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You searched for subject:(K 12 STEM education). Showing records 1 – 30 of 173950 total matches.

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Texas A&M University

1. Forshee, Patricia 1987-. The Effectiveness of the Cause-MaP System in Teaching Interconnected Complex Earth Systems in a Texas Private School.

Degree: 2012, Texas A&M University

 The six subsystems of Earth (atmosphere, hydrosphere, lithosphere, biosphere, cryosphere and anthroposphere) are complex and dynamic. Because all subsystems are linked, study from an independent… (more)

Subjects/Keywords: K-12 Education; TEKS; STEM Education; Geoscience Education; Earth Systems Science

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APA (6th Edition):

Forshee, P. 1. (2012). The Effectiveness of the Cause-MaP System in Teaching Interconnected Complex Earth Systems in a Texas Private School. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/148421

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):

Forshee, Patricia 1987-. “The Effectiveness of the Cause-MaP System in Teaching Interconnected Complex Earth Systems in a Texas Private School.” 2012. Thesis, Texas A&M University. Accessed September 20, 2019. http://hdl.handle.net/1969.1/148421.

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

MLA Handbook (7th Edition):

Forshee, Patricia 1987-. “The Effectiveness of the Cause-MaP System in Teaching Interconnected Complex Earth Systems in a Texas Private School.” 2012. Web. 20 Sep 2019.

Vancouver:

Forshee P1. The Effectiveness of the Cause-MaP System in Teaching Interconnected Complex Earth Systems in a Texas Private School. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Sep 20]. Available from: http://hdl.handle.net/1969.1/148421.

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

Council of Science Editors:

Forshee P1. The Effectiveness of the Cause-MaP System in Teaching Interconnected Complex Earth Systems in a Texas Private School. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/148421

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


University of Southern California

2. Ullerich, Christine S. Integrating STEM instruction through identifying interest and identity in STEM professionals.

Degree: EdD, Education (Leadership), 2015, University of Southern California

 This qualitative study was founded on research suggestions outlined in the report STEM Integration in K-12 Education: Status, Prospects, and an Agenda for Research by… (more)

Subjects/Keywords: K-12 education; STEM integration; interest; identity; analogies

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APA (6th Edition):

Ullerich, C. S. (2015). Integrating STEM instruction through identifying interest and identity in STEM professionals. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/622708/rec/3537

Chicago Manual of Style (16th Edition):

Ullerich, Christine S. “Integrating STEM instruction through identifying interest and identity in STEM professionals.” 2015. Doctoral Dissertation, University of Southern California. Accessed September 20, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/622708/rec/3537.

MLA Handbook (7th Edition):

Ullerich, Christine S. “Integrating STEM instruction through identifying interest and identity in STEM professionals.” 2015. Web. 20 Sep 2019.

Vancouver:

Ullerich CS. Integrating STEM instruction through identifying interest and identity in STEM professionals. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Sep 20]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/622708/rec/3537.

Council of Science Editors:

Ullerich CS. Integrating STEM instruction through identifying interest and identity in STEM professionals. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/622708/rec/3537


University of Southern California

3. Ferrara-Genao, Joann C. The principal's perspective: essential factors when implementing integrative STEM in middle school.

Degree: EdD, Education (Leadership), 2015, University of Southern California

 Forecasting the future global economy places requirements on the United States to focus developing a work force that is knowledgeable and astute in the areas… (more)

Subjects/Keywords: integrative STEM education; K-12 educational pipeline; transformational leader

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APA (6th Edition):

Ferrara-Genao, J. C. (2015). The principal's perspective: essential factors when implementing integrative STEM in middle school. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/587899/rec/7118

Chicago Manual of Style (16th Edition):

Ferrara-Genao, Joann C. “The principal's perspective: essential factors when implementing integrative STEM in middle school.” 2015. Doctoral Dissertation, University of Southern California. Accessed September 20, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/587899/rec/7118.

MLA Handbook (7th Edition):

Ferrara-Genao, Joann C. “The principal's perspective: essential factors when implementing integrative STEM in middle school.” 2015. Web. 20 Sep 2019.

Vancouver:

Ferrara-Genao JC. The principal's perspective: essential factors when implementing integrative STEM in middle school. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Sep 20]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/587899/rec/7118.

Council of Science Editors:

Ferrara-Genao JC. The principal's perspective: essential factors when implementing integrative STEM in middle school. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/587899/rec/7118


University of Notre Dame

4. Ning Jia. Essays in Education Economics</h1>.

Degree: PhD, Economics, 2015, University of Notre Dame

  This dissertation contains three essays about the economics of education, focusing on K-12 math education, college attainment in Science, Technology, Engineering, and Mathematics (STEM)… (more)

Subjects/Keywords: college STEM attainment; merit scholarships; K-12 math education

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APA (6th Edition):

Jia, N. (2015). Essays in Education Economics</h1>. (Doctoral Dissertation). University of Notre Dame. Retrieved from https://curate.nd.edu/show/6395w66521j

Chicago Manual of Style (16th Edition):

Jia, Ning. “Essays in Education Economics</h1>.” 2015. Doctoral Dissertation, University of Notre Dame. Accessed September 20, 2019. https://curate.nd.edu/show/6395w66521j.

MLA Handbook (7th Edition):

Jia, Ning. “Essays in Education Economics</h1>.” 2015. Web. 20 Sep 2019.

Vancouver:

Jia N. Essays in Education Economics</h1>. [Internet] [Doctoral dissertation]. University of Notre Dame; 2015. [cited 2019 Sep 20]. Available from: https://curate.nd.edu/show/6395w66521j.

Council of Science Editors:

Jia N. Essays in Education Economics</h1>. [Doctoral Dissertation]. University of Notre Dame; 2015. Available from: https://curate.nd.edu/show/6395w66521j


University of Texas – Austin

5. -5908-4649. STEM stories for STEM interest and identity for girls : a classroom-tested framework and prototype.

Degree: MA, Science, technology, engineering, and mathematics (STEM) education, 2018, University of Texas – Austin

 Women and STEM need each other. Women can benefit from stable, well-paying STEM careers. STEM industries can benefit from increased numbers of STEM graduates and… (more)

Subjects/Keywords: STEM; Education; Gender; Narrative; STEM interest; Women and STEM; Girls and STEM; Teaching STEM; Teaching STEM to girls; K-12 STEM; High school STEM; STEM for girls

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APA (6th Edition):

-5908-4649. (2018). STEM stories for STEM interest and identity for girls : a classroom-tested framework and prototype. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/72750

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

Chicago Manual of Style (16th Edition):

-5908-4649. “STEM stories for STEM interest and identity for girls : a classroom-tested framework and prototype.” 2018. Masters Thesis, University of Texas – Austin. Accessed September 20, 2019. http://hdl.handle.net/2152/72750.

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

MLA Handbook (7th Edition):

-5908-4649. “STEM stories for STEM interest and identity for girls : a classroom-tested framework and prototype.” 2018. Web. 20 Sep 2019.

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

Vancouver:

-5908-4649. STEM stories for STEM interest and identity for girls : a classroom-tested framework and prototype. [Internet] [Masters thesis]. University of Texas – Austin; 2018. [cited 2019 Sep 20]. Available from: http://hdl.handle.net/2152/72750.

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

Council of Science Editors:

-5908-4649. STEM stories for STEM interest and identity for girls : a classroom-tested framework and prototype. [Masters Thesis]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/72750

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


Georgia Tech

6. Berman, Brecca L. The Student and Teacher Enhancement Partnership at Georgia Tech: Factors Influencing Successful Partnership.

Degree: MS, Public Policy, 2005, Georgia Tech

 The Georgia Institute of Technology (Georgia Tech), one of the nations leading engineering schools, has limited institutional history of collaboration with surrounding K-12 schools. K-12(more)

Subjects/Keywords: K-12 STEM education; STEP program; GK-12 program

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APA (6th Edition):

Berman, B. L. (2005). The Student and Teacher Enhancement Partnership at Georgia Tech: Factors Influencing Successful Partnership. (Masters Thesis). Georgia Tech. Retrieved from http://hdl.handle.net/1853/7474

Chicago Manual of Style (16th Edition):

Berman, Brecca L. “The Student and Teacher Enhancement Partnership at Georgia Tech: Factors Influencing Successful Partnership.” 2005. Masters Thesis, Georgia Tech. Accessed September 20, 2019. http://hdl.handle.net/1853/7474.

MLA Handbook (7th Edition):

Berman, Brecca L. “The Student and Teacher Enhancement Partnership at Georgia Tech: Factors Influencing Successful Partnership.” 2005. Web. 20 Sep 2019.

Vancouver:

Berman BL. The Student and Teacher Enhancement Partnership at Georgia Tech: Factors Influencing Successful Partnership. [Internet] [Masters thesis]. Georgia Tech; 2005. [cited 2019 Sep 20]. Available from: http://hdl.handle.net/1853/7474.

Council of Science Editors:

Berman BL. The Student and Teacher Enhancement Partnership at Georgia Tech: Factors Influencing Successful Partnership. [Masters Thesis]. Georgia Tech; 2005. Available from: http://hdl.handle.net/1853/7474


University of Texas – Austin

7. Craig, Tara Theresa. A statistical analysis of the effects of project-based learning on student high school and college outcomes.

Degree: PhD, Mathematics Education, 2015, University of Texas – Austin

 This dissertation research study is an analysis of the effects of project-based learning on a cohort of high school students’ achievement on mathematics and science… (more)

Subjects/Keywords: Project-based learning; PBL; Mathematics education; Science education; K-12; STEM; Educational reform; School reform; School choice; Achievement

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

APA (6th Edition):

Craig, T. T. (2015). A statistical analysis of the effects of project-based learning on student high school and college outcomes. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/31382

Chicago Manual of Style (16th Edition):

Craig, Tara Theresa. “A statistical analysis of the effects of project-based learning on student high school and college outcomes.” 2015. Doctoral Dissertation, University of Texas – Austin. Accessed September 20, 2019. http://hdl.handle.net/2152/31382.

MLA Handbook (7th Edition):

Craig, Tara Theresa. “A statistical analysis of the effects of project-based learning on student high school and college outcomes.” 2015. Web. 20 Sep 2019.

Vancouver:

Craig TT. A statistical analysis of the effects of project-based learning on student high school and college outcomes. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2015. [cited 2019 Sep 20]. Available from: http://hdl.handle.net/2152/31382.

Council of Science Editors:

Craig TT. A statistical analysis of the effects of project-based learning on student high school and college outcomes. [Doctoral Dissertation]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/31382


Rochester Institute of Technology

8. Palmer, Lydia S. The State of media education implementation in Rochester, NY K-12 Schools.

Degree: Department of Communication (CLA), 2009, Rochester Institute of Technology

 Through a series of interviews with education professionals in the Rochester, New York, area, this study assessed the status of media education programs in the… (more)

Subjects/Keywords: Children; K-12 education; K-12 schools; Media education; Media literacy

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APA (6th Edition):

Palmer, L. S. (2009). The State of media education implementation in Rochester, NY K-12 Schools. (Thesis). Rochester Institute of Technology. Retrieved from https://scholarworks.rit.edu/theses/4596

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):

Palmer, Lydia S. “The State of media education implementation in Rochester, NY K-12 Schools.” 2009. Thesis, Rochester Institute of Technology. Accessed September 20, 2019. https://scholarworks.rit.edu/theses/4596.

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

MLA Handbook (7th Edition):

Palmer, Lydia S. “The State of media education implementation in Rochester, NY K-12 Schools.” 2009. Web. 20 Sep 2019.

Vancouver:

Palmer LS. The State of media education implementation in Rochester, NY K-12 Schools. [Internet] [Thesis]. Rochester Institute of Technology; 2009. [cited 2019 Sep 20]. Available from: https://scholarworks.rit.edu/theses/4596.

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

Council of Science Editors:

Palmer LS. The State of media education implementation in Rochester, NY K-12 Schools. [Thesis]. Rochester Institute of Technology; 2009. Available from: https://scholarworks.rit.edu/theses/4596

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


The Ohio State University

9. Wojton, Mary Ann. A Study Of A Museum-School Partnership.

Degree: PhD, ED Teaching and Learning (Columbus campus), 2009, The Ohio State University

  Partnerships between museums and schools never have been more important than they are today. Schools, especially urban schools, are facing challenges, including low student… (more)

Subjects/Keywords: Education; Museums; partnership; collaboration; relationship; museum; science center; informal learning; free-choice learning; k-12 schools; STEM

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APA (6th Edition):

Wojton, M. A. (2009). A Study Of A Museum-School Partnership. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1243452101

Chicago Manual of Style (16th Edition):

Wojton, Mary Ann. “A Study Of A Museum-School Partnership.” 2009. Doctoral Dissertation, The Ohio State University. Accessed September 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1243452101.

MLA Handbook (7th Edition):

Wojton, Mary Ann. “A Study Of A Museum-School Partnership.” 2009. Web. 20 Sep 2019.

Vancouver:

Wojton MA. A Study Of A Museum-School Partnership. [Internet] [Doctoral dissertation]. The Ohio State University; 2009. [cited 2019 Sep 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1243452101.

Council of Science Editors:

Wojton MA. A Study Of A Museum-School Partnership. [Doctoral Dissertation]. The Ohio State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1243452101


California State University – Sacramento

10. Johnstone, Tyler. California's need for engineers and STEM education.

Degree: M.P.P.A., Public Policy and Administration, 2012, California State University – Sacramento

 Given that CA will have a tremendous need for engineers in the next 50 years, how are California???s schools, specifically K-14, preparing students to enter… (more)

Subjects/Keywords: Engineering; Mathematics; Science; Technology; K-12 education

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APA (6th Edition):

Johnstone, T. (2012). California's need for engineers and STEM education. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/1644

Chicago Manual of Style (16th Edition):

Johnstone, Tyler. “California's need for engineers and STEM education.” 2012. Masters Thesis, California State University – Sacramento. Accessed September 20, 2019. http://hdl.handle.net/10211.9/1644.

MLA Handbook (7th Edition):

Johnstone, Tyler. “California's need for engineers and STEM education.” 2012. Web. 20 Sep 2019.

Vancouver:

Johnstone T. California's need for engineers and STEM education. [Internet] [Masters thesis]. California State University – Sacramento; 2012. [cited 2019 Sep 20]. Available from: http://hdl.handle.net/10211.9/1644.

Council of Science Editors:

Johnstone T. California's need for engineers and STEM education. [Masters Thesis]. California State University – Sacramento; 2012. Available from: http://hdl.handle.net/10211.9/1644


University of Southern California

11. Smith, Ryan Douglas. Making the Golden State glitter again: how the evidence based adequacy model can save struggling schools in difficult times.

Degree: EdD, Education (Leadership), 2010, University of Southern California

 Faced with an unparalleled financial crisis, educators in the State of California are faced with the challenging task of educating an increasingly diverse student population… (more)

Subjects/Keywords: K-12 education; school administration; school finance

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APA (6th Edition):

Smith, R. D. (2010). Making the Golden State glitter again: how the evidence based adequacy model can save struggling schools in difficult times. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/347354/rec/3916

Chicago Manual of Style (16th Edition):

Smith, Ryan Douglas. “Making the Golden State glitter again: how the evidence based adequacy model can save struggling schools in difficult times.” 2010. Doctoral Dissertation, University of Southern California. Accessed September 20, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/347354/rec/3916.

MLA Handbook (7th Edition):

Smith, Ryan Douglas. “Making the Golden State glitter again: how the evidence based adequacy model can save struggling schools in difficult times.” 2010. Web. 20 Sep 2019.

Vancouver:

Smith RD. Making the Golden State glitter again: how the evidence based adequacy model can save struggling schools in difficult times. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Sep 20]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/347354/rec/3916.

Council of Science Editors:

Smith RD. Making the Golden State glitter again: how the evidence based adequacy model can save struggling schools in difficult times. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/347354/rec/3916


University of Oklahoma

12. Whiteman, Funston. An Examination of the Relationship Between Academic Achievement and Federal Supplemental Revenue as It Relates to American Indian Students in a Public School District.

Degree: EdD, 2017, University of Oklahoma

 Using a vertical equity lens this study investigates the effect of federal funding on the academic achievement of American Indian students in a high Indian… (more)

Subjects/Keywords: Indian education; school finance; k-12

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APA (6th Edition):

Whiteman, F. (2017). An Examination of the Relationship Between Academic Achievement and Federal Supplemental Revenue as It Relates to American Indian Students in a Public School District. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/50935

Chicago Manual of Style (16th Edition):

Whiteman, Funston. “An Examination of the Relationship Between Academic Achievement and Federal Supplemental Revenue as It Relates to American Indian Students in a Public School District.” 2017. Doctoral Dissertation, University of Oklahoma. Accessed September 20, 2019. http://hdl.handle.net/11244/50935.

MLA Handbook (7th Edition):

Whiteman, Funston. “An Examination of the Relationship Between Academic Achievement and Federal Supplemental Revenue as It Relates to American Indian Students in a Public School District.” 2017. Web. 20 Sep 2019.

Vancouver:

Whiteman F. An Examination of the Relationship Between Academic Achievement and Federal Supplemental Revenue as It Relates to American Indian Students in a Public School District. [Internet] [Doctoral dissertation]. University of Oklahoma; 2017. [cited 2019 Sep 20]. Available from: http://hdl.handle.net/11244/50935.

Council of Science Editors:

Whiteman F. An Examination of the Relationship Between Academic Achievement and Federal Supplemental Revenue as It Relates to American Indian Students in a Public School District. [Doctoral Dissertation]. University of Oklahoma; 2017. Available from: http://hdl.handle.net/11244/50935


University of Texas – Austin

13. Reilly, Austin Jackson. Is K-12 public education being disrupted? : an exploration of the theory of disruptive innovation and online learning.

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

 In 2008, Christensen, Horn, and Johnson (2008) predicted that by 2019, 50% of high school courses would be online. This paper assesses the progress from… (more)

Subjects/Keywords: Education; K-12; Disruption; Disruptive-innovation

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APA (6th Edition):

Reilly, A. J. (2017). Is K-12 public education being disrupted? : an exploration of the theory of disruptive innovation and online learning. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/62453

Chicago Manual of Style (16th Edition):

Reilly, Austin Jackson. “Is K-12 public education being disrupted? : an exploration of the theory of disruptive innovation and online learning.” 2017. Masters Thesis, University of Texas – Austin. Accessed September 20, 2019. http://hdl.handle.net/2152/62453.

MLA Handbook (7th Edition):

Reilly, Austin Jackson. “Is K-12 public education being disrupted? : an exploration of the theory of disruptive innovation and online learning.” 2017. Web. 20 Sep 2019.

Vancouver:

Reilly AJ. Is K-12 public education being disrupted? : an exploration of the theory of disruptive innovation and online learning. [Internet] [Masters thesis]. University of Texas – Austin; 2017. [cited 2019 Sep 20]. Available from: http://hdl.handle.net/2152/62453.

Council of Science Editors:

Reilly AJ. Is K-12 public education being disrupted? : an exploration of the theory of disruptive innovation and online learning. [Masters Thesis]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/62453


University of North Texas

14. Zintgraff, Alfred Clifton. STEM Professional Volunteers in K-12 Competition Programs: Educator Practices and Impact on Pedagogy.

Degree: 2016, University of North Texas

 This mixed methods dissertation study explored how secondary school educators in specific K-12 competition programs recruited and deployed STEM professional volunteers. The study explored which… (more)

Subjects/Keywords: STEM; mentors; constructivist pedagogy; K-12 education; K-12 competition programs; constructivist learning; Volunteer workers in education.; Constructivism (Education); Science  – Study and teaching.; Technology  – Study and teaching.; Engineering  – Study and teaching.; Mathematics  – Study and teaching.

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APA (6th Edition):

Zintgraff, A. C. (2016). STEM Professional Volunteers in K-12 Competition Programs: Educator Practices and Impact on Pedagogy. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc955031/

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):

Zintgraff, Alfred Clifton. “STEM Professional Volunteers in K-12 Competition Programs: Educator Practices and Impact on Pedagogy.” 2016. Thesis, University of North Texas. Accessed September 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc955031/.

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

MLA Handbook (7th Edition):

Zintgraff, Alfred Clifton. “STEM Professional Volunteers in K-12 Competition Programs: Educator Practices and Impact on Pedagogy.” 2016. Web. 20 Sep 2019.

Vancouver:

Zintgraff AC. STEM Professional Volunteers in K-12 Competition Programs: Educator Practices and Impact on Pedagogy. [Internet] [Thesis]. University of North Texas; 2016. [cited 2019 Sep 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc955031/.

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

Council of Science Editors:

Zintgraff AC. STEM Professional Volunteers in K-12 Competition Programs: Educator Practices and Impact on Pedagogy. [Thesis]. University of North Texas; 2016. Available from: https://digital.library.unt.edu/ark:/67531/metadc955031/

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


University of Arkansas

15. Carter, Vinson Robert. Defining Characteristics of an Integrated STEM Curriculum in K-12 Education.

Degree: PhD, 2013, University of Arkansas

  The purpose of the study was to obtain consensus concerning the defining characteristics of integrated STEM (Science, Technology, Engineering, and Mathematics) curriculum. This study… (more)

Subjects/Keywords: Education; Curricula; Curriculum; K-12; STEM education; Science; technology; engineering; and mathematics (STEM); Teacher education; Technology education; Curriculum and Instruction; Engineering Education; Other Education; Science and Mathematics Education; Teacher Education and Professional Development

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APA (6th Edition):

Carter, V. R. (2013). Defining Characteristics of an Integrated STEM Curriculum in K-12 Education. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/819

Chicago Manual of Style (16th Edition):

Carter, Vinson Robert. “Defining Characteristics of an Integrated STEM Curriculum in K-12 Education.” 2013. Doctoral Dissertation, University of Arkansas. Accessed September 20, 2019. https://scholarworks.uark.edu/etd/819.

MLA Handbook (7th Edition):

Carter, Vinson Robert. “Defining Characteristics of an Integrated STEM Curriculum in K-12 Education.” 2013. Web. 20 Sep 2019.

Vancouver:

Carter VR. Defining Characteristics of an Integrated STEM Curriculum in K-12 Education. [Internet] [Doctoral dissertation]. University of Arkansas; 2013. [cited 2019 Sep 20]. Available from: https://scholarworks.uark.edu/etd/819.

Council of Science Editors:

Carter VR. Defining Characteristics of an Integrated STEM Curriculum in K-12 Education. [Doctoral Dissertation]. University of Arkansas; 2013. Available from: https://scholarworks.uark.edu/etd/819


University of Texas – Austin

16. -4732-2790. A long-term study of educational robotics and achievement in math and science.

Degree: PhD, Science, Technology, Engineering, and Mathematics Education, 2018, University of Texas – Austin

 In recent years, educational robotics has become a popular tool in STEM programs, such as afterschool clubs, and summer camps, as well as classrooms. However,… (more)

Subjects/Keywords: Robotics; Longitudinal; Pre–college engineering; STEM integration; K-12; STEM; K-12 engineering; Math achievement; Math enrollment; Science enrollment; Authentic pedagogy; Math education; Science education; Physics achievement; Calculus achievement; Mixed methods; Grounded theory; Engineering design; Design education; Project-based learning; Design-based instruction; Design-based learning; Capstone; LEGO; VEX; MINDSTORMS; Explicit integration

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APA (6th Edition):

-4732-2790. (2018). A long-term study of educational robotics and achievement in math and science. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/65888

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

Chicago Manual of Style (16th Edition):

-4732-2790. “A long-term study of educational robotics and achievement in math and science.” 2018. Doctoral Dissertation, University of Texas – Austin. Accessed September 20, 2019. http://hdl.handle.net/2152/65888.

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

MLA Handbook (7th Edition):

-4732-2790. “A long-term study of educational robotics and achievement in math and science.” 2018. Web. 20 Sep 2019.

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

Vancouver:

-4732-2790. A long-term study of educational robotics and achievement in math and science. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2018. [cited 2019 Sep 20]. Available from: http://hdl.handle.net/2152/65888.

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

Council of Science Editors:

-4732-2790. A long-term study of educational robotics and achievement in math and science. [Doctoral Dissertation]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/65888

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


Texas A&M University

17. Moreno, Marisela. Retention Factors for Underrepresented University Students in the Natural Resource and Related Sciences at Texas A&M.

Degree: 2017, Texas A&M University

 Hispanics, Blacks, and American Indians are historically underrepresented minorities in the sciences and even more so in the natural resource and related science (NRRS) majors.… (more)

Subjects/Keywords: Minorities; Underrepresented; Sciences; Black; Hispanic; Native American; Asian; Women; Agriculture; Natural resources; Wildlife and Fisheries; Retention; Recruitment; Self-efficacy; Demographics; STEM; Institutional factors; Individual factors; University; Higher Education; K-12

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APA (6th Edition):

Moreno, M. (2017). Retention Factors for Underrepresented University Students in the Natural Resource and Related Sciences at Texas A&M. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/161448

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):

Moreno, Marisela. “Retention Factors for Underrepresented University Students in the Natural Resource and Related Sciences at Texas A&M.” 2017. Thesis, Texas A&M University. Accessed September 20, 2019. http://hdl.handle.net/1969.1/161448.

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

MLA Handbook (7th Edition):

Moreno, Marisela. “Retention Factors for Underrepresented University Students in the Natural Resource and Related Sciences at Texas A&M.” 2017. Web. 20 Sep 2019.

Vancouver:

Moreno M. Retention Factors for Underrepresented University Students in the Natural Resource and Related Sciences at Texas A&M. [Internet] [Thesis]. Texas A&M University; 2017. [cited 2019 Sep 20]. Available from: http://hdl.handle.net/1969.1/161448.

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

Council of Science Editors:

Moreno M. Retention Factors for Underrepresented University Students in the Natural Resource and Related Sciences at Texas A&M. [Thesis]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/161448

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


University of Southern California

18. Taylor, Yu-Wen. Understanding the globalization of K-12 schooling through the lens of a multinational education company: a case study of Fairmont Education Group.

Degree: EdD, Education, 2013, University of Southern California

 Trends in globalization and privatization have begun to radically and fundamentally alter the context and landscape of K-12 schooling. Accosted with rising demand for education(more)

Subjects/Keywords: international education; globalization; multinational; K-12 education; twenty-first century education

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APA (6th Edition):

Taylor, Y. (2013). Understanding the globalization of K-12 schooling through the lens of a multinational education company: a case study of Fairmont Education Group. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/256984/rec/7674

Chicago Manual of Style (16th Edition):

Taylor, Yu-Wen. “Understanding the globalization of K-12 schooling through the lens of a multinational education company: a case study of Fairmont Education Group.” 2013. Doctoral Dissertation, University of Southern California. Accessed September 20, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/256984/rec/7674.

MLA Handbook (7th Edition):

Taylor, Yu-Wen. “Understanding the globalization of K-12 schooling through the lens of a multinational education company: a case study of Fairmont Education Group.” 2013. Web. 20 Sep 2019.

Vancouver:

Taylor Y. Understanding the globalization of K-12 schooling through the lens of a multinational education company: a case study of Fairmont Education Group. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Sep 20]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/256984/rec/7674.

Council of Science Editors:

Taylor Y. Understanding the globalization of K-12 schooling through the lens of a multinational education company: a case study of Fairmont Education Group. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/256984/rec/7674

19. Hill, William R. Barriers to Implementing K-12 Virtual Education: A Study of School District Online Technology Coordinators in the State of Texas .

Degree: 2014, Texas A&M University – Corpus Christi

 The use of virtual education to augment the traditional education system has become prominent in the hopes of solving educational problems that the traditional venue… (more)

Subjects/Keywords: Distance learning; Implementation barriers; K-12 virtual education; School district online technology; Study of K-12 virtual education; Virtual education Texas

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APA (6th Edition):

Hill, W. R. (2014). Barriers to Implementing K-12 Virtual Education: A Study of School District Online Technology Coordinators in the State of Texas . (Thesis). Texas A&M University – Corpus Christi. Retrieved from http://hdl.handle.net/1969.6/571

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):

Hill, William R. “Barriers to Implementing K-12 Virtual Education: A Study of School District Online Technology Coordinators in the State of Texas .” 2014. Thesis, Texas A&M University – Corpus Christi. Accessed September 20, 2019. http://hdl.handle.net/1969.6/571.

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

MLA Handbook (7th Edition):

Hill, William R. “Barriers to Implementing K-12 Virtual Education: A Study of School District Online Technology Coordinators in the State of Texas .” 2014. Web. 20 Sep 2019.

Vancouver:

Hill WR. Barriers to Implementing K-12 Virtual Education: A Study of School District Online Technology Coordinators in the State of Texas . [Internet] [Thesis]. Texas A&M University – Corpus Christi; 2014. [cited 2019 Sep 20]. Available from: http://hdl.handle.net/1969.6/571.

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

Council of Science Editors:

Hill WR. Barriers to Implementing K-12 Virtual Education: A Study of School District Online Technology Coordinators in the State of Texas . [Thesis]. Texas A&M University – Corpus Christi; 2014. Available from: http://hdl.handle.net/1969.6/571

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


The Ohio State University

20. Boyd, Barbara A. Early-Warning Indicators of High School Dropout.

Degree: PhD, Human Ecology: Human Development and Family Science, 2016, The Ohio State University

 The purpose of this study was to determine the extent to which there are characteristics of sixth grade students and their schools that are predictive… (more)

Subjects/Keywords: Education; dropout; early-warning indicators; K-12 education

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APA (6th Edition):

Boyd, B. A. (2016). Early-Warning Indicators of High School Dropout. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1457276247

Chicago Manual of Style (16th Edition):

Boyd, Barbara A. “Early-Warning Indicators of High School Dropout.” 2016. Doctoral Dissertation, The Ohio State University. Accessed September 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1457276247.

MLA Handbook (7th Edition):

Boyd, Barbara A. “Early-Warning Indicators of High School Dropout.” 2016. Web. 20 Sep 2019.

Vancouver:

Boyd BA. Early-Warning Indicators of High School Dropout. [Internet] [Doctoral dissertation]. The Ohio State University; 2016. [cited 2019 Sep 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1457276247.

Council of Science Editors:

Boyd BA. Early-Warning Indicators of High School Dropout. [Doctoral Dissertation]. The Ohio State University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1457276247


Penn State University

21. Hozien, Wafa Ismail. Developing an Ethical Framework in Decision Making of Rural Elementary School Principals in Pennsylvania.

Degree: PhD, Educational Leadership, 2012, Penn State University

 Developing an Ethical Framework in Decision Making of Rural Elementary School Principals in Pennsylvania Abstract The purpose of this study is to explore and describe… (more)

Subjects/Keywords: Ethical Decision-Making; K-12 Education; Education Administration; Ethical Frameworks

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APA (6th Edition):

Hozien, W. I. (2012). Developing an Ethical Framework in Decision Making of Rural Elementary School Principals in Pennsylvania. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/13721

Chicago Manual of Style (16th Edition):

Hozien, Wafa Ismail. “Developing an Ethical Framework in Decision Making of Rural Elementary School Principals in Pennsylvania.” 2012. Doctoral Dissertation, Penn State University. Accessed September 20, 2019. https://etda.libraries.psu.edu/catalog/13721.

MLA Handbook (7th Edition):

Hozien, Wafa Ismail. “Developing an Ethical Framework in Decision Making of Rural Elementary School Principals in Pennsylvania.” 2012. Web. 20 Sep 2019.

Vancouver:

Hozien WI. Developing an Ethical Framework in Decision Making of Rural Elementary School Principals in Pennsylvania. [Internet] [Doctoral dissertation]. Penn State University; 2012. [cited 2019 Sep 20]. Available from: https://etda.libraries.psu.edu/catalog/13721.

Council of Science Editors:

Hozien WI. Developing an Ethical Framework in Decision Making of Rural Elementary School Principals in Pennsylvania. [Doctoral Dissertation]. Penn State University; 2012. Available from: https://etda.libraries.psu.edu/catalog/13721


University of Toledo

22. Tomaselli, Krista R. Factors that Predict Student Success in Online High School Social Studies Courses.

Degree: PhD, Curriculum and Instruction, 2018, University of Toledo

 High school students enrolled in online courses have not been as successful as students enrolled in traditional classroom settings. The primary purpose of this study… (more)

Subjects/Keywords: Education; Secondary Education; formative assessment; K-12; online learning; social studies

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APA (6th Edition):

Tomaselli, K. R. (2018). Factors that Predict Student Success in Online High School Social Studies Courses. (Doctoral Dissertation). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1544563517980404

Chicago Manual of Style (16th Edition):

Tomaselli, Krista R. “Factors that Predict Student Success in Online High School Social Studies Courses.” 2018. Doctoral Dissertation, University of Toledo. Accessed September 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1544563517980404.

MLA Handbook (7th Edition):

Tomaselli, Krista R. “Factors that Predict Student Success in Online High School Social Studies Courses.” 2018. Web. 20 Sep 2019.

Vancouver:

Tomaselli KR. Factors that Predict Student Success in Online High School Social Studies Courses. [Internet] [Doctoral dissertation]. University of Toledo; 2018. [cited 2019 Sep 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1544563517980404.

Council of Science Editors:

Tomaselli KR. Factors that Predict Student Success in Online High School Social Studies Courses. [Doctoral Dissertation]. University of Toledo; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1544563517980404


University of Tennessee – Knoxville

23. Cisney-Booth, Ann Marie. Perceptions of Student Engagement: Understanding Knowledge and Policy Implications among K-12 District Leaders.

Degree: 2017, University of Tennessee – Knoxville

 Student engagement is widely documented from the perspectives of students, teachers, and school-level administrators (Bazenas, 2014; Marks, 2000; Rosenquist, 2015; Sutherland, 2010; van Uden, Ritzen,… (more)

Subjects/Keywords: student engagement; systems theory; k-12 education; k-12 school district policy; district leadership; Educational Assessment, Evaluation, and Research; Educational Leadership

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APA (6th Edition):

Cisney-Booth, A. M. (2017). Perceptions of Student Engagement: Understanding Knowledge and Policy Implications among K-12 District Leaders. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/4392

Chicago Manual of Style (16th Edition):

Cisney-Booth, Ann Marie. “Perceptions of Student Engagement: Understanding Knowledge and Policy Implications among K-12 District Leaders.” 2017. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed September 20, 2019. https://trace.tennessee.edu/utk_graddiss/4392.

MLA Handbook (7th Edition):

Cisney-Booth, Ann Marie. “Perceptions of Student Engagement: Understanding Knowledge and Policy Implications among K-12 District Leaders.” 2017. Web. 20 Sep 2019.

Vancouver:

Cisney-Booth AM. Perceptions of Student Engagement: Understanding Knowledge and Policy Implications among K-12 District Leaders. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2017. [cited 2019 Sep 20]. Available from: https://trace.tennessee.edu/utk_graddiss/4392.

Council of Science Editors:

Cisney-Booth AM. Perceptions of Student Engagement: Understanding Knowledge and Policy Implications among K-12 District Leaders. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2017. Available from: https://trace.tennessee.edu/utk_graddiss/4392


The Ohio State University

24. Cutforth, Alissa. A Transition from Informal to Formal Proof in K-12 Mathematics.

Degree: Master of Mathematical Sciences, Mathematical Sciences, 2017, The Ohio State University

 Proof plays a valuable role in increasing understanding of mathematics. Despite recent calls for proof in all grades and all math courses, constructing formal proofs… (more)

Subjects/Keywords: Mathematics; Mathematics Education; Proof; Proving; K-12 Mathematics; Prospective Teachers

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APA (6th Edition):

Cutforth, A. (2017). A Transition from Informal to Formal Proof in K-12 Mathematics. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1492704092530259

Chicago Manual of Style (16th Edition):

Cutforth, Alissa. “A Transition from Informal to Formal Proof in K-12 Mathematics.” 2017. Masters Thesis, The Ohio State University. Accessed September 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492704092530259.

MLA Handbook (7th Edition):

Cutforth, Alissa. “A Transition from Informal to Formal Proof in K-12 Mathematics.” 2017. Web. 20 Sep 2019.

Vancouver:

Cutforth A. A Transition from Informal to Formal Proof in K-12 Mathematics. [Internet] [Masters thesis]. The Ohio State University; 2017. [cited 2019 Sep 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1492704092530259.

Council of Science Editors:

Cutforth A. A Transition from Informal to Formal Proof in K-12 Mathematics. [Masters Thesis]. The Ohio State University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1492704092530259


The Ohio State University

25. Esswein, Jennifer L. Critical Thinking and Reasoning in Middle School Science Education.

Degree: PhD, EDU Policy and Leadership, 2010, The Ohio State University

  The research objectives addressed in this dissertation include: the measurement of the effects of an inquiry-based middle school science professional development program on teachers,… (more)

Subjects/Keywords: Educational Evaluation; K-12 Science Education; Reasoning Ability; Critical Thinking

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APA (6th Edition):

Esswein, J. L. (2010). Critical Thinking and Reasoning in Middle School Science Education. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1290614635

Chicago Manual of Style (16th Edition):

Esswein, Jennifer L. “Critical Thinking and Reasoning in Middle School Science Education.” 2010. Doctoral Dissertation, The Ohio State University. Accessed September 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1290614635.

MLA Handbook (7th Edition):

Esswein, Jennifer L. “Critical Thinking and Reasoning in Middle School Science Education.” 2010. Web. 20 Sep 2019.

Vancouver:

Esswein JL. Critical Thinking and Reasoning in Middle School Science Education. [Internet] [Doctoral dissertation]. The Ohio State University; 2010. [cited 2019 Sep 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1290614635.

Council of Science Editors:

Esswein JL. Critical Thinking and Reasoning in Middle School Science Education. [Doctoral Dissertation]. The Ohio State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1290614635


Georgia State University

26. Bryant, Dana. Technology Resolved: An Ethnographic Approach to Instructional Design within Urban Middle School Debate.

Degree: PhD, Middle-Secondary Education and Instructional Technology, 2010, Georgia State University

 Technology literacy is the latest achievement benchmark for 8th grade public school students under No Child Left Behind (NCLB). Although necessary for contemporary academic and… (more)

Subjects/Keywords: instructional design; educational technology; urban debate; middle school; K-12; Education

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APA (6th Edition):

Bryant, D. (2010). Technology Resolved: An Ethnographic Approach to Instructional Design within Urban Middle School Debate. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/msit_diss/72

Chicago Manual of Style (16th Edition):

Bryant, Dana. “Technology Resolved: An Ethnographic Approach to Instructional Design within Urban Middle School Debate.” 2010. Doctoral Dissertation, Georgia State University. Accessed September 20, 2019. https://scholarworks.gsu.edu/msit_diss/72.

MLA Handbook (7th Edition):

Bryant, Dana. “Technology Resolved: An Ethnographic Approach to Instructional Design within Urban Middle School Debate.” 2010. Web. 20 Sep 2019.

Vancouver:

Bryant D. Technology Resolved: An Ethnographic Approach to Instructional Design within Urban Middle School Debate. [Internet] [Doctoral dissertation]. Georgia State University; 2010. [cited 2019 Sep 20]. Available from: https://scholarworks.gsu.edu/msit_diss/72.

Council of Science Editors:

Bryant D. Technology Resolved: An Ethnographic Approach to Instructional Design within Urban Middle School Debate. [Doctoral Dissertation]. Georgia State University; 2010. Available from: https://scholarworks.gsu.edu/msit_diss/72


Cleveland State University

27. Arafah, Micah Maranda. But What Does This Have To Do With Science? Building the Case for Engineering in K-12.

Degree: MEd, College of Education and Human Services, 2011, Cleveland State University

  A national push for reform in STEM K-12 education and a raised focus on including engineering in the classroom have emphasized the necessity for… (more)

Subjects/Keywords: Education; K-12; Engineering; Professional Development; Evaluation; Quantitative; Qualitative

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APA (6th Edition):

Arafah, M. M. (2011). But What Does This Have To Do With Science? Building the Case for Engineering in K-12. (Masters Thesis). Cleveland State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=csu1307470279

Chicago Manual of Style (16th Edition):

Arafah, Micah Maranda. “But What Does This Have To Do With Science? Building the Case for Engineering in K-12.” 2011. Masters Thesis, Cleveland State University. Accessed September 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=csu1307470279.

MLA Handbook (7th Edition):

Arafah, Micah Maranda. “But What Does This Have To Do With Science? Building the Case for Engineering in K-12.” 2011. Web. 20 Sep 2019.

Vancouver:

Arafah MM. But What Does This Have To Do With Science? Building the Case for Engineering in K-12. [Internet] [Masters thesis]. Cleveland State University; 2011. [cited 2019 Sep 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=csu1307470279.

Council of Science Editors:

Arafah MM. But What Does This Have To Do With Science? Building the Case for Engineering in K-12. [Masters Thesis]. Cleveland State University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=csu1307470279


Louisiana State University

28. Jackson, D'Jalon Janeece. From The Valley to the Mountaintop: A Case Study of Resilience and Persistence Among First-Generation African American Males Who Have Achieved Doctoral Success.

Degree: PhD, Education, 2016, Louisiana State University

 This case study examined the lived experiences of three first-generation, African American men whom have persisted to achieve doctoral success in the form of Ph.D.… (more)

Subjects/Keywords: Resilience; Persistence; First-Generation; African American Males; K-12; Higher Education

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APA (6th Edition):

Jackson, D. J. (2016). From The Valley to the Mountaintop: A Case Study of Resilience and Persistence Among First-Generation African American Males Who Have Achieved Doctoral Success. (Doctoral Dissertation). Louisiana State University. Retrieved from etd-05182016-083215 ; https://digitalcommons.lsu.edu/gradschool_dissertations/345

Chicago Manual of Style (16th Edition):

Jackson, D'Jalon Janeece. “From The Valley to the Mountaintop: A Case Study of Resilience and Persistence Among First-Generation African American Males Who Have Achieved Doctoral Success.” 2016. Doctoral Dissertation, Louisiana State University. Accessed September 20, 2019. etd-05182016-083215 ; https://digitalcommons.lsu.edu/gradschool_dissertations/345.

MLA Handbook (7th Edition):

Jackson, D'Jalon Janeece. “From The Valley to the Mountaintop: A Case Study of Resilience and Persistence Among First-Generation African American Males Who Have Achieved Doctoral Success.” 2016. Web. 20 Sep 2019.

Vancouver:

Jackson DJ. From The Valley to the Mountaintop: A Case Study of Resilience and Persistence Among First-Generation African American Males Who Have Achieved Doctoral Success. [Internet] [Doctoral dissertation]. Louisiana State University; 2016. [cited 2019 Sep 20]. Available from: etd-05182016-083215 ; https://digitalcommons.lsu.edu/gradschool_dissertations/345.

Council of Science Editors:

Jackson DJ. From The Valley to the Mountaintop: A Case Study of Resilience and Persistence Among First-Generation African American Males Who Have Achieved Doctoral Success. [Doctoral Dissertation]. Louisiana State University; 2016. Available from: etd-05182016-083215 ; https://digitalcommons.lsu.edu/gradschool_dissertations/345


University of Southern California

29. Zeitlin, Suzy Kim. A study of California public school district superintendents and their implementation of 21st-century skills.

Degree: EdD, Education (Leadership), 2013, University of Southern California

 The purpose of this study was to provide superintendents and other district leaders intellectual and practical resources to guide their implementation of 21st-century skills in… (more)

Subjects/Keywords: 21st-century skills; superintendents; leadership; K-12 education

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APA (6th Edition):

Zeitlin, S. K. (2013). A study of California public school district superintendents and their implementation of 21st-century skills. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/350727/rec/387

Chicago Manual of Style (16th Edition):

Zeitlin, Suzy Kim. “A study of California public school district superintendents and their implementation of 21st-century skills.” 2013. Doctoral Dissertation, University of Southern California. Accessed September 20, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/350727/rec/387.

MLA Handbook (7th Edition):

Zeitlin, Suzy Kim. “A study of California public school district superintendents and their implementation of 21st-century skills.” 2013. Web. 20 Sep 2019.

Vancouver:

Zeitlin SK. A study of California public school district superintendents and their implementation of 21st-century skills. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Sep 20]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/350727/rec/387.

Council of Science Editors:

Zeitlin SK. A study of California public school district superintendents and their implementation of 21st-century skills. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/350727/rec/387


University of Southern California

30. Chen, Phillip David. Traits, skills, and competencies contributing to superintendent longevity.

Degree: EdD, Education, 2014, University of Southern California

 The uncontroversial aim of the American educational establishment is to enhance students’ academic success. Achieving this aim requires the identification and analysis of the various… (more)

Subjects/Keywords: education; traits; skills; competencies; longevity; superintendent; K-12; school district

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

APA (6th Edition):

Chen, P. D. (2014). Traits, skills, and competencies contributing to superintendent longevity. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/424985/rec/7553

Chicago Manual of Style (16th Edition):

Chen, Phillip David. “Traits, skills, and competencies contributing to superintendent longevity.” 2014. Doctoral Dissertation, University of Southern California. Accessed September 20, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/424985/rec/7553.

MLA Handbook (7th Edition):

Chen, Phillip David. “Traits, skills, and competencies contributing to superintendent longevity.” 2014. Web. 20 Sep 2019.

Vancouver:

Chen PD. Traits, skills, and competencies contributing to superintendent longevity. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Sep 20]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/424985/rec/7553.

Council of Science Editors:

Chen PD. Traits, skills, and competencies contributing to superintendent longevity. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/424985/rec/7553

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