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You searched for subject:(Mathematics teachers Certification). Showing records 1 – 11 of 11 total matches.

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Columbia University

1. Kyriakou, Raeann. New York State Elementary School Teacher Certification and Examinations in Mathematics in the Nineteenth Century.

Degree: 2014, Columbia University

 This dissertation is devoted to a history of the New York State elementary school teacher certification requirements, specifically in mathematics, during the nineteenth century. In… (more)

Subjects/Keywords: Mathematics – Study and teaching; Education, Elementary; Elementary school teachers – Certification; Mathematics teachers – Certification

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

APA (6th Edition):

Kyriakou, R. (2014). New York State Elementary School Teacher Certification and Examinations in Mathematics in the Nineteenth Century. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8K07GVZ

Chicago Manual of Style (16th Edition):

Kyriakou, Raeann. “New York State Elementary School Teacher Certification and Examinations in Mathematics in the Nineteenth Century.” 2014. Doctoral Dissertation, Columbia University. Accessed October 14, 2019. https://doi.org/10.7916/D8K07GVZ.

MLA Handbook (7th Edition):

Kyriakou, Raeann. “New York State Elementary School Teacher Certification and Examinations in Mathematics in the Nineteenth Century.” 2014. Web. 14 Oct 2019.

Vancouver:

Kyriakou R. New York State Elementary School Teacher Certification and Examinations in Mathematics in the Nineteenth Century. [Internet] [Doctoral dissertation]. Columbia University; 2014. [cited 2019 Oct 14]. Available from: https://doi.org/10.7916/D8K07GVZ.

Council of Science Editors:

Kyriakou R. New York State Elementary School Teacher Certification and Examinations in Mathematics in the Nineteenth Century. [Doctoral Dissertation]. Columbia University; 2014. Available from: https://doi.org/10.7916/D8K07GVZ


University of Florida

2. Hickman, Tracy. Alternatively Certified Teachers' Use of Mathematical Discourse.

Degree: PhD, Curriculum and Instruction - Teaching and Learning, 2013, University of Florida

 Educational reform efforts such as the National Council of Teachers of Mathematics’ (NCTM) Principles and Standards for School Mathematics and the implementation of the Common… (more)

Subjects/Keywords: Classrooms; Discourse; Educational research; Learning; Mathematics; Mathematics education; Mathematics teachers; Participant observation; Students; Teachers; alternative  – certification  – discourse  – education  – mathematics  – teacher  – training

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APA (6th Edition):

Hickman, T. (2013). Alternatively Certified Teachers' Use of Mathematical Discourse. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0045159

Chicago Manual of Style (16th Edition):

Hickman, Tracy. “Alternatively Certified Teachers' Use of Mathematical Discourse.” 2013. Doctoral Dissertation, University of Florida. Accessed October 14, 2019. http://ufdc.ufl.edu/UFE0045159.

MLA Handbook (7th Edition):

Hickman, Tracy. “Alternatively Certified Teachers' Use of Mathematical Discourse.” 2013. Web. 14 Oct 2019.

Vancouver:

Hickman T. Alternatively Certified Teachers' Use of Mathematical Discourse. [Internet] [Doctoral dissertation]. University of Florida; 2013. [cited 2019 Oct 14]. Available from: http://ufdc.ufl.edu/UFE0045159.

Council of Science Editors:

Hickman T. Alternatively Certified Teachers' Use of Mathematical Discourse. [Doctoral Dissertation]. University of Florida; 2013. Available from: http://ufdc.ufl.edu/UFE0045159


University of Florida

3. Pakhotina, Nataliya. Three Essays on Public Economics Teacher Training, Accountability, and Public Pensions.

Degree: PhD, Economics, 2010, University of Florida

 This dissertation analyzes three different public economic policy issues. The second and third chapters investigate implications of economic policies affecting the teacher labor market, and… (more)

Subjects/Keywords: Assets; Education; English teachers; Graduates; Mathematics; Mathematics teachers; Schools; Science teachers; Statistical significance; Teachers; accountability, alternative, arc, certification, economics, education, efficiency, funds, labor, market, pension, public, school, teacher

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APA (6th Edition):

Pakhotina, N. (2010). Three Essays on Public Economics Teacher Training, Accountability, and Public Pensions. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0041237

Chicago Manual of Style (16th Edition):

Pakhotina, Nataliya. “Three Essays on Public Economics Teacher Training, Accountability, and Public Pensions.” 2010. Doctoral Dissertation, University of Florida. Accessed October 14, 2019. http://ufdc.ufl.edu/UFE0041237.

MLA Handbook (7th Edition):

Pakhotina, Nataliya. “Three Essays on Public Economics Teacher Training, Accountability, and Public Pensions.” 2010. Web. 14 Oct 2019.

Vancouver:

Pakhotina N. Three Essays on Public Economics Teacher Training, Accountability, and Public Pensions. [Internet] [Doctoral dissertation]. University of Florida; 2010. [cited 2019 Oct 14]. Available from: http://ufdc.ufl.edu/UFE0041237.

Council of Science Editors:

Pakhotina N. Three Essays on Public Economics Teacher Training, Accountability, and Public Pensions. [Doctoral Dissertation]. University of Florida; 2010. Available from: http://ufdc.ufl.edu/UFE0041237


University of Missouri – Columbia

4. Nivens, Ryan Andrew, 1975-. Alternatively certified mathematics teachers: factors that contribute to changes in instruction over time.

Degree: 2009, University of Missouri – Columbia

 The focus of this study was the intersection of alternative certification for mathematics teaching, standards based teaching as described by the National Council of Teachers(more)

Subjects/Keywords: Mathematics teachers  – Certification; Mathematics  – Study and teaching; Mathematics teachers  – Training of

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APA (6th Edition):

Nivens, Ryan Andrew, 1. (2009). Alternatively certified mathematics teachers: factors that contribute to changes in instruction over time. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/6853

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):

Nivens, Ryan Andrew, 1975-. “Alternatively certified mathematics teachers: factors that contribute to changes in instruction over time.” 2009. Thesis, University of Missouri – Columbia. Accessed October 14, 2019. https://doi.org/10.32469/10355/6853.

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

MLA Handbook (7th Edition):

Nivens, Ryan Andrew, 1975-. “Alternatively certified mathematics teachers: factors that contribute to changes in instruction over time.” 2009. Web. 14 Oct 2019.

Vancouver:

Nivens, Ryan Andrew 1. Alternatively certified mathematics teachers: factors that contribute to changes in instruction over time. [Internet] [Thesis]. University of Missouri – Columbia; 2009. [cited 2019 Oct 14]. Available from: https://doi.org/10.32469/10355/6853.

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

Council of Science Editors:

Nivens, Ryan Andrew 1. Alternatively certified mathematics teachers: factors that contribute to changes in instruction over time. [Thesis]. University of Missouri – Columbia; 2009. Available from: https://doi.org/10.32469/10355/6853

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


University of Florida

5. Brown, Anna L. The Cost Effectiveness of a Bonus Pay Plan for National Board Certified Teachers in High Poverty Elementary Schools in an Urban School District in Florida.

Degree: EdD, Educational Leadership - Human Development and Organizational Studies in Education, 2012, University of Florida

 Improving standards for teacher certification along with improving student achievement in our nation’s public schools has been an emphasis of public school educators for decades. … (more)

Subjects/Keywords: Academic achievement; Mathematics; Mathematics teachers; P values; Schools; Statistical significance; Students; T tests; Teachers; Value added; achievement  – certification  – fcat  – national  – nbct  – nbpts  – poverty  – schools  – student  – teacher  – value-added

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APA (6th Edition):

Brown, A. L. (2012). The Cost Effectiveness of a Bonus Pay Plan for National Board Certified Teachers in High Poverty Elementary Schools in an Urban School District in Florida. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0044416

Chicago Manual of Style (16th Edition):

Brown, Anna L. “The Cost Effectiveness of a Bonus Pay Plan for National Board Certified Teachers in High Poverty Elementary Schools in an Urban School District in Florida.” 2012. Doctoral Dissertation, University of Florida. Accessed October 14, 2019. http://ufdc.ufl.edu/UFE0044416.

MLA Handbook (7th Edition):

Brown, Anna L. “The Cost Effectiveness of a Bonus Pay Plan for National Board Certified Teachers in High Poverty Elementary Schools in an Urban School District in Florida.” 2012. Web. 14 Oct 2019.

Vancouver:

Brown AL. The Cost Effectiveness of a Bonus Pay Plan for National Board Certified Teachers in High Poverty Elementary Schools in an Urban School District in Florida. [Internet] [Doctoral dissertation]. University of Florida; 2012. [cited 2019 Oct 14]. Available from: http://ufdc.ufl.edu/UFE0044416.

Council of Science Editors:

Brown AL. The Cost Effectiveness of a Bonus Pay Plan for National Board Certified Teachers in High Poverty Elementary Schools in an Urban School District in Florida. [Doctoral Dissertation]. University of Florida; 2012. Available from: http://ufdc.ufl.edu/UFE0044416


Northeastern University

6. Wiley, Kerry. Middle school mathematics teachers' use of advanced mathematical knowledge in practice; Middle school mathematics teachers' use of advanced mathematical knowledge in practice: an interpretative phenomenological analysis; an interpretive phenomenological analysis.

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

 Current policy dictates mathematics teacher must have a deep understanding of the subject to teach it. Many states require a major in mathematics as part… (more)

Subjects/Keywords: advanced mathematical thinking; interpretative phenomenological analysis; mathematical knowledge for teaching; mathematics teacher preparation; Junior High, Intermediate, Middle School Education and Teaching; Science and Mathematics Education; Teacher Education and Professional Development; Mathematics; Study and teaching (Middle school) ; Mathematics teachers; Certification; Mathematics teachers; Training of; Middle school teachers; Training of; Pedagogical content knowledge

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APA (6th Edition):

Wiley, K. (2014). Middle school mathematics teachers' use of advanced mathematical knowledge in practice; Middle school mathematics teachers' use of advanced mathematical knowledge in practice: an interpretative phenomenological analysis; an interpretive phenomenological analysis. (Masters Thesis). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20018708

Chicago Manual of Style (16th Edition):

Wiley, Kerry. “Middle school mathematics teachers' use of advanced mathematical knowledge in practice; Middle school mathematics teachers' use of advanced mathematical knowledge in practice: an interpretative phenomenological analysis; an interpretive phenomenological analysis.” 2014. Masters Thesis, Northeastern University. Accessed October 14, 2019. http://hdl.handle.net/2047/d20018708.

MLA Handbook (7th Edition):

Wiley, Kerry. “Middle school mathematics teachers' use of advanced mathematical knowledge in practice; Middle school mathematics teachers' use of advanced mathematical knowledge in practice: an interpretative phenomenological analysis; an interpretive phenomenological analysis.” 2014. Web. 14 Oct 2019.

Vancouver:

Wiley K. Middle school mathematics teachers' use of advanced mathematical knowledge in practice; Middle school mathematics teachers' use of advanced mathematical knowledge in practice: an interpretative phenomenological analysis; an interpretive phenomenological analysis. [Internet] [Masters thesis]. Northeastern University; 2014. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/2047/d20018708.

Council of Science Editors:

Wiley K. Middle school mathematics teachers' use of advanced mathematical knowledge in practice; Middle school mathematics teachers' use of advanced mathematical knowledge in practice: an interpretative phenomenological analysis; an interpretive phenomenological analysis. [Masters Thesis]. Northeastern University; 2014. Available from: http://hdl.handle.net/2047/d20018708


University of North Carolina – Greensboro

7. Hathaway, Harriett Anne. The relationship of certification and mathematics background of teachers and pupil performance of the NCCT-M after remediation.

Degree: 1983, University of North Carolina – Greensboro

 The purpose of this study was to investigate within the Secondary Remediation Programs in Southeastern North Carolina the relationship between pupil performance on the mathematics(more)

Subjects/Keywords: Remedial teaching – North Carolina; Mathematics – Remedial teaching; Teachers – Certification – North Carolina

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APA (6th Edition):

Hathaway, H. A. (1983). The relationship of certification and mathematics background of teachers and pupil performance of the NCCT-M after remediation. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=23889

Chicago Manual of Style (16th Edition):

Hathaway, Harriett Anne. “The relationship of certification and mathematics background of teachers and pupil performance of the NCCT-M after remediation.” 1983. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed October 14, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=23889.

MLA Handbook (7th Edition):

Hathaway, Harriett Anne. “The relationship of certification and mathematics background of teachers and pupil performance of the NCCT-M after remediation.” 1983. Web. 14 Oct 2019.

Vancouver:

Hathaway HA. The relationship of certification and mathematics background of teachers and pupil performance of the NCCT-M after remediation. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 1983. [cited 2019 Oct 14]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=23889.

Council of Science Editors:

Hathaway HA. The relationship of certification and mathematics background of teachers and pupil performance of the NCCT-M after remediation. [Doctoral Dissertation]. University of North Carolina – Greensboro; 1983. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=23889


Florida Atlantic University

8. Antunez, Fernando Oscar. The Effectiveness Of The National Board Certification As It Relates To The Advanced Placement Calculus AB Exam.

Degree: 2015, Florida Atlantic University

Summary: This study compared data related to National Board Certification (NBC) of mathematics teachers in a South Florida school district. Data included 1,162 student scores… (more)

Subjects/Keywords: Achievement in education  – Florida; Advanced placement programs (Education); Calculus  – Examinations, questions, etc; Mathematics  – Study and teaching (Secondary); National Board for Professional Teaching Standards (U.S.); Teacher effectiveness  – Florida; Teachers  – Certification  – Florida

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

APA (6th Edition):

Antunez, F. O. (2015). The Effectiveness Of The National Board Certification As It Relates To The Advanced Placement Calculus AB Exam. (Thesis). Florida Atlantic University. Retrieved from http://purl.flvc.org/fau/fd/FA00004477 ; (URL) http://purl.flvc.org/fau/fd/FA00004477

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):

Antunez, Fernando Oscar. “The Effectiveness Of The National Board Certification As It Relates To The Advanced Placement Calculus AB Exam.” 2015. Thesis, Florida Atlantic University. Accessed October 14, 2019. http://purl.flvc.org/fau/fd/FA00004477 ; (URL) http://purl.flvc.org/fau/fd/FA00004477.

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

MLA Handbook (7th Edition):

Antunez, Fernando Oscar. “The Effectiveness Of The National Board Certification As It Relates To The Advanced Placement Calculus AB Exam.” 2015. Web. 14 Oct 2019.

Vancouver:

Antunez FO. The Effectiveness Of The National Board Certification As It Relates To The Advanced Placement Calculus AB Exam. [Internet] [Thesis]. Florida Atlantic University; 2015. [cited 2019 Oct 14]. Available from: http://purl.flvc.org/fau/fd/FA00004477 ; (URL) http://purl.flvc.org/fau/fd/FA00004477.

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

Council of Science Editors:

Antunez FO. The Effectiveness Of The National Board Certification As It Relates To The Advanced Placement Calculus AB Exam. [Thesis]. Florida Atlantic University; 2015. Available from: http://purl.flvc.org/fau/fd/FA00004477 ; (URL) http://purl.flvc.org/fau/fd/FA00004477

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


Georgia State University

9. Washburn, Jr., Mickey Newman. Effects of an Advanced Mathematics Education Graduate Program on Teacher Practice.

Degree: PhD, Middle-Secondary Education and Instructional Technology, 2008, Georgia State University

  Public concern over the mathematical incompetence of students and adults is longstanding and justified. The No Child Left Behind act has affected the nation’s… (more)

Subjects/Keywords: National Board Certification; Secondary Teachers; Mathematics Education; social constructivism; metacognition; self-efficacy; teacher professional development; advanced graduate degree; Education

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APA (6th Edition):

Washburn, Jr., M. N. (2008). Effects of an Advanced Mathematics Education Graduate Program on Teacher Practice. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/msit_diss/40

Chicago Manual of Style (16th Edition):

Washburn, Jr., Mickey Newman. “Effects of an Advanced Mathematics Education Graduate Program on Teacher Practice.” 2008. Doctoral Dissertation, Georgia State University. Accessed October 14, 2019. https://scholarworks.gsu.edu/msit_diss/40.

MLA Handbook (7th Edition):

Washburn, Jr., Mickey Newman. “Effects of an Advanced Mathematics Education Graduate Program on Teacher Practice.” 2008. Web. 14 Oct 2019.

Vancouver:

Washburn, Jr. MN. Effects of an Advanced Mathematics Education Graduate Program on Teacher Practice. [Internet] [Doctoral dissertation]. Georgia State University; 2008. [cited 2019 Oct 14]. Available from: https://scholarworks.gsu.edu/msit_diss/40.

Council of Science Editors:

Washburn, Jr. MN. Effects of an Advanced Mathematics Education Graduate Program on Teacher Practice. [Doctoral Dissertation]. Georgia State University; 2008. Available from: https://scholarworks.gsu.edu/msit_diss/40


Rutgers University

10. Staropoli, Maria Angela. Does teacher certification in mathematics improve high school special education students' performance on the High School Proficiency Assessment?: a preliminary investigation.

Degree: School Psychology, 2010, Rutgers University

Subjects/Keywords: High School Proficiency Test; Children with disabilities – Education; Mathematical ability – Testing; Mathematics – Study and teaching (Primary); Teachers – Certification

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APA (6th Edition):

Staropoli, M. A. (2010). Does teacher certification in mathematics improve high school special education students' performance on the High School Proficiency Assessment?: a preliminary investigation. (Thesis). Rutgers University. Retrieved from http://hdl.rutgers.edu/1782.1/rucore10001800001.ETD.000055954

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):

Staropoli, Maria Angela. “Does teacher certification in mathematics improve high school special education students' performance on the High School Proficiency Assessment?: a preliminary investigation.” 2010. Thesis, Rutgers University. Accessed October 14, 2019. http://hdl.rutgers.edu/1782.1/rucore10001800001.ETD.000055954.

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

MLA Handbook (7th Edition):

Staropoli, Maria Angela. “Does teacher certification in mathematics improve high school special education students' performance on the High School Proficiency Assessment?: a preliminary investigation.” 2010. Web. 14 Oct 2019.

Vancouver:

Staropoli MA. Does teacher certification in mathematics improve high school special education students' performance on the High School Proficiency Assessment?: a preliminary investigation. [Internet] [Thesis]. Rutgers University; 2010. [cited 2019 Oct 14]. Available from: http://hdl.rutgers.edu/1782.1/rucore10001800001.ETD.000055954.

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

Council of Science Editors:

Staropoli MA. Does teacher certification in mathematics improve high school special education students' performance on the High School Proficiency Assessment?: a preliminary investigation. [Thesis]. Rutgers University; 2010. Available from: http://hdl.rutgers.edu/1782.1/rucore10001800001.ETD.000055954

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

11. Feeley, Susan Jane. Assessing Understanding of the Concept of Function: A Study Comparing Prospective Secondary Mathematics Teachers' Responses to Multiple-choice and Constructed-response Items.

Degree: PhD, Curriculum and Instruction, 2013, Penn State University

 The purpose of this study was to determine whether multiple-choice and constructed-response items assessed prospective secondary mathematics teachers’ understanding of the concept of function. The… (more)

Subjects/Keywords: Understanding; Function; Secondary Mathematics Teachers; Assessment; Multiple-Choice Items; Constructed-Response Items; Sierpinska; Indicators of Understanding; Certification

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

APA (6th Edition):

Feeley, S. J. (2013). Assessing Understanding of the Concept of Function: A Study Comparing Prospective Secondary Mathematics Teachers' Responses to Multiple-choice and Constructed-response Items. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/19175

Chicago Manual of Style (16th Edition):

Feeley, Susan Jane. “Assessing Understanding of the Concept of Function: A Study Comparing Prospective Secondary Mathematics Teachers' Responses to Multiple-choice and Constructed-response Items.” 2013. Doctoral Dissertation, Penn State University. Accessed October 14, 2019. https://etda.libraries.psu.edu/catalog/19175.

MLA Handbook (7th Edition):

Feeley, Susan Jane. “Assessing Understanding of the Concept of Function: A Study Comparing Prospective Secondary Mathematics Teachers' Responses to Multiple-choice and Constructed-response Items.” 2013. Web. 14 Oct 2019.

Vancouver:

Feeley SJ. Assessing Understanding of the Concept of Function: A Study Comparing Prospective Secondary Mathematics Teachers' Responses to Multiple-choice and Constructed-response Items. [Internet] [Doctoral dissertation]. Penn State University; 2013. [cited 2019 Oct 14]. Available from: https://etda.libraries.psu.edu/catalog/19175.

Council of Science Editors:

Feeley SJ. Assessing Understanding of the Concept of Function: A Study Comparing Prospective Secondary Mathematics Teachers' Responses to Multiple-choice and Constructed-response Items. [Doctoral Dissertation]. Penn State University; 2013. Available from: https://etda.libraries.psu.edu/catalog/19175

.