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Degree: EdD

You searched for subject:(Mathematics Study AND teaching Elementary ). Showing records 1 – 30 of 368 total matches.

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Oregon State University

1. Thompson, Matthew Roy. Objectives of a twelve-year mathematics program for elementary and secondary schools.

Degree: EdD, Education, 1955, Oregon State University

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

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APA (6th Edition):

Thompson, M. R. (1955). Objectives of a twelve-year mathematics program for elementary and secondary schools. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/51189

Chicago Manual of Style (16th Edition):

Thompson, Matthew Roy. “Objectives of a twelve-year mathematics program for elementary and secondary schools.” 1955. Doctoral Dissertation, Oregon State University. Accessed October 21, 2019. http://hdl.handle.net/1957/51189.

MLA Handbook (7th Edition):

Thompson, Matthew Roy. “Objectives of a twelve-year mathematics program for elementary and secondary schools.” 1955. Web. 21 Oct 2019.

Vancouver:

Thompson MR. Objectives of a twelve-year mathematics program for elementary and secondary schools. [Internet] [Doctoral dissertation]. Oregon State University; 1955. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/1957/51189.

Council of Science Editors:

Thompson MR. Objectives of a twelve-year mathematics program for elementary and secondary schools. [Doctoral Dissertation]. Oregon State University; 1955. Available from: http://hdl.handle.net/1957/51189


Oregon State University

2. Wall, Patricia J. Attitudes toward and basic understanding of mathematics of prospective elementary teachers and the factors influencing attitudes and basic understanding of mathematics.

Degree: EdD, Education, 1985, Oregon State University

 The purpose of this study is to investigate the attitudes toward mathematics of prospective elementary teachers and their basic understanding of mathematics. Two hundred fourteen… (more)

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

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APA (6th Edition):

Wall, P. J. (1985). Attitudes toward and basic understanding of mathematics of prospective elementary teachers and the factors influencing attitudes and basic understanding of mathematics. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/39833

Chicago Manual of Style (16th Edition):

Wall, Patricia J. “Attitudes toward and basic understanding of mathematics of prospective elementary teachers and the factors influencing attitudes and basic understanding of mathematics.” 1985. Doctoral Dissertation, Oregon State University. Accessed October 21, 2019. http://hdl.handle.net/1957/39833.

MLA Handbook (7th Edition):

Wall, Patricia J. “Attitudes toward and basic understanding of mathematics of prospective elementary teachers and the factors influencing attitudes and basic understanding of mathematics.” 1985. Web. 21 Oct 2019.

Vancouver:

Wall PJ. Attitudes toward and basic understanding of mathematics of prospective elementary teachers and the factors influencing attitudes and basic understanding of mathematics. [Internet] [Doctoral dissertation]. Oregon State University; 1985. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/1957/39833.

Council of Science Editors:

Wall PJ. Attitudes toward and basic understanding of mathematics of prospective elementary teachers and the factors influencing attitudes and basic understanding of mathematics. [Doctoral Dissertation]. Oregon State University; 1985. Available from: http://hdl.handle.net/1957/39833


Northeastern University

3. Ashley, Linda Metzger. Implementation of a math workshop model in the elementary classroom: understanding how teachers differentiate instruction.

Degree: EdD, School of Education, 2016, Northeastern University

 The purpose of this exploratory case study was to discover the ways in which elementary teachers implement a math workshop model and differentiate math instruction… (more)

Subjects/Keywords: differentiated instruction; elementary math achievement; mathematics instruction; math workshop; professional development; Mathematics; Study and teaching (Elementary); Elementary school teachers; Training of; Elementary school teachers; In-service training; Individualized instruction; Effective teaching

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APA (6th Edition):

Ashley, L. M. (2016). Implementation of a math workshop model in the elementary classroom: understanding how teachers differentiate instruction. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20204823

Chicago Manual of Style (16th Edition):

Ashley, Linda Metzger. “Implementation of a math workshop model in the elementary classroom: understanding how teachers differentiate instruction.” 2016. Doctoral Dissertation, Northeastern University. Accessed October 21, 2019. http://hdl.handle.net/2047/D20204823.

MLA Handbook (7th Edition):

Ashley, Linda Metzger. “Implementation of a math workshop model in the elementary classroom: understanding how teachers differentiate instruction.” 2016. Web. 21 Oct 2019.

Vancouver:

Ashley LM. Implementation of a math workshop model in the elementary classroom: understanding how teachers differentiate instruction. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/2047/D20204823.

Council of Science Editors:

Ashley LM. Implementation of a math workshop model in the elementary classroom: understanding how teachers differentiate instruction. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20204823


Oregon State University

4. Iloh, Gabriel Ogochukwu. The perceived need for inservice training to improve the teaching of mathematics in primary schools in Bendel State of Nigeria.

Degree: EdD, Education, 1985, Oregon State University

 Purpose: The study assessed the perceived need for inservice training to improve the teaching of mathematics in primary schools in Bendel State of Nigeria. Specifically,… (more)

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

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APA (6th Edition):

Iloh, G. O. (1985). The perceived need for inservice training to improve the teaching of mathematics in primary schools in Bendel State of Nigeria. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/40698

Chicago Manual of Style (16th Edition):

Iloh, Gabriel Ogochukwu. “The perceived need for inservice training to improve the teaching of mathematics in primary schools in Bendel State of Nigeria.” 1985. Doctoral Dissertation, Oregon State University. Accessed October 21, 2019. http://hdl.handle.net/1957/40698.

MLA Handbook (7th Edition):

Iloh, Gabriel Ogochukwu. “The perceived need for inservice training to improve the teaching of mathematics in primary schools in Bendel State of Nigeria.” 1985. Web. 21 Oct 2019.

Vancouver:

Iloh GO. The perceived need for inservice training to improve the teaching of mathematics in primary schools in Bendel State of Nigeria. [Internet] [Doctoral dissertation]. Oregon State University; 1985. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/1957/40698.

Council of Science Editors:

Iloh GO. The perceived need for inservice training to improve the teaching of mathematics in primary schools in Bendel State of Nigeria. [Doctoral Dissertation]. Oregon State University; 1985. Available from: http://hdl.handle.net/1957/40698


Michigan State University

5. VanderLinde, Louis Frederick. An experimental study of the effect of the direct study of quantitative vocabulary on the arithmetic problem solving ability of fifth grade pupils.

Degree: EdD, 1962, Michigan State University

Subjects/Keywords: Problem solving; Mathematics – Study and teaching (Elementary); Vocabulary

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APA (6th Edition):

VanderLinde, L. F. (1962). An experimental study of the effect of the direct study of quantitative vocabulary on the arithmetic problem solving ability of fifth grade pupils. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:45000

Chicago Manual of Style (16th Edition):

VanderLinde, Louis Frederick. “An experimental study of the effect of the direct study of quantitative vocabulary on the arithmetic problem solving ability of fifth grade pupils.” 1962. Doctoral Dissertation, Michigan State University. Accessed October 21, 2019. http://etd.lib.msu.edu/islandora/object/etd:45000.

MLA Handbook (7th Edition):

VanderLinde, Louis Frederick. “An experimental study of the effect of the direct study of quantitative vocabulary on the arithmetic problem solving ability of fifth grade pupils.” 1962. Web. 21 Oct 2019.

Vancouver:

VanderLinde LF. An experimental study of the effect of the direct study of quantitative vocabulary on the arithmetic problem solving ability of fifth grade pupils. [Internet] [Doctoral dissertation]. Michigan State University; 1962. [cited 2019 Oct 21]. Available from: http://etd.lib.msu.edu/islandora/object/etd:45000.

Council of Science Editors:

VanderLinde LF. An experimental study of the effect of the direct study of quantitative vocabulary on the arithmetic problem solving ability of fifth grade pupils. [Doctoral Dissertation]. Michigan State University; 1962. Available from: http://etd.lib.msu.edu/islandora/object/etd:45000


Northeastern University

6. Soliday, Carrie Adams. An outcome evaluation study of the impact of intensive and ongoing professional development on teacher content knowledge and teacher pedagogical knowledge.

Degree: EdD, School of Education, 2015, Northeastern University

 The purpose of this outcome evaluation study is to investigate the impact of intensive, ongoing professional development on teacher content knowledge, teacher pedagogical knowledge and… (more)

Subjects/Keywords: effective professional development; professional development; teacher content knowledge; teacher in-service; teacher pedagogical knowledge; Mathematics teachers; In-service training; Evaluation; Mathematics teachers; Training of; Evaluation; Pedagogical content knowledge; Mathematics; Study and teaching (Elementary); Mathematics; Study and teaching (Secondary); Effective teaching

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APA (6th Edition):

Soliday, C. A. (2015). An outcome evaluation study of the impact of intensive and ongoing professional development on teacher content knowledge and teacher pedagogical knowledge. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20194209

Chicago Manual of Style (16th Edition):

Soliday, Carrie Adams. “An outcome evaluation study of the impact of intensive and ongoing professional development on teacher content knowledge and teacher pedagogical knowledge.” 2015. Doctoral Dissertation, Northeastern University. Accessed October 21, 2019. http://hdl.handle.net/2047/D20194209.

MLA Handbook (7th Edition):

Soliday, Carrie Adams. “An outcome evaluation study of the impact of intensive and ongoing professional development on teacher content knowledge and teacher pedagogical knowledge.” 2015. Web. 21 Oct 2019.

Vancouver:

Soliday CA. An outcome evaluation study of the impact of intensive and ongoing professional development on teacher content knowledge and teacher pedagogical knowledge. [Internet] [Doctoral dissertation]. Northeastern University; 2015. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/2047/D20194209.

Council of Science Editors:

Soliday CA. An outcome evaluation study of the impact of intensive and ongoing professional development on teacher content knowledge and teacher pedagogical knowledge. [Doctoral Dissertation]. Northeastern University; 2015. Available from: http://hdl.handle.net/2047/D20194209


Northeastern University

7. Langton, Terence William. A case study of sense-making of the Common Core State Standards for mathematics by elementary generalists.

Degree: EdD, School of Education, 2014, Northeastern University

 Forty-five state departments of education have adopted and implemented the Common Core State Standards for mathematics. The standards contain reform mathematics language that is abstract… (more)

Subjects/Keywords: Common Core State Standards for mathematics; curriculum reform; elementary generalist; professional development; reform mathematics; sense-making; Curriculum and Instruction; Education; Mathematics; Study and teaching (Elementary); Standards; Common Core State Standards (Education); Curriculum change; Elementary school teachers; Training of

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APA (6th Edition):

Langton, T. W. (2014). A case study of sense-making of the Common Core State Standards for mathematics by elementary generalists. (Masters Thesis). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20018693

Chicago Manual of Style (16th Edition):

Langton, Terence William. “A case study of sense-making of the Common Core State Standards for mathematics by elementary generalists.” 2014. Masters Thesis, Northeastern University. Accessed October 21, 2019. http://hdl.handle.net/2047/d20018693.

MLA Handbook (7th Edition):

Langton, Terence William. “A case study of sense-making of the Common Core State Standards for mathematics by elementary generalists.” 2014. Web. 21 Oct 2019.

Vancouver:

Langton TW. A case study of sense-making of the Common Core State Standards for mathematics by elementary generalists. [Internet] [Masters thesis]. Northeastern University; 2014. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/2047/d20018693.

Council of Science Editors:

Langton TW. A case study of sense-making of the Common Core State Standards for mathematics by elementary generalists. [Masters Thesis]. Northeastern University; 2014. Available from: http://hdl.handle.net/2047/d20018693


Northeastern University

8. Bercovici, Cilla Williams. Early childhood math coaching:: relationships and strategies.

Degree: EdD, School of Education, 2014, Northeastern University

 Falling scores in American student achievement in mathematics has prompted renewed interest in elementary math instruction. By their own admission, elementary school teachers, however, are… (more)

Subjects/Keywords: early childhood teachers; math coaching; teachers' sense of efficacy; Educational Administration and Supervision; Pre-Elementary, Early Childhood, Kindergarten Teacher Education; Science and Mathematics Education; Mathematics; Study and teaching (Elementary); Early childhood teachers; Training of; Elementary school teachers; Training of; Employees; Coaching of; Mentoring in education; Teacher effectiveness

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APA (6th Edition):

Bercovici, C. W. (2014). Early childhood math coaching:: relationships and strategies. (Masters Thesis). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20018678

Chicago Manual of Style (16th Edition):

Bercovici, Cilla Williams. “Early childhood math coaching:: relationships and strategies.” 2014. Masters Thesis, Northeastern University. Accessed October 21, 2019. http://hdl.handle.net/2047/d20018678.

MLA Handbook (7th Edition):

Bercovici, Cilla Williams. “Early childhood math coaching:: relationships and strategies.” 2014. Web. 21 Oct 2019.

Vancouver:

Bercovici CW. Early childhood math coaching:: relationships and strategies. [Internet] [Masters thesis]. Northeastern University; 2014. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/2047/d20018678.

Council of Science Editors:

Bercovici CW. Early childhood math coaching:: relationships and strategies. [Masters Thesis]. Northeastern University; 2014. Available from: http://hdl.handle.net/2047/d20018678


Northeastern University

9. Singer, Jaclyn. The effects of iPad devices on elementary school students' mathematics achievement and attitudes.

Degree: EdD, School of Education, 2015, Northeastern University

 The integration of educational technology continues to increase as schools are endeavoring to challenge the traditional philosophy and practices of American schools. While there are… (more)

Subjects/Keywords: 21st century learning; academic acheivement; attitudes towards mathematics; elementary mathematics; iPads; technology integration; Mobile communication systems in education; Mathematics; Study and teaching (Elementary); Educational technology; Education; Effect of technological innovations on; iPad (Computer); Academic achievement

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APA (6th Edition):

Singer, J. (2015). The effects of iPad devices on elementary school students' mathematics achievement and attitudes. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20198325

Chicago Manual of Style (16th Edition):

Singer, Jaclyn. “The effects of iPad devices on elementary school students' mathematics achievement and attitudes.” 2015. Doctoral Dissertation, Northeastern University. Accessed October 21, 2019. http://hdl.handle.net/2047/D20198325.

MLA Handbook (7th Edition):

Singer, Jaclyn. “The effects of iPad devices on elementary school students' mathematics achievement and attitudes.” 2015. Web. 21 Oct 2019.

Vancouver:

Singer J. The effects of iPad devices on elementary school students' mathematics achievement and attitudes. [Internet] [Doctoral dissertation]. Northeastern University; 2015. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/2047/D20198325.

Council of Science Editors:

Singer J. The effects of iPad devices on elementary school students' mathematics achievement and attitudes. [Doctoral Dissertation]. Northeastern University; 2015. Available from: http://hdl.handle.net/2047/D20198325


University of Hong Kong

10. 林紫慧.; Lam, Tsz-wai, Eva. Studying teachers' use of metaphors in the context of directednumbers.

Degree: EdD, 2012, University of Hong Kong

 People use metaphors to describe or understand one thing in terms of another. The central idea of this thesis is that metaphors can be used… (more)

Subjects/Keywords: Metaphor.; Mathematics - Study and teaching (Secondary).

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APA (6th Edition):

林紫慧.; Lam, Tsz-wai, E. (2012). Studying teachers' use of metaphors in the context of directednumbers. (Doctoral Dissertation). University of Hong Kong. Retrieved from Lam, T. E. [林紫慧]. (2012). Studying teachers' use of metaphors in the context of directed numbers. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4982853 ; http://dx.doi.org/10.5353/th_b4982853 ; http://hdl.handle.net/10722/183642

Chicago Manual of Style (16th Edition):

林紫慧.; Lam, Tsz-wai, Eva. “Studying teachers' use of metaphors in the context of directednumbers.” 2012. Doctoral Dissertation, University of Hong Kong. Accessed October 21, 2019. Lam, T. E. [林紫慧]. (2012). Studying teachers' use of metaphors in the context of directed numbers. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4982853 ; http://dx.doi.org/10.5353/th_b4982853 ; http://hdl.handle.net/10722/183642.

MLA Handbook (7th Edition):

林紫慧.; Lam, Tsz-wai, Eva. “Studying teachers' use of metaphors in the context of directednumbers.” 2012. Web. 21 Oct 2019.

Vancouver:

林紫慧.; Lam, Tsz-wai E. Studying teachers' use of metaphors in the context of directednumbers. [Internet] [Doctoral dissertation]. University of Hong Kong; 2012. [cited 2019 Oct 21]. Available from: Lam, T. E. [林紫慧]. (2012). Studying teachers' use of metaphors in the context of directed numbers. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4982853 ; http://dx.doi.org/10.5353/th_b4982853 ; http://hdl.handle.net/10722/183642.

Council of Science Editors:

林紫慧.; Lam, Tsz-wai E. Studying teachers' use of metaphors in the context of directednumbers. [Doctoral Dissertation]. University of Hong Kong; 2012. Available from: Lam, T. E. [林紫慧]. (2012). Studying teachers' use of metaphors in the context of directed numbers. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4982853 ; http://dx.doi.org/10.5353/th_b4982853 ; http://hdl.handle.net/10722/183642


Oregon State University

11. Fick, Donald Leonard. The effects of two selected elementary science study units on divergent-productive thinking and nonverbal cognitive abilities.

Degree: EdD, Science Education, 1975, Oregon State University

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

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APA (6th Edition):

Fick, D. L. (1975). The effects of two selected elementary science study units on divergent-productive thinking and nonverbal cognitive abilities. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/20116

Chicago Manual of Style (16th Edition):

Fick, Donald Leonard. “The effects of two selected elementary science study units on divergent-productive thinking and nonverbal cognitive abilities.” 1975. Doctoral Dissertation, Oregon State University. Accessed October 21, 2019. http://hdl.handle.net/1957/20116.

MLA Handbook (7th Edition):

Fick, Donald Leonard. “The effects of two selected elementary science study units on divergent-productive thinking and nonverbal cognitive abilities.” 1975. Web. 21 Oct 2019.

Vancouver:

Fick DL. The effects of two selected elementary science study units on divergent-productive thinking and nonverbal cognitive abilities. [Internet] [Doctoral dissertation]. Oregon State University; 1975. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/1957/20116.

Council of Science Editors:

Fick DL. The effects of two selected elementary science study units on divergent-productive thinking and nonverbal cognitive abilities. [Doctoral Dissertation]. Oregon State University; 1975. Available from: http://hdl.handle.net/1957/20116


Oregon State University

12. Hoover, John Michael. The effects of the science curriculum improvement study (SCIS) on science achievement of selected sixth grade students.

Degree: EdD, Education, 1976, Oregon State University

 Purpose of the Study: The purpose of this investigation was to measure some of the effects of an elementary science program, the Science Curriculum Improvement… (more)

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

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APA (6th Edition):

Hoover, J. M. (1976). The effects of the science curriculum improvement study (SCIS) on science achievement of selected sixth grade students. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/43421

Chicago Manual of Style (16th Edition):

Hoover, John Michael. “The effects of the science curriculum improvement study (SCIS) on science achievement of selected sixth grade students.” 1976. Doctoral Dissertation, Oregon State University. Accessed October 21, 2019. http://hdl.handle.net/1957/43421.

MLA Handbook (7th Edition):

Hoover, John Michael. “The effects of the science curriculum improvement study (SCIS) on science achievement of selected sixth grade students.” 1976. Web. 21 Oct 2019.

Vancouver:

Hoover JM. The effects of the science curriculum improvement study (SCIS) on science achievement of selected sixth grade students. [Internet] [Doctoral dissertation]. Oregon State University; 1976. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/1957/43421.

Council of Science Editors:

Hoover JM. The effects of the science curriculum improvement study (SCIS) on science achievement of selected sixth grade students. [Doctoral Dissertation]. Oregon State University; 1976. Available from: http://hdl.handle.net/1957/43421


University of Hong Kong

13. 鄭美蓮.; Cheng, Mei-lin. The effect of teacher questioning and the "questioning-exploration-experience" learning method on early scientific thinking.

Degree: EdD, 2011, University of Hong Kong

 The “Questioning-Exploration-Experience” (QEE), a teaching and learning method underpinned by constructivist theory, was developed by Cheng and further refined by Cheng and Chan in 2001.… (more)

Subjects/Keywords: Science - Study and teaching (Elementary) - China - Hong Kong.

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APA (6th Edition):

鄭美蓮.; Cheng, M. (2011). The effect of teacher questioning and the "questioning-exploration-experience" learning method on early scientific thinking. (Doctoral Dissertation). University of Hong Kong. Retrieved from Cheng, M. L. [鄭美蓮]. (2011). The effect of teacher questioning and the "questioning-exploration-experience" learning method on early scientific thinking. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4705543 ; http://dx.doi.org/10.5353/th_b4705543 ; http://hdl.handle.net/10722/146099

Chicago Manual of Style (16th Edition):

鄭美蓮.; Cheng, Mei-lin. “The effect of teacher questioning and the "questioning-exploration-experience" learning method on early scientific thinking.” 2011. Doctoral Dissertation, University of Hong Kong. Accessed October 21, 2019. Cheng, M. L. [鄭美蓮]. (2011). The effect of teacher questioning and the "questioning-exploration-experience" learning method on early scientific thinking. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4705543 ; http://dx.doi.org/10.5353/th_b4705543 ; http://hdl.handle.net/10722/146099.

MLA Handbook (7th Edition):

鄭美蓮.; Cheng, Mei-lin. “The effect of teacher questioning and the "questioning-exploration-experience" learning method on early scientific thinking.” 2011. Web. 21 Oct 2019.

Vancouver:

鄭美蓮.; Cheng M. The effect of teacher questioning and the "questioning-exploration-experience" learning method on early scientific thinking. [Internet] [Doctoral dissertation]. University of Hong Kong; 2011. [cited 2019 Oct 21]. Available from: Cheng, M. L. [鄭美蓮]. (2011). The effect of teacher questioning and the "questioning-exploration-experience" learning method on early scientific thinking. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4705543 ; http://dx.doi.org/10.5353/th_b4705543 ; http://hdl.handle.net/10722/146099.

Council of Science Editors:

鄭美蓮.; Cheng M. The effect of teacher questioning and the "questioning-exploration-experience" learning method on early scientific thinking. [Doctoral Dissertation]. University of Hong Kong; 2011. Available from: Cheng, M. L. [鄭美蓮]. (2011). The effect of teacher questioning and the "questioning-exploration-experience" learning method on early scientific thinking. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4705543 ; http://dx.doi.org/10.5353/th_b4705543 ; http://hdl.handle.net/10722/146099


Michigan State University

14. Spross, Patricia McNitt, 1913-. A study of the effect of a tangible and conceptualized presentation of arithmetic on achievement in the fifth and sixth grades.

Degree: EdD, 1962, Michigan State University

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

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APA (6th Edition):

Spross, Patricia McNitt, 1. (1962). A study of the effect of a tangible and conceptualized presentation of arithmetic on achievement in the fifth and sixth grades. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:37606

Chicago Manual of Style (16th Edition):

Spross, Patricia McNitt, 1913-. “A study of the effect of a tangible and conceptualized presentation of arithmetic on achievement in the fifth and sixth grades.” 1962. Doctoral Dissertation, Michigan State University. Accessed October 21, 2019. http://etd.lib.msu.edu/islandora/object/etd:37606.

MLA Handbook (7th Edition):

Spross, Patricia McNitt, 1913-. “A study of the effect of a tangible and conceptualized presentation of arithmetic on achievement in the fifth and sixth grades.” 1962. Web. 21 Oct 2019.

Vancouver:

Spross, Patricia McNitt 1. A study of the effect of a tangible and conceptualized presentation of arithmetic on achievement in the fifth and sixth grades. [Internet] [Doctoral dissertation]. Michigan State University; 1962. [cited 2019 Oct 21]. Available from: http://etd.lib.msu.edu/islandora/object/etd:37606.

Council of Science Editors:

Spross, Patricia McNitt 1. A study of the effect of a tangible and conceptualized presentation of arithmetic on achievement in the fifth and sixth grades. [Doctoral Dissertation]. Michigan State University; 1962. Available from: http://etd.lib.msu.edu/islandora/object/etd:37606


Northeastern University

15. Maucione, Lisa. Teachers of struggling writers in the upper elementary grades.

Degree: EdD, School of Education, 2014, Northeastern University

 This descriptive case study examined how teachers in an elementary school support struggling elementary writers. This study was guided by the central question: How do… (more)

Subjects/Keywords: elementary education; struggling writers; writing instruction; writing process approach; Education; Composition (Language arts); Study and teaching (Elementary); English language; Writing; Study and teaching (Elementary); English language; Composition and exercises; Study and teaching (Elementary); Elementary school teachers; School children

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APA (6th Edition):

Maucione, L. (2014). Teachers of struggling writers in the upper elementary grades. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20128396

Chicago Manual of Style (16th Edition):

Maucione, Lisa. “Teachers of struggling writers in the upper elementary grades.” 2014. Doctoral Dissertation, Northeastern University. Accessed October 21, 2019. http://hdl.handle.net/2047/d20128396.

MLA Handbook (7th Edition):

Maucione, Lisa. “Teachers of struggling writers in the upper elementary grades.” 2014. Web. 21 Oct 2019.

Vancouver:

Maucione L. Teachers of struggling writers in the upper elementary grades. [Internet] [Doctoral dissertation]. Northeastern University; 2014. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/2047/d20128396.

Council of Science Editors:

Maucione L. Teachers of struggling writers in the upper elementary grades. [Doctoral Dissertation]. Northeastern University; 2014. Available from: http://hdl.handle.net/2047/d20128396


Florida Atlantic University

16. DiLorenzo, Kim E. The effects of reciprocal teaching on the science literacy of intermediate elementary students in inclusive science classes.

Degree: EdD, 2010, Florida Atlantic University

Summary: Intermediate elementary students (grades 4 and 5) frequently struggle to become scientifically literate in their general education classrooms. Scientific literacy includes knowing how to… (more)

Subjects/Keywords: Science – Study and teaching (Elementary); Thought and thinking – Study and teaching (Elementary); Language arts (Elementary) – Correlation with content subjects; Inquiry-based learning; Cognitive learning; Academic achievement; Interdisciplinary approach in education

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APA (6th Edition):

DiLorenzo, K. E. (2010). The effects of reciprocal teaching on the science literacy of intermediate elementary students in inclusive science classes. (Doctoral Dissertation). Florida Atlantic University. Retrieved from http://purl.flvc.org/FAU/2975244

Chicago Manual of Style (16th Edition):

DiLorenzo, Kim E. “The effects of reciprocal teaching on the science literacy of intermediate elementary students in inclusive science classes.” 2010. Doctoral Dissertation, Florida Atlantic University. Accessed October 21, 2019. http://purl.flvc.org/FAU/2975244.

MLA Handbook (7th Edition):

DiLorenzo, Kim E. “The effects of reciprocal teaching on the science literacy of intermediate elementary students in inclusive science classes.” 2010. Web. 21 Oct 2019.

Vancouver:

DiLorenzo KE. The effects of reciprocal teaching on the science literacy of intermediate elementary students in inclusive science classes. [Internet] [Doctoral dissertation]. Florida Atlantic University; 2010. [cited 2019 Oct 21]. Available from: http://purl.flvc.org/FAU/2975244.

Council of Science Editors:

DiLorenzo KE. The effects of reciprocal teaching on the science literacy of intermediate elementary students in inclusive science classes. [Doctoral Dissertation]. Florida Atlantic University; 2010. Available from: http://purl.flvc.org/FAU/2975244


Northeastern University

17. Souza, Frederick. The transition to Common Core-one middle school's story.

Degree: EdD, School of Education, 2014, Northeastern University

 The Attleboro Public Schools had two years to get ready for the 2013-2014 full implementation of the Common Core State Standards for Mathematics (CCSSM). However,… (more)

Subjects/Keywords: common core state standards; education reform; mathematics; perceptions of professional development; teacher professional development; Curriculum and Instruction; Educational Leadership; Elementary and Middle and Secondary Education Administration; Mathematics teachers; Training of; Mathematics teachers; In-service training; Curriculum change; Common Core State Standards (Education); Mathematics; Study and teaching (Middle school); Mathematics; Standards; Career development

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APA (6th Edition):

Souza, F. (2014). The transition to Common Core-one middle school's story. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20128419

Chicago Manual of Style (16th Edition):

Souza, Frederick. “The transition to Common Core-one middle school's story.” 2014. Doctoral Dissertation, Northeastern University. Accessed October 21, 2019. http://hdl.handle.net/2047/d20128419.

MLA Handbook (7th Edition):

Souza, Frederick. “The transition to Common Core-one middle school's story.” 2014. Web. 21 Oct 2019.

Vancouver:

Souza F. The transition to Common Core-one middle school's story. [Internet] [Doctoral dissertation]. Northeastern University; 2014. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/2047/d20128419.

Council of Science Editors:

Souza F. The transition to Common Core-one middle school's story. [Doctoral Dissertation]. Northeastern University; 2014. Available from: http://hdl.handle.net/2047/d20128419


Northeastern University

18. Farrell, Megan. Examining the effects of repeated reading on the adolescent reader's accuracy, rate, prosody, reading comperhension, and motivation to read.

Degree: EdD, School of Education, 2015, Northeastern University

 Reading fluency has traditionally been viewed as a goal in reading that is taught and mastered in the early elementary grades. However, over the past… (more)

Subjects/Keywords: reading fluency; accuracy; rate; prosody; comprehension; motivation to read; repeated reading; Oral reading; Study and teaching (Elementary); Oral reading; Study and teaching (Middle school); Reading comprehension; Study and teaching (Elementary); Reading comprehension; Study and teaching (Middle school); Reading; Remedial teaching; Fluency (Language learning); Motivation in education

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APA (6th Edition):

Farrell, M. (2015). Examining the effects of repeated reading on the adolescent reader's accuracy, rate, prosody, reading comperhension, and motivation to read. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20196783

Chicago Manual of Style (16th Edition):

Farrell, Megan. “Examining the effects of repeated reading on the adolescent reader's accuracy, rate, prosody, reading comperhension, and motivation to read.” 2015. Doctoral Dissertation, Northeastern University. Accessed October 21, 2019. http://hdl.handle.net/2047/D20196783.

MLA Handbook (7th Edition):

Farrell, Megan. “Examining the effects of repeated reading on the adolescent reader's accuracy, rate, prosody, reading comperhension, and motivation to read.” 2015. Web. 21 Oct 2019.

Vancouver:

Farrell M. Examining the effects of repeated reading on the adolescent reader's accuracy, rate, prosody, reading comperhension, and motivation to read. [Internet] [Doctoral dissertation]. Northeastern University; 2015. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/2047/D20196783.

Council of Science Editors:

Farrell M. Examining the effects of repeated reading on the adolescent reader's accuracy, rate, prosody, reading comperhension, and motivation to read. [Doctoral Dissertation]. Northeastern University; 2015. Available from: http://hdl.handle.net/2047/D20196783


Florida Atlantic University

19. Pacilli, Phyllis. A study of seventh grade geometry posttest scores after using the GeoLeg manipulative tool.

Degree: EdD, 2010, Florida Atlantic University

Summary: The purpose of this research was to identify if 1) there is a difference in student achievement between students who use the GeoLeg manipulative… (more)

Subjects/Keywords: Geometry – Study and teaching – Aids and devices; Mathematics – Study and teaching (Secondary); Teaching – Aids and devices; Achievement in education; Educational technology

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APA (6th Edition):

Pacilli, P. (2010). A study of seventh grade geometry posttest scores after using the GeoLeg manipulative tool. (Doctoral Dissertation). Florida Atlantic University. Retrieved from http://purl.flvc.org/FAU/1927614

Chicago Manual of Style (16th Edition):

Pacilli, Phyllis. “A study of seventh grade geometry posttest scores after using the GeoLeg manipulative tool.” 2010. Doctoral Dissertation, Florida Atlantic University. Accessed October 21, 2019. http://purl.flvc.org/FAU/1927614.

MLA Handbook (7th Edition):

Pacilli, Phyllis. “A study of seventh grade geometry posttest scores after using the GeoLeg manipulative tool.” 2010. Web. 21 Oct 2019.

Vancouver:

Pacilli P. A study of seventh grade geometry posttest scores after using the GeoLeg manipulative tool. [Internet] [Doctoral dissertation]. Florida Atlantic University; 2010. [cited 2019 Oct 21]. Available from: http://purl.flvc.org/FAU/1927614.

Council of Science Editors:

Pacilli P. A study of seventh grade geometry posttest scores after using the GeoLeg manipulative tool. [Doctoral Dissertation]. Florida Atlantic University; 2010. Available from: http://purl.flvc.org/FAU/1927614


Northeastern University

20. Maharaj, Dawn Sabrina. Collaboration between a teacher librarian and a teacher of technology to infuse 21st century skills within a K-4 school setting: a case study.

Degree: EdD, School of Education, 2016, Northeastern University

 Educational goals and objectives are evaluated to ensure that students are prepared to be successful to meet the economic challenges within an ever-changing global environment.… (more)

Subjects/Keywords: 21st century skills; collaboration; enrichment teachers; STEM curriculum; Information literacy; Study and teaching (Elementary); Information technology; Study and teaching (Elementary); Science; Study and teaching (Elementary); Teaching teams; First grade (Education); Curriculum planning

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APA (6th Edition):

Maharaj, D. S. (2016). Collaboration between a teacher librarian and a teacher of technology to infuse 21st century skills within a K-4 school setting: a case study. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20208669

Chicago Manual of Style (16th Edition):

Maharaj, Dawn Sabrina. “Collaboration between a teacher librarian and a teacher of technology to infuse 21st century skills within a K-4 school setting: a case study.” 2016. Doctoral Dissertation, Northeastern University. Accessed October 21, 2019. http://hdl.handle.net/2047/D20208669.

MLA Handbook (7th Edition):

Maharaj, Dawn Sabrina. “Collaboration between a teacher librarian and a teacher of technology to infuse 21st century skills within a K-4 school setting: a case study.” 2016. Web. 21 Oct 2019.

Vancouver:

Maharaj DS. Collaboration between a teacher librarian and a teacher of technology to infuse 21st century skills within a K-4 school setting: a case study. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/2047/D20208669.

Council of Science Editors:

Maharaj DS. Collaboration between a teacher librarian and a teacher of technology to infuse 21st century skills within a K-4 school setting: a case study. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20208669


University of Hong Kong

21. 白綺嫻; Park, Yee-han. Dynamic growth of collective pedagogical content knowledge via mathematics teacher collaboration : a case study in a primary school.

Degree: EdD, 2016, University of Hong Kong

 The aim of this study is to explore how lesson study may act as a form of professional development in helping primary mathematics teachers to… (more)

Subjects/Keywords: Group work in education; Mathematics - Study and teaching (Primary)

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APA (6th Edition):

白綺嫻; Park, Y. (2016). Dynamic growth of collective pedagogical content knowledge via mathematics teacher collaboration : a case study in a primary school. (Doctoral Dissertation). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/239918

Chicago Manual of Style (16th Edition):

白綺嫻; Park, Yee-han. “Dynamic growth of collective pedagogical content knowledge via mathematics teacher collaboration : a case study in a primary school.” 2016. Doctoral Dissertation, University of Hong Kong. Accessed October 21, 2019. http://hdl.handle.net/10722/239918.

MLA Handbook (7th Edition):

白綺嫻; Park, Yee-han. “Dynamic growth of collective pedagogical content knowledge via mathematics teacher collaboration : a case study in a primary school.” 2016. Web. 21 Oct 2019.

Vancouver:

白綺嫻; Park Y. Dynamic growth of collective pedagogical content knowledge via mathematics teacher collaboration : a case study in a primary school. [Internet] [Doctoral dissertation]. University of Hong Kong; 2016. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/10722/239918.

Council of Science Editors:

白綺嫻; Park Y. Dynamic growth of collective pedagogical content knowledge via mathematics teacher collaboration : a case study in a primary school. [Doctoral Dissertation]. University of Hong Kong; 2016. Available from: http://hdl.handle.net/10722/239918


University of Hong Kong

22. 鄭永健; Cheng, Wing-kin. Junior secondary students' schemata on a line reflection construction task.

Degree: EdD, 2015, University of Hong Kong

 This study explores junior secondary students’ schemata on a line reflection construction task, the research of which was conducted in a secondary school in Hong… (more)

Subjects/Keywords: Mathematics - Study and teaching (Secondary) - China - Hong Kong

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APA (6th Edition):

鄭永健; Cheng, W. (2015). Junior secondary students' schemata on a line reflection construction task. (Doctoral Dissertation). University of Hong Kong. Retrieved from Cheng, W. [鄭永健]. (2015). Junior secondary students' schemata on a line reflection construction task. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5394363 ; http://dx.doi.org/10.5353/th_b5394363 ; http://hdl.handle.net/10722/209523

Chicago Manual of Style (16th Edition):

鄭永健; Cheng, Wing-kin. “Junior secondary students' schemata on a line reflection construction task.” 2015. Doctoral Dissertation, University of Hong Kong. Accessed October 21, 2019. Cheng, W. [鄭永健]. (2015). Junior secondary students' schemata on a line reflection construction task. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5394363 ; http://dx.doi.org/10.5353/th_b5394363 ; http://hdl.handle.net/10722/209523.

MLA Handbook (7th Edition):

鄭永健; Cheng, Wing-kin. “Junior secondary students' schemata on a line reflection construction task.” 2015. Web. 21 Oct 2019.

Vancouver:

鄭永健; Cheng W. Junior secondary students' schemata on a line reflection construction task. [Internet] [Doctoral dissertation]. University of Hong Kong; 2015. [cited 2019 Oct 21]. Available from: Cheng, W. [鄭永健]. (2015). Junior secondary students' schemata on a line reflection construction task. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5394363 ; http://dx.doi.org/10.5353/th_b5394363 ; http://hdl.handle.net/10722/209523.

Council of Science Editors:

鄭永健; Cheng W. Junior secondary students' schemata on a line reflection construction task. [Doctoral Dissertation]. University of Hong Kong; 2015. Available from: Cheng, W. [鄭永健]. (2015). Junior secondary students' schemata on a line reflection construction task. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5394363 ; http://dx.doi.org/10.5353/th_b5394363 ; http://hdl.handle.net/10722/209523


University of Hong Kong

23. Poon, Ying-ming. Dialogic learning: experiences in a mathematics club.

Degree: EdD, 2011, University of Hong Kong

 The reformed Hong Kong mathematics curriculum for the 21st century consists of three components, namely generic skills, values and attitudes and, lastly, traditional cognitive development.… (more)

Subjects/Keywords: Critical pedagogy.; Mathematics - Study and teaching (Secondary) - China - Hong Kong.

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APA (6th Edition):

Poon, Y. (2011). Dialogic learning: experiences in a mathematics club. (Doctoral Dissertation). University of Hong Kong. Retrieved from Poon, Y. [潘瑩明]. (2011). Dialogic learning : experiences in a mathematics club. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4705546 ; http://dx.doi.org/10.5353/th_b4705546 ; http://hdl.handle.net/10722/146551

Chicago Manual of Style (16th Edition):

Poon, Ying-ming. “Dialogic learning: experiences in a mathematics club.” 2011. Doctoral Dissertation, University of Hong Kong. Accessed October 21, 2019. Poon, Y. [潘瑩明]. (2011). Dialogic learning : experiences in a mathematics club. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4705546 ; http://dx.doi.org/10.5353/th_b4705546 ; http://hdl.handle.net/10722/146551.

MLA Handbook (7th Edition):

Poon, Ying-ming. “Dialogic learning: experiences in a mathematics club.” 2011. Web. 21 Oct 2019.

Vancouver:

Poon Y. Dialogic learning: experiences in a mathematics club. [Internet] [Doctoral dissertation]. University of Hong Kong; 2011. [cited 2019 Oct 21]. Available from: Poon, Y. [潘瑩明]. (2011). Dialogic learning : experiences in a mathematics club. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4705546 ; http://dx.doi.org/10.5353/th_b4705546 ; http://hdl.handle.net/10722/146551.

Council of Science Editors:

Poon Y. Dialogic learning: experiences in a mathematics club. [Doctoral Dissertation]. University of Hong Kong; 2011. Available from: Poon, Y. [潘瑩明]. (2011). Dialogic learning : experiences in a mathematics club. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b4705546 ; http://dx.doi.org/10.5353/th_b4705546 ; http://hdl.handle.net/10722/146551


Oregon State University

24. Gee, Burton Cleon. Attitudes toward mathematics and basic mathematical understanding of prospective elementary school teachers at Brigham Young University.

Degree: EdD, Education, 1965, Oregon State University

 Purpose The purpose of this study was to investigate the effects of a required mathematics content course upon prospective elementary school teachers at Brigham Young… (more)

Subjects/Keywords: Mathematics  – Study and teaching

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APA (6th Edition):

Gee, B. C. (1965). Attitudes toward mathematics and basic mathematical understanding of prospective elementary school teachers at Brigham Young University. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/51219

Chicago Manual of Style (16th Edition):

Gee, Burton Cleon. “Attitudes toward mathematics and basic mathematical understanding of prospective elementary school teachers at Brigham Young University.” 1965. Doctoral Dissertation, Oregon State University. Accessed October 21, 2019. http://hdl.handle.net/1957/51219.

MLA Handbook (7th Edition):

Gee, Burton Cleon. “Attitudes toward mathematics and basic mathematical understanding of prospective elementary school teachers at Brigham Young University.” 1965. Web. 21 Oct 2019.

Vancouver:

Gee BC. Attitudes toward mathematics and basic mathematical understanding of prospective elementary school teachers at Brigham Young University. [Internet] [Doctoral dissertation]. Oregon State University; 1965. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/1957/51219.

Council of Science Editors:

Gee BC. Attitudes toward mathematics and basic mathematical understanding of prospective elementary school teachers at Brigham Young University. [Doctoral Dissertation]. Oregon State University; 1965. Available from: http://hdl.handle.net/1957/51219


Oregon State University

25. Nelson, Bruce Edward. The relationship of mathematics in Oregon high schools to placement and success in first-year mathematics at Oregon State University.

Degree: EdD, Science Education, 1969, Oregon State University

 This investigation was designed to study articulation between Oregon secondary mathematics programs and college mathematics at Oregon State University. Three main facets of the problem… (more)

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

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APA (6th Edition):

Nelson, B. E. (1969). The relationship of mathematics in Oregon high schools to placement and success in first-year mathematics at Oregon State University. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/46105

Chicago Manual of Style (16th Edition):

Nelson, Bruce Edward. “The relationship of mathematics in Oregon high schools to placement and success in first-year mathematics at Oregon State University.” 1969. Doctoral Dissertation, Oregon State University. Accessed October 21, 2019. http://hdl.handle.net/1957/46105.

MLA Handbook (7th Edition):

Nelson, Bruce Edward. “The relationship of mathematics in Oregon high schools to placement and success in first-year mathematics at Oregon State University.” 1969. Web. 21 Oct 2019.

Vancouver:

Nelson BE. The relationship of mathematics in Oregon high schools to placement and success in first-year mathematics at Oregon State University. [Internet] [Doctoral dissertation]. Oregon State University; 1969. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/1957/46105.

Council of Science Editors:

Nelson BE. The relationship of mathematics in Oregon high schools to placement and success in first-year mathematics at Oregon State University. [Doctoral Dissertation]. Oregon State University; 1969. Available from: http://hdl.handle.net/1957/46105


Oregon State University

26. Barnett, Werner Joseph. The effects of teacher gender on mathematics achievement of first-grade students.

Degree: EdD, Education, 1979, Oregon State University

 Purpose of the Study The purpose of the study was to determine whether there were significant statistical differences in achievement between first-grade students taught mathematics(more)

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

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APA (6th Edition):

Barnett, W. J. (1979). The effects of teacher gender on mathematics achievement of first-grade students. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/42621

Chicago Manual of Style (16th Edition):

Barnett, Werner Joseph. “The effects of teacher gender on mathematics achievement of first-grade students.” 1979. Doctoral Dissertation, Oregon State University. Accessed October 21, 2019. http://hdl.handle.net/1957/42621.

MLA Handbook (7th Edition):

Barnett, Werner Joseph. “The effects of teacher gender on mathematics achievement of first-grade students.” 1979. Web. 21 Oct 2019.

Vancouver:

Barnett WJ. The effects of teacher gender on mathematics achievement of first-grade students. [Internet] [Doctoral dissertation]. Oregon State University; 1979. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/1957/42621.

Council of Science Editors:

Barnett WJ. The effects of teacher gender on mathematics achievement of first-grade students. [Doctoral Dissertation]. Oregon State University; 1979. Available from: http://hdl.handle.net/1957/42621


Michigan State University

27. McDermott, Leon Anson, 1906-. A study of some factors that cause fear and dislike of mathematics.

Degree: EdD, 1956, Michigan State University

Subjects/Keywords: Mathematics – Study and teaching

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APA (6th Edition):

McDermott, Leon Anson, 1. (1956). A study of some factors that cause fear and dislike of mathematics. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:43409

Chicago Manual of Style (16th Edition):

McDermott, Leon Anson, 1906-. “A study of some factors that cause fear and dislike of mathematics.” 1956. Doctoral Dissertation, Michigan State University. Accessed October 21, 2019. http://etd.lib.msu.edu/islandora/object/etd:43409.

MLA Handbook (7th Edition):

McDermott, Leon Anson, 1906-. “A study of some factors that cause fear and dislike of mathematics.” 1956. Web. 21 Oct 2019.

Vancouver:

McDermott, Leon Anson 1. A study of some factors that cause fear and dislike of mathematics. [Internet] [Doctoral dissertation]. Michigan State University; 1956. [cited 2019 Oct 21]. Available from: http://etd.lib.msu.edu/islandora/object/etd:43409.

Council of Science Editors:

McDermott, Leon Anson 1. A study of some factors that cause fear and dislike of mathematics. [Doctoral Dissertation]. Michigan State University; 1956. Available from: http://etd.lib.msu.edu/islandora/object/etd:43409


Oregon State University

28. Adams, Warren Samuel. A comparative analysis of three approaches to in-service education designed to change the behavior of classroom teachers in the social studies (K-12): A comparative analysis of three approaches to in-service education ... in the social studies, (K-12).

Degree: EdD, Education, 1970, Oregon State University

 The purpose of this study was to determine the effectiveness of an in-service project for teachers of the social studies (K-12). The project was sponsored… (more)

Subjects/Keywords: Social sciences  – Study and teaching (Elementary)

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APA (6th Edition):

Adams, W. S. (1970). A comparative analysis of three approaches to in-service education designed to change the behavior of classroom teachers in the social studies (K-12): A comparative analysis of three approaches to in-service education ... in the social studies, (K-12). (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/45818

Chicago Manual of Style (16th Edition):

Adams, Warren Samuel. “A comparative analysis of three approaches to in-service education designed to change the behavior of classroom teachers in the social studies (K-12): A comparative analysis of three approaches to in-service education ... in the social studies, (K-12).” 1970. Doctoral Dissertation, Oregon State University. Accessed October 21, 2019. http://hdl.handle.net/1957/45818.

MLA Handbook (7th Edition):

Adams, Warren Samuel. “A comparative analysis of three approaches to in-service education designed to change the behavior of classroom teachers in the social studies (K-12): A comparative analysis of three approaches to in-service education ... in the social studies, (K-12).” 1970. Web. 21 Oct 2019.

Vancouver:

Adams WS. A comparative analysis of three approaches to in-service education designed to change the behavior of classroom teachers in the social studies (K-12): A comparative analysis of three approaches to in-service education ... in the social studies, (K-12). [Internet] [Doctoral dissertation]. Oregon State University; 1970. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/1957/45818.

Council of Science Editors:

Adams WS. A comparative analysis of three approaches to in-service education designed to change the behavior of classroom teachers in the social studies (K-12): A comparative analysis of three approaches to in-service education ... in the social studies, (K-12). [Doctoral Dissertation]. Oregon State University; 1970. Available from: http://hdl.handle.net/1957/45818


Northeastern University

29. Fleury, Jennifer. Outcomes in required college mathematics courses.

Degree: EdD, School of Education, 2016, Northeastern University

 The U.S. School of Education reports that college algebra has the highest failure and withdrawal rate among all postsecondary courses (Bonham & Boylan, 2011), with… (more)

Subjects/Keywords: assessment; college algebra; college mathematics; curriculum design; mathematics education; quantitative reasoning; Algebra; Study and teaching (Higher); Mathematics; Study and teaching (Higher); Curriculum planning; Curriculum change; Academic achievement; College attendance

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APA (6th Edition):

Fleury, J. (2016). Outcomes in required college mathematics courses. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20237294

Chicago Manual of Style (16th Edition):

Fleury, Jennifer. “Outcomes in required college mathematics courses.” 2016. Doctoral Dissertation, Northeastern University. Accessed October 21, 2019. http://hdl.handle.net/2047/D20237294.

MLA Handbook (7th Edition):

Fleury, Jennifer. “Outcomes in required college mathematics courses.” 2016. Web. 21 Oct 2019.

Vancouver:

Fleury J. Outcomes in required college mathematics courses. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/2047/D20237294.

Council of Science Editors:

Fleury J. Outcomes in required college mathematics courses. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20237294


Northeastern University

30. Rosenberg, Lisa. The effects of multisensory, explicit, and systematic instructional practices on elementary school students with learning impairments in encoding and oral reading.

Degree: EdD, School of Education, 2015, Northeastern University

 As national education standards have increased in rigor over the past decade following the passage of the No Child Left Behind Act (2001) and the… (more)

Subjects/Keywords: encoding; explicit; instructional practices; learning impairments; multisensory; Reading disability; Reading; Remedial teaching; Oral reading; Study and teaching (Elementary); Articulation disorders; Language and languages; Orthography and spelling; Study and teaching (Elementary); Learning disabled children; Education (Elementary)

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

APA (6th Edition):

Rosenberg, L. (2015). The effects of multisensory, explicit, and systematic instructional practices on elementary school students with learning impairments in encoding and oral reading. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20194142

Chicago Manual of Style (16th Edition):

Rosenberg, Lisa. “The effects of multisensory, explicit, and systematic instructional practices on elementary school students with learning impairments in encoding and oral reading.” 2015. Doctoral Dissertation, Northeastern University. Accessed October 21, 2019. http://hdl.handle.net/2047/D20194142.

MLA Handbook (7th Edition):

Rosenberg, Lisa. “The effects of multisensory, explicit, and systematic instructional practices on elementary school students with learning impairments in encoding and oral reading.” 2015. Web. 21 Oct 2019.

Vancouver:

Rosenberg L. The effects of multisensory, explicit, and systematic instructional practices on elementary school students with learning impairments in encoding and oral reading. [Internet] [Doctoral dissertation]. Northeastern University; 2015. [cited 2019 Oct 21]. Available from: http://hdl.handle.net/2047/D20194142.

Council of Science Editors:

Rosenberg L. The effects of multisensory, explicit, and systematic instructional practices on elementary school students with learning impairments in encoding and oral reading. [Doctoral Dissertation]. Northeastern University; 2015. Available from: http://hdl.handle.net/2047/D20194142

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