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Louisiana State University

1.
Walker, Chantell Holloway.
Increasing Student Engagement in the Secondary *Math* Classroom.

Degree: MNS, Applied Mathematics, 2015, Louisiana State University

URL: etd-04122015-125210 ; https://digitalcommons.lsu.edu/gradschool_theses/3628

► This thesis reports on a professional development package developed by the author to help three teachers increase the level of student engagement in their *math*…
(more)

Subjects/Keywords: secondary math; instruction; student engagement

Record Details Similar Records

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

APA (6^{th} Edition):

Walker, C. H. (2015). Increasing Student Engagement in the Secondary Math Classroom. (Masters Thesis). Louisiana State University. Retrieved from etd-04122015-125210 ; https://digitalcommons.lsu.edu/gradschool_theses/3628

Chicago Manual of Style (16^{th} Edition):

Walker, Chantell Holloway. “Increasing Student Engagement in the Secondary Math Classroom.” 2015. Masters Thesis, Louisiana State University. Accessed January 18, 2020. etd-04122015-125210 ; https://digitalcommons.lsu.edu/gradschool_theses/3628.

MLA Handbook (7^{th} Edition):

Walker, Chantell Holloway. “Increasing Student Engagement in the Secondary Math Classroom.” 2015. Web. 18 Jan 2020.

Vancouver:

Walker CH. Increasing Student Engagement in the Secondary Math Classroom. [Internet] [Masters thesis]. Louisiana State University; 2015. [cited 2020 Jan 18]. Available from: etd-04122015-125210 ; https://digitalcommons.lsu.edu/gradschool_theses/3628.

Council of Science Editors:

Walker CH. Increasing Student Engagement in the Secondary Math Classroom. [Masters Thesis]. Louisiana State University; 2015. Available from: etd-04122015-125210 ; https://digitalcommons.lsu.edu/gradschool_theses/3628

California State University – Chico

2.
Miller, Signe.
Problem-based *instruction* founded on *math* discourse principles: a curriculum handbook for the third grade classroom
.

Degree: 2015, California State University – Chico

URL: http://hdl.handle.net/10211.3/135828

► Problem-based *instruction* (PBI) is a proven pedagogical approach with promising applications in the elementary *math* classroom. Problem-based *instruction* engages students in inquiry and connects in-class…
(more)

Subjects/Keywords: Problem-based instruction; Math instruction; Mathematics, Elementary

Record Details Similar Records

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APA (6^{th} Edition):

Miller, S. (2015). Problem-based instruction founded on math discourse principles: a curriculum handbook for the third grade classroom . (Thesis). California State University – Chico. Retrieved from http://hdl.handle.net/10211.3/135828

Note: this citation may be lacking information needed for this citation format:

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} Edition):

Miller, Signe. “Problem-based instruction founded on math discourse principles: a curriculum handbook for the third grade classroom .” 2015. Thesis, California State University – Chico. Accessed January 18, 2020. http://hdl.handle.net/10211.3/135828.

Note: this citation may be lacking information needed for this citation format:

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Miller, Signe. “Problem-based instruction founded on math discourse principles: a curriculum handbook for the third grade classroom .” 2015. Web. 18 Jan 2020.

Vancouver:

Miller S. Problem-based instruction founded on math discourse principles: a curriculum handbook for the third grade classroom . [Internet] [Thesis]. California State University – Chico; 2015. [cited 2020 Jan 18]. Available from: http://hdl.handle.net/10211.3/135828.

Note: this citation may be lacking information needed for this citation format:

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Miller S. Problem-based instruction founded on math discourse principles: a curriculum handbook for the third grade classroom . [Thesis]. California State University – Chico; 2015. Available from: http://hdl.handle.net/10211.3/135828

Not specified: Masters Thesis or Doctoral Dissertation

Louisiana State University

3.
Sims, John, L. Jr.
Improving *math* *instruction* in schools that serve the poor.

Degree: MNS, Applied Mathematics, 2010, Louisiana State University

URL: etd-01272011-151106 ; https://digitalcommons.lsu.edu/gradschool_theses/173

► Public alarm concerning how well U.S. schools are performing in mathematics compared to other developed nations is increasing. Reports of inadequate teaching, poor curriculum design,…
(more)

Subjects/Keywords: math instruction; high need; high performance

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APA (6^{th} Edition):

Sims, John, L. J. (2010). Improving math instruction in schools that serve the poor. (Masters Thesis). Louisiana State University. Retrieved from etd-01272011-151106 ; https://digitalcommons.lsu.edu/gradschool_theses/173

Chicago Manual of Style (16^{th} Edition):

Sims, John, L Jr. “Improving math instruction in schools that serve the poor.” 2010. Masters Thesis, Louisiana State University. Accessed January 18, 2020. etd-01272011-151106 ; https://digitalcommons.lsu.edu/gradschool_theses/173.

MLA Handbook (7^{th} Edition):

Sims, John, L Jr. “Improving math instruction in schools that serve the poor.” 2010. Web. 18 Jan 2020.

Vancouver:

Sims, John LJ. Improving math instruction in schools that serve the poor. [Internet] [Masters thesis]. Louisiana State University; 2010. [cited 2020 Jan 18]. Available from: etd-01272011-151106 ; https://digitalcommons.lsu.edu/gradschool_theses/173.

Council of Science Editors:

Sims, John LJ. Improving math instruction in schools that serve the poor. [Masters Thesis]. Louisiana State University; 2010. Available from: etd-01272011-151106 ; https://digitalcommons.lsu.edu/gradschool_theses/173

University of North Texas

4.
Sylvester, Barbara N. (Barbara Nelson).
First-Year Teacher Usage of Manipulatives in Mathematics *Instruction*: A Case Study.

Degree: 1989, University of North Texas

URL: https://digital.library.unt.edu/ark:/67531/metadc331046/

► This qualitative case study examined the use of manipulatives in mathematics *instruction* by six first-year intermediate teachers in a north Texas school district. Their preparation…
(more)

Subjects/Keywords: Manipulatives; Math instruction

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APA (6^{th} Edition):

Sylvester, B. N. (. N. (1989). First-Year Teacher Usage of Manipulatives in Mathematics Instruction: A Case Study. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc331046/

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} Edition):

Sylvester, Barbara N (Barbara Nelson). “First-Year Teacher Usage of Manipulatives in Mathematics Instruction: A Case Study.” 1989. Thesis, University of North Texas. Accessed January 18, 2020. https://digital.library.unt.edu/ark:/67531/metadc331046/.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Sylvester, Barbara N (Barbara Nelson). “First-Year Teacher Usage of Manipulatives in Mathematics Instruction: A Case Study.” 1989. Web. 18 Jan 2020.

Vancouver:

Sylvester BN(N. First-Year Teacher Usage of Manipulatives in Mathematics Instruction: A Case Study. [Internet] [Thesis]. University of North Texas; 1989. [cited 2020 Jan 18]. Available from: https://digital.library.unt.edu/ark:/67531/metadc331046/.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sylvester BN(N. First-Year Teacher Usage of Manipulatives in Mathematics Instruction: A Case Study. [Thesis]. University of North Texas; 1989. Available from: https://digital.library.unt.edu/ark:/67531/metadc331046/

Not specified: Masters Thesis or Doctoral Dissertation

5.
McDuffy, Sr., Spencer A.
The Necessity of Fundamental *Math* in College.

Degree: MS, Mathematics, 2017, Governors State University

URL: https://opus.govst.edu/theses/100

► The purpose of this paper is to illustrate the status of developmental *math* courses in higher education settings, particularly community colleges, which are designed…
(more)

Subjects/Keywords: College Math; University Math; Remedial Instruction; Basic Education; Science and Mathematics Education

Record Details Similar Records

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APA (6^{th} Edition):

McDuffy, Sr., S. A. (2017). The Necessity of Fundamental Math in College. (Thesis). Governors State University. Retrieved from https://opus.govst.edu/theses/100

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} Edition):

McDuffy, Sr., Spencer A. “The Necessity of Fundamental Math in College.” 2017. Thesis, Governors State University. Accessed January 18, 2020. https://opus.govst.edu/theses/100.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

McDuffy, Sr., Spencer A. “The Necessity of Fundamental Math in College.” 2017. Web. 18 Jan 2020.

Vancouver:

McDuffy, Sr. SA. The Necessity of Fundamental Math in College. [Internet] [Thesis]. Governors State University; 2017. [cited 2020 Jan 18]. Available from: https://opus.govst.edu/theses/100.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

McDuffy, Sr. SA. The Necessity of Fundamental Math in College. [Thesis]. Governors State University; 2017. Available from: https://opus.govst.edu/theses/100

Not specified: Masters Thesis or Doctoral Dissertation

6.
Hinds, Dywayne.
An Evaluation of One District's Think Through *Math* Program and Curriculum Implementation.

Degree: EdD Doctor of Education, Educational Leadership, 2017, National-Louis University

URL: https://digitalcommons.nl.edu/diss/263

► Think Through *Math* is a research based *math* program. One school district implemented the program to improve student performance on the state standardized assessment.…
(more)

Subjects/Keywords: Math Intervention; Think Through Math Program & Intensive Math; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Educational Leadership; Secondary Education

Record Details Similar Records

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

APA (6^{th} Edition):

Hinds, D. (2017). An Evaluation of One District's Think Through Math Program and Curriculum Implementation. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/263

Chicago Manual of Style (16^{th} Edition):

Hinds, Dywayne. “An Evaluation of One District's Think Through Math Program and Curriculum Implementation.” 2017. Doctoral Dissertation, National-Louis University. Accessed January 18, 2020. https://digitalcommons.nl.edu/diss/263.

MLA Handbook (7^{th} Edition):

Hinds, Dywayne. “An Evaluation of One District's Think Through Math Program and Curriculum Implementation.” 2017. Web. 18 Jan 2020.

Vancouver:

Hinds D. An Evaluation of One District's Think Through Math Program and Curriculum Implementation. [Internet] [Doctoral dissertation]. National-Louis University; 2017. [cited 2020 Jan 18]. Available from: https://digitalcommons.nl.edu/diss/263.

Council of Science Editors:

Hinds D. An Evaluation of One District's Think Through Math Program and Curriculum Implementation. [Doctoral Dissertation]. National-Louis University; 2017. Available from: https://digitalcommons.nl.edu/diss/263

7.
Brown-Cannon, Tashanda.
AN EVALUATION OF AN I-READY *MATH* PROGRAM FOR 5TH GRADERS IN ONE SCHOOL DISTRICT.

Degree: EdD Doctor of Education, Educational Leadership, 2019, National-Louis University

URL: https://digitalcommons.nl.edu/diss/353

► This study evaluated the impact of i-Ready *Math* *instruction* on 5^{th} grade students identified as performing below grade level in mathematics. The participants in…
(more)

Subjects/Keywords: Effectiveness of i-Ready Math; i-Ready Math Instruction; i-Ready Math; i-Ready Math interventions; 5th grade math study; Impact of i-Ready Math; Curriculum and Instruction; Education; Elementary Education; Physical Sciences and Mathematics

Record Details Similar Records

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APA (6^{th} Edition):

Brown-Cannon, T. (2019). AN EVALUATION OF AN I-READY MATH PROGRAM FOR 5TH GRADERS IN ONE SCHOOL DISTRICT. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/353

Chicago Manual of Style (16^{th} Edition):

Brown-Cannon, Tashanda. “AN EVALUATION OF AN I-READY MATH PROGRAM FOR 5TH GRADERS IN ONE SCHOOL DISTRICT.” 2019. Doctoral Dissertation, National-Louis University. Accessed January 18, 2020. https://digitalcommons.nl.edu/diss/353.

MLA Handbook (7^{th} Edition):

Brown-Cannon, Tashanda. “AN EVALUATION OF AN I-READY MATH PROGRAM FOR 5TH GRADERS IN ONE SCHOOL DISTRICT.” 2019. Web. 18 Jan 2020.

Vancouver:

Brown-Cannon T. AN EVALUATION OF AN I-READY MATH PROGRAM FOR 5TH GRADERS IN ONE SCHOOL DISTRICT. [Internet] [Doctoral dissertation]. National-Louis University; 2019. [cited 2020 Jan 18]. Available from: https://digitalcommons.nl.edu/diss/353.

Council of Science Editors:

Brown-Cannon T. AN EVALUATION OF AN I-READY MATH PROGRAM FOR 5TH GRADERS IN ONE SCHOOL DISTRICT. [Doctoral Dissertation]. National-Louis University; 2019. Available from: https://digitalcommons.nl.edu/diss/353

NSYSU

8. LIN, KUEI-YIN. A study on the effectiveness of instructions by mathematical games to disadvantaged students' academic performance.

Degree: Master, Education, 2013, NSYSU

URL: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0803113-112624

► Ã£Ã£This is a study that aims to explore the effectiveness of instructions by mathematical games to disadvantaged students' performances. The investigator adopted collective case study…
(more)

Subjects/Keywords: studentsÃ¢ math performances; Instruction by mathematical games; disadvantaged children

Record Details Similar Records

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APA (6^{th} Edition):

LIN, K. (2013). A study on the effectiveness of instructions by mathematical games to disadvantaged students' academic performance. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0803113-112624

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} Edition):

LIN, KUEI-YIN. “A study on the effectiveness of instructions by mathematical games to disadvantaged students' academic performance.” 2013. Thesis, NSYSU. Accessed January 18, 2020. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0803113-112624.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

LIN, KUEI-YIN. “A study on the effectiveness of instructions by mathematical games to disadvantaged students' academic performance.” 2013. Web. 18 Jan 2020.

Vancouver:

LIN K. A study on the effectiveness of instructions by mathematical games to disadvantaged students' academic performance. [Internet] [Thesis]. NSYSU; 2013. [cited 2020 Jan 18]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0803113-112624.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

LIN K. A study on the effectiveness of instructions by mathematical games to disadvantaged students' academic performance. [Thesis]. NSYSU; 2013. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0803113-112624

Not specified: Masters Thesis or Doctoral Dissertation

9. Carmichael, Jenna. Gateway to Problem Solving .

Degree: 2014, California State University – San Marcos

URL: http://hdl.handle.net/10211.3/120346

► This is a study about which modifications to conceptual *math* strategies for the newly adopted Cognitively Guided *Instruction* (CGI) curriculum are most effective when used…
(more)

Subjects/Keywords: Conceptual math; Cognitive Guided Instruction; Disabilities; Individualized Education Plans

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APA (6^{th} Edition):

Carmichael, J. (2014). Gateway to Problem Solving . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/120346

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} Edition):

Carmichael, Jenna. “Gateway to Problem Solving .” 2014. Thesis, California State University – San Marcos. Accessed January 18, 2020. http://hdl.handle.net/10211.3/120346.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Carmichael, Jenna. “Gateway to Problem Solving .” 2014. Web. 18 Jan 2020.

Vancouver:

Carmichael J. Gateway to Problem Solving . [Internet] [Thesis]. California State University – San Marcos; 2014. [cited 2020 Jan 18]. Available from: http://hdl.handle.net/10211.3/120346.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Carmichael J. Gateway to Problem Solving . [Thesis]. California State University – San Marcos; 2014. Available from: http://hdl.handle.net/10211.3/120346

Not specified: Masters Thesis or Doctoral Dissertation

University of South Carolina

10.
Fletcher, Dora.
Global Problem-Based Learning In * Math*.

Degree: EdD, Educational Studies, 2018, University of South Carolina

URL: https://scholarcommons.sc.edu/etd/4939

► In the high school of focus in this study, mathematics students struggle to transfer and apply skills to unfamiliar contexts. Also, minority students are…
(more)

Subjects/Keywords: Curriculum and Instruction; Global; Problem-Based; Learning; Math

Record Details Similar Records

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APA (6^{th} Edition):

Fletcher, D. (2018). Global Problem-Based Learning In Math. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/4939

Chicago Manual of Style (16^{th} Edition):

Fletcher, Dora. “Global Problem-Based Learning In Math.” 2018. Doctoral Dissertation, University of South Carolina. Accessed January 18, 2020. https://scholarcommons.sc.edu/etd/4939.

MLA Handbook (7^{th} Edition):

Fletcher, Dora. “Global Problem-Based Learning In Math.” 2018. Web. 18 Jan 2020.

Vancouver:

Fletcher D. Global Problem-Based Learning In Math. [Internet] [Doctoral dissertation]. University of South Carolina; 2018. [cited 2020 Jan 18]. Available from: https://scholarcommons.sc.edu/etd/4939.

Council of Science Editors:

Fletcher D. Global Problem-Based Learning In Math. [Doctoral Dissertation]. University of South Carolina; 2018. Available from: https://scholarcommons.sc.edu/etd/4939

SUNY College at Brockport

11. Ruscio, Alyssa D. A Curriculum Project on Exponential Growth Aligned with Common Core Standards.

Degree: MSEd, Education and Human Development, 2015, SUNY College at Brockport

URL: https://digitalcommons.brockport.edu/ehd_theses/542

► In the world of education, teacher expectations and educational policies are continually changing at the state and national levels. For this reason, it is…
(more)

Subjects/Keywords: curriculum; math; common core; algebra; exponential; Curriculum and Instruction; Education

Record Details Similar Records

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APA (6^{th} Edition):

Ruscio, A. D. (2015). A Curriculum Project on Exponential Growth Aligned with Common Core Standards. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/542

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} Edition):

Ruscio, Alyssa D. “A Curriculum Project on Exponential Growth Aligned with Common Core Standards.” 2015. Thesis, SUNY College at Brockport. Accessed January 18, 2020. https://digitalcommons.brockport.edu/ehd_theses/542.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Ruscio, Alyssa D. “A Curriculum Project on Exponential Growth Aligned with Common Core Standards.” 2015. Web. 18 Jan 2020.

Vancouver:

Ruscio AD. A Curriculum Project on Exponential Growth Aligned with Common Core Standards. [Internet] [Thesis]. SUNY College at Brockport; 2015. [cited 2020 Jan 18]. Available from: https://digitalcommons.brockport.edu/ehd_theses/542.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ruscio AD. A Curriculum Project on Exponential Growth Aligned with Common Core Standards. [Thesis]. SUNY College at Brockport; 2015. Available from: https://digitalcommons.brockport.edu/ehd_theses/542

Not specified: Masters Thesis or Doctoral Dissertation

Utah State University

12. Westenskow, Arla. Equivalent Fraction Learning Trajectories for Students with Mathematical Learning Difficulties When Using Manipulatives.

Degree: PhD, School of Teacher Education and Leadership, 2012, Utah State University

URL: https://digitalcommons.usu.edu/etd/1368

► This study identified variations in the learning trajectories of Tier II students when learning equivalent fraction concepts using physical and virtual manipulatives. The study…
(more)

Subjects/Keywords: learning trajectories; math education; classroom education; Curriculum and Instruction; Education

Record Details Similar Records

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

APA (6^{th} Edition):

Westenskow, A. (2012). Equivalent Fraction Learning Trajectories for Students with Mathematical Learning Difficulties When Using Manipulatives. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/1368

Chicago Manual of Style (16^{th} Edition):

Westenskow, Arla. “Equivalent Fraction Learning Trajectories for Students with Mathematical Learning Difficulties When Using Manipulatives.” 2012. Doctoral Dissertation, Utah State University. Accessed January 18, 2020. https://digitalcommons.usu.edu/etd/1368.

MLA Handbook (7^{th} Edition):

Westenskow, Arla. “Equivalent Fraction Learning Trajectories for Students with Mathematical Learning Difficulties When Using Manipulatives.” 2012. Web. 18 Jan 2020.

Vancouver:

Westenskow A. Equivalent Fraction Learning Trajectories for Students with Mathematical Learning Difficulties When Using Manipulatives. [Internet] [Doctoral dissertation]. Utah State University; 2012. [cited 2020 Jan 18]. Available from: https://digitalcommons.usu.edu/etd/1368.

Council of Science Editors:

Westenskow A. Equivalent Fraction Learning Trajectories for Students with Mathematical Learning Difficulties When Using Manipulatives. [Doctoral Dissertation]. Utah State University; 2012. Available from: https://digitalcommons.usu.edu/etd/1368

13.
Boden, Lauren J.
Effects of Response Cards on *Math* Performance for Students with Moderate Intellectual Disability.

Degree: PhD, Educational Psychology and Special Education, 2015, Georgia State University

URL: https://scholarworks.gsu.edu/epse_diss/104

► Response cards (RC) are signs or cards that allow students to hold up their answer and simultaneously respond to teacher prompts. Researchers have examined…
(more)

Subjects/Keywords: Response cards; Moderate intellectual disability; Math instruction; Simultaneous prompting

Record Details Similar Records

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APA (6^{th} Edition):

Boden, L. J. (2015). Effects of Response Cards on Math Performance for Students with Moderate Intellectual Disability. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/epse_diss/104

Chicago Manual of Style (16^{th} Edition):

Boden, Lauren J. “Effects of Response Cards on Math Performance for Students with Moderate Intellectual Disability.” 2015. Doctoral Dissertation, Georgia State University. Accessed January 18, 2020. https://scholarworks.gsu.edu/epse_diss/104.

MLA Handbook (7^{th} Edition):

Boden, Lauren J. “Effects of Response Cards on Math Performance for Students with Moderate Intellectual Disability.” 2015. Web. 18 Jan 2020.

Vancouver:

Boden LJ. Effects of Response Cards on Math Performance for Students with Moderate Intellectual Disability. [Internet] [Doctoral dissertation]. Georgia State University; 2015. [cited 2020 Jan 18]. Available from: https://scholarworks.gsu.edu/epse_diss/104.

Council of Science Editors:

Boden LJ. Effects of Response Cards on Math Performance for Students with Moderate Intellectual Disability. [Doctoral Dissertation]. Georgia State University; 2015. Available from: https://scholarworks.gsu.edu/epse_diss/104

Clemson University

14.
Song, Yang.
Landscape Manipulatives: A Study of *Math* Gardens and Learning Outcomes in Middle School Mathematics Education Research.

Degree: PhD, Planning, Development, and Preservation, 2017, Clemson University

URL: https://tigerprints.clemson.edu/all_dissertations/1947

► Human beings, especially children, need natural environments and outdoor play for their physical, mental, and spiritual well-being (Louv, 2008). Even though parents and teachers…
(more)

Subjects/Keywords: environmental design; landscape manipulatives; learning landscapes; math instruction; school grounds

Record Details Similar Records

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APA (6^{th} Edition):

Song, Y. (2017). Landscape Manipulatives: A Study of Math Gardens and Learning Outcomes in Middle School Mathematics Education Research. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/1947

Chicago Manual of Style (16^{th} Edition):

Song, Yang. “Landscape Manipulatives: A Study of Math Gardens and Learning Outcomes in Middle School Mathematics Education Research.” 2017. Doctoral Dissertation, Clemson University. Accessed January 18, 2020. https://tigerprints.clemson.edu/all_dissertations/1947.

MLA Handbook (7^{th} Edition):

Song, Yang. “Landscape Manipulatives: A Study of Math Gardens and Learning Outcomes in Middle School Mathematics Education Research.” 2017. Web. 18 Jan 2020.

Vancouver:

Song Y. Landscape Manipulatives: A Study of Math Gardens and Learning Outcomes in Middle School Mathematics Education Research. [Internet] [Doctoral dissertation]. Clemson University; 2017. [cited 2020 Jan 18]. Available from: https://tigerprints.clemson.edu/all_dissertations/1947.

Council of Science Editors:

Song Y. Landscape Manipulatives: A Study of Math Gardens and Learning Outcomes in Middle School Mathematics Education Research. [Doctoral Dissertation]. Clemson University; 2017. Available from: https://tigerprints.clemson.edu/all_dissertations/1947

Seton Hall University

15.
Powell, Tina L.
A Comparative Analysis of the Singapore *Math* Curriculum and the Everyday Mathematics Curriculum on Fifth Grade Achievement in a Large Northeastern Urban Public School District.

Degree: Executive EdD in Education Leadership Management and Policy, Education Leadership, Management and Policy, 2014, Seton Hall University

URL: http://scholarship.shu.edu/dissertations/1981

► This study examined the differences between the achievement effects of one proposed Common Core State Standards-aligned mathematics program, *Math* in Focus: Singapore *Math*, and…
(more)

Subjects/Keywords: Elementary Mathematics; Curriculum Evaluation; Singapore Math; Everyday Math; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Science and Mathematics Education

Record Details Similar Records

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

APA (6^{th} Edition):

Powell, T. L. (2014). A Comparative Analysis of the Singapore Math Curriculum and the Everyday Mathematics Curriculum on Fifth Grade Achievement in a Large Northeastern Urban Public School District. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1981

Chicago Manual of Style (16^{th} Edition):

Powell, Tina L. “A Comparative Analysis of the Singapore Math Curriculum and the Everyday Mathematics Curriculum on Fifth Grade Achievement in a Large Northeastern Urban Public School District.” 2014. Doctoral Dissertation, Seton Hall University. Accessed January 18, 2020. http://scholarship.shu.edu/dissertations/1981.

MLA Handbook (7^{th} Edition):

Powell, Tina L. “A Comparative Analysis of the Singapore Math Curriculum and the Everyday Mathematics Curriculum on Fifth Grade Achievement in a Large Northeastern Urban Public School District.” 2014. Web. 18 Jan 2020.

Vancouver:

Powell TL. A Comparative Analysis of the Singapore Math Curriculum and the Everyday Mathematics Curriculum on Fifth Grade Achievement in a Large Northeastern Urban Public School District. [Internet] [Doctoral dissertation]. Seton Hall University; 2014. [cited 2020 Jan 18]. Available from: http://scholarship.shu.edu/dissertations/1981.

Council of Science Editors:

Powell TL. A Comparative Analysis of the Singapore Math Curriculum and the Everyday Mathematics Curriculum on Fifth Grade Achievement in a Large Northeastern Urban Public School District. [Doctoral Dissertation]. Seton Hall University; 2014. Available from: http://scholarship.shu.edu/dissertations/1981

Bowling Green State University

16.
Rose, Kristen.
The Effect of SQRQCQ on Fourth Graders' *Math* Word Problem
Performance.

Degree: MEd, Reading, 2011, Bowling Green State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1300673366

► Traditionally, mathematics and reading are seen as two separate entities; however, research suggests that problem solving and reading comprehension are linked. Much research is available…
(more)

Subjects/Keywords: Mathematics Education; Middle School Education; Reading Instruction; Math; Reading; Reading in the Math Classroom; SQRQCQ; SQ3R; Informational Text; Content Reading; Content Comprehension; Comprehension; Reading Comprehension; Math and Reading; Math Comprehension; Word Problems; Story Problems; Math Word Problems

Record Details Similar Records

❌

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

APA (6^{th} Edition):

Rose, K. (2011). The Effect of SQRQCQ on Fourth Graders' Math Word Problem Performance. (Masters Thesis). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1300673366

Chicago Manual of Style (16^{th} Edition):

Rose, Kristen. “The Effect of SQRQCQ on Fourth Graders' Math Word Problem Performance.” 2011. Masters Thesis, Bowling Green State University. Accessed January 18, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1300673366.

MLA Handbook (7^{th} Edition):

Rose, Kristen. “The Effect of SQRQCQ on Fourth Graders' Math Word Problem Performance.” 2011. Web. 18 Jan 2020.

Vancouver:

Rose K. The Effect of SQRQCQ on Fourth Graders' Math Word Problem Performance. [Internet] [Masters thesis]. Bowling Green State University; 2011. [cited 2020 Jan 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1300673366.

Council of Science Editors:

Rose K. The Effect of SQRQCQ on Fourth Graders' Math Word Problem Performance. [Masters Thesis]. Bowling Green State University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1300673366

17.
Holecek, Dean Lewis.
Cross Age/Cross Disability Peer Tutoring: a Strategy for *Math* * Instruction*.

Degree: 2012, University of Wisconsin – Superior

URL: http://digital.library.wisc.edu/1793/63792

► Finding the most successful method for helping students with special needs learn and excel in the least restrictive environment is a mission of school districts…
(more)

Subjects/Keywords: instruction; Special Education; math; peer tutoring; cross disability; cross age; Educational Leadership

Record Details Similar Records

❌

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

APA (6^{th} Edition):

Holecek, D. L. (2012). Cross Age/Cross Disability Peer Tutoring: a Strategy for Math Instruction. (Thesis). University of Wisconsin – Superior. Retrieved from http://digital.library.wisc.edu/1793/63792

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} Edition):

Holecek, Dean Lewis. “Cross Age/Cross Disability Peer Tutoring: a Strategy for Math Instruction.” 2012. Thesis, University of Wisconsin – Superior. Accessed January 18, 2020. http://digital.library.wisc.edu/1793/63792.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Holecek, Dean Lewis. “Cross Age/Cross Disability Peer Tutoring: a Strategy for Math Instruction.” 2012. Web. 18 Jan 2020.

Vancouver:

Holecek DL. Cross Age/Cross Disability Peer Tutoring: a Strategy for Math Instruction. [Internet] [Thesis]. University of Wisconsin – Superior; 2012. [cited 2020 Jan 18]. Available from: http://digital.library.wisc.edu/1793/63792.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Holecek DL. Cross Age/Cross Disability Peer Tutoring: a Strategy for Math Instruction. [Thesis]. University of Wisconsin – Superior; 2012. Available from: http://digital.library.wisc.edu/1793/63792

Not specified: Masters Thesis or Doctoral Dissertation

NSYSU

18.
Wen Cheng, Huan.
Constructing an Effective Model of *Math* Remedial *Instruction* of Decimal Division of Sixth Grade in Elementary School by Taking Action Research.

Degree: PhD, Education, 2016, NSYSU

URL: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0025116-122158

► The aim of this research is to conduct *math* remedial *instruction* on decimals division (RIDD) for sixth grade and solve teaching problems through action research.…
(more)

Subjects/Keywords: Constructing an Effective Teaching Model; Action Research and Cycles; Math Remedial Instruction; Decimal Division

Record Details Similar Records

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

APA (6^{th} Edition):

Wen Cheng, H. (2016). Constructing an Effective Model of Math Remedial Instruction of Decimal Division of Sixth Grade in Elementary School by Taking Action Research. (Doctoral Dissertation). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0025116-122158

Chicago Manual of Style (16^{th} Edition):

Wen Cheng, Huan. “Constructing an Effective Model of Math Remedial Instruction of Decimal Division of Sixth Grade in Elementary School by Taking Action Research.” 2016. Doctoral Dissertation, NSYSU. Accessed January 18, 2020. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0025116-122158.

MLA Handbook (7^{th} Edition):

Wen Cheng, Huan. “Constructing an Effective Model of Math Remedial Instruction of Decimal Division of Sixth Grade in Elementary School by Taking Action Research.” 2016. Web. 18 Jan 2020.

Vancouver:

Wen Cheng H. Constructing an Effective Model of Math Remedial Instruction of Decimal Division of Sixth Grade in Elementary School by Taking Action Research. [Internet] [Doctoral dissertation]. NSYSU; 2016. [cited 2020 Jan 18]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0025116-122158.

Council of Science Editors:

Wen Cheng H. Constructing an Effective Model of Math Remedial Instruction of Decimal Division of Sixth Grade in Elementary School by Taking Action Research. [Doctoral Dissertation]. NSYSU; 2016. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0025116-122158

University of South Florida

19.
Reed, Jacy M.
An Evaluation of Khan Academy Videos as a Supplement to Teacher *Instruction* for Elementary-Aged Students with Disabilities.

Degree: 2019, University of South Florida

URL: https://scholarcommons.usf.edu/etd/7903

► Research has indicated video-based interventions are successful at teaching skills to individuals with varying types of disabilities. However, there is a gap in the literature…
(more)

Subjects/Keywords: video based instruction; math skills; behavioral skills training; Academic performance; Social and Behavioral Sciences

Record Details Similar Records

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

APA (6^{th} Edition):

Reed, J. M. (2019). An Evaluation of Khan Academy Videos as a Supplement to Teacher Instruction for Elementary-Aged Students with Disabilities. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/7903

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} Edition):

Reed, Jacy M. “An Evaluation of Khan Academy Videos as a Supplement to Teacher Instruction for Elementary-Aged Students with Disabilities.” 2019. Thesis, University of South Florida. Accessed January 18, 2020. https://scholarcommons.usf.edu/etd/7903.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Reed, Jacy M. “An Evaluation of Khan Academy Videos as a Supplement to Teacher Instruction for Elementary-Aged Students with Disabilities.” 2019. Web. 18 Jan 2020.

Vancouver:

Reed JM. An Evaluation of Khan Academy Videos as a Supplement to Teacher Instruction for Elementary-Aged Students with Disabilities. [Internet] [Thesis]. University of South Florida; 2019. [cited 2020 Jan 18]. Available from: https://scholarcommons.usf.edu/etd/7903.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Reed JM. An Evaluation of Khan Academy Videos as a Supplement to Teacher Instruction for Elementary-Aged Students with Disabilities. [Thesis]. University of South Florida; 2019. Available from: https://scholarcommons.usf.edu/etd/7903

Not specified: Masters Thesis or Doctoral Dissertation

SUNY College at Brockport

20. Daily, Donovan J. A Curriculum Project on Quadratics Aligned to the Common Core State Standards.

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

URL: https://digitalcommons.brockport.edu/ehd_theses/131

► This project illustrates a process of designing curriculum for the study of quadratics in Algebra 1, in alignment with the Common Core State Standards…
(more)

Subjects/Keywords: math; quadratic; common core; curriculum; algebra; conception; Curriculum and Instruction; Education; Science and Mathematics Education

Record Details Similar Records

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

APA (6^{th} Edition):

Daily, D. J. (2012). A Curriculum Project on Quadratics Aligned to the Common Core State Standards. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/131

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} Edition):

Daily, Donovan J. “A Curriculum Project on Quadratics Aligned to the Common Core State Standards.” 2012. Thesis, SUNY College at Brockport. Accessed January 18, 2020. https://digitalcommons.brockport.edu/ehd_theses/131.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Daily, Donovan J. “A Curriculum Project on Quadratics Aligned to the Common Core State Standards.” 2012. Web. 18 Jan 2020.

Vancouver:

Daily DJ. A Curriculum Project on Quadratics Aligned to the Common Core State Standards. [Internet] [Thesis]. SUNY College at Brockport; 2012. [cited 2020 Jan 18]. Available from: https://digitalcommons.brockport.edu/ehd_theses/131.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Daily DJ. A Curriculum Project on Quadratics Aligned to the Common Core State Standards. [Thesis]. SUNY College at Brockport; 2012. Available from: https://digitalcommons.brockport.edu/ehd_theses/131

Not specified: Masters Thesis or Doctoral Dissertation

Kansas State University

21. Weber, William J. Jr. Effects of requiring students to meet high expectation levels within an on-line homework environment.

Degree: PhD, Curriculum and Instruction Programs, 2010, Kansas State University

URL: http://hdl.handle.net/2097/4100

► On-line homework is becoming a larger part of mathematics classrooms each year. Thus, ways to maximize the effectiveness of on-line homework for both students and…
(more)

Subjects/Keywords: On-line homework; Math; Clustering; High expectations; Education, Curriculum and Instruction (0727); Education, Mathematics (0280)

Record Details Similar Records

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

APA (6^{th} Edition):

Weber, W. J. J. (2010). Effects of requiring students to meet high expectation levels within an on-line homework environment. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/4100

Chicago Manual of Style (16^{th} Edition):

Weber, William J Jr. “Effects of requiring students to meet high expectation levels within an on-line homework environment.” 2010. Doctoral Dissertation, Kansas State University. Accessed January 18, 2020. http://hdl.handle.net/2097/4100.

MLA Handbook (7^{th} Edition):

Weber, William J Jr. “Effects of requiring students to meet high expectation levels within an on-line homework environment.” 2010. Web. 18 Jan 2020.

Vancouver:

Weber WJJ. Effects of requiring students to meet high expectation levels within an on-line homework environment. [Internet] [Doctoral dissertation]. Kansas State University; 2010. [cited 2020 Jan 18]. Available from: http://hdl.handle.net/2097/4100.

Council of Science Editors:

Weber WJJ. Effects of requiring students to meet high expectation levels within an on-line homework environment. [Doctoral Dissertation]. Kansas State University; 2010. Available from: http://hdl.handle.net/2097/4100

Loyola University Chicago

22.
Cerezci, Bilge.
Quality of *Math* *Instruction* Matters: Examining Validity
and Reliability of High Impact Strategies in Early Mathematics
(his-Em).

Degree: PhD, Child Development, 2016, Loyola University Chicago

URL: https://ecommons.luc.edu/luc_diss/2276

► The purpose of this study is to introduce a measure of early mathematics teaching practices, the High Impact Strategies in Early Mathematics (HIS-EM) and…
(more)

Subjects/Keywords: early childhood; High quality; mathematics education; Math instruction; Observation; Early Childhood Education

Record Details Similar Records

❌

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

APA (6^{th} Edition):

Cerezci, B. (2016). Quality of Math Instruction Matters: Examining Validity and Reliability of High Impact Strategies in Early Mathematics (his-Em). (Doctoral Dissertation). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/2276

Chicago Manual of Style (16^{th} Edition):

Cerezci, Bilge. “Quality of Math Instruction Matters: Examining Validity and Reliability of High Impact Strategies in Early Mathematics (his-Em).” 2016. Doctoral Dissertation, Loyola University Chicago. Accessed January 18, 2020. https://ecommons.luc.edu/luc_diss/2276.

MLA Handbook (7^{th} Edition):

Cerezci, Bilge. “Quality of Math Instruction Matters: Examining Validity and Reliability of High Impact Strategies in Early Mathematics (his-Em).” 2016. Web. 18 Jan 2020.

Vancouver:

Cerezci B. Quality of Math Instruction Matters: Examining Validity and Reliability of High Impact Strategies in Early Mathematics (his-Em). [Internet] [Doctoral dissertation]. Loyola University Chicago; 2016. [cited 2020 Jan 18]. Available from: https://ecommons.luc.edu/luc_diss/2276.

Council of Science Editors:

Cerezci B. Quality of Math Instruction Matters: Examining Validity and Reliability of High Impact Strategies in Early Mathematics (his-Em). [Doctoral Dissertation]. Loyola University Chicago; 2016. Available from: https://ecommons.luc.edu/luc_diss/2276

University of Illinois – Chicago

23.
Pearson, Jennifer.
Special Educatorsâ€™ *Math* *Instruction* for High School Students with Significant Intellectual Disabilities.

Degree: 2018, University of Illinois – Chicago

URL: http://hdl.handle.net/10027/22725

► While federal policies such as NCLB, IDEA, and ESSA have placed increased accountability on states to deliver *instruction* aligned to the grade-level mathematics standards for…
(more)

Subjects/Keywords: intellectual disability; math instruction; special education teacher; significant intellectual disability; severe disability; survey

Record Details Similar Records

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

APA (6^{th} Edition):

Pearson, J. (2018). Special Educatorsâ€™ Math Instruction for High School Students with Significant Intellectual Disabilities. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/22725

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} Edition):

Pearson, Jennifer. “Special Educatorsâ€™ Math Instruction for High School Students with Significant Intellectual Disabilities.” 2018. Thesis, University of Illinois – Chicago. Accessed January 18, 2020. http://hdl.handle.net/10027/22725.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Pearson, Jennifer. “Special Educatorsâ€™ Math Instruction for High School Students with Significant Intellectual Disabilities.” 2018. Web. 18 Jan 2020.

Vancouver:

Pearson J. Special Educatorsâ€™ Math Instruction for High School Students with Significant Intellectual Disabilities. [Internet] [Thesis]. University of Illinois – Chicago; 2018. [cited 2020 Jan 18]. Available from: http://hdl.handle.net/10027/22725.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Pearson J. Special Educatorsâ€™ Math Instruction for High School Students with Significant Intellectual Disabilities. [Thesis]. University of Illinois – Chicago; 2018. Available from: http://hdl.handle.net/10027/22725

Not specified: Masters Thesis or Doctoral Dissertation

Utah State University

24.
Avery, Zanj Kano.
Effects of Professional Development on Infusing Engineering Design Into High School Science, Technology, Engineering, and *Math* (STEM) Curricula.

Degree: PhD, Engineering and Technology Education, 2010, Utah State University

URL: https://digitalcommons.usu.edu/etd/548

► The purpose of this study was to examine the effects of professional development (PD) on the infusion of engineering design into high school curricula. Four…
(more)

Subjects/Keywords: Engineering Education; Math Education; Professional Development; Science Education; STEM Integration; Technology Education; Curriculum and Instruction

Record Details Similar Records

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

APA (6^{th} Edition):

Avery, Z. K. (2010). Effects of Professional Development on Infusing Engineering Design Into High School Science, Technology, Engineering, and Math (STEM) Curricula. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/548

Chicago Manual of Style (16^{th} Edition):

Avery, Zanj Kano. “Effects of Professional Development on Infusing Engineering Design Into High School Science, Technology, Engineering, and Math (STEM) Curricula.” 2010. Doctoral Dissertation, Utah State University. Accessed January 18, 2020. https://digitalcommons.usu.edu/etd/548.

MLA Handbook (7^{th} Edition):

Avery, Zanj Kano. “Effects of Professional Development on Infusing Engineering Design Into High School Science, Technology, Engineering, and Math (STEM) Curricula.” 2010. Web. 18 Jan 2020.

Vancouver:

Avery ZK. Effects of Professional Development on Infusing Engineering Design Into High School Science, Technology, Engineering, and Math (STEM) Curricula. [Internet] [Doctoral dissertation]. Utah State University; 2010. [cited 2020 Jan 18]. Available from: https://digitalcommons.usu.edu/etd/548.

Council of Science Editors:

Avery ZK. Effects of Professional Development on Infusing Engineering Design Into High School Science, Technology, Engineering, and Math (STEM) Curricula. [Doctoral Dissertation]. Utah State University; 2010. Available from: https://digitalcommons.usu.edu/etd/548

Rochester Institute of Technology

25. Rowley, Heather A. Teaching strategies in mathematics: differences in sign language use.

Degree: Master of Science of Secondary Education of Students Who are Deaf or Hard of Hearing (NTID), 2005, Rochester Institute of Technology

URL: https://scholarworks.rit.edu/theses/4016

► Problem: The proposed project addresses a critical problem facing most schools serving Deaf students in grades Kindergarten through college- insufficient clarity of sign communication by…
(more)

Subjects/Keywords: ASL and math instruction; Deaf students; Math instruction; PSE and math instruction; Sign language varieties; Simultaneous communication; Total communication

Record Details Similar Records

❌

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

APA (6^{th} Edition):

Rowley, H. A. (2005). Teaching strategies in mathematics: differences in sign language use. (Thesis). Rochester Institute of Technology. Retrieved from https://scholarworks.rit.edu/theses/4016

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} Edition):

Rowley, Heather A. “Teaching strategies in mathematics: differences in sign language use.” 2005. Thesis, Rochester Institute of Technology. Accessed January 18, 2020. https://scholarworks.rit.edu/theses/4016.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Rowley, Heather A. “Teaching strategies in mathematics: differences in sign language use.” 2005. Web. 18 Jan 2020.

Vancouver:

Rowley HA. Teaching strategies in mathematics: differences in sign language use. [Internet] [Thesis]. Rochester Institute of Technology; 2005. [cited 2020 Jan 18]. Available from: https://scholarworks.rit.edu/theses/4016.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rowley HA. Teaching strategies in mathematics: differences in sign language use. [Thesis]. Rochester Institute of Technology; 2005. Available from: https://scholarworks.rit.edu/theses/4016

Not specified: Masters Thesis or Doctoral Dissertation

Liberty University

26. Benson, Stacey Lee. The Effects of the Implementation of NCLB on the Achievement Gap between African American and White Students in Georgia Middle Schools.

Degree: 2010, Liberty University

URL: http://digitalcommons.liberty.edu/doctoral/361

► This study examined the relationship between the implementation of No Child Left Behind and the achievement gap between African American and white students' eighth-grade *math*…
(more)

Subjects/Keywords: Academic Achievement; Achievement Gap; Education; Math; Middle School; No Child Left Behind; Education, Curriculum and Instruction; Education, Mathematics; Curriculum and Instruction

Record Details Similar Records

❌

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

APA (6^{th} Edition):

Benson, S. L. (2010). The Effects of the Implementation of NCLB on the Achievement Gap between African American and White Students in Georgia Middle Schools. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/361

Chicago Manual of Style (16^{th} Edition):

Benson, Stacey Lee. “The Effects of the Implementation of NCLB on the Achievement Gap between African American and White Students in Georgia Middle Schools.” 2010. Doctoral Dissertation, Liberty University. Accessed January 18, 2020. http://digitalcommons.liberty.edu/doctoral/361.

MLA Handbook (7^{th} Edition):

Benson, Stacey Lee. “The Effects of the Implementation of NCLB on the Achievement Gap between African American and White Students in Georgia Middle Schools.” 2010. Web. 18 Jan 2020.

Vancouver:

Benson SL. The Effects of the Implementation of NCLB on the Achievement Gap between African American and White Students in Georgia Middle Schools. [Internet] [Doctoral dissertation]. Liberty University; 2010. [cited 2020 Jan 18]. Available from: http://digitalcommons.liberty.edu/doctoral/361.

Council of Science Editors:

Benson SL. The Effects of the Implementation of NCLB on the Achievement Gap between African American and White Students in Georgia Middle Schools. [Doctoral Dissertation]. Liberty University; 2010. Available from: http://digitalcommons.liberty.edu/doctoral/361

East Tennessee State University

27.
Stanley, Ashley Marie.
Accelerated Mathematics and High-Ability Students *Math* Achievement in Grades Three and Four.

Degree: EdD (Doctor of Education), Educational Leadership, 2011, East Tennessee State University

URL: https://dc.etsu.edu/etd/1327

► The purpose of this study was to explore the relationship between the use of a computer-managed integrated learning system entitled Accelerated *Math* (AM) as…
(more)

Subjects/Keywords: high-ability students; differentiated instruction; Accelerated Math; computer-assisted instruction; integrated learning system; mathematics achievement; Education; Educational Administration and Supervision

Record Details Similar Records

❌

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

APA (6^{th} Edition):

Stanley, A. M. (2011). Accelerated Mathematics and High-Ability Students Math Achievement in Grades Three and Four. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1327

Chicago Manual of Style (16^{th} Edition):

Stanley, Ashley Marie. “Accelerated Mathematics and High-Ability Students Math Achievement in Grades Three and Four.” 2011. Doctoral Dissertation, East Tennessee State University. Accessed January 18, 2020. https://dc.etsu.edu/etd/1327.

MLA Handbook (7^{th} Edition):

Stanley, Ashley Marie. “Accelerated Mathematics and High-Ability Students Math Achievement in Grades Three and Four.” 2011. Web. 18 Jan 2020.

Vancouver:

Stanley AM. Accelerated Mathematics and High-Ability Students Math Achievement in Grades Three and Four. [Internet] [Doctoral dissertation]. East Tennessee State University; 2011. [cited 2020 Jan 18]. Available from: https://dc.etsu.edu/etd/1327.

Council of Science Editors:

Stanley AM. Accelerated Mathematics and High-Ability Students Math Achievement in Grades Three and Four. [Doctoral Dissertation]. East Tennessee State University; 2011. Available from: https://dc.etsu.edu/etd/1327

28.
Morin, Lisa L.
Using Schematic-Based and Cognitive Strategy *Instruction* to Improve *Math* Word Problem Solving for Students with *Math* Difficulties.

Degree: PhD, Comm Disorders & Special Educ, 2014, Old Dominion University

URL: 9781321561852 ; https://digitalcommons.odu.edu/cdse_etds/9

► For students with *math* difficulties (MD), *math* word problem solving is especially challenging. The purpose of this study was to examine a *math* word…
(more)

Subjects/Keywords: Bar model drawing; Cognitive strategy instruction; Math difficulties; Mathematics; Schematic-based instruction; Science and Mathematics Education; Special Education and Teaching

Record Details Similar Records

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

APA (6^{th} Edition):

Morin, L. L. (2014). Using Schematic-Based and Cognitive Strategy Instruction to Improve Math Word Problem Solving for Students with Math Difficulties. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781321561852 ; https://digitalcommons.odu.edu/cdse_etds/9

Chicago Manual of Style (16^{th} Edition):

Morin, Lisa L. “Using Schematic-Based and Cognitive Strategy Instruction to Improve Math Word Problem Solving for Students with Math Difficulties.” 2014. Doctoral Dissertation, Old Dominion University. Accessed January 18, 2020. 9781321561852 ; https://digitalcommons.odu.edu/cdse_etds/9.

MLA Handbook (7^{th} Edition):

Morin, Lisa L. “Using Schematic-Based and Cognitive Strategy Instruction to Improve Math Word Problem Solving for Students with Math Difficulties.” 2014. Web. 18 Jan 2020.

Vancouver:

Morin LL. Using Schematic-Based and Cognitive Strategy Instruction to Improve Math Word Problem Solving for Students with Math Difficulties. [Internet] [Doctoral dissertation]. Old Dominion University; 2014. [cited 2020 Jan 18]. Available from: 9781321561852 ; https://digitalcommons.odu.edu/cdse_etds/9.

Council of Science Editors:

Morin LL. Using Schematic-Based and Cognitive Strategy Instruction to Improve Math Word Problem Solving for Students with Math Difficulties. [Doctoral Dissertation]. Old Dominion University; 2014. Available from: 9781321561852 ; https://digitalcommons.odu.edu/cdse_etds/9

Liberty University

29.
Cordes, Megan.
A Transcendental Phenomenological Study of Developmental *Math* Students' Experiences and Perceptions.

Degree: 2014, Liberty University

URL: http://digitalcommons.liberty.edu/doctoral/947

► Current literature suggests the rise of enrollment among United States (U.S.) postsecondary institutions but the decline in graduation rates. While there is extensive quantitative data…
(more)

Subjects/Keywords: Developmental Math; Math Emporium Model; Phenomenology; Remedial Education; Self-Efficacy; Transcendental Phenomenology; Curriculum and Instruction; Education; Higher Education; Higher Education and Teaching; Science and Mathematics Education

Record Details Similar Records

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

APA (6^{th} Edition):

Cordes, M. (2014). A Transcendental Phenomenological Study of Developmental Math Students' Experiences and Perceptions. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/947

Chicago Manual of Style (16^{th} Edition):

Cordes, Megan. “A Transcendental Phenomenological Study of Developmental Math Students' Experiences and Perceptions.” 2014. Doctoral Dissertation, Liberty University. Accessed January 18, 2020. http://digitalcommons.liberty.edu/doctoral/947.

MLA Handbook (7^{th} Edition):

Cordes, Megan. “A Transcendental Phenomenological Study of Developmental Math Students' Experiences and Perceptions.” 2014. Web. 18 Jan 2020.

Vancouver:

Cordes M. A Transcendental Phenomenological Study of Developmental Math Students' Experiences and Perceptions. [Internet] [Doctoral dissertation]. Liberty University; 2014. [cited 2020 Jan 18]. Available from: http://digitalcommons.liberty.edu/doctoral/947.

Council of Science Editors:

Cordes M. A Transcendental Phenomenological Study of Developmental Math Students' Experiences and Perceptions. [Doctoral Dissertation]. Liberty University; 2014. Available from: http://digitalcommons.liberty.edu/doctoral/947

Liberty University

30.
Bontrager, Robin.
Community College Students' Academic Success and Persistence in *Math* Courses After Developmental *Math*: A Case Study.

Degree: 2015, Liberty University

URL: http://digitalcommons.liberty.edu/doctoral/1111

► This qualitative research study was a bounded case study exploring how and why community college students achieved academic success after completion of the developmental *math*…
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Subjects/Keywords: College readiness; Developmental math sequence; Remedial math course; Curriculum and Instruction; Curriculum and Social Inquiry; Education; Educational Assessment, Evaluation, and Research; Educational Methods

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

APA (6^{th} Edition):

Bontrager, R. (2015). Community College Students' Academic Success and Persistence in Math Courses After Developmental Math: A Case Study. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1111

Chicago Manual of Style (16^{th} Edition):

Bontrager, Robin. “Community College Students' Academic Success and Persistence in Math Courses After Developmental Math: A Case Study.” 2015. Doctoral Dissertation, Liberty University. Accessed January 18, 2020. http://digitalcommons.liberty.edu/doctoral/1111.

MLA Handbook (7^{th} Edition):

Bontrager, Robin. “Community College Students' Academic Success and Persistence in Math Courses After Developmental Math: A Case Study.” 2015. Web. 18 Jan 2020.

Vancouver:

Bontrager R. Community College Students' Academic Success and Persistence in Math Courses After Developmental Math: A Case Study. [Internet] [Doctoral dissertation]. Liberty University; 2015. [cited 2020 Jan 18]. Available from: http://digitalcommons.liberty.edu/doctoral/1111.

Council of Science Editors:

Bontrager R. Community College Students' Academic Success and Persistence in Math Courses After Developmental Math: A Case Study. [Doctoral Dissertation]. Liberty University; 2015. Available from: http://digitalcommons.liberty.edu/doctoral/1111