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You searched for subject:(Middle school teachers). Showing records 1 – 30 of 286 total matches.

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University of Georgia

1. 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 April 23, 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. 23 Apr 2019.

Vancouver:

Lawrence MN. Preservice teachers' negotiation of middle school science teaching identity. [Internet] [Doctoral dissertation]. University of Georgia; 2007. [cited 2019 Apr 23]. 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 New Orleans

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Theriot, Alyson A. “A Phenomenological Case Study of Teacher and Student Descriptions of the Use of Read-Alouds in Middle School.” 2018. Doctoral Dissertation, University of New Orleans. Accessed April 23, 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. 23 Apr 2019.

Vancouver:

Theriot AA. A Phenomenological Case Study of Teacher and Student Descriptions of the Use of Read-Alouds in Middle School. [Internet] [Doctoral dissertation]. University of New Orleans; 2018. [cited 2019 Apr 23]. 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


University of Missouri – Columbia

3. Dunham, Rhonda, 1955-. Teacher perceptions regarding the influence block scheduling has on student learning as compared to traditional scheduling in middle schools.

Degree: 2009, University of Missouri – Columbia

 The purpose of this study was to compare middle school teachers' perceptions on student learning in A/B block schedules and traditional schedules in schools with… (more)

Subjects/Keywords: Middle school teachers  – Attitudes; Block scheduling (Education); Middle school education

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APA (6th Edition):

Dunham, Rhonda, 1. (2009). Teacher perceptions regarding the influence block scheduling has on student learning as compared to traditional scheduling in middle schools. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/7012

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):

Dunham, Rhonda, 1955-. “Teacher perceptions regarding the influence block scheduling has on student learning as compared to traditional scheduling in middle schools.” 2009. Thesis, University of Missouri – Columbia. Accessed April 23, 2019. http://hdl.handle.net/10355/7012.

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

MLA Handbook (7th Edition):

Dunham, Rhonda, 1955-. “Teacher perceptions regarding the influence block scheduling has on student learning as compared to traditional scheduling in middle schools.” 2009. Web. 23 Apr 2019.

Vancouver:

Dunham, Rhonda 1. Teacher perceptions regarding the influence block scheduling has on student learning as compared to traditional scheduling in middle schools. [Internet] [Thesis]. University of Missouri – Columbia; 2009. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10355/7012.

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

Council of Science Editors:

Dunham, Rhonda 1. Teacher perceptions regarding the influence block scheduling has on student learning as compared to traditional scheduling in middle schools. [Thesis]. University of Missouri – Columbia; 2009. Available from: http://hdl.handle.net/10355/7012

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


Oregon State University

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

Degree: PhD, Education, 2011, Oregon State University

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Bamford, Barbara JoAnne Dehm. “Instructional coaching and disciplinary literacy : an examination of the engagement of secondary content-area teachers in professional development.” 2011. Doctoral Dissertation, Oregon State University. Accessed April 23, 2019. http://hdl.handle.net/1957/21424.

MLA Handbook (7th Edition):

Bamford, Barbara JoAnne Dehm. “Instructional coaching and disciplinary literacy : an examination of the engagement of secondary content-area teachers in professional development.” 2011. Web. 23 Apr 2019.

Vancouver:

Bamford BJD. Instructional coaching and disciplinary literacy : an examination of the engagement of secondary content-area teachers in professional development. [Internet] [Doctoral dissertation]. Oregon State University; 2011. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1957/21424.

Council of Science Editors:

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


Michigan State University

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

Degree: 2015, Michigan State University

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

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

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

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Roller, Sarah Ann. “Learning about teaching from mentor-intern conversations : does the form and focus matter?.” 2015. Thesis, Michigan State University. Accessed April 23, 2019. http://etd.lib.msu.edu/islandora/object/etd:3567.

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

MLA Handbook (7th Edition):

Roller, Sarah Ann. “Learning about teaching from mentor-intern conversations : does the form and focus matter?.” 2015. Web. 23 Apr 2019.

Vancouver:

Roller SA. Learning about teaching from mentor-intern conversations : does the form and focus matter?. [Internet] [Thesis]. Michigan State University; 2015. [cited 2019 Apr 23]. Available from: http://etd.lib.msu.edu/islandora/object/etd:3567.

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

Council of Science Editors:

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

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


George Mason University

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

Degree: 2010, George Mason University

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Fuhrman, Caroline D. “Current “Voices from the inside”: Hearing the voices of teachers and students about caring in the classroom .” 2010. Thesis, George Mason University. Accessed April 23, 2019. http://hdl.handle.net/1920/5893.

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

MLA Handbook (7th Edition):

Fuhrman, Caroline D. “Current “Voices from the inside”: Hearing the voices of teachers and students about caring in the classroom .” 2010. Web. 23 Apr 2019.

Vancouver:

Fuhrman CD. Current “Voices from the inside”: Hearing the voices of teachers and students about caring in the classroom . [Internet] [Thesis]. George Mason University; 2010. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1920/5893.

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

Council of Science Editors:

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

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


University of Central Florida

7. 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 April 23, 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. 23 Apr 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 Apr 23]. 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


Colorado State University

8. MacTaggart, Ryan. Teachers' lived experiences of Responsible Leadership : a transcendental phenomenological study.

Degree: PhD, Education, 2018, Colorado State University

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

Subjects/Keywords: phenomenology; school leadership; middle school; teachers; Responsible Leadership

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

MacTaggart, Ryan. “Teachers' lived experiences of Responsible Leadership : a transcendental phenomenological study.” 2018. Doctoral Dissertation, Colorado State University. Accessed April 23, 2019. http://hdl.handle.net/10217/191291.

MLA Handbook (7th Edition):

MacTaggart, Ryan. “Teachers' lived experiences of Responsible Leadership : a transcendental phenomenological study.” 2018. Web. 23 Apr 2019.

Vancouver:

MacTaggart R. Teachers' lived experiences of Responsible Leadership : a transcendental phenomenological study. [Internet] [Doctoral dissertation]. Colorado State University; 2018. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10217/191291.

Council of Science Editors:

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


University of Missouri – Columbia

9. Witt, David J. (David John), 1975-. An exploratory study of professional development experiences for new middle school science teachers in a suburban school district.

Degree: 2009, University of Missouri – Columbia

 This case study analyzes interview data for the perceived support of professional development provided to new science teachers by a large suburban school district. Twelve… (more)

Subjects/Keywords: Science teachers  – Training of; Middle school teachers  – Training of; First year teachers  – Training of

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APA (6th Edition):

Witt, David J. (David John), 1. (2009). An exploratory study of professional development experiences for new middle school science teachers in a suburban school district. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/6162

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):

Witt, David J. (David John), 1975-. “An exploratory study of professional development experiences for new middle school science teachers in a suburban school district.” 2009. Thesis, University of Missouri – Columbia. Accessed April 23, 2019. http://hdl.handle.net/10355/6162.

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

MLA Handbook (7th Edition):

Witt, David J. (David John), 1975-. “An exploratory study of professional development experiences for new middle school science teachers in a suburban school district.” 2009. Web. 23 Apr 2019.

Vancouver:

Witt, David J. (David John) 1. An exploratory study of professional development experiences for new middle school science teachers in a suburban school district. [Internet] [Thesis]. University of Missouri – Columbia; 2009. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10355/6162.

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

Council of Science Editors:

Witt, David J. (David John) 1. An exploratory study of professional development experiences for new middle school science teachers in a suburban school district. [Thesis]. University of Missouri – Columbia; 2009. Available from: http://hdl.handle.net/10355/6162

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


University of Arizona

10. 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 April 23, 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. 23 Apr 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 Apr 23]. 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

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

Degree: PhD, 2012, Ball State University

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Koloi-Keaikitse, Setlhomo. “Classroom assessment practices : a survey of Botswana primary and secondary school teachers.” 2012. Doctoral Dissertation, Ball State University. Accessed April 23, 2019. http://cardinalscholar.bsu.edu/handle/123456789/195866.

MLA Handbook (7th Edition):

Koloi-Keaikitse, Setlhomo. “Classroom assessment practices : a survey of Botswana primary and secondary school teachers.” 2012. Web. 23 Apr 2019.

Vancouver:

Koloi-Keaikitse S. Classroom assessment practices : a survey of Botswana primary and secondary school teachers. [Internet] [Doctoral dissertation]. Ball State University; 2012. [cited 2019 Apr 23]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/195866.

Council of Science Editors:

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


Michigan State University

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

Degree: 2016, Michigan State University

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

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

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

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Pippin, James Derrill. “Teacher recruitment and retention in a high-stakes era : the case of Michigan.” 2016. Thesis, Michigan State University. Accessed April 23, 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. 23 Apr 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 Apr 23]. Available from: http://etd.lib.msu.edu/islandora/object/etd:4086.

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

Council of Science Editors:

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

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


University of Illinois – Urbana-Champaign

13. 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 23, 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. 23 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 23]. 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


Western Carolina University

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

Degree: 2011, Western Carolina University

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Younce, Elizabeth S. “Middle school teacher attitudes toward the achievement of English language learners.” 2011. Doctoral Dissertation, Western Carolina University. Accessed April 23, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=7885.

MLA Handbook (7th Edition):

Younce, Elizabeth S. “Middle school teacher attitudes toward the achievement of English language learners.” 2011. Web. 23 Apr 2019.

Vancouver:

Younce ES. Middle school teacher attitudes toward the achievement of English language learners. [Internet] [Doctoral dissertation]. Western Carolina University; 2011. [cited 2019 Apr 23]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=7885.

Council of Science Editors:

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


Michigan State University

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

Degree: 2015, Michigan State University

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

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

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

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Lane, John Loren. “Teacher sensemaking in crowded reform environments.” 2015. Thesis, Michigan State University. Accessed April 23, 2019. http://etd.lib.msu.edu/islandora/object/etd:2595.

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

MLA Handbook (7th Edition):

Lane, John Loren. “Teacher sensemaking in crowded reform environments.” 2015. Web. 23 Apr 2019.

Vancouver:

Lane JL. Teacher sensemaking in crowded reform environments. [Internet] [Thesis]. Michigan State University; 2015. [cited 2019 Apr 23]. Available from: http://etd.lib.msu.edu/islandora/object/etd:2595.

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

Council of Science Editors:

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

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


Utah Valley University

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

Degree: 2011, Utah Valley University

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

55 p. 22 cm.

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

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Smith, Cory G. “Middle School Students' Perceptions of Teacher Immediacy Behaviors and their Effect on Motivation.” 2011. Thesis, Utah Valley University. Accessed April 23, 2019. http://contentdm.uvu.edu:81/u?/UVUTheses,550.

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

MLA Handbook (7th Edition):

Smith, Cory G. “Middle School Students' Perceptions of Teacher Immediacy Behaviors and their Effect on Motivation.” 2011. Web. 23 Apr 2019.

Vancouver:

Smith CG. Middle School Students' Perceptions of Teacher Immediacy Behaviors and their Effect on Motivation. [Internet] [Thesis]. Utah Valley University; 2011. [cited 2019 Apr 23]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,550.

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

Council of Science Editors:

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

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


University of Southern California

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

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

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

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

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APA (6th Edition):

Noah, T. O. (2012). Middle school teachers' perceptions of cyberbullying. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/56457/rec/4076

Chicago Manual of Style (16th Edition):

Noah, Tolulope Omolara. “Middle school teachers' perceptions of cyberbullying.” 2012. Doctoral Dissertation, University of Southern California. Accessed April 23, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/56457/rec/4076.

MLA Handbook (7th Edition):

Noah, Tolulope Omolara. “Middle school teachers' perceptions of cyberbullying.” 2012. Web. 23 Apr 2019.

Vancouver:

Noah TO. Middle school teachers' perceptions of cyberbullying. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Apr 23]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/56457/rec/4076.

Council of Science Editors:

Noah TO. Middle school teachers' perceptions of cyberbullying. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/56457/rec/4076


University of Arizona

18. 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 April 23, 2019. http://hdl.handle.net/10150/621172.

MLA Handbook (7th Edition):

Been, Amy L. “Teacher Views of Mathematical Modeling .” 2016. Web. 23 Apr 2019.

Vancouver:

Been AL. Teacher Views of Mathematical Modeling . [Internet] [Masters thesis]. University of Arizona; 2016. [cited 2019 Apr 23]. 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


Montana State University

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

Degree: Graduate School, 2014, Montana State University

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

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

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Abernethy, Joshua David. “Effects of student reflective writing on understanding of middle school science concepts.” 2014. Thesis, Montana State University. Accessed April 23, 2019. https://scholarworks.montana.edu/xmlui/handle/1/3531.

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

MLA Handbook (7th Edition):

Abernethy, Joshua David. “Effects of student reflective writing on understanding of middle school science concepts.” 2014. Web. 23 Apr 2019.

Vancouver:

Abernethy JD. Effects of student reflective writing on understanding of middle school science concepts. [Internet] [Thesis]. Montana State University; 2014. [cited 2019 Apr 23]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3531.

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

Council of Science Editors:

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

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


Oregon State University

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

Degree: PhD, Education, 1993, Oregon State University

Subjects/Keywords: Middle school teachers  – China  – Attitudes

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Liou, Horng-Hwang. “Attitudes toward computers of ROC public middle school teachers.” 1993. Doctoral Dissertation, Oregon State University. Accessed April 23, 2019. http://hdl.handle.net/1957/19344.

MLA Handbook (7th Edition):

Liou, Horng-Hwang. “Attitudes toward computers of ROC public middle school teachers.” 1993. Web. 23 Apr 2019.

Vancouver:

Liou H. Attitudes toward computers of ROC public middle school teachers. [Internet] [Doctoral dissertation]. Oregon State University; 1993. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1957/19344.

Council of Science Editors:

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


Montana State University

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

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

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Kessler, Aaron William. “Classroom climate in a rural school context: reflection, modification, and improvement in the science classroom.” 2018. Thesis, Montana State University. Accessed April 23, 2019. https://scholarworks.montana.edu/xmlui/handle/1/14786.

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

MLA Handbook (7th Edition):

Kessler, Aaron William. “Classroom climate in a rural school context: reflection, modification, and improvement in the science classroom.” 2018. Web. 23 Apr 2019.

Vancouver:

Kessler AW. Classroom climate in a rural school context: reflection, modification, and improvement in the science classroom. [Internet] [Thesis]. Montana State University; 2018. [cited 2019 Apr 23]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14786.

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

Council of Science Editors:

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

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


Western Carolina University

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

Degree: 2011, Western Carolina University

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Robinson, Martha Harrill. “Middle school teachers' perceptions of professional development experiences.” 2011. Doctoral Dissertation, Western Carolina University. Accessed April 23, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=7875.

MLA Handbook (7th Edition):

Robinson, Martha Harrill. “Middle school teachers' perceptions of professional development experiences.” 2011. Web. 23 Apr 2019.

Vancouver:

Robinson MH. Middle school teachers' perceptions of professional development experiences. [Internet] [Doctoral dissertation]. Western Carolina University; 2011. [cited 2019 Apr 23]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=7875.

Council of Science Editors:

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


Texas A&M University

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Baker, Sarah Elizabeth. “Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms.” 2018. Doctoral Dissertation, Texas A&M University. Accessed April 23, 2019. http://hdl.handle.net/1969.1/173862.

MLA Handbook (7th Edition):

Baker, Sarah Elizabeth. “Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms.” 2018. Web. 23 Apr 2019.

Vancouver:

Baker SE. Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1969.1/173862.

Council of Science Editors:

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


Texas A&M University

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

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

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

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

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APA (6th Edition):

Baker, S. E. (2018). Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/173767

Chicago Manual of Style (16th Edition):

Baker, Sarah Elizabeth. “Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms.” 2018. Doctoral Dissertation, Texas A&M University. Accessed April 23, 2019. http://hdl.handle.net/1969.1/173767.

MLA Handbook (7th Edition):

Baker, Sarah Elizabeth. “Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms.” 2018. Web. 23 Apr 2019.

Vancouver:

Baker SE. Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1969.1/173767.

Council of Science Editors:

Baker SE. Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/173767


University of Georgia

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

Degree: EdD, Workforce Education, 2018, University of Georgia

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Harbin, Tonia Lynn. “Influence of teacher attire on middle school students' academic achievement and behavior.” 2018. Doctoral Dissertation, University of Georgia. Accessed April 23, 2019. http://hdl.handle.net/10724/38358.

MLA Handbook (7th Edition):

Harbin, Tonia Lynn. “Influence of teacher attire on middle school students' academic achievement and behavior.” 2018. Web. 23 Apr 2019.

Vancouver:

Harbin TL. Influence of teacher attire on middle school students' academic achievement and behavior. [Internet] [Doctoral dissertation]. University of Georgia; 2018. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/10724/38358.

Council of Science Editors:

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

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

Degree: 2016, University of Missouri – Columbia

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

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

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APA (6th Edition):

Prewett, S. L. (2016). Predicting the quality of middle schoolers' teacher relationships. (Thesis). University of Missouri – Columbia. Retrieved from 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 April 23, 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. 23 Apr 2019.

Vancouver:

Prewett SL. Predicting the quality of middle schoolers' teacher relationships. [Internet] [Thesis]. University of Missouri – Columbia; 2016. [cited 2019 Apr 23]. 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


Montana State University

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

Degree: 1978, Montana State University

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Eakman, Donavan Cleve. “A survey in map study skills of sixth grade students and teachers.” 1978. Thesis, Montana State University. Accessed April 23, 2019. https://scholarworks.montana.edu/xmlui/handle/1/11183.

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

MLA Handbook (7th Edition):

Eakman, Donavan Cleve. “A survey in map study skills of sixth grade students and teachers.” 1978. Web. 23 Apr 2019.

Vancouver:

Eakman DC. A survey in map study skills of sixth grade students and teachers. [Internet] [Thesis]. Montana State University; 1978. [cited 2019 Apr 23]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/11183.

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

Council of Science Editors:

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

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


Montana State University

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

Degree: Graduate School, 2016, Montana State University

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Altiere, Anthony Eugene. “The effects of cooperative learning structures on traditional instruction in a middle school science classroom.” 2016. Thesis, Montana State University. Accessed April 23, 2019. https://scholarworks.montana.edu/xmlui/handle/1/10029.

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

MLA Handbook (7th Edition):

Altiere, Anthony Eugene. “The effects of cooperative learning structures on traditional instruction in a middle school science classroom.” 2016. Web. 23 Apr 2019.

Vancouver:

Altiere AE. The effects of cooperative learning structures on traditional instruction in a middle school science classroom. [Internet] [Thesis]. Montana State University; 2016. [cited 2019 Apr 23]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10029.

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

Council of Science Editors:

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

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


University of Southern California

29. Uale, Beth Piilani. Teachers as bystanders: the effect of teachers’ perceptions on reporting bullying behavior.

Degree: EdD, Education (Leadership), 2010, University of Southern California

 This paper examines the role of educators as it relates to the reporting process of bullying incidents. Since bullying behaviors have negative effects on student… (more)

Subjects/Keywords: bullying; middle-school teachers; elementary school teachers; teacher perceptions; bystander behavior; Hawaii public schools; school climate

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APA (6th Edition):

Uale, B. P. (2010). Teachers as bystanders: the effect of teachers’ perceptions on reporting bullying behavior. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/364880/rec/6349

Chicago Manual of Style (16th Edition):

Uale, Beth Piilani. “Teachers as bystanders: the effect of teachers’ perceptions on reporting bullying behavior.” 2010. Doctoral Dissertation, University of Southern California. Accessed April 23, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/364880/rec/6349.

MLA Handbook (7th Edition):

Uale, Beth Piilani. “Teachers as bystanders: the effect of teachers’ perceptions on reporting bullying behavior.” 2010. Web. 23 Apr 2019.

Vancouver:

Uale BP. Teachers as bystanders: the effect of teachers’ perceptions on reporting bullying behavior. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Apr 23]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/364880/rec/6349.

Council of Science Editors:

Uale BP. Teachers as bystanders: the effect of teachers’ perceptions on reporting bullying behavior. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/364880/rec/6349


University of Florida

30. Knutowski, Jennifer F. Coordinating Support for New Teachers in a Title I Middle School.

Degree: EdD, Curriculum and Instruction - Teaching and Learning, 2014, University of Florida

 Teacher attrition has a negative impact in schools across the nation. Attrition rates are highest among teachers in their first years of teaching and among… (more)

Subjects/Keywords: Educational administration; Learning; Mentors; Middle school teachers; Middle schools; Professional development; Schools; Students; Teacher orientation; Teachers; induction  – mentoring  – novice

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APA (6th Edition):

Knutowski, J. F. (2014). Coordinating Support for New Teachers in a Title I Middle School. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0047333

Chicago Manual of Style (16th Edition):

Knutowski, Jennifer F. “Coordinating Support for New Teachers in a Title I Middle School.” 2014. Doctoral Dissertation, University of Florida. Accessed April 23, 2019. http://ufdc.ufl.edu/UFE0047333.

MLA Handbook (7th Edition):

Knutowski, Jennifer F. “Coordinating Support for New Teachers in a Title I Middle School.” 2014. Web. 23 Apr 2019.

Vancouver:

Knutowski JF. Coordinating Support for New Teachers in a Title I Middle School. [Internet] [Doctoral dissertation]. University of Florida; 2014. [cited 2019 Apr 23]. Available from: http://ufdc.ufl.edu/UFE0047333.

Council of Science Editors:

Knutowski JF. Coordinating Support for New Teachers in a Title I Middle School. [Doctoral Dissertation]. University of Florida; 2014. Available from: http://ufdc.ufl.edu/UFE0047333

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