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You searched for subject:(Mathematics Study AND teaching Elementary United States ). Showing records 1 – 30 of 19317 total matches.

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1. Ferder, Benjamin. The integration of kinesthetic learning through the math & movement program: pilot study .

Degree: 2015, SUNY College at Cortland

 The primary purpose of this pilot study was to verify that the use of kinesthetic learning (Math & Movement Program) in the classroom increases retention… (more)

Subjects/Keywords: Mathematics  – Study and teaching (Elementary)  – United States.; Mathematics  – Study and teaching (Elementary)  – Activity programs  – United States.; Activity programs in education.; Thesis.

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

APA (6th Edition):

Ferder, B. (2015). The integration of kinesthetic learning through the math & movement program: pilot study . (Masters Thesis). SUNY College at Cortland. Retrieved from http://hdl.handle.net/1951/69278

Chicago Manual of Style (16th Edition):

Ferder, Benjamin. “The integration of kinesthetic learning through the math & movement program: pilot study .” 2015. Masters Thesis, SUNY College at Cortland. Accessed July 09, 2020. http://hdl.handle.net/1951/69278.

MLA Handbook (7th Edition):

Ferder, Benjamin. “The integration of kinesthetic learning through the math & movement program: pilot study .” 2015. Web. 09 Jul 2020.

Vancouver:

Ferder B. The integration of kinesthetic learning through the math & movement program: pilot study . [Internet] [Masters thesis]. SUNY College at Cortland; 2015. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/1951/69278.

Council of Science Editors:

Ferder B. The integration of kinesthetic learning through the math & movement program: pilot study . [Masters Thesis]. SUNY College at Cortland; 2015. Available from: http://hdl.handle.net/1951/69278


Michigan State University

2. He, Jia. Preservice elementary teachers' conceptions of mathematical definitions.

Degree: 2015, Michigan State University

Thesis Ph. D. Michigan State University. Mathematics Education 2015

Definitions play a central role in the discipline of mathematics and in teaching and learning mathematics(more)

Subjects/Keywords: Mathematics – Terminology; Mathematics – Study and teaching (Elementary) – United States; Mathematics teachers – United States; Student teachers – United States; Mathematics education

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APA (6th Edition):

He, J. (2015). Preservice elementary teachers' conceptions of mathematical definitions. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:3443

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):

He, Jia. “Preservice elementary teachers' conceptions of mathematical definitions.” 2015. Thesis, Michigan State University. Accessed July 09, 2020. http://etd.lib.msu.edu/islandora/object/etd:3443.

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

MLA Handbook (7th Edition):

He, Jia. “Preservice elementary teachers' conceptions of mathematical definitions.” 2015. Web. 09 Jul 2020.

Vancouver:

He J. Preservice elementary teachers' conceptions of mathematical definitions. [Internet] [Thesis]. Michigan State University; 2015. [cited 2020 Jul 09]. Available from: http://etd.lib.msu.edu/islandora/object/etd:3443.

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

Council of Science Editors:

He J. Preservice elementary teachers' conceptions of mathematical definitions. [Thesis]. Michigan State University; 2015. Available from: http://etd.lib.msu.edu/islandora/object/etd:3443

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


University of Wisconsin – La Cross

3. McHugh, Maighread Lee. Pre-service teachers' beliefs, dispositions, and abilities regarding social justice and mathematics.

Degree: 2011, University of Wisconsin – La Cross

 The purpose of this study was to examine pre-service teachers' beliefs, dispositions, and abilities to integrate social justice into the mathematics classroom during a one-semester… (more)

Subjects/Keywords: Teaching Materials.; Social justice - Study and teaching - United States.; Mathematics - Study and teaching (Elementary) - United States.; Teaching.

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APA (6th Edition):

McHugh, M. L. (2011). Pre-service teachers' beliefs, dispositions, and abilities regarding social justice and mathematics. (Thesis). University of Wisconsin – La Cross. Retrieved from http://digital.library.wisc.edu/1793/54403

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):

McHugh, Maighread Lee. “Pre-service teachers' beliefs, dispositions, and abilities regarding social justice and mathematics.” 2011. Thesis, University of Wisconsin – La Cross. Accessed July 09, 2020. http://digital.library.wisc.edu/1793/54403.

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

MLA Handbook (7th Edition):

McHugh, Maighread Lee. “Pre-service teachers' beliefs, dispositions, and abilities regarding social justice and mathematics.” 2011. Web. 09 Jul 2020.

Vancouver:

McHugh ML. Pre-service teachers' beliefs, dispositions, and abilities regarding social justice and mathematics. [Internet] [Thesis]. University of Wisconsin – La Cross; 2011. [cited 2020 Jul 09]. Available from: http://digital.library.wisc.edu/1793/54403.

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

Council of Science Editors:

McHugh ML. Pre-service teachers' beliefs, dispositions, and abilities regarding social justice and mathematics. [Thesis]. University of Wisconsin – La Cross; 2011. Available from: http://digital.library.wisc.edu/1793/54403

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

4. Dryndas, Katherine. The effects of homework Derby on the completion and accuracy of mathematics homework of 1st grade students .

Degree: 2016, SUNY College at Fredonia

 The purpose of this study will be to examine the effects of a relatively new and underresearched, team-based intervention called Homework Derby - an intra-class… (more)

Subjects/Keywords: Education, Elementary – Curricula – New York (State) – Derby; Mathematics – Study and teaching (Elementary) – United States; Peer teaching – Case studies

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APA (6th Edition):

Dryndas, K. (2016). The effects of homework Derby on the completion and accuracy of mathematics homework of 1st grade students . (Masters Thesis). SUNY College at Fredonia. Retrieved from http://hdl.handle.net/1951/70382

Chicago Manual of Style (16th Edition):

Dryndas, Katherine. “The effects of homework Derby on the completion and accuracy of mathematics homework of 1st grade students .” 2016. Masters Thesis, SUNY College at Fredonia. Accessed July 09, 2020. http://hdl.handle.net/1951/70382.

MLA Handbook (7th Edition):

Dryndas, Katherine. “The effects of homework Derby on the completion and accuracy of mathematics homework of 1st grade students .” 2016. Web. 09 Jul 2020.

Vancouver:

Dryndas K. The effects of homework Derby on the completion and accuracy of mathematics homework of 1st grade students . [Internet] [Masters thesis]. SUNY College at Fredonia; 2016. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/1951/70382.

Council of Science Editors:

Dryndas K. The effects of homework Derby on the completion and accuracy of mathematics homework of 1st grade students . [Masters Thesis]. SUNY College at Fredonia; 2016. Available from: http://hdl.handle.net/1951/70382


Oregon State University

5. Rogan-Klyve, Allyson M. Characterization and Mediation of K-12 Science Teachers' Implementation of the Next Generation Science Standards.

Degree: PhD, Science Education, 2016, Oregon State University

 The Next Generation Science Standards (NGSS) are a recent set of standards that leverage decades of research to present an innovative and coherent image for… (more)

Subjects/Keywords: science education; Science  – Study and teaching (Elementary)  – United States

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APA (6th Edition):

Rogan-Klyve, A. M. (2016). Characterization and Mediation of K-12 Science Teachers' Implementation of the Next Generation Science Standards. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/59145

Chicago Manual of Style (16th Edition):

Rogan-Klyve, Allyson M. “Characterization and Mediation of K-12 Science Teachers' Implementation of the Next Generation Science Standards.” 2016. Doctoral Dissertation, Oregon State University. Accessed July 09, 2020. http://hdl.handle.net/1957/59145.

MLA Handbook (7th Edition):

Rogan-Klyve, Allyson M. “Characterization and Mediation of K-12 Science Teachers' Implementation of the Next Generation Science Standards.” 2016. Web. 09 Jul 2020.

Vancouver:

Rogan-Klyve AM. Characterization and Mediation of K-12 Science Teachers' Implementation of the Next Generation Science Standards. [Internet] [Doctoral dissertation]. Oregon State University; 2016. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/1957/59145.

Council of Science Editors:

Rogan-Klyve AM. Characterization and Mediation of K-12 Science Teachers' Implementation of the Next Generation Science Standards. [Doctoral Dissertation]. Oregon State University; 2016. Available from: http://hdl.handle.net/1957/59145

6. Mellor, Kimberly P. White teachers navigating race in elementary classrooms: portraits of possibility.

Degree: 2019, NC Docks

 Studies that document white teachers struggling to see whiteness and minimizing the impact of race on the quality of education are plentiful in the research… (more)

Subjects/Keywords: Teachers, White $z United States; Elementary school teachers $z United States; Minorities $x Education (Elementary) $z United States; Race awareness $x Study and teaching (Elementary) $z United States; Racism $x Study and teaching (Elementary) $z United States; Racism in education $z United States

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APA (6th Edition):

Mellor, K. P. (2019). White teachers navigating race in elementary classrooms: portraits of possibility. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/uncg/f/Mellor_uncg_0154D_12898.pdf

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):

Mellor, Kimberly P. “White teachers navigating race in elementary classrooms: portraits of possibility.” 2019. Thesis, NC Docks. Accessed July 09, 2020. http://libres.uncg.edu/ir/uncg/f/Mellor_uncg_0154D_12898.pdf.

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

MLA Handbook (7th Edition):

Mellor, Kimberly P. “White teachers navigating race in elementary classrooms: portraits of possibility.” 2019. Web. 09 Jul 2020.

Vancouver:

Mellor KP. White teachers navigating race in elementary classrooms: portraits of possibility. [Internet] [Thesis]. NC Docks; 2019. [cited 2020 Jul 09]. Available from: http://libres.uncg.edu/ir/uncg/f/Mellor_uncg_0154D_12898.pdf.

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

Council of Science Editors:

Mellor KP. White teachers navigating race in elementary classrooms: portraits of possibility. [Thesis]. NC Docks; 2019. Available from: http://libres.uncg.edu/ir/uncg/f/Mellor_uncg_0154D_12898.pdf

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


University of North Texas

7. Salman, Rania Camille. The (Mis)representation of the Middle East and Its People in K-8 Social Studies Textbooks: A Postcolonial Analysis.

Degree: 2014, University of North Texas

 Critical examinations of cultural groups and the ways in which they are presented in schools are missing from current elementary and middle school curricula. Issues… (more)

Subjects/Keywords: Middle East; misrepresentation; textbooks; postcolonial; Middle East  – Study and teaching (Elementary)  – United States.; Middle East  – Study and teaching (Middle school)  – United States.; Textbook bias  – United States.; Social sciences  – Study and teaching (Elementary)  – United States.; Social sciences  – Study and teaching (Middle school)  – United States.

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APA (6th Edition):

Salman, R. C. (2014). The (Mis)representation of the Middle East and Its People in K-8 Social Studies Textbooks: A Postcolonial Analysis. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc799522/

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):

Salman, Rania Camille. “The (Mis)representation of the Middle East and Its People in K-8 Social Studies Textbooks: A Postcolonial Analysis.” 2014. Thesis, University of North Texas. Accessed July 09, 2020. https://digital.library.unt.edu/ark:/67531/metadc799522/.

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

MLA Handbook (7th Edition):

Salman, Rania Camille. “The (Mis)representation of the Middle East and Its People in K-8 Social Studies Textbooks: A Postcolonial Analysis.” 2014. Web. 09 Jul 2020.

Vancouver:

Salman RC. The (Mis)representation of the Middle East and Its People in K-8 Social Studies Textbooks: A Postcolonial Analysis. [Internet] [Thesis]. University of North Texas; 2014. [cited 2020 Jul 09]. Available from: https://digital.library.unt.edu/ark:/67531/metadc799522/.

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

Council of Science Editors:

Salman RC. The (Mis)representation of the Middle East and Its People in K-8 Social Studies Textbooks: A Postcolonial Analysis. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc799522/

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


University of North Carolina – Greensboro

8. Blanks, Allyster Brooke. A case study of an initiative to increase general educators' use of evidence based reading instruction.

Degree: 2011, University of North Carolina – Greensboro

 The purpose of this study was to understand general education teachers' experiences with a school-wide effort to increase the use of evidence-based teaching practices that… (more)

Subjects/Keywords: Reading – Research – United States; Reading (Elementary); Evidence; Literacy – Study and teaching – United States; Reading teachers – Training of – United States

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

APA (6th Edition):

Blanks, A. B. (2011). A case study of an initiative to increase general educators' use of evidence based reading instruction. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=7344

Chicago Manual of Style (16th Edition):

Blanks, Allyster Brooke. “A case study of an initiative to increase general educators' use of evidence based reading instruction.” 2011. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed July 09, 2020. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=7344.

MLA Handbook (7th Edition):

Blanks, Allyster Brooke. “A case study of an initiative to increase general educators' use of evidence based reading instruction.” 2011. Web. 09 Jul 2020.

Vancouver:

Blanks AB. A case study of an initiative to increase general educators' use of evidence based reading instruction. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2011. [cited 2020 Jul 09]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=7344.

Council of Science Editors:

Blanks AB. A case study of an initiative to increase general educators' use of evidence based reading instruction. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2011. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=7344


Portland State University

9. Granshaw, Frank D. Designing and Using Virtual Field Environments to Enhance and Extend Field Experience in Professional Development Programs in Geology for K-12 Teachers.

Degree: PhD, Geology, 2011, Portland State University

  Virtual reality (VR) is increasingly used to acquaint geoscience novices with some of the observation, data gathering, and problem solving done in actual field… (more)

Subjects/Keywords: Virtual reality in education  – United States; Geology  – Study and teaching (Elementary)  – United States; Geology  – Study and teaching (Secondary)  – United States; Geology teachers  – In-service training  – United States

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APA (6th Edition):

Granshaw, F. D. (2011). Designing and Using Virtual Field Environments to Enhance and Extend Field Experience in Professional Development Programs in Geology for K-12 Teachers. (Doctoral Dissertation). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/280

Chicago Manual of Style (16th Edition):

Granshaw, Frank D. “Designing and Using Virtual Field Environments to Enhance and Extend Field Experience in Professional Development Programs in Geology for K-12 Teachers.” 2011. Doctoral Dissertation, Portland State University. Accessed July 09, 2020. https://pdxscholar.library.pdx.edu/open_access_etds/280.

MLA Handbook (7th Edition):

Granshaw, Frank D. “Designing and Using Virtual Field Environments to Enhance and Extend Field Experience in Professional Development Programs in Geology for K-12 Teachers.” 2011. Web. 09 Jul 2020.

Vancouver:

Granshaw FD. Designing and Using Virtual Field Environments to Enhance and Extend Field Experience in Professional Development Programs in Geology for K-12 Teachers. [Internet] [Doctoral dissertation]. Portland State University; 2011. [cited 2020 Jul 09]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/280.

Council of Science Editors:

Granshaw FD. Designing and Using Virtual Field Environments to Enhance and Extend Field Experience in Professional Development Programs in Geology for K-12 Teachers. [Doctoral Dissertation]. Portland State University; 2011. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/280


Michigan State University

10. Edwards, Richard A. Quantitative literacy in general education science courses at a community college : student and instructor reports.

Degree: 2016, Michigan State University

Thesis Ph. D. Michigan State University. Mathematics Education 2016

Research indicates that significant numbers of community college students enroll in quantitative literacy (QL) courses, yet… (more)

Subjects/Keywords: Numeracy – Study and teaching (Higher) – United States – Case studies; Science – Study and teaching (Higher) – United States – Case studies; Mathematics – Study and teaching (Higher) – United States – Case studies; Mathematics education

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APA (6th Edition):

Edwards, R. A. (2016). Quantitative literacy in general education science courses at a community college : student and instructor reports. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:4381

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):

Edwards, Richard A. “Quantitative literacy in general education science courses at a community college : student and instructor reports.” 2016. Thesis, Michigan State University. Accessed July 09, 2020. http://etd.lib.msu.edu/islandora/object/etd:4381.

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

MLA Handbook (7th Edition):

Edwards, Richard A. “Quantitative literacy in general education science courses at a community college : student and instructor reports.” 2016. Web. 09 Jul 2020.

Vancouver:

Edwards RA. Quantitative literacy in general education science courses at a community college : student and instructor reports. [Internet] [Thesis]. Michigan State University; 2016. [cited 2020 Jul 09]. Available from: http://etd.lib.msu.edu/islandora/object/etd:4381.

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

Council of Science Editors:

Edwards RA. Quantitative literacy in general education science courses at a community college : student and instructor reports. [Thesis]. Michigan State University; 2016. Available from: http://etd.lib.msu.edu/islandora/object/etd:4381

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


Rutgers University

11. Kowski, Lynne E., 1962-. Rising to the challenge: postsecondary developmental mathematics and college success.

Degree: PhD, Education, 2014, Rutgers University

Commitment to educational access for all students is the primary mission for many community colleges. Postsecondary developmental education is a path to achieve educational equity… (more)

Subjects/Keywords: Mathematics – Study and teaching (Higher); Educational change – United States; Community college students – United States

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APA (6th Edition):

Kowski, Lynne E., 1. (2014). Rising to the challenge: postsecondary developmental mathematics and college success. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/45318/

Chicago Manual of Style (16th Edition):

Kowski, Lynne E., 1962-. “Rising to the challenge: postsecondary developmental mathematics and college success.” 2014. Doctoral Dissertation, Rutgers University. Accessed July 09, 2020. https://rucore.libraries.rutgers.edu/rutgers-lib/45318/.

MLA Handbook (7th Edition):

Kowski, Lynne E., 1962-. “Rising to the challenge: postsecondary developmental mathematics and college success.” 2014. Web. 09 Jul 2020.

Vancouver:

Kowski, Lynne E. 1. Rising to the challenge: postsecondary developmental mathematics and college success. [Internet] [Doctoral dissertation]. Rutgers University; 2014. [cited 2020 Jul 09]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/45318/.

Council of Science Editors:

Kowski, Lynne E. 1. Rising to the challenge: postsecondary developmental mathematics and college success. [Doctoral Dissertation]. Rutgers University; 2014. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/45318/


East Carolina University

12. Samberg, Mark Justin. PROBLEM SOLVING IN THE DIGITAL AGE: BRINGING DESIGN AND COMPUTATIONAL THINKING TO THE K-12 CLASSROOM.

Degree: EdD, EDD-Educational Leadership, 2018, East Carolina University

 A focus on Science, Technology, Engineering, and Math (STEM) education has been an ongoing trend in the United States for most of the last decade.… (more)

Subjects/Keywords: problem solving; Teachers – In-service training – United States; Computer science – Study and teaching; Critical thinking; Science – Study and teaching – United States; Technology – Study and teaching – United States; Engineering – Study and teaching – United States; Mathematics – Study and teaching – United States

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APA (6th Edition):

Samberg, M. J. (2018). PROBLEM SOLVING IN THE DIGITAL AGE: BRINGING DESIGN AND COMPUTATIONAL THINKING TO THE K-12 CLASSROOM. (Doctoral Dissertation). East Carolina University. Retrieved from http://hdl.handle.net/10342/6714

Chicago Manual of Style (16th Edition):

Samberg, Mark Justin. “PROBLEM SOLVING IN THE DIGITAL AGE: BRINGING DESIGN AND COMPUTATIONAL THINKING TO THE K-12 CLASSROOM.” 2018. Doctoral Dissertation, East Carolina University. Accessed July 09, 2020. http://hdl.handle.net/10342/6714.

MLA Handbook (7th Edition):

Samberg, Mark Justin. “PROBLEM SOLVING IN THE DIGITAL AGE: BRINGING DESIGN AND COMPUTATIONAL THINKING TO THE K-12 CLASSROOM.” 2018. Web. 09 Jul 2020.

Vancouver:

Samberg MJ. PROBLEM SOLVING IN THE DIGITAL AGE: BRINGING DESIGN AND COMPUTATIONAL THINKING TO THE K-12 CLASSROOM. [Internet] [Doctoral dissertation]. East Carolina University; 2018. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/10342/6714.

Council of Science Editors:

Samberg MJ. PROBLEM SOLVING IN THE DIGITAL AGE: BRINGING DESIGN AND COMPUTATIONAL THINKING TO THE K-12 CLASSROOM. [Doctoral Dissertation]. East Carolina University; 2018. Available from: http://hdl.handle.net/10342/6714


East Carolina University

13. Davis, Joseph B. The historical foundations of modern earth science education : using the power of history in earth science education.

Degree: 2010, East Carolina University

 This project is part of a larger collaborative effort between science math and education departments at East Carolina University. The project aims to address the… (more)

Subjects/Keywords: Science – Study and teaching (Secondary); Mathematics – Study and teaching (Secondary); Motivation in education – United States; High school students – United States – Attitudes

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APA (6th Edition):

Davis, J. B. (2010). The historical foundations of modern earth science education : using the power of history in earth science education. (Masters Thesis). East Carolina University. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14708

Chicago Manual of Style (16th Edition):

Davis, Joseph B. “The historical foundations of modern earth science education : using the power of history in earth science education.” 2010. Masters Thesis, East Carolina University. Accessed July 09, 2020. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14708.

MLA Handbook (7th Edition):

Davis, Joseph B. “The historical foundations of modern earth science education : using the power of history in earth science education.” 2010. Web. 09 Jul 2020.

Vancouver:

Davis JB. The historical foundations of modern earth science education : using the power of history in earth science education. [Internet] [Masters thesis]. East Carolina University; 2010. [cited 2020 Jul 09]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14708.

Council of Science Editors:

Davis JB. The historical foundations of modern earth science education : using the power of history in earth science education. [Masters Thesis]. East Carolina University; 2010. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14708

14. Davis, Joseph B. The historical foundations of modern earth science education : using the power of history in earth science education.

Degree: 2012, NC Docks

 This project is part of a larger collaborative effort between science math and education departments at East Carolina University. The project aims to address the… (more)

Subjects/Keywords: Science – Study and teaching (Secondary); Mathematics – Study and teaching (Secondary); Motivation in education – United States; High school students – United States – Attitudes

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

APA (6th Edition):

Davis, J. B. (2012). The historical foundations of modern earth science education : using the power of history in earth science education. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/ecu/f/0000-embargo-holder.txt

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):

Davis, Joseph B. “The historical foundations of modern earth science education : using the power of history in earth science education.” 2012. Thesis, NC Docks. Accessed July 09, 2020. http://libres.uncg.edu/ir/ecu/f/0000-embargo-holder.txt.

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

MLA Handbook (7th Edition):

Davis, Joseph B. “The historical foundations of modern earth science education : using the power of history in earth science education.” 2012. Web. 09 Jul 2020.

Vancouver:

Davis JB. The historical foundations of modern earth science education : using the power of history in earth science education. [Internet] [Thesis]. NC Docks; 2012. [cited 2020 Jul 09]. Available from: http://libres.uncg.edu/ir/ecu/f/0000-embargo-holder.txt.

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

Council of Science Editors:

Davis JB. The historical foundations of modern earth science education : using the power of history in earth science education. [Thesis]. NC Docks; 2012. Available from: http://libres.uncg.edu/ir/ecu/f/0000-embargo-holder.txt

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


University of North Carolina – Greensboro

15. Money, Kimberly W. The experiences of english language learners with disabilities: a comparative analysis.

Degree: 2010, University of North Carolina – Greensboro

 The purpose of this research was to analyze the experiences of students who are English Language Learners with disabilities in public schools. Research Methodology consisted… (more)

Subjects/Keywords: English language – Study and teaching (Elementary) – Foreign speakers.; Children with disabilities – Education (Elementary) – United States.; Linguistic minorities – Education (Elementary) – United States.; Hispanic American children – Education (Elementary) – United States – Case studies.; Special education – Study and teaching (Elementary) – United States.; Second language acquisition – Psychological aspects.

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

APA (6th Edition):

Money, K. W. (2010). The experiences of english language learners with disabilities: a comparative analysis. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=4810

Chicago Manual of Style (16th Edition):

Money, Kimberly W. “The experiences of english language learners with disabilities: a comparative analysis.” 2010. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed July 09, 2020. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=4810.

MLA Handbook (7th Edition):

Money, Kimberly W. “The experiences of english language learners with disabilities: a comparative analysis.” 2010. Web. 09 Jul 2020.

Vancouver:

Money KW. The experiences of english language learners with disabilities: a comparative analysis. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2010. [cited 2020 Jul 09]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=4810.

Council of Science Editors:

Money KW. The experiences of english language learners with disabilities: a comparative analysis. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2010. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=4810

16. Hegedus, Theresa. Engineering education for youth: diverse elementary school students' experiences with engineering design.

Degree: 2014, NC Docks

 Lingering concerns over the persistent achievement gap amidst the trend of an increasingly diverse society have been compounded by calls from the Oval Office, the… (more)

Subjects/Keywords: Engineering $x Study and teaching (Elementary) $z United States; Science $x Study and teaching (Elementary) $z United States; Creative thinking in children $x Study and teaching (Elementary) $z United States; Educational equalization $z United States

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APA (6th Edition):

Hegedus, T. (2014). Engineering education for youth: diverse elementary school students' experiences with engineering design. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/uncg/f/Hegedus_uncg_0154D_11560.pdf

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):

Hegedus, Theresa. “Engineering education for youth: diverse elementary school students' experiences with engineering design.” 2014. Thesis, NC Docks. Accessed July 09, 2020. http://libres.uncg.edu/ir/uncg/f/Hegedus_uncg_0154D_11560.pdf.

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

MLA Handbook (7th Edition):

Hegedus, Theresa. “Engineering education for youth: diverse elementary school students' experiences with engineering design.” 2014. Web. 09 Jul 2020.

Vancouver:

Hegedus T. Engineering education for youth: diverse elementary school students' experiences with engineering design. [Internet] [Thesis]. NC Docks; 2014. [cited 2020 Jul 09]. Available from: http://libres.uncg.edu/ir/uncg/f/Hegedus_uncg_0154D_11560.pdf.

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

Council of Science Editors:

Hegedus T. Engineering education for youth: diverse elementary school students' experiences with engineering design. [Thesis]. NC Docks; 2014. Available from: http://libres.uncg.edu/ir/uncg/f/Hegedus_uncg_0154D_11560.pdf

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


University of Johannesburg

17. Van der Walt, Mara Anetta. Instructional strategies that should enhance the effective learning of common fractions in the primary school.

Degree: 2014, University of Johannesburg

M.Ed. (Mathematics in Education)

Primary school learners need to extend their knowledge of numbers to include common fractions. Common fraction concepts are important but learners… (more)

Subjects/Keywords: Mathematics - Study and teaching (Elementary)

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

APA (6th Edition):

Van der Walt, M. A. (2014). Instructional strategies that should enhance the effective learning of common fractions in the primary school. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/11526

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):

Van der Walt, Mara Anetta. “Instructional strategies that should enhance the effective learning of common fractions in the primary school.” 2014. Thesis, University of Johannesburg. Accessed July 09, 2020. http://hdl.handle.net/10210/11526.

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

MLA Handbook (7th Edition):

Van der Walt, Mara Anetta. “Instructional strategies that should enhance the effective learning of common fractions in the primary school.” 2014. Web. 09 Jul 2020.

Vancouver:

Van der Walt MA. Instructional strategies that should enhance the effective learning of common fractions in the primary school. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/10210/11526.

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

Council of Science Editors:

Van der Walt MA. Instructional strategies that should enhance the effective learning of common fractions in the primary school. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/11526

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


Central Connecticut State University

18. Ziu-Pires, Gavriela. Effects of a cognitively guided instruction: teacher's knowledge for instruction, and students' learning in mathematics.

Degree: Department of Mathematical Sciences, 2012, Central Connecticut State University

 In this thesis, the teacher's knowledge on the types of problems that exist in mathematics is discussed. Also, this thesis identifies the teacher's awareness on… (more)

Subjects/Keywords: Mathematics  – Study and teaching (Elementary)

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

APA (6th Edition):

Ziu-Pires, G. (2012). Effects of a cognitively guided instruction: teacher's knowledge for instruction, and students' learning in mathematics. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1775

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):

Ziu-Pires, Gavriela. “Effects of a cognitively guided instruction: teacher's knowledge for instruction, and students' learning in mathematics.” 2012. Thesis, Central Connecticut State University. Accessed July 09, 2020. http://content.library.ccsu.edu/u?/ccsutheses,1775.

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

MLA Handbook (7th Edition):

Ziu-Pires, Gavriela. “Effects of a cognitively guided instruction: teacher's knowledge for instruction, and students' learning in mathematics.” 2012. Web. 09 Jul 2020.

Vancouver:

Ziu-Pires G. Effects of a cognitively guided instruction: teacher's knowledge for instruction, and students' learning in mathematics. [Internet] [Thesis]. Central Connecticut State University; 2012. [cited 2020 Jul 09]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1775.

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

Council of Science Editors:

Ziu-Pires G. Effects of a cognitively guided instruction: teacher's knowledge for instruction, and students' learning in mathematics. [Thesis]. Central Connecticut State University; 2012. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1775

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


Central Connecticut State University

19. Glaude, Jennifer Erin, 1987-. The Effects of Teaching Word Problems to Second Grade Students Using the Kinesthetic Modality.

Degree: Department of Mathematical Sciences, 2013, Central Connecticut State University

The purpose of this study was to determine if teaching mathematics kinesthetically to subjects in second grade through word problems had a greater impact than… (more)

Subjects/Keywords: Mathematics – Study and teaching (Elementary)

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

APA (6th Edition):

Glaude, Jennifer Erin, 1. (2013). The Effects of Teaching Word Problems to Second Grade Students Using the Kinesthetic Modality. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1902

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):

Glaude, Jennifer Erin, 1987-. “The Effects of Teaching Word Problems to Second Grade Students Using the Kinesthetic Modality.” 2013. Thesis, Central Connecticut State University. Accessed July 09, 2020. http://content.library.ccsu.edu/u?/ccsutheses,1902.

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

MLA Handbook (7th Edition):

Glaude, Jennifer Erin, 1987-. “The Effects of Teaching Word Problems to Second Grade Students Using the Kinesthetic Modality.” 2013. Web. 09 Jul 2020.

Vancouver:

Glaude, Jennifer Erin 1. The Effects of Teaching Word Problems to Second Grade Students Using the Kinesthetic Modality. [Internet] [Thesis]. Central Connecticut State University; 2013. [cited 2020 Jul 09]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1902.

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

Council of Science Editors:

Glaude, Jennifer Erin 1. The Effects of Teaching Word Problems to Second Grade Students Using the Kinesthetic Modality. [Thesis]. Central Connecticut State University; 2013. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1902

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


Central Connecticut State University

20. Timreck, Kaitlyn E., 1992-. Using Pre-Assessment Data (of prerequisite concepts) to Differentiate Multi-Digit Multiplication Instruction.

Degree: Department of Mathematical Sciences, 2019, Central Connecticut State University

 The purpose of this research was to determine if providing differentiation based on pre-assessment data of prerequisite concepts during multi-digit multiplication instruction would impact student… (more)

Subjects/Keywords: Mathematics – Study and teaching (Elementary)

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APA (6th Edition):

Timreck, Kaitlyn E., 1. (2019). Using Pre-Assessment Data (of prerequisite concepts) to Differentiate Multi-Digit Multiplication Instruction. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,2936

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):

Timreck, Kaitlyn E., 1992-. “Using Pre-Assessment Data (of prerequisite concepts) to Differentiate Multi-Digit Multiplication Instruction.” 2019. Thesis, Central Connecticut State University. Accessed July 09, 2020. http://content.library.ccsu.edu/u?/ccsutheses,2936.

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

MLA Handbook (7th Edition):

Timreck, Kaitlyn E., 1992-. “Using Pre-Assessment Data (of prerequisite concepts) to Differentiate Multi-Digit Multiplication Instruction.” 2019. Web. 09 Jul 2020.

Vancouver:

Timreck, Kaitlyn E. 1. Using Pre-Assessment Data (of prerequisite concepts) to Differentiate Multi-Digit Multiplication Instruction. [Internet] [Thesis]. Central Connecticut State University; 2019. [cited 2020 Jul 09]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2936.

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

Council of Science Editors:

Timreck, Kaitlyn E. 1. Using Pre-Assessment Data (of prerequisite concepts) to Differentiate Multi-Digit Multiplication Instruction. [Thesis]. Central Connecticut State University; 2019. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2936

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


Michigan State University

21. Roberson, Janys. An analysis of the mathematics achievement of Afro-American and Euro-American females in grades 3, 4, and 5 before and after the application of nontraditional mathematics instruction.

Degree: PhD, Department of Teacher Education, 1994, Michigan State University

Subjects/Keywords: Mathematics – Study and teaching (Elementary) – United States; African Americans – Education (Elementary); Women – Education (Elementary) – United States

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APA (6th Edition):

Roberson, J. (1994). An analysis of the mathematics achievement of Afro-American and Euro-American females in grades 3, 4, and 5 before and after the application of nontraditional mathematics instruction. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:24391

Chicago Manual of Style (16th Edition):

Roberson, Janys. “An analysis of the mathematics achievement of Afro-American and Euro-American females in grades 3, 4, and 5 before and after the application of nontraditional mathematics instruction.” 1994. Doctoral Dissertation, Michigan State University. Accessed July 09, 2020. http://etd.lib.msu.edu/islandora/object/etd:24391.

MLA Handbook (7th Edition):

Roberson, Janys. “An analysis of the mathematics achievement of Afro-American and Euro-American females in grades 3, 4, and 5 before and after the application of nontraditional mathematics instruction.” 1994. Web. 09 Jul 2020.

Vancouver:

Roberson J. An analysis of the mathematics achievement of Afro-American and Euro-American females in grades 3, 4, and 5 before and after the application of nontraditional mathematics instruction. [Internet] [Doctoral dissertation]. Michigan State University; 1994. [cited 2020 Jul 09]. Available from: http://etd.lib.msu.edu/islandora/object/etd:24391.

Council of Science Editors:

Roberson J. An analysis of the mathematics achievement of Afro-American and Euro-American females in grades 3, 4, and 5 before and after the application of nontraditional mathematics instruction. [Doctoral Dissertation]. Michigan State University; 1994. Available from: http://etd.lib.msu.edu/islandora/object/etd:24391


Florida Atlantic University

22. Escuder, Ana. Middle school teachers' usage of dynamic mathematics learning environments as cognitive instructional tools.

Degree: PhD, 2013, Florida Atlantic University

Summary: This study described, analyzed, and compared the internal and external factors that prevented or fostered the implementation of a cognitive tool, GeoGebra, in the… (more)

Subjects/Keywords: Mathematics – Study and teaching (Middle school); Mathematics – Study and teaching – Computer-assisted instruction; Educational technology – United States; Educational innovations – United States; Educational change – United States

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

APA (6th Edition):

Escuder, A. (2013). Middle school teachers' usage of dynamic mathematics learning environments as cognitive instructional tools. (Doctoral Dissertation). Florida Atlantic University. Retrieved from http://purl.flvc.org/fcla/dt/3362325

Chicago Manual of Style (16th Edition):

Escuder, Ana. “Middle school teachers' usage of dynamic mathematics learning environments as cognitive instructional tools.” 2013. Doctoral Dissertation, Florida Atlantic University. Accessed July 09, 2020. http://purl.flvc.org/fcla/dt/3362325.

MLA Handbook (7th Edition):

Escuder, Ana. “Middle school teachers' usage of dynamic mathematics learning environments as cognitive instructional tools.” 2013. Web. 09 Jul 2020.

Vancouver:

Escuder A. Middle school teachers' usage of dynamic mathematics learning environments as cognitive instructional tools. [Internet] [Doctoral dissertation]. Florida Atlantic University; 2013. [cited 2020 Jul 09]. Available from: http://purl.flvc.org/fcla/dt/3362325.

Council of Science Editors:

Escuder A. Middle school teachers' usage of dynamic mathematics learning environments as cognitive instructional tools. [Doctoral Dissertation]. Florida Atlantic University; 2013. Available from: http://purl.flvc.org/fcla/dt/3362325


Michigan State University

23. Soto, Melissa. Women of color faculty in STEM : successfully navigating the promotion and tenure process.

Degree: 2014, Michigan State University

Thesis Ph. D. Michigan State University. Higher, Adult, and Lifelong Education 2014.

Black women and Hispanic/Latina faculty are underrepresented in tenured science, technology, engineering, and… (more)

Subjects/Keywords: Minority women college teachers – United States; Career development; Science – Study and teaching (Higher) – United States; Technology – Study and teaching (Higher) – United States; Engineering – Study and teaching (Higher) – United States; Mathematics – Study and teaching (Higher) – United States; Higher education

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

APA (6th Edition):

Soto, M. (2014). Women of color faculty in STEM : successfully navigating the promotion and tenure process. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:2899

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):

Soto, Melissa. “Women of color faculty in STEM : successfully navigating the promotion and tenure process.” 2014. Thesis, Michigan State University. Accessed July 09, 2020. http://etd.lib.msu.edu/islandora/object/etd:2899.

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

MLA Handbook (7th Edition):

Soto, Melissa. “Women of color faculty in STEM : successfully navigating the promotion and tenure process.” 2014. Web. 09 Jul 2020.

Vancouver:

Soto M. Women of color faculty in STEM : successfully navigating the promotion and tenure process. [Internet] [Thesis]. Michigan State University; 2014. [cited 2020 Jul 09]. Available from: http://etd.lib.msu.edu/islandora/object/etd:2899.

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

Council of Science Editors:

Soto M. Women of color faculty in STEM : successfully navigating the promotion and tenure process. [Thesis]. Michigan State University; 2014. Available from: http://etd.lib.msu.edu/islandora/object/etd:2899

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


California State University – San Bernardino

24. Mahoney, Chris Elaine. Fifth grade students' perceptions of STS issues: An action research project to explore a process for identifying students' knowledge and understandings of science, technology, and society (STS) issues.

Degree: MAin Interdisciplinary Studies, Interdisciplinary Studies, 2001, California State University – San Bernardino

This study looked at fifth grade students' perceptions of the importance of twenty science, technology, and society issues and the relationships between these issues.

Subjects/Keywords: Science  – Study and teaching (Elementary)  – United States; Technology  – Study and teaching (Elementary)  – United States; Mathematics  – Study and teaching (Elementary)  – United States; Interdisciplinary approach to knowledge; Quality of life; Science and Mathematics Education

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

APA (6th Edition):

Mahoney, C. E. (2001). Fifth grade students' perceptions of STS issues: An action research project to explore a process for identifying students' knowledge and understandings of science, technology, and society (STS) issues. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/2018

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):

Mahoney, Chris Elaine. “Fifth grade students' perceptions of STS issues: An action research project to explore a process for identifying students' knowledge and understandings of science, technology, and society (STS) issues.” 2001. Thesis, California State University – San Bernardino. Accessed July 09, 2020. http://scholarworks.lib.csusb.edu/etd-project/2018.

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

MLA Handbook (7th Edition):

Mahoney, Chris Elaine. “Fifth grade students' perceptions of STS issues: An action research project to explore a process for identifying students' knowledge and understandings of science, technology, and society (STS) issues.” 2001. Web. 09 Jul 2020.

Vancouver:

Mahoney CE. Fifth grade students' perceptions of STS issues: An action research project to explore a process for identifying students' knowledge and understandings of science, technology, and society (STS) issues. [Internet] [Thesis]. California State University – San Bernardino; 2001. [cited 2020 Jul 09]. Available from: http://scholarworks.lib.csusb.edu/etd-project/2018.

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

Council of Science Editors:

Mahoney CE. Fifth grade students' perceptions of STS issues: An action research project to explore a process for identifying students' knowledge and understandings of science, technology, and society (STS) issues. [Thesis]. California State University – San Bernardino; 2001. Available from: http://scholarworks.lib.csusb.edu/etd-project/2018

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

25. NC DOCKS at The University of North Carolina at Greensboro; Scott, Catherine Marie. Contextually authentic science for young children: a study of two summer herpetology programs.

Degree: 2012, NC Docks

 The purpose of this study was to examine the knowledge, skills, and dispositions enabled for elementary school participants in two summer herpetology programs, one in… (more)

Subjects/Keywords: Science $x Study and teaching (Elementary) $x Activity programs $z United States $x Evaluation; Herpetology $x Study and teaching (Elementary) $x Activity programs $z United States $x Evaluation

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APA (6th Edition):

NC DOCKS at The University of North Carolina at Greensboro; Scott, C. M. (2012). Contextually authentic science for young children: a study of two summer herpetology programs. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/uncg/f/Scott_uncg_0154D_10874.pdf

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):

NC DOCKS at The University of North Carolina at Greensboro; Scott, Catherine Marie. “Contextually authentic science for young children: a study of two summer herpetology programs.” 2012. Thesis, NC Docks. Accessed July 09, 2020. http://libres.uncg.edu/ir/uncg/f/Scott_uncg_0154D_10874.pdf.

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

MLA Handbook (7th Edition):

NC DOCKS at The University of North Carolina at Greensboro; Scott, Catherine Marie. “Contextually authentic science for young children: a study of two summer herpetology programs.” 2012. Web. 09 Jul 2020.

Vancouver:

NC DOCKS at The University of North Carolina at Greensboro; Scott CM. Contextually authentic science for young children: a study of two summer herpetology programs. [Internet] [Thesis]. NC Docks; 2012. [cited 2020 Jul 09]. Available from: http://libres.uncg.edu/ir/uncg/f/Scott_uncg_0154D_10874.pdf.

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

Council of Science Editors:

NC DOCKS at The University of North Carolina at Greensboro; Scott CM. Contextually authentic science for young children: a study of two summer herpetology programs. [Thesis]. NC Docks; 2012. Available from: http://libres.uncg.edu/ir/uncg/f/Scott_uncg_0154D_10874.pdf

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


Central Connecticut State University

26. Crowley, Vanessa T., 1971-. Understanding the format of standardized testing questions on estimation : does it matter? / Vanessa Crowley.

Degree: Department of Mathematical Sciences, 2008, Central Connecticut State University

 As the global marketplace has made the world a more competitive place, governments are eager to ensure their population will be able to measure up… (more)

Subjects/Keywords: Mathematics  – Study and teaching (Elementary); Educational tests and measurements  – United States

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APA (6th Edition):

Crowley, Vanessa T., 1. (2008). Understanding the format of standardized testing questions on estimation : does it matter? / Vanessa Crowley. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1474

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):

Crowley, Vanessa T., 1971-. “Understanding the format of standardized testing questions on estimation : does it matter? / Vanessa Crowley.” 2008. Thesis, Central Connecticut State University. Accessed July 09, 2020. http://content.library.ccsu.edu/u?/ccsutheses,1474.

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

MLA Handbook (7th Edition):

Crowley, Vanessa T., 1971-. “Understanding the format of standardized testing questions on estimation : does it matter? / Vanessa Crowley.” 2008. Web. 09 Jul 2020.

Vancouver:

Crowley, Vanessa T. 1. Understanding the format of standardized testing questions on estimation : does it matter? / Vanessa Crowley. [Internet] [Thesis]. Central Connecticut State University; 2008. [cited 2020 Jul 09]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1474.

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

Council of Science Editors:

Crowley, Vanessa T. 1. Understanding the format of standardized testing questions on estimation : does it matter? / Vanessa Crowley. [Thesis]. Central Connecticut State University; 2008. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1474

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


Florida Atlantic University

27. Parks, Melissa Y. The nature of elementary students' science discourse and conceptual learning.

Degree: PhD, 2011, Florida Atlantic University

Summary: This qualitative study examined the nature of 5th-grade students' oral and written discourse in relation to their conceptual learning during six science inquiry-based lessons.… (more)

Subjects/Keywords: Science – Study and teaching (Elementary) – United States; Learning, Psychology of; Cognition in children

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APA (6th Edition):

Parks, M. Y. (2011). The nature of elementary students' science discourse and conceptual learning. (Doctoral Dissertation). Florida Atlantic University. Retrieved from http://purl.flvc.org/FAU/3318675

Chicago Manual of Style (16th Edition):

Parks, Melissa Y. “The nature of elementary students' science discourse and conceptual learning.” 2011. Doctoral Dissertation, Florida Atlantic University. Accessed July 09, 2020. http://purl.flvc.org/FAU/3318675.

MLA Handbook (7th Edition):

Parks, Melissa Y. “The nature of elementary students' science discourse and conceptual learning.” 2011. Web. 09 Jul 2020.

Vancouver:

Parks MY. The nature of elementary students' science discourse and conceptual learning. [Internet] [Doctoral dissertation]. Florida Atlantic University; 2011. [cited 2020 Jul 09]. Available from: http://purl.flvc.org/FAU/3318675.

Council of Science Editors:

Parks MY. The nature of elementary students' science discourse and conceptual learning. [Doctoral Dissertation]. Florida Atlantic University; 2011. Available from: http://purl.flvc.org/FAU/3318675

28. Howell, Tracey H. On the nature of and teachers' goals for students' mathematical argumentation in five high school classrooms.

Degree: 2013, NC Docks

 In an era of new standards and emerging accountability systems, an understanding of the supports needed to aid teachers and students in making necessary transitions… (more)

Subjects/Keywords: Mathematics $x Study and teaching (Secondary) $z United States; Mathematics teachers $x Training of $z United States

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

APA (6th Edition):

Howell, T. H. (2013). On the nature of and teachers' goals for students' mathematical argumentation in five high school classrooms. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/uncg/f/Howell_uncg_0154D_11250.pdf

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):

Howell, Tracey H. “On the nature of and teachers' goals for students' mathematical argumentation in five high school classrooms.” 2013. Thesis, NC Docks. Accessed July 09, 2020. http://libres.uncg.edu/ir/uncg/f/Howell_uncg_0154D_11250.pdf.

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

MLA Handbook (7th Edition):

Howell, Tracey H. “On the nature of and teachers' goals for students' mathematical argumentation in five high school classrooms.” 2013. Web. 09 Jul 2020.

Vancouver:

Howell TH. On the nature of and teachers' goals for students' mathematical argumentation in five high school classrooms. [Internet] [Thesis]. NC Docks; 2013. [cited 2020 Jul 09]. Available from: http://libres.uncg.edu/ir/uncg/f/Howell_uncg_0154D_11250.pdf.

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

Council of Science Editors:

Howell TH. On the nature of and teachers' goals for students' mathematical argumentation in five high school classrooms. [Thesis]. NC Docks; 2013. Available from: http://libres.uncg.edu/ir/uncg/f/Howell_uncg_0154D_11250.pdf

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

29. Graf, Samantha. Effects of reciprocal peer tutoring for students in a 6th grade mathematics class .

Degree: 2016, SUNY College at Fredonia

 The current mathematics curriculum intertwined with the Common Core State Standards has created a struggle for teachers and struggling students in the classroom to find… (more)

Subjects/Keywords: Peer teaching – Case studies; Mathematics – Study and teaching (Middle school) – United States; Education – Curricula

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

APA (6th Edition):

Graf, S. (2016). Effects of reciprocal peer tutoring for students in a 6th grade mathematics class . (Masters Thesis). SUNY College at Fredonia. Retrieved from http://hdl.handle.net/1951/70384

Chicago Manual of Style (16th Edition):

Graf, Samantha. “Effects of reciprocal peer tutoring for students in a 6th grade mathematics class .” 2016. Masters Thesis, SUNY College at Fredonia. Accessed July 09, 2020. http://hdl.handle.net/1951/70384.

MLA Handbook (7th Edition):

Graf, Samantha. “Effects of reciprocal peer tutoring for students in a 6th grade mathematics class .” 2016. Web. 09 Jul 2020.

Vancouver:

Graf S. Effects of reciprocal peer tutoring for students in a 6th grade mathematics class . [Internet] [Masters thesis]. SUNY College at Fredonia; 2016. [cited 2020 Jul 09]. Available from: http://hdl.handle.net/1951/70384.

Council of Science Editors:

Graf S. Effects of reciprocal peer tutoring for students in a 6th grade mathematics class . [Masters Thesis]. SUNY College at Fredonia; 2016. Available from: http://hdl.handle.net/1951/70384


Portland State University

30. Baber, Marla Ann Lasswell. Exploring Mathematical Capital: an Essential Construct for Mathematical Success?.

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

  In the United States students have traditionally struggled with mathematics. Many students leave the educational system with limited mathematical literacy that can adversely affect… (more)

Subjects/Keywords: Mathematics  – Study and teaching (Secondary)  – United States; Academic achievement; Educational Leadership; Science and Mathematics Education

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

APA (6th Edition):

Baber, M. A. L. (2017). Exploring Mathematical Capital: an Essential Construct for Mathematical Success?. (Doctoral Dissertation). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/3470

Chicago Manual of Style (16th Edition):

Baber, Marla Ann Lasswell. “Exploring Mathematical Capital: an Essential Construct for Mathematical Success?.” 2017. Doctoral Dissertation, Portland State University. Accessed July 09, 2020. https://pdxscholar.library.pdx.edu/open_access_etds/3470.

MLA Handbook (7th Edition):

Baber, Marla Ann Lasswell. “Exploring Mathematical Capital: an Essential Construct for Mathematical Success?.” 2017. Web. 09 Jul 2020.

Vancouver:

Baber MAL. Exploring Mathematical Capital: an Essential Construct for Mathematical Success?. [Internet] [Doctoral dissertation]. Portland State University; 2017. [cited 2020 Jul 09]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/3470.

Council of Science Editors:

Baber MAL. Exploring Mathematical Capital: an Essential Construct for Mathematical Success?. [Doctoral Dissertation]. Portland State University; 2017. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/3470

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