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You searched for subject:(Next Generation Science Standards Education ). Showing records 1 – 30 of 284500 total matches.

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UCLA

1. Hankel, Nancy Aurora. Evaluating a Science Professional Development for Elementary Teachers: Effects on Self-Efficacy and Perceptions of Classroom Practice.

Degree: Education, 2019, UCLA

 This study was a descriptive, mixed methods evaluation of a science professional development called Engaging Young Minds (EYM), for elementary teachers in Los Angeles. It… (more)

Subjects/Keywords: Science education; Elementary science teaching; Next Generation Science Standards; Professional development

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

APA (6th Edition):

Hankel, N. A. (2019). Evaluating a Science Professional Development for Elementary Teachers: Effects on Self-Efficacy and Perceptions of Classroom Practice. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/44h704gs

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):

Hankel, Nancy Aurora. “Evaluating a Science Professional Development for Elementary Teachers: Effects on Self-Efficacy and Perceptions of Classroom Practice.” 2019. Thesis, UCLA. Accessed September 22, 2019. http://www.escholarship.org/uc/item/44h704gs.

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

MLA Handbook (7th Edition):

Hankel, Nancy Aurora. “Evaluating a Science Professional Development for Elementary Teachers: Effects on Self-Efficacy and Perceptions of Classroom Practice.” 2019. Web. 22 Sep 2019.

Vancouver:

Hankel NA. Evaluating a Science Professional Development for Elementary Teachers: Effects on Self-Efficacy and Perceptions of Classroom Practice. [Internet] [Thesis]. UCLA; 2019. [cited 2019 Sep 22]. Available from: http://www.escholarship.org/uc/item/44h704gs.

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

Council of Science Editors:

Hankel NA. Evaluating a Science Professional Development for Elementary Teachers: Effects on Self-Efficacy and Perceptions of Classroom Practice. [Thesis]. UCLA; 2019. Available from: http://www.escholarship.org/uc/item/44h704gs

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


Montana State University

2. Monroe, Bobbi Lynn. Metacognition and the next generation science standards.

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

 Middle school seventh grade science students need to improve retention, understanding, and transfer of the science and engineering practices within the Next Generation Science Standards.… (more)

Subjects/Keywords: Engineering.; Science.; Middle school students.; Next Generation Science Standards (Education).; Metacognition.

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APA (6th Edition):

Monroe, B. L. (2018). Metacognition and the next generation science standards. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/14795

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):

Monroe, Bobbi Lynn. “Metacognition and the next generation science standards.” 2018. Thesis, Montana State University. Accessed September 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/14795.

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

MLA Handbook (7th Edition):

Monroe, Bobbi Lynn. “Metacognition and the next generation science standards.” 2018. Web. 22 Sep 2019.

Vancouver:

Monroe BL. Metacognition and the next generation science standards. [Internet] [Thesis]. Montana State University; 2018. [cited 2019 Sep 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14795.

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

Council of Science Editors:

Monroe BL. Metacognition and the next generation science standards. [Thesis]. Montana State University; 2018. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14795

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


Montana State University

3. Lloyd, Amber Lea. Assessing the Next Generation Science Standards and its effects on student and teacher learning.

Degree: Graduate School, 2016, Montana State University

Science education is at a crucial time, when states and school districts are considering aligning their standards with the Next Generation Science Standards. The purpose… (more)

Subjects/Keywords: Next Generation Science Standards (Education).; Engineering.; Students Attitudes.

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APA (6th Edition):

Lloyd, A. L. (2016). Assessing the Next Generation Science Standards and its effects on student and teacher learning. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10071

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):

Lloyd, Amber Lea. “Assessing the Next Generation Science Standards and its effects on student and teacher learning.” 2016. Thesis, Montana State University. Accessed September 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/10071.

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

MLA Handbook (7th Edition):

Lloyd, Amber Lea. “Assessing the Next Generation Science Standards and its effects on student and teacher learning.” 2016. Web. 22 Sep 2019.

Vancouver:

Lloyd AL. Assessing the Next Generation Science Standards and its effects on student and teacher learning. [Internet] [Thesis]. Montana State University; 2016. [cited 2019 Sep 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10071.

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

Council of Science Editors:

Lloyd AL. Assessing the Next Generation Science Standards and its effects on student and teacher learning. [Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10071

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


Montana State University

4. Samet, Todd Lawrence. The effect of three-dimensional instruction aligned to the Next Generation Science Standards on student learning in high school science.

Degree: Graduate School, 2016, Montana State University

 This action research focused on student learning when instruction and curriculum have been aligned with the three-dimensional learning model of the NGSS. In the author's… (more)

Subjects/Keywords: Career development.; Next Generation Science Standards (Education).; Curriculum evaluation.

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APA (6th Edition):

Samet, T. L. (2016). The effect of three-dimensional instruction aligned to the Next Generation Science Standards on student learning in high school science. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10088

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):

Samet, Todd Lawrence. “The effect of three-dimensional instruction aligned to the Next Generation Science Standards on student learning in high school science.” 2016. Thesis, Montana State University. Accessed September 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/10088.

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

MLA Handbook (7th Edition):

Samet, Todd Lawrence. “The effect of three-dimensional instruction aligned to the Next Generation Science Standards on student learning in high school science.” 2016. Web. 22 Sep 2019.

Vancouver:

Samet TL. The effect of three-dimensional instruction aligned to the Next Generation Science Standards on student learning in high school science. [Internet] [Thesis]. Montana State University; 2016. [cited 2019 Sep 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10088.

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

Council of Science Editors:

Samet TL. The effect of three-dimensional instruction aligned to the Next Generation Science Standards on student learning in high school science. [Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10088

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


Montana State University

5. Rowell, Jess. Creating journeys : interactive NGSS aligned reading passages for secondary science classrooms that integrate current science and engineering research.

Degree: Graduate School, 2016, Montana State University

Science teachers need curricula and resources to support the teaching of the Next Generation Science Standards (NGSS). In order to create interactive reading passages that… (more)

Subjects/Keywords: High school students.; Next Generation Science Standards (Education).; Engineering.

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APA (6th Edition):

Rowell, J. (2016). Creating journeys : interactive NGSS aligned reading passages for secondary science classrooms that integrate current science and engineering research. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10087

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):

Rowell, Jess. “Creating journeys : interactive NGSS aligned reading passages for secondary science classrooms that integrate current science and engineering research.” 2016. Thesis, Montana State University. Accessed September 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/10087.

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

MLA Handbook (7th Edition):

Rowell, Jess. “Creating journeys : interactive NGSS aligned reading passages for secondary science classrooms that integrate current science and engineering research.” 2016. Web. 22 Sep 2019.

Vancouver:

Rowell J. Creating journeys : interactive NGSS aligned reading passages for secondary science classrooms that integrate current science and engineering research. [Internet] [Thesis]. Montana State University; 2016. [cited 2019 Sep 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10087.

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

Council of Science Editors:

Rowell J. Creating journeys : interactive NGSS aligned reading passages for secondary science classrooms that integrate current science and engineering research. [Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10087

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


Montana State University

6. Pavlovich, Christina Lynn. Scientific literacy : teacher conceptual framework in relation to student achievement and attitudes.

Degree: Graduate School, 2016, Montana State University

 This study engaged teachers in professional development regarding science pedagogy to see if design and implementation of scientific literacy units increased student performance and classroom… (more)

Subjects/Keywords: Career development.; Next Generation Science Standards (Education).; Teachers Attitudes.; Students Attitudes.

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APA (6th Edition):

Pavlovich, C. L. (2016). Scientific literacy : teacher conceptual framework in relation to student achievement and attitudes. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10082

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):

Pavlovich, Christina Lynn. “Scientific literacy : teacher conceptual framework in relation to student achievement and attitudes.” 2016. Thesis, Montana State University. Accessed September 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/10082.

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

MLA Handbook (7th Edition):

Pavlovich, Christina Lynn. “Scientific literacy : teacher conceptual framework in relation to student achievement and attitudes.” 2016. Web. 22 Sep 2019.

Vancouver:

Pavlovich CL. Scientific literacy : teacher conceptual framework in relation to student achievement and attitudes. [Internet] [Thesis]. Montana State University; 2016. [cited 2019 Sep 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10082.

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

Council of Science Editors:

Pavlovich CL. Scientific literacy : teacher conceptual framework in relation to student achievement and attitudes. [Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10082

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


Montana State University

7. Ouborg, Laura J. The effects of a professional development program on scientific inquiry on environmental educators' beliefs, self-efficacy, and instruction.

Degree: Graduate School, 2016, Montana State University

 As educators are faced with the challenge of trying to reform their science teaching and incorporate the Next Generation Science Standards, training to support this… (more)

Subjects/Keywords: Career development.; Next Generation Science Standards (Education).; Inquiry-based learning.; Ecology.

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APA (6th Edition):

Ouborg, L. J. (2016). The effects of a professional development program on scientific inquiry on environmental educators' beliefs, self-efficacy, and instruction. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10081

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):

Ouborg, Laura J. “The effects of a professional development program on scientific inquiry on environmental educators' beliefs, self-efficacy, and instruction.” 2016. Thesis, Montana State University. Accessed September 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/10081.

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

MLA Handbook (7th Edition):

Ouborg, Laura J. “The effects of a professional development program on scientific inquiry on environmental educators' beliefs, self-efficacy, and instruction.” 2016. Web. 22 Sep 2019.

Vancouver:

Ouborg LJ. The effects of a professional development program on scientific inquiry on environmental educators' beliefs, self-efficacy, and instruction. [Internet] [Thesis]. Montana State University; 2016. [cited 2019 Sep 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10081.

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

Council of Science Editors:

Ouborg LJ. The effects of a professional development program on scientific inquiry on environmental educators' beliefs, self-efficacy, and instruction. [Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10081

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


Michigan Technological University

8. Howes, Jason. SOLAR POWER IN SCHOOLS: ASSESSING WAYS TO USE SOLAR ARRAY SYSTEMS TO TEACH NEXT GENERATION SCIENCE STANDARD CURRICULUM.

Degree: MS, Department of Cognitive and Learning Sciences, 2019, Michigan Technological University

  This paper explores the use of local solar array systems as a scaffold to teach Next Generation Science Standard (NGSS) aligned curriculum. As a… (more)

Subjects/Keywords: Next Generation Science Standards; Applied Science Education; Solar Power; Science and Mathematics Education; Secondary Education

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APA (6th Edition):

Howes, J. (2019). SOLAR POWER IN SCHOOLS: ASSESSING WAYS TO USE SOLAR ARRAY SYSTEMS TO TEACH NEXT GENERATION SCIENCE STANDARD CURRICULUM. (Masters Thesis). Michigan Technological University. Retrieved from https://digitalcommons.mtu.edu/etdr/803

Chicago Manual of Style (16th Edition):

Howes, Jason. “SOLAR POWER IN SCHOOLS: ASSESSING WAYS TO USE SOLAR ARRAY SYSTEMS TO TEACH NEXT GENERATION SCIENCE STANDARD CURRICULUM.” 2019. Masters Thesis, Michigan Technological University. Accessed September 22, 2019. https://digitalcommons.mtu.edu/etdr/803.

MLA Handbook (7th Edition):

Howes, Jason. “SOLAR POWER IN SCHOOLS: ASSESSING WAYS TO USE SOLAR ARRAY SYSTEMS TO TEACH NEXT GENERATION SCIENCE STANDARD CURRICULUM.” 2019. Web. 22 Sep 2019.

Vancouver:

Howes J. SOLAR POWER IN SCHOOLS: ASSESSING WAYS TO USE SOLAR ARRAY SYSTEMS TO TEACH NEXT GENERATION SCIENCE STANDARD CURRICULUM. [Internet] [Masters thesis]. Michigan Technological University; 2019. [cited 2019 Sep 22]. Available from: https://digitalcommons.mtu.edu/etdr/803.

Council of Science Editors:

Howes J. SOLAR POWER IN SCHOOLS: ASSESSING WAYS TO USE SOLAR ARRAY SYSTEMS TO TEACH NEXT GENERATION SCIENCE STANDARD CURRICULUM. [Masters Thesis]. Michigan Technological University; 2019. Available from: https://digitalcommons.mtu.edu/etdr/803

9. Nariman, Nahid. Problem-based Science Inquiry: Challenges and Possibilities for Addressing 21st Century Skills .

Degree: 2014, California State University – San Marcos

 This dissertation is a mixed methods exploratory case study on the implementation of problem-based inquiry. The trend of technological changes have created a wave of… (more)

Subjects/Keywords: inquiry; science; Next Generation Science Standards

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APA (6th Edition):

Nariman, N. (2014). Problem-based Science Inquiry: Challenges and Possibilities for Addressing 21st Century Skills . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/120311

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):

Nariman, Nahid. “Problem-based Science Inquiry: Challenges and Possibilities for Addressing 21st Century Skills .” 2014. Thesis, California State University – San Marcos. Accessed September 22, 2019. http://hdl.handle.net/10211.3/120311.

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

MLA Handbook (7th Edition):

Nariman, Nahid. “Problem-based Science Inquiry: Challenges and Possibilities for Addressing 21st Century Skills .” 2014. Web. 22 Sep 2019.

Vancouver:

Nariman N. Problem-based Science Inquiry: Challenges and Possibilities for Addressing 21st Century Skills . [Internet] [Thesis]. California State University – San Marcos; 2014. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/10211.3/120311.

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

Council of Science Editors:

Nariman N. Problem-based Science Inquiry: Challenges and Possibilities for Addressing 21st Century Skills . [Thesis]. California State University – San Marcos; 2014. Available from: http://hdl.handle.net/10211.3/120311

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


Montana State University

10. Jones, Cameron Cecil. Addressing misconceptions through inquiry in first grade science.

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

 Inquiry-based teaching harnesses students' innate curiosity and ability to be natural scientists. Students have misconceptions that may interfere with learning about scientific concepts, whether learning… (more)

Subjects/Keywords: Science.; Education, Primary.; Inquiry-based learning.; Concept learning.; Next Generation Science Standards (Education).

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APA (6th Edition):

Jones, C. C. (2018). Addressing misconceptions through inquiry in first grade science. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/14785

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):

Jones, Cameron Cecil. “Addressing misconceptions through inquiry in first grade science.” 2018. Thesis, Montana State University. Accessed September 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/14785.

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

MLA Handbook (7th Edition):

Jones, Cameron Cecil. “Addressing misconceptions through inquiry in first grade science.” 2018. Web. 22 Sep 2019.

Vancouver:

Jones CC. Addressing misconceptions through inquiry in first grade science. [Internet] [Thesis]. Montana State University; 2018. [cited 2019 Sep 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14785.

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

Council of Science Editors:

Jones CC. Addressing misconceptions through inquiry in first grade science. [Thesis]. Montana State University; 2018. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14785

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


Montana State University

11. Knowles, Steven J. The effects of the application of the Next Generation Science Standards science and engineering practices on student achievement.

Degree: College of Letters & Science, 2017, Montana State University

 The Next Generation Science Standards were developed as a pathway for student success in science. The Science and Engineering Practices encourage students to take active… (more)

Subjects/Keywords: Next Generation Science Standards (Education).; Ninth grade (Education).; Motivation in education.; Academic achievement.

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APA (6th Edition):

Knowles, S. J. (2017). The effects of the application of the Next Generation Science Standards science and engineering practices on student achievement. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13672

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, Steven J. “The effects of the application of the Next Generation Science Standards science and engineering practices on student achievement.” 2017. Thesis, Montana State University. Accessed September 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13672.

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

MLA Handbook (7th Edition):

Knowles, Steven J. “The effects of the application of the Next Generation Science Standards science and engineering practices on student achievement.” 2017. Web. 22 Sep 2019.

Vancouver:

Knowles SJ. The effects of the application of the Next Generation Science Standards science and engineering practices on student achievement. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Sep 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13672.

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

Council of Science Editors:

Knowles SJ. The effects of the application of the Next Generation Science Standards science and engineering practices on student achievement. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13672

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


University of Southern California

12. Bakshi, Leena. The successful implementation of STEM initiatives in lower income schools.

Degree: EdD, Education (Leadership), 2014, University of Southern California

 The purpose of this study was to examine the leadership strategies utilized by superintendents, district administrators and school principals and the impact of these identified… (more)

Subjects/Keywords: district administration; leadership; Next Generation Science Standards (NGSS); principal; science education; STEM

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APA (6th Edition):

Bakshi, L. (2014). The successful implementation of STEM initiatives in lower income schools. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/381441/rec/7329

Chicago Manual of Style (16th Edition):

Bakshi, Leena. “The successful implementation of STEM initiatives in lower income schools.” 2014. Doctoral Dissertation, University of Southern California. Accessed September 22, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/381441/rec/7329.

MLA Handbook (7th Edition):

Bakshi, Leena. “The successful implementation of STEM initiatives in lower income schools.” 2014. Web. 22 Sep 2019.

Vancouver:

Bakshi L. The successful implementation of STEM initiatives in lower income schools. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Sep 22]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/381441/rec/7329.

Council of Science Editors:

Bakshi L. The successful implementation of STEM initiatives in lower income schools. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/381441/rec/7329


Montana State University

13. Curran, Daniel Thomas. Tracing matter and energy in the high school chemistry classroom.

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

 The purpose of my project was to improve students' understanding of matter at an atomic and molecular level and better address how energy flows during… (more)

Subjects/Keywords: Chemistry.; High school students.; Chemical bonds.; Science Experiments.; Next Generation Science Standards (Education).

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APA (6th Edition):

Curran, D. T. (2018). Tracing matter and energy in the high school chemistry classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/14774

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):

Curran, Daniel Thomas. “Tracing matter and energy in the high school chemistry classroom.” 2018. Thesis, Montana State University. Accessed September 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/14774.

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

MLA Handbook (7th Edition):

Curran, Daniel Thomas. “Tracing matter and energy in the high school chemistry classroom.” 2018. Web. 22 Sep 2019.

Vancouver:

Curran DT. Tracing matter and energy in the high school chemistry classroom. [Internet] [Thesis]. Montana State University; 2018. [cited 2019 Sep 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14774.

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

Council of Science Editors:

Curran DT. Tracing matter and energy in the high school chemistry classroom. [Thesis]. Montana State University; 2018. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14774

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


Montana State University

14. Harms, Miriam Gail. Claim, evidence, reasoning in middle school science.

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

 A technique for writing evidence-based claims called claim, evidence, and reasoning was integrated into a middle school science curriculum with the purpose of improving students'… (more)

Subjects/Keywords: Science.; Evidence.; Reasoning.; Middle school students.; Next Generation Science Standards (Education).; Writing.

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APA (6th Edition):

Harms, M. G. (2018). Claim, evidence, reasoning in middle school science. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/14782

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):

Harms, Miriam Gail. “Claim, evidence, reasoning in middle school science.” 2018. Thesis, Montana State University. Accessed September 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/14782.

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

MLA Handbook (7th Edition):

Harms, Miriam Gail. “Claim, evidence, reasoning in middle school science.” 2018. Web. 22 Sep 2019.

Vancouver:

Harms MG. Claim, evidence, reasoning in middle school science. [Internet] [Thesis]. Montana State University; 2018. [cited 2019 Sep 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14782.

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

Council of Science Editors:

Harms MG. Claim, evidence, reasoning in middle school science. [Thesis]. Montana State University; 2018. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14782

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


Montana State University

15. Kremer, Jessica Lynn. Shifting to science and engineering practices through instructional coaching.

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

 As Iowa continues forward with Next Generation Science Standards (NGSS), many teachers have little knowledge about how best to teach this new shift. This study… (more)

Subjects/Keywords: Engineering.; Science.; Career development.; Next Generation Science Standards (Education).; High school students.; Middle school students.

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

APA (6th Edition):

Kremer, J. L. (2018). Shifting to science and engineering practices through instructional coaching. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/14789

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):

Kremer, Jessica Lynn. “Shifting to science and engineering practices through instructional coaching.” 2018. Thesis, Montana State University. Accessed September 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/14789.

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

MLA Handbook (7th Edition):

Kremer, Jessica Lynn. “Shifting to science and engineering practices through instructional coaching.” 2018. Web. 22 Sep 2019.

Vancouver:

Kremer JL. Shifting to science and engineering practices through instructional coaching. [Internet] [Thesis]. Montana State University; 2018. [cited 2019 Sep 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14789.

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

Council of Science Editors:

Kremer JL. Shifting to science and engineering practices through instructional coaching. [Thesis]. Montana State University; 2018. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14789

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


University of Iowa

16. Pinney, Brian Robert John. Characterizing the changes in teaching practice during first semester implementation of an argument-based inquiry approach in a middle school science classroom.

Degree: PhD, Science Education, 2013, University of Iowa

  The purpose of this study was to characterize ways in which teaching practice in classroom undergoing first semester implementation of an argument-based inquiry approach… (more)

Subjects/Keywords: Argument; Dialogue; Inquiry; Middle School; Next Generation Science Standards; Professional Development; Science and Mathematics Education

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

APA (6th Edition):

Pinney, B. R. J. (2013). Characterizing the changes in teaching practice during first semester implementation of an argument-based inquiry approach in a middle school science classroom. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/4721

Chicago Manual of Style (16th Edition):

Pinney, Brian Robert John. “Characterizing the changes in teaching practice during first semester implementation of an argument-based inquiry approach in a middle school science classroom.” 2013. Doctoral Dissertation, University of Iowa. Accessed September 22, 2019. https://ir.uiowa.edu/etd/4721.

MLA Handbook (7th Edition):

Pinney, Brian Robert John. “Characterizing the changes in teaching practice during first semester implementation of an argument-based inquiry approach in a middle school science classroom.” 2013. Web. 22 Sep 2019.

Vancouver:

Pinney BRJ. Characterizing the changes in teaching practice during first semester implementation of an argument-based inquiry approach in a middle school science classroom. [Internet] [Doctoral dissertation]. University of Iowa; 2013. [cited 2019 Sep 22]. Available from: https://ir.uiowa.edu/etd/4721.

Council of Science Editors:

Pinney BRJ. Characterizing the changes in teaching practice during first semester implementation of an argument-based inquiry approach in a middle school science classroom. [Doctoral Dissertation]. University of Iowa; 2013. Available from: https://ir.uiowa.edu/etd/4721


Montana State University

17. Goodpaster, Kelly. The effects of scientific argumentation on student attitudes and evidence based reasoning skills.

Degree: Graduate School, 2015, Montana State University

 For a scientifically literate society, there must be trust in the scientific community. This is only possible with an appreciation for the value of consensus,… (more)

Subjects/Keywords: Science Study and teaching.; Next Generation Science Standards (Education).; Common Core State Standards (Education).; High school students.

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

APA (6th Edition):

Goodpaster, K. (2015). The effects of scientific argumentation on student attitudes and evidence based reasoning skills. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/9257

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):

Goodpaster, Kelly. “The effects of scientific argumentation on student attitudes and evidence based reasoning skills.” 2015. Thesis, Montana State University. Accessed September 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/9257.

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

MLA Handbook (7th Edition):

Goodpaster, Kelly. “The effects of scientific argumentation on student attitudes and evidence based reasoning skills.” 2015. Web. 22 Sep 2019.

Vancouver:

Goodpaster K. The effects of scientific argumentation on student attitudes and evidence based reasoning skills. [Internet] [Thesis]. Montana State University; 2015. [cited 2019 Sep 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9257.

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

Council of Science Editors:

Goodpaster K. The effects of scientific argumentation on student attitudes and evidence based reasoning skills. [Thesis]. Montana State University; 2015. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9257

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


Columbia University

18. Weiser, Gary. Developing NGSS-Aligned Assessments to Measure Crosscutting Concepts in Student Reasoning of Earth Structures and Systems.

Degree: 2019, Columbia University

 The past two decades of research on how students develop their science understandings as they make sense of phenomena that occur in the natural world… (more)

Subjects/Keywords: Science – Study and teaching; Education – Standards; Educational tests and measurements; Earth sciences – Study and teaching; Next Generation Science Standards (Education)

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

APA (6th Edition):

Weiser, G. (2019). Developing NGSS-Aligned Assessments to Measure Crosscutting Concepts in Student Reasoning of Earth Structures and Systems. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/d8-h5d3-5j83

Chicago Manual of Style (16th Edition):

Weiser, Gary. “Developing NGSS-Aligned Assessments to Measure Crosscutting Concepts in Student Reasoning of Earth Structures and Systems.” 2019. Doctoral Dissertation, Columbia University. Accessed September 22, 2019. https://doi.org/10.7916/d8-h5d3-5j83.

MLA Handbook (7th Edition):

Weiser, Gary. “Developing NGSS-Aligned Assessments to Measure Crosscutting Concepts in Student Reasoning of Earth Structures and Systems.” 2019. Web. 22 Sep 2019.

Vancouver:

Weiser G. Developing NGSS-Aligned Assessments to Measure Crosscutting Concepts in Student Reasoning of Earth Structures and Systems. [Internet] [Doctoral dissertation]. Columbia University; 2019. [cited 2019 Sep 22]. Available from: https://doi.org/10.7916/d8-h5d3-5j83.

Council of Science Editors:

Weiser G. Developing NGSS-Aligned Assessments to Measure Crosscutting Concepts in Student Reasoning of Earth Structures and Systems. [Doctoral Dissertation]. Columbia University; 2019. Available from: https://doi.org/10.7916/d8-h5d3-5j83


Northeastern University

19. Waters, Tracy. The Effects Of The Next Generation Science Standards (ngss) On Teaching Practices: An Instrumental Case Study.

Degree: EdD, School of Education, 2018, Northeastern University

 Abstract Research shows that U.S. students continue to lag behind in science and mathematics internationally (Fleischman, Hopstock, Pelczar, & Shelley, 2010; Provasnik et al., 2012).… (more)

Subjects/Keywords: 21st century skills; KnowAtom; learning outcomes; Next Generation Science Standards; standards-based reform; Science education; Education; English as a second language

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

APA (6th Edition):

Waters, T. (2018). The Effects Of The Next Generation Science Standards (ngss) On Teaching Practices: An Instrumental Case Study. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20316422

Chicago Manual of Style (16th Edition):

Waters, Tracy. “The Effects Of The Next Generation Science Standards (ngss) On Teaching Practices: An Instrumental Case Study.” 2018. Doctoral Dissertation, Northeastern University. Accessed September 22, 2019. http://hdl.handle.net/2047/D20316422.

MLA Handbook (7th Edition):

Waters, Tracy. “The Effects Of The Next Generation Science Standards (ngss) On Teaching Practices: An Instrumental Case Study.” 2018. Web. 22 Sep 2019.

Vancouver:

Waters T. The Effects Of The Next Generation Science Standards (ngss) On Teaching Practices: An Instrumental Case Study. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2047/D20316422.

Council of Science Editors:

Waters T. The Effects Of The Next Generation Science Standards (ngss) On Teaching Practices: An Instrumental Case Study. [Doctoral Dissertation]. Northeastern University; 2018. Available from: http://hdl.handle.net/2047/D20316422


Montana State University

20. Van Loo, Brennan J. The effect of model-based inquiry teaching on student engagement, and the NGSS science practices in high school biology.

Degree: College of Letters & Science, 2017, Montana State University

 The Next Generation Science Standards (NGSS) have raised the bar of science education for teachers and students. The three stranded format of Disciplinary Core Ideas,… (more)

Subjects/Keywords: Biology.; High school students.; Next Generation Science Standards (Education).; Models and modelmaking.

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

APA (6th Edition):

Van Loo, B. J. (2017). The effect of model-based inquiry teaching on student engagement, and the NGSS science practices in high school biology. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13701

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

Chicago Manual of Style (16th Edition):

Van Loo, Brennan J. “The effect of model-based inquiry teaching on student engagement, and the NGSS science practices in high school biology.” 2017. Thesis, Montana State University. Accessed September 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13701.

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

MLA Handbook (7th Edition):

Van Loo, Brennan J. “The effect of model-based inquiry teaching on student engagement, and the NGSS science practices in high school biology.” 2017. Web. 22 Sep 2019.

Vancouver:

Van Loo BJ. The effect of model-based inquiry teaching on student engagement, and the NGSS science practices in high school biology. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Sep 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13701.

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

Council of Science Editors:

Van Loo BJ. The effect of model-based inquiry teaching on student engagement, and the NGSS science practices in high school biology. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13701

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


Montana State University

21. Stanton, Lori Kay. NGSS formative assessment in middle school science.

Degree: College of Letters & Science, 2017, Montana State University

 School districts across the country are in the process of adopting the Next Generation Science Standards, or a version of them. This will significantly change… (more)

Subjects/Keywords: Next Generation Science Standards (Education).; Middle school students.; Academic achievement.; Students Attitudes.

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

APA (6th Edition):

Stanton, L. K. (2017). NGSS formative assessment in middle school science. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13694

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):

Stanton, Lori Kay. “NGSS formative assessment in middle school science.” 2017. Thesis, Montana State University. Accessed September 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13694.

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

MLA Handbook (7th Edition):

Stanton, Lori Kay. “NGSS formative assessment in middle school science.” 2017. Web. 22 Sep 2019.

Vancouver:

Stanton LK. NGSS formative assessment in middle school science. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 Sep 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13694.

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

Council of Science Editors:

Stanton LK. NGSS formative assessment in middle school science. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13694

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


Montana State University

22. Engebretsen, Derek Kelley. Science and engineering practices in secondary science.

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

 This study investigated the effect of developing and using rubrics to assess students' abilities to plan and carry out investigations and engage in argument from… (more)

Subjects/Keywords: High school students.; Middle school students.; Planning.; Reasoning.; Goals (Psychology).; Next Generation Science Standards (Education).

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

APA (6th Edition):

Engebretsen, D. K. (2018). Science and engineering practices in secondary science. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/14780

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):

Engebretsen, Derek Kelley. “Science and engineering practices in secondary science.” 2018. Thesis, Montana State University. Accessed September 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/14780.

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

MLA Handbook (7th Edition):

Engebretsen, Derek Kelley. “Science and engineering practices in secondary science.” 2018. Web. 22 Sep 2019.

Vancouver:

Engebretsen DK. Science and engineering practices in secondary science. [Internet] [Thesis]. Montana State University; 2018. [cited 2019 Sep 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14780.

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

Council of Science Editors:

Engebretsen DK. Science and engineering practices in secondary science. [Thesis]. Montana State University; 2018. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14780

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


Montana State University

23. Reilly, Brianna. Nature of science and primary sources.

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

 The study of the Nature of Science (NOS) refers to the techniques and principles that are distinctive to scientific processes. Teaching students these techniques and… (more)

Subjects/Keywords: Biology.; High school students.; History Sources.; Thought and thinking.; Next Generation Science Standards (Education).

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

APA (6th Edition):

Reilly, B. (2018). Nature of science and primary sources. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/14803

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):

Reilly, Brianna. “Nature of science and primary sources.” 2018. Thesis, Montana State University. Accessed September 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/14803.

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

MLA Handbook (7th Edition):

Reilly, Brianna. “Nature of science and primary sources.” 2018. Web. 22 Sep 2019.

Vancouver:

Reilly B. Nature of science and primary sources. [Internet] [Thesis]. Montana State University; 2018. [cited 2019 Sep 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14803.

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

Council of Science Editors:

Reilly B. Nature of science and primary sources. [Thesis]. Montana State University; 2018. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14803

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


Montana State University

24. Chase, Amy M. The 5E instructional model for the next generation chemistry classroom.

Degree: Graduate School, 2016, Montana State University

 The purpose of this study was to determine if scientific literacy skills centered on the Science and Engineering Practices from the Next Generation Science Standards(more)

Subjects/Keywords: 5E learning cycle.; Experiential learning.; Chemistry.; Next Generation Science Standards (Education).; High school students.

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

APA (6th Edition):

Chase, A. M. (2016). The 5E instructional model for the next generation chemistry classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10038

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):

Chase, Amy M. “The 5E instructional model for the next generation chemistry classroom.” 2016. Thesis, Montana State University. Accessed September 22, 2019. https://scholarworks.montana.edu/xmlui/handle/1/10038.

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

MLA Handbook (7th Edition):

Chase, Amy M. “The 5E instructional model for the next generation chemistry classroom.” 2016. Web. 22 Sep 2019.

Vancouver:

Chase AM. The 5E instructional model for the next generation chemistry classroom. [Internet] [Thesis]. Montana State University; 2016. [cited 2019 Sep 22]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10038.

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

Council of Science Editors:

Chase AM. The 5E instructional model for the next generation chemistry classroom. [Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10038

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


University of California – San Diego

25. Wilde, Christina Lynn. How Teachers are Making Sense of the Next Generation Science Standards in Secondary Schools: A Mixed-Methods Study.

Degree: EducLeadership (JtEdDoc CSUSM), 2018, University of California – San Diego

 In 2013, California adopted the Next Generation Science Standards for California Public Schools, Kindergarten through Grade Twelve (CA NGSS), which set the stage for how… (more)

Subjects/Keywords: Science education; Education policy; Secondary education; Instructional practices; Next Generation Science Standards; Policy implementation; Science education; Sensemaking; Teacher networks

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APA (6th Edition):

Wilde, C. L. (2018). How Teachers are Making Sense of the Next Generation Science Standards in Secondary Schools: A Mixed-Methods Study. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/7d37x5k6

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):

Wilde, Christina Lynn. “How Teachers are Making Sense of the Next Generation Science Standards in Secondary Schools: A Mixed-Methods Study.” 2018. Thesis, University of California – San Diego. Accessed September 22, 2019. http://www.escholarship.org/uc/item/7d37x5k6.

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

MLA Handbook (7th Edition):

Wilde, Christina Lynn. “How Teachers are Making Sense of the Next Generation Science Standards in Secondary Schools: A Mixed-Methods Study.” 2018. Web. 22 Sep 2019.

Vancouver:

Wilde CL. How Teachers are Making Sense of the Next Generation Science Standards in Secondary Schools: A Mixed-Methods Study. [Internet] [Thesis]. University of California – San Diego; 2018. [cited 2019 Sep 22]. Available from: http://www.escholarship.org/uc/item/7d37x5k6.

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

Council of Science Editors:

Wilde CL. How Teachers are Making Sense of the Next Generation Science Standards in Secondary Schools: A Mixed-Methods Study. [Thesis]. University of California – San Diego; 2018. Available from: http://www.escholarship.org/uc/item/7d37x5k6

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


SUNY College at Brockport

26. Laistner, Marilyn. Differentiation in Chemistry for Students With Various Levels of Cognitive Efficiency.

Degree: MSEd, Education and Human Development, 2016, SUNY College at Brockport

  Using Cognitive Load Theory as a tool to help teachers differentiate in a Chemistry classroom can benefit both teacher and student. Using this theory,… (more)

Subjects/Keywords: chemistry; education; cognitive efficiency; differentiation; Next Generation Science Standards; cognitive load; Curriculum and Instruction; Education; Science and Mathematics Education

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APA (6th Edition):

Laistner, M. (2016). Differentiation in Chemistry for Students With Various Levels of Cognitive Efficiency. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/683

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):

Laistner, Marilyn. “Differentiation in Chemistry for Students With Various Levels of Cognitive Efficiency.” 2016. Thesis, SUNY College at Brockport. Accessed September 22, 2019. https://digitalcommons.brockport.edu/ehd_theses/683.

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

MLA Handbook (7th Edition):

Laistner, Marilyn. “Differentiation in Chemistry for Students With Various Levels of Cognitive Efficiency.” 2016. Web. 22 Sep 2019.

Vancouver:

Laistner M. Differentiation in Chemistry for Students With Various Levels of Cognitive Efficiency. [Internet] [Thesis]. SUNY College at Brockport; 2016. [cited 2019 Sep 22]. Available from: https://digitalcommons.brockport.edu/ehd_theses/683.

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

Council of Science Editors:

Laistner M. Differentiation in Chemistry for Students With Various Levels of Cognitive Efficiency. [Thesis]. SUNY College at Brockport; 2016. Available from: https://digitalcommons.brockport.edu/ehd_theses/683

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


Northeastern University

27. Shapiro, Lesley Jacqueline. High school science teachers' receptivity to the next generation science standards: an examination of discipline specific factors.

Degree: EdD, School of Education, 2018, Northeastern University

 The Next Generation Science Standards (NGSS), are the biggest change to American science education since the National Science Education Standards (NSES) were published. While inquiry… (more)

Subjects/Keywords: constructivist pedagogy; curriculum change; high school science; inquiry science; next generation science standards; science education policy

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

APA (6th Edition):

Shapiro, L. J. (2018). High school science teachers' receptivity to the next generation science standards: an examination of discipline specific factors. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20281159

Chicago Manual of Style (16th Edition):

Shapiro, Lesley Jacqueline. “High school science teachers' receptivity to the next generation science standards: an examination of discipline specific factors.” 2018. Doctoral Dissertation, Northeastern University. Accessed September 22, 2019. http://hdl.handle.net/2047/D20281159.

MLA Handbook (7th Edition):

Shapiro, Lesley Jacqueline. “High school science teachers' receptivity to the next generation science standards: an examination of discipline specific factors.” 2018. Web. 22 Sep 2019.

Vancouver:

Shapiro LJ. High school science teachers' receptivity to the next generation science standards: an examination of discipline specific factors. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2047/D20281159.

Council of Science Editors:

Shapiro LJ. High school science teachers' receptivity to the next generation science standards: an examination of discipline specific factors. [Doctoral Dissertation]. Northeastern University; 2018. Available from: http://hdl.handle.net/2047/D20281159

28. Zaidi, Sania Zahra. A Novel Approach to Fostering Next Generation Science Knowledge in Middle School Students: Introducing Double-Blinded Reviews in Classroom Formative Assessments.

Degree: PhD, Educational Studies, 2016, University of Michigan

 Recent reform in K-12 science advocates for fostering a new type of integrated knowledge, where disciplinary ideas are learned through the practices of scientists and… (more)

Subjects/Keywords: formative assessments; K-12 science education; mixed methods; online feedback system; Next Generation Science Standards; Peer Review; Education; Social Sciences

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APA (6th Edition):

Zaidi, S. Z. (2016). A Novel Approach to Fostering Next Generation Science Knowledge in Middle School Students: Introducing Double-Blinded Reviews in Classroom Formative Assessments. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/120773

Chicago Manual of Style (16th Edition):

Zaidi, Sania Zahra. “A Novel Approach to Fostering Next Generation Science Knowledge in Middle School Students: Introducing Double-Blinded Reviews in Classroom Formative Assessments.” 2016. Doctoral Dissertation, University of Michigan. Accessed September 22, 2019. http://hdl.handle.net/2027.42/120773.

MLA Handbook (7th Edition):

Zaidi, Sania Zahra. “A Novel Approach to Fostering Next Generation Science Knowledge in Middle School Students: Introducing Double-Blinded Reviews in Classroom Formative Assessments.” 2016. Web. 22 Sep 2019.

Vancouver:

Zaidi SZ. A Novel Approach to Fostering Next Generation Science Knowledge in Middle School Students: Introducing Double-Blinded Reviews in Classroom Formative Assessments. [Internet] [Doctoral dissertation]. University of Michigan; 2016. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/2027.42/120773.

Council of Science Editors:

Zaidi SZ. A Novel Approach to Fostering Next Generation Science Knowledge in Middle School Students: Introducing Double-Blinded Reviews in Classroom Formative Assessments. [Doctoral Dissertation]. University of Michigan; 2016. Available from: http://hdl.handle.net/2027.42/120773


Penn State University

29. Raish, Victoria Rose. A Content Analysis of Virtual Science Labs in Cyber Charter Schools.

Degree: PhD, Learning, Design, and Technology, 2016, Penn State University

 ABSTRACT This research studied the labs being used in cyber charter schools. Using a purposive sampling technique this study looked for identifiable markers that have… (more)

Subjects/Keywords: Virtual science labs; online education; cyber charter schools; constructivism; next generation science standards; science practices; crosscutting concepts; simulations

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

APA (6th Edition):

Raish, V. R. (2016). A Content Analysis of Virtual Science Labs in Cyber Charter Schools. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/d791sg170

Chicago Manual of Style (16th Edition):

Raish, Victoria Rose. “A Content Analysis of Virtual Science Labs in Cyber Charter Schools.” 2016. Doctoral Dissertation, Penn State University. Accessed September 22, 2019. https://etda.libraries.psu.edu/catalog/d791sg170.

MLA Handbook (7th Edition):

Raish, Victoria Rose. “A Content Analysis of Virtual Science Labs in Cyber Charter Schools.” 2016. Web. 22 Sep 2019.

Vancouver:

Raish VR. A Content Analysis of Virtual Science Labs in Cyber Charter Schools. [Internet] [Doctoral dissertation]. Penn State University; 2016. [cited 2019 Sep 22]. Available from: https://etda.libraries.psu.edu/catalog/d791sg170.

Council of Science Editors:

Raish VR. A Content Analysis of Virtual Science Labs in Cyber Charter Schools. [Doctoral Dissertation]. Penn State University; 2016. Available from: https://etda.libraries.psu.edu/catalog/d791sg170

30. Noble, Rachel Elizabeth. Kentucky 4-H Minimizes Barriers to STEM Education.

Degree: Doctor of Education (EdD), Educational Leadership and Policy Studies, 2018, Eastern Kentucky U

Science, Technology, Engineering, and Math (STEM) programs are a national priority. The increase in the number of jobs that require a STEM-minded workforce raises… (more)

Subjects/Keywords: 4-H; engineering; Next Generation Science Standards; positive youth development; science; STEM; Civic and Community Engagement; Science and Mathematics Education

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

APA (6th Edition):

Noble, R. E. (2018). Kentucky 4-H Minimizes Barriers to STEM Education. (Doctoral Dissertation). Eastern Kentucky U. Retrieved from https://encompass.eku.edu/etd/548

Chicago Manual of Style (16th Edition):

Noble, Rachel Elizabeth. “Kentucky 4-H Minimizes Barriers to STEM Education.” 2018. Doctoral Dissertation, Eastern Kentucky U. Accessed September 22, 2019. https://encompass.eku.edu/etd/548.

MLA Handbook (7th Edition):

Noble, Rachel Elizabeth. “Kentucky 4-H Minimizes Barriers to STEM Education.” 2018. Web. 22 Sep 2019.

Vancouver:

Noble RE. Kentucky 4-H Minimizes Barriers to STEM Education. [Internet] [Doctoral dissertation]. Eastern Kentucky U; 2018. [cited 2019 Sep 22]. Available from: https://encompass.eku.edu/etd/548.

Council of Science Editors:

Noble RE. Kentucky 4-H Minimizes Barriers to STEM Education. [Doctoral Dissertation]. Eastern Kentucky U; 2018. Available from: https://encompass.eku.edu/etd/548

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