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You searched for subject:(STEM Curriculum Development). Showing records 1 – 15 of 15 total matches.

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University of Southern California

1. Abu-Rasool, Nsoah. A needs assessment of Meadows Elementary School District STEM education after school program.

Degree: EdD, Education (Leadership), 2015, University of Southern California

 The purpose of this project was to conduct a needs assessment of the Reaching New Heights (RNH) afterschool program in the Meadows Elementary School District… (more)

Subjects/Keywords: STEM; knowledge; capacity; curriculum; professional development; motivation

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APA (6th Edition):

Abu-Rasool, N. (2015). A needs assessment of Meadows Elementary School District STEM education after school program. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/560237/rec/267

Chicago Manual of Style (16th Edition):

Abu-Rasool, Nsoah. “A needs assessment of Meadows Elementary School District STEM education after school program.” 2015. Doctoral Dissertation, University of Southern California. Accessed November 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/560237/rec/267.

MLA Handbook (7th Edition):

Abu-Rasool, Nsoah. “A needs assessment of Meadows Elementary School District STEM education after school program.” 2015. Web. 21 Nov 2019.

Vancouver:

Abu-Rasool N. A needs assessment of Meadows Elementary School District STEM education after school program. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Nov 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/560237/rec/267.

Council of Science Editors:

Abu-Rasool N. A needs assessment of Meadows Elementary School District STEM education after school program. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/560237/rec/267


University of Minnesota

2. McFadden, Justin. Teachers as Designers: The Iterative Process of Curriculum Design Focused on STEM Integration.

Degree: PhD, Education, Curriculum and Instruction, 2015, University of Minnesota

 Curricular resources play an important role when educational reform efforts are introduced (Powell & Anderson, 2002). Taking Science to School (NRC, 2007) and more recently… (more)

Subjects/Keywords: Coaching; Curriculum Design; Elementary Science Education; STEM Education; Teacher Professional Development

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APA (6th Edition):

McFadden, J. (2015). Teachers as Designers: The Iterative Process of Curriculum Design Focused on STEM Integration. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/175257

Chicago Manual of Style (16th Edition):

McFadden, Justin. “Teachers as Designers: The Iterative Process of Curriculum Design Focused on STEM Integration.” 2015. Doctoral Dissertation, University of Minnesota. Accessed November 21, 2019. http://hdl.handle.net/11299/175257.

MLA Handbook (7th Edition):

McFadden, Justin. “Teachers as Designers: The Iterative Process of Curriculum Design Focused on STEM Integration.” 2015. Web. 21 Nov 2019.

Vancouver:

McFadden J. Teachers as Designers: The Iterative Process of Curriculum Design Focused on STEM Integration. [Internet] [Doctoral dissertation]. University of Minnesota; 2015. [cited 2019 Nov 21]. Available from: http://hdl.handle.net/11299/175257.

Council of Science Editors:

McFadden J. Teachers as Designers: The Iterative Process of Curriculum Design Focused on STEM Integration. [Doctoral Dissertation]. University of Minnesota; 2015. Available from: http://hdl.handle.net/11299/175257


University of Minnesota

3. Ellingson, Charlene. Teachers as Curriculum Designers: Understanding STEM Pedagogical Design Capacity.

Degree: PhD, Education, Curriculum and Instruction, 2018, University of Minnesota

 Background/Context: Science is in the midst of reform, shifting away from teaching science and mathematics in isolation from one another, toward a model that prioritizes… (more)

Subjects/Keywords: Design Capacity Enactment Framework; Pedagogical Design Capacity; Protocols; Science; Technology; Engineering and Mathematics (STEM); STEM Curriculum Development; Teacher Design Teams

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APA (6th Edition):

Ellingson, C. (2018). Teachers as Curriculum Designers: Understanding STEM Pedagogical Design Capacity. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/199085

Chicago Manual of Style (16th Edition):

Ellingson, Charlene. “Teachers as Curriculum Designers: Understanding STEM Pedagogical Design Capacity.” 2018. Doctoral Dissertation, University of Minnesota. Accessed November 21, 2019. http://hdl.handle.net/11299/199085.

MLA Handbook (7th Edition):

Ellingson, Charlene. “Teachers as Curriculum Designers: Understanding STEM Pedagogical Design Capacity.” 2018. Web. 21 Nov 2019.

Vancouver:

Ellingson C. Teachers as Curriculum Designers: Understanding STEM Pedagogical Design Capacity. [Internet] [Doctoral dissertation]. University of Minnesota; 2018. [cited 2019 Nov 21]. Available from: http://hdl.handle.net/11299/199085.

Council of Science Editors:

Ellingson C. Teachers as Curriculum Designers: Understanding STEM Pedagogical Design Capacity. [Doctoral Dissertation]. University of Minnesota; 2018. Available from: http://hdl.handle.net/11299/199085


Boise State University

4. Hemingway, Angela. Research-Based STEM Educator Professional Development Rubrics for the Selection of High-Quality Professional Development: A Mixed Methods Study of Teacher Perceptions and Outcomes.

Degree: 2017, Boise State University

 Idahoans failed to recognize approximately 240M in 2016 when over 3,800 STEM (science, technology, engineering, and math) jobs, with a median wage of 30 per… (more)

Subjects/Keywords: education; professional development; STEM; high quality; rubric; educator survey; Curriculum and Instruction

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APA (6th Edition):

Hemingway, A. (2017). Research-Based STEM Educator Professional Development Rubrics for the Selection of High-Quality Professional Development: A Mixed Methods Study of Teacher Perceptions and Outcomes. (Thesis). Boise State University. Retrieved from https://scholarworks.boisestate.edu/td/1338

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):

Hemingway, Angela. “Research-Based STEM Educator Professional Development Rubrics for the Selection of High-Quality Professional Development: A Mixed Methods Study of Teacher Perceptions and Outcomes.” 2017. Thesis, Boise State University. Accessed November 21, 2019. https://scholarworks.boisestate.edu/td/1338.

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

MLA Handbook (7th Edition):

Hemingway, Angela. “Research-Based STEM Educator Professional Development Rubrics for the Selection of High-Quality Professional Development: A Mixed Methods Study of Teacher Perceptions and Outcomes.” 2017. Web. 21 Nov 2019.

Vancouver:

Hemingway A. Research-Based STEM Educator Professional Development Rubrics for the Selection of High-Quality Professional Development: A Mixed Methods Study of Teacher Perceptions and Outcomes. [Internet] [Thesis]. Boise State University; 2017. [cited 2019 Nov 21]. Available from: https://scholarworks.boisestate.edu/td/1338.

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

Council of Science Editors:

Hemingway A. Research-Based STEM Educator Professional Development Rubrics for the Selection of High-Quality Professional Development: A Mixed Methods Study of Teacher Perceptions and Outcomes. [Thesis]. Boise State University; 2017. Available from: https://scholarworks.boisestate.edu/td/1338

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


Utah State University

5. Avery, Zanj Kano. Effects of Professional Development on Infusing Engineering Design Into High School Science, Technology, Engineering, and Math (STEM) Curricula.

Degree: PhD, Engineering and Technology Education, 2010, Utah State University

 The purpose of this study was to examine the effects of professional development (PD) on the infusion of engineering design into high school curricula. Four… (more)

Subjects/Keywords: Engineering Education; Math Education; Professional Development; Science Education; STEM Integration; Technology Education; Curriculum and Instruction

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APA (6th Edition):

Avery, Z. K. (2010). Effects of Professional Development on Infusing Engineering Design Into High School Science, Technology, Engineering, and Math (STEM) Curricula. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/548

Chicago Manual of Style (16th Edition):

Avery, Zanj Kano. “Effects of Professional Development on Infusing Engineering Design Into High School Science, Technology, Engineering, and Math (STEM) Curricula.” 2010. Doctoral Dissertation, Utah State University. Accessed November 21, 2019. https://digitalcommons.usu.edu/etd/548.

MLA Handbook (7th Edition):

Avery, Zanj Kano. “Effects of Professional Development on Infusing Engineering Design Into High School Science, Technology, Engineering, and Math (STEM) Curricula.” 2010. Web. 21 Nov 2019.

Vancouver:

Avery ZK. Effects of Professional Development on Infusing Engineering Design Into High School Science, Technology, Engineering, and Math (STEM) Curricula. [Internet] [Doctoral dissertation]. Utah State University; 2010. [cited 2019 Nov 21]. Available from: https://digitalcommons.usu.edu/etd/548.

Council of Science Editors:

Avery ZK. Effects of Professional Development on Infusing Engineering Design Into High School Science, Technology, Engineering, and Math (STEM) Curricula. [Doctoral Dissertation]. Utah State University; 2010. Available from: https://digitalcommons.usu.edu/etd/548

6. Ring, Elizabeth. Teacher Conceptions of Integrated STEM Education and How They Are Reflected in Integrated STEM Curriculum Writing and Classroom Implementation.

Degree: PhD, Education, Curriculum and Instruction, 2017, University of Minnesota

 There has been a nation-wide push for an increase in the use of integrated science, technology, engineering, and mathematics (STEM) education in the United States.… (more)

Subjects/Keywords: Conceptions of STEM; Curriculum Development; Curriculum Implementation; STEM Education

…Discussion - Team Charters for Curriculum Development Created - Introduction to STEM Integration… …66 Figure 4.2. Characteristics of STEM in Soccer Stadium curriculum .....................72… …73 Figure 4.4. Characteristics of STEM in Cross Pollination of GMOs Curriculum .78 Figure… …79 Figure 4.6. Characteristics of STEM in Mechanical Claw curriculum .................84… …teachers’ development of integrated STEM curricula. This study identified seven characteristics… 

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APA (6th Edition):

Ring, E. (2017). Teacher Conceptions of Integrated STEM Education and How They Are Reflected in Integrated STEM Curriculum Writing and Classroom Implementation. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/188899

Chicago Manual of Style (16th Edition):

Ring, Elizabeth. “Teacher Conceptions of Integrated STEM Education and How They Are Reflected in Integrated STEM Curriculum Writing and Classroom Implementation.” 2017. Doctoral Dissertation, University of Minnesota. Accessed November 21, 2019. http://hdl.handle.net/11299/188899.

MLA Handbook (7th Edition):

Ring, Elizabeth. “Teacher Conceptions of Integrated STEM Education and How They Are Reflected in Integrated STEM Curriculum Writing and Classroom Implementation.” 2017. Web. 21 Nov 2019.

Vancouver:

Ring E. Teacher Conceptions of Integrated STEM Education and How They Are Reflected in Integrated STEM Curriculum Writing and Classroom Implementation. [Internet] [Doctoral dissertation]. University of Minnesota; 2017. [cited 2019 Nov 21]. Available from: http://hdl.handle.net/11299/188899.

Council of Science Editors:

Ring E. Teacher Conceptions of Integrated STEM Education and How They Are Reflected in Integrated STEM Curriculum Writing and Classroom Implementation. [Doctoral Dissertation]. University of Minnesota; 2017. Available from: http://hdl.handle.net/11299/188899

7. Lin, Yi-Ching. Developing a Career Development Assessment for Predicting Young Stem Graduates’ Employability and Career Barriers.

Degree: PhD, STEM and Professional Studies, 2017, Old Dominion University

  The increased concern of declining STEM candidates could negatively impact the U.S. economy (Kelic & Zagnoel, 2009; Maltese & Tai, 2010). Previous studies suggest… (more)

Subjects/Keywords: Academic performance; Career barriers; Career development; Curriculum development; Employability; STEM higher education; Curriculum and Instruction; Higher Education; Social and Philosophical Foundations of Education

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APA (6th Edition):

Lin, Y. (2017). Developing a Career Development Assessment for Predicting Young Stem Graduates’ Employability and Career Barriers. (Doctoral Dissertation). Old Dominion University. Retrieved from 9780355358988 ; https://digitalcommons.odu.edu/stemps_etds/21

Chicago Manual of Style (16th Edition):

Lin, Yi-Ching. “Developing a Career Development Assessment for Predicting Young Stem Graduates’ Employability and Career Barriers.” 2017. Doctoral Dissertation, Old Dominion University. Accessed November 21, 2019. 9780355358988 ; https://digitalcommons.odu.edu/stemps_etds/21.

MLA Handbook (7th Edition):

Lin, Yi-Ching. “Developing a Career Development Assessment for Predicting Young Stem Graduates’ Employability and Career Barriers.” 2017. Web. 21 Nov 2019.

Vancouver:

Lin Y. Developing a Career Development Assessment for Predicting Young Stem Graduates’ Employability and Career Barriers. [Internet] [Doctoral dissertation]. Old Dominion University; 2017. [cited 2019 Nov 21]. Available from: 9780355358988 ; https://digitalcommons.odu.edu/stemps_etds/21.

Council of Science Editors:

Lin Y. Developing a Career Development Assessment for Predicting Young Stem Graduates’ Employability and Career Barriers. [Doctoral Dissertation]. Old Dominion University; 2017. Available from: 9780355358988 ; https://digitalcommons.odu.edu/stemps_etds/21


University of Southern California

8. Moon, Linda. A needs assessment of an urban elementary school district's afterschool program.

Degree: EdD, Education, 2015, University of Southern California

 Science, technology, engineering, and math (STEM) education has been a hot button issue in recent years, especially concerning its implementation in schools and application to… (more)

Subjects/Keywords: STEM; OST; out-of-school time; needs assessment; knowledge; motivation; professional development; curriculum; project-based learning; afterschool

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APA (6th Edition):

Moon, L. (2015). A needs assessment of an urban elementary school district's afterschool program. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/552028/rec/266

Chicago Manual of Style (16th Edition):

Moon, Linda. “A needs assessment of an urban elementary school district's afterschool program.” 2015. Doctoral Dissertation, University of Southern California. Accessed November 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/552028/rec/266.

MLA Handbook (7th Edition):

Moon, Linda. “A needs assessment of an urban elementary school district's afterschool program.” 2015. Web. 21 Nov 2019.

Vancouver:

Moon L. A needs assessment of an urban elementary school district's afterschool program. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Nov 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/552028/rec/266.

Council of Science Editors:

Moon L. A needs assessment of an urban elementary school district's afterschool program. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/552028/rec/266


Boise State University

9. Rae, Darcie D. 2014 Stem Professional Development Summer Institute: K12 Teacher Progression Identified In TPACK Assessment.

Degree: 2015, Boise State University

 This study examined the relationship between K12 teachers’ STEM (science, technology, engineering, and mathematics) instructional technology knowledge before and after a four-day professional development summer… (more)

Subjects/Keywords: education; instructional technology; professional development; STEM; Curriculum and Instruction; Elementary Education and Teaching; Instructional Media Design; Other Teacher Education and Professional Development; Science and Mathematics Education; Secondary Education and Teaching

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APA (6th Edition):

Rae, D. D. (2015). 2014 Stem Professional Development Summer Institute: K12 Teacher Progression Identified In TPACK Assessment. (Thesis). Boise State University. Retrieved from https://scholarworks.boisestate.edu/td/956

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):

Rae, Darcie D. “2014 Stem Professional Development Summer Institute: K12 Teacher Progression Identified In TPACK Assessment.” 2015. Thesis, Boise State University. Accessed November 21, 2019. https://scholarworks.boisestate.edu/td/956.

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

MLA Handbook (7th Edition):

Rae, Darcie D. “2014 Stem Professional Development Summer Institute: K12 Teacher Progression Identified In TPACK Assessment.” 2015. Web. 21 Nov 2019.

Vancouver:

Rae DD. 2014 Stem Professional Development Summer Institute: K12 Teacher Progression Identified In TPACK Assessment. [Internet] [Thesis]. Boise State University; 2015. [cited 2019 Nov 21]. Available from: https://scholarworks.boisestate.edu/td/956.

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

Council of Science Editors:

Rae DD. 2014 Stem Professional Development Summer Institute: K12 Teacher Progression Identified In TPACK Assessment. [Thesis]. Boise State University; 2015. Available from: https://scholarworks.boisestate.edu/td/956

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


University of Arkansas

10. Carter, Vinson Robert. Defining Characteristics of an Integrated STEM Curriculum in K-12 Education.

Degree: PhD, 2013, University of Arkansas

  The purpose of the study was to obtain consensus concerning the defining characteristics of integrated STEM (Science, Technology, Engineering, and Mathematics) curriculum. This study… (more)

Subjects/Keywords: Education; Curricula; Curriculum; K-12; STEM education; Science; technology; engineering; and mathematics (STEM); Teacher education; Technology education; Curriculum and Instruction; Engineering Education; Other Education; Science and Mathematics Education; Teacher Education and Professional Development

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APA (6th Edition):

Carter, V. R. (2013). Defining Characteristics of an Integrated STEM Curriculum in K-12 Education. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/819

Chicago Manual of Style (16th Edition):

Carter, Vinson Robert. “Defining Characteristics of an Integrated STEM Curriculum in K-12 Education.” 2013. Doctoral Dissertation, University of Arkansas. Accessed November 21, 2019. https://scholarworks.uark.edu/etd/819.

MLA Handbook (7th Edition):

Carter, Vinson Robert. “Defining Characteristics of an Integrated STEM Curriculum in K-12 Education.” 2013. Web. 21 Nov 2019.

Vancouver:

Carter VR. Defining Characteristics of an Integrated STEM Curriculum in K-12 Education. [Internet] [Doctoral dissertation]. University of Arkansas; 2013. [cited 2019 Nov 21]. Available from: https://scholarworks.uark.edu/etd/819.

Council of Science Editors:

Carter VR. Defining Characteristics of an Integrated STEM Curriculum in K-12 Education. [Doctoral Dissertation]. University of Arkansas; 2013. Available from: https://scholarworks.uark.edu/etd/819


Seton Hall University

11. Riggins, Emily Clare. Integrating the Arts and Sciences in the Museum Setting.

Degree: MA Museum Professions, Communication and the Arts, 2014, Seton Hall University

  The division between the arts and sciences appears to be deepening in America. As political leaders emphasize STEM (science, technology, engineering and math) education… (more)

Subjects/Keywords: Arts Integration; STEM Education; STEAM Education; Art Education; Curriculum and Instruction; Educational Methods; Other Education; Other Teacher Education and Professional Development; Science and Mathematics Education

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APA (6th Edition):

Riggins, E. C. (2014). Integrating the Arts and Sciences in the Museum Setting. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2039

Chicago Manual of Style (16th Edition):

Riggins, Emily Clare. “Integrating the Arts and Sciences in the Museum Setting.” 2014. Doctoral Dissertation, Seton Hall University. Accessed November 21, 2019. http://scholarship.shu.edu/dissertations/2039.

MLA Handbook (7th Edition):

Riggins, Emily Clare. “Integrating the Arts and Sciences in the Museum Setting.” 2014. Web. 21 Nov 2019.

Vancouver:

Riggins EC. Integrating the Arts and Sciences in the Museum Setting. [Internet] [Doctoral dissertation]. Seton Hall University; 2014. [cited 2019 Nov 21]. Available from: http://scholarship.shu.edu/dissertations/2039.

Council of Science Editors:

Riggins EC. Integrating the Arts and Sciences in the Museum Setting. [Doctoral Dissertation]. Seton Hall University; 2014. Available from: http://scholarship.shu.edu/dissertations/2039


Colorado State University

12. Graves, Leila. Case study evaluation of edible plants curriculum implemented in an elementary school, A.

Degree: PhD, Horticulture and Landscape Architecture, 2007, Colorado State University

 The main purpose of this study was to describe elementary teachers' attitudes and perceptions toward plant science. The secondary purpose was to create an edible… (more)

Subjects/Keywords: common core content; curriculum development; inquiry based; interdisciplinary; standard-based; STEM

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

APA (6th Edition):

Graves, L. (2007). Case study evaluation of edible plants curriculum implemented in an elementary school, A. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/82598

Chicago Manual of Style (16th Edition):

Graves, Leila. “Case study evaluation of edible plants curriculum implemented in an elementary school, A.” 2007. Doctoral Dissertation, Colorado State University. Accessed November 21, 2019. http://hdl.handle.net/10217/82598.

MLA Handbook (7th Edition):

Graves, Leila. “Case study evaluation of edible plants curriculum implemented in an elementary school, A.” 2007. Web. 21 Nov 2019.

Vancouver:

Graves L. Case study evaluation of edible plants curriculum implemented in an elementary school, A. [Internet] [Doctoral dissertation]. Colorado State University; 2007. [cited 2019 Nov 21]. Available from: http://hdl.handle.net/10217/82598.

Council of Science Editors:

Graves L. Case study evaluation of edible plants curriculum implemented in an elementary school, A. [Doctoral Dissertation]. Colorado State University; 2007. Available from: http://hdl.handle.net/10217/82598


Liberty University

13. Thompson, Amber. The Effect of Enhanced Visualization Instruction on First Grade Students' Scores on the North Carolina Standard Course Assessment.

Degree: 2012, Liberty University

 Visualization was once thought to be an important skill for professions only related to engineering, but due to the realization of concurrent design and the… (more)

Subjects/Keywords: First Grade; Gender Differences; Geometry; Minority Differences; STEM; Visualization; Education, General; Education, Curriculum and Instruction; Education, Technology; Education, Tests and Measurements; Education, Teacher Training; Curriculum and Instruction; Education; Educational Assessment, Evaluation, and Research; Instructional Media Design; Teacher Education and Professional Development

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APA (6th Edition):

Thompson, A. (2012). The Effect of Enhanced Visualization Instruction on First Grade Students' Scores on the North Carolina Standard Course Assessment. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/579

Chicago Manual of Style (16th Edition):

Thompson, Amber. “The Effect of Enhanced Visualization Instruction on First Grade Students' Scores on the North Carolina Standard Course Assessment.” 2012. Doctoral Dissertation, Liberty University. Accessed November 21, 2019. http://digitalcommons.liberty.edu/doctoral/579.

MLA Handbook (7th Edition):

Thompson, Amber. “The Effect of Enhanced Visualization Instruction on First Grade Students' Scores on the North Carolina Standard Course Assessment.” 2012. Web. 21 Nov 2019.

Vancouver:

Thompson A. The Effect of Enhanced Visualization Instruction on First Grade Students' Scores on the North Carolina Standard Course Assessment. [Internet] [Doctoral dissertation]. Liberty University; 2012. [cited 2019 Nov 21]. Available from: http://digitalcommons.liberty.edu/doctoral/579.

Council of Science Editors:

Thompson A. The Effect of Enhanced Visualization Instruction on First Grade Students' Scores on the North Carolina Standard Course Assessment. [Doctoral Dissertation]. Liberty University; 2012. Available from: http://digitalcommons.liberty.edu/doctoral/579

14. Althouse, Osaro. Empowering Female English Language Learners to Pursue Computer Science Fields: A Practical 4-Hour Workshop for Beginning Teachers in High School.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), Education, 2014, University of San Francisco

  Female English language learners (FELLs) are not taken under consideration when trying to attract new student populations to computer science fields. Frequently, females are… (more)

Subjects/Keywords: Blogging; Blogs; ELL; Female English Language Learner; STEM; HTML; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Curriculum and Social Inquiry; Education; Educational Methods; Higher Education; Instructional Media Design; Online and Distance Education; Secondary Education and Teaching; Teacher Education and Professional Development

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APA (6th Edition):

Althouse, O. (2014). Empowering Female English Language Learners to Pursue Computer Science Fields: A Practical 4-Hour Workshop for Beginning Teachers in High School. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/116

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):

Althouse, Osaro. “Empowering Female English Language Learners to Pursue Computer Science Fields: A Practical 4-Hour Workshop for Beginning Teachers in High School.” 2014. Thesis, University of San Francisco. Accessed November 21, 2019. https://repository.usfca.edu/capstone/116.

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

MLA Handbook (7th Edition):

Althouse, Osaro. “Empowering Female English Language Learners to Pursue Computer Science Fields: A Practical 4-Hour Workshop for Beginning Teachers in High School.” 2014. Web. 21 Nov 2019.

Vancouver:

Althouse O. Empowering Female English Language Learners to Pursue Computer Science Fields: A Practical 4-Hour Workshop for Beginning Teachers in High School. [Internet] [Thesis]. University of San Francisco; 2014. [cited 2019 Nov 21]. Available from: https://repository.usfca.edu/capstone/116.

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

Council of Science Editors:

Althouse O. Empowering Female English Language Learners to Pursue Computer Science Fields: A Practical 4-Hour Workshop for Beginning Teachers in High School. [Thesis]. University of San Francisco; 2014. Available from: https://repository.usfca.edu/capstone/116

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


East Tennessee State University

15. Turner, Kristin. Northeast Tennessee Educators’ Perception of STEM Education Implementation.

Degree: EdD (Doctor of Education), Educational Leadership, 2013, East Tennessee State University

  A quantitative nonexperimental survey study was developed to investigate Northeast Tennessee K-8 educators’ perceptions of STEM education. This study was an examination of current… (more)

Subjects/Keywords: Constructivism; Critical Thinking; Global Competition; Problem Solving; Project Based Learning; STEM; Curriculum and Instruction; Education; Educational Leadership; Elementary Education and Teaching; Junior High, Intermediate, Middle School Education and Teaching; Science and Mathematics Education; Teacher Education and Professional Development

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APA (6th Edition):

Turner, K. (2013). Northeast Tennessee Educators’ Perception of STEM Education Implementation. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1202

Chicago Manual of Style (16th Edition):

Turner, Kristin. “Northeast Tennessee Educators’ Perception of STEM Education Implementation.” 2013. Doctoral Dissertation, East Tennessee State University. Accessed November 21, 2019. https://dc.etsu.edu/etd/1202.

MLA Handbook (7th Edition):

Turner, Kristin. “Northeast Tennessee Educators’ Perception of STEM Education Implementation.” 2013. Web. 21 Nov 2019.

Vancouver:

Turner K. Northeast Tennessee Educators’ Perception of STEM Education Implementation. [Internet] [Doctoral dissertation]. East Tennessee State University; 2013. [cited 2019 Nov 21]. Available from: https://dc.etsu.edu/etd/1202.

Council of Science Editors:

Turner K. Northeast Tennessee Educators’ Perception of STEM Education Implementation. [Doctoral Dissertation]. East Tennessee State University; 2013. Available from: https://dc.etsu.edu/etd/1202

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