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You searched for subject:(Middle School Students). Showing records 1 – 30 of 819 total matches.

[1] [2] [3] [4] [5] … [28]

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

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 September 21, 2020. 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. 21 Sep 2020.

Vancouver:

Gordon TM. Assessing and improving middle school teaming from a science teacher's perspective. [Internet] [Thesis]. Montana State University; 2011. [cited 2020 Sep 21]. 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 · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

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 September 21, 2020. 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. 21 Sep 2020.

Vancouver:

Holtzhafer B. Science fair success : helping students present their project. [Internet] [Thesis]. Montana State University; 2012. [cited 2020 Sep 21]. 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. Brion, Elizabeth. A Study of Middle School and College Students' Mental Mathematics Abilities in Real-World Contexts .

Degree: 2016, SUNY College at Fredonia

 This study examines the thought processes employed by middle school and undergraduate college students to mentally solve situational mathematics problems. It was hypothesized that non-major… (more)

Subjects/Keywords: College students.; Middle school students; Mathematics – Miscellanea.

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

APA (6th Edition):

Brion, E. (2016). A Study of Middle School and College Students' Mental Mathematics Abilities in Real-World Contexts . (Masters Thesis). SUNY College at Fredonia. Retrieved from https://dspace.sunyconnect.suny.edu/handle/1951/71102

Chicago Manual of Style (16th Edition):

Brion, Elizabeth. “A Study of Middle School and College Students' Mental Mathematics Abilities in Real-World Contexts .” 2016. Masters Thesis, SUNY College at Fredonia. Accessed September 21, 2020. https://dspace.sunyconnect.suny.edu/handle/1951/71102.

MLA Handbook (7th Edition):

Brion, Elizabeth. “A Study of Middle School and College Students' Mental Mathematics Abilities in Real-World Contexts .” 2016. Web. 21 Sep 2020.

Vancouver:

Brion E. A Study of Middle School and College Students' Mental Mathematics Abilities in Real-World Contexts . [Internet] [Masters thesis]. SUNY College at Fredonia; 2016. [cited 2020 Sep 21]. Available from: https://dspace.sunyconnect.suny.edu/handle/1951/71102.

Council of Science Editors:

Brion E. A Study of Middle School and College Students' Mental Mathematics Abilities in Real-World Contexts . [Masters Thesis]. SUNY College at Fredonia; 2016. Available from: https://dspace.sunyconnect.suny.edu/handle/1951/71102

4. 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 September 21, 2020. 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. 21 Sep 2020.

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 2020 Sep 21]. 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

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

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 September 21, 2020. http://hdl.handle.net/1951/70515.

MLA Handbook (7th Edition):

Kochanski, Kiri. “Middle School Reading Comprehension Strategies and Metacognition. ” 2018. Web. 21 Sep 2020.

Vancouver:

Kochanski K. Middle School Reading Comprehension Strategies and Metacognition. [Internet] [Masters thesis]. SUNY College at Fredonia; 2018. [cited 2020 Sep 21]. 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 Missouri – Columbia

6. Jackson, Marilyn K. What about the parents? : a focus on parent perceptions regarding parent involvement in the middle school setting.

Degree: 2018, University of Missouri – Columbia

 [ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] The purpose of this phenomenological bounded case study was to understand parent perceptions regarding their… (more)

Subjects/Keywords: Middle school education; Parent participation.; Parenting; Attitudes.; Middle school students.

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

APA (6th Edition):

Jackson, M. K. (2018). What about the parents? : a focus on parent perceptions regarding parent involvement in the middle school setting. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/66064

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):

Jackson, Marilyn K. “What about the parents? : a focus on parent perceptions regarding parent involvement in the middle school setting.” 2018. Thesis, University of Missouri – Columbia. Accessed September 21, 2020. http://hdl.handle.net/10355/66064.

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

MLA Handbook (7th Edition):

Jackson, Marilyn K. “What about the parents? : a focus on parent perceptions regarding parent involvement in the middle school setting.” 2018. Web. 21 Sep 2020.

Vancouver:

Jackson MK. What about the parents? : a focus on parent perceptions regarding parent involvement in the middle school setting. [Internet] [Thesis]. University of Missouri – Columbia; 2018. [cited 2020 Sep 21]. Available from: http://hdl.handle.net/10355/66064.

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

Council of Science Editors:

Jackson MK. What about the parents? : a focus on parent perceptions regarding parent involvement in the middle school setting. [Thesis]. University of Missouri – Columbia; 2018. Available from: http://hdl.handle.net/10355/66064

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


Montana State University

7. 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 September 21, 2020. 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. 21 Sep 2020.

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 2020 Sep 21]. 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

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

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 September 21, 2020. 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. 21 Sep 2020.

Vancouver:

Slagle C. Effects of the unit organizer routine in seventh grade science. [Internet] [Thesis]. Montana State University; 2012. [cited 2020 Sep 21]. 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

9. 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 (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 September 21, 2020. 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. 21 Sep 2020.

Vancouver:

Koessler KC. Effects of online prelab activities on success in laboratory exercises in the science classroom. [Internet] [Thesis]. Montana State University; 2014. [cited 2020 Sep 21]. 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

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

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 September 21, 2020. 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. 21 Sep 2020.

Vancouver:

Terry S. The effects of concept maps on student knowledge of earth science. [Internet] [Thesis]. Montana State University; 2011. [cited 2020 Sep 21]. 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

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

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 September 21, 2020. 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. 21 Sep 2020.

Vancouver:

Garver JR. Science outdoors : does the learning environment influence student interest, engagement, and cognition?. [Internet] [Thesis]. Montana State University; 2016. [cited 2020 Sep 21]. 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

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

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 September 21, 2020. 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. 21 Sep 2020.

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 2020 Sep 21]. 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

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

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 September 21, 2020. 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. 21 Sep 2020.

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 2020 Sep 21]. 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


Iowa State University

14. Smithman, Gabrielle Kathleen. Student achievement in inclusive science classrooms.

Degree: 2020, Iowa State University

 The purpose of this study was to gather and analyze data on the academic achievement of students in inclusive seventh grade science classrooms, focusing on… (more)

Subjects/Keywords: education; middle school; science; students with disabilities

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

APA (6th Edition):

Smithman, G. K. (2020). Student achievement in inclusive science classrooms. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/18002

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):

Smithman, Gabrielle Kathleen. “Student achievement in inclusive science classrooms.” 2020. Thesis, Iowa State University. Accessed September 21, 2020. https://lib.dr.iastate.edu/etd/18002.

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

MLA Handbook (7th Edition):

Smithman, Gabrielle Kathleen. “Student achievement in inclusive science classrooms.” 2020. Web. 21 Sep 2020.

Vancouver:

Smithman GK. Student achievement in inclusive science classrooms. [Internet] [Thesis]. Iowa State University; 2020. [cited 2020 Sep 21]. Available from: https://lib.dr.iastate.edu/etd/18002.

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

Council of Science Editors:

Smithman GK. Student achievement in inclusive science classrooms. [Thesis]. Iowa State University; 2020. Available from: https://lib.dr.iastate.edu/etd/18002

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


University of Houston

15. Crawford, Mark Conard. The Analysis Of Two Comprehensive Reading Intervention Programs On Reading Outcomes For Middle School Students With Learning Disabilities.

Degree: EdD, Special Populations, 2020, University of Houston

 Background: Middle school students with learning disabilities (LDs) are faced with many academic and social challenges that can follow them throughout their lives. Reading achievement… (more)

Subjects/Keywords: Middle school students with learning disabilities

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

APA (6th Edition):

Crawford, M. C. (2020). The Analysis Of Two Comprehensive Reading Intervention Programs On Reading Outcomes For Middle School Students With Learning Disabilities. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/6676

Chicago Manual of Style (16th Edition):

Crawford, Mark Conard. “The Analysis Of Two Comprehensive Reading Intervention Programs On Reading Outcomes For Middle School Students With Learning Disabilities.” 2020. Doctoral Dissertation, University of Houston. Accessed September 21, 2020. http://hdl.handle.net/10657/6676.

MLA Handbook (7th Edition):

Crawford, Mark Conard. “The Analysis Of Two Comprehensive Reading Intervention Programs On Reading Outcomes For Middle School Students With Learning Disabilities.” 2020. Web. 21 Sep 2020.

Vancouver:

Crawford MC. The Analysis Of Two Comprehensive Reading Intervention Programs On Reading Outcomes For Middle School Students With Learning Disabilities. [Internet] [Doctoral dissertation]. University of Houston; 2020. [cited 2020 Sep 21]. Available from: http://hdl.handle.net/10657/6676.

Council of Science Editors:

Crawford MC. The Analysis Of Two Comprehensive Reading Intervention Programs On Reading Outcomes For Middle School Students With Learning Disabilities. [Doctoral Dissertation]. University of Houston; 2020. Available from: http://hdl.handle.net/10657/6676

16. Holfeld, Brett. A Social Ecological Approach To Cyber Bullying.

Degree: PhD, Psychology, 2013, University of North Dakota

  Advancements in technology in the past decade have corresponded with the emergence of a new form of bullying called cyber bullying or bullying through… (more)

Subjects/Keywords: bystanders; cyber bullying; middle school students; reporting

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APA (6th Edition):

Holfeld, B. (2013). A Social Ecological Approach To Cyber Bullying. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/1435

Chicago Manual of Style (16th Edition):

Holfeld, Brett. “A Social Ecological Approach To Cyber Bullying.” 2013. Doctoral Dissertation, University of North Dakota. Accessed September 21, 2020. https://commons.und.edu/theses/1435.

MLA Handbook (7th Edition):

Holfeld, Brett. “A Social Ecological Approach To Cyber Bullying.” 2013. Web. 21 Sep 2020.

Vancouver:

Holfeld B. A Social Ecological Approach To Cyber Bullying. [Internet] [Doctoral dissertation]. University of North Dakota; 2013. [cited 2020 Sep 21]. Available from: https://commons.und.edu/theses/1435.

Council of Science Editors:

Holfeld B. A Social Ecological Approach To Cyber Bullying. [Doctoral Dissertation]. University of North Dakota; 2013. Available from: https://commons.und.edu/theses/1435


Virginia Tech

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

Degree: PhD, Curriculum and Instruction, 2014, Virginia Tech

 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 processes… (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 September 21, 2020. http://hdl.handle.net/10919/47918.

MLA Handbook (7th Edition):

Mistele, Jean May. “Exploring Middle School Students' Heuristic Thinking about Probability.” 2014. Web. 21 Sep 2020.

Vancouver:

Mistele JM. Exploring Middle School Students' Heuristic Thinking about Probability. [Internet] [Doctoral dissertation]. Virginia Tech; 2014. [cited 2020 Sep 21]. 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


Montana State University

18. Etter, Eric. Don't peek: the cost of looking at your cell phone in science class.

Degree: MS, College of Letters & Science, 2019, Montana State University

 The purpose of this study was to try to quantify the effects cell phones have on learning in the science classroom. It attempts to show… (more)

Subjects/Keywords: Science.; Middle school students.; Cell phones.; Classrooms.

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APA (6th Edition):

Etter, E. (2019). Don't peek: the cost of looking at your cell phone in science class. (Masters Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/15660

Chicago Manual of Style (16th Edition):

Etter, Eric. “Don't peek: the cost of looking at your cell phone in science class.” 2019. Masters Thesis, Montana State University. Accessed September 21, 2020. https://scholarworks.montana.edu/xmlui/handle/1/15660.

MLA Handbook (7th Edition):

Etter, Eric. “Don't peek: the cost of looking at your cell phone in science class.” 2019. Web. 21 Sep 2020.

Vancouver:

Etter E. Don't peek: the cost of looking at your cell phone in science class. [Internet] [Masters thesis]. Montana State University; 2019. [cited 2020 Sep 21]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/15660.

Council of Science Editors:

Etter E. Don't peek: the cost of looking at your cell phone in science class. [Masters Thesis]. Montana State University; 2019. Available from: https://scholarworks.montana.edu/xmlui/handle/1/15660


Kansas State University

19. 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 September 21, 2020. 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. 21 Sep 2020.

Vancouver:

Pickering M. Retention ideas for middle school piano students using group instruction. [Internet] [Thesis]. Kansas State University; 2016. [cited 2020 Sep 21]. 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

20. 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 September 21, 2020. 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. 21 Sep 2020.

Vancouver:

Parker CL. The effects of increased literacy and comprehension in middle and high school science. [Internet] [Thesis]. Montana State University; 2017. [cited 2020 Sep 21]. 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

21. 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 September 21, 2020. 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. 21 Sep 2020.

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 2020 Sep 21]. 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


University of Missouri – Columbia

22. 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 September 21, 2020. 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. 21 Sep 2020.

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 2020 Sep 21]. 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


Montana State University

23. Hopkins, Charles Jeffrey. Implementation and assessment of eingineering design: Implementation and assessment of engineering design.

Degree: MS, College of Letters & Science, 2019, Montana State University

 As we move more towards 21st century education, there are more courses offered in schools and school districts that demand skills in science, technology, engineering,… (more)

Subjects/Keywords: Engineering.; Middle school students.; Design.; IB Middle Years Programme.

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

APA (6th Edition):

Hopkins, C. J. (2019). Implementation and assessment of eingineering design: Implementation and assessment of engineering design. (Masters Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/15668

Chicago Manual of Style (16th Edition):

Hopkins, Charles Jeffrey. “Implementation and assessment of eingineering design: Implementation and assessment of engineering design.” 2019. Masters Thesis, Montana State University. Accessed September 21, 2020. https://scholarworks.montana.edu/xmlui/handle/1/15668.

MLA Handbook (7th Edition):

Hopkins, Charles Jeffrey. “Implementation and assessment of eingineering design: Implementation and assessment of engineering design.” 2019. Web. 21 Sep 2020.

Vancouver:

Hopkins CJ. Implementation and assessment of eingineering design: Implementation and assessment of engineering design. [Internet] [Masters thesis]. Montana State University; 2019. [cited 2020 Sep 21]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/15668.

Council of Science Editors:

Hopkins CJ. Implementation and assessment of eingineering design: Implementation and assessment of engineering design. [Masters Thesis]. Montana State University; 2019. Available from: https://scholarworks.montana.edu/xmlui/handle/1/15668


Massey University

24. 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 September 21, 2020. http://hdl.handle.net/10179/7758.

MLA Handbook (7th Edition):

Bonney, Iona. “Middle school students' experiences and perceptions of educational decision making.” 2016. Web. 21 Sep 2020.

Vancouver:

Bonney I. Middle school students' experiences and perceptions of educational decision making. [Internet] [Masters thesis]. Massey University; 2016. [cited 2020 Sep 21]. 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

25. 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 September 21, 2020. 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. 21 Sep 2020.

Vancouver:

Small LM. Effects of data-driven instruction and goal setting on science learning and test scores. [Internet] [Thesis]. Montana State University; 2012. [cited 2020 Sep 21]. 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

26. 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 September 21, 2020. 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. 21 Sep 2020.

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 2020 Sep 21]. 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


Montana State University

27. Shearer, Anna Christine. The effects of standards-based grading in the middle school science classroom.

Degree: Graduate School, 2016, Montana State University

 In the beginning years of my teaching career, not much thought was put into a grading system. It was assumed that a grade was given… (more)

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

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APA (6th Edition):

Shearer, A. C. (2016). The effects of standards-based grading in the middle school science classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10091

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):

Shearer, Anna Christine. “The effects of standards-based grading in the middle school science classroom.” 2016. Thesis, Montana State University. Accessed September 21, 2020. https://scholarworks.montana.edu/xmlui/handle/1/10091.

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

MLA Handbook (7th Edition):

Shearer, Anna Christine. “The effects of standards-based grading in the middle school science classroom.” 2016. Web. 21 Sep 2020.

Vancouver:

Shearer AC. The effects of standards-based grading in the middle school science classroom. [Internet] [Thesis]. Montana State University; 2016. [cited 2020 Sep 21]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10091.

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

Council of Science Editors:

Shearer AC. The effects of standards-based grading in the middle school science classroom. [Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10091

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


Montana State University

28. Van Valkenburg, Elise Michelle. The impact of testing format and reflection on student perceptions of science.

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

 Part of education is assessment of student content knowledge. For years, this has been conducted using a standard set of question types organized by type… (more)

Subjects/Keywords: Life sciences.; Middle school students.; Educational evaluation.; Critical thinking.; Students Attitudes.

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APA (6th Edition):

Van Valkenburg, E. M. (2018). The impact of testing format and reflection on student perceptions of science. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/14815

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

Chicago Manual of Style (16th Edition):

Van Valkenburg, Elise Michelle. “The impact of testing format and reflection on student perceptions of science.” 2018. Thesis, Montana State University. Accessed September 21, 2020. https://scholarworks.montana.edu/xmlui/handle/1/14815.

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

MLA Handbook (7th Edition):

Van Valkenburg, Elise Michelle. “The impact of testing format and reflection on student perceptions of science.” 2018. Web. 21 Sep 2020.

Vancouver:

Van Valkenburg EM. The impact of testing format and reflection on student perceptions of science. [Internet] [Thesis]. Montana State University; 2018. [cited 2020 Sep 21]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14815.

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

Council of Science Editors:

Van Valkenburg EM. The impact of testing format and reflection on student perceptions of science. [Thesis]. Montana State University; 2018. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14815

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


University of Miami

29. Krawec, Jennifer Lee. Problem Representation and Mathematical Problem Solving of Students of Varying Math Ability.

Degree: PhD, Teaching and Learning (Education), 2010, University of Miami

  The purpose of this study was to examine differences in math problem solving among students with learning disabilities (LD), low-achieving (LA) students, and average-achieving… (more)

Subjects/Keywords: Middle School Students; Learning Disability; Visual Representation; Paraphrasing; Low Achieving Students

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APA (6th Edition):

Krawec, J. L. (2010). Problem Representation and Mathematical Problem Solving of Students of Varying Math Ability. (Doctoral Dissertation). University of Miami. Retrieved from https://scholarlyrepository.miami.edu/oa_dissertations/455

Chicago Manual of Style (16th Edition):

Krawec, Jennifer Lee. “Problem Representation and Mathematical Problem Solving of Students of Varying Math Ability.” 2010. Doctoral Dissertation, University of Miami. Accessed September 21, 2020. https://scholarlyrepository.miami.edu/oa_dissertations/455.

MLA Handbook (7th Edition):

Krawec, Jennifer Lee. “Problem Representation and Mathematical Problem Solving of Students of Varying Math Ability.” 2010. Web. 21 Sep 2020.

Vancouver:

Krawec JL. Problem Representation and Mathematical Problem Solving of Students of Varying Math Ability. [Internet] [Doctoral dissertation]. University of Miami; 2010. [cited 2020 Sep 21]. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/455.

Council of Science Editors:

Krawec JL. Problem Representation and Mathematical Problem Solving of Students of Varying Math Ability. [Doctoral Dissertation]. University of Miami; 2010. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/455


University of Oregon

30. 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 (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 September 21, 2020. 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. 21 Sep 2020.

Vancouver:

McDougal, Peter 1. A Survey and Analysis of Middle School Student Voluntary Independent Reading Behaviors. [Internet] [Thesis]. University of Oregon; 2011. [cited 2020 Sep 21]. 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

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