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You searched for subject:(Middle school mathematics teachers changes). Showing records 1 – 30 of 106432 total matches.

[1] [2] [3] [4] [5] … [3548]

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University of Arizona

1. 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 May 27, 2019. http://hdl.handle.net/10150/621172.

MLA Handbook (7th Edition):

Been, Amy L. “Teacher Views of Mathematical Modeling .” 2016. Web. 27 May 2019.

Vancouver:

Been AL. Teacher Views of Mathematical Modeling . [Internet] [Masters thesis]. University of Arizona; 2016. [cited 2019 May 27]. 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 Arizona

2. Rishor, Donna Marie. The Teacher-Text Interaction in Mathematics Instruction: Elementary and Middle School Teachers Redesign Mathematics Exercises to Increase Cognitive Demand .

Degree: 2018, University of Arizona

Mathematics teachers modify problems for use in their classrooms but we know little about what exercises they choose to modify, in what ways they typically… (more)

Subjects/Keywords: Cognitive Demand; elementary school math teachers; empirical qualitative study; Mathematics Tasks; middle school math teachers

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APA (6th Edition):

Rishor, D. M. (2018). The Teacher-Text Interaction in Mathematics Instruction: Elementary and Middle School Teachers Redesign Mathematics Exercises to Increase Cognitive Demand . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/628016

Chicago Manual of Style (16th Edition):

Rishor, Donna Marie. “The Teacher-Text Interaction in Mathematics Instruction: Elementary and Middle School Teachers Redesign Mathematics Exercises to Increase Cognitive Demand .” 2018. Doctoral Dissertation, University of Arizona. Accessed May 27, 2019. http://hdl.handle.net/10150/628016.

MLA Handbook (7th Edition):

Rishor, Donna Marie. “The Teacher-Text Interaction in Mathematics Instruction: Elementary and Middle School Teachers Redesign Mathematics Exercises to Increase Cognitive Demand .” 2018. Web. 27 May 2019.

Vancouver:

Rishor DM. The Teacher-Text Interaction in Mathematics Instruction: Elementary and Middle School Teachers Redesign Mathematics Exercises to Increase Cognitive Demand . [Internet] [Doctoral dissertation]. University of Arizona; 2018. [cited 2019 May 27]. Available from: http://hdl.handle.net/10150/628016.

Council of Science Editors:

Rishor DM. The Teacher-Text Interaction in Mathematics Instruction: Elementary and Middle School Teachers Redesign Mathematics Exercises to Increase Cognitive Demand . [Doctoral Dissertation]. University of Arizona; 2018. Available from: http://hdl.handle.net/10150/628016


University of Georgia

3. Lawrence, Molly Noelle. Preservice teachers' negotiation of middle school science teaching identity.

Degree: PhD, Science Education, 2007, University of Georgia

 Learning to teach is a complex endeavor that scholars have begun to explore in new ways. These approaches diverge from investigations exploring the connection between… (more)

Subjects/Keywords: Middle school teachers

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APA (6th Edition):

Lawrence, M. N. (2007). Preservice teachers' negotiation of middle school science teaching identity. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/lawrence_molly_n_200708_phd

Chicago Manual of Style (16th Edition):

Lawrence, Molly Noelle. “Preservice teachers' negotiation of middle school science teaching identity.” 2007. Doctoral Dissertation, University of Georgia. Accessed May 27, 2019. http://purl.galileo.usg.edu/uga_etd/lawrence_molly_n_200708_phd.

MLA Handbook (7th Edition):

Lawrence, Molly Noelle. “Preservice teachers' negotiation of middle school science teaching identity.” 2007. Web. 27 May 2019.

Vancouver:

Lawrence MN. Preservice teachers' negotiation of middle school science teaching identity. [Internet] [Doctoral dissertation]. University of Georgia; 2007. [cited 2019 May 27]. Available from: http://purl.galileo.usg.edu/uga_etd/lawrence_molly_n_200708_phd.

Council of Science Editors:

Lawrence MN. Preservice teachers' negotiation of middle school science teaching identity. [Doctoral Dissertation]. University of Georgia; 2007. Available from: http://purl.galileo.usg.edu/uga_etd/lawrence_molly_n_200708_phd


University of Central Florida

4. Akyuz, Didem. Supporting A Standards-based Teaching And Learning Environment A Case Study Of An Expert Middle School Mathematics Teacher.

Degree: 2010, University of Central Florida

 Although it has been more than 20 years since the publication of Curriculum and Evaluation Standards for School Mathematics (NCTM, 1989) and 10 years since… (more)

Subjects/Keywords: Mathematics  – Study and teaching (Middle school); Middle school teachers; Middle school teaching; Education; Dissertations, Academic  – Education, Education  – Dissertations, Academic

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APA (6th Edition):

Akyuz, D. (2010). Supporting A Standards-based Teaching And Learning Environment A Case Study Of An Expert Middle School Mathematics Teacher. (Doctoral Dissertation). University of Central Florida. Retrieved from http://stars.library.ucf.edu/etd/1582

Chicago Manual of Style (16th Edition):

Akyuz, Didem. “Supporting A Standards-based Teaching And Learning Environment A Case Study Of An Expert Middle School Mathematics Teacher.” 2010. Doctoral Dissertation, University of Central Florida. Accessed May 27, 2019. http://stars.library.ucf.edu/etd/1582.

MLA Handbook (7th Edition):

Akyuz, Didem. “Supporting A Standards-based Teaching And Learning Environment A Case Study Of An Expert Middle School Mathematics Teacher.” 2010. Web. 27 May 2019.

Vancouver:

Akyuz D. Supporting A Standards-based Teaching And Learning Environment A Case Study Of An Expert Middle School Mathematics Teacher. [Internet] [Doctoral dissertation]. University of Central Florida; 2010. [cited 2019 May 27]. Available from: http://stars.library.ucf.edu/etd/1582.

Council of Science Editors:

Akyuz D. Supporting A Standards-based Teaching And Learning Environment A Case Study Of An Expert Middle School Mathematics Teacher. [Doctoral Dissertation]. University of Central Florida; 2010. Available from: http://stars.library.ucf.edu/etd/1582


Michigan State University

5. 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 (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 May 27, 2019. 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. 27 May 2019.

Vancouver:

Pippin JD. Teacher recruitment and retention in a high-stakes era : the case of Michigan. [Internet] [Thesis]. Michigan State University; 2016. [cited 2019 May 27]. 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


Northeastern University

6. Gates, Melanie R. Middle school mathematics and self-efficacy at a southeastern Massachusetts middle school.

Degree: EdD, College of Professional Studies. School of Education, 2014, Northeastern University

 The purpose of this case study was to determine the impact of the implementation of a middle school mathematics program had upon students' mathematics self-efficacy.… (more)

Subjects/Keywords: mathematics self-efficacy; middle school mathematics; online homework; Education; Mathematics; Study and teaching (Middle school); Middle school students; Mathematics teachers; Mathematics; Self-efficacy; Internet in education

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APA (6th Edition):

Gates, M. R. (2014). Middle school mathematics and self-efficacy at a southeastern Massachusetts middle school. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20128387

Chicago Manual of Style (16th Edition):

Gates, Melanie R. “Middle school mathematics and self-efficacy at a southeastern Massachusetts middle school.” 2014. Doctoral Dissertation, Northeastern University. Accessed May 27, 2019. http://hdl.handle.net/2047/d20128387.

MLA Handbook (7th Edition):

Gates, Melanie R. “Middle school mathematics and self-efficacy at a southeastern Massachusetts middle school.” 2014. Web. 27 May 2019.

Vancouver:

Gates MR. Middle school mathematics and self-efficacy at a southeastern Massachusetts middle school. [Internet] [Doctoral dissertation]. Northeastern University; 2014. [cited 2019 May 27]. Available from: http://hdl.handle.net/2047/d20128387.

Council of Science Editors:

Gates MR. Middle school mathematics and self-efficacy at a southeastern Massachusetts middle school. [Doctoral Dissertation]. Northeastern University; 2014. Available from: http://hdl.handle.net/2047/d20128387

7. 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 http://hdl.handle.net/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 May 27, 2019. http://hdl.handle.net/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. 27 May 2019.

Vancouver:

Prewett SL. Predicting the quality of middle schoolers' teacher relationships. [Internet] [Thesis]. University of Missouri – Columbia; 2016. [cited 2019 May 27]. Available from: http://hdl.handle.net/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: http://hdl.handle.net/10355/56830

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


Texas A&M University

8. Wu, Zhonghe. The study of middle school teachers' understanding and use of mathematical representation in relation to teachers' zone of proximal development in teaching fractions and algebraic functions.

Degree: 2004, Texas A&M University

 This study examined teachers' learning and understanding of mathematical representation through the Middle School Mathematics Project (MSMP) professional development, investigated teachers' use of mathematics representations… (more)

Subjects/Keywords: Middle school mathematics teachers' changes; teachers' zone of proximal development; mathematical representation; professional development; fractions and algebraic functions

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APA (6th Edition):

Wu, Z. (2004). The study of middle school teachers' understanding and use of mathematical representation in relation to teachers' zone of proximal development in teaching fractions and algebraic functions. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/1218

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):

Wu, Zhonghe. “The study of middle school teachers' understanding and use of mathematical representation in relation to teachers' zone of proximal development in teaching fractions and algebraic functions.” 2004. Thesis, Texas A&M University. Accessed May 27, 2019. http://hdl.handle.net/1969.1/1218.

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

MLA Handbook (7th Edition):

Wu, Zhonghe. “The study of middle school teachers' understanding and use of mathematical representation in relation to teachers' zone of proximal development in teaching fractions and algebraic functions.” 2004. Web. 27 May 2019.

Vancouver:

Wu Z. The study of middle school teachers' understanding and use of mathematical representation in relation to teachers' zone of proximal development in teaching fractions and algebraic functions. [Internet] [Thesis]. Texas A&M University; 2004. [cited 2019 May 27]. Available from: http://hdl.handle.net/1969.1/1218.

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

Council of Science Editors:

Wu Z. The study of middle school teachers' understanding and use of mathematical representation in relation to teachers' zone of proximal development in teaching fractions and algebraic functions. [Thesis]. Texas A&M University; 2004. Available from: http://hdl.handle.net/1969.1/1218

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

9. Skinner, Dametra Nicolette. Personal Characteristics and Professional Acts of Teaching of Six Effective Mathematics Teachers of African American Students in Urban Middle School Classrooms.

Degree: 2013, Texas Digital Library

 This research study was conducted as a qualitative study of six effective middle school mathematics teachers who educate urban, African American students. The purpose of… (more)

Subjects/Keywords: Middle School Mathematics

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APA (6th Edition):

Skinner, D. N. (2013). Personal Characteristics and Professional Acts of Teaching of Six Effective Mathematics Teachers of African American Students in Urban Middle School Classrooms. (Thesis). Texas Digital Library. Retrieved from http://hdl.handle.net/1969; http://hdl.handle.net/2249.1/66795

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):

Skinner, Dametra Nicolette. “Personal Characteristics and Professional Acts of Teaching of Six Effective Mathematics Teachers of African American Students in Urban Middle School Classrooms.” 2013. Thesis, Texas Digital Library. Accessed May 27, 2019. http://hdl.handle.net/1969; http://hdl.handle.net/2249.1/66795.

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

MLA Handbook (7th Edition):

Skinner, Dametra Nicolette. “Personal Characteristics and Professional Acts of Teaching of Six Effective Mathematics Teachers of African American Students in Urban Middle School Classrooms.” 2013. Web. 27 May 2019.

Vancouver:

Skinner DN. Personal Characteristics and Professional Acts of Teaching of Six Effective Mathematics Teachers of African American Students in Urban Middle School Classrooms. [Internet] [Thesis]. Texas Digital Library; 2013. [cited 2019 May 27]. Available from: http://hdl.handle.net/1969; http://hdl.handle.net/2249.1/66795.

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

Council of Science Editors:

Skinner DN. Personal Characteristics and Professional Acts of Teaching of Six Effective Mathematics Teachers of African American Students in Urban Middle School Classrooms. [Thesis]. Texas Digital Library; 2013. Available from: http://hdl.handle.net/1969; http://hdl.handle.net/2249.1/66795

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


The Ohio State University

10. Bowers, David Matthew. Impact of Mathematics Courses for Prospective Teachers on their Mathematical Knowledge for Teaching.

Degree: Master of Mathematical Sciences, Mathematics, 2016, The Ohio State University

 This project examines the impact of a mathematics course for prospective elementary teachers and a mathematics course for prospective middle school teachers on those enrolled… (more)

Subjects/Keywords: Mathematics; Mathematics Education; Mathematical Knowledge for Teaching; Prospective Teachers; Learning Mathematics for Teaching; Mathematics for Elementary Teachers; Mathematics for Middle School Teachers

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APA (6th Edition):

Bowers, D. M. (2016). Impact of Mathematics Courses for Prospective Teachers on their Mathematical Knowledge for Teaching. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1460973988

Chicago Manual of Style (16th Edition):

Bowers, David Matthew. “Impact of Mathematics Courses for Prospective Teachers on their Mathematical Knowledge for Teaching.” 2016. Masters Thesis, The Ohio State University. Accessed May 27, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1460973988.

MLA Handbook (7th Edition):

Bowers, David Matthew. “Impact of Mathematics Courses for Prospective Teachers on their Mathematical Knowledge for Teaching.” 2016. Web. 27 May 2019.

Vancouver:

Bowers DM. Impact of Mathematics Courses for Prospective Teachers on their Mathematical Knowledge for Teaching. [Internet] [Masters thesis]. The Ohio State University; 2016. [cited 2019 May 27]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1460973988.

Council of Science Editors:

Bowers DM. Impact of Mathematics Courses for Prospective Teachers on their Mathematical Knowledge for Teaching. [Masters Thesis]. The Ohio State University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1460973988


Baylor University

11. Eddy, Colleen M. The affects of a middle grades teacher education program on preservice teachers choice of teaching strategies and mathematical understanding.

Degree: Curriculum and Instruction., 2006, Baylor University

 This study investigated how mathematical knowledge, mathematics pedagogy, and knowledge of students' understanding in mathematics impacted middle grades preservice mathematics teachers' lesson planning and teaching… (more)

Subjects/Keywords: Middle school teachers  – Training of.; Middle school education  – Mathematics.

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APA (6th Edition):

Eddy, C. M. (2006). The affects of a middle grades teacher education program on preservice teachers choice of teaching strategies and mathematical understanding. (Thesis). Baylor University. Retrieved from http://hdl.handle.net/2104/2684

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):

Eddy, Colleen M. “The affects of a middle grades teacher education program on preservice teachers choice of teaching strategies and mathematical understanding. ” 2006. Thesis, Baylor University. Accessed May 27, 2019. http://hdl.handle.net/2104/2684.

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

MLA Handbook (7th Edition):

Eddy, Colleen M. “The affects of a middle grades teacher education program on preservice teachers choice of teaching strategies and mathematical understanding. ” 2006. Web. 27 May 2019.

Vancouver:

Eddy CM. The affects of a middle grades teacher education program on preservice teachers choice of teaching strategies and mathematical understanding. [Internet] [Thesis]. Baylor University; 2006. [cited 2019 May 27]. Available from: http://hdl.handle.net/2104/2684.

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

Council of Science Editors:

Eddy CM. The affects of a middle grades teacher education program on preservice teachers choice of teaching strategies and mathematical understanding. [Thesis]. Baylor University; 2006. Available from: http://hdl.handle.net/2104/2684

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

12. Alswat, Mohammad. Effects of flipping the classroom on suburban middle school math students.

Degree: 2014, SUNY College at Fredonia

 The purpose of this research is to examine the effects of using the strategy “flipping the classroom" with students. One eighth grade math class was… (more)

Subjects/Keywords: Mathematics  – Study and teaching (Middle school).; Active learning.; Blended learning.; Teachers  – Time management.

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APA (6th Edition):

Alswat, M. (2014). Effects of flipping the classroom on suburban middle school math students. (Masters Thesis). SUNY College at Fredonia. Retrieved from http://hdl.handle.net/1951/65438

Chicago Manual of Style (16th Edition):

Alswat, Mohammad. “Effects of flipping the classroom on suburban middle school math students. ” 2014. Masters Thesis, SUNY College at Fredonia. Accessed May 27, 2019. http://hdl.handle.net/1951/65438.

MLA Handbook (7th Edition):

Alswat, Mohammad. “Effects of flipping the classroom on suburban middle school math students. ” 2014. Web. 27 May 2019.

Vancouver:

Alswat M. Effects of flipping the classroom on suburban middle school math students. [Internet] [Masters thesis]. SUNY College at Fredonia; 2014. [cited 2019 May 27]. Available from: http://hdl.handle.net/1951/65438.

Council of Science Editors:

Alswat M. Effects of flipping the classroom on suburban middle school math students. [Masters Thesis]. SUNY College at Fredonia; 2014. Available from: http://hdl.handle.net/1951/65438

13. Mills, Mary K. Evaluation of a Remedial Educational Program at a Southern Suburban Middle School.

Degree: 2012, Walden University

  No Child Left Behind (NCLB) mandates that students be measured yearly on standardized state tests, rather than on classwork, to show adequate academic growth.… (more)

Subjects/Keywords: Education, Mathematics; Education, Middle School

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APA (6th Edition):

Mills, M. K. (2012). Evaluation of a Remedial Educational Program at a Southern Suburban Middle School. (Thesis). Walden University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3499303

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):

Mills, Mary K. “Evaluation of a Remedial Educational Program at a Southern Suburban Middle School.” 2012. Thesis, Walden University. Accessed May 27, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3499303.

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

MLA Handbook (7th Edition):

Mills, Mary K. “Evaluation of a Remedial Educational Program at a Southern Suburban Middle School.” 2012. Web. 27 May 2019.

Vancouver:

Mills MK. Evaluation of a Remedial Educational Program at a Southern Suburban Middle School. [Internet] [Thesis]. Walden University; 2012. [cited 2019 May 27]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3499303.

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

Council of Science Editors:

Mills MK. Evaluation of a Remedial Educational Program at a Southern Suburban Middle School. [Thesis]. Walden University; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3499303

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

14. Knowles, Nelly P. The relationship between timed drill practice and the increase of automaticity of basic multiplication facts for regular education sixth graders.

Degree: 2010, Walden University

  By the time students transition from elementary to middle school, many do not demonstrate mastery of recalling basic math facts. This 8-week quasi-experimental quantitative… (more)

Subjects/Keywords: Education, Mathematics; Education, Middle School

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APA (6th Edition):

Knowles, N. P. (2010). The relationship between timed drill practice and the increase of automaticity of basic multiplication facts for regular education sixth graders. (Thesis). Walden University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3427303

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):

Knowles, Nelly P. “The relationship between timed drill practice and the increase of automaticity of basic multiplication facts for regular education sixth graders.” 2010. Thesis, Walden University. Accessed May 27, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3427303.

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

MLA Handbook (7th Edition):

Knowles, Nelly P. “The relationship between timed drill practice and the increase of automaticity of basic multiplication facts for regular education sixth graders.” 2010. Web. 27 May 2019.

Vancouver:

Knowles NP. The relationship between timed drill practice and the increase of automaticity of basic multiplication facts for regular education sixth graders. [Internet] [Thesis]. Walden University; 2010. [cited 2019 May 27]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3427303.

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

Council of Science Editors:

Knowles NP. The relationship between timed drill practice and the increase of automaticity of basic multiplication facts for regular education sixth graders. [Thesis]. Walden University; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3427303

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

15. Curry, Steven James. The Relationship between Multiplication Fact Speed-Recall and Fluency and Higher Level Mathematics Learning with Eighth Grade Middle School Students.

Degree: 2012, Lindenwood University

  This quantitative study investigated relationships between higher level mathematics learning and multiplication fact fluency, multiplication fact speed-recall, and reading grade equivalency of eighth grade… (more)

Subjects/Keywords: Education, Mathematics; Education, Middle School

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APA (6th Edition):

Curry, S. J. (2012). The Relationship between Multiplication Fact Speed-Recall and Fluency and Higher Level Mathematics Learning with Eighth Grade Middle School Students. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3522145

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):

Curry, Steven James. “The Relationship between Multiplication Fact Speed-Recall and Fluency and Higher Level Mathematics Learning with Eighth Grade Middle School Students.” 2012. Thesis, Lindenwood University. Accessed May 27, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3522145.

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

MLA Handbook (7th Edition):

Curry, Steven James. “The Relationship between Multiplication Fact Speed-Recall and Fluency and Higher Level Mathematics Learning with Eighth Grade Middle School Students.” 2012. Web. 27 May 2019.

Vancouver:

Curry SJ. The Relationship between Multiplication Fact Speed-Recall and Fluency and Higher Level Mathematics Learning with Eighth Grade Middle School Students. [Internet] [Thesis]. Lindenwood University; 2012. [cited 2019 May 27]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3522145.

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

Council of Science Editors:

Curry SJ. The Relationship between Multiplication Fact Speed-Recall and Fluency and Higher Level Mathematics Learning with Eighth Grade Middle School Students. [Thesis]. Lindenwood University; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3522145

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

16. Thigpen, L. Christine. Building a concrete foundation| A mixed-method study of teaching styles and the use of concrete, representational, and abstract mathematics instruction.

Degree: 2012, Capella University

  The purpose of this study was to explore teaching styles and how frequently teachers with a variety of teaching styles incorporate multiple representations, such… (more)

Subjects/Keywords: Education, Mathematics; Education, Middle School

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APA (6th Edition):

Thigpen, L. C. (2012). Building a concrete foundation| A mixed-method study of teaching styles and the use of concrete, representational, and abstract mathematics instruction. (Thesis). Capella University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3517254

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):

Thigpen, L Christine. “Building a concrete foundation| A mixed-method study of teaching styles and the use of concrete, representational, and abstract mathematics instruction.” 2012. Thesis, Capella University. Accessed May 27, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3517254.

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

MLA Handbook (7th Edition):

Thigpen, L Christine. “Building a concrete foundation| A mixed-method study of teaching styles and the use of concrete, representational, and abstract mathematics instruction.” 2012. Web. 27 May 2019.

Vancouver:

Thigpen LC. Building a concrete foundation| A mixed-method study of teaching styles and the use of concrete, representational, and abstract mathematics instruction. [Internet] [Thesis]. Capella University; 2012. [cited 2019 May 27]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3517254.

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

Council of Science Editors:

Thigpen LC. Building a concrete foundation| A mixed-method study of teaching styles and the use of concrete, representational, and abstract mathematics instruction. [Thesis]. Capella University; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3517254

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

17. Gonzalez, Eric Ivan Figueroa. Estrategias cognitivas y sociales usadas por estudiantes de nivel elemental durante la solucion de problemas matematicos.

Degree: 2016, University of Puerto Rico, Rio Piedras (Puerto Rico)

  Esta investigación estudió las estrategias de solución de problemas y estrategias sociales que utilizan estudiantes de nivel elemental cuando resuelven problemas matemáticos. Además, se… (more)

Subjects/Keywords: Mathematics education; Middle school education

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APA (6th Edition):

Gonzalez, E. I. F. (2016). Estrategias cognitivas y sociales usadas por estudiantes de nivel elemental durante la solucion de problemas matematicos. (Thesis). University of Puerto Rico, Rio Piedras (Puerto Rico). Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10009708

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):

Gonzalez, Eric Ivan Figueroa. “Estrategias cognitivas y sociales usadas por estudiantes de nivel elemental durante la solucion de problemas matematicos.” 2016. Thesis, University of Puerto Rico, Rio Piedras (Puerto Rico). Accessed May 27, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10009708.

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

MLA Handbook (7th Edition):

Gonzalez, Eric Ivan Figueroa. “Estrategias cognitivas y sociales usadas por estudiantes de nivel elemental durante la solucion de problemas matematicos.” 2016. Web. 27 May 2019.

Vancouver:

Gonzalez EIF. Estrategias cognitivas y sociales usadas por estudiantes de nivel elemental durante la solucion de problemas matematicos. [Internet] [Thesis]. University of Puerto Rico, Rio Piedras (Puerto Rico); 2016. [cited 2019 May 27]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10009708.

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

Council of Science Editors:

Gonzalez EIF. Estrategias cognitivas y sociales usadas por estudiantes de nivel elemental durante la solucion de problemas matematicos. [Thesis]. University of Puerto Rico, Rio Piedras (Puerto Rico); 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10009708

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


University of Georgia

18. Wynne, Brian David. Beliefs and knowledge of middle grades teachers regarding functions: two case studies.

Degree: PhD, Mathematics Education, 2008, University of Georgia

 The study of teaching mathematics is a complex endeavor. In fact, attempting to understand how teachers orchestrate mathematically sound, engaging, and meaningful lessons often generates… (more)

Subjects/Keywords: Middle School Mathematics Teaching

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

APA (6th Edition):

Wynne, B. D. (2008). Beliefs and knowledge of middle grades teachers regarding functions: two case studies. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/wynne_brian_d_200812_phd

Chicago Manual of Style (16th Edition):

Wynne, Brian David. “Beliefs and knowledge of middle grades teachers regarding functions: two case studies.” 2008. Doctoral Dissertation, University of Georgia. Accessed May 27, 2019. http://purl.galileo.usg.edu/uga_etd/wynne_brian_d_200812_phd.

MLA Handbook (7th Edition):

Wynne, Brian David. “Beliefs and knowledge of middle grades teachers regarding functions: two case studies.” 2008. Web. 27 May 2019.

Vancouver:

Wynne BD. Beliefs and knowledge of middle grades teachers regarding functions: two case studies. [Internet] [Doctoral dissertation]. University of Georgia; 2008. [cited 2019 May 27]. Available from: http://purl.galileo.usg.edu/uga_etd/wynne_brian_d_200812_phd.

Council of Science Editors:

Wynne BD. Beliefs and knowledge of middle grades teachers regarding functions: two case studies. [Doctoral Dissertation]. University of Georgia; 2008. Available from: http://purl.galileo.usg.edu/uga_etd/wynne_brian_d_200812_phd

19. Tijerina, Patricia Aurora. The impact of the bring your own device program on academic achievement in mathematics in a sample of 7th graders: an explanatory sequential mixed methods inquiry .

Degree: 2017, Texas A&M University – Corpus Christi

 The State of Texas Assessments of Academic Readiness (STAAR) and Bring Your Own Device (BYOD) program were among the major topics of interest in Texas… (more)

Subjects/Keywords: BYOD; Mathematics; Middle School

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APA (6th Edition):

Tijerina, P. A. (2017). The impact of the bring your own device program on academic achievement in mathematics in a sample of 7th graders: an explanatory sequential mixed methods inquiry . (Thesis). Texas A&M University – Corpus Christi. Retrieved from http://hdl.handle.net/1969.6/3801

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):

Tijerina, Patricia Aurora. “The impact of the bring your own device program on academic achievement in mathematics in a sample of 7th graders: an explanatory sequential mixed methods inquiry .” 2017. Thesis, Texas A&M University – Corpus Christi. Accessed May 27, 2019. http://hdl.handle.net/1969.6/3801.

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

MLA Handbook (7th Edition):

Tijerina, Patricia Aurora. “The impact of the bring your own device program on academic achievement in mathematics in a sample of 7th graders: an explanatory sequential mixed methods inquiry .” 2017. Web. 27 May 2019.

Vancouver:

Tijerina PA. The impact of the bring your own device program on academic achievement in mathematics in a sample of 7th graders: an explanatory sequential mixed methods inquiry . [Internet] [Thesis]. Texas A&M University – Corpus Christi; 2017. [cited 2019 May 27]. Available from: http://hdl.handle.net/1969.6/3801.

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

Council of Science Editors:

Tijerina PA. The impact of the bring your own device program on academic achievement in mathematics in a sample of 7th graders: an explanatory sequential mixed methods inquiry . [Thesis]. Texas A&M University – Corpus Christi; 2017. Available from: http://hdl.handle.net/1969.6/3801

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

20. Paddack, Megan. The process of making meaning: The interplay between teachers' knowledge of mathematical proofs and their classroom practices.

Degree: PhD, 2009, University of New Hampshire

  The purpose of this study was to investigate and describe how middle school mathematics teachers make meaning of proofs and the process of proving… (more)

Subjects/Keywords: Education; Mathematics; Education; Middle School

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APA (6th Edition):

Paddack, M. (2009). The process of making meaning: The interplay between teachers' knowledge of mathematical proofs and their classroom practices. (Doctoral Dissertation). University of New Hampshire. Retrieved from https://scholars.unh.edu/dissertation/500

Chicago Manual of Style (16th Edition):

Paddack, Megan. “The process of making meaning: The interplay between teachers' knowledge of mathematical proofs and their classroom practices.” 2009. Doctoral Dissertation, University of New Hampshire. Accessed May 27, 2019. https://scholars.unh.edu/dissertation/500.

MLA Handbook (7th Edition):

Paddack, Megan. “The process of making meaning: The interplay between teachers' knowledge of mathematical proofs and their classroom practices.” 2009. Web. 27 May 2019.

Vancouver:

Paddack M. The process of making meaning: The interplay between teachers' knowledge of mathematical proofs and their classroom practices. [Internet] [Doctoral dissertation]. University of New Hampshire; 2009. [cited 2019 May 27]. Available from: https://scholars.unh.edu/dissertation/500.

Council of Science Editors:

Paddack M. The process of making meaning: The interplay between teachers' knowledge of mathematical proofs and their classroom practices. [Doctoral Dissertation]. University of New Hampshire; 2009. Available from: https://scholars.unh.edu/dissertation/500

21. Gilman, Jennifer. Have You Met Ric? .

Degree: 2013, SUNY College at Fredonia

 This research explores misconceptions about metric conversion and the difficulties behind metric unit estimation. It was believed that middle school students would be able to… (more)

Subjects/Keywords: Metric system  – Conversion tables.; Mathematics  – Study and teaching (Middle school).; Mathematics  – Problems, exercises, etc.; Math Teachers  – Training of.

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APA (6th Edition):

Gilman, J. (2013). Have You Met Ric? . (Masters Thesis). SUNY College at Fredonia. Retrieved from http://hdl.handle.net/1951/62652

Chicago Manual of Style (16th Edition):

Gilman, Jennifer. “Have You Met Ric? .” 2013. Masters Thesis, SUNY College at Fredonia. Accessed May 27, 2019. http://hdl.handle.net/1951/62652.

MLA Handbook (7th Edition):

Gilman, Jennifer. “Have You Met Ric? .” 2013. Web. 27 May 2019.

Vancouver:

Gilman J. Have You Met Ric? . [Internet] [Masters thesis]. SUNY College at Fredonia; 2013. [cited 2019 May 27]. Available from: http://hdl.handle.net/1951/62652.

Council of Science Editors:

Gilman J. Have You Met Ric? . [Masters Thesis]. SUNY College at Fredonia; 2013. Available from: http://hdl.handle.net/1951/62652


University of North Texas

22. Chung, Chih-Hung. Investigating Teachers’ Backgrounds and Instructional Practices to Improve Mathematics Teacher Training Programs.

Degree: 2015, University of North Texas

 In recent years, considerable concern has arisen over cross-national student’s math achievement. A number of studies focusing on eighth grade student’s math achievement have been… (more)

Subjects/Keywords: math achievement; in-service teacher training; cross-national; instructional practices; Mathematics  – Study and teaching (Middle school); Mathematics teachers  – Training of.

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

APA (6th Edition):

Chung, C. (2015). Investigating Teachers’ Backgrounds and Instructional Practices to Improve Mathematics Teacher Training Programs. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc799534/

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):

Chung, Chih-Hung. “Investigating Teachers’ Backgrounds and Instructional Practices to Improve Mathematics Teacher Training Programs.” 2015. Thesis, University of North Texas. Accessed May 27, 2019. https://digital.library.unt.edu/ark:/67531/metadc799534/.

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

MLA Handbook (7th Edition):

Chung, Chih-Hung. “Investigating Teachers’ Backgrounds and Instructional Practices to Improve Mathematics Teacher Training Programs.” 2015. Web. 27 May 2019.

Vancouver:

Chung C. Investigating Teachers’ Backgrounds and Instructional Practices to Improve Mathematics Teacher Training Programs. [Internet] [Thesis]. University of North Texas; 2015. [cited 2019 May 27]. Available from: https://digital.library.unt.edu/ark:/67531/metadc799534/.

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

Council of Science Editors:

Chung C. Investigating Teachers’ Backgrounds and Instructional Practices to Improve Mathematics Teacher Training Programs. [Thesis]. University of North Texas; 2015. Available from: https://digital.library.unt.edu/ark:/67531/metadc799534/

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


Florida Atlantic University

23. Perez, Barbara. Teacher quality and teaching quality of 7th-grade Algebra 1 Honors teachers.

Degree: PhD, 2013, Florida Atlantic University

Summary: With more and more focus on accountability, algebra achievement has become a major focus of math curriculum developers. In many states, students are expected… (more)

Subjects/Keywords: Mathematics – Study and teaching (Middle school); Educational tests and measurements; Teachers, Training of – United States; Communication in mathematics

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

APA (6th Edition):

Perez, B. (2013). Teacher quality and teaching quality of 7th-grade Algebra 1 Honors teachers. (Doctoral Dissertation). Florida Atlantic University. Retrieved from http://purl.flvc.org/fcla/dt/3360970

Chicago Manual of Style (16th Edition):

Perez, Barbara. “Teacher quality and teaching quality of 7th-grade Algebra 1 Honors teachers.” 2013. Doctoral Dissertation, Florida Atlantic University. Accessed May 27, 2019. http://purl.flvc.org/fcla/dt/3360970.

MLA Handbook (7th Edition):

Perez, Barbara. “Teacher quality and teaching quality of 7th-grade Algebra 1 Honors teachers.” 2013. Web. 27 May 2019.

Vancouver:

Perez B. Teacher quality and teaching quality of 7th-grade Algebra 1 Honors teachers. [Internet] [Doctoral dissertation]. Florida Atlantic University; 2013. [cited 2019 May 27]. Available from: http://purl.flvc.org/fcla/dt/3360970.

Council of Science Editors:

Perez B. Teacher quality and teaching quality of 7th-grade Algebra 1 Honors teachers. [Doctoral Dissertation]. Florida Atlantic University; 2013. Available from: http://purl.flvc.org/fcla/dt/3360970


Northeastern University

24. Pincince, Debra L. Participation in professional development and its role in the implementation of differentiated instructions in the middle school classroom.

Degree: EdD, School of Education, 2016, Northeastern University

 Students across Massachusetts, including those attending the middle school studied, have not been meeting state proficiency targets in mathematics and English language arts. Research indicates… (more)

Subjects/Keywords: differentiated instruction; formative assessment; student achievement; Individualized instruction; Middle school teachers; Training of; Middle school teachers; In-service training; Mathematics; Study and teaching (Middle school); Language arts (Middle school); Academic achievement

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

APA (6th Edition):

Pincince, D. L. (2016). Participation in professional development and its role in the implementation of differentiated instructions in the middle school classroom. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20209085

Chicago Manual of Style (16th Edition):

Pincince, Debra L. “Participation in professional development and its role in the implementation of differentiated instructions in the middle school classroom.” 2016. Doctoral Dissertation, Northeastern University. Accessed May 27, 2019. http://hdl.handle.net/2047/D20209085.

MLA Handbook (7th Edition):

Pincince, Debra L. “Participation in professional development and its role in the implementation of differentiated instructions in the middle school classroom.” 2016. Web. 27 May 2019.

Vancouver:

Pincince DL. Participation in professional development and its role in the implementation of differentiated instructions in the middle school classroom. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 May 27]. Available from: http://hdl.handle.net/2047/D20209085.

Council of Science Editors:

Pincince DL. Participation in professional development and its role in the implementation of differentiated instructions in the middle school classroom. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20209085


University of Florida

25. Haynes, Jessica S. School-Level Autonomy Who Participates and Who Benefits.

Degree: PhD, Economics, 2013, University of Florida

School-level budgetary autonomy grants traditional public school principals increased control to manage the budget of the schools they lead.  Increased school-level autonomy is being implemented… (more)

Subjects/Keywords: Charter schools; Mathematics; Middle schools; Risk aversion; School principals; School size; Schools; Students; Teachers; Test scores; autonomy  – education

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APA (6th Edition):

Haynes, J. S. (2013). School-Level Autonomy Who Participates and Who Benefits. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0045358

Chicago Manual of Style (16th Edition):

Haynes, Jessica S. “School-Level Autonomy Who Participates and Who Benefits.” 2013. Doctoral Dissertation, University of Florida. Accessed May 27, 2019. http://ufdc.ufl.edu/UFE0045358.

MLA Handbook (7th Edition):

Haynes, Jessica S. “School-Level Autonomy Who Participates and Who Benefits.” 2013. Web. 27 May 2019.

Vancouver:

Haynes JS. School-Level Autonomy Who Participates and Who Benefits. [Internet] [Doctoral dissertation]. University of Florida; 2013. [cited 2019 May 27]. Available from: http://ufdc.ufl.edu/UFE0045358.

Council of Science Editors:

Haynes JS. School-Level Autonomy Who Participates and Who Benefits. [Doctoral Dissertation]. University of Florida; 2013. Available from: http://ufdc.ufl.edu/UFE0045358


Northeastern University

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

Degree: EdD, College of Professional Studies. School of Education, 2014, Northeastern University

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Wiley, Kerry. “Middle school mathematics teachers' use of advanced mathematical knowledge in practice; Middle school mathematics teachers' use of advanced mathematical knowledge in practice: an interpretative phenomenological analysis; an interpretive phenomenological analysis.” 2014. Masters Thesis, Northeastern University. Accessed May 27, 2019. http://hdl.handle.net/2047/d20018708.

MLA Handbook (7th Edition):

Wiley, Kerry. “Middle school mathematics teachers' use of advanced mathematical knowledge in practice; Middle school mathematics teachers' use of advanced mathematical knowledge in practice: an interpretative phenomenological analysis; an interpretive phenomenological analysis.” 2014. Web. 27 May 2019.

Vancouver:

Wiley K. Middle school mathematics teachers' use of advanced mathematical knowledge in practice; Middle school mathematics teachers' use of advanced mathematical knowledge in practice: an interpretative phenomenological analysis; an interpretive phenomenological analysis. [Internet] [Masters thesis]. Northeastern University; 2014. [cited 2019 May 27]. Available from: http://hdl.handle.net/2047/d20018708.

Council of Science Editors:

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

27. Enoch, Sarah Elizabeth. Impact of Teachers' Planned Questions on Opportunities for Students to Reason Mathematically in Whole-class Discussions Around Mathematical Problem-solving Tasks.

Degree: PhD, Mathematics and Statistics, 2013, Portland State University

  While professional developers have been encouraging teachers to plan for discourse around problem solving tasks as a way to orchestrate mathematically productive discourse (Stein,… (more)

Subjects/Keywords: Mathematics  – Study and teaching (Middle school); Problem solving  – Study and teaching (Middle school); Discussion  – Study and teaching (Middle school); Mathematics teachers  – Training of; Curriculum and Instruction; Educational Methods; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Enoch, S. E. (2013). Impact of Teachers' Planned Questions on Opportunities for Students to Reason Mathematically in Whole-class Discussions Around Mathematical Problem-solving Tasks. (Doctoral Dissertation). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/1063

Chicago Manual of Style (16th Edition):

Enoch, Sarah Elizabeth. “Impact of Teachers' Planned Questions on Opportunities for Students to Reason Mathematically in Whole-class Discussions Around Mathematical Problem-solving Tasks.” 2013. Doctoral Dissertation, Portland State University. Accessed May 27, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/1063.

MLA Handbook (7th Edition):

Enoch, Sarah Elizabeth. “Impact of Teachers' Planned Questions on Opportunities for Students to Reason Mathematically in Whole-class Discussions Around Mathematical Problem-solving Tasks.” 2013. Web. 27 May 2019.

Vancouver:

Enoch SE. Impact of Teachers' Planned Questions on Opportunities for Students to Reason Mathematically in Whole-class Discussions Around Mathematical Problem-solving Tasks. [Internet] [Doctoral dissertation]. Portland State University; 2013. [cited 2019 May 27]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/1063.

Council of Science Editors:

Enoch SE. Impact of Teachers' Planned Questions on Opportunities for Students to Reason Mathematically in Whole-class Discussions Around Mathematical Problem-solving Tasks. [Doctoral Dissertation]. Portland State University; 2013. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/1063


University of Vermont

28. Long, Anita M. Engaging and Disengaging: a Qualitative Study of Middle School Girls and Mathematics.

Degree: Doctor of Education (EdD), Educational Leadership and Policy Studies, 2011, University of Vermont

 The purpose of this study was to learn about the underlying factors that might help to explain differences in performance and engagement among middle school(more)

Subjects/Keywords: Middle school mathematics; mathematics engagement; Middle school girls.women

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APA (6th Edition):

Long, A. M. (2011). Engaging and Disengaging: a Qualitative Study of Middle School Girls and Mathematics. (Thesis). University of Vermont. Retrieved from https://scholarworks.uvm.edu/graddis/140

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):

Long, Anita M. “Engaging and Disengaging: a Qualitative Study of Middle School Girls and Mathematics.” 2011. Thesis, University of Vermont. Accessed May 27, 2019. https://scholarworks.uvm.edu/graddis/140.

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

MLA Handbook (7th Edition):

Long, Anita M. “Engaging and Disengaging: a Qualitative Study of Middle School Girls and Mathematics.” 2011. Web. 27 May 2019.

Vancouver:

Long AM. Engaging and Disengaging: a Qualitative Study of Middle School Girls and Mathematics. [Internet] [Thesis]. University of Vermont; 2011. [cited 2019 May 27]. Available from: https://scholarworks.uvm.edu/graddis/140.

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

Council of Science Editors:

Long AM. Engaging and Disengaging: a Qualitative Study of Middle School Girls and Mathematics. [Thesis]. University of Vermont; 2011. Available from: https://scholarworks.uvm.edu/graddis/140

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


University of New Orleans

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Theriot, Alyson A. “A Phenomenological Case Study of Teacher and Student Descriptions of the Use of Read-Alouds in Middle School.” 2018. Doctoral Dissertation, University of New Orleans. Accessed May 27, 2019. https://scholarworks.uno.edu/td/2498.

MLA Handbook (7th Edition):

Theriot, Alyson A. “A Phenomenological Case Study of Teacher and Student Descriptions of the Use of Read-Alouds in Middle School.” 2018. Web. 27 May 2019.

Vancouver:

Theriot AA. A Phenomenological Case Study of Teacher and Student Descriptions of the Use of Read-Alouds in Middle School. [Internet] [Doctoral dissertation]. University of New Orleans; 2018. [cited 2019 May 27]. Available from: https://scholarworks.uno.edu/td/2498.

Council of Science Editors:

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

30. Vaughn, Christy H. Middle School Mathematics Students' Perspectives on the Study of Mathematics.

Degree: 2012, Walden University

  This qualitative study addressed the perceptions toward the study of mathematics by middle school students who had formerly been in a remedial mathematics program.… (more)

Subjects/Keywords: Education, Mathematics; Mathematics; Education, Middle School

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

APA (6th Edition):

Vaughn, C. H. (2012). Middle School Mathematics Students' Perspectives on the Study of Mathematics. (Thesis). Walden University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3494607

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):

Vaughn, Christy H. “Middle School Mathematics Students' Perspectives on the Study of Mathematics.” 2012. Thesis, Walden University. Accessed May 27, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3494607.

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

MLA Handbook (7th Edition):

Vaughn, Christy H. “Middle School Mathematics Students' Perspectives on the Study of Mathematics.” 2012. Web. 27 May 2019.

Vancouver:

Vaughn CH. Middle School Mathematics Students' Perspectives on the Study of Mathematics. [Internet] [Thesis]. Walden University; 2012. [cited 2019 May 27]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3494607.

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

Council of Science Editors:

Vaughn CH. Middle School Mathematics Students' Perspectives on the Study of Mathematics. [Thesis]. Walden University; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3494607

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

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