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You searched for subject:(Middle school grades). Showing records 1 – 22 of 22 total matches.

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University of Georgia

1. Xu, Furong. Physical activity opportunity in Georgia middle schools: a cross-sectional survey of frequency and correlates.

Degree: PhD, Physical Education and Sport Studies, 2007, University of Georgia

School-based interventions are important to help children improve their activity levels, and to gain health benefits. School physical and social environments are expected to have… (more)

Subjects/Keywords: Middle school grades

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

APA (6th Edition):

Xu, F. (2007). Physical activity opportunity in Georgia middle schools: a cross-sectional survey of frequency and correlates. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/xu_furong_200705_phd

Chicago Manual of Style (16th Edition):

Xu, Furong. “Physical activity opportunity in Georgia middle schools: a cross-sectional survey of frequency and correlates.” 2007. Doctoral Dissertation, University of Georgia. Accessed April 25, 2019. http://purl.galileo.usg.edu/uga_etd/xu_furong_200705_phd.

MLA Handbook (7th Edition):

Xu, Furong. “Physical activity opportunity in Georgia middle schools: a cross-sectional survey of frequency and correlates.” 2007. Web. 25 Apr 2019.

Vancouver:

Xu F. Physical activity opportunity in Georgia middle schools: a cross-sectional survey of frequency and correlates. [Internet] [Doctoral dissertation]. University of Georgia; 2007. [cited 2019 Apr 25]. Available from: http://purl.galileo.usg.edu/uga_etd/xu_furong_200705_phd.

Council of Science Editors:

Xu F. Physical activity opportunity in Georgia middle schools: a cross-sectional survey of frequency and correlates. [Doctoral Dissertation]. University of Georgia; 2007. Available from: http://purl.galileo.usg.edu/uga_etd/xu_furong_200705_phd


Humboldt State University

2. Giannini-Previde, Julie Anne. Redefining assessment and feedback in a rural middle school.

Degree: MA, Education, 2009, Humboldt State University

 A point or percentage based system of grading that is reported in standard letter scores has traditionally been used by most middle and high school(more)

Subjects/Keywords: Assessment; Grading; Standards based grades; Middle school

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APA (6th Edition):

Giannini-Previde, J. A. (2009). Redefining assessment and feedback in a rural middle school. (Masters Thesis). Humboldt State University. Retrieved from http://hdl.handle.net/2148/533

Chicago Manual of Style (16th Edition):

Giannini-Previde, Julie Anne. “Redefining assessment and feedback in a rural middle school.” 2009. Masters Thesis, Humboldt State University. Accessed April 25, 2019. http://hdl.handle.net/2148/533.

MLA Handbook (7th Edition):

Giannini-Previde, Julie Anne. “Redefining assessment and feedback in a rural middle school.” 2009. Web. 25 Apr 2019.

Vancouver:

Giannini-Previde JA. Redefining assessment and feedback in a rural middle school. [Internet] [Masters thesis]. Humboldt State University; 2009. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/2148/533.

Council of Science Editors:

Giannini-Previde JA. Redefining assessment and feedback in a rural middle school. [Masters Thesis]. Humboldt State University; 2009. Available from: http://hdl.handle.net/2148/533


Georgia State University

3. Mitchell, Julie W. The Nine-Week Bridge: A Middle School Art Curriculum with Focus on the Development of Drawing Skills.

Degree: MAEd, Art and Design, 2014, Georgia State University

  This thesis presents a visual art curriculum designed to address specific developmental stages and desires of creative and cognitive growth of art students in… (more)

Subjects/Keywords: Drawing Curriculum; Drawing Instruction; Middle Grades Art; Middle School Art Curriculum

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APA (6th Edition):

Mitchell, J. W. (2014). The Nine-Week Bridge: A Middle School Art Curriculum with Focus on the Development of Drawing Skills. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/art_design_theses/166

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):

Mitchell, Julie W. “The Nine-Week Bridge: A Middle School Art Curriculum with Focus on the Development of Drawing Skills.” 2014. Thesis, Georgia State University. Accessed April 25, 2019. https://scholarworks.gsu.edu/art_design_theses/166.

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

MLA Handbook (7th Edition):

Mitchell, Julie W. “The Nine-Week Bridge: A Middle School Art Curriculum with Focus on the Development of Drawing Skills.” 2014. Web. 25 Apr 2019.

Vancouver:

Mitchell JW. The Nine-Week Bridge: A Middle School Art Curriculum with Focus on the Development of Drawing Skills. [Internet] [Thesis]. Georgia State University; 2014. [cited 2019 Apr 25]. Available from: https://scholarworks.gsu.edu/art_design_theses/166.

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

Council of Science Editors:

Mitchell JW. The Nine-Week Bridge: A Middle School Art Curriculum with Focus on the Development of Drawing Skills. [Thesis]. Georgia State University; 2014. Available from: https://scholarworks.gsu.edu/art_design_theses/166

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


Virginia Tech

4. Nicely, Kenneth Edward. Middle Level Schools in an Era of Standards and Accountability: Adaptations of the Features of the Middle School Concept.

Degree: EdD, Educational Leadership and Policy Studies, 2012, Virginia Tech

 The literature related to the development of education in the middle grades and to the features associated with the implementation of the middle school concept… (more)

Subjects/Keywords: middle school; middles grades; young adolescents; student achievement; Innovation Configuration map

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APA (6th Edition):

Nicely, K. E. (2012). Middle Level Schools in an Era of Standards and Accountability: Adaptations of the Features of the Middle School Concept. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26551

Chicago Manual of Style (16th Edition):

Nicely, Kenneth Edward. “Middle Level Schools in an Era of Standards and Accountability: Adaptations of the Features of the Middle School Concept.” 2012. Doctoral Dissertation, Virginia Tech. Accessed April 25, 2019. http://hdl.handle.net/10919/26551.

MLA Handbook (7th Edition):

Nicely, Kenneth Edward. “Middle Level Schools in an Era of Standards and Accountability: Adaptations of the Features of the Middle School Concept.” 2012. Web. 25 Apr 2019.

Vancouver:

Nicely KE. Middle Level Schools in an Era of Standards and Accountability: Adaptations of the Features of the Middle School Concept. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/10919/26551.

Council of Science Editors:

Nicely KE. Middle Level Schools in an Era of Standards and Accountability: Adaptations of the Features of the Middle School Concept. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/26551


University of Illinois – Urbana-Champaign

5. Woods, Scott Christopher. Measuring the middle school concept: the status and effectiveness of middle school concept implementation in Illinois.

Degree: EdD, Ed Organization and Leadership, 2017, University of Illinois – Urbana-Champaign

 The status and effectiveness of middle school concept (MSC) implementation in Illinois is unknown. MSC is not new and has evolved over time. MSC represents… (more)

Subjects/Keywords: Middle school; Middle school concept; Advisory; Interdisciplinary teaming; Teaming; Common planning time; Middle grades school; Junior high

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APA (6th Edition):

Woods, S. C. (2017). Measuring the middle school concept: the status and effectiveness of middle school concept implementation in Illinois. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/97235

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):

Woods, Scott Christopher. “Measuring the middle school concept: the status and effectiveness of middle school concept implementation in Illinois.” 2017. Thesis, University of Illinois – Urbana-Champaign. Accessed April 25, 2019. http://hdl.handle.net/2142/97235.

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

MLA Handbook (7th Edition):

Woods, Scott Christopher. “Measuring the middle school concept: the status and effectiveness of middle school concept implementation in Illinois.” 2017. Web. 25 Apr 2019.

Vancouver:

Woods SC. Measuring the middle school concept: the status and effectiveness of middle school concept implementation in Illinois. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2017. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/2142/97235.

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

Council of Science Editors:

Woods SC. Measuring the middle school concept: the status and effectiveness of middle school concept implementation in Illinois. [Thesis]. University of Illinois – Urbana-Champaign; 2017. Available from: http://hdl.handle.net/2142/97235

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

6. Root III, Ravo. What is the Relationship Between the Degree Middle Schools Implement the Essential Elements, Student Achievement and the Programs and Practices Applied in Each School.

Degree: Doctor of Professional Studies, Teaching and Leadership, 2015, Syracuse University

  ABSTRACT By 2003, both the New York State Board of Regents Policy Statement and the new Commissioner’s Regulation 100.4, required all middle level programs… (more)

Subjects/Keywords: best practices; middle grades; middle school; NYS Essential Elements; poverty; student achievement; Education

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APA (6th Edition):

Root III, R. (2015). What is the Relationship Between the Degree Middle Schools Implement the Essential Elements, Student Achievement and the Programs and Practices Applied in Each School. (Thesis). Syracuse University. Retrieved from https://surface.syr.edu/etd/404

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):

Root III, Ravo. “What is the Relationship Between the Degree Middle Schools Implement the Essential Elements, Student Achievement and the Programs and Practices Applied in Each School.” 2015. Thesis, Syracuse University. Accessed April 25, 2019. https://surface.syr.edu/etd/404.

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

MLA Handbook (7th Edition):

Root III, Ravo. “What is the Relationship Between the Degree Middle Schools Implement the Essential Elements, Student Achievement and the Programs and Practices Applied in Each School.” 2015. Web. 25 Apr 2019.

Vancouver:

Root III R. What is the Relationship Between the Degree Middle Schools Implement the Essential Elements, Student Achievement and the Programs and Practices Applied in Each School. [Internet] [Thesis]. Syracuse University; 2015. [cited 2019 Apr 25]. Available from: https://surface.syr.edu/etd/404.

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

Council of Science Editors:

Root III R. What is the Relationship Between the Degree Middle Schools Implement the Essential Elements, Student Achievement and the Programs and Practices Applied in Each School. [Thesis]. Syracuse University; 2015. Available from: https://surface.syr.edu/etd/404

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


University of Illinois – Urbana-Champaign

7. 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 April 25, 2019. 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. 25 Apr 2019.

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 2019 Apr 25]. 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


University of Louisville

8. Bush, Sarah B. Analyzing common algebra-related misconceptions and errors of middle school students.

Degree: PhD, Department of Teaching and Learning, 2011, University of Louisville

  The purpose of this study was to examine common algebra-related misconceptions and errors of middle school students. In recent years, success in Algebra I… (more)

Subjects/Keywords: Algebra; Middle grades; Misconceptions; Mathematics; Errors; Algebra; Education; Junior High, Intermediate, Middle School Education and Teaching; Mathematics

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

APA (6th Edition):

Bush, S. B. (2011). Analyzing common algebra-related misconceptions and errors of middle school students. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/187 ; https://ir.library.louisville.edu/etd/187

Chicago Manual of Style (16th Edition):

Bush, Sarah B. “Analyzing common algebra-related misconceptions and errors of middle school students.” 2011. Doctoral Dissertation, University of Louisville. Accessed April 25, 2019. 10.18297/etd/187 ; https://ir.library.louisville.edu/etd/187.

MLA Handbook (7th Edition):

Bush, Sarah B. “Analyzing common algebra-related misconceptions and errors of middle school students.” 2011. Web. 25 Apr 2019.

Vancouver:

Bush SB. Analyzing common algebra-related misconceptions and errors of middle school students. [Internet] [Doctoral dissertation]. University of Louisville; 2011. [cited 2019 Apr 25]. Available from: 10.18297/etd/187 ; https://ir.library.louisville.edu/etd/187.

Council of Science Editors:

Bush SB. Analyzing common algebra-related misconceptions and errors of middle school students. [Doctoral Dissertation]. University of Louisville; 2011. Available from: 10.18297/etd/187 ; https://ir.library.louisville.edu/etd/187


Liberty University

9. Jones, Brian. A Grounded Theory Study on the Role of Differentiated Instruction in Effective Middle School Science Teaching.

Degree: 2014, Liberty University

 The purpose of this grounded theory study was to develop a model explaining the role of differentiated instruction (DI) in effective middle school science teaching.… (more)

Subjects/Keywords: best practices; differentiated instruction; middle grades; science; Education; Educational Assessment, Evaluation, and Research; Educational Methods; Junior High, Intermediate, Middle School Education and Teaching; Science and Mathematics Education

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APA (6th Edition):

Jones, B. (2014). A Grounded Theory Study on the Role of Differentiated Instruction in Effective Middle School Science Teaching. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/923

Chicago Manual of Style (16th Edition):

Jones, Brian. “A Grounded Theory Study on the Role of Differentiated Instruction in Effective Middle School Science Teaching.” 2014. Doctoral Dissertation, Liberty University. Accessed April 25, 2019. http://digitalcommons.liberty.edu/doctoral/923.

MLA Handbook (7th Edition):

Jones, Brian. “A Grounded Theory Study on the Role of Differentiated Instruction in Effective Middle School Science Teaching.” 2014. Web. 25 Apr 2019.

Vancouver:

Jones B. A Grounded Theory Study on the Role of Differentiated Instruction in Effective Middle School Science Teaching. [Internet] [Doctoral dissertation]. Liberty University; 2014. [cited 2019 Apr 25]. Available from: http://digitalcommons.liberty.edu/doctoral/923.

Council of Science Editors:

Jones B. A Grounded Theory Study on the Role of Differentiated Instruction in Effective Middle School Science Teaching. [Doctoral Dissertation]. Liberty University; 2014. Available from: http://digitalcommons.liberty.edu/doctoral/923


Kennesaw State University

10. Bailey, Whitney. An Investigation Into The Learning Experiences Of Adolescents With Perceived Dual Exceptionalities Within Gifted And Special Education Middle Grades Settings.

Degree: Doctor of Education in Special Education - General Curriculum (EdD), Education, 2018, Kennesaw State University

  Students who possess both a disability and characteristics of giftedness are referred to as students with dual exceptionalities. This paradoxical relationship of disability and… (more)

Subjects/Keywords: Dual Exceptional Students; Twice Exceptional; Middle School Mathematics; Gifted Setting; Special Education Setting; Dual Exceptional Adolescents; 2e; Learning Experiences in Middle Grades; Special Education and Teaching

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APA (6th Edition):

Bailey, W. (2018). An Investigation Into The Learning Experiences Of Adolescents With Perceived Dual Exceptionalities Within Gifted And Special Education Middle Grades Settings. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/speceddoc_etd/4

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):

Bailey, Whitney. “An Investigation Into The Learning Experiences Of Adolescents With Perceived Dual Exceptionalities Within Gifted And Special Education Middle Grades Settings.” 2018. Thesis, Kennesaw State University. Accessed April 25, 2019. https://digitalcommons.kennesaw.edu/speceddoc_etd/4.

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

MLA Handbook (7th Edition):

Bailey, Whitney. “An Investigation Into The Learning Experiences Of Adolescents With Perceived Dual Exceptionalities Within Gifted And Special Education Middle Grades Settings.” 2018. Web. 25 Apr 2019.

Vancouver:

Bailey W. An Investigation Into The Learning Experiences Of Adolescents With Perceived Dual Exceptionalities Within Gifted And Special Education Middle Grades Settings. [Internet] [Thesis]. Kennesaw State University; 2018. [cited 2019 Apr 25]. Available from: https://digitalcommons.kennesaw.edu/speceddoc_etd/4.

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

Council of Science Editors:

Bailey W. An Investigation Into The Learning Experiences Of Adolescents With Perceived Dual Exceptionalities Within Gifted And Special Education Middle Grades Settings. [Thesis]. Kennesaw State University; 2018. Available from: https://digitalcommons.kennesaw.edu/speceddoc_etd/4

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


University of South Florida

11. Verdi, Kristy Causey. What Does It Mean to Be a Service-Learning Teacher? - An Autoethnography.

Degree: 2017, University of South Florida

 This personal narrative autoethnography of my lived experiences as a middle-school service-learning course teacher has helped me solve a personal mystery and present an important… (more)

Subjects/Keywords: personal interpretive framework; service-learning course; middle grades education; relational care; self-authorship; Junior High, Intermediate, Middle School Education and Teaching; Teacher Education and Professional Development

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APA (6th Edition):

Verdi, K. C. (2017). What Does It Mean to Be a Service-Learning Teacher? - An Autoethnography. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/6771

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):

Verdi, Kristy Causey. “What Does It Mean to Be a Service-Learning Teacher? - An Autoethnography.” 2017. Thesis, University of South Florida. Accessed April 25, 2019. https://scholarcommons.usf.edu/etd/6771.

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

MLA Handbook (7th Edition):

Verdi, Kristy Causey. “What Does It Mean to Be a Service-Learning Teacher? - An Autoethnography.” 2017. Web. 25 Apr 2019.

Vancouver:

Verdi KC. What Does It Mean to Be a Service-Learning Teacher? - An Autoethnography. [Internet] [Thesis]. University of South Florida; 2017. [cited 2019 Apr 25]. Available from: https://scholarcommons.usf.edu/etd/6771.

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

Council of Science Editors:

Verdi KC. What Does It Mean to Be a Service-Learning Teacher? - An Autoethnography. [Thesis]. University of South Florida; 2017. Available from: https://scholarcommons.usf.edu/etd/6771

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


University of South Florida

12. Pennington, Sarah E. Influence of Language Arts Instructional Practices on Early Adolescents’ Motivation to Read: Measuring Student and Teacher Perceptions.

Degree: 2016, University of South Florida

 Early adolescence is a critical time for examining academic motivation, specifically motivation to read (Hervey, 2013). In order to support self-determined motivation to read, students’… (more)

Subjects/Keywords: middle grades; literacy; self-determination theory; stage-environment fit theory; Curriculum and Instruction; Junior High, Intermediate, Middle School Education and Teaching; Social and Philosophical Foundations of Education

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APA (6th Edition):

Pennington, S. E. (2016). Influence of Language Arts Instructional Practices on Early Adolescents’ Motivation to Read: Measuring Student and Teacher Perceptions. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/6565

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):

Pennington, Sarah E. “Influence of Language Arts Instructional Practices on Early Adolescents’ Motivation to Read: Measuring Student and Teacher Perceptions.” 2016. Thesis, University of South Florida. Accessed April 25, 2019. https://scholarcommons.usf.edu/etd/6565.

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

MLA Handbook (7th Edition):

Pennington, Sarah E. “Influence of Language Arts Instructional Practices on Early Adolescents’ Motivation to Read: Measuring Student and Teacher Perceptions.” 2016. Web. 25 Apr 2019.

Vancouver:

Pennington SE. Influence of Language Arts Instructional Practices on Early Adolescents’ Motivation to Read: Measuring Student and Teacher Perceptions. [Internet] [Thesis]. University of South Florida; 2016. [cited 2019 Apr 25]. Available from: https://scholarcommons.usf.edu/etd/6565.

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

Council of Science Editors:

Pennington SE. Influence of Language Arts Instructional Practices on Early Adolescents’ Motivation to Read: Measuring Student and Teacher Perceptions. [Thesis]. University of South Florida; 2016. Available from: https://scholarcommons.usf.edu/etd/6565

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


Ohio University

13. Kager, Elisabeth. Effects of Participation in a STEM Camp on STEM Attitudes and Anticipated Career Choices of Middle School Girls: A Mixed Methods Study.

Degree: PhD, Curriculum and Instruction (Education), 2015, Ohio University

Middle school is a critical time for the development of girls’ attitudes toward science, technology, engineering, and mathematics (STEM). Existing research has indicated declining positive… (more)

Subjects/Keywords: Mathematics Education; Science Education; Gender; Middle School Education; STEM camp; summer camp; middle school girls; Grades 6 through 9; STEM attitudes; attitude change; anticipated STEM careers; career choices; mixed methods; Fennema-Sherman Attitude Scale; semi-structured interviews; journal activites

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APA (6th Edition):

Kager, E. (2015). Effects of Participation in a STEM Camp on STEM Attitudes and Anticipated Career Choices of Middle School Girls: A Mixed Methods Study. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1427812431

Chicago Manual of Style (16th Edition):

Kager, Elisabeth. “Effects of Participation in a STEM Camp on STEM Attitudes and Anticipated Career Choices of Middle School Girls: A Mixed Methods Study.” 2015. Doctoral Dissertation, Ohio University. Accessed April 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1427812431.

MLA Handbook (7th Edition):

Kager, Elisabeth. “Effects of Participation in a STEM Camp on STEM Attitudes and Anticipated Career Choices of Middle School Girls: A Mixed Methods Study.” 2015. Web. 25 Apr 2019.

Vancouver:

Kager E. Effects of Participation in a STEM Camp on STEM Attitudes and Anticipated Career Choices of Middle School Girls: A Mixed Methods Study. [Internet] [Doctoral dissertation]. Ohio University; 2015. [cited 2019 Apr 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1427812431.

Council of Science Editors:

Kager E. Effects of Participation in a STEM Camp on STEM Attitudes and Anticipated Career Choices of Middle School Girls: A Mixed Methods Study. [Doctoral Dissertation]. Ohio University; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1427812431


University of Georgia

14. Nash, Nancy Greene. Georgia's implementation of end-of-course tests and student grades.

Degree: EdD, Educational Leadership, 2007, University of Georgia

 This study examined student grades and Georgia’s implementation of end-of-course tests (EOCT) in one secondary school in middle Georgia. While studies exist on high stakes… (more)

Subjects/Keywords: This study examined student grades and Georgia\'s implementation of end-of-course tests (EOCT) in one secondary school in middle Georgia. While studies exist on high stakes testing and student achievement

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APA (6th Edition):

Nash, N. G. (2007). Georgia's implementation of end-of-course tests and student grades. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/nash_nancy_g_200708_edd

Chicago Manual of Style (16th Edition):

Nash, Nancy Greene. “Georgia's implementation of end-of-course tests and student grades.” 2007. Doctoral Dissertation, University of Georgia. Accessed April 25, 2019. http://purl.galileo.usg.edu/uga_etd/nash_nancy_g_200708_edd.

MLA Handbook (7th Edition):

Nash, Nancy Greene. “Georgia's implementation of end-of-course tests and student grades.” 2007. Web. 25 Apr 2019.

Vancouver:

Nash NG. Georgia's implementation of end-of-course tests and student grades. [Internet] [Doctoral dissertation]. University of Georgia; 2007. [cited 2019 Apr 25]. Available from: http://purl.galileo.usg.edu/uga_etd/nash_nancy_g_200708_edd.

Council of Science Editors:

Nash NG. Georgia's implementation of end-of-course tests and student grades. [Doctoral Dissertation]. University of Georgia; 2007. Available from: http://purl.galileo.usg.edu/uga_etd/nash_nancy_g_200708_edd


Seton Hall University

15. Turk, Carolyn L. School, Family, And Community Partnerships In The Middle Grades: The Relationship Between Types Of Involvement And Academic Outcomes.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 2002, Seton Hall University

. Advisors/Committee Members: Daniel Gutmore, Mildred Collins-Pierce, Martin Finkelstein.

Subjects/Keywords: Education; School; Family; Community partnerships; Middle grades; Academic outcomes; Parent involvement; Curriculum and Instruction; Educational Administration and Supervision

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

APA (6th Edition):

Turk, C. L. (2002). School, Family, And Community Partnerships In The Middle Grades: The Relationship Between Types Of Involvement And Academic Outcomes. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1412

Chicago Manual of Style (16th Edition):

Turk, Carolyn L. “School, Family, And Community Partnerships In The Middle Grades: The Relationship Between Types Of Involvement And Academic Outcomes.” 2002. Doctoral Dissertation, Seton Hall University. Accessed April 25, 2019. http://scholarship.shu.edu/dissertations/1412.

MLA Handbook (7th Edition):

Turk, Carolyn L. “School, Family, And Community Partnerships In The Middle Grades: The Relationship Between Types Of Involvement And Academic Outcomes.” 2002. Web. 25 Apr 2019.

Vancouver:

Turk CL. School, Family, And Community Partnerships In The Middle Grades: The Relationship Between Types Of Involvement And Academic Outcomes. [Internet] [Doctoral dissertation]. Seton Hall University; 2002. [cited 2019 Apr 25]. Available from: http://scholarship.shu.edu/dissertations/1412.

Council of Science Editors:

Turk CL. School, Family, And Community Partnerships In The Middle Grades: The Relationship Between Types Of Involvement And Academic Outcomes. [Doctoral Dissertation]. Seton Hall University; 2002. Available from: http://scholarship.shu.edu/dissertations/1412


East Tennessee State University

16. Peoples, Andrew. The Relationship of School Size and Socioeconomic Status to Middle Grades Growth Status on End of Grade Tests in North Carolina.

Degree: EdD (Doctor of Education), Educational Leadership, 2008, East Tennessee State University

  The purpose of this quantitative study was to compare student achievement, as assessed by the ABC (Accountability, Basics, Local Control) end of grade tests,… (more)

Subjects/Keywords: middle grades growth status; school size; socioeconomic status; Educational Sociology; Social and Behavioral Sciences; Sociology

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

APA (6th Edition):

Peoples, A. (2008). The Relationship of School Size and Socioeconomic Status to Middle Grades Growth Status on End of Grade Tests in North Carolina. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1930

Chicago Manual of Style (16th Edition):

Peoples, Andrew. “The Relationship of School Size and Socioeconomic Status to Middle Grades Growth Status on End of Grade Tests in North Carolina.” 2008. Doctoral Dissertation, East Tennessee State University. Accessed April 25, 2019. https://dc.etsu.edu/etd/1930.

MLA Handbook (7th Edition):

Peoples, Andrew. “The Relationship of School Size and Socioeconomic Status to Middle Grades Growth Status on End of Grade Tests in North Carolina.” 2008. Web. 25 Apr 2019.

Vancouver:

Peoples A. The Relationship of School Size and Socioeconomic Status to Middle Grades Growth Status on End of Grade Tests in North Carolina. [Internet] [Doctoral dissertation]. East Tennessee State University; 2008. [cited 2019 Apr 25]. Available from: https://dc.etsu.edu/etd/1930.

Council of Science Editors:

Peoples A. The Relationship of School Size and Socioeconomic Status to Middle Grades Growth Status on End of Grade Tests in North Carolina. [Doctoral Dissertation]. East Tennessee State University; 2008. Available from: https://dc.etsu.edu/etd/1930

17. Barrera, LuisDaniel. DO HOMEWORK TRACKERS AFFECT STUDENTS’ ACADEMIC PERFORMANCE?.

Degree: MEd, Special Education, 2017, Central Washington University

  With new state assessment requirements for high school graduation, teachers are focusing on different strategies to assist students to achieve those goals. Many teachers… (more)

Subjects/Keywords: homework; homework planner; homework tracker; rural middle school setting; academic performance; district assessments; state assessments; student grades; and parent communication.; Educational Leadership; Educational Methods; Other Education; Science and Mathematics Education; Secondary Education; Secondary Education and Teaching; Special Education and Teaching

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

APA (6th Edition):

Barrera, L. (2017). DO HOMEWORK TRACKERS AFFECT STUDENTS’ ACADEMIC PERFORMANCE?. (Thesis). Central Washington University. Retrieved from https://digitalcommons.cwu.edu/etd/686

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):

Barrera, LuisDaniel. “DO HOMEWORK TRACKERS AFFECT STUDENTS’ ACADEMIC PERFORMANCE?.” 2017. Thesis, Central Washington University. Accessed April 25, 2019. https://digitalcommons.cwu.edu/etd/686.

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

MLA Handbook (7th Edition):

Barrera, LuisDaniel. “DO HOMEWORK TRACKERS AFFECT STUDENTS’ ACADEMIC PERFORMANCE?.” 2017. Web. 25 Apr 2019.

Vancouver:

Barrera L. DO HOMEWORK TRACKERS AFFECT STUDENTS’ ACADEMIC PERFORMANCE?. [Internet] [Thesis]. Central Washington University; 2017. [cited 2019 Apr 25]. Available from: https://digitalcommons.cwu.edu/etd/686.

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

Council of Science Editors:

Barrera L. DO HOMEWORK TRACKERS AFFECT STUDENTS’ ACADEMIC PERFORMANCE?. [Thesis]. Central Washington University; 2017. Available from: https://digitalcommons.cwu.edu/etd/686

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

18. Gnedko, Natalya. Student Achievement in Middle Grades: Gauging the Effect of Teacher Training on Student Learning.

Degree: PhD, Education, 2013, Loyola University Chicago

  In the United States, teacher certification has been a baseline measure of teacher quality and gateway to the teaching profession for many decades. Research… (more)

Subjects/Keywords: math; middle grades; reading; student learning; teacher certification; teacher training; Junior High, Intermediate, Middle School Education and Teaching

…largely limited to high school. However, in recent years middle grades have been increasingly… …appear in other school district that also expect that middle grades teachers receive advanced… …between school-level outcomes in middle grades’ math and reading and teacher training in math… …secondary grades. Secondary grades include middle school (grades 6-8) and high school… …LIST OF FIGURES Figure 1: Middle grades test scores over time… 

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

APA (6th Edition):

Gnedko, N. (2013). Student Achievement in Middle Grades: Gauging the Effect of Teacher Training on Student Learning. (Doctoral Dissertation). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/666

Chicago Manual of Style (16th Edition):

Gnedko, Natalya. “Student Achievement in Middle Grades: Gauging the Effect of Teacher Training on Student Learning.” 2013. Doctoral Dissertation, Loyola University Chicago. Accessed April 25, 2019. https://ecommons.luc.edu/luc_diss/666.

MLA Handbook (7th Edition):

Gnedko, Natalya. “Student Achievement in Middle Grades: Gauging the Effect of Teacher Training on Student Learning.” 2013. Web. 25 Apr 2019.

Vancouver:

Gnedko N. Student Achievement in Middle Grades: Gauging the Effect of Teacher Training on Student Learning. [Internet] [Doctoral dissertation]. Loyola University Chicago; 2013. [cited 2019 Apr 25]. Available from: https://ecommons.luc.edu/luc_diss/666.

Council of Science Editors:

Gnedko N. Student Achievement in Middle Grades: Gauging the Effect of Teacher Training on Student Learning. [Doctoral Dissertation]. Loyola University Chicago; 2013. Available from: https://ecommons.luc.edu/luc_diss/666

19. Griffin, Cathy. Transition from brick and mortar to online teaching: Middle-grade teachers' perspectives.

Degree: Doctor of Education in Curriculum Studies (EdD), Department of Curriculum, Foundations, and Reading, 2014, Georgia Southern University

  The purpose of this study was to investigate and understand how middle-grades teachers describe the transition from brick and mortar to online teaching of… (more)

Subjects/Keywords: ETD; Middle-grades teachers; Middle-grades students; Online teaching; Curriculum and Instruction; Junior High, Intermediate, Middle School Education and Teaching; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

…districts reported enrollment at the high school level, 19% at the middle-grades level, and 6% of… …the school. It would be beneficial to investigate the challenges that middle-grades teachers… …x29;. Students transitioning from elementary school to middle-grades typically face more… …30 Teaching Middle-Grades Students… …middle-grades students (Learning in the 21st century : 2011 trends update, 2011)… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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

APA (6th Edition):

Griffin, C. (2014). Transition from brick and mortar to online teaching: Middle-grade teachers' perspectives. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/1112

Chicago Manual of Style (16th Edition):

Griffin, Cathy. “Transition from brick and mortar to online teaching: Middle-grade teachers' perspectives.” 2014. Doctoral Dissertation, Georgia Southern University. Accessed April 25, 2019. https://digitalcommons.georgiasouthern.edu/etd/1112.

MLA Handbook (7th Edition):

Griffin, Cathy. “Transition from brick and mortar to online teaching: Middle-grade teachers' perspectives.” 2014. Web. 25 Apr 2019.

Vancouver:

Griffin C. Transition from brick and mortar to online teaching: Middle-grade teachers' perspectives. [Internet] [Doctoral dissertation]. Georgia Southern University; 2014. [cited 2019 Apr 25]. Available from: https://digitalcommons.georgiasouthern.edu/etd/1112.

Council of Science Editors:

Griffin C. Transition from brick and mortar to online teaching: Middle-grade teachers' perspectives. [Doctoral Dissertation]. Georgia Southern University; 2014. Available from: https://digitalcommons.georgiasouthern.edu/etd/1112

20. O'Neil-Omelan, Kirsten. Co-teaching: Using the CO-ACT to Identify Quality Co-teach Practices and Predict Academic Outcomes for Students with Disabilities.

Degree: 2012, Texas A&M University

 This research was designed to examine patterns related to quality of Co-teach implementation, as evidenced by Co-teacher responses to the Colorado Assessment of Co-teaching (CO-ACT),… (more)

Subjects/Keywords: Co-teaching; special education; students with disabilities; instructional practices; academic outcomes; CO-ACT; middle school; grades 6-8

…47 3.2 Total Middle School Co-teach Enrollment by Campus and Grade ............ 48 3.3… …middle school campus and met individually with each Co-teacher during questionnaire completion… …explore whether the quality of the Co-teach delivery at the middle school level, in core… …with disabilities within Co-teach classes. Five middle schools serving students in grades 6-8… …Participants ................................................................................ Middle… 

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

APA (6th Edition):

O'Neil-Omelan, K. (2012). Co-teaching: Using the CO-ACT to Identify Quality Co-teach Practices and Predict Academic Outcomes for Students with Disabilities. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8751

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):

O'Neil-Omelan, Kirsten. “Co-teaching: Using the CO-ACT to Identify Quality Co-teach Practices and Predict Academic Outcomes for Students with Disabilities.” 2012. Thesis, Texas A&M University. Accessed April 25, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8751.

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

MLA Handbook (7th Edition):

O'Neil-Omelan, Kirsten. “Co-teaching: Using the CO-ACT to Identify Quality Co-teach Practices and Predict Academic Outcomes for Students with Disabilities.” 2012. Web. 25 Apr 2019.

Vancouver:

O'Neil-Omelan K. Co-teaching: Using the CO-ACT to Identify Quality Co-teach Practices and Predict Academic Outcomes for Students with Disabilities. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8751.

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

Council of Science Editors:

O'Neil-Omelan K. Co-teaching: Using the CO-ACT to Identify Quality Co-teach Practices and Predict Academic Outcomes for Students with Disabilities. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8751

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

21. Okilwa, Nathern S. A. Exploring protective factors in school and home contexts for economically disadvantaged students in the middle school.

Degree: Educational Administration, 2012, University of Texas – Austin

 The purpose of this study was to explore the experiences of middle school students particularly focusing on the academic achievement of economically disadvantaged students. Existing… (more)

Subjects/Keywords: Economically disadvantaged; Poor; Non-poor; Low SES; Middle school; Grades 6-8; Early adolescence; Youngsters; Risk; At-risk; Protective factors; Parent involvement; School belonging

…1 Importance of Middle School… …17 Understanding middle school risk factors… …101 xi List of Figures Figure 1. Middle school experience model… …76 Figure 3. Interaction between home discussion (HD) and middle school (MS… …103 Figure 4. Interaction between home discussion (HD) and middle school (MS… 

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

APA (6th Edition):

Okilwa, N. S. A. (2012). Exploring protective factors in school and home contexts for economically disadvantaged students in the middle school. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2012-05-5468

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):

Okilwa, Nathern S A. “Exploring protective factors in school and home contexts for economically disadvantaged students in the middle school.” 2012. Thesis, University of Texas – Austin. Accessed April 25, 2019. http://hdl.handle.net/2152/ETD-UT-2012-05-5468.

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

MLA Handbook (7th Edition):

Okilwa, Nathern S A. “Exploring protective factors in school and home contexts for economically disadvantaged students in the middle school.” 2012. Web. 25 Apr 2019.

Vancouver:

Okilwa NSA. Exploring protective factors in school and home contexts for economically disadvantaged students in the middle school. [Internet] [Thesis]. University of Texas – Austin; 2012. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/2152/ETD-UT-2012-05-5468.

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

Council of Science Editors:

Okilwa NSA. Exploring protective factors in school and home contexts for economically disadvantaged students in the middle school. [Thesis]. University of Texas – Austin; 2012. Available from: http://hdl.handle.net/2152/ETD-UT-2012-05-5468

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


Curtin University of Technology

22. Eccles, Lynette. Gender differences in teacher-student interactions, attitudes and achievement in middle school science .

Degree: 2006, Curtin University of Technology

 Research has shown that interest in science often decreases in the middle-school grades for both boys and girls, but that more boys continue on the… (more)

Subjects/Keywords: TOSRA; QTI; student achievement; middle-school grades; classroom environment perceptions; attitudes towards science; classroom learning environment; teacher interpersonal behavior; Questionnaire on Teacher Interaction; teacher and student interpersonal interaction; student attitudes; MANOVA; Interest in science; gender differences in students; science achievement; Test of Science Related Attitudes

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

APA (6th Edition):

Eccles, L. (2006). Gender differences in teacher-student interactions, attitudes and achievement in middle school science . (Thesis). Curtin University of Technology. Retrieved from http://hdl.handle.net/20.500.11937/1525

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):

Eccles, Lynette. “Gender differences in teacher-student interactions, attitudes and achievement in middle school science .” 2006. Thesis, Curtin University of Technology. Accessed April 25, 2019. http://hdl.handle.net/20.500.11937/1525.

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

MLA Handbook (7th Edition):

Eccles, Lynette. “Gender differences in teacher-student interactions, attitudes and achievement in middle school science .” 2006. Web. 25 Apr 2019.

Vancouver:

Eccles L. Gender differences in teacher-student interactions, attitudes and achievement in middle school science . [Internet] [Thesis]. Curtin University of Technology; 2006. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/20.500.11937/1525.

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

Council of Science Editors:

Eccles L. Gender differences in teacher-student interactions, attitudes and achievement in middle school science . [Thesis]. Curtin University of Technology; 2006. Available from: http://hdl.handle.net/20.500.11937/1525

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

.