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You searched for subject:(STEM Education). Showing records 1 – 30 of 566 total matches.

[1] [2] [3] [4] [5] … [19]

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Clemson University

1. White, Christopher. The Creation and Validation of an Instrument to Measure School STEM Culture.

Degree: PhD, Curriculum and Instruction, 2015, Clemson University

 Although current research exists on school culture, there is a gap in the literature on specialized aspects of culture such as STEM Culture defined as… (more)

Subjects/Keywords: School Culture; STEM Culture; STEM Education; Education

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APA (6th Edition):

White, C. (2015). The Creation and Validation of an Instrument to Measure School STEM Culture. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/1584

Chicago Manual of Style (16th Edition):

White, Christopher. “The Creation and Validation of an Instrument to Measure School STEM Culture.” 2015. Doctoral Dissertation, Clemson University. Accessed July 21, 2019. https://tigerprints.clemson.edu/all_dissertations/1584.

MLA Handbook (7th Edition):

White, Christopher. “The Creation and Validation of an Instrument to Measure School STEM Culture.” 2015. Web. 21 Jul 2019.

Vancouver:

White C. The Creation and Validation of an Instrument to Measure School STEM Culture. [Internet] [Doctoral dissertation]. Clemson University; 2015. [cited 2019 Jul 21]. Available from: https://tigerprints.clemson.edu/all_dissertations/1584.

Council of Science Editors:

White C. The Creation and Validation of an Instrument to Measure School STEM Culture. [Doctoral Dissertation]. Clemson University; 2015. Available from: https://tigerprints.clemson.edu/all_dissertations/1584


University of New Mexico

2. Vargas, Martha Jo. Sharing Science: A Study on the Effects of Informal Science Education Outreach with Elementary Students.

Degree: UNM Biology Department, 2012, University of New Mexico

 Science education reform has prompted scientists, engineers, and politicians alike to act on the growing need for improved educational programs in the STEM fields. Informal… (more)

Subjects/Keywords: Science education; STEM; Informal education

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APA (6th Edition):

Vargas, M. J. (2012). Sharing Science: A Study on the Effects of Informal Science Education Outreach with Elementary Students. (Masters Thesis). University of New Mexico. Retrieved from https://digitalrepository.unm.edu/biol_etds/118

Chicago Manual of Style (16th Edition):

Vargas, Martha Jo. “Sharing Science: A Study on the Effects of Informal Science Education Outreach with Elementary Students.” 2012. Masters Thesis, University of New Mexico. Accessed July 21, 2019. https://digitalrepository.unm.edu/biol_etds/118.

MLA Handbook (7th Edition):

Vargas, Martha Jo. “Sharing Science: A Study on the Effects of Informal Science Education Outreach with Elementary Students.” 2012. Web. 21 Jul 2019.

Vancouver:

Vargas MJ. Sharing Science: A Study on the Effects of Informal Science Education Outreach with Elementary Students. [Internet] [Masters thesis]. University of New Mexico; 2012. [cited 2019 Jul 21]. Available from: https://digitalrepository.unm.edu/biol_etds/118.

Council of Science Editors:

Vargas MJ. Sharing Science: A Study on the Effects of Informal Science Education Outreach with Elementary Students. [Masters Thesis]. University of New Mexico; 2012. Available from: https://digitalrepository.unm.edu/biol_etds/118


University of Minnesota

3. Crotty, Elizabeth. Understanding the Ways in Which Teacher Leadership Teams Influence STEM Integration in Emerging STEM Schools.

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

 Recent national reports (e.g., Carnegie Corporation 2009; National Research Council 2012a) call for increased attention to Science, Technology, Engineering, and Mathematics (STEM) education to better… (more)

Subjects/Keywords: Emerging STEM Schools; STEM Education; Teacher Leadership

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APA (6th Edition):

Crotty, E. (2018). Understanding the Ways in Which Teacher Leadership Teams Influence STEM Integration in Emerging STEM Schools. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/200211

Chicago Manual of Style (16th Edition):

Crotty, Elizabeth. “Understanding the Ways in Which Teacher Leadership Teams Influence STEM Integration in Emerging STEM Schools.” 2018. Doctoral Dissertation, University of Minnesota. Accessed July 21, 2019. http://hdl.handle.net/11299/200211.

MLA Handbook (7th Edition):

Crotty, Elizabeth. “Understanding the Ways in Which Teacher Leadership Teams Influence STEM Integration in Emerging STEM Schools.” 2018. Web. 21 Jul 2019.

Vancouver:

Crotty E. Understanding the Ways in Which Teacher Leadership Teams Influence STEM Integration in Emerging STEM Schools. [Internet] [Doctoral dissertation]. University of Minnesota; 2018. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/11299/200211.

Council of Science Editors:

Crotty E. Understanding the Ways in Which Teacher Leadership Teams Influence STEM Integration in Emerging STEM Schools. [Doctoral Dissertation]. University of Minnesota; 2018. Available from: http://hdl.handle.net/11299/200211

4. Appianing, Joseph. Using The Expectancy-Value Theory To Understand Why Women Persist Or Leave Collegiate Stem Programs: A Mixed Methods Study.

Degree: PhD, Teaching & Learning, 2017, University of North Dakota

  Concerns have been raised about the ability of the U.S. to maintain its global technological competitive advantage in the future because of American college… (more)

Subjects/Keywords: EXPECTANCY-VALUE MODEL; HIGHER EDUCATION; STEM; STEM PERSISTERS; STEM SWITCHERS; WOMEN

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APA (6th Edition):

Appianing, J. (2017). Using The Expectancy-Value Theory To Understand Why Women Persist Or Leave Collegiate Stem Programs: A Mixed Methods Study. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/2096

Chicago Manual of Style (16th Edition):

Appianing, Joseph. “Using The Expectancy-Value Theory To Understand Why Women Persist Or Leave Collegiate Stem Programs: A Mixed Methods Study.” 2017. Doctoral Dissertation, University of North Dakota. Accessed July 21, 2019. https://commons.und.edu/theses/2096.

MLA Handbook (7th Edition):

Appianing, Joseph. “Using The Expectancy-Value Theory To Understand Why Women Persist Or Leave Collegiate Stem Programs: A Mixed Methods Study.” 2017. Web. 21 Jul 2019.

Vancouver:

Appianing J. Using The Expectancy-Value Theory To Understand Why Women Persist Or Leave Collegiate Stem Programs: A Mixed Methods Study. [Internet] [Doctoral dissertation]. University of North Dakota; 2017. [cited 2019 Jul 21]. Available from: https://commons.und.edu/theses/2096.

Council of Science Editors:

Appianing J. Using The Expectancy-Value Theory To Understand Why Women Persist Or Leave Collegiate Stem Programs: A Mixed Methods Study. [Doctoral Dissertation]. University of North Dakota; 2017. Available from: https://commons.und.edu/theses/2096


Texas A&M University

5. Dailey, Daisy Renee. An Analysis of Informal, Marine-oriented Programs for Underserved Students of the Texas Gulf Coast: Strategies for Improving Educational STEM Opportunities.

Degree: 2016, Texas A&M University

 Research shows that a high percentage of science organizations in the United States offer programs specifically designed for K-12 students and teachers. These programs include,… (more)

Subjects/Keywords: Informal STEM education; STEM pathways; Informal STEM education programs; Meaningful STEM activities; STEM accessibility for underserved students

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APA (6th Edition):

Dailey, D. R. (2016). An Analysis of Informal, Marine-oriented Programs for Underserved Students of the Texas Gulf Coast: Strategies for Improving Educational STEM Opportunities. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/158630

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):

Dailey, Daisy Renee. “An Analysis of Informal, Marine-oriented Programs for Underserved Students of the Texas Gulf Coast: Strategies for Improving Educational STEM Opportunities.” 2016. Thesis, Texas A&M University. Accessed July 21, 2019. http://hdl.handle.net/1969.1/158630.

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

MLA Handbook (7th Edition):

Dailey, Daisy Renee. “An Analysis of Informal, Marine-oriented Programs for Underserved Students of the Texas Gulf Coast: Strategies for Improving Educational STEM Opportunities.” 2016. Web. 21 Jul 2019.

Vancouver:

Dailey DR. An Analysis of Informal, Marine-oriented Programs for Underserved Students of the Texas Gulf Coast: Strategies for Improving Educational STEM Opportunities. [Internet] [Thesis]. Texas A&M University; 2016. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/1969.1/158630.

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

Council of Science Editors:

Dailey DR. An Analysis of Informal, Marine-oriented Programs for Underserved Students of the Texas Gulf Coast: Strategies for Improving Educational STEM Opportunities. [Thesis]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/158630

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


University of Southern California

6. Calmer, Joseph Malcolm. A needs assessment and evaluation of an elementary afterschool STEM program in a small urban school district.

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

 This project was a needs assessment and evaluation of an elementary afterschool STEM program in a small urban school district. The organization we studied will… (more)

Subjects/Keywords: STEM; elementary; education; needs assessment; STEM education; program evaluation; afterschool education; afterschool STEM program

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

APA (6th Edition):

Calmer, J. M. (2015). A needs assessment and evaluation of an elementary afterschool STEM program in a small urban school district. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/559505/rec/262

Chicago Manual of Style (16th Edition):

Calmer, Joseph Malcolm. “A needs assessment and evaluation of an elementary afterschool STEM program in a small urban school district.” 2015. Doctoral Dissertation, University of Southern California. Accessed July 21, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/559505/rec/262.

MLA Handbook (7th Edition):

Calmer, Joseph Malcolm. “A needs assessment and evaluation of an elementary afterschool STEM program in a small urban school district.” 2015. Web. 21 Jul 2019.

Vancouver:

Calmer JM. A needs assessment and evaluation of an elementary afterschool STEM program in a small urban school district. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Jul 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/559505/rec/262.

Council of Science Editors:

Calmer JM. A needs assessment and evaluation of an elementary afterschool STEM program in a small urban school district. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/559505/rec/262


Texas A&M University

7. Kwon, Hyunkyung. The Effect oF 3D Printing and Design on Students' Motivation, Interests, Mathematical and Real-life Skills: An Informal STEM Education.

Degree: MS, Curriculum and Instruction, 2016, Texas A&M University

 My goal of this thesis was to develop two publication-ready research articles rather than a traditional thesis. Technology is changing the way students learn in… (more)

Subjects/Keywords: technology; informal STEM education; attitude

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APA (6th Edition):

Kwon, H. (2016). The Effect oF 3D Printing and Design on Students' Motivation, Interests, Mathematical and Real-life Skills: An Informal STEM Education. (Masters Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156883

Chicago Manual of Style (16th Edition):

Kwon, Hyunkyung. “The Effect oF 3D Printing and Design on Students' Motivation, Interests, Mathematical and Real-life Skills: An Informal STEM Education.” 2016. Masters Thesis, Texas A&M University. Accessed July 21, 2019. http://hdl.handle.net/1969.1/156883.

MLA Handbook (7th Edition):

Kwon, Hyunkyung. “The Effect oF 3D Printing and Design on Students' Motivation, Interests, Mathematical and Real-life Skills: An Informal STEM Education.” 2016. Web. 21 Jul 2019.

Vancouver:

Kwon H. The Effect oF 3D Printing and Design on Students' Motivation, Interests, Mathematical and Real-life Skills: An Informal STEM Education. [Internet] [Masters thesis]. Texas A&M University; 2016. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/1969.1/156883.

Council of Science Editors:

Kwon H. The Effect oF 3D Printing and Design on Students' Motivation, Interests, Mathematical and Real-life Skills: An Informal STEM Education. [Masters Thesis]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/156883


Texas A&M University

8. Smith, Kasee Lynn. A Quasi-Experimental Examination of the Effects of Cognitive Sequencing on STEM Concept Integration in Agricultural Education.

Degree: 2016, Texas A&M University

 Understanding the best methods for effectively instructing STEM education concepts is essential in the current climate of education. Kolb?s experiential learning theory outlines four specific… (more)

Subjects/Keywords: experiential learning; agricultural education; STEM

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APA (6th Edition):

Smith, K. L. (2016). A Quasi-Experimental Examination of the Effects of Cognitive Sequencing on STEM Concept Integration in Agricultural Education. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156988

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

Chicago Manual of Style (16th Edition):

Smith, Kasee Lynn. “A Quasi-Experimental Examination of the Effects of Cognitive Sequencing on STEM Concept Integration in Agricultural Education.” 2016. Thesis, Texas A&M University. Accessed July 21, 2019. http://hdl.handle.net/1969.1/156988.

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

MLA Handbook (7th Edition):

Smith, Kasee Lynn. “A Quasi-Experimental Examination of the Effects of Cognitive Sequencing on STEM Concept Integration in Agricultural Education.” 2016. Web. 21 Jul 2019.

Vancouver:

Smith KL. A Quasi-Experimental Examination of the Effects of Cognitive Sequencing on STEM Concept Integration in Agricultural Education. [Internet] [Thesis]. Texas A&M University; 2016. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/1969.1/156988.

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

Council of Science Editors:

Smith KL. A Quasi-Experimental Examination of the Effects of Cognitive Sequencing on STEM Concept Integration in Agricultural Education. [Thesis]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/156988

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


University of Vermont

9. Gilbreath, Lila Carly. Factors Impacting Women's Participation in STEM Fields.

Degree: Secondary Education: Mathematics, 2015, University of Vermont

  Women are highly underrepresented in STEM (Science, Technology, Engineering, and Mathematics) field professions (Beede, Julian, Langdon, McKittrick, Khan, & Doms, 2011). This has been… (more)

Subjects/Keywords: women; STEM fields; education

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APA (6th Edition):

Gilbreath, L. C. (2015). Factors Impacting Women's Participation in STEM Fields. (Thesis). University of Vermont. Retrieved from https://scholarworks.uvm.edu/hcoltheses/65

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):

Gilbreath, Lila Carly. “Factors Impacting Women's Participation in STEM Fields.” 2015. Thesis, University of Vermont. Accessed July 21, 2019. https://scholarworks.uvm.edu/hcoltheses/65.

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

MLA Handbook (7th Edition):

Gilbreath, Lila Carly. “Factors Impacting Women's Participation in STEM Fields.” 2015. Web. 21 Jul 2019.

Vancouver:

Gilbreath LC. Factors Impacting Women's Participation in STEM Fields. [Internet] [Thesis]. University of Vermont; 2015. [cited 2019 Jul 21]. Available from: https://scholarworks.uvm.edu/hcoltheses/65.

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

Council of Science Editors:

Gilbreath LC. Factors Impacting Women's Participation in STEM Fields. [Thesis]. University of Vermont; 2015. Available from: https://scholarworks.uvm.edu/hcoltheses/65

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


University of Florida

10. Schiebel, Tracee M. US Adult Perceptions of Agricultural Education, Perceptions of Science Education, Perceptions of Agriculture, and Perceptions of Science.

Degree: MS, Agricultural Education and Communication, 2017, University of Florida

 School-based agricultural education merges science and agriculture. While the agricultural industry claims that agriculture is science, the United States adult public had not been asked… (more)

Subjects/Keywords: agriculture  – education  – perceptions  – science  – stem

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APA (6th Edition):

Schiebel, T. M. (2017). US Adult Perceptions of Agricultural Education, Perceptions of Science Education, Perceptions of Agriculture, and Perceptions of Science. (Masters Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0051174

Chicago Manual of Style (16th Edition):

Schiebel, Tracee M. “US Adult Perceptions of Agricultural Education, Perceptions of Science Education, Perceptions of Agriculture, and Perceptions of Science.” 2017. Masters Thesis, University of Florida. Accessed July 21, 2019. http://ufdc.ufl.edu/UFE0051174.

MLA Handbook (7th Edition):

Schiebel, Tracee M. “US Adult Perceptions of Agricultural Education, Perceptions of Science Education, Perceptions of Agriculture, and Perceptions of Science.” 2017. Web. 21 Jul 2019.

Vancouver:

Schiebel TM. US Adult Perceptions of Agricultural Education, Perceptions of Science Education, Perceptions of Agriculture, and Perceptions of Science. [Internet] [Masters thesis]. University of Florida; 2017. [cited 2019 Jul 21]. Available from: http://ufdc.ufl.edu/UFE0051174.

Council of Science Editors:

Schiebel TM. US Adult Perceptions of Agricultural Education, Perceptions of Science Education, Perceptions of Agriculture, and Perceptions of Science. [Masters Thesis]. University of Florida; 2017. Available from: http://ufdc.ufl.edu/UFE0051174


Rice University

11. Bradford, Brittany Caitlin. Qualitative Data Analysis and Biodata Measure Development of Rice Undergraduates' STEM Formative Experiences.

Degree: MA, Social Sciences, 2018, Rice University

 Underrepresented minorities (URMs), females, and first-generation college students declaring a science, technology, engineering, or mathematics (STEM) major face unique challenges as they transition into college;… (more)

Subjects/Keywords: STEM; psychology; education; interviews

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APA (6th Edition):

Bradford, B. C. (2018). Qualitative Data Analysis and Biodata Measure Development of Rice Undergraduates' STEM Formative Experiences. (Masters Thesis). Rice University. Retrieved from http://hdl.handle.net/1911/105920

Chicago Manual of Style (16th Edition):

Bradford, Brittany Caitlin. “Qualitative Data Analysis and Biodata Measure Development of Rice Undergraduates' STEM Formative Experiences.” 2018. Masters Thesis, Rice University. Accessed July 21, 2019. http://hdl.handle.net/1911/105920.

MLA Handbook (7th Edition):

Bradford, Brittany Caitlin. “Qualitative Data Analysis and Biodata Measure Development of Rice Undergraduates' STEM Formative Experiences.” 2018. Web. 21 Jul 2019.

Vancouver:

Bradford BC. Qualitative Data Analysis and Biodata Measure Development of Rice Undergraduates' STEM Formative Experiences. [Internet] [Masters thesis]. Rice University; 2018. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/1911/105920.

Council of Science Editors:

Bradford BC. Qualitative Data Analysis and Biodata Measure Development of Rice Undergraduates' STEM Formative Experiences. [Masters Thesis]. Rice University; 2018. Available from: http://hdl.handle.net/1911/105920


University of New Mexico

12. Kvam, Nicholas. Directing, Orienting and Orienteering: Supporting Students to Engage Consequentially.

Degree: Teacher Education, Educational Leadership & Policy, 2013, University of New Mexico

 It is often difficult for teachers to support students to engage at a consequential level. The purpose of this study is to explore how learners… (more)

Subjects/Keywords: Education; Engagement; STEM; Orienteering

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

APA (6th Edition):

Kvam, N. (2013). Directing, Orienting and Orienteering: Supporting Students to Engage Consequentially. (Masters Thesis). University of New Mexico. Retrieved from http://hdl.handle.net/1928/23281

Chicago Manual of Style (16th Edition):

Kvam, Nicholas. “Directing, Orienting and Orienteering: Supporting Students to Engage Consequentially.” 2013. Masters Thesis, University of New Mexico. Accessed July 21, 2019. http://hdl.handle.net/1928/23281.

MLA Handbook (7th Edition):

Kvam, Nicholas. “Directing, Orienting and Orienteering: Supporting Students to Engage Consequentially.” 2013. Web. 21 Jul 2019.

Vancouver:

Kvam N. Directing, Orienting and Orienteering: Supporting Students to Engage Consequentially. [Internet] [Masters thesis]. University of New Mexico; 2013. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/1928/23281.

Council of Science Editors:

Kvam N. Directing, Orienting and Orienteering: Supporting Students to Engage Consequentially. [Masters Thesis]. University of New Mexico; 2013. Available from: http://hdl.handle.net/1928/23281


University of North Texas

13. Simpson, Patricia. Personalities and Pipelines: Exploring the Role of Personality in Student Self-selection Into Stem Majors.

Degree: 2012, University of North Texas

 Despite all the national efforts to increase STEM enrollment in the United States, the gap between the U.S. and other developed countries in terms of… (more)

Subjects/Keywords: Personality; STEM education; major choice

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APA (6th Edition):

Simpson, P. (2012). Personalities and Pipelines: Exploring the Role of Personality in Student Self-selection Into Stem Majors. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc115158/

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):

Simpson, Patricia. “Personalities and Pipelines: Exploring the Role of Personality in Student Self-selection Into Stem Majors.” 2012. Thesis, University of North Texas. Accessed July 21, 2019. https://digital.library.unt.edu/ark:/67531/metadc115158/.

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

MLA Handbook (7th Edition):

Simpson, Patricia. “Personalities and Pipelines: Exploring the Role of Personality in Student Self-selection Into Stem Majors.” 2012. Web. 21 Jul 2019.

Vancouver:

Simpson P. Personalities and Pipelines: Exploring the Role of Personality in Student Self-selection Into Stem Majors. [Internet] [Thesis]. University of North Texas; 2012. [cited 2019 Jul 21]. Available from: https://digital.library.unt.edu/ark:/67531/metadc115158/.

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

Council of Science Editors:

Simpson P. Personalities and Pipelines: Exploring the Role of Personality in Student Self-selection Into Stem Majors. [Thesis]. University of North Texas; 2012. Available from: https://digital.library.unt.edu/ark:/67531/metadc115158/

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


University of Houston

14. Alleyne, Camille Wardrop 1966-. A Comparative Case Study of All-Girls Schools' Commitment to Motivating Females in Pursuing Science, Technology, Engineering and Math (STEM) Careers.

Degree: Curriculum and Instruction, Department of, 2013, University of Houston

 This comparative case study compared key elements of four all-girls schools that are committed to motivating females to pursue STEM majors and careers. The selected… (more)

Subjects/Keywords: STEM; All-Girls Schools and STEM; Science Education; STEM education; girls education; Minority girls and STEM; Minority females and STEM; STEM-focused girl schools; Professional leadership

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APA (6th Edition):

Alleyne, C. W. 1. (2013). A Comparative Case Study of All-Girls Schools' Commitment to Motivating Females in Pursuing Science, Technology, Engineering and Math (STEM) Careers. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/997

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):

Alleyne, Camille Wardrop 1966-. “A Comparative Case Study of All-Girls Schools' Commitment to Motivating Females in Pursuing Science, Technology, Engineering and Math (STEM) Careers.” 2013. Thesis, University of Houston. Accessed July 21, 2019. http://hdl.handle.net/10657/997.

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

MLA Handbook (7th Edition):

Alleyne, Camille Wardrop 1966-. “A Comparative Case Study of All-Girls Schools' Commitment to Motivating Females in Pursuing Science, Technology, Engineering and Math (STEM) Careers.” 2013. Web. 21 Jul 2019.

Vancouver:

Alleyne CW1. A Comparative Case Study of All-Girls Schools' Commitment to Motivating Females in Pursuing Science, Technology, Engineering and Math (STEM) Careers. [Internet] [Thesis]. University of Houston; 2013. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10657/997.

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

Council of Science Editors:

Alleyne CW1. A Comparative Case Study of All-Girls Schools' Commitment to Motivating Females in Pursuing Science, Technology, Engineering and Math (STEM) Careers. [Thesis]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/997

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


Clemson University

15. Kenney, Jeffrey Michael. Cases of Contingent STEM Faculty Who Practice Critical Pedagogies with/in the Neoliberal University.

Degree: PhD, Educational Leadership - Higher Education, 2018, Clemson University

 An increasingly neoliberal university means diminishing resources and labor security for those located in the lowest echelon, particularly those engaged in critical/radical/activist projects. The purpose… (more)

Subjects/Keywords: Critical Pedagogy; Faculty development; Higher Education; Neoliberalism; STEM; STEM education

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APA (6th Edition):

Kenney, J. M. (2018). Cases of Contingent STEM Faculty Who Practice Critical Pedagogies with/in the Neoliberal University. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/2257

Chicago Manual of Style (16th Edition):

Kenney, Jeffrey Michael. “Cases of Contingent STEM Faculty Who Practice Critical Pedagogies with/in the Neoliberal University.” 2018. Doctoral Dissertation, Clemson University. Accessed July 21, 2019. https://tigerprints.clemson.edu/all_dissertations/2257.

MLA Handbook (7th Edition):

Kenney, Jeffrey Michael. “Cases of Contingent STEM Faculty Who Practice Critical Pedagogies with/in the Neoliberal University.” 2018. Web. 21 Jul 2019.

Vancouver:

Kenney JM. Cases of Contingent STEM Faculty Who Practice Critical Pedagogies with/in the Neoliberal University. [Internet] [Doctoral dissertation]. Clemson University; 2018. [cited 2019 Jul 21]. Available from: https://tigerprints.clemson.edu/all_dissertations/2257.

Council of Science Editors:

Kenney JM. Cases of Contingent STEM Faculty Who Practice Critical Pedagogies with/in the Neoliberal University. [Doctoral Dissertation]. Clemson University; 2018. Available from: https://tigerprints.clemson.edu/all_dissertations/2257


Brigham Young University

16. Massic, Khristen Lee. An Investigation of Elementary Teachers<'> Self-Efficacy For and Beliefs About the Importance of Engineering Education.

Degree: MS, 2017, Brigham Young University

 In order for the United States to regain its global standing in science and engineering, educational and governmental organizations have started to re-emphasize science, technology,… (more)

Subjects/Keywords: elementary STEM education; STEM; engineering education; beliefs; self-efficacy

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APA (6th Edition):

Massic, K. L. (2017). An Investigation of Elementary Teachers<'> Self-Efficacy For and Beliefs About the Importance of Engineering Education. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8236&context=etd

Chicago Manual of Style (16th Edition):

Massic, Khristen Lee. “An Investigation of Elementary Teachers<'> Self-Efficacy For and Beliefs About the Importance of Engineering Education.” 2017. Masters Thesis, Brigham Young University. Accessed July 21, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8236&context=etd.

MLA Handbook (7th Edition):

Massic, Khristen Lee. “An Investigation of Elementary Teachers<'> Self-Efficacy For and Beliefs About the Importance of Engineering Education.” 2017. Web. 21 Jul 2019.

Vancouver:

Massic KL. An Investigation of Elementary Teachers<'> Self-Efficacy For and Beliefs About the Importance of Engineering Education. [Internet] [Masters thesis]. Brigham Young University; 2017. [cited 2019 Jul 21]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8236&context=etd.

Council of Science Editors:

Massic KL. An Investigation of Elementary Teachers<'> Self-Efficacy For and Beliefs About the Importance of Engineering Education. [Masters Thesis]. Brigham Young University; 2017. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8236&context=etd


Brigham Young University

17. Massic, Khristen Lee. An Investigation of Elementary Teachers<'> Self-Efficacy For and Beliefs About the Importance of Engineering Education.

Degree: MS, 2017, Brigham Young University

 In order for the United States to regain its global standing in science and engineering, educational and governmental organizations have started to re-emphasize science, technology,… (more)

Subjects/Keywords: elementary STEM education; STEM; engineering education; beliefs; self-efficacy

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

APA (6th Edition):

Massic, K. L. (2017). An Investigation of Elementary Teachers<'> Self-Efficacy For and Beliefs About the Importance of Engineering Education. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8287&context=etd

Chicago Manual of Style (16th Edition):

Massic, Khristen Lee. “An Investigation of Elementary Teachers<'> Self-Efficacy For and Beliefs About the Importance of Engineering Education.” 2017. Masters Thesis, Brigham Young University. Accessed July 21, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8287&context=etd.

MLA Handbook (7th Edition):

Massic, Khristen Lee. “An Investigation of Elementary Teachers<'> Self-Efficacy For and Beliefs About the Importance of Engineering Education.” 2017. Web. 21 Jul 2019.

Vancouver:

Massic KL. An Investigation of Elementary Teachers<'> Self-Efficacy For and Beliefs About the Importance of Engineering Education. [Internet] [Masters thesis]. Brigham Young University; 2017. [cited 2019 Jul 21]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8287&context=etd.

Council of Science Editors:

Massic KL. An Investigation of Elementary Teachers<'> Self-Efficacy For and Beliefs About the Importance of Engineering Education. [Masters Thesis]. Brigham Young University; 2017. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=8287&context=etd


University of Michigan

18. Morar, Daniela. Essays in Education Economics.

Degree: PhD, Economics, 2018, University of Michigan

 The three essays in this dissertation are focused on the factors that impact persistence in STEM majors. The first chapter uses administrative data from a… (more)

Subjects/Keywords: education; STEM; persistence in STEM; higher education; Economics; Business and Economics

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APA (6th Edition):

Morar, D. (2018). Essays in Education Economics. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/147549

Chicago Manual of Style (16th Edition):

Morar, Daniela. “Essays in Education Economics.” 2018. Doctoral Dissertation, University of Michigan. Accessed July 21, 2019. http://hdl.handle.net/2027.42/147549.

MLA Handbook (7th Edition):

Morar, Daniela. “Essays in Education Economics.” 2018. Web. 21 Jul 2019.

Vancouver:

Morar D. Essays in Education Economics. [Internet] [Doctoral dissertation]. University of Michigan; 2018. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/2027.42/147549.

Council of Science Editors:

Morar D. Essays in Education Economics. [Doctoral Dissertation]. University of Michigan; 2018. Available from: http://hdl.handle.net/2027.42/147549


UCLA

19. Garibay, Juan. Beyond Traditional Measures of Success in STEM: Predictors of STEM Bachelor's Degree Recipients' Values Toward Using Research and Sociopolitical Involvement to Promote a More Equitable Society.

Degree: Education, 2014, UCLA

 Recent figures on the state of poverty within the U.S. and throughout the world suggest that even though advancements in science and technology (S&T) have… (more)

Subjects/Keywords: Higher education; Science education; Mathematics education; Democratic education; Diversity; Social Justice Outcomes; STEM education; STEM faculty values; STEM student values

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APA (6th Edition):

Garibay, J. (2014). Beyond Traditional Measures of Success in STEM: Predictors of STEM Bachelor's Degree Recipients' Values Toward Using Research and Sociopolitical Involvement to Promote a More Equitable Society. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/27s2c6s9

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):

Garibay, Juan. “Beyond Traditional Measures of Success in STEM: Predictors of STEM Bachelor's Degree Recipients' Values Toward Using Research and Sociopolitical Involvement to Promote a More Equitable Society.” 2014. Thesis, UCLA. Accessed July 21, 2019. http://www.escholarship.org/uc/item/27s2c6s9.

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

MLA Handbook (7th Edition):

Garibay, Juan. “Beyond Traditional Measures of Success in STEM: Predictors of STEM Bachelor's Degree Recipients' Values Toward Using Research and Sociopolitical Involvement to Promote a More Equitable Society.” 2014. Web. 21 Jul 2019.

Vancouver:

Garibay J. Beyond Traditional Measures of Success in STEM: Predictors of STEM Bachelor's Degree Recipients' Values Toward Using Research and Sociopolitical Involvement to Promote a More Equitable Society. [Internet] [Thesis]. UCLA; 2014. [cited 2019 Jul 21]. Available from: http://www.escholarship.org/uc/item/27s2c6s9.

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

Council of Science Editors:

Garibay J. Beyond Traditional Measures of Success in STEM: Predictors of STEM Bachelor's Degree Recipients' Values Toward Using Research and Sociopolitical Involvement to Promote a More Equitable Society. [Thesis]. UCLA; 2014. Available from: http://www.escholarship.org/uc/item/27s2c6s9

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

20. Leker, Lindsey. Contextual Factors Related To Stereotype Threat And Student Success In Science Technology Engineering Mathematics Education: A Mixed Methods Study.

Degree: PhD, Educational Foundations & Research, 2017, University of North Dakota

  Stereotype threat is a widely researched phenomenon shown to impact performance in testing and evaluation situations (Katz, Roberts, & Robinson, 1965; Steele & Aronson,… (more)

Subjects/Keywords: math education; science education; STEM; stereotype threat

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APA (6th Edition):

Leker, L. (2017). Contextual Factors Related To Stereotype Threat And Student Success In Science Technology Engineering Mathematics Education: A Mixed Methods Study. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/2266

Chicago Manual of Style (16th Edition):

Leker, Lindsey. “Contextual Factors Related To Stereotype Threat And Student Success In Science Technology Engineering Mathematics Education: A Mixed Methods Study.” 2017. Doctoral Dissertation, University of North Dakota. Accessed July 21, 2019. https://commons.und.edu/theses/2266.

MLA Handbook (7th Edition):

Leker, Lindsey. “Contextual Factors Related To Stereotype Threat And Student Success In Science Technology Engineering Mathematics Education: A Mixed Methods Study.” 2017. Web. 21 Jul 2019.

Vancouver:

Leker L. Contextual Factors Related To Stereotype Threat And Student Success In Science Technology Engineering Mathematics Education: A Mixed Methods Study. [Internet] [Doctoral dissertation]. University of North Dakota; 2017. [cited 2019 Jul 21]. Available from: https://commons.und.edu/theses/2266.

Council of Science Editors:

Leker L. Contextual Factors Related To Stereotype Threat And Student Success In Science Technology Engineering Mathematics Education: A Mixed Methods Study. [Doctoral Dissertation]. University of North Dakota; 2017. Available from: https://commons.und.edu/theses/2266


Texas A&M University

21. Erdogan, Niyazi. Modeling Successful Inclusive STEM High Schools: An Analysis of Students? College Entry Indicators in Texas.

Degree: 2014, Texas A&M University

 This dissertation highlights a conceptual framework for specialized Science, Technology, Engineering, and Mathematics (STEM) schools and the college readiness of Inclusive STEM High School graduates… (more)

Subjects/Keywords: STEM education; Inclusive STEM high schools; College and career readiness; STEM schools; Multilevel multiple imputation

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

APA (6th Edition):

Erdogan, N. (2014). Modeling Successful Inclusive STEM High Schools: An Analysis of Students? College Entry Indicators in Texas. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153495

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):

Erdogan, Niyazi. “Modeling Successful Inclusive STEM High Schools: An Analysis of Students? College Entry Indicators in Texas.” 2014. Thesis, Texas A&M University. Accessed July 21, 2019. http://hdl.handle.net/1969.1/153495.

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

MLA Handbook (7th Edition):

Erdogan, Niyazi. “Modeling Successful Inclusive STEM High Schools: An Analysis of Students? College Entry Indicators in Texas.” 2014. Web. 21 Jul 2019.

Vancouver:

Erdogan N. Modeling Successful Inclusive STEM High Schools: An Analysis of Students? College Entry Indicators in Texas. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/1969.1/153495.

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

Council of Science Editors:

Erdogan N. Modeling Successful Inclusive STEM High Schools: An Analysis of Students? College Entry Indicators in Texas. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153495

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


University of Kansas

22. Richardson, Sheryl Suzanne. The Effect of an Integrated STEM Course on Middle School Students’ Interest and Career Aspirations in STEM Fields.

Degree: PhD, Curriculum and Teaching, 2016, University of Kansas

 The STEM Semantics Survey was employed to investigate the effect of a one semester integrated STEM lab course on middle school students’ interest in STEM(more)

Subjects/Keywords: Science education; Mathematics education; Education; Gender equity; Integrated; Middle school; science; STEM; STEM Career Interest

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

APA (6th Edition):

Richardson, S. S. (2016). The Effect of an Integrated STEM Course on Middle School Students’ Interest and Career Aspirations in STEM Fields. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/21992

Chicago Manual of Style (16th Edition):

Richardson, Sheryl Suzanne. “The Effect of an Integrated STEM Course on Middle School Students’ Interest and Career Aspirations in STEM Fields.” 2016. Doctoral Dissertation, University of Kansas. Accessed July 21, 2019. http://hdl.handle.net/1808/21992.

MLA Handbook (7th Edition):

Richardson, Sheryl Suzanne. “The Effect of an Integrated STEM Course on Middle School Students’ Interest and Career Aspirations in STEM Fields.” 2016. Web. 21 Jul 2019.

Vancouver:

Richardson SS. The Effect of an Integrated STEM Course on Middle School Students’ Interest and Career Aspirations in STEM Fields. [Internet] [Doctoral dissertation]. University of Kansas; 2016. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/1808/21992.

Council of Science Editors:

Richardson SS. The Effect of an Integrated STEM Course on Middle School Students’ Interest and Career Aspirations in STEM Fields. [Doctoral Dissertation]. University of Kansas; 2016. Available from: http://hdl.handle.net/1808/21992


Virginia Tech

23. Rossi III, Louis Alfonso. Special Education and STEM Education Teacher Credentials and Instructional Preparedness for Inclusive STEM Education.

Degree: PhD, Education, Vocational-Technical, 2018, Virginia Tech

 In an effort to meet the demands of industry within society, STEM (Science, Technology, Engineering, and Mathematics) education has been a major push for the… (more)

Subjects/Keywords: Special education; STEM education; School and Staffing Survey Teacher Questionnaire; Inclusive STEM education; Teacher preparedness

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

APA (6th Edition):

Rossi III, L. A. (2018). Special Education and STEM Education Teacher Credentials and Instructional Preparedness for Inclusive STEM Education. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/83868

Chicago Manual of Style (16th Edition):

Rossi III, Louis Alfonso. “Special Education and STEM Education Teacher Credentials and Instructional Preparedness for Inclusive STEM Education.” 2018. Doctoral Dissertation, Virginia Tech. Accessed July 21, 2019. http://hdl.handle.net/10919/83868.

MLA Handbook (7th Edition):

Rossi III, Louis Alfonso. “Special Education and STEM Education Teacher Credentials and Instructional Preparedness for Inclusive STEM Education.” 2018. Web. 21 Jul 2019.

Vancouver:

Rossi III LA. Special Education and STEM Education Teacher Credentials and Instructional Preparedness for Inclusive STEM Education. [Internet] [Doctoral dissertation]. Virginia Tech; 2018. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10919/83868.

Council of Science Editors:

Rossi III LA. Special Education and STEM Education Teacher Credentials and Instructional Preparedness for Inclusive STEM Education. [Doctoral Dissertation]. Virginia Tech; 2018. Available from: http://hdl.handle.net/10919/83868

24. Steger, Daniel George. Understanding the Innovation of Utilizing Universal Design for Learning in Integrated STEM Classrooms by Early Adaptors.

Degree: MSin Life Sciences, Agricultural, Leadership, and Community Education, 2018, Virginia Tech

 Integrated STEM education and Universal Design for Learning (UDL) have been often theorized as compatible. However, there has been little research done to understand how… (more)

Subjects/Keywords: Integrated STEM education; Inclusive education; Universal Design for Learning; STEM education; Diffusion of Innovation theory

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APA (6th Edition):

Steger, D. G. (2018). Understanding the Innovation of Utilizing Universal Design for Learning in Integrated STEM Classrooms by Early Adaptors. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/86519

Chicago Manual of Style (16th Edition):

Steger, Daniel George. “Understanding the Innovation of Utilizing Universal Design for Learning in Integrated STEM Classrooms by Early Adaptors.” 2018. Masters Thesis, Virginia Tech. Accessed July 21, 2019. http://hdl.handle.net/10919/86519.

MLA Handbook (7th Edition):

Steger, Daniel George. “Understanding the Innovation of Utilizing Universal Design for Learning in Integrated STEM Classrooms by Early Adaptors.” 2018. Web. 21 Jul 2019.

Vancouver:

Steger DG. Understanding the Innovation of Utilizing Universal Design for Learning in Integrated STEM Classrooms by Early Adaptors. [Internet] [Masters thesis]. Virginia Tech; 2018. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/10919/86519.

Council of Science Editors:

Steger DG. Understanding the Innovation of Utilizing Universal Design for Learning in Integrated STEM Classrooms by Early Adaptors. [Masters Thesis]. Virginia Tech; 2018. Available from: http://hdl.handle.net/10919/86519


University of Minnesota

25. Wang, Hui-Hui. A new era of science education: science teachers‘ perceptions and classroom practices of science, technology, engineering and mathematics (STEM) integration.

Degree: PhD, Education, Curriculum and Instruction, 2012, University of Minnesota

 Quality STEM education is the key in helping the United States maintain its lead in global competitiveness and in preparing for new economic and security… (more)

Subjects/Keywords: Science education; Secondary STEM education; STEM integration; Teachers' perceptions and practices; Education, Curriculum and Instruction

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APA (6th Edition):

Wang, H. (2012). A new era of science education: science teachers‘ perceptions and classroom practices of science, technology, engineering and mathematics (STEM) integration. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/120980

Chicago Manual of Style (16th Edition):

Wang, Hui-Hui. “A new era of science education: science teachers‘ perceptions and classroom practices of science, technology, engineering and mathematics (STEM) integration.” 2012. Doctoral Dissertation, University of Minnesota. Accessed July 21, 2019. http://purl.umn.edu/120980.

MLA Handbook (7th Edition):

Wang, Hui-Hui. “A new era of science education: science teachers‘ perceptions and classroom practices of science, technology, engineering and mathematics (STEM) integration.” 2012. Web. 21 Jul 2019.

Vancouver:

Wang H. A new era of science education: science teachers‘ perceptions and classroom practices of science, technology, engineering and mathematics (STEM) integration. [Internet] [Doctoral dissertation]. University of Minnesota; 2012. [cited 2019 Jul 21]. Available from: http://purl.umn.edu/120980.

Council of Science Editors:

Wang H. A new era of science education: science teachers‘ perceptions and classroom practices of science, technology, engineering and mathematics (STEM) integration. [Doctoral Dissertation]. University of Minnesota; 2012. Available from: http://purl.umn.edu/120980


Florida International University

26. Morata, Juan M. Do Mentoring Programs Make a Difference? A Qualitative Case Study on the Journey of Latino Students in a STEM Track.

Degree: Doctor of Education (EdD), Higher Education Administration, 2017, Florida International University

  A number of studies have sought to identify factors influencing STEM students’ success in colleges and universities (Crisp et al., 2009; Excelencia, 2011; Hagedorn… (more)

Subjects/Keywords: Mentoring; STEM students; Latinos; South Florida; STEM program; Education; Higher Education; Higher Education Administration

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APA (6th Edition):

Morata, J. M. (2017). Do Mentoring Programs Make a Difference? A Qualitative Case Study on the Journey of Latino Students in a STEM Track. (Thesis). Florida International University. Retrieved from https://digitalcommons.fiu.edu/etd/3516 ; 10.25148/etd.FIDC004047 ; FIDC004047

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):

Morata, Juan M. “Do Mentoring Programs Make a Difference? A Qualitative Case Study on the Journey of Latino Students in a STEM Track.” 2017. Thesis, Florida International University. Accessed July 21, 2019. https://digitalcommons.fiu.edu/etd/3516 ; 10.25148/etd.FIDC004047 ; FIDC004047.

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

MLA Handbook (7th Edition):

Morata, Juan M. “Do Mentoring Programs Make a Difference? A Qualitative Case Study on the Journey of Latino Students in a STEM Track.” 2017. Web. 21 Jul 2019.

Vancouver:

Morata JM. Do Mentoring Programs Make a Difference? A Qualitative Case Study on the Journey of Latino Students in a STEM Track. [Internet] [Thesis]. Florida International University; 2017. [cited 2019 Jul 21]. Available from: https://digitalcommons.fiu.edu/etd/3516 ; 10.25148/etd.FIDC004047 ; FIDC004047.

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

Council of Science Editors:

Morata JM. Do Mentoring Programs Make a Difference? A Qualitative Case Study on the Journey of Latino Students in a STEM Track. [Thesis]. Florida International University; 2017. Available from: https://digitalcommons.fiu.edu/etd/3516 ; 10.25148/etd.FIDC004047 ; FIDC004047

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

27. McKenna, Rachel Lynn-Pleis. Girls and STEM (Science, Technology, Engineering, and Mathematics) in Catholic Schools: A Mixed Methods Exploration of Interest, Confidence, and Perceptions of STEM.

Degree: Doctor of Education (EdD), Leadership Studies, 2016, University of San Francisco

  Over the past decade, there has been a considerable push in emphasizing STEM—an acronym standing for Science, Technology, Engineering, and Math—as an integral aspect… (more)

Subjects/Keywords: female; girls and STEM; NGSS; science teachers; STEM; Education

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APA (6th Edition):

McKenna, R. L. (2016). Girls and STEM (Science, Technology, Engineering, and Mathematics) in Catholic Schools: A Mixed Methods Exploration of Interest, Confidence, and Perceptions of STEM. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/317

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):

McKenna, Rachel Lynn-Pleis. “Girls and STEM (Science, Technology, Engineering, and Mathematics) in Catholic Schools: A Mixed Methods Exploration of Interest, Confidence, and Perceptions of STEM.” 2016. Thesis, University of San Francisco. Accessed July 21, 2019. https://repository.usfca.edu/diss/317.

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

MLA Handbook (7th Edition):

McKenna, Rachel Lynn-Pleis. “Girls and STEM (Science, Technology, Engineering, and Mathematics) in Catholic Schools: A Mixed Methods Exploration of Interest, Confidence, and Perceptions of STEM.” 2016. Web. 21 Jul 2019.

Vancouver:

McKenna RL. Girls and STEM (Science, Technology, Engineering, and Mathematics) in Catholic Schools: A Mixed Methods Exploration of Interest, Confidence, and Perceptions of STEM. [Internet] [Thesis]. University of San Francisco; 2016. [cited 2019 Jul 21]. Available from: https://repository.usfca.edu/diss/317.

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

Council of Science Editors:

McKenna RL. Girls and STEM (Science, Technology, Engineering, and Mathematics) in Catholic Schools: A Mixed Methods Exploration of Interest, Confidence, and Perceptions of STEM. [Thesis]. University of San Francisco; 2016. Available from: https://repository.usfca.edu/diss/317

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


Ohio University

28. Zhou, Jie. What is STEM?.

Degree: MS, Industrial and Systems Engineering (Engineering and Technology), 2010, Ohio University

 The term STEM is widely used; but the definition is rarely given. When STEM is defined, it often conflicts with other definitions. In this thesis,… (more)

Subjects/Keywords: Education; Engineering; STEM Definition; CIP codes; SOC codes; mapping definitions; STEM

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APA (6th Edition):

Zhou, J. (2010). What is STEM?. (Masters Thesis). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1285895257

Chicago Manual of Style (16th Edition):

Zhou, Jie. “What is STEM?.” 2010. Masters Thesis, Ohio University. Accessed July 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1285895257.

MLA Handbook (7th Edition):

Zhou, Jie. “What is STEM?.” 2010. Web. 21 Jul 2019.

Vancouver:

Zhou J. What is STEM?. [Internet] [Masters thesis]. Ohio University; 2010. [cited 2019 Jul 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1285895257.

Council of Science Editors:

Zhou J. What is STEM?. [Masters Thesis]. Ohio University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1285895257


UCLA

29. Hroch, Amber Michelle. Examining the Relationships between Student-Faculty Interactions and Cognitive and Affective Outcomes for Women and Men in STEM Fields.

Degree: Education, 2016, UCLA

 The lack of gender equity in science, technology, engineering, and mathematics (STEM) continues to be an area of national concern. Research since the 1970s has… (more)

Subjects/Keywords: Education; STEM; Student-Faculty Interactions; Women in STEM

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

APA (6th Edition):

Hroch, A. M. (2016). Examining the Relationships between Student-Faculty Interactions and Cognitive and Affective Outcomes for Women and Men in STEM Fields. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/1pp1r8qd

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):

Hroch, Amber Michelle. “Examining the Relationships between Student-Faculty Interactions and Cognitive and Affective Outcomes for Women and Men in STEM Fields.” 2016. Thesis, UCLA. Accessed July 21, 2019. http://www.escholarship.org/uc/item/1pp1r8qd.

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

MLA Handbook (7th Edition):

Hroch, Amber Michelle. “Examining the Relationships between Student-Faculty Interactions and Cognitive and Affective Outcomes for Women and Men in STEM Fields.” 2016. Web. 21 Jul 2019.

Vancouver:

Hroch AM. Examining the Relationships between Student-Faculty Interactions and Cognitive and Affective Outcomes for Women and Men in STEM Fields. [Internet] [Thesis]. UCLA; 2016. [cited 2019 Jul 21]. Available from: http://www.escholarship.org/uc/item/1pp1r8qd.

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

Council of Science Editors:

Hroch AM. Examining the Relationships between Student-Faculty Interactions and Cognitive and Affective Outcomes for Women and Men in STEM Fields. [Thesis]. UCLA; 2016. Available from: http://www.escholarship.org/uc/item/1pp1r8qd

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


University of Texas – Austin

30. -8811-2087. Engineering design process : creating and 3D printing a mechanical toy.

Degree: Science, Technology, Engineering, and Mathematics Education, 2016, University of Texas – Austin

 This report describes an activity that explores the Engineering Design Process through a research-based module intended to be implemented in a grade 9-12 science, technology,… (more)

Subjects/Keywords: Engineering Design Process; EDP; STEM; MASEE; STEM education

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

APA (6th Edition):

-8811-2087. (2016). Engineering design process : creating and 3D printing a mechanical toy. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/43622

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

Chicago Manual of Style (16th Edition):

-8811-2087. “Engineering design process : creating and 3D printing a mechanical toy.” 2016. Thesis, University of Texas – Austin. Accessed July 21, 2019. http://hdl.handle.net/2152/43622.

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

MLA Handbook (7th Edition):

-8811-2087. “Engineering design process : creating and 3D printing a mechanical toy.” 2016. Web. 21 Jul 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-8811-2087. Engineering design process : creating and 3D printing a mechanical toy. [Internet] [Thesis]. University of Texas – Austin; 2016. [cited 2019 Jul 21]. Available from: http://hdl.handle.net/2152/43622.

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

Council of Science Editors:

-8811-2087. Engineering design process : creating and 3D printing a mechanical toy. [Thesis]. University of Texas – Austin; 2016. Available from: http://hdl.handle.net/2152/43622

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

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