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You searched for subject:(Middle School Teachers). Showing records 1 – 30 of 382 total matches.

[1] [2] [3] [4] [5] … [13]

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Oregon State University

1. Bamford, Barbara JoAnne Dehm. Instructional coaching and disciplinary literacy : an examination of the engagement of secondary content-area teachers in professional development.

Degree: PhD, Education, 2011, Oregon State University

 The purpose of this qualitative study was to examine the factors that contributed to the engagement of middle and high school teachers in professional learning… (more)

Subjects/Keywords: Disciplinary Literacy; Middle school teachers  – Training of

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APA (6th Edition):

Bamford, B. J. D. (2011). Instructional coaching and disciplinary literacy : an examination of the engagement of secondary content-area teachers in professional development. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/21424

Chicago Manual of Style (16th Edition):

Bamford, Barbara JoAnne Dehm. “Instructional coaching and disciplinary literacy : an examination of the engagement of secondary content-area teachers in professional development.” 2011. Doctoral Dissertation, Oregon State University. Accessed September 21, 2020. http://hdl.handle.net/1957/21424.

MLA Handbook (7th Edition):

Bamford, Barbara JoAnne Dehm. “Instructional coaching and disciplinary literacy : an examination of the engagement of secondary content-area teachers in professional development.” 2011. Web. 21 Sep 2020.

Vancouver:

Bamford BJD. Instructional coaching and disciplinary literacy : an examination of the engagement of secondary content-area teachers in professional development. [Internet] [Doctoral dissertation]. Oregon State University; 2011. [cited 2020 Sep 21]. Available from: http://hdl.handle.net/1957/21424.

Council of Science Editors:

Bamford BJD. Instructional coaching and disciplinary literacy : an examination of the engagement of secondary content-area teachers in professional development. [Doctoral Dissertation]. Oregon State University; 2011. Available from: http://hdl.handle.net/1957/21424

2. Ruber, Jessica. The Impact of Middle School Teachers' Personal Reading Habits on Their Literacy Instruction .

Degree: 2019, SUNY College at Fredonia

 All educators, regardless of subject or grade level taught, are expected to incorporate literacy best practices into their classroom (Huang, 2017). They are also expected… (more)

Subjects/Keywords: Middle school teachers; Literacy.; Reading for interest

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APA (6th Edition):

Ruber, J. (2019). The Impact of Middle School Teachers' Personal Reading Habits on Their Literacy Instruction . (Masters Thesis). SUNY College at Fredonia. Retrieved from https://dspace.sunyconnect.suny.edu/handle/1951/71139

Chicago Manual of Style (16th Edition):

Ruber, Jessica. “The Impact of Middle School Teachers' Personal Reading Habits on Their Literacy Instruction .” 2019. Masters Thesis, SUNY College at Fredonia. Accessed September 21, 2020. https://dspace.sunyconnect.suny.edu/handle/1951/71139.

MLA Handbook (7th Edition):

Ruber, Jessica. “The Impact of Middle School Teachers' Personal Reading Habits on Their Literacy Instruction .” 2019. Web. 21 Sep 2020.

Vancouver:

Ruber J. The Impact of Middle School Teachers' Personal Reading Habits on Their Literacy Instruction . [Internet] [Masters thesis]. SUNY College at Fredonia; 2019. [cited 2020 Sep 21]. Available from: https://dspace.sunyconnect.suny.edu/handle/1951/71139.

Council of Science Editors:

Ruber J. The Impact of Middle School Teachers' Personal Reading Habits on Their Literacy Instruction . [Masters Thesis]. SUNY College at Fredonia; 2019. Available from: https://dspace.sunyconnect.suny.edu/handle/1951/71139


University of Georgia

3. Brown, Philip Melvin. An examination of Freire’s notion of problem-posing pedagogy.

Degree: 2014, University of Georgia

 This qualitative study was an examination into Freire’s theory of problem-posing pedagogy. The purpose of the study was to explore the perception of teachers implementing… (more)

Subjects/Keywords: Problem-posing pedagogy; Freire; Middle School Teachers

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APA (6th Edition):

Brown, P. M. (2014). An examination of Freire’s notion of problem-posing pedagogy. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/28986

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):

Brown, Philip Melvin. “An examination of Freire’s notion of problem-posing pedagogy.” 2014. Thesis, University of Georgia. Accessed September 21, 2020. http://hdl.handle.net/10724/28986.

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

MLA Handbook (7th Edition):

Brown, Philip Melvin. “An examination of Freire’s notion of problem-posing pedagogy.” 2014. Web. 21 Sep 2020.

Vancouver:

Brown PM. An examination of Freire’s notion of problem-posing pedagogy. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Sep 21]. Available from: http://hdl.handle.net/10724/28986.

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

Council of Science Editors:

Brown PM. An examination of Freire’s notion of problem-posing pedagogy. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/28986

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


Michigan State University

4. Roller, Sarah Ann. Learning about teaching from mentor-intern conversations : does the form and focus matter?.

Degree: 2015, Michigan State University

Thesis Ph. D. Michigan State University. Curriculum, Teaching, and Educational Policy 2015

Prospective teachers (PSTs) have consistently identified clinical field experiences (e.g., student teaching) to… (more)

Subjects/Keywords: Mentoring in education – Middle West; Teachers – Training of – Middle West; Student teachers – Middle West; High school teachers – Middle West; Teacher education

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APA (6th Edition):

Roller, S. A. (2015). Learning about teaching from mentor-intern conversations : does the form and focus matter?. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:3567

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):

Roller, Sarah Ann. “Learning about teaching from mentor-intern conversations : does the form and focus matter?.” 2015. Thesis, Michigan State University. Accessed September 21, 2020. http://etd.lib.msu.edu/islandora/object/etd:3567.

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

MLA Handbook (7th Edition):

Roller, Sarah Ann. “Learning about teaching from mentor-intern conversations : does the form and focus matter?.” 2015. Web. 21 Sep 2020.

Vancouver:

Roller SA. Learning about teaching from mentor-intern conversations : does the form and focus matter?. [Internet] [Thesis]. Michigan State University; 2015. [cited 2020 Sep 21]. Available from: http://etd.lib.msu.edu/islandora/object/etd:3567.

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

Council of Science Editors:

Roller SA. Learning about teaching from mentor-intern conversations : does the form and focus matter?. [Thesis]. Michigan State University; 2015. Available from: http://etd.lib.msu.edu/islandora/object/etd:3567

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


Florida Atlantic University

5. Lewis, Rebecca K. PERCEPTIONS, PRACTICES, AND POLICIES: MIDDLE AND HIGH SCHOOL TEACHERS AND TRANSGENDER STUDENTS.

Degree: 2019, Florida Atlantic University

The purpose of this explanatory mixed methods study was to understand the impact of a large school district’s professional development, Transgender Student Guidelines and Procedures,… (more)

Subjects/Keywords: Transgender students; High school teachers; Middle school teachers; Heteronormativity; Professional development

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APA (6th Edition):

Lewis, R. K. (2019). PERCEPTIONS, PRACTICES, AND POLICIES: MIDDLE AND HIGH SCHOOL TEACHERS AND TRANSGENDER STUDENTS. (Thesis). Florida Atlantic University. Retrieved from http://fau.digital.flvc.org/islandora/object/fau:42186

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):

Lewis, Rebecca K. “PERCEPTIONS, PRACTICES, AND POLICIES: MIDDLE AND HIGH SCHOOL TEACHERS AND TRANSGENDER STUDENTS.” 2019. Thesis, Florida Atlantic University. Accessed September 21, 2020. http://fau.digital.flvc.org/islandora/object/fau:42186.

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

MLA Handbook (7th Edition):

Lewis, Rebecca K. “PERCEPTIONS, PRACTICES, AND POLICIES: MIDDLE AND HIGH SCHOOL TEACHERS AND TRANSGENDER STUDENTS.” 2019. Web. 21 Sep 2020.

Vancouver:

Lewis RK. PERCEPTIONS, PRACTICES, AND POLICIES: MIDDLE AND HIGH SCHOOL TEACHERS AND TRANSGENDER STUDENTS. [Internet] [Thesis]. Florida Atlantic University; 2019. [cited 2020 Sep 21]. Available from: http://fau.digital.flvc.org/islandora/object/fau:42186.

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

Council of Science Editors:

Lewis RK. PERCEPTIONS, PRACTICES, AND POLICIES: MIDDLE AND HIGH SCHOOL TEACHERS AND TRANSGENDER STUDENTS. [Thesis]. Florida Atlantic University; 2019. Available from: http://fau.digital.flvc.org/islandora/object/fau:42186

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

6. Selissen, Kelley Marie. School Bullying: The Discrepancy Between Students' and Staff Members' Reports.

Degree: 2014, University of Wisconsin – Eau Claire

 While many studies support the fact that bullying is a concern for school staff members and students alike, few studies have examined the potential discrepancies… (more)

Subjects/Keywords: Bullying in schools – Public opinion; Middle school teachers – Attitudes; Middle school students – Attitudes

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APA (6th Edition):

Selissen, K. M. (2014). School Bullying: The Discrepancy Between Students' and Staff Members' Reports. (Thesis). University of Wisconsin – Eau Claire. Retrieved from http://digital.library.wisc.edu/1793/69785

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):

Selissen, Kelley Marie. “School Bullying: The Discrepancy Between Students' and Staff Members' Reports.” 2014. Thesis, University of Wisconsin – Eau Claire. Accessed September 21, 2020. http://digital.library.wisc.edu/1793/69785.

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

MLA Handbook (7th Edition):

Selissen, Kelley Marie. “School Bullying: The Discrepancy Between Students' and Staff Members' Reports.” 2014. Web. 21 Sep 2020.

Vancouver:

Selissen KM. School Bullying: The Discrepancy Between Students' and Staff Members' Reports. [Internet] [Thesis]. University of Wisconsin – Eau Claire; 2014. [cited 2020 Sep 21]. Available from: http://digital.library.wisc.edu/1793/69785.

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

Council of Science Editors:

Selissen KM. School Bullying: The Discrepancy Between Students' and Staff Members' Reports. [Thesis]. University of Wisconsin – Eau Claire; 2014. Available from: http://digital.library.wisc.edu/1793/69785

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


Colorado State University

7. MacTaggart, Ryan. Teachers' lived experiences of responsible leadership: a transcendental phenomenological study.

Degree: PhD, Education, 2018, Colorado State University

 Research regarding Responsible Leadership seems to be dispersed, making it difficult to understand the construct's place in leadership literature and the construct's role in theory… (more)

Subjects/Keywords: phenomenology; school leadership; middle school; teachers; responsible leadership

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APA (6th Edition):

MacTaggart, R. (2018). Teachers' lived experiences of responsible leadership: a transcendental phenomenological study. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/191291

Chicago Manual of Style (16th Edition):

MacTaggart, Ryan. “Teachers' lived experiences of responsible leadership: a transcendental phenomenological study.” 2018. Doctoral Dissertation, Colorado State University. Accessed September 21, 2020. http://hdl.handle.net/10217/191291.

MLA Handbook (7th Edition):

MacTaggart, Ryan. “Teachers' lived experiences of responsible leadership: a transcendental phenomenological study.” 2018. Web. 21 Sep 2020.

Vancouver:

MacTaggart R. Teachers' lived experiences of responsible leadership: a transcendental phenomenological study. [Internet] [Doctoral dissertation]. Colorado State University; 2018. [cited 2020 Sep 21]. Available from: http://hdl.handle.net/10217/191291.

Council of Science Editors:

MacTaggart R. Teachers' lived experiences of responsible leadership: a transcendental phenomenological study. [Doctoral Dissertation]. Colorado State University; 2018. Available from: http://hdl.handle.net/10217/191291

8. Koloi-Keaikitse, Setlhomo. Classroom assessment practices : a survey of Botswana primary and secondary school teachers.

Degree: PhD, 2012, Ball State University

 The Classroom Assessment Practices and Skills (CAPS) questionnaire was administered to a sample of 691 primary and secondary school teachers in Botswana,Southern Africa to survey… (more)

Subjects/Keywords: Educational tests and measurements; Elementary school teachers  – Botswana  – Attitudes; Middle school teachers  – Botswana  – Attitudes; High school teachers  – Botswana  – Attitudes

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

APA (6th Edition):

Koloi-Keaikitse, S. (2012). Classroom assessment practices : a survey of Botswana primary and secondary school teachers. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/195866

Chicago Manual of Style (16th Edition):

Koloi-Keaikitse, Setlhomo. “Classroom assessment practices : a survey of Botswana primary and secondary school teachers.” 2012. Doctoral Dissertation, Ball State University. Accessed September 21, 2020. http://cardinalscholar.bsu.edu/handle/123456789/195866.

MLA Handbook (7th Edition):

Koloi-Keaikitse, Setlhomo. “Classroom assessment practices : a survey of Botswana primary and secondary school teachers.” 2012. Web. 21 Sep 2020.

Vancouver:

Koloi-Keaikitse S. Classroom assessment practices : a survey of Botswana primary and secondary school teachers. [Internet] [Doctoral dissertation]. Ball State University; 2012. [cited 2020 Sep 21]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/195866.

Council of Science Editors:

Koloi-Keaikitse S. Classroom assessment practices : a survey of Botswana primary and secondary school teachers. [Doctoral Dissertation]. Ball State University; 2012. Available from: http://cardinalscholar.bsu.edu/handle/123456789/195866


Michigan State University

9. Pippin, James Derrill. Teacher recruitment and retention in a high-stakes era : the case of Michigan.

Degree: 2016, Michigan State University

Thesis Ph. D. Michigan State University. Educational Policy 2016

In the United States and other countries around the world, K-12 school administrators are recruiting more… (more)

Subjects/Keywords: Mathematics teachers – Recruiting; Middle school teachers – Recruiting; Employee retention; First year teachers – Michigan – Interviews; Mathematics teachers – Michigan – Interviews; Middle school teachers – Michigan – Interviews; Education policy

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

APA (6th Edition):

Pippin, J. D. (2016). Teacher recruitment and retention in a high-stakes era : the case of Michigan. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:4086

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):

Pippin, James Derrill. “Teacher recruitment and retention in a high-stakes era : the case of Michigan.” 2016. Thesis, Michigan State University. Accessed September 21, 2020. http://etd.lib.msu.edu/islandora/object/etd:4086.

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

MLA Handbook (7th Edition):

Pippin, James Derrill. “Teacher recruitment and retention in a high-stakes era : the case of Michigan.” 2016. Web. 21 Sep 2020.

Vancouver:

Pippin JD. Teacher recruitment and retention in a high-stakes era : the case of Michigan. [Internet] [Thesis]. Michigan State University; 2016. [cited 2020 Sep 21]. Available from: http://etd.lib.msu.edu/islandora/object/etd:4086.

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

Council of Science Editors:

Pippin JD. Teacher recruitment and retention in a high-stakes era : the case of Michigan. [Thesis]. Michigan State University; 2016. Available from: http://etd.lib.msu.edu/islandora/object/etd:4086

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


University of Illinois – Urbana-Champaign

10. Cronenberg, Stephanie S. Music at the middle: principles that guide middle level general music teachers.

Degree: PhD, Curriculum and Instruction, 2016, University of Illinois – Urbana-Champaign

 This mixed methods inquiry examined the principles teachers employ when teaching middle level general music to young adolescents in the United States. In the discourse… (more)

Subjects/Keywords: General music; middle school music teachers; middle grades; middle level; middle level concept; This We Believe; democratic education; mixed methods

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APA (6th Edition):

Cronenberg, S. S. (2016). Music at the middle: principles that guide middle level general music teachers. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/90502

Chicago Manual of Style (16th Edition):

Cronenberg, Stephanie S. “Music at the middle: principles that guide middle level general music teachers.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed September 21, 2020. http://hdl.handle.net/2142/90502.

MLA Handbook (7th Edition):

Cronenberg, Stephanie S. “Music at the middle: principles that guide middle level general music teachers.” 2016. Web. 21 Sep 2020.

Vancouver:

Cronenberg SS. Music at the middle: principles that guide middle level general music teachers. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2020 Sep 21]. Available from: http://hdl.handle.net/2142/90502.

Council of Science Editors:

Cronenberg SS. Music at the middle: principles that guide middle level general music teachers. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/90502

11. NC DOCKS at Western Carolina University; Younce, Elizabeth S. Middle school teacher attitudes toward the achievement of English language learners.

Degree: 2011, NC Docks

 The purpose of this study was to explore the attitudes of teachers who are responsible for teaching ELLs in an inclusion setting. In this study,… (more)

Subjects/Keywords: English language  – Study and teaching (Middle school)  – Foreign speakers  – North Carolina; Language arts teachers  – North Carolina  – Attitudes; Middle school teachers  – North Carolina  – Attitudes; Language arts (Middle school)  – North Carolina

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APA (6th Edition):

NC DOCKS at Western Carolina University; Younce, E. S. (2011). Middle school teacher attitudes toward the achievement of English language learners. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/wcu/f/Younce2011.pdf

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

Chicago Manual of Style (16th Edition):

NC DOCKS at Western Carolina University; Younce, Elizabeth S. “Middle school teacher attitudes toward the achievement of English language learners.” 2011. Thesis, NC Docks. Accessed September 21, 2020. http://libres.uncg.edu/ir/wcu/f/Younce2011.pdf.

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

MLA Handbook (7th Edition):

NC DOCKS at Western Carolina University; Younce, Elizabeth S. “Middle school teacher attitudes toward the achievement of English language learners.” 2011. Web. 21 Sep 2020.

Vancouver:

NC DOCKS at Western Carolina University; Younce ES. Middle school teacher attitudes toward the achievement of English language learners. [Internet] [Thesis]. NC Docks; 2011. [cited 2020 Sep 21]. Available from: http://libres.uncg.edu/ir/wcu/f/Younce2011.pdf.

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

Council of Science Editors:

NC DOCKS at Western Carolina University; Younce ES. Middle school teacher attitudes toward the achievement of English language learners. [Thesis]. NC Docks; 2011. Available from: http://libres.uncg.edu/ir/wcu/f/Younce2011.pdf

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


Western Carolina University

12. Younce, Elizabeth S. Middle school teacher attitudes toward the achievement of English language learners.

Degree: 2011, Western Carolina University

 The purpose of this study was to explore the attitudes of teachers who are responsible for teaching ELLs in an inclusion setting. In this study,… (more)

Subjects/Keywords: English language  – Study and teaching (Middle school)  – Foreign speakers  – North Carolina; Language arts teachers  – North Carolina  – Attitudes; Middle school teachers  – North Carolina  – Attitudes; Language arts (Middle school)  – North Carolina

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

APA (6th Edition):

Younce, E. S. (2011). Middle school teacher attitudes toward the achievement of English language learners. (Doctoral Dissertation). Western Carolina University. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=7885

Chicago Manual of Style (16th Edition):

Younce, Elizabeth S. “Middle school teacher attitudes toward the achievement of English language learners.” 2011. Doctoral Dissertation, Western Carolina University. Accessed September 21, 2020. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=7885.

MLA Handbook (7th Edition):

Younce, Elizabeth S. “Middle school teacher attitudes toward the achievement of English language learners.” 2011. Web. 21 Sep 2020.

Vancouver:

Younce ES. Middle school teacher attitudes toward the achievement of English language learners. [Internet] [Doctoral dissertation]. Western Carolina University; 2011. [cited 2020 Sep 21]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=7885.

Council of Science Editors:

Younce ES. Middle school teacher attitudes toward the achievement of English language learners. [Doctoral Dissertation]. Western Carolina University; 2011. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=7885


Michigan State University

13. Lane, John Loren. Teacher sensemaking in crowded reform environments.

Degree: 2015, Michigan State University

Thesis Ph. D. Michigan State University. Educational Policy ; Curriculum, Instruction, and Teacher Education 2015

This study examines how principals and teachers at three schools… (more)

Subjects/Keywords: Middle school teachers – Michigan – Attitudes; Middle school teachers – In-service training – Michigan; Middle school principals – Michigan – Attitudes; Educational change – Michigan – Public opinion; Common Core State Standards (Education) – Michigan; Education policy

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APA (6th Edition):

Lane, J. L. (2015). Teacher sensemaking in crowded reform environments. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:2595

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):

Lane, John Loren. “Teacher sensemaking in crowded reform environments.” 2015. Thesis, Michigan State University. Accessed September 21, 2020. http://etd.lib.msu.edu/islandora/object/etd:2595.

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

MLA Handbook (7th Edition):

Lane, John Loren. “Teacher sensemaking in crowded reform environments.” 2015. Web. 21 Sep 2020.

Vancouver:

Lane JL. Teacher sensemaking in crowded reform environments. [Internet] [Thesis]. Michigan State University; 2015. [cited 2020 Sep 21]. Available from: http://etd.lib.msu.edu/islandora/object/etd:2595.

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

Council of Science Editors:

Lane JL. Teacher sensemaking in crowded reform environments. [Thesis]. Michigan State University; 2015. Available from: http://etd.lib.msu.edu/islandora/object/etd:2595

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


Montana State University

14. Abernethy, Joshua David. Effects of student reflective writing on understanding of middle school science concepts.

Degree: Graduate School, 2014, Montana State University

 This project focused on using various writing activities, such as exit tickets, student indicator sheets, and participation log, in a middle school science classroom to… (more)

Subjects/Keywords: Science Study and teaching.; Writing.; Middle school students.; Teachers Attitudes.

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

APA (6th Edition):

Abernethy, J. D. (2014). Effects of student reflective writing on understanding of middle school science concepts. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/3531

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):

Abernethy, Joshua David. “Effects of student reflective writing on understanding of middle school science concepts.” 2014. Thesis, Montana State University. Accessed September 21, 2020. https://scholarworks.montana.edu/xmlui/handle/1/3531.

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

MLA Handbook (7th Edition):

Abernethy, Joshua David. “Effects of student reflective writing on understanding of middle school science concepts.” 2014. Web. 21 Sep 2020.

Vancouver:

Abernethy JD. Effects of student reflective writing on understanding of middle school science concepts. [Internet] [Thesis]. Montana State University; 2014. [cited 2020 Sep 21]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3531.

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

Council of Science Editors:

Abernethy JD. Effects of student reflective writing on understanding of middle school science concepts. [Thesis]. Montana State University; 2014. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3531

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


Utah Valley University

15. Smith, Cory G. Middle School Students' Perceptions of Teacher Immediacy Behaviors and their Effect on Motivation.

Degree: 2011, Utah Valley University

Research indicates that teacher immediacy, both verbal and nonverbal, effects student motivation. Most of the research has been done in a university setting. This study looks at middle school students' perception of teacher immediacy and whether it effects their motivation to learn.

55 p. 22 cm.

Subjects/Keywords: Middle school teachers; Effective teaching; Motivation in education; Dissertations, Academic

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

APA (6th Edition):

Smith, C. G. (2011). Middle School Students' Perceptions of Teacher Immediacy Behaviors and their Effect on Motivation. (Thesis). Utah Valley University. Retrieved from http://contentdm.uvu.edu:81/u?/UVUTheses,550

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):

Smith, Cory G. “Middle School Students' Perceptions of Teacher Immediacy Behaviors and their Effect on Motivation.” 2011. Thesis, Utah Valley University. Accessed September 21, 2020. http://contentdm.uvu.edu:81/u?/UVUTheses,550.

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

MLA Handbook (7th Edition):

Smith, Cory G. “Middle School Students' Perceptions of Teacher Immediacy Behaviors and their Effect on Motivation.” 2011. Web. 21 Sep 2020.

Vancouver:

Smith CG. Middle School Students' Perceptions of Teacher Immediacy Behaviors and their Effect on Motivation. [Internet] [Thesis]. Utah Valley University; 2011. [cited 2020 Sep 21]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,550.

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

Council of Science Editors:

Smith CG. Middle School Students' Perceptions of Teacher Immediacy Behaviors and their Effect on Motivation. [Thesis]. Utah Valley University; 2011. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,550

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

16. NC DOCKS at Western Carolina University; Robinson, Martha Harrill. Middle school teachers' perceptions of professional development experiences.

Degree: 2011, NC Docks

 The purpose of this study was to examine western North Carolina’s middle school teachers’ perceptions of the professional development experiences they participated in during the… (more)

Subjects/Keywords: Middle school teachers  – In-service training  – North Carolina; Western

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APA (6th Edition):

NC DOCKS at Western Carolina University; Robinson, M. H. (2011). Middle school teachers' perceptions of professional development experiences. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/wcu/f/Robinson2011.pdf

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

Chicago Manual of Style (16th Edition):

NC DOCKS at Western Carolina University; Robinson, Martha Harrill. “Middle school teachers' perceptions of professional development experiences.” 2011. Thesis, NC Docks. Accessed September 21, 2020. http://libres.uncg.edu/ir/wcu/f/Robinson2011.pdf.

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

MLA Handbook (7th Edition):

NC DOCKS at Western Carolina University; Robinson, Martha Harrill. “Middle school teachers' perceptions of professional development experiences.” 2011. Web. 21 Sep 2020.

Vancouver:

NC DOCKS at Western Carolina University; Robinson MH. Middle school teachers' perceptions of professional development experiences. [Internet] [Thesis]. NC Docks; 2011. [cited 2020 Sep 21]. Available from: http://libres.uncg.edu/ir/wcu/f/Robinson2011.pdf.

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

Council of Science Editors:

NC DOCKS at Western Carolina University; Robinson MH. Middle school teachers' perceptions of professional development experiences. [Thesis]. NC Docks; 2011. Available from: http://libres.uncg.edu/ir/wcu/f/Robinson2011.pdf

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


Texas A&M University

17. Baker, Sarah Elizabeth. Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms.

Degree: EdD, Curriculum and Instruction, 2018, Texas A&M University

 The intent of this mixed methods study was to explore what middle school English Language Arts (ELA) teachers believe are the necessary digital literacies required… (more)

Subjects/Keywords: digital literacy; middle school; English language arts classrooms; ELA teachers; literacy

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

APA (6th Edition):

Baker, S. E. (2018). Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/173862

Chicago Manual of Style (16th Edition):

Baker, Sarah Elizabeth. “Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms.” 2018. Doctoral Dissertation, Texas A&M University. Accessed September 21, 2020. http://hdl.handle.net/1969.1/173862.

MLA Handbook (7th Edition):

Baker, Sarah Elizabeth. “Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms.” 2018. Web. 21 Sep 2020.

Vancouver:

Baker SE. Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2020 Sep 21]. Available from: http://hdl.handle.net/1969.1/173862.

Council of Science Editors:

Baker SE. Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/173862


Montana State University

18. Eakman, Donavan Cleve. A survey in map study skills of sixth grade students and teachers.

Degree: 1978, Montana State University

Subjects/Keywords: Maps.; Middle school students.; Teachers.

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

APA (6th Edition):

Eakman, D. C. (1978). A survey in map study skills of sixth grade students and teachers. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/11183

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):

Eakman, Donavan Cleve. “A survey in map study skills of sixth grade students and teachers.” 1978. Thesis, Montana State University. Accessed September 21, 2020. https://scholarworks.montana.edu/xmlui/handle/1/11183.

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

MLA Handbook (7th Edition):

Eakman, Donavan Cleve. “A survey in map study skills of sixth grade students and teachers.” 1978. Web. 21 Sep 2020.

Vancouver:

Eakman DC. A survey in map study skills of sixth grade students and teachers. [Internet] [Thesis]. Montana State University; 1978. [cited 2020 Sep 21]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/11183.

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

Council of Science Editors:

Eakman DC. A survey in map study skills of sixth grade students and teachers. [Thesis]. Montana State University; 1978. Available from: https://scholarworks.montana.edu/xmlui/handle/1/11183

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


Montana State University

19. Altiere, Anthony Eugene. The effects of cooperative learning structures on traditional instruction in a middle school science classroom.

Degree: Graduate School, 2016, Montana State University

 Three middle school earth science classes, with 87 students, were the focus study on the effect of incorporating cooperative learning structures within traditional teacher-centered instruction.… (more)

Subjects/Keywords: Group work in education.; Middle school students.; Teachers Attitudes.

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APA (6th Edition):

Altiere, A. E. (2016). The effects of cooperative learning structures on traditional instruction in a middle school science classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10029

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):

Altiere, Anthony Eugene. “The effects of cooperative learning structures on traditional instruction in a middle school science classroom.” 2016. Thesis, Montana State University. Accessed September 21, 2020. https://scholarworks.montana.edu/xmlui/handle/1/10029.

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

MLA Handbook (7th Edition):

Altiere, Anthony Eugene. “The effects of cooperative learning structures on traditional instruction in a middle school science classroom.” 2016. Web. 21 Sep 2020.

Vancouver:

Altiere AE. The effects of cooperative learning structures on traditional instruction in a middle school science classroom. [Internet] [Thesis]. Montana State University; 2016. [cited 2020 Sep 21]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10029.

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

Council of Science Editors:

Altiere AE. The effects of cooperative learning structures on traditional instruction in a middle school science classroom. [Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10029

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


Oregon State University

20. Liou, Horng-Hwang. Attitudes toward computers of ROC public middle school teachers.

Degree: PhD, Education, 1993, Oregon State University

Subjects/Keywords: Middle school teachers  – China  – Attitudes

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APA (6th Edition):

Liou, H. (1993). Attitudes toward computers of ROC public middle school teachers. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/19344

Chicago Manual of Style (16th Edition):

Liou, Horng-Hwang. “Attitudes toward computers of ROC public middle school teachers.” 1993. Doctoral Dissertation, Oregon State University. Accessed September 21, 2020. http://hdl.handle.net/1957/19344.

MLA Handbook (7th Edition):

Liou, Horng-Hwang. “Attitudes toward computers of ROC public middle school teachers.” 1993. Web. 21 Sep 2020.

Vancouver:

Liou H. Attitudes toward computers of ROC public middle school teachers. [Internet] [Doctoral dissertation]. Oregon State University; 1993. [cited 2020 Sep 21]. Available from: http://hdl.handle.net/1957/19344.

Council of Science Editors:

Liou H. Attitudes toward computers of ROC public middle school teachers. [Doctoral Dissertation]. Oregon State University; 1993. Available from: http://hdl.handle.net/1957/19344


Montana State University

21. Kessler, Aaron William. Classroom climate in a rural school context: reflection, modification, and improvement in the science classroom.

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

 When the tardy bell rings and the door closes behind the last student, a very peculiar thing happens. In an age that promotes complete and… (more)

Subjects/Keywords: Peer review.; Teachers.; Career development.; Rural schools.; Middle school students.

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APA (6th Edition):

Kessler, A. W. (2018). Classroom climate in a rural school context: reflection, modification, and improvement in the science classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/14786

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):

Kessler, Aaron William. “Classroom climate in a rural school context: reflection, modification, and improvement in the science classroom.” 2018. Thesis, Montana State University. Accessed September 21, 2020. https://scholarworks.montana.edu/xmlui/handle/1/14786.

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

MLA Handbook (7th Edition):

Kessler, Aaron William. “Classroom climate in a rural school context: reflection, modification, and improvement in the science classroom.” 2018. Web. 21 Sep 2020.

Vancouver:

Kessler AW. Classroom climate in a rural school context: reflection, modification, and improvement in the science classroom. [Internet] [Thesis]. Montana State University; 2018. [cited 2020 Sep 21]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14786.

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

Council of Science Editors:

Kessler AW. Classroom climate in a rural school context: reflection, modification, and improvement in the science classroom. [Thesis]. Montana State University; 2018. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14786

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


Western Carolina University

22. Robinson, Martha Harrill. Middle school teachers' perceptions of professional development experiences.

Degree: 2011, Western Carolina University

 The purpose of this study was to examine western North Carolina’s middle school teachers’ perceptions of the professional development experiences they participated in during the… (more)

Subjects/Keywords: Middle school teachers  – In-service training  – North Carolina; Western

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APA (6th Edition):

Robinson, M. H. (2011). Middle school teachers' perceptions of professional development experiences. (Doctoral Dissertation). Western Carolina University. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=7875

Chicago Manual of Style (16th Edition):

Robinson, Martha Harrill. “Middle school teachers' perceptions of professional development experiences.” 2011. Doctoral Dissertation, Western Carolina University. Accessed September 21, 2020. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=7875.

MLA Handbook (7th Edition):

Robinson, Martha Harrill. “Middle school teachers' perceptions of professional development experiences.” 2011. Web. 21 Sep 2020.

Vancouver:

Robinson MH. Middle school teachers' perceptions of professional development experiences. [Internet] [Doctoral dissertation]. Western Carolina University; 2011. [cited 2020 Sep 21]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=7875.

Council of Science Editors:

Robinson MH. Middle school teachers' perceptions of professional development experiences. [Doctoral Dissertation]. Western Carolina University; 2011. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=7875


University of Arizona

23. Been, Amy L. Teacher Views of Mathematical Modeling .

Degree: 2016, University of Arizona

 As mathematical modeling gains popularity in K-12 classrooms, it is important to define what this entails for both students and teachers. The following study reviews… (more)

Subjects/Keywords: Mathematical Modeling; Middle School Mathematics; Teacher Views; Mathematics; In-Service Teachers

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APA (6th Edition):

Been, A. L. (2016). Teacher Views of Mathematical Modeling . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/621172

Chicago Manual of Style (16th Edition):

Been, Amy L. “Teacher Views of Mathematical Modeling .” 2016. Masters Thesis, University of Arizona. Accessed September 21, 2020. http://hdl.handle.net/10150/621172.

MLA Handbook (7th Edition):

Been, Amy L. “Teacher Views of Mathematical Modeling .” 2016. Web. 21 Sep 2020.

Vancouver:

Been AL. Teacher Views of Mathematical Modeling . [Internet] [Masters thesis]. University of Arizona; 2016. [cited 2020 Sep 21]. Available from: http://hdl.handle.net/10150/621172.

Council of Science Editors:

Been AL. Teacher Views of Mathematical Modeling . [Masters Thesis]. University of Arizona; 2016. Available from: http://hdl.handle.net/10150/621172


University of Southern California

24. Noah, Tolulope Omolara. Middle school teachers' perceptions of cyberbullying.

Degree: EdD, Education (Leadership), 2012, University of Southern California

 The prevalence of digital technology amongst today’s youth has expanded the ways in which they can interact with each other. One negative form of interaction… (more)

Subjects/Keywords: cyberbullying; middle school; technology; bullying; teachers; inservice; perceptions

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APA (6th Edition):

Noah, T. O. (2012). Middle school teachers' perceptions of cyberbullying. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/56457/rec/4083

Chicago Manual of Style (16th Edition):

Noah, Tolulope Omolara. “Middle school teachers' perceptions of cyberbullying.” 2012. Doctoral Dissertation, University of Southern California. Accessed September 21, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/56457/rec/4083.

MLA Handbook (7th Edition):

Noah, Tolulope Omolara. “Middle school teachers' perceptions of cyberbullying.” 2012. Web. 21 Sep 2020.

Vancouver:

Noah TO. Middle school teachers' perceptions of cyberbullying. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Sep 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/56457/rec/4083.

Council of Science Editors:

Noah TO. Middle school teachers' perceptions of cyberbullying. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/56457/rec/4083


University of Georgia

25. Murray, Eileen Christina. Implementing higher-order thinking in middle school mathematics classrooms.

Degree: 2014, University of Georgia

 Effective professional development strategies include a focus on the cyclical process of teaching: plan, teach, reflect. This process is used to provide teachers with practice-based… (more)

Subjects/Keywords: Mathematics; middle school teachers; higher-order thinking; reflective teaching cycles

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APA (6th Edition):

Murray, E. C. (2014). Implementing higher-order thinking in middle school mathematics classrooms. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/27247

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):

Murray, Eileen Christina. “Implementing higher-order thinking in middle school mathematics classrooms.” 2014. Thesis, University of Georgia. Accessed September 21, 2020. http://hdl.handle.net/10724/27247.

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

MLA Handbook (7th Edition):

Murray, Eileen Christina. “Implementing higher-order thinking in middle school mathematics classrooms.” 2014. Web. 21 Sep 2020.

Vancouver:

Murray EC. Implementing higher-order thinking in middle school mathematics classrooms. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Sep 21]. Available from: http://hdl.handle.net/10724/27247.

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

Council of Science Editors:

Murray EC. Implementing higher-order thinking in middle school mathematics classrooms. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/27247

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


University of Missouri – Columbia

26. Prewett, Sara L. Predicting the quality of middle schoolers' teacher relationships.

Degree: 2016, University of Missouri – Columbia

 This study investigated predictors of the quality of middle school students' relationships with their math teachers. The participants were fifth- and sixth-grade middle school students… (more)

Subjects/Keywords: Middle school students; Mathematics teachers; Teacher-student relationships

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APA (6th Edition):

Prewett, S. L. (2016). Predicting the quality of middle schoolers' teacher relationships. (Thesis). University of Missouri – Columbia. Retrieved from https://doi.org/10.32469/10355/56830

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):

Prewett, Sara L. “Predicting the quality of middle schoolers' teacher relationships.” 2016. Thesis, University of Missouri – Columbia. Accessed September 21, 2020. https://doi.org/10.32469/10355/56830.

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

MLA Handbook (7th Edition):

Prewett, Sara L. “Predicting the quality of middle schoolers' teacher relationships.” 2016. Web. 21 Sep 2020.

Vancouver:

Prewett SL. Predicting the quality of middle schoolers' teacher relationships. [Internet] [Thesis]. University of Missouri – Columbia; 2016. [cited 2020 Sep 21]. Available from: https://doi.org/10.32469/10355/56830.

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

Council of Science Editors:

Prewett SL. Predicting the quality of middle schoolers' teacher relationships. [Thesis]. University of Missouri – Columbia; 2016. Available from: https://doi.org/10.32469/10355/56830

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


University of Georgia

27. Harbin, Tonia Lynn. Influence of teacher attire on middle school students' academic achievement and behavior.

Degree: 2018, University of Georgia

 The purpose of this study was to examine the effect teacher professionalism, through professional dress and attire, had on middle school students’ performance on assessments… (more)

Subjects/Keywords: Academic Achievement; Attire; Behavior; Clothing; Dress; Middle School Students; Professionalism; Teachers

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APA (6th Edition):

Harbin, T. L. (2018). Influence of teacher attire on middle school students' academic achievement and behavior. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/38358

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):

Harbin, Tonia Lynn. “Influence of teacher attire on middle school students' academic achievement and behavior.” 2018. Thesis, University of Georgia. Accessed September 21, 2020. http://hdl.handle.net/10724/38358.

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

MLA Handbook (7th Edition):

Harbin, Tonia Lynn. “Influence of teacher attire on middle school students' academic achievement and behavior.” 2018. Web. 21 Sep 2020.

Vancouver:

Harbin TL. Influence of teacher attire on middle school students' academic achievement and behavior. [Internet] [Thesis]. University of Georgia; 2018. [cited 2020 Sep 21]. Available from: http://hdl.handle.net/10724/38358.

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

Council of Science Editors:

Harbin TL. Influence of teacher attire on middle school students' academic achievement and behavior. [Thesis]. University of Georgia; 2018. Available from: http://hdl.handle.net/10724/38358

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


University of Georgia

28. Ersoz, Filyet Asli. The development of preservice middle school teachers' conceptions of proof during a geometry course for teachers.

Degree: 2014, University of Georgia

 Given that the importance and place of proof in mathematics education has been one of the emphases in the reform movement, it is crucial for… (more)

Subjects/Keywords: Conceptions of proof; Preservice teachers; Middle school; Geometry; Content courses

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APA (6th Edition):

Ersoz, F. A. (2014). The development of preservice middle school teachers' conceptions of proof during a geometry course for teachers. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/26044

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):

Ersoz, Filyet Asli. “The development of preservice middle school teachers' conceptions of proof during a geometry course for teachers.” 2014. Thesis, University of Georgia. Accessed September 21, 2020. http://hdl.handle.net/10724/26044.

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

MLA Handbook (7th Edition):

Ersoz, Filyet Asli. “The development of preservice middle school teachers' conceptions of proof during a geometry course for teachers.” 2014. Web. 21 Sep 2020.

Vancouver:

Ersoz FA. The development of preservice middle school teachers' conceptions of proof during a geometry course for teachers. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Sep 21]. Available from: http://hdl.handle.net/10724/26044.

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

Council of Science Editors:

Ersoz FA. The development of preservice middle school teachers' conceptions of proof during a geometry course for teachers. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/26044

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


Michigan State University

29. Bellibas, Mehmet Sukru. A mixed-method approach to the exploration of principals' instructional leadership in lower secondary schools in Turkey : the principal and teacher perspectives.

Degree: 2014, Michigan State University

Thesis Ph. D. Michigan State University. K-12 Educational Administration 2014.

Instructional leadership has been a substantial focus of school improvement research over the last thirty… (more)

Subjects/Keywords: Educational leadership – Turkey; Middle school principals – Professional relationships – Turkey; Middle school principals – Turkey – Attitudes; Middle school teachers – Professional relationships – Turkey; Middle school teachers – Turkey – Attitudes; Middle school teaching – Turkey; Mixed methods research – Turkey; Educational administration; Educational leadership

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APA (6th Edition):

Bellibas, M. S. (2014). A mixed-method approach to the exploration of principals' instructional leadership in lower secondary schools in Turkey : the principal and teacher perspectives. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:2961

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):

Bellibas, Mehmet Sukru. “A mixed-method approach to the exploration of principals' instructional leadership in lower secondary schools in Turkey : the principal and teacher perspectives.” 2014. Thesis, Michigan State University. Accessed September 21, 2020. http://etd.lib.msu.edu/islandora/object/etd:2961.

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

MLA Handbook (7th Edition):

Bellibas, Mehmet Sukru. “A mixed-method approach to the exploration of principals' instructional leadership in lower secondary schools in Turkey : the principal and teacher perspectives.” 2014. Web. 21 Sep 2020.

Vancouver:

Bellibas MS. A mixed-method approach to the exploration of principals' instructional leadership in lower secondary schools in Turkey : the principal and teacher perspectives. [Internet] [Thesis]. Michigan State University; 2014. [cited 2020 Sep 21]. Available from: http://etd.lib.msu.edu/islandora/object/etd:2961.

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

Council of Science Editors:

Bellibas MS. A mixed-method approach to the exploration of principals' instructional leadership in lower secondary schools in Turkey : the principal and teacher perspectives. [Thesis]. Michigan State University; 2014. Available from: http://etd.lib.msu.edu/islandora/object/etd:2961

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


Michigan State University

30. Constantinou, Loucia D. Understanding learning to teach for understanding : an ordinary tale.

Degree: 2015, Michigan State University

Thesis Ph. D. Michigan State University. Curriculum, Instruction, and Teacher Education 2015

This study chronicles a Teacher Candidate’s (Sara) journey of learning to teach for… (more)

Subjects/Keywords: Student teachers – Middle West – Psychology; Student teaching – Middle West; Elementary school teachers – Middle West; Teacher-student relationships – Middle West; Teacher education; Education; Elementary education

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

APA (6th Edition):

Constantinou, L. D. (2015). Understanding learning to teach for understanding : an ordinary tale. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:3677

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):

Constantinou, Loucia D. “Understanding learning to teach for understanding : an ordinary tale.” 2015. Thesis, Michigan State University. Accessed September 21, 2020. http://etd.lib.msu.edu/islandora/object/etd:3677.

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

MLA Handbook (7th Edition):

Constantinou, Loucia D. “Understanding learning to teach for understanding : an ordinary tale.” 2015. Web. 21 Sep 2020.

Vancouver:

Constantinou LD. Understanding learning to teach for understanding : an ordinary tale. [Internet] [Thesis]. Michigan State University; 2015. [cited 2020 Sep 21]. Available from: http://etd.lib.msu.edu/islandora/object/etd:3677.

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

Council of Science Editors:

Constantinou LD. Understanding learning to teach for understanding : an ordinary tale. [Thesis]. Michigan State University; 2015. Available from: http://etd.lib.msu.edu/islandora/object/etd:3677

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

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