary E. Before and After Football: Impact on Student Behavioral and Academic Outcomes.

Degree: EdD, Curriculum and Instruction, 2015, Texas A&M University

 This study was undertaken by the researcher to examine the impact that the adoption of a football program had on a small rural Texas high(more)

Subjects/Keywords: Extra-Curricular Activities; Football; High School

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APA (6th Edition):

Springs, M. E. (2015). Before and After Football: Impact on Student Behavioral and Academic Outcomes. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/174196

Chicago Manual of Style (16th Edition):

Springs, Mary E. “Before and After Football: Impact on Student Behavioral and Academic Outcomes.” 2015. Doctoral Dissertation, Texas A&M University. Accessed July 18, 2019. http://hdl.handle.net/1969.1/174196.

MLA Handbook (7th Edition):

Springs, Mary E. “Before and After Football: Impact on Student Behavioral and Academic Outcomes.” 2015. Web. 18 Jul 2019.

Vancouver:

Springs ME. Before and After Football: Impact on Student Behavioral and Academic Outcomes. [Internet] [Doctoral dissertation]. Texas A&M University; 2015. [cited 2019 Jul 18]. Available from: http://hdl.handle.net/1969.1/174196.

Council of Science Editors:

Springs ME. Before and After Football: Impact on Student Behavioral and Academic Outcomes. [Doctoral Dissertation]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/174196


University of Texas – Austin

5. -6001-4664. Educational barriers for refugee high school students literature review.

Degree: Curriculum and Instruction, 2017, University of Texas – Austin

 This report contains a review of the literature concerning the schooling experience of recently migrated refugee high school students. The report first distinguishes the refugee… (more)

Subjects/Keywords: Refugee students; Acculturation; High school; Human rights; Refugee schooling experience; Refugee high school experience; Literature review; Recently migrated refugees; Refugee dilemma

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APA (6th Edition):

-6001-4664. (2017). Educational barriers for refugee high school students literature review. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/65950

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

Chicago Manual of Style (16th Edition):

-6001-4664. “Educational barriers for refugee high school students literature review.” 2017. Thesis, University of Texas – Austin. Accessed July 18, 2019. http://hdl.handle.net/2152/65950.

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

MLA Handbook (7th Edition):

-6001-4664. “Educational barriers for refugee high school students literature review.” 2017. Web. 18 Jul 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-6001-4664. Educational barriers for refugee high school students literature review. [Internet] [Thesis]. University of Texas – Austin; 2017. [cited 2019 Jul 18]. Available from: http://hdl.handle.net/2152/65950.

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

Council of Science Editors:

-6001-4664. Educational barriers for refugee high school students literature review. [Thesis]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/65950

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

6. Srofe, Tracy. Freshman Academy: Making the High School Transition.

Degree: PhD, Curriculum and Instruction, 2009, U of Denver

  Numerous freshman transition programs are conducted throughout the nation to address the middle school to high school transition issue. The current study focuses on… (more)

Subjects/Keywords: at-risk students; freshman academy; high school transition; ninth grade; school engagement

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APA (6th Edition):

Srofe, T. (2009). Freshman Academy: Making the High School Transition. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/623

Chicago Manual of Style (16th Edition):

Srofe, Tracy. “Freshman Academy: Making the High School Transition.” 2009. Doctoral Dissertation, U of Denver. Accessed July 18, 2019. https://digitalcommons.du.edu/etd/623.

MLA Handbook (7th Edition):

Srofe, Tracy. “Freshman Academy: Making the High School Transition.” 2009. Web. 18 Jul 2019.

Vancouver:

Srofe T. Freshman Academy: Making the High School Transition. [Internet] [Doctoral dissertation]. U of Denver; 2009. [cited 2019 Jul 18]. Available from: https://digitalcommons.du.edu/etd/623.

Council of Science Editors:

Srofe T. Freshman Academy: Making the High School Transition. [Doctoral Dissertation]. U of Denver; 2009. Available from: https://digitalcommons.du.edu/etd/623


Clemson University

7. Jordan, Joni. Teacher Practices and High School Chemistry Students' Metacognitive Skillfulness.

Degree: PhD, Curriculum and Instruction, 2011, Clemson University

 The research literature has been dominated with information about teacher practices that promise to help chemistry students improve their problem-solving abilities and maneuver the conceptual… (more)

Subjects/Keywords: high school chemistry; Metacognitive skillfulness; Secondary Education and Teaching

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APA (6th Edition):

Jordan, J. (2011). Teacher Practices and High School Chemistry Students' Metacognitive Skillfulness. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/688

Chicago Manual of Style (16th Edition):

Jordan, Joni. “Teacher Practices and High School Chemistry Students' Metacognitive Skillfulness.” 2011. Doctoral Dissertation, Clemson University. Accessed July 18, 2019. https://tigerprints.clemson.edu/all_dissertations/688.

MLA Handbook (7th Edition):

Jordan, Joni. “Teacher Practices and High School Chemistry Students' Metacognitive Skillfulness.” 2011. Web. 18 Jul 2019.

Vancouver:

Jordan J. Teacher Practices and High School Chemistry Students' Metacognitive Skillfulness. [Internet] [Doctoral dissertation]. Clemson University; 2011. [cited 2019 Jul 18]. Available from: https://tigerprints.clemson.edu/all_dissertations/688.

Council of Science Editors:

Jordan J. Teacher Practices and High School Chemistry Students' Metacognitive Skillfulness. [Doctoral Dissertation]. Clemson University; 2011. Available from: https://tigerprints.clemson.edu/all_dissertations/688


Virginia Tech

8. Wigginton, Erin O'Donnell. The Choices and Uses of Technological Tools in High School Government Classes.

Degree: PhD, Curriculum and Instruction, 2011, Virginia Tech

 The purpose of this study was to examine how government teachers make decisions regarding the type of technological tools they incorporate in their instruction. As… (more)

Subjects/Keywords: Technological Pedagogical Content Knowledge; social studies education; high school; government; technology

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APA (6th Edition):

Wigginton, E. O. (2011). The Choices and Uses of Technological Tools in High School Government Classes. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29493

Chicago Manual of Style (16th Edition):

Wigginton, Erin O'Donnell. “The Choices and Uses of Technological Tools in High School Government Classes.” 2011. Doctoral Dissertation, Virginia Tech. Accessed July 18, 2019. http://hdl.handle.net/10919/29493.

MLA Handbook (7th Edition):

Wigginton, Erin O'Donnell. “The Choices and Uses of Technological Tools in High School Government Classes.” 2011. Web. 18 Jul 2019.

Vancouver:

Wigginton EO. The Choices and Uses of Technological Tools in High School Government Classes. [Internet] [Doctoral dissertation]. Virginia Tech; 2011. [cited 2019 Jul 18]. Available from: http://hdl.handle.net/10919/29493.

Council of Science Editors:

Wigginton EO. The Choices and Uses of Technological Tools in High School Government Classes. [Doctoral Dissertation]. Virginia Tech; 2011. Available from: http://hdl.handle.net/10919/29493


University of Texas – Austin

9. -1205-7250. Discourses and enactments of English Language Arts in a secondary English Department.

Degree: Curriculum and Instruction, 2018, University of Texas – Austin

 This year-long qualitative embedded case study explores the nature of the discipline of English Language Arts in a secondary context, Midgard High School, using the… (more)

Subjects/Keywords: English language arts; High school; Urban education; Case study

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APA (6th Edition):

-1205-7250. (2018). Discourses and enactments of English Language Arts in a secondary English Department. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/68619

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

Chicago Manual of Style (16th Edition):

-1205-7250. “Discourses and enactments of English Language Arts in a secondary English Department.” 2018. Thesis, University of Texas – Austin. Accessed July 18, 2019. http://hdl.handle.net/2152/68619.

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

MLA Handbook (7th Edition):

-1205-7250. “Discourses and enactments of English Language Arts in a secondary English Department.” 2018. Web. 18 Jul 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-1205-7250. Discourses and enactments of English Language Arts in a secondary English Department. [Internet] [Thesis]. University of Texas – Austin; 2018. [cited 2019 Jul 18]. Available from: http://hdl.handle.net/2152/68619.

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

Council of Science Editors:

-1205-7250. Discourses and enactments of English Language Arts in a secondary English Department. [Thesis]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/68619

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


University of Texas – Austin

10. Lee, Shih-ting. Examining the relationships between metacognition, self-regulation and critical thinking in online Socratic seminars for high school social studies students.

Degree: Curriculum and Instruction, 2009, University of Texas – Austin

 This study examined the relationships between metacognition, self-regulation and students' critical thinking skills and disposition in online Socratic Seminars for ninth grade World Geography and… (more)

Subjects/Keywords: Critical thinking; Metacognition; Self-regulation; High school students; Online Socratic seminars

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APA (6th Edition):

Lee, S. (2009). Examining the relationships between metacognition, self-regulation and critical thinking in online Socratic seminars for high school social studies students. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/7556

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

Chicago Manual of Style (16th Edition):

Lee, Shih-ting. “Examining the relationships between metacognition, self-regulation and critical thinking in online Socratic seminars for high school social studies students.” 2009. Thesis, University of Texas – Austin. Accessed July 18, 2019. http://hdl.handle.net/2152/7556.

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

MLA Handbook (7th Edition):

Lee, Shih-ting. “Examining the relationships between metacognition, self-regulation and critical thinking in online Socratic seminars for high school social studies students.” 2009. Web. 18 Jul 2019.

Vancouver:

Lee S. Examining the relationships between metacognition, self-regulation and critical thinking in online Socratic seminars for high school social studies students. [Internet] [Thesis]. University of Texas – Austin; 2009. [cited 2019 Jul 18]. Available from: http://hdl.handle.net/2152/7556.

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

Council of Science Editors:

Lee S. Examining the relationships between metacognition, self-regulation and critical thinking in online Socratic seminars for high school social studies students. [Thesis]. University of Texas – Austin; 2009. Available from: http://hdl.handle.net/2152/7556

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


University of Texas – Austin

11. Consalvo, Annamary L. Writing conferences and relationships : talking, teaching, and learning in high school English classrooms.

Degree: Curriculum and Instruction, 2011, University of Texas – Austin

 This qualitative classroom study follows two high school English teachers, in one class apiece, and their students across a school year in a diversely populated… (more)

Subjects/Keywords: Writing conferences; High school writing instruction; Dialogic classrooms

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APA (6th Edition):

Consalvo, A. L. (2011). Writing conferences and relationships : talking, teaching, and learning in high school English classrooms. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-08-3767

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

Chicago Manual of Style (16th Edition):

Consalvo, Annamary L. “Writing conferences and relationships : talking, teaching, and learning in high school English classrooms.” 2011. Thesis, University of Texas – Austin. Accessed July 18, 2019. http://hdl.handle.net/2152/ETD-UT-2011-08-3767.

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

MLA Handbook (7th Edition):

Consalvo, Annamary L. “Writing conferences and relationships : talking, teaching, and learning in high school English classrooms.” 2011. Web. 18 Jul 2019.

Vancouver:

Consalvo AL. Writing conferences and relationships : talking, teaching, and learning in high school English classrooms. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 Jul 18]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-08-3767.

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

Council of Science Editors:

Consalvo AL. Writing conferences and relationships : talking, teaching, and learning in high school English classrooms. [Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-08-3767

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


Wayne State University

12. Principato, Angela Margaret. Readin', Writin', An' 'rithmetic: Literacy Strategies In High School Mathematics.

Degree: PhD, Curriculum and Instruction, 2017, Wayne State University

  Stagnant growth on national standardized tests in mathematics and reading and a focus on disciplinary literacy in the Common Core State Standards in ELA,… (more)

Subjects/Keywords: High School; Literacy Strategies; Mathematics Education; Science and Mathematics Education

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APA (6th Edition):

Principato, A. M. (2017). Readin', Writin', An' 'rithmetic: Literacy Strategies In High School Mathematics. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/1858

Chicago Manual of Style (16th Edition):

Principato, Angela Margaret. “Readin', Writin', An' 'rithmetic: Literacy Strategies In High School Mathematics.” 2017. Doctoral Dissertation, Wayne State University. Accessed July 18, 2019. https://digitalcommons.wayne.edu/oa_dissertations/1858.

MLA Handbook (7th Edition):

Principato, Angela Margaret. “Readin', Writin', An' 'rithmetic: Literacy Strategies In High School Mathematics.” 2017. Web. 18 Jul 2019.

Vancouver:

Principato AM. Readin', Writin', An' 'rithmetic: Literacy Strategies In High School Mathematics. [Internet] [Doctoral dissertation]. Wayne State University; 2017. [cited 2019 Jul 18]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1858.

Council of Science Editors:

Principato AM. Readin', Writin', An' 'rithmetic: Literacy Strategies In High School Mathematics. [Doctoral Dissertation]. Wayne State University; 2017. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1858


Arizona State University

13. Talbot, Amanda Leah. Student Conceptions of the Nature of Science.

Degree: MA, Curriculum and Instruction, 2010, Arizona State University

 ABSTRACT Research has shown that students from elementary school to college have major misconceptions about the nature of science. While an appropriate understanding of the… (more)

Subjects/Keywords: Educational Psychology; anatomy; high school; Nature of Science

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APA (6th Edition):

Talbot, A. L. (2010). Student Conceptions of the Nature of Science. (Masters Thesis). Arizona State University. Retrieved from http://repository.asu.edu/items/8818

Chicago Manual of Style (16th Edition):

Talbot, Amanda Leah. “Student Conceptions of the Nature of Science.” 2010. Masters Thesis, Arizona State University. Accessed July 18, 2019. http://repository.asu.edu/items/8818.

MLA Handbook (7th Edition):

Talbot, Amanda Leah. “Student Conceptions of the Nature of Science.” 2010. Web. 18 Jul 2019.

Vancouver:

Talbot AL. Student Conceptions of the Nature of Science. [Internet] [Masters thesis]. Arizona State University; 2010. [cited 2019 Jul 18]. Available from: http://repository.asu.edu/items/8818.

Council of Science Editors:

Talbot AL. Student Conceptions of the Nature of Science. [Masters Thesis]. Arizona State University; 2010. Available from: http://repository.asu.edu/items/8818

14. Carrillo, Jacquelyn M. Academic Resilience in Newcomers.

Degree: PhD, Curriculum and Instruction, 2018, U of Denver

  The United States continues to transform demographically, economically, culturally, and linguistically, as it has for several generations. At the forefront of this change are… (more)

Subjects/Keywords: Academic; Academic resilence; High school; Immigrants; Newcomers; Refugees; Bilingual, Multilingual, and Multicultural Education; Secondary Education

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APA (6th Edition):

Carrillo, J. M. (2018). Academic Resilience in Newcomers. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/1408

Chicago Manual of Style (16th Edition):

Carrillo, Jacquelyn M. “Academic Resilience in Newcomers.” 2018. Doctoral Dissertation, U of Denver. Accessed July 18, 2019. https://digitalcommons.du.edu/etd/1408.

MLA Handbook (7th Edition):

Carrillo, Jacquelyn M. “Academic Resilience in Newcomers.” 2018. Web. 18 Jul 2019.

Vancouver:

Carrillo JM. Academic Resilience in Newcomers. [Internet] [Doctoral dissertation]. U of Denver; 2018. [cited 2019 Jul 18]. Available from: https://digitalcommons.du.edu/etd/1408.

Council of Science Editors:

Carrillo JM. Academic Resilience in Newcomers. [Doctoral Dissertation]. U of Denver; 2018. Available from: https://digitalcommons.du.edu/etd/1408


Virginia Tech

15. Basham, Dwight Cornell. The History of the Eastern Mennonite High School Touring Choir: 1917-1981.

Degree: MA, Curriculum and Instruction, 1999, Virginia Tech

 For more than 35 years, the Eastern Mennonite High School Touring Choir has provided concerts for choral enthusiasts throughout the United States, Canada, and Europe.… (more)

Subjects/Keywords: Eastern Mennonite High School; Touring Choir

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APA (6th Edition):

Basham, D. C. (1999). The History of the Eastern Mennonite High School Touring Choir: 1917-1981. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/34611

Chicago Manual of Style (16th Edition):

Basham, Dwight Cornell. “The History of the Eastern Mennonite High School Touring Choir: 1917-1981.” 1999. Masters Thesis, Virginia Tech. Accessed July 18, 2019. http://hdl.handle.net/10919/34611.

MLA Handbook (7th Edition):

Basham, Dwight Cornell. “The History of the Eastern Mennonite High School Touring Choir: 1917-1981.” 1999. Web. 18 Jul 2019.

Vancouver:

Basham DC. The History of the Eastern Mennonite High School Touring Choir: 1917-1981. [Internet] [Masters thesis]. Virginia Tech; 1999. [cited 2019 Jul 18]. Available from: http://hdl.handle.net/10919/34611.

Council of Science Editors:

Basham DC. The History of the Eastern Mennonite High School Touring Choir: 1917-1981. [Masters Thesis]. Virginia Tech; 1999. Available from: http://hdl.handle.net/10919/34611


Wayne State University

16. Knudson, Brigitte Diane. The Convergence Of Emotional Geography And Teaching: Considering The Influences Of Emotionality On Female High School English Teachers' Perceptions Of Their Work.

Degree: PhD, Curriculum and Instruction, 2016, Wayne State University

  This qualitative research study explored the ways in which sociocultural and professional emotional geographies contribute to female high school English teachers’ perceptions of the… (more)

Subjects/Keywords: emotional geography; emotionality; English education; high school; secondary; teaching; Teacher Education and Professional Development

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APA (6th Edition):

Knudson, B. D. (2016). The Convergence Of Emotional Geography And Teaching: Considering The Influences Of Emotionality On Female High School English Teachers' Perceptions Of Their Work. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/1551

Chicago Manual of Style (16th Edition):

Knudson, Brigitte Diane. “The Convergence Of Emotional Geography And Teaching: Considering The Influences Of Emotionality On Female High School English Teachers' Perceptions Of Their Work.” 2016. Doctoral Dissertation, Wayne State University. Accessed July 18, 2019. https://digitalcommons.wayne.edu/oa_dissertations/1551.

MLA Handbook (7th Edition):

Knudson, Brigitte Diane. “The Convergence Of Emotional Geography And Teaching: Considering The Influences Of Emotionality On Female High School English Teachers' Perceptions Of Their Work.” 2016. Web. 18 Jul 2019.

Vancouver:

Knudson BD. The Convergence Of Emotional Geography And Teaching: Considering The Influences Of Emotionality On Female High School English Teachers' Perceptions Of Their Work. [Internet] [Doctoral dissertation]. Wayne State University; 2016. [cited 2019 Jul 18]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1551.

Council of Science Editors:

Knudson BD. The Convergence Of Emotional Geography And Teaching: Considering The Influences Of Emotionality On Female High School English Teachers' Perceptions Of Their Work. [Doctoral Dissertation]. Wayne State University; 2016. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1551


University of New Orleans

17. Tarantino, Lauren. Returning to School: Narratives of High School Leavers and How the General Equivalency Diploma Affects Financial Stability and Educational Opportunities.

Degree: PhD, Curriculum and Instruction, 2005, University of New Orleans

 Narrative analysis of high school leavers' individual backgrounds examines both positive and negative reasons that; students terminate their secondary education and experiences, and return to… (more)

Subjects/Keywords: GED; adult education; high school diploma

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APA (6th Edition):

Tarantino, L. (2005). Returning to School: Narratives of High School Leavers and How the General Equivalency Diploma Affects Financial Stability and Educational Opportunities. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/153

Chicago Manual of Style (16th Edition):

Tarantino, Lauren. “Returning to School: Narratives of High School Leavers and How the General Equivalency Diploma Affects Financial Stability and Educational Opportunities.” 2005. Doctoral Dissertation, University of New Orleans. Accessed July 18, 2019. https://scholarworks.uno.edu/td/153.

MLA Handbook (7th Edition):

Tarantino, Lauren. “Returning to School: Narratives of High School Leavers and How the General Equivalency Diploma Affects Financial Stability and Educational Opportunities.” 2005. Web. 18 Jul 2019.

Vancouver:

Tarantino L. Returning to School: Narratives of High School Leavers and How the General Equivalency Diploma Affects Financial Stability and Educational Opportunities. [Internet] [Doctoral dissertation]. University of New Orleans; 2005. [cited 2019 Jul 18]. Available from: https://scholarworks.uno.edu/td/153.

Council of Science Editors:

Tarantino L. Returning to School: Narratives of High School Leavers and How the General Equivalency Diploma Affects Financial Stability and Educational Opportunities. [Doctoral Dissertation]. University of New Orleans; 2005. Available from: https://scholarworks.uno.edu/td/153


Florida International University

18. Zeitsiff, Charlotte A. The Effects on Students' Self-Efficacy Beliefs Regarding Their Comprehension of American Literature When Aesthetic Reading and Reader Response Strategy are Implemented.

Degree: Doctor of Education (EdD), Curriculum and Instruction, 2014, Florida International University

High-stakes testing and accountability have infiltrated the education system in the United States; the top priority for all teachers must be student progress on… (more)

Subjects/Keywords: efferent reading; aesthetic reading; self-efficacy for American literature; reader response; quasi-experimental; Title I school; Hispanic high schoolers

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APA (6th Edition):

Zeitsiff, C. A. (2014). The Effects on Students' Self-Efficacy Beliefs Regarding Their Comprehension of American Literature When Aesthetic Reading and Reader Response Strategy are Implemented. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/1495 ; 10.25148/etd.FI14071153 ; FI14071153

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

Chicago Manual of Style (16th Edition):

Zeitsiff, Charlotte A. “The Effects on Students' Self-Efficacy Beliefs Regarding Their Comprehension of American Literature When Aesthetic Reading and Reader Response Strategy are Implemented.” 2014. Thesis, Florida International University. Accessed July 18, 2019. http://digitalcommons.fiu.edu/etd/1495 ; 10.25148/etd.FI14071153 ; FI14071153.

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

MLA Handbook (7th Edition):

Zeitsiff, Charlotte A. “The Effects on Students' Self-Efficacy Beliefs Regarding Their Comprehension of American Literature When Aesthetic Reading and Reader Response Strategy are Implemented.” 2014. Web. 18 Jul 2019.

Vancouver:

Zeitsiff CA. The Effects on Students' Self-Efficacy Beliefs Regarding Their Comprehension of American Literature When Aesthetic Reading and Reader Response Strategy are Implemented. [Internet] [Thesis]. Florida International University; 2014. [cited 2019 Jul 18]. Available from: http://digitalcommons.fiu.edu/etd/1495 ; 10.25148/etd.FI14071153 ; FI14071153.

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

Council of Science Editors:

Zeitsiff CA. The Effects on Students' Self-Efficacy Beliefs Regarding Their Comprehension of American Literature When Aesthetic Reading and Reader Response Strategy are Implemented. [Thesis]. Florida International University; 2014. Available from: http://digitalcommons.fiu.edu/etd/1495 ; 10.25148/etd.FI14071153 ; FI14071153

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


Virginia Tech

19. Bowman, Cynthia Ann. Effects of learning logs on high school literature achievement.

Degree: MA, Curriculum and Instruction, 1989, Virginia Tech

  The purpose of this study was to determine the effectiveness of the learning log, a reader-response journal, as an instructional tool in the study… (more)

Subjects/Keywords: High school teaching; LD5655.V855 1989.B685

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APA (6th Edition):

Bowman, C. A. (1989). Effects of learning logs on high school literature achievement. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/45934

Chicago Manual of Style (16th Edition):

Bowman, Cynthia Ann. “Effects of learning logs on high school literature achievement.” 1989. Masters Thesis, Virginia Tech. Accessed July 18, 2019. http://hdl.handle.net/10919/45934.

MLA Handbook (7th Edition):

Bowman, Cynthia Ann. “Effects of learning logs on high school literature achievement.” 1989. Web. 18 Jul 2019.

Vancouver:

Bowman CA. Effects of learning logs on high school literature achievement. [Internet] [Masters thesis]. Virginia Tech; 1989. [cited 2019 Jul 18]. Available from: http://hdl.handle.net/10919/45934.

Council of Science Editors:

Bowman CA. Effects of learning logs on high school literature achievement. [Masters Thesis]. Virginia Tech; 1989. Available from: http://hdl.handle.net/10919/45934

20. Zoch, Melody Jin Patterson. Literacy teaching practices and school reform : an ethnographic study of teachers' relationship with reform.

Degree: Curriculum and Instruction, 2012, University of Texas – Austin

 This ethnographic study examines the relationship between teachers’ literacy teaching practices and the pressures created from large-scale reform and high-stakes testing. The participants were staff… (more)

Subjects/Keywords: School reform; High-stakes testing; Literacy instruction

…mandating and regulating high-stakes testing, and monitoring school accountability. After the mid… …substantial progress in student achievement and the reduction of high school dropouts by examining… …by the participants, and high-stakes testing infiltrate the life of a school from the… …reform efforts?—and focuses on the school level to understand how high-stakes testing… …literature around school reform and the effects of high-stakes testing on teaching in order to… 

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APA (6th Edition):

Zoch, M. J. P. (2012). Literacy teaching practices and school reform : an ethnographic study of teachers' relationship with reform. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/19446

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

Chicago Manual of Style (16th Edition):

Zoch, Melody Jin Patterson. “Literacy teaching practices and school reform : an ethnographic study of teachers' relationship with reform.” 2012. Thesis, University of Texas – Austin. Accessed July 18, 2019. http://hdl.handle.net/2152/19446.

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

MLA Handbook (7th Edition):

Zoch, Melody Jin Patterson. “Literacy teaching practices and school reform : an ethnographic study of teachers' relationship with reform.” 2012. Web. 18 Jul 2019.

Vancouver:

Zoch MJP. Literacy teaching practices and school reform : an ethnographic study of teachers' relationship with reform. [Internet] [Thesis]. University of Texas – Austin; 2012. [cited 2019 Jul 18]. Available from: http://hdl.handle.net/2152/19446.

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

Council of Science Editors:

Zoch MJP. Literacy teaching practices and school reform : an ethnographic study of teachers' relationship with reform. [Thesis]. University of Texas – Austin; 2012. Available from: http://hdl.handle.net/2152/19446

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


University of Texas – Austin

21. Chen, Chao-hsiu. Investigating the influences of teacher belief and contextual factors on the technology integration of Taiwanese high school teachers.

Degree: Curriculum and Instruction, 2006, University of Texas – Austin

 The purposes of this study were to illustrate the technology integration of Taiwanese high school teachers, to explore the influence of the teachers’ pedagogical beliefs… (more)

Subjects/Keywords: Computer-assisted instruction – Taiwan; High school teachers – Taiwan

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APA (6th Edition):

Chen, C. (2006). Investigating the influences of teacher belief and contextual factors on the technology integration of Taiwanese high school teachers. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/3405

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

Chicago Manual of Style (16th Edition):

Chen, Chao-hsiu. “Investigating the influences of teacher belief and contextual factors on the technology integration of Taiwanese high school teachers.” 2006. Thesis, University of Texas – Austin. Accessed July 18, 2019. http://hdl.handle.net/2152/3405.

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

MLA Handbook (7th Edition):

Chen, Chao-hsiu. “Investigating the influences of teacher belief and contextual factors on the technology integration of Taiwanese high school teachers.” 2006. Web. 18 Jul 2019.

Vancouver:

Chen C. Investigating the influences of teacher belief and contextual factors on the technology integration of Taiwanese high school teachers. [Internet] [Thesis]. University of Texas – Austin; 2006. [cited 2019 Jul 18]. Available from: http://hdl.handle.net/2152/3405.

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

Council of Science Editors:

Chen C. Investigating the influences of teacher belief and contextual factors on the technology integration of Taiwanese high school teachers. [Thesis]. University of Texas – Austin; 2006. Available from: http://hdl.handle.net/2152/3405

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


University of Texas – Austin

22. Noyola, Sonia Adriana. From class to club : an exploration of high school civic-minded student organizations from 1996-2011 in Corpus Christi, Texas.

Degree: Curriculum and Instruction, 2012, University of Texas – Austin

 Our educational system has long claimed that preparing students to be active citizens is one of its main goals. With high-stakes testing pressures, schools with… (more)

Subjects/Keywords: Civic engagement; Curriculum and instruction; Social capital; Secondary education; Organizations; Community service; Service learning; High school

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APA (6th Edition):

Noyola, S. A. (2012). From class to club : an exploration of high school civic-minded student organizations from 1996-2011 in Corpus Christi, Texas. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/26896

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

Chicago Manual of Style (16th Edition):

Noyola, Sonia Adriana. “From class to club : an exploration of high school civic-minded student organizations from 1996-2011 in Corpus Christi, Texas.” 2012. Thesis, University of Texas – Austin. Accessed July 18, 2019. http://hdl.handle.net/2152/26896.

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

MLA Handbook (7th Edition):

Noyola, Sonia Adriana. “From class to club : an exploration of high school civic-minded student organizations from 1996-2011 in Corpus Christi, Texas.” 2012. Web. 18 Jul 2019.

Vancouver:

Noyola SA. From class to club : an exploration of high school civic-minded student organizations from 1996-2011 in Corpus Christi, Texas. [Internet] [Thesis]. University of Texas – Austin; 2012. [cited 2019 Jul 18]. Available from: http://hdl.handle.net/2152/26896.

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

Council of Science Editors:

Noyola SA. From class to club : an exploration of high school civic-minded student organizations from 1996-2011 in Corpus Christi, Texas. [Thesis]. University of Texas – Austin; 2012. Available from: http://hdl.handle.net/2152/26896

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

23. Gannett, Cassandra Dunn. Attending High School Algebra I: In Search of Well-managed, Engaging, Culturally Relevant, and Caring Classrooms.

Degree: PhD, Curriculum and Instruction, 2012, U of Denver

  The inequities in learning between the rich and the poor have become pervasive in United States. This is evidenced by the high school graduation… (more)

Subjects/Keywords: Algebra; Effective teaching; Equity; High school; Reform; Teacher evaluation; Education; Educational Assessment, Evaluation, and Research; Science and Mathematics Education

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APA (6th Edition):

Gannett, C. D. (2012). Attending High School Algebra I: In Search of Well-managed, Engaging, Culturally Relevant, and Caring Classrooms. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/223

Chicago Manual of Style (16th Edition):

Gannett, Cassandra Dunn. “Attending High School Algebra I: In Search of Well-managed, Engaging, Culturally Relevant, and Caring Classrooms.” 2012. Doctoral Dissertation, U of Denver. Accessed July 18, 2019. https://digitalcommons.du.edu/etd/223.

MLA Handbook (7th Edition):

Gannett, Cassandra Dunn. “Attending High School Algebra I: In Search of Well-managed, Engaging, Culturally Relevant, and Caring Classrooms.” 2012. Web. 18 Jul 2019.

Vancouver:

Gannett CD. Attending High School Algebra I: In Search of Well-managed, Engaging, Culturally Relevant, and Caring Classrooms. [Internet] [Doctoral dissertation]. U of Denver; 2012. [cited 2019 Jul 18]. Available from: https://digitalcommons.du.edu/etd/223.

Council of Science Editors:

Gannett CD. Attending High School Algebra I: In Search of Well-managed, Engaging, Culturally Relevant, and Caring Classrooms. [Doctoral Dissertation]. U of Denver; 2012. Available from: https://digitalcommons.du.edu/etd/223


Wayne State University

24. Burns-McFadden, Ruthann. Urban high school students' attitudes toward democratic citizenship: A comparison of students in the NJROTC program and students in traditional civics classes.

Degree: EdD, Curriculum and Instruction, 2011, Wayne State University

  Conscientious and informed citizenry is essential in maintaining the integrity of American democracy. On the other hand, continued lack of engagement in and lack… (more)

Subjects/Keywords: Attitudes; Civics education; Civics knowledge; HIgh School; Naval Junior ROTC; Urban schools; Curriculum and Instruction; Other Education; Secondary Education and Teaching

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APA (6th Edition):

Burns-McFadden, R. (2011). Urban high school students' attitudes toward democratic citizenship: A comparison of students in the NJROTC program and students in traditional civics classes. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/270

Chicago Manual of Style (16th Edition):

Burns-McFadden, Ruthann. “Urban high school students' attitudes toward democratic citizenship: A comparison of students in the NJROTC program and students in traditional civics classes.” 2011. Doctoral Dissertation, Wayne State University. Accessed July 18, 2019. https://digitalcommons.wayne.edu/oa_dissertations/270.

MLA Handbook (7th Edition):

Burns-McFadden, Ruthann. “Urban high school students' attitudes toward democratic citizenship: A comparison of students in the NJROTC program and students in traditional civics classes.” 2011. Web. 18 Jul 2019.

Vancouver:

Burns-McFadden R. Urban high school students' attitudes toward democratic citizenship: A comparison of students in the NJROTC program and students in traditional civics classes. [Internet] [Doctoral dissertation]. Wayne State University; 2011. [cited 2019 Jul 18]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/270.

Council of Science Editors:

Burns-McFadden R. Urban high school students' attitudes toward democratic citizenship: A comparison of students in the NJROTC program and students in traditional civics classes. [Doctoral Dissertation]. Wayne State University; 2011. Available from: https://digitalcommons.wayne.edu/oa_dissertations/270


Wayne State University

25. Treadway-Harvel, Karen Renee. The Relationship Between Core-Plus Mathematics Project And Student Achievement.

Degree: PhD, Curriculum and Instruction, 2010, Wayne State University

  The Third International Mathematics and Science Study (TIMSS) study revealed that test scores from high school students were below average in mathematics and science.… (more)

Subjects/Keywords: Algebra; core plus mathematics project; high school; Mathematics; standards based; traditional instruction; Science and Mathematics Education; Secondary Education and Teaching

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APA (6th Edition):

Treadway-Harvel, K. R. (2010). The Relationship Between Core-Plus Mathematics Project And Student Achievement. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/150

Chicago Manual of Style (16th Edition):

Treadway-Harvel, Karen Renee. “The Relationship Between Core-Plus Mathematics Project And Student Achievement.” 2010. Doctoral Dissertation, Wayne State University. Accessed July 18, 2019. https://digitalcommons.wayne.edu/oa_dissertations/150.

MLA Handbook (7th Edition):

Treadway-Harvel, Karen Renee. “The Relationship Between Core-Plus Mathematics Project And Student Achievement.” 2010. Web. 18 Jul 2019.

Vancouver:

Treadway-Harvel KR. The Relationship Between Core-Plus Mathematics Project And Student Achievement. [Internet] [Doctoral dissertation]. Wayne State University; 2010. [cited 2019 Jul 18]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/150.

Council of Science Editors:

Treadway-Harvel KR. The Relationship Between Core-Plus Mathematics Project And Student Achievement. [Doctoral Dissertation]. Wayne State University; 2010. Available from: https://digitalcommons.wayne.edu/oa_dissertations/150

26. Miller, Brittany M. High-Performing Charter Schools and Leadership Continuum: Reconceptualizing Dual Realities.

Degree: PhD, Curriculum and Instruction, 2018, U of Denver

  This qualitative research study examines the experiences and identities of school leaders who currently lead or have lead in high performing charter schools. Using… (more)

Subjects/Keywords: Charter schools; Co-connoisseurship; Educational criticism; High performing; No excuses; School leadership; Educational Assessment, Evaluation, and Research; Educational Leadership

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APA (6th Edition):

Miller, B. M. (2018). High-Performing Charter Schools and Leadership Continuum: Reconceptualizing Dual Realities. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/1441

Chicago Manual of Style (16th Edition):

Miller, Brittany M. “High-Performing Charter Schools and Leadership Continuum: Reconceptualizing Dual Realities.” 2018. Doctoral Dissertation, U of Denver. Accessed July 18, 2019. https://digitalcommons.du.edu/etd/1441.

MLA Handbook (7th Edition):

Miller, Brittany M. “High-Performing Charter Schools and Leadership Continuum: Reconceptualizing Dual Realities.” 2018. Web. 18 Jul 2019.

Vancouver:

Miller BM. High-Performing Charter Schools and Leadership Continuum: Reconceptualizing Dual Realities. [Internet] [Doctoral dissertation]. U of Denver; 2018. [cited 2019 Jul 18]. Available from: https://digitalcommons.du.edu/etd/1441.

Council of Science Editors:

Miller BM. High-Performing Charter Schools and Leadership Continuum: Reconceptualizing Dual Realities. [Doctoral Dissertation]. U of Denver; 2018. Available from: https://digitalcommons.du.edu/etd/1441


Arizona State University

27. Goff, Maria Hernandez. Innovating Everything: Examining Teacher Learning of Unfamiliar Texts.

Degree: Curriculum and Instruction, 2017, Arizona State University

 This dissertation explored how a teacher learned to teach with and about unfamiliar (to her) media texts in her high school English classroom. This study… (more)

Subjects/Keywords: Education; Teacher education; Language arts; English Language Arts; High School; Professional Development; Qualitative Case Study; Teacher Identity; Teacher Learning

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APA (6th Edition):

Goff, M. H. (2017). Innovating Everything: Examining Teacher Learning of Unfamiliar Texts. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/44065

Chicago Manual of Style (16th Edition):

Goff, Maria Hernandez. “Innovating Everything: Examining Teacher Learning of Unfamiliar Texts.” 2017. Doctoral Dissertation, Arizona State University. Accessed July 18, 2019. http://repository.asu.edu/items/44065.

MLA Handbook (7th Edition):

Goff, Maria Hernandez. “Innovating Everything: Examining Teacher Learning of Unfamiliar Texts.” 2017. Web. 18 Jul 2019.

Vancouver:

Goff MH. Innovating Everything: Examining Teacher Learning of Unfamiliar Texts. [Internet] [Doctoral dissertation]. Arizona State University; 2017. [cited 2019 Jul 18]. Available from: http://repository.asu.edu/items/44065.

Council of Science Editors:

Goff MH. Innovating Everything: Examining Teacher Learning of Unfamiliar Texts. [Doctoral Dissertation]. Arizona State University; 2017. Available from: http://repository.asu.edu/items/44065

28. Cook, Michael. Reading Graphically: Examining the Effects of Graphic Novels on the Reading Comprehension of High School Students.

Degree: PhD, Curriculum and Instruction, 2014, Clemson University

  There have been few empirical studies investigating the uses of graphic novels in education, fewer still in English Language Arts (ELA). As a result,… (more)

Subjects/Keywords: English Education; High School English; Reading Comprehension; Education

…study grew out of my fascination with graphic novels, images, and art. As a high school… …for high school English function, in part, by building literacy and reading instruction on… …students progress through high school, they work toward mastery and literacy, or what the… …move through their four years of high school and receive more instruction and more… …to investigate the effects of graphic novels on the reading comprehension of high school… 

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APA (6th Edition):

Cook, M. (2014). Reading Graphically: Examining the Effects of Graphic Novels on the Reading Comprehension of High School Students. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/1351

Chicago Manual of Style (16th Edition):

Cook, Michael. “Reading Graphically: Examining the Effects of Graphic Novels on the Reading Comprehension of High School Students.” 2014. Doctoral Dissertation, Clemson University. Accessed July 18, 2019. https://tigerprints.clemson.edu/all_dissertations/1351.

MLA Handbook (7th Edition):

Cook, Michael. “Reading Graphically: Examining the Effects of Graphic Novels on the Reading Comprehension of High School Students.” 2014. Web. 18 Jul 2019.

Vancouver:

Cook M. Reading Graphically: Examining the Effects of Graphic Novels on the Reading Comprehension of High School Students. [Internet] [Doctoral dissertation]. Clemson University; 2014. [cited 2019 Jul 18]. Available from: https://tigerprints.clemson.edu/all_dissertations/1351.

Council of Science Editors:

Cook M. Reading Graphically: Examining the Effects of Graphic Novels on the Reading Comprehension of High School Students. [Doctoral Dissertation]. Clemson University; 2014. Available from: https://tigerprints.clemson.edu/all_dissertations/1351

29. Clinger, Alicia. Processes Utilized by High School Students Reading Scientific Text.

Degree: PhD, Curriculum and Instruction, 2014, Clemson University

  In response to an increased emphasis on disciplinary literacy in the secondary science classroom, an investigation of the literacy processes utilized by high school(more)

Subjects/Keywords: disciplinary literacy; high school; literacy; reading; science; scientific text; Education

…textbooks has plagued high school teachers for years (Herber, 1970). With Herber’s… …Conley, 2008; Shanahan & Shanahan, 2008b). In the recent past, trends in high school… …high school. Shanahan and Shanahan (2008b) noted that the literacy practices of a… …are reflected in the CCSS (NGA,2010b); for example, by the end of high school… …studies specific to high school science and in particular those dealing with low-achieving… 

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APA (6th Edition):

Clinger, A. (2014). Processes Utilized by High School Students Reading Scientific Text. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/1369

Chicago Manual of Style (16th Edition):

Clinger, Alicia. “Processes Utilized by High School Students Reading Scientific Text.” 2014. Doctoral Dissertation, Clemson University. Accessed July 18, 2019. https://tigerprints.clemson.edu/all_dissertations/1369.

MLA Handbook (7th Edition):

Clinger, Alicia. “Processes Utilized by High School Students Reading Scientific Text.” 2014. Web. 18 Jul 2019.

Vancouver:

Clinger A. Processes Utilized by High School Students Reading Scientific Text. [Internet] [Doctoral dissertation]. Clemson University; 2014. [cited 2019 Jul 18]. Available from: https://tigerprints.clemson.edu/all_dissertations/1369.

Council of Science Editors:

Clinger A. Processes Utilized by High School Students Reading Scientific Text. [Doctoral Dissertation]. Clemson University; 2014. Available from: https://tigerprints.clemson.edu/all_dissertations/1369


Florida International University

30. Vilchez, Manuel. An Investigation of the Effect of Using Twitter by High School Mathematics Students Learning Linear Equations in Algebra 1.

Degree: Doctor of Education (EdD), Curriculum and Instruction, 2016, Florida International University

  The purpose of this quasi-experimental study was to investigate the effect of using Twitter by high school mathematics students learning linear equations in Algebra… (more)

Subjects/Keywords: Learning Technology; Educational Technology; Twitter; Social Networking; High School Math; Algebra 1; Linear Equations; Curriculum and Instruction; Instructional Media Design; Online and Distance Education; Other Education

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APA (6th Edition):

Vilchez, M. (2016). An Investigation of the Effect of Using Twitter by High School Mathematics Students Learning Linear Equations in Algebra 1. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/2460 ; 10.25148/etd.FIDC000265 ; FIDC000265

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

Chicago Manual of Style (16th Edition):

Vilchez, Manuel. “An Investigation of the Effect of Using Twitter by High School Mathematics Students Learning Linear Equations in Algebra 1.” 2016. Thesis, Florida International University. Accessed July 18, 2019. http://digitalcommons.fiu.edu/etd/2460 ; 10.25148/etd.FIDC000265 ; FIDC000265.

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

MLA Handbook (7th Edition):

Vilchez, Manuel. “An Investigation of the Effect of Using Twitter by High School Mathematics Students Learning Linear Equations in Algebra 1.” 2016. Web. 18 Jul 2019.

Vancouver:

Vilchez M. An Investigation of the Effect of Using Twitter by High School Mathematics Students Learning Linear Equations in Algebra 1. [Internet] [Thesis]. Florida International University; 2016. [cited 2019 Jul 18]. Available from: http://digitalcommons.fiu.edu/etd/2460 ; 10.25148/etd.FIDC000265 ; FIDC000265.

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

Council of Science Editors:

Vilchez M. An Investigation of the Effect of Using Twitter by High School Mathematics Students Learning Linear Equations in Algebra 1. [Thesis]. Florida International University; 2016. Available from: http://digitalcommons.fiu.edu/etd/2460 ; 10.25148/etd.FIDC000265 ; FIDC000265

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

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