Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for subject:(Next Generation Science Standards). Showing records 1 – 30 of 147811 total matches.

[1] [2] [3] [4] [5] … [4928]

Search Limiters

Last 2 Years | English Only

Degrees

Levels

Languages

Country

▼ Search Limiters

1. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 December 04, 2020. 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. 04 Dec 2020.

Vancouver:

Nariman N. Problem-based Science Inquiry: Challenges and Possibilities for Addressing 21st Century Skills . [Internet] [Thesis]. California State University – San Marcos; 2014. [cited 2020 Dec 04]. 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


University of Illinois – Chicago

2. Barabasz, Kathleen M. Supporting Students with Learning Disabilities in Inclusive Middle School Science Classrooms.

Degree: 2018, University of Illinois – Chicago

 The Next Generation Science Standards (NGSS) require students to use language in different ways. Expressive and receptive language skills are necessary to participate in the… (more)

Subjects/Keywords: Learning Disability; Next Generation Science Standards; Science Practices; Middle School; Inclusion

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Barabasz, K. M. (2018). Supporting Students with Learning Disabilities in Inclusive Middle School Science Classrooms. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/22575

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):

Barabasz, Kathleen M. “Supporting Students with Learning Disabilities in Inclusive Middle School Science Classrooms.” 2018. Thesis, University of Illinois – Chicago. Accessed December 04, 2020. http://hdl.handle.net/10027/22575.

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

MLA Handbook (7th Edition):

Barabasz, Kathleen M. “Supporting Students with Learning Disabilities in Inclusive Middle School Science Classrooms.” 2018. Web. 04 Dec 2020.

Vancouver:

Barabasz KM. Supporting Students with Learning Disabilities in Inclusive Middle School Science Classrooms. [Internet] [Thesis]. University of Illinois – Chicago; 2018. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/10027/22575.

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

Council of Science Editors:

Barabasz KM. Supporting Students with Learning Disabilities in Inclusive Middle School Science Classrooms. [Thesis]. University of Illinois – Chicago; 2018. Available from: http://hdl.handle.net/10027/22575

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

3. Watts, Mahala Amber. Teacher Perspectives on Environmental Education Programs Provided By Eastern Kentucky University Division of Natural Areas.

Degree: MS, Recreation and Park Administration, 2019, Encompass Digital Archive, Eastern Kentucky University

  A goal of environmental education (EE) is to help instill environmental stewardship in students for the future. Hungerford and Volk (1990) believe environmental stewardship… (more)

Subjects/Keywords: Environmental Education; Next Generation Science Standards; Teacher Evaluation; Environmental Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Watts, M. A. (2019). Teacher Perspectives on Environmental Education Programs Provided By Eastern Kentucky University Division of Natural Areas. (Masters Thesis). Encompass Digital Archive, Eastern Kentucky University. Retrieved from https://encompass.eku.edu/etd/653

Chicago Manual of Style (16th Edition):

Watts, Mahala Amber. “Teacher Perspectives on Environmental Education Programs Provided By Eastern Kentucky University Division of Natural Areas.” 2019. Masters Thesis, Encompass Digital Archive, Eastern Kentucky University. Accessed December 04, 2020. https://encompass.eku.edu/etd/653.

MLA Handbook (7th Edition):

Watts, Mahala Amber. “Teacher Perspectives on Environmental Education Programs Provided By Eastern Kentucky University Division of Natural Areas.” 2019. Web. 04 Dec 2020.

Vancouver:

Watts MA. Teacher Perspectives on Environmental Education Programs Provided By Eastern Kentucky University Division of Natural Areas. [Internet] [Masters thesis]. Encompass Digital Archive, Eastern Kentucky University; 2019. [cited 2020 Dec 04]. Available from: https://encompass.eku.edu/etd/653.

Council of Science Editors:

Watts MA. Teacher Perspectives on Environmental Education Programs Provided By Eastern Kentucky University Division of Natural Areas. [Masters Thesis]. Encompass Digital Archive, Eastern Kentucky University; 2019. Available from: https://encompass.eku.edu/etd/653


Montana State University

4. 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.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 December 04, 2020. 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. 04 Dec 2020.

Vancouver:

Lloyd AL. Assessing the Next Generation Science Standards and its effects on student and teacher learning. [Internet] [Thesis]. Montana State University; 2016. [cited 2020 Dec 04]. 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

5. 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.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 December 04, 2020. 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. 04 Dec 2020.

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 2020 Dec 04]. 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

6. 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.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 December 04, 2020. 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. 04 Dec 2020.

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 2020 Dec 04]. 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

7. 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.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 December 04, 2020. 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. 04 Dec 2020.

Vancouver:

Pavlovich CL. Scientific literacy : teacher conceptual framework in relation to student achievement and attitudes. [Internet] [Thesis]. Montana State University; 2016. [cited 2020 Dec 04]. 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

8. 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.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 December 04, 2020. 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. 04 Dec 2020.

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 2020 Dec 04]. 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


Montana State University

9. Fitch, Christine DeLeo. The impacts of teaching the crosscutting concepts in a proficiency-based system.

Degree: MS, College of Letters & Science, 2019, Montana State University

 Education in the State of Vermont is evolving due to new legislation. By 2020, our students must graduate from a proficiency-based system. Vermont students must… (more)

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Fitch, C. D. (2019). The impacts of teaching the crosscutting concepts in a proficiency-based system. (Masters Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/15662

Chicago Manual of Style (16th Edition):

Fitch, Christine DeLeo. “The impacts of teaching the crosscutting concepts in a proficiency-based system.” 2019. Masters Thesis, Montana State University. Accessed December 04, 2020. https://scholarworks.montana.edu/xmlui/handle/1/15662.

MLA Handbook (7th Edition):

Fitch, Christine DeLeo. “The impacts of teaching the crosscutting concepts in a proficiency-based system.” 2019. Web. 04 Dec 2020.

Vancouver:

Fitch CD. The impacts of teaching the crosscutting concepts in a proficiency-based system. [Internet] [Masters thesis]. Montana State University; 2019. [cited 2020 Dec 04]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/15662.

Council of Science Editors:

Fitch CD. The impacts of teaching the crosscutting concepts in a proficiency-based system. [Masters Thesis]. Montana State University; 2019. Available from: https://scholarworks.montana.edu/xmlui/handle/1/15662


Michigan Technological University

10. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 December 04, 2020. 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. 04 Dec 2020.

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 2020 Dec 04]. 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


Montana State University

11. 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).

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 December 04, 2020. 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. 04 Dec 2020.

Vancouver:

Curran DT. Tracing matter and energy in the high school chemistry classroom. [Internet] [Thesis]. Montana State University; 2018. [cited 2020 Dec 04]. 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

12. 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).

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 December 04, 2020. 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. 04 Dec 2020.

Vancouver:

Jones CC. Addressing misconceptions through inquiry in first grade science. [Internet] [Thesis]. Montana State University; 2018. [cited 2020 Dec 04]. 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


University of Iowa

13. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 December 04, 2020. 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. 04 Dec 2020.

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 2020 Dec 04]. 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


University of Southern California

14. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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/7338

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 December 04, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/381441/rec/7338.

MLA Handbook (7th Edition):

Bakshi, Leena. “The successful implementation of STEM initiatives in lower income schools.” 2014. Web. 04 Dec 2020.

Vancouver:

Bakshi L. The successful implementation of STEM initiatives in lower income schools. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2020 Dec 04]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/381441/rec/7338.

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/7338


Liberty University

15. Priester, Jessica Louise. Next Generation Science Standards Aligned Curriculum's Impact on Students' Academic Scores and Attitude towards Science.

Degree: 2020, Liberty University

 The purpose of this causal-comparative study was to compare student test scores and attitude toward science before and after the implementation of a curriculum aligned… (more)

Subjects/Keywords: Next Generation Science Standards; Inquiry-Based Learning; Science; Middle School Students; Curriculum and Instruction; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Priester, J. L. (2020). Next Generation Science Standards Aligned Curriculum's Impact on Students' Academic Scores and Attitude towards Science. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/2343

Chicago Manual of Style (16th Edition):

Priester, Jessica Louise. “Next Generation Science Standards Aligned Curriculum's Impact on Students' Academic Scores and Attitude towards Science.” 2020. Doctoral Dissertation, Liberty University. Accessed December 04, 2020. https://digitalcommons.liberty.edu/doctoral/2343.

MLA Handbook (7th Edition):

Priester, Jessica Louise. “Next Generation Science Standards Aligned Curriculum's Impact on Students' Academic Scores and Attitude towards Science.” 2020. Web. 04 Dec 2020.

Vancouver:

Priester JL. Next Generation Science Standards Aligned Curriculum's Impact on Students' Academic Scores and Attitude towards Science. [Internet] [Doctoral dissertation]. Liberty University; 2020. [cited 2020 Dec 04]. Available from: https://digitalcommons.liberty.edu/doctoral/2343.

Council of Science Editors:

Priester JL. Next Generation Science Standards Aligned Curriculum's Impact on Students' Academic Scores and Attitude towards Science. [Doctoral Dissertation]. Liberty University; 2020. Available from: https://digitalcommons.liberty.edu/doctoral/2343


Montana State University

16. 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.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 December 04, 2020. 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. 04 Dec 2020.

Vancouver:

Stanton LK. NGSS formative assessment in middle school science. [Internet] [Thesis]. Montana State University; 2017. [cited 2020 Dec 04]. 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

17. 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.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 December 04, 2020. 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. 04 Dec 2020.

Vancouver:

Chase AM. The 5E instructional model for the next generation chemistry classroom. [Internet] [Thesis]. Montana State University; 2016. [cited 2020 Dec 04]. 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


Montana State University

18. 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).

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 December 04, 2020. 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. 04 Dec 2020.

Vancouver:

Engebretsen DK. Science and engineering practices in secondary science. [Internet] [Thesis]. Montana State University; 2018. [cited 2020 Dec 04]. 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


Grand Valley State University

19. Treadway, Meāgan N. Inquiry-Based Biotechnology Education For Kent Intermediate School District Early College Program.

Degree: 2016, Grand Valley State University

 Growth in the field of biotechnology, combined with the ability to access information instantaneously, requires a new model of science education that will nurture deeper… (more)

Subjects/Keywords: Biotechnology; inquiry; early college; constructivism; Next Generation Science Standards; electrophoresis; Life Sciences

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Treadway, M. N. (2016). Inquiry-Based Biotechnology Education For Kent Intermediate School District Early College Program. (Thesis). Grand Valley State University. Retrieved from https://scholarworks.gvsu.edu/theses/830

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):

Treadway, Meāgan N. “Inquiry-Based Biotechnology Education For Kent Intermediate School District Early College Program.” 2016. Thesis, Grand Valley State University. Accessed December 04, 2020. https://scholarworks.gvsu.edu/theses/830.

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

MLA Handbook (7th Edition):

Treadway, Meāgan N. “Inquiry-Based Biotechnology Education For Kent Intermediate School District Early College Program.” 2016. Web. 04 Dec 2020.

Vancouver:

Treadway MN. Inquiry-Based Biotechnology Education For Kent Intermediate School District Early College Program. [Internet] [Thesis]. Grand Valley State University; 2016. [cited 2020 Dec 04]. Available from: https://scholarworks.gvsu.edu/theses/830.

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

Council of Science Editors:

Treadway MN. Inquiry-Based Biotechnology Education For Kent Intermediate School District Early College Program. [Thesis]. Grand Valley State University; 2016. Available from: https://scholarworks.gvsu.edu/theses/830

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


Rutgers University

20. Vanier, Marianne, 1979-. NGSS and the new role for physics teachers: reflections of preservice physics teachers as windows on the learning, development and enduring of science practices.

Degree: PhD, Education, 2020, Rutgers University

The Next Generation Science Standards (NGSS) define a different role for the physics teacher. While there is the expectation that preservice physics teachers (PPTs) will… (more)

Subjects/Keywords: High school physics; Physics teachers  – Education (Higher); Next Generation Science Standards (Education)

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Vanier, Marianne, 1. (2020). NGSS and the new role for physics teachers: reflections of preservice physics teachers as windows on the learning, development and enduring of science practices. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/62912/

Chicago Manual of Style (16th Edition):

Vanier, Marianne, 1979-. “NGSS and the new role for physics teachers: reflections of preservice physics teachers as windows on the learning, development and enduring of science practices.” 2020. Doctoral Dissertation, Rutgers University. Accessed December 04, 2020. https://rucore.libraries.rutgers.edu/rutgers-lib/62912/.

MLA Handbook (7th Edition):

Vanier, Marianne, 1979-. “NGSS and the new role for physics teachers: reflections of preservice physics teachers as windows on the learning, development and enduring of science practices.” 2020. Web. 04 Dec 2020.

Vancouver:

Vanier, Marianne 1. NGSS and the new role for physics teachers: reflections of preservice physics teachers as windows on the learning, development and enduring of science practices. [Internet] [Doctoral dissertation]. Rutgers University; 2020. [cited 2020 Dec 04]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/62912/.

Council of Science Editors:

Vanier, Marianne 1. NGSS and the new role for physics teachers: reflections of preservice physics teachers as windows on the learning, development and enduring of science practices. [Doctoral Dissertation]. Rutgers University; 2020. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/62912/


Montana State University

21. 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.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 December 04, 2020. 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. 04 Dec 2020.

Vancouver:

Goodpaster K. The effects of scientific argumentation on student attitudes and evidence based reasoning skills. [Internet] [Thesis]. Montana State University; 2015. [cited 2020 Dec 04]. 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


Northeastern University

22. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 December 04, 2020. 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. 04 Dec 2020.

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 2020 Dec 04]. 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


Columbia University

23. 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)

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 December 04, 2020. 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. 04 Dec 2020.

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 2020 Dec 04]. 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


Georgia State University

24. Harper, Charles E, Jr. The Perceptions and Experiences of Elementary Georgia Science Ambassadors: What Educational Leaders and Policymakers Need to Know.

Degree: Doctor of Education (EdD), Educational Policy Studies, 2019, Georgia State University

  The purpose of the study was to characterize the Georgia Science Ambassadors Program (GSAP) by investigating the perceptions and experiences of elementary-level (K-5) Georgia… (more)

Subjects/Keywords: boundary spanning; distributed instructional leadership; Georgia Science Ambassadors Program; Georgia Standards of Excellence (GSE); Next Generation Science Standards (NGSS); systems theory

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Harper, Charles E, J. (2019). The Perceptions and Experiences of Elementary Georgia Science Ambassadors: What Educational Leaders and Policymakers Need to Know. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/198

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):

Harper, Charles E, Jr. “The Perceptions and Experiences of Elementary Georgia Science Ambassadors: What Educational Leaders and Policymakers Need to Know.” 2019. Thesis, Georgia State University. Accessed December 04, 2020. https://scholarworks.gsu.edu/eps_diss/198.

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

MLA Handbook (7th Edition):

Harper, Charles E, Jr. “The Perceptions and Experiences of Elementary Georgia Science Ambassadors: What Educational Leaders and Policymakers Need to Know.” 2019. Web. 04 Dec 2020.

Vancouver:

Harper, Charles E J. The Perceptions and Experiences of Elementary Georgia Science Ambassadors: What Educational Leaders and Policymakers Need to Know. [Internet] [Thesis]. Georgia State University; 2019. [cited 2020 Dec 04]. Available from: https://scholarworks.gsu.edu/eps_diss/198.

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

Council of Science Editors:

Harper, Charles E J. The Perceptions and Experiences of Elementary Georgia Science Ambassadors: What Educational Leaders and Policymakers Need to Know. [Thesis]. Georgia State University; 2019. Available from: https://scholarworks.gsu.edu/eps_diss/198

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


Northeastern University

25. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 December 04, 2020. 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. 04 Dec 2020.

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 2020 Dec 04]. 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


Penn State University

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

Degree: 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/d791sg170

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):

Raish, Victoria Rose. “A Content Analysis of Virtual Science Labs in Cyber Charter Schools.” 2016. Thesis, Penn State University. Accessed December 04, 2020. https://submit-etda.libraries.psu.edu/catalog/d791sg170.

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

MLA Handbook (7th Edition):

Raish, Victoria Rose. “A Content Analysis of Virtual Science Labs in Cyber Charter Schools.” 2016. Web. 04 Dec 2020.

Vancouver:

Raish VR. A Content Analysis of Virtual Science Labs in Cyber Charter Schools. [Internet] [Thesis]. Penn State University; 2016. [cited 2020 Dec 04]. Available from: https://submit-etda.libraries.psu.edu/catalog/d791sg170.

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

Council of Science Editors:

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

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


University of California – San Diego

27. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 December 04, 2020. 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. 04 Dec 2020.

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 2020 Dec 04]. 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


University of Iowa

28. Neal, Ted A. The impact of argument-based learning environments on early learners multimodal representations.

Degree: PhD, Science Education, 2017, University of Iowa

  The purpose of this study was to examine the impact of an immersive argument based learning environment on students’ multimodal competencies. The objective was… (more)

Subjects/Keywords: Argument Based Inquiry; Early Learners; Informational Text Features; Multimodality; Next Generation Science Standards; Science Writing Heuristic; Science and Mathematics Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Neal, T. A. (2017). The impact of argument-based learning environments on early learners multimodal representations. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/5578

Chicago Manual of Style (16th Edition):

Neal, Ted A. “The impact of argument-based learning environments on early learners multimodal representations.” 2017. Doctoral Dissertation, University of Iowa. Accessed December 04, 2020. https://ir.uiowa.edu/etd/5578.

MLA Handbook (7th Edition):

Neal, Ted A. “The impact of argument-based learning environments on early learners multimodal representations.” 2017. Web. 04 Dec 2020.

Vancouver:

Neal TA. The impact of argument-based learning environments on early learners multimodal representations. [Internet] [Doctoral dissertation]. University of Iowa; 2017. [cited 2020 Dec 04]. Available from: https://ir.uiowa.edu/etd/5578.

Council of Science Editors:

Neal TA. The impact of argument-based learning environments on early learners multimodal representations. [Doctoral Dissertation]. University of Iowa; 2017. Available from: https://ir.uiowa.edu/etd/5578

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

Degree: Doctor of Education (EdD), Educational Leadership and Policy Studies, 2018, Encompass Digital Archive, Eastern Kentucky University

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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). Encompass Digital Archive, Eastern Kentucky University. 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, Encompass Digital Archive, Eastern Kentucky University. Accessed December 04, 2020. https://encompass.eku.edu/etd/548.

MLA Handbook (7th Edition):

Noble, Rachel Elizabeth. “Kentucky 4-H Minimizes Barriers to STEM Education.” 2018. Web. 04 Dec 2020.

Vancouver:

Noble RE. Kentucky 4-H Minimizes Barriers to STEM Education. [Internet] [Doctoral dissertation]. Encompass Digital Archive, Eastern Kentucky University; 2018. [cited 2020 Dec 04]. Available from: https://encompass.eku.edu/etd/548.

Council of Science Editors:

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


University of Maryland

30. Green, Amy Elizabeth. THE ‘NEXT GENERATION’ OF CONSTRUCTIVIST REFORM IN SCIENCE AND STEM: CASE STUDY EXPLORATIONS OF THE PRACTICES OF STUDENTS AND THE PERSPECTIVES OF TEACHERS.

Degree: Curriculum and Instruction, 2017, University of Maryland

 This dissertation provides insights into the potential for the Next Generation Science Standards (NGSS) and a complementary instructional model, transdisciplinary STEM, to advance constructivist approaches… (more)

Subjects/Keywords: Science education; Teacher education; Discourse; Next Generation Science Standards; Science Education Reform; STEM; Student Agency; Teacher Beliefs

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Green, A. E. (2017). THE ‘NEXT GENERATION’ OF CONSTRUCTIVIST REFORM IN SCIENCE AND STEM: CASE STUDY EXPLORATIONS OF THE PRACTICES OF STUDENTS AND THE PERSPECTIVES OF TEACHERS. (Thesis). University of Maryland. Retrieved from http://hdl.handle.net/1903/20382

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):

Green, Amy Elizabeth. “THE ‘NEXT GENERATION’ OF CONSTRUCTIVIST REFORM IN SCIENCE AND STEM: CASE STUDY EXPLORATIONS OF THE PRACTICES OF STUDENTS AND THE PERSPECTIVES OF TEACHERS.” 2017. Thesis, University of Maryland. Accessed December 04, 2020. http://hdl.handle.net/1903/20382.

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

MLA Handbook (7th Edition):

Green, Amy Elizabeth. “THE ‘NEXT GENERATION’ OF CONSTRUCTIVIST REFORM IN SCIENCE AND STEM: CASE STUDY EXPLORATIONS OF THE PRACTICES OF STUDENTS AND THE PERSPECTIVES OF TEACHERS.” 2017. Web. 04 Dec 2020.

Vancouver:

Green AE. THE ‘NEXT GENERATION’ OF CONSTRUCTIVIST REFORM IN SCIENCE AND STEM: CASE STUDY EXPLORATIONS OF THE PRACTICES OF STUDENTS AND THE PERSPECTIVES OF TEACHERS. [Internet] [Thesis]. University of Maryland; 2017. [cited 2020 Dec 04]. Available from: http://hdl.handle.net/1903/20382.

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

Council of Science Editors:

Green AE. THE ‘NEXT GENERATION’ OF CONSTRUCTIVIST REFORM IN SCIENCE AND STEM: CASE STUDY EXPLORATIONS OF THE PRACTICES OF STUDENTS AND THE PERSPECTIVES OF TEACHERS. [Thesis]. University of Maryland; 2017. Available from: http://hdl.handle.net/1903/20382

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

[1] [2] [3] [4] [5] … [4928]

.