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You searched for subject:(Middle School Students). Showing records 1 – 30 of 693 total matches.

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Montana State University

1. Gordon, Tanya Marie. Assessing and improving middle school teaming from a science teacher's perspective.

Degree: Graduate School, 2011, Montana State University

 In this project the concept of middle school teaming was explored with the purpose of assessing how the teams are currently functioning and how the… (more)

Subjects/Keywords: Middle school students.; Teaching teams.

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APA (6th Edition):

Gordon, T. M. (2011). Assessing and improving middle school teaming from a science teacher's perspective. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1356

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):

Gordon, Tanya Marie. “Assessing and improving middle school teaming from a science teacher's perspective.” 2011. Thesis, Montana State University. Accessed April 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1356.

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

MLA Handbook (7th Edition):

Gordon, Tanya Marie. “Assessing and improving middle school teaming from a science teacher's perspective.” 2011. Web. 22 Apr 2019.

Vancouver:

Gordon TM. Assessing and improving middle school teaming from a science teacher's perspective. [Internet] [Thesis]. Montana State University; 2011. [cited 2019 Apr 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1356.

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

Council of Science Editors:

Gordon TM. Assessing and improving middle school teaming from a science teacher's perspective. [Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1356

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


Montana State University

2. Holtzhafer, Brian. Science fair success : helping students present their project.

Degree: Graduate School, 2012, Montana State University

 The intent of this action research was to determine which presentation method of science fair project would benefit eighth grade students. Students are allowed to… (more)

Subjects/Keywords: Science fairs.; Middle school students.

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APA (6th Edition):

Holtzhafer, B. (2012). Science fair success : helping students present their project. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1495

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):

Holtzhafer, Brian. “Science fair success : helping students present their project.” 2012. Thesis, Montana State University. Accessed April 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1495.

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

MLA Handbook (7th Edition):

Holtzhafer, Brian. “Science fair success : helping students present their project.” 2012. Web. 22 Apr 2019.

Vancouver:

Holtzhafer B. Science fair success : helping students present their project. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Apr 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1495.

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

Council of Science Editors:

Holtzhafer B. Science fair success : helping students present their project. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1495

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

3. Joseph, Ashley. Ways Teachers Can Prevent Harassment of Lesbian, Gay, Bisexual, and Transgender (LGBT) Middle and High School Students .

Degree: 2012, California State University – San Marcos

 The research highlighted in this Master of Arts thesis is a quantitative study based on the issue of harassment of lesbian, gay, bisexual, and transgender… (more)

Subjects/Keywords: harassment; LGBT students; middle school; high school

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APA (6th Edition):

Joseph, A. (2012). Ways Teachers Can Prevent Harassment of Lesbian, Gay, Bisexual, and Transgender (LGBT) Middle and High School Students . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/262

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):

Joseph, Ashley. “Ways Teachers Can Prevent Harassment of Lesbian, Gay, Bisexual, and Transgender (LGBT) Middle and High School Students .” 2012. Thesis, California State University – San Marcos. Accessed April 22, 2019. http://hdl.handle.net/10211.8/262.

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

MLA Handbook (7th Edition):

Joseph, Ashley. “Ways Teachers Can Prevent Harassment of Lesbian, Gay, Bisexual, and Transgender (LGBT) Middle and High School Students .” 2012. Web. 22 Apr 2019.

Vancouver:

Joseph A. Ways Teachers Can Prevent Harassment of Lesbian, Gay, Bisexual, and Transgender (LGBT) Middle and High School Students . [Internet] [Thesis]. California State University – San Marcos; 2012. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/10211.8/262.

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

Council of Science Editors:

Joseph A. Ways Teachers Can Prevent Harassment of Lesbian, Gay, Bisexual, and Transgender (LGBT) Middle and High School Students . [Thesis]. California State University – San Marcos; 2012. Available from: http://hdl.handle.net/10211.8/262

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


University of New Orleans

4. Theriot, Alyson A. A Phenomenological Case Study of Teacher and Student Descriptions of the Use of Read-Alouds in Middle School.

Degree: PhD, Curriculum and Instruction, 2018, University of New Orleans

  It has been common for elementary teachers to read aloud to their students; however, it has not been so common in the middle school.… (more)

Subjects/Keywords: Read-alouds; Middle School Teachers; Middle School Students; Middle School Reading; Language and Literacy Education

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APA (6th Edition):

Theriot, A. A. (2018). A Phenomenological Case Study of Teacher and Student Descriptions of the Use of Read-Alouds in Middle School. (Doctoral Dissertation). University of New Orleans. Retrieved from https://scholarworks.uno.edu/td/2498

Chicago Manual of Style (16th Edition):

Theriot, Alyson A. “A Phenomenological Case Study of Teacher and Student Descriptions of the Use of Read-Alouds in Middle School.” 2018. Doctoral Dissertation, University of New Orleans. Accessed April 22, 2019. https://scholarworks.uno.edu/td/2498.

MLA Handbook (7th Edition):

Theriot, Alyson A. “A Phenomenological Case Study of Teacher and Student Descriptions of the Use of Read-Alouds in Middle School.” 2018. Web. 22 Apr 2019.

Vancouver:

Theriot AA. A Phenomenological Case Study of Teacher and Student Descriptions of the Use of Read-Alouds in Middle School. [Internet] [Doctoral dissertation]. University of New Orleans; 2018. [cited 2019 Apr 22]. Available from: https://scholarworks.uno.edu/td/2498.

Council of Science Editors:

Theriot AA. A Phenomenological Case Study of Teacher and Student Descriptions of the Use of Read-Alouds in Middle School. [Doctoral Dissertation]. University of New Orleans; 2018. Available from: https://scholarworks.uno.edu/td/2498

5. Kochanski, Kiri. Middle School Reading Comprehension Strategies and Metacognition.

Degree: 2018, SUNY College at Fredonia

 By the end of each school year it is the expectation that students meet the Common Core State Standards. With this expectation, students must use… (more)

Subjects/Keywords: Language arts (Middle school).; Reading comprehension.; Middle school students.

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APA (6th Edition):

Kochanski, K. (2018). Middle School Reading Comprehension Strategies and Metacognition. (Masters Thesis). SUNY College at Fredonia. Retrieved from http://hdl.handle.net/1951/70515

Chicago Manual of Style (16th Edition):

Kochanski, Kiri. “Middle School Reading Comprehension Strategies and Metacognition. ” 2018. Masters Thesis, SUNY College at Fredonia. Accessed April 22, 2019. http://hdl.handle.net/1951/70515.

MLA Handbook (7th Edition):

Kochanski, Kiri. “Middle School Reading Comprehension Strategies and Metacognition. ” 2018. Web. 22 Apr 2019.

Vancouver:

Kochanski K. Middle School Reading Comprehension Strategies and Metacognition. [Internet] [Masters thesis]. SUNY College at Fredonia; 2018. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/1951/70515.

Council of Science Editors:

Kochanski K. Middle School Reading Comprehension Strategies and Metacognition. [Masters Thesis]. SUNY College at Fredonia; 2018. Available from: http://hdl.handle.net/1951/70515


University of Oregon

6. McKee, Michael Todd. The efficacy of middle school indicators to predict the academic and behavioral performance of at-risk ninth graders.

Degree: 2009, University of Oregon

 Dropping out of high school may have individual as well as social implications. The process of dropping out is attributed to social and academic risk… (more)

Subjects/Keywords: At-risk students; Ninth grade (Education); Middle school indicators; Middle school students; Behavioral performance; Academic performance; Middle school education; School administration

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APA (6th Edition):

McKee, M. T. (2009). The efficacy of middle school indicators to predict the academic and behavioral performance of at-risk ninth graders. (Thesis). University of Oregon. Retrieved from http://hdl.handle.net/1794/10234

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):

McKee, Michael Todd. “The efficacy of middle school indicators to predict the academic and behavioral performance of at-risk ninth graders.” 2009. Thesis, University of Oregon. Accessed April 22, 2019. http://hdl.handle.net/1794/10234.

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

MLA Handbook (7th Edition):

McKee, Michael Todd. “The efficacy of middle school indicators to predict the academic and behavioral performance of at-risk ninth graders.” 2009. Web. 22 Apr 2019.

Vancouver:

McKee MT. The efficacy of middle school indicators to predict the academic and behavioral performance of at-risk ninth graders. [Internet] [Thesis]. University of Oregon; 2009. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/1794/10234.

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

Council of Science Editors:

McKee MT. The efficacy of middle school indicators to predict the academic and behavioral performance of at-risk ninth graders. [Thesis]. University of Oregon; 2009. Available from: http://hdl.handle.net/1794/10234

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


Montana State University

7. Noble, Jenna Shandra. Increasing conceptual learning in science through writing.

Degree: College of Letters & Science, 2017, Montana State University

 This project sought to discover whether write-to-learn activities increased conceptual change in students' understanding of science content. Students were involved in seven different writing activities… (more)

Subjects/Keywords: Science.; Middle school students.; Writing.; Notebooks.; Concepts.

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APA (6th Edition):

Noble, J. S. (2017). Increasing conceptual learning in science through writing. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/14437

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):

Noble, Jenna Shandra. “Increasing conceptual learning in science through writing.” 2017. Thesis, Montana State University. Accessed April 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/14437.

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

MLA Handbook (7th Edition):

Noble, Jenna Shandra. “Increasing conceptual learning in science through writing.” 2017. Web. 22 Apr 2019.

Vancouver:

Noble JS. Increasing conceptual learning in science through writing. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Apr 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14437.

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

Council of Science Editors:

Noble JS. Increasing conceptual learning in science through writing. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14437

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


Montana State University

8. Tiboldo, Crista E. The effect of training in question generation on the development of better questions posed by seventh grade science students.

Degree: College of Letters & Science, 2017, Montana State University

 Student generation of good questions provides many benefits for students, including active engagement in learning and development of their curiosity, as well as benefitting the… (more)

Subjects/Keywords: Biology.; Middle school students.; Questioning.; Comprehension.

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APA (6th Edition):

Tiboldo, C. E. (2017). The effect of training in question generation on the development of better questions posed by seventh grade science students. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13698

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):

Tiboldo, Crista E. “The effect of training in question generation on the development of better questions posed by seventh grade science students.” 2017. Thesis, Montana State University. Accessed April 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13698.

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

MLA Handbook (7th Edition):

Tiboldo, Crista E. “The effect of training in question generation on the development of better questions posed by seventh grade science students.” 2017. Web. 22 Apr 2019.

Vancouver:

Tiboldo CE. The effect of training in question generation on the development of better questions posed by seventh grade science students. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Apr 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13698.

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

Council of Science Editors:

Tiboldo CE. The effect of training in question generation on the development of better questions posed by seventh grade science students. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13698

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


Montana State University

9. Heredia, Isabel. Evaluating the effect of visible thinking routines on students' awareness and conceptions of thinking and understanding in the science classroom.

Degree: College of Letters & Science, 2017, Montana State University

 This classroom action research project is inspired by the belief that 'life outside of school is better characterized as a series of transfer opportunities than… (more)

Subjects/Keywords: Science.; Middle school students.; Critical thinking.; Reasoning.

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APA (6th Edition):

Heredia, I. (2017). Evaluating the effect of visible thinking routines on students' awareness and conceptions of thinking and understanding in the science classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13664

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):

Heredia, Isabel. “Evaluating the effect of visible thinking routines on students' awareness and conceptions of thinking and understanding in the science classroom.” 2017. Thesis, Montana State University. Accessed April 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13664.

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

MLA Handbook (7th Edition):

Heredia, Isabel. “Evaluating the effect of visible thinking routines on students' awareness and conceptions of thinking and understanding in the science classroom.” 2017. Web. 22 Apr 2019.

Vancouver:

Heredia I. Evaluating the effect of visible thinking routines on students' awareness and conceptions of thinking and understanding in the science classroom. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Apr 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13664.

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

Council of Science Editors:

Heredia I. Evaluating the effect of visible thinking routines on students' awareness and conceptions of thinking and understanding in the science classroom. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13664

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


Montana State University

10. Slagle, Carolyn. Effects of the unit organizer routine in seventh grade science.

Degree: Graduate School, 2012, Montana State University

 This investigation examines the effects of using the Unit Organizer Routine in an inclusion seventh grade science classroom. The study included 126 male and female… (more)

Subjects/Keywords: Biology.; Middle school students.; Academic achievement.

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APA (6th Edition):

Slagle, C. (2012). Effects of the unit organizer routine in seventh grade science. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2294

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):

Slagle, Carolyn. “Effects of the unit organizer routine in seventh grade science.” 2012. Thesis, Montana State University. Accessed April 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/2294.

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

MLA Handbook (7th Edition):

Slagle, Carolyn. “Effects of the unit organizer routine in seventh grade science.” 2012. Web. 22 Apr 2019.

Vancouver:

Slagle C. Effects of the unit organizer routine in seventh grade science. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Apr 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2294.

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

Council of Science Editors:

Slagle C. Effects of the unit organizer routine in seventh grade science. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2294

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


Montana State University

11. Koessler, Katherine Christina. Effects of online prelab activities on success in laboratory exercises in the science classroom.

Degree: Graduate School, 2014, Montana State University

 This project, conducted with 8th grade Earth Science students, measured the effect of pre-laboratory exercises on student learning in science. Traditional laboratory exercises were conducted… (more)

Subjects/Keywords: Earth sciences.; Middle school students.; Active learning.

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

APA (6th Edition):

Koessler, K. C. (2014). Effects of online prelab activities on success in laboratory exercises in the science classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/3564

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):

Koessler, Katherine Christina. “Effects of online prelab activities on success in laboratory exercises in the science classroom.” 2014. Thesis, Montana State University. Accessed April 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/3564.

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

MLA Handbook (7th Edition):

Koessler, Katherine Christina. “Effects of online prelab activities on success in laboratory exercises in the science classroom.” 2014. Web. 22 Apr 2019.

Vancouver:

Koessler KC. Effects of online prelab activities on success in laboratory exercises in the science classroom. [Internet] [Thesis]. Montana State University; 2014. [cited 2019 Apr 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3564.

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

Council of Science Editors:

Koessler KC. Effects of online prelab activities on success in laboratory exercises in the science classroom. [Thesis]. Montana State University; 2014. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3564

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


Montana State University

12. Tracy, Sue. The Frayer method: teaching vocabulary in the science content area for middle school life science.

Degree: College of Letters & Science, 2018, Montana State University

 Teaching techniques that allow students to define new vocabulary words and then use them in science context is difficult and a challenge for many science… (more)

Subjects/Keywords: Life sciences.; Middle school students.; Vocabulary.; Literacy.

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APA (6th Edition):

Tracy, S. (2018). The Frayer method: teaching vocabulary in the science content area for middle school life science. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/14812

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):

Tracy, Sue. “The Frayer method: teaching vocabulary in the science content area for middle school life science.” 2018. Thesis, Montana State University. Accessed April 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/14812.

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

MLA Handbook (7th Edition):

Tracy, Sue. “The Frayer method: teaching vocabulary in the science content area for middle school life science.” 2018. Web. 22 Apr 2019.

Vancouver:

Tracy S. The Frayer method: teaching vocabulary in the science content area for middle school life science. [Internet] [Thesis]. Montana State University; 2018. [cited 2019 Apr 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14812.

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

Council of Science Editors:

Tracy S. The Frayer method: teaching vocabulary in the science content area for middle school life science. [Thesis]. Montana State University; 2018. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14812

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


Kansas State University

13. Pickering, Melinda. Retention ideas for middle school piano students using group instruction.

Degree: MM, Department of Music, Theatre, and Dance, 2016, Kansas State University

 Maintaining interest to continue studying and practicing the piano during the middle school years can be very challenging. Not only are students distracted by so… (more)

Subjects/Keywords: Retention; Middle School; Piano; Students; Group

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APA (6th Edition):

Pickering, M. (2016). Retention ideas for middle school piano students using group instruction. (Thesis). Kansas State University. Retrieved from http://hdl.handle.net/2097/34535

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):

Pickering, Melinda. “Retention ideas for middle school piano students using group instruction.” 2016. Thesis, Kansas State University. Accessed April 22, 2019. http://hdl.handle.net/2097/34535.

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

MLA Handbook (7th Edition):

Pickering, Melinda. “Retention ideas for middle school piano students using group instruction.” 2016. Web. 22 Apr 2019.

Vancouver:

Pickering M. Retention ideas for middle school piano students using group instruction. [Internet] [Thesis]. Kansas State University; 2016. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/2097/34535.

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

Council of Science Editors:

Pickering M. Retention ideas for middle school piano students using group instruction. [Thesis]. Kansas State University; 2016. Available from: http://hdl.handle.net/2097/34535

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


Montana State University

14. Terry, Shaun. The effects of concept maps on student knowledge of earth science.

Degree: Graduate School, 2011, Montana State University

Students at my high school have scored their lowest on the Earth science portion of the state proficiency test over the past several years. Because… (more)

Subjects/Keywords: Earth sciences.; Concept mapping.; Middle school students.

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APA (6th Edition):

Terry, S. (2011). The effects of concept maps on student knowledge of earth science. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2411

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):

Terry, Shaun. “The effects of concept maps on student knowledge of earth science.” 2011. Thesis, Montana State University. Accessed April 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/2411.

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

MLA Handbook (7th Edition):

Terry, Shaun. “The effects of concept maps on student knowledge of earth science.” 2011. Web. 22 Apr 2019.

Vancouver:

Terry S. The effects of concept maps on student knowledge of earth science. [Internet] [Thesis]. Montana State University; 2011. [cited 2019 Apr 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2411.

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

Council of Science Editors:

Terry S. The effects of concept maps on student knowledge of earth science. [Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2411

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


Montana State University

15. Garver, Jason Robert. Science outdoors : does the learning environment influence student interest, engagement, and cognition?.

Degree: Graduate School, 2016, Montana State University

 Lack of motivation and engagement are common problems in many high school classrooms. In addition, this apparent lack of interest may lead to low achievement.… (more)

Subjects/Keywords: Middle school students.; Outdoor education.; Ecology.

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APA (6th Edition):

Garver, J. R. (2016). Science outdoors : does the learning environment influence student interest, engagement, and cognition?. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10055

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):

Garver, Jason Robert. “Science outdoors : does the learning environment influence student interest, engagement, and cognition?.” 2016. Thesis, Montana State University. Accessed April 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/10055.

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

MLA Handbook (7th Edition):

Garver, Jason Robert. “Science outdoors : does the learning environment influence student interest, engagement, and cognition?.” 2016. Web. 22 Apr 2019.

Vancouver:

Garver JR. Science outdoors : does the learning environment influence student interest, engagement, and cognition?. [Internet] [Thesis]. Montana State University; 2016. [cited 2019 Apr 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10055.

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

Council of Science Editors:

Garver JR. Science outdoors : does the learning environment influence student interest, engagement, and cognition?. [Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10055

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


Montana State University

16. Lauterbach, Renee Marie. Implementing interactive science notebooks into 6th grade classrooms: Implementing interactive science notebooks into sixth grade classrooms.

Degree: Graduate School, 2016, Montana State University

 The implementation of Interactive Science Notebooks in middle school science classes was the focus of this research project. Two groups of sixth grade students were… (more)

Subjects/Keywords: Middle school students.; Earth sciences.; Notebooks.

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APA (6th Edition):

Lauterbach, R. M. (2016). Implementing interactive science notebooks into 6th grade classrooms: Implementing interactive science notebooks into sixth grade classrooms. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10067

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):

Lauterbach, Renee Marie. “Implementing interactive science notebooks into 6th grade classrooms: Implementing interactive science notebooks into sixth grade classrooms.” 2016. Thesis, Montana State University. Accessed April 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/10067.

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

MLA Handbook (7th Edition):

Lauterbach, Renee Marie. “Implementing interactive science notebooks into 6th grade classrooms: Implementing interactive science notebooks into sixth grade classrooms.” 2016. Web. 22 Apr 2019.

Vancouver:

Lauterbach RM. Implementing interactive science notebooks into 6th grade classrooms: Implementing interactive science notebooks into sixth grade classrooms. [Internet] [Thesis]. Montana State University; 2016. [cited 2019 Apr 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10067.

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

Council of Science Editors:

Lauterbach RM. Implementing interactive science notebooks into 6th grade classrooms: Implementing interactive science notebooks into sixth grade classrooms. [Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10067

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


Montana State University

17. Rogers, Tina Kristine. The effects of using the iPad to zap zeros and increase student comprehension of science.

Degree: Graduate School, 2016, Montana State University

 This study implemented the use of the iPad in a middle school science classroom to give students digital options for the completion of assignments to… (more)

Subjects/Keywords: Middle school students.; Academic achievement.; Homework.; Computers.

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APA (6th Edition):

Rogers, T. K. (2016). The effects of using the iPad to zap zeros and increase student comprehension of science. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10086

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):

Rogers, Tina Kristine. “The effects of using the iPad to zap zeros and increase student comprehension of science.” 2016. Thesis, Montana State University. Accessed April 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/10086.

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

MLA Handbook (7th Edition):

Rogers, Tina Kristine. “The effects of using the iPad to zap zeros and increase student comprehension of science.” 2016. Web. 22 Apr 2019.

Vancouver:

Rogers TK. The effects of using the iPad to zap zeros and increase student comprehension of science. [Internet] [Thesis]. Montana State University; 2016. [cited 2019 Apr 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10086.

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

Council of Science Editors:

Rogers TK. The effects of using the iPad to zap zeros and increase student comprehension of science. [Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10086

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


Virginia Tech

18. Mistele, Jean May. Exploring Middle School Students' Heuristic Thinking about Probability.

Degree: PhD, Teaching and Learning, 2014, Virginia Tech

 ABSTRACT This descriptive qualitative study examines six eighth-grade students' thinking while solving probability problems. This study aimed to gather direct information on students' problem solving… (more)

Subjects/Keywords: probability; heuristic and biases; middle school students

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APA (6th Edition):

Mistele, J. M. (2014). Exploring Middle School Students' Heuristic Thinking about Probability. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/47918

Chicago Manual of Style (16th Edition):

Mistele, Jean May. “Exploring Middle School Students' Heuristic Thinking about Probability.” 2014. Doctoral Dissertation, Virginia Tech. Accessed April 22, 2019. http://hdl.handle.net/10919/47918.

MLA Handbook (7th Edition):

Mistele, Jean May. “Exploring Middle School Students' Heuristic Thinking about Probability.” 2014. Web. 22 Apr 2019.

Vancouver:

Mistele JM. Exploring Middle School Students' Heuristic Thinking about Probability. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/10919/47918.

Council of Science Editors:

Mistele JM. Exploring Middle School Students' Heuristic Thinking about Probability. [Doctoral Dissertation]. Virginia Tech; 2014. Available from: http://hdl.handle.net/10919/47918


Baylor University

19. Aoyama, Ikuko, 1977-. Cyberbullying : what are the psychological profiles of bullies, victims, and bully-victims? .

Degree: Educational Psychology., 2010, Baylor University

 The purposes of the present study were to classify youth into subgroups based on their involvement in cyberbullying, to examine group differences in terms of… (more)

Subjects/Keywords: Cyberbullying.; Psychological profiling.; Middle School Students.; High School Students.; Central Texas.

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APA (6th Edition):

Aoyama, Ikuko, 1. (2010). Cyberbullying : what are the psychological profiles of bullies, victims, and bully-victims? . (Thesis). Baylor University. Retrieved from http://hdl.handle.net/2104/8018

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):

Aoyama, Ikuko, 1977-. “Cyberbullying : what are the psychological profiles of bullies, victims, and bully-victims? .” 2010. Thesis, Baylor University. Accessed April 22, 2019. http://hdl.handle.net/2104/8018.

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

MLA Handbook (7th Edition):

Aoyama, Ikuko, 1977-. “Cyberbullying : what are the psychological profiles of bullies, victims, and bully-victims? .” 2010. Web. 22 Apr 2019.

Vancouver:

Aoyama, Ikuko 1. Cyberbullying : what are the psychological profiles of bullies, victims, and bully-victims? . [Internet] [Thesis]. Baylor University; 2010. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/2104/8018.

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

Council of Science Editors:

Aoyama, Ikuko 1. Cyberbullying : what are the psychological profiles of bullies, victims, and bully-victims? . [Thesis]. Baylor University; 2010. Available from: http://hdl.handle.net/2104/8018

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


Montana State University

20. Day Rider, Joseph D. The effect of implementing gamification principles in a middle and high school science classroom.

Degree: College of Letters & Science, 2017, Montana State University

 Gamification is the application of principles commonly found in games and applying them to a non-gaming setting. The purpose of this study was to determine… (more)

Subjects/Keywords: Science.; High school students.; Middle school students.; Gamification.

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APA (6th Edition):

Day Rider, J. D. (2017). The effect of implementing gamification principles in a middle and high school science classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13651

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):

Day Rider, Joseph D. “The effect of implementing gamification principles in a middle and high school science classroom.” 2017. Thesis, Montana State University. Accessed April 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13651.

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

MLA Handbook (7th Edition):

Day Rider, Joseph D. “The effect of implementing gamification principles in a middle and high school science classroom.” 2017. Web. 22 Apr 2019.

Vancouver:

Day Rider JD. The effect of implementing gamification principles in a middle and high school science classroom. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Apr 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13651.

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

Council of Science Editors:

Day Rider JD. The effect of implementing gamification principles in a middle and high school science classroom. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13651

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


Montana State University

21. Parker, Cindee L. The effects of increased literacy and comprehension in middle and high school science.

Degree: College of Letters & Science, 2017, Montana State University

 This Action Research project studied how building literacy skills in middle and high school classrooms can help students better understand science content. Students read different… (more)

Subjects/Keywords: Science.; High school students.; Middle school students.; Literacy.; Comprehension.

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APA (6th Edition):

Parker, C. L. (2017). The effects of increased literacy and comprehension in middle and high school science. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13681

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):

Parker, Cindee L. “The effects of increased literacy and comprehension in middle and high school science.” 2017. Thesis, Montana State University. Accessed April 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13681.

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

MLA Handbook (7th Edition):

Parker, Cindee L. “The effects of increased literacy and comprehension in middle and high school science.” 2017. Web. 22 Apr 2019.

Vancouver:

Parker CL. The effects of increased literacy and comprehension in middle and high school science. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Apr 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13681.

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

Council of Science Editors:

Parker CL. The effects of increased literacy and comprehension in middle and high school science. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13681

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


Montana State University

22. Schultz, Jessica. The effects of intergrating engineering strategies in the science classroom on critical thinking skills of my students: Effects of integrating engineering strategies in the science classroom on critical thinking skills of my students.

Degree: Graduate School, 2011, Montana State University

 In this investigation I wanted to find out if implementing engineering strategies in my classes I teach would improve critical thinking skills among my students.… (more)

Subjects/Keywords: Critical thinking.; Engineering.; Middle school students.; High school students.

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APA (6th Edition):

Schultz, J. (2011). The effects of intergrating engineering strategies in the science classroom on critical thinking skills of my students: Effects of integrating engineering strategies in the science classroom on critical thinking skills of my students. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2215

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):

Schultz, Jessica. “The effects of intergrating engineering strategies in the science classroom on critical thinking skills of my students: Effects of integrating engineering strategies in the science classroom on critical thinking skills of my students.” 2011. Thesis, Montana State University. Accessed April 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/2215.

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

MLA Handbook (7th Edition):

Schultz, Jessica. “The effects of intergrating engineering strategies in the science classroom on critical thinking skills of my students: Effects of integrating engineering strategies in the science classroom on critical thinking skills of my students.” 2011. Web. 22 Apr 2019.

Vancouver:

Schultz J. The effects of intergrating engineering strategies in the science classroom on critical thinking skills of my students: Effects of integrating engineering strategies in the science classroom on critical thinking skills of my students. [Internet] [Thesis]. Montana State University; 2011. [cited 2019 Apr 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2215.

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

Council of Science Editors:

Schultz J. The effects of intergrating engineering strategies in the science classroom on critical thinking skills of my students: Effects of integrating engineering strategies in the science classroom on critical thinking skills of my students. [Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2215

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


George Mason University

23. Fuhrman, Caroline D. Current “Voices from the inside”: Hearing the voices of teachers and students about caring in the classroom .

Degree: 2010, George Mason University

 The voices of teachers and students have identified caring as a primary need from schools (Poplin &Weeres,1992), however, teacher caring has not been previously defined… (more)

Subjects/Keywords: caring; motivation; elementary school; middle school; high school; teachers; students

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APA (6th Edition):

Fuhrman, C. D. (2010). Current “Voices from the inside”: Hearing the voices of teachers and students about caring in the classroom . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/5893

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):

Fuhrman, Caroline D. “Current “Voices from the inside”: Hearing the voices of teachers and students about caring in the classroom .” 2010. Thesis, George Mason University. Accessed April 22, 2019. http://hdl.handle.net/1920/5893.

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

MLA Handbook (7th Edition):

Fuhrman, Caroline D. “Current “Voices from the inside”: Hearing the voices of teachers and students about caring in the classroom .” 2010. Web. 22 Apr 2019.

Vancouver:

Fuhrman CD. Current “Voices from the inside”: Hearing the voices of teachers and students about caring in the classroom . [Internet] [Thesis]. George Mason University; 2010. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/1920/5893.

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

Council of Science Editors:

Fuhrman CD. Current “Voices from the inside”: Hearing the voices of teachers and students about caring in the classroom . [Thesis]. George Mason University; 2010. Available from: http://hdl.handle.net/1920/5893

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


University of Missouri – Columbia

24. Coleman, Stephanie. Examining a strengths-based approach to promoting students' engagement with school: a pilot study.

Degree: 2012, University of Missouri – Columbia

Students' engagement with school is a critical facet of students' successful school completion and involves student attitudes and behaviors that can facilitate academic success. Students'… (more)

Subjects/Keywords: school engagement; school psychology; student engagement; middle school students

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APA (6th Edition):

Coleman, S. (2012). Examining a strengths-based approach to promoting students' engagement with school: a pilot study. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/15868

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):

Coleman, Stephanie. “Examining a strengths-based approach to promoting students' engagement with school: a pilot study.” 2012. Thesis, University of Missouri – Columbia. Accessed April 22, 2019. http://hdl.handle.net/10355/15868.

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

MLA Handbook (7th Edition):

Coleman, Stephanie. “Examining a strengths-based approach to promoting students' engagement with school: a pilot study.” 2012. Web. 22 Apr 2019.

Vancouver:

Coleman S. Examining a strengths-based approach to promoting students' engagement with school: a pilot study. [Internet] [Thesis]. University of Missouri – Columbia; 2012. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/10355/15868.

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

Council of Science Editors:

Coleman S. Examining a strengths-based approach to promoting students' engagement with school: a pilot study. [Thesis]. University of Missouri – Columbia; 2012. Available from: http://hdl.handle.net/10355/15868

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


Massey University

25. Bonney, Iona. Middle school students' experiences and perceptions of educational decision making.

Degree: Master, Education, 2016, Massey University

 This descriptive case study investigated student perceptions and experience of choosing option subjects in a stand-alone middle school environment. The focus was on students making… (more)

Subjects/Keywords: Middle school students; Decision making; Middle schools; Curricula

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APA (6th Edition):

Bonney, I. (2016). Middle school students' experiences and perceptions of educational decision making. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/7758

Chicago Manual of Style (16th Edition):

Bonney, Iona. “Middle school students' experiences and perceptions of educational decision making.” 2016. Masters Thesis, Massey University. Accessed April 22, 2019. http://hdl.handle.net/10179/7758.

MLA Handbook (7th Edition):

Bonney, Iona. “Middle school students' experiences and perceptions of educational decision making.” 2016. Web. 22 Apr 2019.

Vancouver:

Bonney I. Middle school students' experiences and perceptions of educational decision making. [Internet] [Masters thesis]. Massey University; 2016. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/10179/7758.

Council of Science Editors:

Bonney I. Middle school students' experiences and perceptions of educational decision making. [Masters Thesis]. Massey University; 2016. Available from: http://hdl.handle.net/10179/7758


Montana State University

26. Small, LaCee M. Effects of data-driven instruction and goal setting on science learning and test scores.

Degree: Graduate School, 2012, Montana State University

 Data-driven instruction and goal setting are by no means new to the field of education. This study examined how data-driven instruction combined with student goal… (more)

Subjects/Keywords: Science Study and teaching.; Middle school students.; Indian students.; Education Standards.

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APA (6th Edition):

Small, L. M. (2012). Effects of data-driven instruction and goal setting on science learning and test scores. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2298

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):

Small, LaCee M. “Effects of data-driven instruction and goal setting on science learning and test scores.” 2012. Thesis, Montana State University. Accessed April 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/2298.

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

MLA Handbook (7th Edition):

Small, LaCee M. “Effects of data-driven instruction and goal setting on science learning and test scores.” 2012. Web. 22 Apr 2019.

Vancouver:

Small LM. Effects of data-driven instruction and goal setting on science learning and test scores. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Apr 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2298.

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

Council of Science Editors:

Small LM. Effects of data-driven instruction and goal setting on science learning and test scores. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2298

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


Montana State University

27. Gingerich, Craig. The effect of the flipped classroom on achievement and engagement in a 7th grade science classroom.

Degree: College of Letters & Science, 2017, Montana State University

 This paper sought to analyze the effects of the flipped classroom on achievement and engagement in a 7th grade science classroom at an International School(more)

Subjects/Keywords: Flipped classrooms.; Middle school students.; Academic achievement.; Students Attitudes.

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APA (6th Edition):

Gingerich, C. (2017). The effect of the flipped classroom on achievement and engagement in a 7th grade science classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13660

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):

Gingerich, Craig. “The effect of the flipped classroom on achievement and engagement in a 7th grade science classroom.” 2017. Thesis, Montana State University. Accessed April 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13660.

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

MLA Handbook (7th Edition):

Gingerich, Craig. “The effect of the flipped classroom on achievement and engagement in a 7th grade science classroom.” 2017. Web. 22 Apr 2019.

Vancouver:

Gingerich C. The effect of the flipped classroom on achievement and engagement in a 7th grade science classroom. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Apr 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13660.

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

Council of Science Editors:

Gingerich C. The effect of the flipped classroom on achievement and engagement in a 7th grade science classroom. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13660

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


Montana State University

28. Vasquez, Jessica Louise Radl. Use of standards-based grading to increase the teacher's overall understanding of student's learning in the seventh grade science classroom.

Degree: Graduate School, 2014, Montana State University

 Standards Based Grading (SBG) in the classroom was examined along with the extent to which it would increase students' overall understanding of the materials. As… (more)

Subjects/Keywords: Science Study and teaching.; Grading and marking (Students).; Middle school students.

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APA (6th Edition):

Vasquez, J. L. R. (2014). Use of standards-based grading to increase the teacher's overall understanding of student's learning in the seventh grade science classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/3601

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):

Vasquez, Jessica Louise Radl. “Use of standards-based grading to increase the teacher's overall understanding of student's learning in the seventh grade science classroom.” 2014. Thesis, Montana State University. Accessed April 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/3601.

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

MLA Handbook (7th Edition):

Vasquez, Jessica Louise Radl. “Use of standards-based grading to increase the teacher's overall understanding of student's learning in the seventh grade science classroom.” 2014. Web. 22 Apr 2019.

Vancouver:

Vasquez JLR. Use of standards-based grading to increase the teacher's overall understanding of student's learning in the seventh grade science classroom. [Internet] [Thesis]. Montana State University; 2014. [cited 2019 Apr 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3601.

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

Council of Science Editors:

Vasquez JLR. Use of standards-based grading to increase the teacher's overall understanding of student's learning in the seventh grade science classroom. [Thesis]. Montana State University; 2014. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3601

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


University of Oregon

29. McDougal, Peter, 1970-. A Survey and Analysis of Middle School Student Voluntary Independent Reading Behaviors.

Degree: 2011, University of Oregon

 As part of a survey and correlational research design, this study used a web-based survey to collect descriptive data on the voluntary independent reading (VIR)… (more)

Subjects/Keywords: Educational leadership; Independent; Reading; Middle school students; Students; Voluntary

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

APA (6th Edition):

McDougal, Peter, 1. (2011). A Survey and Analysis of Middle School Student Voluntary Independent Reading Behaviors. (Thesis). University of Oregon. Retrieved from http://hdl.handle.net/1794/11541

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):

McDougal, Peter, 1970-. “A Survey and Analysis of Middle School Student Voluntary Independent Reading Behaviors.” 2011. Thesis, University of Oregon. Accessed April 22, 2019. http://hdl.handle.net/1794/11541.

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

MLA Handbook (7th Edition):

McDougal, Peter, 1970-. “A Survey and Analysis of Middle School Student Voluntary Independent Reading Behaviors.” 2011. Web. 22 Apr 2019.

Vancouver:

McDougal, Peter 1. A Survey and Analysis of Middle School Student Voluntary Independent Reading Behaviors. [Internet] [Thesis]. University of Oregon; 2011. [cited 2019 Apr 22]. Available from: http://hdl.handle.net/1794/11541.

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

Council of Science Editors:

McDougal, Peter 1. A Survey and Analysis of Middle School Student Voluntary Independent Reading Behaviors. [Thesis]. University of Oregon; 2011. Available from: http://hdl.handle.net/1794/11541

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


Montana State University

30. Maday-Travis, Lewis D. Resonating feedback: the impact of feedback cycles on students' sense of belonging in an eighth grade biology classroom.

Degree: College of Letters & Science, 2018, Montana State University

 This classroom research project addresses the issue of middle school students' sense of belonging in their eighth-grade science classroom. Many students report a shift in… (more)

Subjects/Keywords: Biology.; Middle school students.; Feedback (Psychology).; Belonging (Social psychology).; Students Attitudes.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Maday-Travis, L. D. (2018). Resonating feedback: the impact of feedback cycles on students' sense of belonging in an eighth grade biology classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/14793

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):

Maday-Travis, Lewis D. “Resonating feedback: the impact of feedback cycles on students' sense of belonging in an eighth grade biology classroom.” 2018. Thesis, Montana State University. Accessed April 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/14793.

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

MLA Handbook (7th Edition):

Maday-Travis, Lewis D. “Resonating feedback: the impact of feedback cycles on students' sense of belonging in an eighth grade biology classroom.” 2018. Web. 22 Apr 2019.

Vancouver:

Maday-Travis LD. Resonating feedback: the impact of feedback cycles on students' sense of belonging in an eighth grade biology classroom. [Internet] [Thesis]. Montana State University; 2018. [cited 2019 Apr 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14793.

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

Council of Science Editors:

Maday-Travis LD. Resonating feedback: the impact of feedback cycles on students' sense of belonging in an eighth grade biology classroom. [Thesis]. Montana State University; 2018. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14793

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

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