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You searched for subject:(STEM education). Showing records 1 – 30 of 728 total matches.

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University of Minnesota

1. Kim, Justine. Creating Equitable STEM Access: Models of moving from theory to practice.

Degree: PhD, Education, Curriculum and Instruction, 2019, University of Minnesota

 My 3-paper dissertation is an extension of my own teaching experience. I became an elementary science specialist around the time that the Next Generation Science… (more)

Subjects/Keywords: STEM Education

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APA (6th Edition):

Kim, J. (2019). Creating Equitable STEM Access: Models of moving from theory to practice. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/209092

Chicago Manual of Style (16th Edition):

Kim, Justine. “Creating Equitable STEM Access: Models of moving from theory to practice.” 2019. Doctoral Dissertation, University of Minnesota. Accessed March 03, 2021. http://hdl.handle.net/11299/209092.

MLA Handbook (7th Edition):

Kim, Justine. “Creating Equitable STEM Access: Models of moving from theory to practice.” 2019. Web. 03 Mar 2021.

Vancouver:

Kim J. Creating Equitable STEM Access: Models of moving from theory to practice. [Internet] [Doctoral dissertation]. University of Minnesota; 2019. [cited 2021 Mar 03]. Available from: http://hdl.handle.net/11299/209092.

Council of Science Editors:

Kim J. Creating Equitable STEM Access: Models of moving from theory to practice. [Doctoral Dissertation]. University of Minnesota; 2019. Available from: http://hdl.handle.net/11299/209092


University of Houston

2. Aul, Adrienne Elizabeth. A PROGRAM EVALUATION OF A STEM SUMMER PROGRAM FOR MIDDLE GRADE STUDENTS AND THE INFLUENCE ON ATTITUDES TOWARD STEM AND STEM CAREERS.

Degree: EdD, Professional Leadership, Education, 2020, University of Houston

 Background: Informal learning environments that focus on science, technology, engineering, and mathematics (STEM) provide students the opportunity to delve into hands-on problem-solving approaches in STEM(more)

Subjects/Keywords: STEM; Education

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APA (6th Edition):

Aul, A. E. (2020). A PROGRAM EVALUATION OF A STEM SUMMER PROGRAM FOR MIDDLE GRADE STUDENTS AND THE INFLUENCE ON ATTITUDES TOWARD STEM AND STEM CAREERS. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/7287

Chicago Manual of Style (16th Edition):

Aul, Adrienne Elizabeth. “A PROGRAM EVALUATION OF A STEM SUMMER PROGRAM FOR MIDDLE GRADE STUDENTS AND THE INFLUENCE ON ATTITUDES TOWARD STEM AND STEM CAREERS.” 2020. Doctoral Dissertation, University of Houston. Accessed March 03, 2021. http://hdl.handle.net/10657/7287.

MLA Handbook (7th Edition):

Aul, Adrienne Elizabeth. “A PROGRAM EVALUATION OF A STEM SUMMER PROGRAM FOR MIDDLE GRADE STUDENTS AND THE INFLUENCE ON ATTITUDES TOWARD STEM AND STEM CAREERS.” 2020. Web. 03 Mar 2021.

Vancouver:

Aul AE. A PROGRAM EVALUATION OF A STEM SUMMER PROGRAM FOR MIDDLE GRADE STUDENTS AND THE INFLUENCE ON ATTITUDES TOWARD STEM AND STEM CAREERS. [Internet] [Doctoral dissertation]. University of Houston; 2020. [cited 2021 Mar 03]. Available from: http://hdl.handle.net/10657/7287.

Council of Science Editors:

Aul AE. A PROGRAM EVALUATION OF A STEM SUMMER PROGRAM FOR MIDDLE GRADE STUDENTS AND THE INFLUENCE ON ATTITUDES TOWARD STEM AND STEM CAREERS. [Doctoral Dissertation]. University of Houston; 2020. Available from: http://hdl.handle.net/10657/7287


Clemson University

3. 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 March 03, 2021. 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. 03 Mar 2021.

Vancouver:

White C. The Creation and Validation of an Instrument to Measure School STEM Culture. [Internet] [Doctoral dissertation]. Clemson University; 2015. [cited 2021 Mar 03]. 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

4. 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 March 03, 2021. 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. 03 Mar 2021.

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 2021 Mar 03]. 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

5. 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 March 03, 2021. 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. 03 Mar 2021.

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 2021 Mar 03]. 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


University of Texas – Austin

6. -5908-4649. STEM stories for STEM interest and identity for girls : a classroom-tested framework and prototype.

Degree: MA, Science, technology, engineering, and mathematics (STEM) education, 2018, University of Texas – Austin

 Women and STEM need each other. Women can benefit from stable, well-paying STEM careers. STEM industries can benefit from increased numbers of STEM graduates and… (more)

Subjects/Keywords: STEM; Education; Gender; Narrative; STEM interest; Women and STEM; Girls and STEM; Teaching STEM; Teaching STEM to girls; K-12 STEM; High school STEM; STEM for girls

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APA (6th Edition):

-5908-4649. (2018). STEM stories for STEM interest and identity for girls : a classroom-tested framework and prototype. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/72750

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

Chicago Manual of Style (16th Edition):

-5908-4649. “STEM stories for STEM interest and identity for girls : a classroom-tested framework and prototype.” 2018. Masters Thesis, University of Texas – Austin. Accessed March 03, 2021. http://hdl.handle.net/2152/72750.

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

MLA Handbook (7th Edition):

-5908-4649. “STEM stories for STEM interest and identity for girls : a classroom-tested framework and prototype.” 2018. Web. 03 Mar 2021.

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

Vancouver:

-5908-4649. STEM stories for STEM interest and identity for girls : a classroom-tested framework and prototype. [Internet] [Masters thesis]. University of Texas – Austin; 2018. [cited 2021 Mar 03]. Available from: http://hdl.handle.net/2152/72750.

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

Council of Science Editors:

-5908-4649. STEM stories for STEM interest and identity for girls : a classroom-tested framework and prototype. [Masters Thesis]. University of Texas – Austin; 2018. Available from: http://hdl.handle.net/2152/72750

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


University of North Texas

7. Briones, San Juanita G. Diverse Learners in the Classroom: Students with Special Needs Enrolled in Science, Technology, Engineering, and Mathematics (STEM) Texas Public Classrooms.

Degree: 2019, University of North Texas

 The purpose of this study was to determine if students with special needs participating in an inclusive classroom can learn the skills related to a… (more)

Subjects/Keywords: STEM education; special needs; STEM careers; STEM interest

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APA (6th Edition):

Briones, S. J. G. (2019). Diverse Learners in the Classroom: Students with Special Needs Enrolled in Science, Technology, Engineering, and Mathematics (STEM) Texas Public Classrooms. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1538641/

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):

Briones, San Juanita G. “Diverse Learners in the Classroom: Students with Special Needs Enrolled in Science, Technology, Engineering, and Mathematics (STEM) Texas Public Classrooms.” 2019. Thesis, University of North Texas. Accessed March 03, 2021. https://digital.library.unt.edu/ark:/67531/metadc1538641/.

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

MLA Handbook (7th Edition):

Briones, San Juanita G. “Diverse Learners in the Classroom: Students with Special Needs Enrolled in Science, Technology, Engineering, and Mathematics (STEM) Texas Public Classrooms.” 2019. Web. 03 Mar 2021.

Vancouver:

Briones SJG. Diverse Learners in the Classroom: Students with Special Needs Enrolled in Science, Technology, Engineering, and Mathematics (STEM) Texas Public Classrooms. [Internet] [Thesis]. University of North Texas; 2019. [cited 2021 Mar 03]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1538641/.

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

Council of Science Editors:

Briones SJG. Diverse Learners in the Classroom: Students with Special Needs Enrolled in Science, Technology, Engineering, and Mathematics (STEM) Texas Public Classrooms. [Thesis]. University of North Texas; 2019. Available from: https://digital.library.unt.edu/ark:/67531/metadc1538641/

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

8. 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 March 03, 2021. 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. 03 Mar 2021.

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 2021 Mar 03]. 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


Northeastern University

9. Santucci, Sharon. An Interpretative Phenomenological Analysis Of Young Women's Journeys Towards A Stem Major: Environment, Interactions, Relevancy.

Degree: EdD, School of Education, 2020, Northeastern University

 Abstract The United States Department of Education (n.d.) reported that, while nearly half of all high school freshmen anticipates a future in STEM careers, by… (more)

Subjects/Keywords: gender-disparity; STEM career; STEM identity; STEM interest; Science education

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APA (6th Edition):

Santucci, S. (2020). An Interpretative Phenomenological Analysis Of Young Women's Journeys Towards A Stem Major: Environment, Interactions, Relevancy. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20350251

Chicago Manual of Style (16th Edition):

Santucci, Sharon. “An Interpretative Phenomenological Analysis Of Young Women's Journeys Towards A Stem Major: Environment, Interactions, Relevancy.” 2020. Doctoral Dissertation, Northeastern University. Accessed March 03, 2021. http://hdl.handle.net/2047/D20350251.

MLA Handbook (7th Edition):

Santucci, Sharon. “An Interpretative Phenomenological Analysis Of Young Women's Journeys Towards A Stem Major: Environment, Interactions, Relevancy.” 2020. Web. 03 Mar 2021.

Vancouver:

Santucci S. An Interpretative Phenomenological Analysis Of Young Women's Journeys Towards A Stem Major: Environment, Interactions, Relevancy. [Internet] [Doctoral dissertation]. Northeastern University; 2020. [cited 2021 Mar 03]. Available from: http://hdl.handle.net/2047/D20350251.

Council of Science Editors:

Santucci S. An Interpretative Phenomenological Analysis Of Young Women's Journeys Towards A Stem Major: Environment, Interactions, Relevancy. [Doctoral Dissertation]. Northeastern University; 2020. Available from: http://hdl.handle.net/2047/D20350251


Texas A&M University

10. 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: EdD, Curriculum and Instruction, 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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/158630

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. Doctoral Dissertation, Texas A&M University. Accessed March 03, 2021. http://hdl.handle.net/1969.1/158630.

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. 03 Mar 2021.

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] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2021 Mar 03]. Available from: http://hdl.handle.net/1969.1/158630.

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. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/158630


Boise State University

11. Galaviz, Soñia. Designing STEM Experiences for the Family in Order to Develop STEM Family Habitus and Capital.

Degree: 2020, Boise State University

 Ethnic minority students and low-income students are grossly underrepresented in demonstrating interest and aspirations in science, evidence of science participation, and subsequent capital. Members of… (more)

Subjects/Keywords: STEM habitus; STEM capital; STEM identity; STEM and families; designed STEM experiences; Louis Archer; Accessibility; Elementary Education; Science and Mathematics Education

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APA (6th Edition):

Galaviz, S. (2020). Designing STEM Experiences for the Family in Order to Develop STEM Family Habitus and Capital. (Thesis). Boise State University. Retrieved from https://scholarworks.boisestate.edu/td/1686

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):

Galaviz, Soñia. “Designing STEM Experiences for the Family in Order to Develop STEM Family Habitus and Capital.” 2020. Thesis, Boise State University. Accessed March 03, 2021. https://scholarworks.boisestate.edu/td/1686.

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

MLA Handbook (7th Edition):

Galaviz, Soñia. “Designing STEM Experiences for the Family in Order to Develop STEM Family Habitus and Capital.” 2020. Web. 03 Mar 2021.

Vancouver:

Galaviz S. Designing STEM Experiences for the Family in Order to Develop STEM Family Habitus and Capital. [Internet] [Thesis]. Boise State University; 2020. [cited 2021 Mar 03]. Available from: https://scholarworks.boisestate.edu/td/1686.

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

Council of Science Editors:

Galaviz S. Designing STEM Experiences for the Family in Order to Develop STEM Family Habitus and Capital. [Thesis]. Boise State University; 2020. Available from: https://scholarworks.boisestate.edu/td/1686

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


University of Southern California

12. 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 (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 March 03, 2021. 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. 03 Mar 2021.

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 2021 Mar 03]. 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


Mississippi State University

13. Robison, Randi. Exploration of experiential STEM education programs in Mississippi and their use by Mississippi K-12 educators.

Degree: MS, Geosciences, 2018, Mississippi State University

 Science, technology, engineering, and mathematics (STEM) are important fields in todays world. Educators can incorporate informal STEM learning opportunities into their curriculum by taking students… (more)

Subjects/Keywords: STEM; Experiential education; Mississippi

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APA (6th Edition):

Robison, R. (2018). Exploration of experiential STEM education programs in Mississippi and their use by Mississippi K-12 educators. (Masters Thesis). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-06062018-094851/ ;

Chicago Manual of Style (16th Edition):

Robison, Randi. “Exploration of experiential STEM education programs in Mississippi and their use by Mississippi K-12 educators.” 2018. Masters Thesis, Mississippi State University. Accessed March 03, 2021. http://sun.library.msstate.edu/ETD-db/theses/available/etd-06062018-094851/ ;.

MLA Handbook (7th Edition):

Robison, Randi. “Exploration of experiential STEM education programs in Mississippi and their use by Mississippi K-12 educators.” 2018. Web. 03 Mar 2021.

Vancouver:

Robison R. Exploration of experiential STEM education programs in Mississippi and their use by Mississippi K-12 educators. [Internet] [Masters thesis]. Mississippi State University; 2018. [cited 2021 Mar 03]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-06062018-094851/ ;.

Council of Science Editors:

Robison R. Exploration of experiential STEM education programs in Mississippi and their use by Mississippi K-12 educators. [Masters Thesis]. Mississippi State University; 2018. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-06062018-094851/ ;


Texas A&M University

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

Degree: PhD, Agricultural Leadership, Education, and Communications, 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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156988

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. Doctoral Dissertation, Texas A&M University. Accessed March 03, 2021. http://hdl.handle.net/1969.1/156988.

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. 03 Mar 2021.

Vancouver:

Smith KL. A Quasi-Experimental Examination of the Effects of Cognitive Sequencing on STEM Concept Integration in Agricultural Education. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2021 Mar 03]. Available from: http://hdl.handle.net/1969.1/156988.

Council of Science Editors:

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


Texas A&M University

15. 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 March 03, 2021. 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. 03 Mar 2021.

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 2021 Mar 03]. 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

16. Kocabas, Sezai. STEM Education in the United States.

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

STEM education is described as a systematic teaching and/or learning process in the STEM fields and a positive correlation exists between STEM education and the… (more)

Subjects/Keywords: STEM education; the United States

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APA (6th Edition):

Kocabas, S. (2018). STEM Education in the United States. (Masters Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/174101

Chicago Manual of Style (16th Edition):

Kocabas, Sezai. “STEM Education in the United States.” 2018. Masters Thesis, Texas A&M University. Accessed March 03, 2021. http://hdl.handle.net/1969.1/174101.

MLA Handbook (7th Edition):

Kocabas, Sezai. “STEM Education in the United States.” 2018. Web. 03 Mar 2021.

Vancouver:

Kocabas S. STEM Education in the United States. [Internet] [Masters thesis]. Texas A&M University; 2018. [cited 2021 Mar 03]. Available from: http://hdl.handle.net/1969.1/174101.

Council of Science Editors:

Kocabas S. STEM Education in the United States. [Masters Thesis]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/174101


University of Vermont

17. 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 March 03, 2021. 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. 03 Mar 2021.

Vancouver:

Gilbreath LC. Factors Impacting Women's Participation in STEM Fields. [Internet] [Thesis]. University of Vermont; 2015. [cited 2021 Mar 03]. 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


Rice University

18. 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 March 03, 2021. 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. 03 Mar 2021.

Vancouver:

Bradford BC. Qualitative Data Analysis and Biodata Measure Development of Rice Undergraduates' STEM Formative Experiences. [Internet] [Masters thesis]. Rice University; 2018. [cited 2021 Mar 03]. 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

19. 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 March 03, 2021. http://hdl.handle.net/1928/23281.

MLA Handbook (7th Edition):

Kvam, Nicholas. “Directing, Orienting and Orienteering: Supporting Students to Engage Consequentially.” 2013. Web. 03 Mar 2021.

Vancouver:

Kvam N. Directing, Orienting and Orienteering: Supporting Students to Engage Consequentially. [Internet] [Masters thesis]. University of New Mexico; 2013. [cited 2021 Mar 03]. 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

20. 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 March 03, 2021. 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. 03 Mar 2021.

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 2021 Mar 03]. 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


West Virginia University

21. Morgan, Alice. Understanding Academic Relevancy: Linking Practice to Classroom Through Adventure STEM Education.

Degree: PhD, Recreation, Parks and Tourism Resources, 2020, West Virginia University

  The purpose of this research paper was to examine the relationship between vocational relevancy and adventure STEM education in the context of a four-day… (more)

Subjects/Keywords: informal education; STEM education; adventure education

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APA (6th Edition):

Morgan, A. (2020). Understanding Academic Relevancy: Linking Practice to Classroom Through Adventure STEM Education. (Doctoral Dissertation). West Virginia University. Retrieved from https://doi.org/10.33915/etd.7855 ; https://researchrepository.wvu.edu/etd/7855

Chicago Manual of Style (16th Edition):

Morgan, Alice. “Understanding Academic Relevancy: Linking Practice to Classroom Through Adventure STEM Education.” 2020. Doctoral Dissertation, West Virginia University. Accessed March 03, 2021. https://doi.org/10.33915/etd.7855 ; https://researchrepository.wvu.edu/etd/7855.

MLA Handbook (7th Edition):

Morgan, Alice. “Understanding Academic Relevancy: Linking Practice to Classroom Through Adventure STEM Education.” 2020. Web. 03 Mar 2021.

Vancouver:

Morgan A. Understanding Academic Relevancy: Linking Practice to Classroom Through Adventure STEM Education. [Internet] [Doctoral dissertation]. West Virginia University; 2020. [cited 2021 Mar 03]. Available from: https://doi.org/10.33915/etd.7855 ; https://researchrepository.wvu.edu/etd/7855.

Council of Science Editors:

Morgan A. Understanding Academic Relevancy: Linking Practice to Classroom Through Adventure STEM Education. [Doctoral Dissertation]. West Virginia University; 2020. Available from: https://doi.org/10.33915/etd.7855 ; https://researchrepository.wvu.edu/etd/7855


University of Houston

22. 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: EdD, Professional Leadership, 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; Girls; Minorities; Females; 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. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/997

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. Doctoral Dissertation, University of Houston. Accessed March 03, 2021. http://hdl.handle.net/10657/997.

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. 03 Mar 2021.

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] [Doctoral dissertation]. University of Houston; 2013. [cited 2021 Mar 03]. Available from: http://hdl.handle.net/10657/997.

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. [Doctoral Dissertation]. University of Houston; 2013. Available from: http://hdl.handle.net/10657/997

23. Gerlach, Holly Esquia. The Impact of Integrated STEM Education on Student Achievement in Magnet Schools.

Degree: EdD Doctor of Education, Educational Leadership, 2020, National-Louis University

  In an ever-changing world, scientific advancement and innovation are critical in maintaining national security, economic competitiveness, and quality of life for our global society.… (more)

Subjects/Keywords: STEM; STEM education; integrated STEM; elementary education; magnet schools; student achievement; Educational Methods

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

APA (6th Edition):

Gerlach, H. E. (2020). The Impact of Integrated STEM Education on Student Achievement in Magnet Schools. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/499

Chicago Manual of Style (16th Edition):

Gerlach, Holly Esquia. “The Impact of Integrated STEM Education on Student Achievement in Magnet Schools.” 2020. Doctoral Dissertation, National-Louis University. Accessed March 03, 2021. https://digitalcommons.nl.edu/diss/499.

MLA Handbook (7th Edition):

Gerlach, Holly Esquia. “The Impact of Integrated STEM Education on Student Achievement in Magnet Schools.” 2020. Web. 03 Mar 2021.

Vancouver:

Gerlach HE. The Impact of Integrated STEM Education on Student Achievement in Magnet Schools. [Internet] [Doctoral dissertation]. National-Louis University; 2020. [cited 2021 Mar 03]. Available from: https://digitalcommons.nl.edu/diss/499.

Council of Science Editors:

Gerlach HE. The Impact of Integrated STEM Education on Student Achievement in Magnet Schools. [Doctoral Dissertation]. National-Louis University; 2020. Available from: https://digitalcommons.nl.edu/diss/499


University of Maryland

24. Bishop, April. Career Aspirations of High School Males and Femailes in a Science, Technology, Engineering, and Mathematics Program.

Degree: Education Policy, and Leadership, 2015, University of Maryland

 With the large number of Science, Technology, Engineering, and Mathematics (STEM) jobs across the nation and state which are unfilled due to lack of interested… (more)

Subjects/Keywords: Education; Educational evaluation; Science education; Engineering; Females in STEM; STEM; Women in STEM

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

APA (6th Edition):

Bishop, A. (2015). Career Aspirations of High School Males and Femailes in a Science, Technology, Engineering, and Mathematics Program. (Thesis). University of Maryland. Retrieved from http://hdl.handle.net/1903/16602

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):

Bishop, April. “Career Aspirations of High School Males and Femailes in a Science, Technology, Engineering, and Mathematics Program.” 2015. Thesis, University of Maryland. Accessed March 03, 2021. http://hdl.handle.net/1903/16602.

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

MLA Handbook (7th Edition):

Bishop, April. “Career Aspirations of High School Males and Femailes in a Science, Technology, Engineering, and Mathematics Program.” 2015. Web. 03 Mar 2021.

Vancouver:

Bishop A. Career Aspirations of High School Males and Femailes in a Science, Technology, Engineering, and Mathematics Program. [Internet] [Thesis]. University of Maryland; 2015. [cited 2021 Mar 03]. Available from: http://hdl.handle.net/1903/16602.

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

Council of Science Editors:

Bishop A. Career Aspirations of High School Males and Femailes in a Science, Technology, Engineering, and Mathematics Program. [Thesis]. University of Maryland; 2015. Available from: http://hdl.handle.net/1903/16602

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


University of Georgia

25. Schmitt, Timothy Michael. Influence of stem enrichment activities on 3rd-5th grade students' engineering identity.

Degree: 2017, University of Georgia

 This study used a pre-test, post-test quasi-experimental design to examine the influence of an integrative STEM enrichment program on 3rd through 5th grade students’ identity… (more)

Subjects/Keywords: Integrative STEM; elementary STEM; STEM education; engineering education; engineering identity; SCCT; after-school

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APA (6th Edition):

Schmitt, T. M. (2017). Influence of stem enrichment activities on 3rd-5th grade students' engineering identity. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/36646

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):

Schmitt, Timothy Michael. “Influence of stem enrichment activities on 3rd-5th grade students' engineering identity.” 2017. Thesis, University of Georgia. Accessed March 03, 2021. http://hdl.handle.net/10724/36646.

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

MLA Handbook (7th Edition):

Schmitt, Timothy Michael. “Influence of stem enrichment activities on 3rd-5th grade students' engineering identity.” 2017. Web. 03 Mar 2021.

Vancouver:

Schmitt TM. Influence of stem enrichment activities on 3rd-5th grade students' engineering identity. [Internet] [Thesis]. University of Georgia; 2017. [cited 2021 Mar 03]. Available from: http://hdl.handle.net/10724/36646.

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

Council of Science Editors:

Schmitt TM. Influence of stem enrichment activities on 3rd-5th grade students' engineering identity. [Thesis]. University of Georgia; 2017. Available from: http://hdl.handle.net/10724/36646

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


Brigham Young University

26. 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=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 March 03, 2021. 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. 03 Mar 2021.

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 2021 Mar 03]. 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


Clemson University

27. 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 March 03, 2021. 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. 03 Mar 2021.

Vancouver:

Kenney JM. Cases of Contingent STEM Faculty Who Practice Critical Pedagogies with/in the Neoliberal University. [Internet] [Doctoral dissertation]. Clemson University; 2018. [cited 2021 Mar 03]. 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


UCLA

28. 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 March 03, 2021. 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. 03 Mar 2021.

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 2021 Mar 03]. 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

29. 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 March 03, 2021. 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. 03 Mar 2021.

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 2021 Mar 03]. 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


University of South Florida

30. Deeley, Judith A. Teachers and Administrators Explain How and Why Teachers Change Instructional Methods in a Pre-K Through Eight Catholic School.

Degree: 2019, University of South Florida

 This qualitative exploratory study explored how and why teachers at four small Catholic schools in the state of Florida transformed by changing instructional methods to… (more)

Subjects/Keywords: 21st Century; education; engagement; resistance; STEM; Education

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APA (6th Edition):

Deeley, J. A. (2019). Teachers and Administrators Explain How and Why Teachers Change Instructional Methods in a Pre-K Through Eight Catholic School. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/8020

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):

Deeley, Judith A. “Teachers and Administrators Explain How and Why Teachers Change Instructional Methods in a Pre-K Through Eight Catholic School.” 2019. Thesis, University of South Florida. Accessed March 03, 2021. https://scholarcommons.usf.edu/etd/8020.

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

MLA Handbook (7th Edition):

Deeley, Judith A. “Teachers and Administrators Explain How and Why Teachers Change Instructional Methods in a Pre-K Through Eight Catholic School.” 2019. Web. 03 Mar 2021.

Vancouver:

Deeley JA. Teachers and Administrators Explain How and Why Teachers Change Instructional Methods in a Pre-K Through Eight Catholic School. [Internet] [Thesis]. University of South Florida; 2019. [cited 2021 Mar 03]. Available from: https://scholarcommons.usf.edu/etd/8020.

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

Council of Science Editors:

Deeley JA. Teachers and Administrators Explain How and Why Teachers Change Instructional Methods in a Pre-K Through Eight Catholic School. [Thesis]. University of South Florida; 2019. Available from: https://scholarcommons.usf.edu/etd/8020

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

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