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You searched for subject:(Junior High Intermediate Middle School Education AND Teaching). Showing records 1 – 30 of 16941 total matches.

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College of William and Mary

1. Byrd, Stenette, III. Middle school students' participation in extracurricular activities: Relationships to school identification and achievement.

Degree: Doctor of Education (EdD), Education, 2011, College of William and Mary

 This study sought to build on existing research in the areas of student extracurricular activity participation, school identification, and improvement of student achievement. The purpose… (more)

Subjects/Keywords: Educational Leadership; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Byrd, Stenette, I. (2011). Middle school students' participation in extracurricular activities: Relationships to school identification and achievement. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618632

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):

Byrd, Stenette, III. “Middle school students' participation in extracurricular activities: Relationships to school identification and achievement.” 2011. Thesis, College of William and Mary. Accessed January 23, 2019. https://scholarworks.wm.edu/etd/1539618632.

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

MLA Handbook (7th Edition):

Byrd, Stenette, III. “Middle school students' participation in extracurricular activities: Relationships to school identification and achievement.” 2011. Web. 23 Jan 2019.

Vancouver:

Byrd, Stenette I. Middle school students' participation in extracurricular activities: Relationships to school identification and achievement. [Internet] [Thesis]. College of William and Mary; 2011. [cited 2019 Jan 23]. Available from: https://scholarworks.wm.edu/etd/1539618632.

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

Council of Science Editors:

Byrd, Stenette I. Middle school students' participation in extracurricular activities: Relationships to school identification and achievement. [Thesis]. College of William and Mary; 2011. Available from: https://scholarworks.wm.edu/etd/1539618632

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


University of Central Florida

2. Buxton, Ashley. The Impact of 21st Century Community Learning Centers on Middle Schools in Seminole County.

Degree: 2018, University of Central Florida

 The objective of the study was to research the impact 21st Century Community Learning Centers (CCLC) has on Title 1 middle school students in Seminole… (more)

Subjects/Keywords: Curriculum and Instruction; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Buxton, A. (2018). The Impact of 21st Century Community Learning Centers on Middle Schools in Seminole County. (Doctoral Dissertation). University of Central Florida. Retrieved from http://stars.library.ucf.edu/etd/5968

Chicago Manual of Style (16th Edition):

Buxton, Ashley. “The Impact of 21st Century Community Learning Centers on Middle Schools in Seminole County.” 2018. Doctoral Dissertation, University of Central Florida. Accessed January 23, 2019. http://stars.library.ucf.edu/etd/5968.

MLA Handbook (7th Edition):

Buxton, Ashley. “The Impact of 21st Century Community Learning Centers on Middle Schools in Seminole County.” 2018. Web. 23 Jan 2019.

Vancouver:

Buxton A. The Impact of 21st Century Community Learning Centers on Middle Schools in Seminole County. [Internet] [Doctoral dissertation]. University of Central Florida; 2018. [cited 2019 Jan 23]. Available from: http://stars.library.ucf.edu/etd/5968.

Council of Science Editors:

Buxton A. The Impact of 21st Century Community Learning Centers on Middle Schools in Seminole County. [Doctoral Dissertation]. University of Central Florida; 2018. Available from: http://stars.library.ucf.edu/etd/5968


SUNY College at Brockport

3. Messmer, Barbara Anna Gardner. Developing Strategies for Regaining Focus Based on Student Needs.

Degree: MSEd, Education and Human Development, 2009, SUNY College at Brockport

  This thesis explores the connection between visual cues and a students' ability to maintain focus in the classroom. Specifically, it focuses on whether a… (more)

Subjects/Keywords: behavior modification; classroom management; middle school; Education; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Messmer, B. A. G. (2009). Developing Strategies for Regaining Focus Based on Student Needs. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/197

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):

Messmer, Barbara Anna Gardner. “Developing Strategies for Regaining Focus Based on Student Needs.” 2009. Thesis, SUNY College at Brockport. Accessed January 23, 2019. https://digitalcommons.brockport.edu/ehd_theses/197.

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

MLA Handbook (7th Edition):

Messmer, Barbara Anna Gardner. “Developing Strategies for Regaining Focus Based on Student Needs.” 2009. Web. 23 Jan 2019.

Vancouver:

Messmer BAG. Developing Strategies for Regaining Focus Based on Student Needs. [Internet] [Thesis]. SUNY College at Brockport; 2009. [cited 2019 Jan 23]. Available from: https://digitalcommons.brockport.edu/ehd_theses/197.

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

Council of Science Editors:

Messmer BAG. Developing Strategies for Regaining Focus Based on Student Needs. [Thesis]. SUNY College at Brockport; 2009. Available from: https://digitalcommons.brockport.edu/ehd_theses/197

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


Eastern Illinois University

4. Sakowicz, Steven K. Researching the Historical Representations of Andrew Jackson in Trade Books.

Degree: MSEd, Early Childhood, Elementary, and Middle Level Education, 2015, Eastern Illinois University

  State and national standards compel teachers to introduce historical topics through multiple diverse texts, emphasizing the use of informational texts. Trade books allow teachers… (more)

Subjects/Keywords: Curriculum and Instruction; Elementary Education and Teaching; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Sakowicz, S. K. (2015). Researching the Historical Representations of Andrew Jackson in Trade Books. (Masters Thesis). Eastern Illinois University. Retrieved from http://thekeep.eiu.edu/theses/2389

Chicago Manual of Style (16th Edition):

Sakowicz, Steven K. “Researching the Historical Representations of Andrew Jackson in Trade Books.” 2015. Masters Thesis, Eastern Illinois University. Accessed January 23, 2019. http://thekeep.eiu.edu/theses/2389.

MLA Handbook (7th Edition):

Sakowicz, Steven K. “Researching the Historical Representations of Andrew Jackson in Trade Books.” 2015. Web. 23 Jan 2019.

Vancouver:

Sakowicz SK. Researching the Historical Representations of Andrew Jackson in Trade Books. [Internet] [Masters thesis]. Eastern Illinois University; 2015. [cited 2019 Jan 23]. Available from: http://thekeep.eiu.edu/theses/2389.

Council of Science Editors:

Sakowicz SK. Researching the Historical Representations of Andrew Jackson in Trade Books. [Masters Thesis]. Eastern Illinois University; 2015. Available from: http://thekeep.eiu.edu/theses/2389


Eastern Illinois University

5. Hayn, Sara. An Examination of Teachers' Natural Praise-to-Reprimand Ratios and Teachers' Perceptions of Self-Efficacy and Stress.

Degree: Specialist in School Psychology, Psychology, 2018, Eastern Illinois University

  The current study examined teachers' natural use of praise and reprimand in middle and high school (sixth through twelfth grade) general education classrooms. In… (more)

Subjects/Keywords: Junior High, Intermediate, Middle School Education and Teaching; Psychology; Secondary Education and Teaching

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APA (6th Edition):

Hayn, S. (2018). An Examination of Teachers' Natural Praise-to-Reprimand Ratios and Teachers' Perceptions of Self-Efficacy and Stress. (Thesis). Eastern Illinois University. Retrieved from http://thekeep.eiu.edu/theses/3406

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):

Hayn, Sara. “An Examination of Teachers' Natural Praise-to-Reprimand Ratios and Teachers' Perceptions of Self-Efficacy and Stress.” 2018. Thesis, Eastern Illinois University. Accessed January 23, 2019. http://thekeep.eiu.edu/theses/3406.

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

MLA Handbook (7th Edition):

Hayn, Sara. “An Examination of Teachers' Natural Praise-to-Reprimand Ratios and Teachers' Perceptions of Self-Efficacy and Stress.” 2018. Web. 23 Jan 2019.

Vancouver:

Hayn S. An Examination of Teachers' Natural Praise-to-Reprimand Ratios and Teachers' Perceptions of Self-Efficacy and Stress. [Internet] [Thesis]. Eastern Illinois University; 2018. [cited 2019 Jan 23]. Available from: http://thekeep.eiu.edu/theses/3406.

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

Council of Science Editors:

Hayn S. An Examination of Teachers' Natural Praise-to-Reprimand Ratios and Teachers' Perceptions of Self-Efficacy and Stress. [Thesis]. Eastern Illinois University; 2018. Available from: http://thekeep.eiu.edu/theses/3406

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


University of Louisville

6. Allen, Denise. Lost in transition : a grade nine transition program using articulation activities.

Degree: EdD, College of Education and Human Development, 2011, University of Louisville

  The purpose of this study was to investigate the impact of a set of structured articulation activities on the transition of students from grade… (more)

Subjects/Keywords: Middle school; High school; Transition; Junior High, Intermediate, Middle School Education and Teaching; Secondary Education and Teaching

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APA (6th Edition):

Allen, D. (2011). Lost in transition : a grade nine transition program using articulation activities. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/32 ; https://ir.library.louisville.edu/etd/32

Chicago Manual of Style (16th Edition):

Allen, Denise. “Lost in transition : a grade nine transition program using articulation activities.” 2011. Doctoral Dissertation, University of Louisville. Accessed January 23, 2019. 10.18297/etd/32 ; https://ir.library.louisville.edu/etd/32.

MLA Handbook (7th Edition):

Allen, Denise. “Lost in transition : a grade nine transition program using articulation activities.” 2011. Web. 23 Jan 2019.

Vancouver:

Allen D. Lost in transition : a grade nine transition program using articulation activities. [Internet] [Doctoral dissertation]. University of Louisville; 2011. [cited 2019 Jan 23]. Available from: 10.18297/etd/32 ; https://ir.library.louisville.edu/etd/32.

Council of Science Editors:

Allen D. Lost in transition : a grade nine transition program using articulation activities. [Doctoral Dissertation]. University of Louisville; 2011. Available from: 10.18297/etd/32 ; https://ir.library.louisville.edu/etd/32


SUNY College at Brockport

7. Bentley, Jane M. Teaching Middle School Science Lessons Using Inquiry-Based Methods.

Degree: MSEd, Education and Human Development, 2008, SUNY College at Brockport

  Educators as a whole are challenged to reach ever changing learning standards for their students while struggling with a limited amount of time to… (more)

Subjects/Keywords: inquiry based teaching; middle school science; teaching methods; Education; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Bentley, J. M. (2008). Teaching Middle School Science Lessons Using Inquiry-Based Methods. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/246

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):

Bentley, Jane M. “Teaching Middle School Science Lessons Using Inquiry-Based Methods.” 2008. Thesis, SUNY College at Brockport. Accessed January 23, 2019. https://digitalcommons.brockport.edu/ehd_theses/246.

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

MLA Handbook (7th Edition):

Bentley, Jane M. “Teaching Middle School Science Lessons Using Inquiry-Based Methods.” 2008. Web. 23 Jan 2019.

Vancouver:

Bentley JM. Teaching Middle School Science Lessons Using Inquiry-Based Methods. [Internet] [Thesis]. SUNY College at Brockport; 2008. [cited 2019 Jan 23]. Available from: https://digitalcommons.brockport.edu/ehd_theses/246.

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

Council of Science Editors:

Bentley JM. Teaching Middle School Science Lessons Using Inquiry-Based Methods. [Thesis]. SUNY College at Brockport; 2008. Available from: https://digitalcommons.brockport.edu/ehd_theses/246

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


University of Arkansas

8. Holland, Sarah Nicole. Creating and Maintaining a Community Literacy Project in Northwest Arkansas.

Degree: MA, 2012, University of Arkansas

  The purpose of this research is to examine both logistical and curricular strategies employed by students and staff working with the "Razorback Writers" project… (more)

Subjects/Keywords: Education; Educational Assessment, Evaluation, and Research; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Holland, S. N. (2012). Creating and Maintaining a Community Literacy Project in Northwest Arkansas. (Masters Thesis). University of Arkansas. Retrieved from http://scholarworks.uark.edu/etd/413

Chicago Manual of Style (16th Edition):

Holland, Sarah Nicole. “Creating and Maintaining a Community Literacy Project in Northwest Arkansas.” 2012. Masters Thesis, University of Arkansas. Accessed January 23, 2019. http://scholarworks.uark.edu/etd/413.

MLA Handbook (7th Edition):

Holland, Sarah Nicole. “Creating and Maintaining a Community Literacy Project in Northwest Arkansas.” 2012. Web. 23 Jan 2019.

Vancouver:

Holland SN. Creating and Maintaining a Community Literacy Project in Northwest Arkansas. [Internet] [Masters thesis]. University of Arkansas; 2012. [cited 2019 Jan 23]. Available from: http://scholarworks.uark.edu/etd/413.

Council of Science Editors:

Holland SN. Creating and Maintaining a Community Literacy Project in Northwest Arkansas. [Masters Thesis]. University of Arkansas; 2012. Available from: http://scholarworks.uark.edu/etd/413


Eastern Illinois University

9. Schmitz, Abigail J. Evaluating Student Responses to Young Adult Literature Based on Group Dynamic Within the Literature Circle Setting.

Degree: MSEd, Early Childhood, Elementary, and Middle Level Education, 2017, Eastern Illinois University

  The push of the Social and Emotional Learning (SEL) standards encourages teachers to assist students with overcoming personal obstacles in the classroom. In the… (more)

Subjects/Keywords: Educational Methods; Junior High, Intermediate, Middle School Education and Teaching; Language and Literacy Education

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

APA (6th Edition):

Schmitz, A. J. (2017). Evaluating Student Responses to Young Adult Literature Based on Group Dynamic Within the Literature Circle Setting. (Masters Thesis). Eastern Illinois University. Retrieved from http://thekeep.eiu.edu/theses/2750

Chicago Manual of Style (16th Edition):

Schmitz, Abigail J. “Evaluating Student Responses to Young Adult Literature Based on Group Dynamic Within the Literature Circle Setting.” 2017. Masters Thesis, Eastern Illinois University. Accessed January 23, 2019. http://thekeep.eiu.edu/theses/2750.

MLA Handbook (7th Edition):

Schmitz, Abigail J. “Evaluating Student Responses to Young Adult Literature Based on Group Dynamic Within the Literature Circle Setting.” 2017. Web. 23 Jan 2019.

Vancouver:

Schmitz AJ. Evaluating Student Responses to Young Adult Literature Based on Group Dynamic Within the Literature Circle Setting. [Internet] [Masters thesis]. Eastern Illinois University; 2017. [cited 2019 Jan 23]. Available from: http://thekeep.eiu.edu/theses/2750.

Council of Science Editors:

Schmitz AJ. Evaluating Student Responses to Young Adult Literature Based on Group Dynamic Within the Literature Circle Setting. [Masters Thesis]. Eastern Illinois University; 2017. Available from: http://thekeep.eiu.edu/theses/2750


SUNY College at Brockport

10. Brown, Samantha S. Talk within Literature Circles in an 8th Grade ELA Classroom.

Degree: MSEd, Education and Human Development, 2014, SUNY College at Brockport

  This study investigates what kinds of talk students engage in during a Literature Circle with assigned roles. Participants were asked in an interview which… (more)

Subjects/Keywords: Literature Circles; English Language Arts; Talk; Education; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Brown, S. S. (2014). Talk within Literature Circles in an 8th Grade ELA Classroom. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/390

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):

Brown, Samantha S. “Talk within Literature Circles in an 8th Grade ELA Classroom.” 2014. Thesis, SUNY College at Brockport. Accessed January 23, 2019. https://digitalcommons.brockport.edu/ehd_theses/390.

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

MLA Handbook (7th Edition):

Brown, Samantha S. “Talk within Literature Circles in an 8th Grade ELA Classroom.” 2014. Web. 23 Jan 2019.

Vancouver:

Brown SS. Talk within Literature Circles in an 8th Grade ELA Classroom. [Internet] [Thesis]. SUNY College at Brockport; 2014. [cited 2019 Jan 23]. Available from: https://digitalcommons.brockport.edu/ehd_theses/390.

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

Council of Science Editors:

Brown SS. Talk within Literature Circles in an 8th Grade ELA Classroom. [Thesis]. SUNY College at Brockport; 2014. Available from: https://digitalcommons.brockport.edu/ehd_theses/390

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

11. Whiteman, Violet Keene. School Leaders’ Conceptualizations of Teacher Care for African American Middle School Students.

Degree: PhD, Educ Foundations & Leadership, 2018, Old Dominion University

  The purpose of this case study was to describe middle school leaders’ conceptualizations of caring teacher behaviors for African American middle school students. The… (more)

Subjects/Keywords: African American middle school students; Care; Middle school leaders; Educational Leadership; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Whiteman, V. K. (2018). School Leaders’ Conceptualizations of Teacher Care for African American Middle School Students. (Doctoral Dissertation). Old Dominion University. Retrieved from 9780355916980 ; https://digitalcommons.odu.edu/efl_etds/59

Chicago Manual of Style (16th Edition):

Whiteman, Violet Keene. “School Leaders’ Conceptualizations of Teacher Care for African American Middle School Students.” 2018. Doctoral Dissertation, Old Dominion University. Accessed January 23, 2019. 9780355916980 ; https://digitalcommons.odu.edu/efl_etds/59.

MLA Handbook (7th Edition):

Whiteman, Violet Keene. “School Leaders’ Conceptualizations of Teacher Care for African American Middle School Students.” 2018. Web. 23 Jan 2019.

Vancouver:

Whiteman VK. School Leaders’ Conceptualizations of Teacher Care for African American Middle School Students. [Internet] [Doctoral dissertation]. Old Dominion University; 2018. [cited 2019 Jan 23]. Available from: 9780355916980 ; https://digitalcommons.odu.edu/efl_etds/59.

Council of Science Editors:

Whiteman VK. School Leaders’ Conceptualizations of Teacher Care for African American Middle School Students. [Doctoral Dissertation]. Old Dominion University; 2018. Available from: 9780355916980 ; https://digitalcommons.odu.edu/efl_etds/59


Portland State University

12. Rickert, Nicolette Paige. Teacher Mindfulness in the Middle School Classroom: Reliability and Validity of a New Scale.

Degree: MS(M.S.) in Psychology, Psychology, 2016, Portland State University

  Despite significant growth in research examining the effects of mindfulness interventions on teachers (Roeser, 2014), studies have mainly relied on self-reports of teacher mindfulness… (more)

Subjects/Keywords: Mindfulness (Psychology); Attention; Middle school teachers; Teaching; Reflective teaching; Junior High, Intermediate, Middle School Education and Teaching; Psychology

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APA (6th Edition):

Rickert, N. P. (2016). Teacher Mindfulness in the Middle School Classroom: Reliability and Validity of a New Scale. (Masters Thesis). Portland State University. Retrieved from http://pdxscholar.library.pdx.edu/open_access_etds/3118

Chicago Manual of Style (16th Edition):

Rickert, Nicolette Paige. “Teacher Mindfulness in the Middle School Classroom: Reliability and Validity of a New Scale.” 2016. Masters Thesis, Portland State University. Accessed January 23, 2019. http://pdxscholar.library.pdx.edu/open_access_etds/3118.

MLA Handbook (7th Edition):

Rickert, Nicolette Paige. “Teacher Mindfulness in the Middle School Classroom: Reliability and Validity of a New Scale.” 2016. Web. 23 Jan 2019.

Vancouver:

Rickert NP. Teacher Mindfulness in the Middle School Classroom: Reliability and Validity of a New Scale. [Internet] [Masters thesis]. Portland State University; 2016. [cited 2019 Jan 23]. Available from: http://pdxscholar.library.pdx.edu/open_access_etds/3118.

Council of Science Editors:

Rickert NP. Teacher Mindfulness in the Middle School Classroom: Reliability and Validity of a New Scale. [Masters Thesis]. Portland State University; 2016. Available from: http://pdxscholar.library.pdx.edu/open_access_etds/3118


University of Arkansas

13. Hancock, James Kevin. Refining Effective Instructional Strategies through Professional Learning Communities.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership (EdD), 2018, University of Arkansas

  The purpose of this study is to examine the effectiveness of professional learning communities by comparing practices and strategies of content and grade level… (more)

Subjects/Keywords: Educational Assessment, Evaluation, and Research; Educational Leadership; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Hancock, J. K. (2018). Refining Effective Instructional Strategies through Professional Learning Communities. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/3057

Chicago Manual of Style (16th Edition):

Hancock, James Kevin. “Refining Effective Instructional Strategies through Professional Learning Communities.” 2018. Doctoral Dissertation, University of Arkansas. Accessed January 23, 2019. https://scholarworks.uark.edu/etd/3057.

MLA Handbook (7th Edition):

Hancock, James Kevin. “Refining Effective Instructional Strategies through Professional Learning Communities.” 2018. Web. 23 Jan 2019.

Vancouver:

Hancock JK. Refining Effective Instructional Strategies through Professional Learning Communities. [Internet] [Doctoral dissertation]. University of Arkansas; 2018. [cited 2019 Jan 23]. Available from: https://scholarworks.uark.edu/etd/3057.

Council of Science Editors:

Hancock JK. Refining Effective Instructional Strategies through Professional Learning Communities. [Doctoral Dissertation]. University of Arkansas; 2018. Available from: https://scholarworks.uark.edu/etd/3057


College of William and Mary

14. Kwiterovich, Peter O., III. Big-Fish-Little-Pond Effect: The impact on academic self-concept.

Degree: Doctor of Education (EdD), Education, 2011, College of William and Mary

 The purpose of this study was to investigate the impact on the self-concept of students when they transitioned into an academically selective independent middle school.… (more)

Subjects/Keywords: Educational Leadership; Educational Psychology; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Kwiterovich, Peter O., I. (2011). Big-Fish-Little-Pond Effect: The impact on academic self-concept. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618485

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):

Kwiterovich, Peter O., III. “Big-Fish-Little-Pond Effect: The impact on academic self-concept.” 2011. Thesis, College of William and Mary. Accessed January 23, 2019. https://scholarworks.wm.edu/etd/1539618485.

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

MLA Handbook (7th Edition):

Kwiterovich, Peter O., III. “Big-Fish-Little-Pond Effect: The impact on academic self-concept.” 2011. Web. 23 Jan 2019.

Vancouver:

Kwiterovich, Peter O. I. Big-Fish-Little-Pond Effect: The impact on academic self-concept. [Internet] [Thesis]. College of William and Mary; 2011. [cited 2019 Jan 23]. Available from: https://scholarworks.wm.edu/etd/1539618485.

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

Council of Science Editors:

Kwiterovich, Peter O. I. Big-Fish-Little-Pond Effect: The impact on academic self-concept. [Thesis]. College of William and Mary; 2011. Available from: https://scholarworks.wm.edu/etd/1539618485

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


SUNY College at Brockport

15. Pastore, Patrick James. Reading Comprehension Achievement and Peer vs. Teacher-Directed Tutoring.

Degree: MSEd, Education and Human Development, 2008, SUNY College at Brockport

  Literacy is an important life skill which must be mastered in order to actively participate in today’s society. The ability to read is arguably… (more)

Subjects/Keywords: peer tutor; social constructivism; Crowe; Van Keer; direct teaching; middle school; ELA; Education; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Pastore, P. J. (2008). Reading Comprehension Achievement and Peer vs. Teacher-Directed Tutoring. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/266

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):

Pastore, Patrick James. “Reading Comprehension Achievement and Peer vs. Teacher-Directed Tutoring.” 2008. Thesis, SUNY College at Brockport. Accessed January 23, 2019. https://digitalcommons.brockport.edu/ehd_theses/266.

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

MLA Handbook (7th Edition):

Pastore, Patrick James. “Reading Comprehension Achievement and Peer vs. Teacher-Directed Tutoring.” 2008. Web. 23 Jan 2019.

Vancouver:

Pastore PJ. Reading Comprehension Achievement and Peer vs. Teacher-Directed Tutoring. [Internet] [Thesis]. SUNY College at Brockport; 2008. [cited 2019 Jan 23]. Available from: https://digitalcommons.brockport.edu/ehd_theses/266.

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

Council of Science Editors:

Pastore PJ. Reading Comprehension Achievement and Peer vs. Teacher-Directed Tutoring. [Thesis]. SUNY College at Brockport; 2008. Available from: https://digitalcommons.brockport.edu/ehd_theses/266

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


Georgia Southern University

16. Joiner, Lori A. The Relationship Between Middle School Lexile Growth and School Nutrition.

Degree: Doctor of Education in Educational Leadership (EdD), Department of Leadership, Technology, and Human Development, 2018, Georgia Southern University

  ABSTRACT Children in poverty tend to have malnutrition and iron deficiency, and often receive their only meals for the day from a school nutrition… (more)

Subjects/Keywords: Leadership; Nutrition; Middle School; Lexile Growth; Iron Deficiency; Educational Leadership; Junior High, Intermediate, Middle School Education and Teaching; Secondary Education

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

APA (6th Edition):

Joiner, L. A. (2018). The Relationship Between Middle School Lexile Growth and School Nutrition. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/1707

Chicago Manual of Style (16th Edition):

Joiner, Lori A. “The Relationship Between Middle School Lexile Growth and School Nutrition.” 2018. Doctoral Dissertation, Georgia Southern University. Accessed January 23, 2019. https://digitalcommons.georgiasouthern.edu/etd/1707.

MLA Handbook (7th Edition):

Joiner, Lori A. “The Relationship Between Middle School Lexile Growth and School Nutrition.” 2018. Web. 23 Jan 2019.

Vancouver:

Joiner LA. The Relationship Between Middle School Lexile Growth and School Nutrition. [Internet] [Doctoral dissertation]. Georgia Southern University; 2018. [cited 2019 Jan 23]. Available from: https://digitalcommons.georgiasouthern.edu/etd/1707.

Council of Science Editors:

Joiner LA. The Relationship Between Middle School Lexile Growth and School Nutrition. [Doctoral Dissertation]. Georgia Southern University; 2018. Available from: https://digitalcommons.georgiasouthern.edu/etd/1707


SUNY College at Brockport

17. Flanagan, Jennifer Lyn. Technology : The Positive And Negative Effects On Student Achievement.

Degree: MSEd, Education and Human Development, 2008, SUNY College at Brockport

  Technology is the technical means people use to improve their surroundings. People use technology to improve their ability to do work. Classrooms around the… (more)

Subjects/Keywords: classroom technology; student achievement; middle school; graphing calculator; Education; Junior High, Intermediate, Middle School Education and Teaching; Mathematics

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

APA (6th Edition):

Flanagan, J. L. (2008). Technology : The Positive And Negative Effects On Student Achievement. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/254

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):

Flanagan, Jennifer Lyn. “Technology : The Positive And Negative Effects On Student Achievement.” 2008. Thesis, SUNY College at Brockport. Accessed January 23, 2019. https://digitalcommons.brockport.edu/ehd_theses/254.

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

MLA Handbook (7th Edition):

Flanagan, Jennifer Lyn. “Technology : The Positive And Negative Effects On Student Achievement.” 2008. Web. 23 Jan 2019.

Vancouver:

Flanagan JL. Technology : The Positive And Negative Effects On Student Achievement. [Internet] [Thesis]. SUNY College at Brockport; 2008. [cited 2019 Jan 23]. Available from: https://digitalcommons.brockport.edu/ehd_theses/254.

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

Council of Science Editors:

Flanagan JL. Technology : The Positive And Negative Effects On Student Achievement. [Thesis]. SUNY College at Brockport; 2008. Available from: https://digitalcommons.brockport.edu/ehd_theses/254

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


SUNY College at Brockport

18. Kitchen, Kara L. Homework and Student Motivation.

Degree: MSEd, Education and Human Development, 2008, SUNY College at Brockport

  Homework and the motivation of students’ to complete it is a continuing challenge for educators and parents everywhere. Frustration by educator and student alike… (more)

Subjects/Keywords: extrinsic; intrinsic; peer competition; motivation; middle school students; Education; Junior High, Intermediate, Middle School Education and Teaching

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

APA (6th Edition):

Kitchen, K. L. (2008). Homework and Student Motivation. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/256

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):

Kitchen, Kara L. “Homework and Student Motivation.” 2008. Thesis, SUNY College at Brockport. Accessed January 23, 2019. https://digitalcommons.brockport.edu/ehd_theses/256.

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

MLA Handbook (7th Edition):

Kitchen, Kara L. “Homework and Student Motivation.” 2008. Web. 23 Jan 2019.

Vancouver:

Kitchen KL. Homework and Student Motivation. [Internet] [Thesis]. SUNY College at Brockport; 2008. [cited 2019 Jan 23]. Available from: https://digitalcommons.brockport.edu/ehd_theses/256.

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

Council of Science Editors:

Kitchen KL. Homework and Student Motivation. [Thesis]. SUNY College at Brockport; 2008. Available from: https://digitalcommons.brockport.edu/ehd_theses/256

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


SUNY College at Brockport

19. Abbott, Melissa Leigh. Making Percents Make Sense.

Degree: MSEd, Education and Human Development, 2008, SUNY College at Brockport

  Since our culture relies upon technology, calculators, cash registers, and other devices, to complete math calculations, the conceptual idea of figuring out percentages has… (more)

Subjects/Keywords: graphic organizer; percentages; literary; anticipation guide; mathematics; middle school; Education; Junior High, Intermediate, Middle School Education and Teaching; Mathematics

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APA (6th Edition):

Abbott, M. L. (2008). Making Percents Make Sense. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/261

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):

Abbott, Melissa Leigh. “Making Percents Make Sense.” 2008. Thesis, SUNY College at Brockport. Accessed January 23, 2019. https://digitalcommons.brockport.edu/ehd_theses/261.

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

MLA Handbook (7th Edition):

Abbott, Melissa Leigh. “Making Percents Make Sense.” 2008. Web. 23 Jan 2019.

Vancouver:

Abbott ML. Making Percents Make Sense. [Internet] [Thesis]. SUNY College at Brockport; 2008. [cited 2019 Jan 23]. Available from: https://digitalcommons.brockport.edu/ehd_theses/261.

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

Council of Science Editors:

Abbott ML. Making Percents Make Sense. [Thesis]. SUNY College at Brockport; 2008. Available from: https://digitalcommons.brockport.edu/ehd_theses/261

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

20. McCuiston, Kimberly Flanders. What Middle Schoolers Want: An Analysis of the Most Circulated Texts in a Public School District.

Degree: 2015, University of Tennessee – Knoxville

 In today’s climate of education reform and the classroom concentration on texts that are academically rigorous, it is easy to forget the importance of encouraging… (more)

Subjects/Keywords: middle school; adolescent; voluntary reading; choice; library circulation records; Junior High, Intermediate, Middle School Education and Teaching

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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

APA (6th Edition):

McCuiston, K. F. (2015). What Middle Schoolers Want: An Analysis of the Most Circulated Texts in a Public School District. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/3351

Chicago Manual of Style (16th Edition):

McCuiston, Kimberly Flanders. “What Middle Schoolers Want: An Analysis of the Most Circulated Texts in a Public School District.” 2015. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed January 23, 2019. https://trace.tennessee.edu/utk_graddiss/3351.

MLA Handbook (7th Edition):

McCuiston, Kimberly Flanders. “What Middle Schoolers Want: An Analysis of the Most Circulated Texts in a Public School District.” 2015. Web. 23 Jan 2019.

Vancouver:

McCuiston KF. What Middle Schoolers Want: An Analysis of the Most Circulated Texts in a Public School District. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2015. [cited 2019 Jan 23]. Available from: https://trace.tennessee.edu/utk_graddiss/3351.

Council of Science Editors:

McCuiston KF. What Middle Schoolers Want: An Analysis of the Most Circulated Texts in a Public School District. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2015. Available from: https://trace.tennessee.edu/utk_graddiss/3351


Portland State University

21. Wenzel, Marcus Fredrick-Lynn. Middle School Teacher Beliefs about Classroom Diversity and their Influence on Differentiated Instructional Practices.

Degree: Doctor of Education (EdD) in Educational Leadership: Curriculum and Instruction, Curriculum & Instruction, 2017, Portland State University

  Diversity across U.S. classrooms is on the rise which is leading to renewed calls for teachers to meet individual learning needs. Studies indicate the… (more)

Subjects/Keywords: Individualized instruction; Middle school teachers  – Attitudes; Educational change; Curriculum and Instruction; Educational Methods; Junior High, Intermediate, Middle School Education and Teaching

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

APA (6th Edition):

Wenzel, M. F. (2017). Middle School Teacher Beliefs about Classroom Diversity and their Influence on Differentiated Instructional Practices. (Doctoral Dissertation). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/3612

Chicago Manual of Style (16th Edition):

Wenzel, Marcus Fredrick-Lynn. “Middle School Teacher Beliefs about Classroom Diversity and their Influence on Differentiated Instructional Practices.” 2017. Doctoral Dissertation, Portland State University. Accessed January 23, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/3612.

MLA Handbook (7th Edition):

Wenzel, Marcus Fredrick-Lynn. “Middle School Teacher Beliefs about Classroom Diversity and their Influence on Differentiated Instructional Practices.” 2017. Web. 23 Jan 2019.

Vancouver:

Wenzel MF. Middle School Teacher Beliefs about Classroom Diversity and their Influence on Differentiated Instructional Practices. [Internet] [Doctoral dissertation]. Portland State University; 2017. [cited 2019 Jan 23]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/3612.

Council of Science Editors:

Wenzel MF. Middle School Teacher Beliefs about Classroom Diversity and their Influence on Differentiated Instructional Practices. [Doctoral Dissertation]. Portland State University; 2017. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/3612


SUNY College at Brockport

22. Accorso, Cara. Exploring Urban Student Perspectives on Literacy Achievement.

Degree: MSEd, Education and Human Development, 2016, SUNY College at Brockport

  This qualitative study explores urban adolescent students’ perspectives on their literacy achievement. It discusses the factors students feel impact their achievement in literacy, as… (more)

Subjects/Keywords: literacy achievement; urban students; student perspective; Education; Junior High, Intermediate, Middle School Education and Teaching; Secondary Education and Teaching; Urban Education

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

APA (6th Edition):

Accorso, C. (2016). Exploring Urban Student Perspectives on Literacy Achievement. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/666

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):

Accorso, Cara. “Exploring Urban Student Perspectives on Literacy Achievement.” 2016. Thesis, SUNY College at Brockport. Accessed January 23, 2019. https://digitalcommons.brockport.edu/ehd_theses/666.

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

MLA Handbook (7th Edition):

Accorso, Cara. “Exploring Urban Student Perspectives on Literacy Achievement.” 2016. Web. 23 Jan 2019.

Vancouver:

Accorso C. Exploring Urban Student Perspectives on Literacy Achievement. [Internet] [Thesis]. SUNY College at Brockport; 2016. [cited 2019 Jan 23]. Available from: https://digitalcommons.brockport.edu/ehd_theses/666.

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

Council of Science Editors:

Accorso C. Exploring Urban Student Perspectives on Literacy Achievement. [Thesis]. SUNY College at Brockport; 2016. Available from: https://digitalcommons.brockport.edu/ehd_theses/666

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


University of Louisville

23. Bush, Sarah B. Analyzing common algebra-related misconceptions and errors of middle school students.

Degree: PhD, Department of Teaching and Learning, 2011, University of Louisville

  The purpose of this study was to examine common algebra-related misconceptions and errors of middle school students. In recent years, success in Algebra I… (more)

Subjects/Keywords: Algebra; Middle grades; Misconceptions; Mathematics; Errors; Algebra; Education; Junior High, Intermediate, Middle School Education and Teaching; Mathematics

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

APA (6th Edition):

Bush, S. B. (2011). Analyzing common algebra-related misconceptions and errors of middle school students. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/187 ; https://ir.library.louisville.edu/etd/187

Chicago Manual of Style (16th Edition):

Bush, Sarah B. “Analyzing common algebra-related misconceptions and errors of middle school students.” 2011. Doctoral Dissertation, University of Louisville. Accessed January 23, 2019. 10.18297/etd/187 ; https://ir.library.louisville.edu/etd/187.

MLA Handbook (7th Edition):

Bush, Sarah B. “Analyzing common algebra-related misconceptions and errors of middle school students.” 2011. Web. 23 Jan 2019.

Vancouver:

Bush SB. Analyzing common algebra-related misconceptions and errors of middle school students. [Internet] [Doctoral dissertation]. University of Louisville; 2011. [cited 2019 Jan 23]. Available from: 10.18297/etd/187 ; https://ir.library.louisville.edu/etd/187.

Council of Science Editors:

Bush SB. Analyzing common algebra-related misconceptions and errors of middle school students. [Doctoral Dissertation]. University of Louisville; 2011. Available from: 10.18297/etd/187 ; https://ir.library.louisville.edu/etd/187

24. Aguada-Hallberg, Laura. Teachers’ Perceptions Of Student Achievement And Engagement In The Transition To High School.

Degree: Doctor of Education (EdD), Educational Leadership, 2015, University of New England

  This study sought to examine the extent that social-emotional learning of teachers and students impacts students’ transition from middle school to high school. Existing… (more)

Subjects/Keywords: Education; Educational Leadership; Educational Methods; Junior High, Intermediate, Middle School Education and Teaching; Secondary Education and Teaching

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

APA (6th Edition):

Aguada-Hallberg, L. (2015). Teachers’ Perceptions Of Student Achievement And Engagement In The Transition To High School. (Thesis). University of New England. Retrieved from http://dune.une.edu/theses/43

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):

Aguada-Hallberg, Laura. “Teachers’ Perceptions Of Student Achievement And Engagement In The Transition To High School.” 2015. Thesis, University of New England. Accessed January 23, 2019. http://dune.une.edu/theses/43.

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

MLA Handbook (7th Edition):

Aguada-Hallberg, Laura. “Teachers’ Perceptions Of Student Achievement And Engagement In The Transition To High School.” 2015. Web. 23 Jan 2019.

Vancouver:

Aguada-Hallberg L. Teachers’ Perceptions Of Student Achievement And Engagement In The Transition To High School. [Internet] [Thesis]. University of New England; 2015. [cited 2019 Jan 23]. Available from: http://dune.une.edu/theses/43.

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

Council of Science Editors:

Aguada-Hallberg L. Teachers’ Perceptions Of Student Achievement And Engagement In The Transition To High School. [Thesis]. University of New England; 2015. Available from: http://dune.une.edu/theses/43

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

25. Lamb, Janeen Therese. Implementing mandated curriculum reform: Sources of support for teacher-meaning making.

Degree: PhD, 2010, Australian Catholic University

 The impetus for this study was a pragmatic concern for the implementation of the Mathematics Year 1-10 Syllabus (Queensland Studies Authority, 2004) at Hillside Primary… (more)

Subjects/Keywords: Curriculum change; Mathematics (Primary)  – Study and teaching; Curriculum and Instruction; Education; Educational Methods; Junior High, Intermediate, Middle School Education and Teaching

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

APA (6th Edition):

Lamb, J. T. (2010). Implementing mandated curriculum reform: Sources of support for teacher-meaning making. (Doctoral Dissertation). Australian Catholic University. Retrieved from https://researchbank.acu.edu.au/theses/316

Chicago Manual of Style (16th Edition):

Lamb, Janeen Therese. “Implementing mandated curriculum reform: Sources of support for teacher-meaning making.” 2010. Doctoral Dissertation, Australian Catholic University. Accessed January 23, 2019. https://researchbank.acu.edu.au/theses/316.

MLA Handbook (7th Edition):

Lamb, Janeen Therese. “Implementing mandated curriculum reform: Sources of support for teacher-meaning making.” 2010. Web. 23 Jan 2019.

Vancouver:

Lamb JT. Implementing mandated curriculum reform: Sources of support for teacher-meaning making. [Internet] [Doctoral dissertation]. Australian Catholic University; 2010. [cited 2019 Jan 23]. Available from: https://researchbank.acu.edu.au/theses/316.

Council of Science Editors:

Lamb JT. Implementing mandated curriculum reform: Sources of support for teacher-meaning making. [Doctoral Dissertation]. Australian Catholic University; 2010. Available from: https://researchbank.acu.edu.au/theses/316


University of South Florida

26. Denmon, Jennifer Sara Meister. Writing Groups in Eighth-Grade Honors Language Arts: Student and Teacher Perceptions.

Degree: 2016, University of South Florida

 In this qualitative case study, I investigated eighth-grade honors students’ and their language arts teacher’s perceptions of the support provided in writing groups, the climate… (more)

Subjects/Keywords: Writing; affective climate; motivation; student voice; middle level; Arts and Humanities; Junior High, Intermediate, Middle School Education and Teaching

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

APA (6th Edition):

Denmon, J. S. M. (2016). Writing Groups in Eighth-Grade Honors Language Arts: Student and Teacher Perceptions. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/6222

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):

Denmon, Jennifer Sara Meister. “Writing Groups in Eighth-Grade Honors Language Arts: Student and Teacher Perceptions.” 2016. Thesis, University of South Florida. Accessed January 23, 2019. https://scholarcommons.usf.edu/etd/6222.

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

MLA Handbook (7th Edition):

Denmon, Jennifer Sara Meister. “Writing Groups in Eighth-Grade Honors Language Arts: Student and Teacher Perceptions.” 2016. Web. 23 Jan 2019.

Vancouver:

Denmon JSM. Writing Groups in Eighth-Grade Honors Language Arts: Student and Teacher Perceptions. [Internet] [Thesis]. University of South Florida; 2016. [cited 2019 Jan 23]. Available from: https://scholarcommons.usf.edu/etd/6222.

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

Council of Science Editors:

Denmon JSM. Writing Groups in Eighth-Grade Honors Language Arts: Student and Teacher Perceptions. [Thesis]. University of South Florida; 2016. Available from: https://scholarcommons.usf.edu/etd/6222

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


Liberty University

27. Bowman, Rebecca. Frequent Father Miles: A Phenomenological Study of Divorced Fathers' Perceived Roles in their Child's Education.

Degree: 2014, Liberty University

 The purpose of this phenomenological study was to understand how divorced fathers perceive their role in the education of their middle or high school child.… (more)

Subjects/Keywords: divorced; fathers; high school; maternal gatekeeping; middle school; parental involvement; Education; Educational Leadership; Junior High, Intermediate, Middle School Education and Teaching; Secondary Education and Teaching; Student Counseling and Personnel Services

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

APA (6th Edition):

Bowman, R. (2014). Frequent Father Miles: A Phenomenological Study of Divorced Fathers' Perceived Roles in their Child's Education. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/955

Chicago Manual of Style (16th Edition):

Bowman, Rebecca. “Frequent Father Miles: A Phenomenological Study of Divorced Fathers' Perceived Roles in their Child's Education.” 2014. Doctoral Dissertation, Liberty University. Accessed January 23, 2019. http://digitalcommons.liberty.edu/doctoral/955.

MLA Handbook (7th Edition):

Bowman, Rebecca. “Frequent Father Miles: A Phenomenological Study of Divorced Fathers' Perceived Roles in their Child's Education.” 2014. Web. 23 Jan 2019.

Vancouver:

Bowman R. Frequent Father Miles: A Phenomenological Study of Divorced Fathers' Perceived Roles in their Child's Education. [Internet] [Doctoral dissertation]. Liberty University; 2014. [cited 2019 Jan 23]. Available from: http://digitalcommons.liberty.edu/doctoral/955.

Council of Science Editors:

Bowman R. Frequent Father Miles: A Phenomenological Study of Divorced Fathers' Perceived Roles in their Child's Education. [Doctoral Dissertation]. Liberty University; 2014. Available from: http://digitalcommons.liberty.edu/doctoral/955


University of Arkansas

28. Gerhardson, Ashley Nicole. Defining Primary and Academic Discourse through Instructional Methods in a Single Junior High Classroom.

Degree: PhD, 2015, University of Arkansas

  In this study, I examine the use of academic discourse in the school setting and discuss the relation of the primary discourse to academic… (more)

Subjects/Keywords: Education; Discourse; Education; English; Language; Curriculum and Instruction; Junior High, Intermediate, Middle School Education and Teaching; Language Description and Documentation

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

APA (6th Edition):

Gerhardson, A. N. (2015). Defining Primary and Academic Discourse through Instructional Methods in a Single Junior High Classroom. (Doctoral Dissertation). University of Arkansas. Retrieved from http://scholarworks.uark.edu/etd/1141

Chicago Manual of Style (16th Edition):

Gerhardson, Ashley Nicole. “Defining Primary and Academic Discourse through Instructional Methods in a Single Junior High Classroom.” 2015. Doctoral Dissertation, University of Arkansas. Accessed January 23, 2019. http://scholarworks.uark.edu/etd/1141.

MLA Handbook (7th Edition):

Gerhardson, Ashley Nicole. “Defining Primary and Academic Discourse through Instructional Methods in a Single Junior High Classroom.” 2015. Web. 23 Jan 2019.

Vancouver:

Gerhardson AN. Defining Primary and Academic Discourse through Instructional Methods in a Single Junior High Classroom. [Internet] [Doctoral dissertation]. University of Arkansas; 2015. [cited 2019 Jan 23]. Available from: http://scholarworks.uark.edu/etd/1141.

Council of Science Editors:

Gerhardson AN. Defining Primary and Academic Discourse through Instructional Methods in a Single Junior High Classroom. [Doctoral Dissertation]. University of Arkansas; 2015. Available from: http://scholarworks.uark.edu/etd/1141


SUNY College at Brockport

29. Morgan, Amelia Luel. Through Grace and Grit: Northern Women's Contributions to the American Civil War.

Degree: MSEd, Education and Human Development, 2012, SUNY College at Brockport

  Women’s accomplishments have often been an undervalued if not forgotten part of the American Civil War. This research project discusses the role of Northern… (more)

Subjects/Keywords: Civil War; lesson plans; gender; middle and high school education; Union Army; Education; Junior High, Intermediate, Middle School Education and Teaching; Secondary Education and Teaching; United States History; Women's History

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

APA (6th Edition):

Morgan, A. L. (2012). Through Grace and Grit: Northern Women's Contributions to the American Civil War. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/371

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):

Morgan, Amelia Luel. “Through Grace and Grit: Northern Women's Contributions to the American Civil War.” 2012. Thesis, SUNY College at Brockport. Accessed January 23, 2019. https://digitalcommons.brockport.edu/ehd_theses/371.

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

MLA Handbook (7th Edition):

Morgan, Amelia Luel. “Through Grace and Grit: Northern Women's Contributions to the American Civil War.” 2012. Web. 23 Jan 2019.

Vancouver:

Morgan AL. Through Grace and Grit: Northern Women's Contributions to the American Civil War. [Internet] [Thesis]. SUNY College at Brockport; 2012. [cited 2019 Jan 23]. Available from: https://digitalcommons.brockport.edu/ehd_theses/371.

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

Council of Science Editors:

Morgan AL. Through Grace and Grit: Northern Women's Contributions to the American Civil War. [Thesis]. SUNY College at Brockport; 2012. Available from: https://digitalcommons.brockport.edu/ehd_theses/371

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

30. Sanchez, Dion. Teaching Reduced Forms: A Curriculum Guide for Junior High English Language Teachers Using Digital Technology Based Activities and Classroom Games.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), Education, 2017, University of San Francisco

  Japanese English language students often struggle with listening comprehension when communicating with native English speakers due to the use of reduced forms. Native speakers… (more)

Subjects/Keywords: Curriculum Guide; Games; Digital activities; Curriculum and Instruction; Education; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Sanchez, D. (2017). Teaching Reduced Forms: A Curriculum Guide for Junior High English Language Teachers Using Digital Technology Based Activities and Classroom Games. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/695

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):

Sanchez, Dion. “Teaching Reduced Forms: A Curriculum Guide for Junior High English Language Teachers Using Digital Technology Based Activities and Classroom Games.” 2017. Thesis, University of San Francisco. Accessed January 23, 2019. https://repository.usfca.edu/capstone/695.

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

MLA Handbook (7th Edition):

Sanchez, Dion. “Teaching Reduced Forms: A Curriculum Guide for Junior High English Language Teachers Using Digital Technology Based Activities and Classroom Games.” 2017. Web. 23 Jan 2019.

Vancouver:

Sanchez D. Teaching Reduced Forms: A Curriculum Guide for Junior High English Language Teachers Using Digital Technology Based Activities and Classroom Games. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Jan 23]. Available from: https://repository.usfca.edu/capstone/695.

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

Council of Science Editors:

Sanchez D. Teaching Reduced Forms: A Curriculum Guide for Junior High English Language Teachers Using Digital Technology Based Activities and Classroom Games. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/capstone/695

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

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