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You searched for subject:(STEM teachers). Showing records 1 – 27 of 27 total matches.

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Florida Atlantic University

1. Perez, Kristen. Influence of Subject Taught (STEM), Title I, and Grade Level of Instruction for Components in an Effective Professional Development Design.

Degree: 2018, Florida Atlantic University

Summary: Professional development has been deemed ineffective for several decades. This ineffectiveness could stem from the one-size-fits-all professional development designs, and the inconsistencies and contradictions… (more)

Subjects/Keywords: Professional development for teachers; STEM

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APA (6th Edition):

Perez, K. (2018). Influence of Subject Taught (STEM), Title I, and Grade Level of Instruction for Components in an Effective Professional Development Design. (Thesis). Florida Atlantic University. Retrieved from http://purl.flvc.org/fau/fd/FA00005953

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):

Perez, Kristen. “Influence of Subject Taught (STEM), Title I, and Grade Level of Instruction for Components in an Effective Professional Development Design.” 2018. Thesis, Florida Atlantic University. Accessed March 19, 2019. http://purl.flvc.org/fau/fd/FA00005953.

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

MLA Handbook (7th Edition):

Perez, Kristen. “Influence of Subject Taught (STEM), Title I, and Grade Level of Instruction for Components in an Effective Professional Development Design.” 2018. Web. 19 Mar 2019.

Vancouver:

Perez K. Influence of Subject Taught (STEM), Title I, and Grade Level of Instruction for Components in an Effective Professional Development Design. [Internet] [Thesis]. Florida Atlantic University; 2018. [cited 2019 Mar 19]. Available from: http://purl.flvc.org/fau/fd/FA00005953.

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

Council of Science Editors:

Perez K. Influence of Subject Taught (STEM), Title I, and Grade Level of Instruction for Components in an Effective Professional Development Design. [Thesis]. Florida Atlantic University; 2018. Available from: http://purl.flvc.org/fau/fd/FA00005953

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

2. 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 March 19, 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. 19 Mar 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 Mar 19]. 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


Texas State University – San Marcos

3. Boakye, Owusu Ansah. Ghanaian Female STEM Lecturers and Professors Transcending Barriers: The Kitchen is No Longer Our Place.

Degree: PhD, Adult, Professional, and Community Education, 2018, Texas State University – San Marcos

 The low involvement of girls and women in STEM fields can be noticed at all levels of education, with an inclination for female participation to… (more)

Subjects/Keywords: STEM Education; Ghanaian Female STEM Faculty in STEM Fields; STEM Doctoral Journey; Race and Gender in STEM PhD Journey; Minority college teachers; Women college teachers; Women in higher education; Phenomenology

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APA (6th Edition):

Boakye, O. A. (2018). Ghanaian Female STEM Lecturers and Professors Transcending Barriers: The Kitchen is No Longer Our Place. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/7292

Chicago Manual of Style (16th Edition):

Boakye, Owusu Ansah. “Ghanaian Female STEM Lecturers and Professors Transcending Barriers: The Kitchen is No Longer Our Place.” 2018. Doctoral Dissertation, Texas State University – San Marcos. Accessed March 19, 2019. https://digital.library.txstate.edu/handle/10877/7292.

MLA Handbook (7th Edition):

Boakye, Owusu Ansah. “Ghanaian Female STEM Lecturers and Professors Transcending Barriers: The Kitchen is No Longer Our Place.” 2018. Web. 19 Mar 2019.

Vancouver:

Boakye OA. Ghanaian Female STEM Lecturers and Professors Transcending Barriers: The Kitchen is No Longer Our Place. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2018. [cited 2019 Mar 19]. Available from: https://digital.library.txstate.edu/handle/10877/7292.

Council of Science Editors:

Boakye OA. Ghanaian Female STEM Lecturers and Professors Transcending Barriers: The Kitchen is No Longer Our Place. [Doctoral Dissertation]. Texas State University – San Marcos; 2018. Available from: https://digital.library.txstate.edu/handle/10877/7292


University of Minnesota

4. 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 March 19, 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. 19 Mar 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 Mar 19]. 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


University of Central Florida

5. Thompson, Daniel. An Analysis of the Perceived Impact of Lesson Study on Improving Secondary School STEM Teacher Effectiveness.

Degree: 2015, University of Central Florida

 The purpose of this study was to determine the extent to which participating in lesson study was perceived to have an impact on teacher effectiveness.… (more)

Subjects/Keywords: Lesson study; stem; preservice teachers; professional learning; Education

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APA (6th Edition):

Thompson, D. (2015). An Analysis of the Perceived Impact of Lesson Study on Improving Secondary School STEM Teacher Effectiveness. (Doctoral Dissertation). University of Central Florida. Retrieved from http://stars.library.ucf.edu/etd/1311

Chicago Manual of Style (16th Edition):

Thompson, Daniel. “An Analysis of the Perceived Impact of Lesson Study on Improving Secondary School STEM Teacher Effectiveness.” 2015. Doctoral Dissertation, University of Central Florida. Accessed March 19, 2019. http://stars.library.ucf.edu/etd/1311.

MLA Handbook (7th Edition):

Thompson, Daniel. “An Analysis of the Perceived Impact of Lesson Study on Improving Secondary School STEM Teacher Effectiveness.” 2015. Web. 19 Mar 2019.

Vancouver:

Thompson D. An Analysis of the Perceived Impact of Lesson Study on Improving Secondary School STEM Teacher Effectiveness. [Internet] [Doctoral dissertation]. University of Central Florida; 2015. [cited 2019 Mar 19]. Available from: http://stars.library.ucf.edu/etd/1311.

Council of Science Editors:

Thompson D. An Analysis of the Perceived Impact of Lesson Study on Improving Secondary School STEM Teacher Effectiveness. [Doctoral Dissertation]. University of Central Florida; 2015. Available from: http://stars.library.ucf.edu/etd/1311


Arizona State University

6. Elwood, Kristin. Design Thinking Instructional Problems (DTIP): Exploring the Perspectives of K-14 STEM Teachers on the DTIP Approach to Developing Instructional Lessons.

Degree: Educational Technology, 2018, Arizona State University

 A reform movement in the United States has focused on STEM education and 21st century soft skills such as critical thinking, communication, collaboration, and creativity.… (more)

Subjects/Keywords: Teacher education; Design Thinking; Instructional Lessons; Professional Development; RET Program; STEM Education; Teachers

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APA (6th Edition):

Elwood, K. (2018). Design Thinking Instructional Problems (DTIP): Exploring the Perspectives of K-14 STEM Teachers on the DTIP Approach to Developing Instructional Lessons. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/50564

Chicago Manual of Style (16th Edition):

Elwood, Kristin. “Design Thinking Instructional Problems (DTIP): Exploring the Perspectives of K-14 STEM Teachers on the DTIP Approach to Developing Instructional Lessons.” 2018. Doctoral Dissertation, Arizona State University. Accessed March 19, 2019. http://repository.asu.edu/items/50564.

MLA Handbook (7th Edition):

Elwood, Kristin. “Design Thinking Instructional Problems (DTIP): Exploring the Perspectives of K-14 STEM Teachers on the DTIP Approach to Developing Instructional Lessons.” 2018. Web. 19 Mar 2019.

Vancouver:

Elwood K. Design Thinking Instructional Problems (DTIP): Exploring the Perspectives of K-14 STEM Teachers on the DTIP Approach to Developing Instructional Lessons. [Internet] [Doctoral dissertation]. Arizona State University; 2018. [cited 2019 Mar 19]. Available from: http://repository.asu.edu/items/50564.

Council of Science Editors:

Elwood K. Design Thinking Instructional Problems (DTIP): Exploring the Perspectives of K-14 STEM Teachers on the DTIP Approach to Developing Instructional Lessons. [Doctoral Dissertation]. Arizona State University; 2018. Available from: http://repository.asu.edu/items/50564


Liberty University

7. Williams, April. Science Instruction in a Culture of High-Stakes Assessment: A Transcendental Phenomenological Study into the Experiences of Missouri Elementary School Teachers in a Non-Assessed Grade Level.

Degree: 2017, Liberty University

 The purpose of the transcendental qualitative phenomenological research is to describe the characteristics and strategies of teachers who share the same experiences in teaching science,… (more)

Subjects/Keywords: High-Stakes Assessment; Inquiry; Instruction; Science; Stem; Teachers; Education; Elementary Education; Science and Mathematics Education

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APA (6th Edition):

Williams, A. (2017). Science Instruction in a Culture of High-Stakes Assessment: A Transcendental Phenomenological Study into the Experiences of Missouri Elementary School Teachers in a Non-Assessed Grade Level. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1622

Chicago Manual of Style (16th Edition):

Williams, April. “Science Instruction in a Culture of High-Stakes Assessment: A Transcendental Phenomenological Study into the Experiences of Missouri Elementary School Teachers in a Non-Assessed Grade Level.” 2017. Doctoral Dissertation, Liberty University. Accessed March 19, 2019. http://digitalcommons.liberty.edu/doctoral/1622.

MLA Handbook (7th Edition):

Williams, April. “Science Instruction in a Culture of High-Stakes Assessment: A Transcendental Phenomenological Study into the Experiences of Missouri Elementary School Teachers in a Non-Assessed Grade Level.” 2017. Web. 19 Mar 2019.

Vancouver:

Williams A. Science Instruction in a Culture of High-Stakes Assessment: A Transcendental Phenomenological Study into the Experiences of Missouri Elementary School Teachers in a Non-Assessed Grade Level. [Internet] [Doctoral dissertation]. Liberty University; 2017. [cited 2019 Mar 19]. Available from: http://digitalcommons.liberty.edu/doctoral/1622.

Council of Science Editors:

Williams A. Science Instruction in a Culture of High-Stakes Assessment: A Transcendental Phenomenological Study into the Experiences of Missouri Elementary School Teachers in a Non-Assessed Grade Level. [Doctoral Dissertation]. Liberty University; 2017. Available from: http://digitalcommons.liberty.edu/doctoral/1622


University of Minnesota

8. Flynn, Mary Leslie. STEM standards-based reform initiatives: the impact on student learning and the curricular, instructional, and assessment practices of teachers.

Degree: PhD, 2013, University of Minnesota

 National standards in science (NRC, 1996), mathematics (NCTM 1989, 2000), and technology (NETS, 2000) have informed the direction of reform efforts to guide curriculum development,… (more)

Subjects/Keywords: Learning technologies; Microscopy; National mathematics; Science; Technology standards; STEM reform; Student teachers; Teacher Professional development

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APA (6th Edition):

Flynn, M. L. (2013). STEM standards-based reform initiatives: the impact on student learning and the curricular, instructional, and assessment practices of teachers. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/158158

Chicago Manual of Style (16th Edition):

Flynn, Mary Leslie. “STEM standards-based reform initiatives: the impact on student learning and the curricular, instructional, and assessment practices of teachers.” 2013. Doctoral Dissertation, University of Minnesota. Accessed March 19, 2019. http://purl.umn.edu/158158.

MLA Handbook (7th Edition):

Flynn, Mary Leslie. “STEM standards-based reform initiatives: the impact on student learning and the curricular, instructional, and assessment practices of teachers.” 2013. Web. 19 Mar 2019.

Vancouver:

Flynn ML. STEM standards-based reform initiatives: the impact on student learning and the curricular, instructional, and assessment practices of teachers. [Internet] [Doctoral dissertation]. University of Minnesota; 2013. [cited 2019 Mar 19]. Available from: http://purl.umn.edu/158158.

Council of Science Editors:

Flynn ML. STEM standards-based reform initiatives: the impact on student learning and the curricular, instructional, and assessment practices of teachers. [Doctoral Dissertation]. University of Minnesota; 2013. Available from: http://purl.umn.edu/158158


University of Pennsylvania

9. Ahmad, Seher. Becoming A Stem Teacher: A Study of Interest in Education Careers Among First-Year Stem Majors.

Degree: 2016, University of Pennsylvania

 Despite considerable public attention to STEM teacher shortage, little research has been done on the STEM teacher pipeline. This dissertation compares STEM majors with an… (more)

Subjects/Keywords: STEM teachers; Teacher policy; Education Policy; Higher Education Administration; Higher Education and Teaching; Sociology

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APA (6th Edition):

Ahmad, S. (2016). Becoming A Stem Teacher: A Study of Interest in Education Careers Among First-Year Stem Majors. (Thesis). University of Pennsylvania. Retrieved from https://repository.upenn.edu/edissertations/1579

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):

Ahmad, Seher. “Becoming A Stem Teacher: A Study of Interest in Education Careers Among First-Year Stem Majors.” 2016. Thesis, University of Pennsylvania. Accessed March 19, 2019. https://repository.upenn.edu/edissertations/1579.

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

MLA Handbook (7th Edition):

Ahmad, Seher. “Becoming A Stem Teacher: A Study of Interest in Education Careers Among First-Year Stem Majors.” 2016. Web. 19 Mar 2019.

Vancouver:

Ahmad S. Becoming A Stem Teacher: A Study of Interest in Education Careers Among First-Year Stem Majors. [Internet] [Thesis]. University of Pennsylvania; 2016. [cited 2019 Mar 19]. Available from: https://repository.upenn.edu/edissertations/1579.

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

Council of Science Editors:

Ahmad S. Becoming A Stem Teacher: A Study of Interest in Education Careers Among First-Year Stem Majors. [Thesis]. University of Pennsylvania; 2016. Available from: https://repository.upenn.edu/edissertations/1579

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


Texas A&M University

10. Cavlazoglu, Baki. Becoming STEM Teachers: Examining Changes in Science Teachers? Conceptual Understanding about Earthquake Engineering.

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

 This multi-paper dissertation reports results from three related research studies centered on the development and use of an authentic measure, concept mapping, to assess changes… (more)

Subjects/Keywords: Earthquake engineering education; STEM education; STEM teachers; Science teachers; Engineering education; Delphi study; Engineering knowledge base; Key concept list; Meaningful conceptual learning; Engineering-oriented teacher professional development; STEM teacher workshop; Effective workshop; Conceptual understanding; Group concept mapping; Concept maps; Strand map; Argumentation discourse in engineering

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APA (6th Edition):

Cavlazoglu, B. (2016). Becoming STEM Teachers: Examining Changes in Science Teachers? Conceptual Understanding about Earthquake Engineering. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156882

Chicago Manual of Style (16th Edition):

Cavlazoglu, Baki. “Becoming STEM Teachers: Examining Changes in Science Teachers? Conceptual Understanding about Earthquake Engineering.” 2016. Doctoral Dissertation, Texas A&M University. Accessed March 19, 2019. http://hdl.handle.net/1969.1/156882.

MLA Handbook (7th Edition):

Cavlazoglu, Baki. “Becoming STEM Teachers: Examining Changes in Science Teachers? Conceptual Understanding about Earthquake Engineering.” 2016. Web. 19 Mar 2019.

Vancouver:

Cavlazoglu B. Becoming STEM Teachers: Examining Changes in Science Teachers? Conceptual Understanding about Earthquake Engineering. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/1969.1/156882.

Council of Science Editors:

Cavlazoglu B. Becoming STEM Teachers: Examining Changes in Science Teachers? Conceptual Understanding about Earthquake Engineering. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/156882


University of Florida

11. Stubbs, Eric A. The Impact of an Integrated STEM Program on Students' STEM Identity.

Degree: PhD, Agricultural Education and Communication, 2016, University of Florida

 Integrated science, technology, engineering, and mathematics (STEM) education has been characterized as crucial to solving problems and driving economic growth and innovation. Federal and state… (more)

Subjects/Keywords: Banduras; Climate change; College students; Educational research; Learning; Science education; STEM education; Student discipline; Students; Teachers; climate  – education  – evaluation  – integrated  – interdisciplinary  – learning  – stem  – teaching

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APA (6th Edition):

Stubbs, E. A. (2016). The Impact of an Integrated STEM Program on Students' STEM Identity. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0049888

Chicago Manual of Style (16th Edition):

Stubbs, Eric A. “The Impact of an Integrated STEM Program on Students' STEM Identity.” 2016. Doctoral Dissertation, University of Florida. Accessed March 19, 2019. http://ufdc.ufl.edu/UFE0049888.

MLA Handbook (7th Edition):

Stubbs, Eric A. “The Impact of an Integrated STEM Program on Students' STEM Identity.” 2016. Web. 19 Mar 2019.

Vancouver:

Stubbs EA. The Impact of an Integrated STEM Program on Students' STEM Identity. [Internet] [Doctoral dissertation]. University of Florida; 2016. [cited 2019 Mar 19]. Available from: http://ufdc.ufl.edu/UFE0049888.

Council of Science Editors:

Stubbs EA. The Impact of an Integrated STEM Program on Students' STEM Identity. [Doctoral Dissertation]. University of Florida; 2016. Available from: http://ufdc.ufl.edu/UFE0049888


University of North Texas

12. Zintgraff, Alfred Clifton. STEM Professional Volunteers in K-12 Competition Programs: Educator Practices and Impact on Pedagogy.

Degree: 2016, University of North Texas

 This mixed methods dissertation study explored how secondary school educators in specific K-12 competition programs recruited and deployed STEM professional volunteers. The study explored which… (more)

Subjects/Keywords: STEM; volunteers; mentors; pedagogy; K-12; competition; teachers; educators; industry; constructivism; constructivist learning; inquiry; Education, Technology; Education, Sciences; Education, Mathematics

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APA (6th Edition):

Zintgraff, A. C. (2016). STEM Professional Volunteers in K-12 Competition Programs: Educator Practices and Impact on Pedagogy. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc955031/

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):

Zintgraff, Alfred Clifton. “STEM Professional Volunteers in K-12 Competition Programs: Educator Practices and Impact on Pedagogy.” 2016. Thesis, University of North Texas. Accessed March 19, 2019. https://digital.library.unt.edu/ark:/67531/metadc955031/.

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

MLA Handbook (7th Edition):

Zintgraff, Alfred Clifton. “STEM Professional Volunteers in K-12 Competition Programs: Educator Practices and Impact on Pedagogy.” 2016. Web. 19 Mar 2019.

Vancouver:

Zintgraff AC. STEM Professional Volunteers in K-12 Competition Programs: Educator Practices and Impact on Pedagogy. [Internet] [Thesis]. University of North Texas; 2016. [cited 2019 Mar 19]. Available from: https://digital.library.unt.edu/ark:/67531/metadc955031/.

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

Council of Science Editors:

Zintgraff AC. STEM Professional Volunteers in K-12 Competition Programs: Educator Practices and Impact on Pedagogy. [Thesis]. University of North Texas; 2016. Available from: https://digital.library.unt.edu/ark:/67531/metadc955031/

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


University of North Texas

13. Reeder, Christina. Analysis of Students' Knowledge, Perceptions, and Interest in Engineering Post Teacher Participation in a National Science Foundation (NSF) Research Experience for Teachers (RET) Professional Development.

Degree: 2016, University of North Texas

 This study examined the impact of the National Science Foundation's Research Experience for Teachers (RET) in engineering at University of North Texas on students after… (more)

Subjects/Keywords: Research Experience for Teachers; engineering; STEM; students; pre/post; Likert; Education, Sciences; Engineering, Electronics and Electrical

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APA (6th Edition):

Reeder, C. (2016). Analysis of Students' Knowledge, Perceptions, and Interest in Engineering Post Teacher Participation in a National Science Foundation (NSF) Research Experience for Teachers (RET) Professional Development. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc955105/

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):

Reeder, Christina. “Analysis of Students' Knowledge, Perceptions, and Interest in Engineering Post Teacher Participation in a National Science Foundation (NSF) Research Experience for Teachers (RET) Professional Development.” 2016. Thesis, University of North Texas. Accessed March 19, 2019. https://digital.library.unt.edu/ark:/67531/metadc955105/.

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

MLA Handbook (7th Edition):

Reeder, Christina. “Analysis of Students' Knowledge, Perceptions, and Interest in Engineering Post Teacher Participation in a National Science Foundation (NSF) Research Experience for Teachers (RET) Professional Development.” 2016. Web. 19 Mar 2019.

Vancouver:

Reeder C. Analysis of Students' Knowledge, Perceptions, and Interest in Engineering Post Teacher Participation in a National Science Foundation (NSF) Research Experience for Teachers (RET) Professional Development. [Internet] [Thesis]. University of North Texas; 2016. [cited 2019 Mar 19]. Available from: https://digital.library.unt.edu/ark:/67531/metadc955105/.

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

Council of Science Editors:

Reeder C. Analysis of Students' Knowledge, Perceptions, and Interest in Engineering Post Teacher Participation in a National Science Foundation (NSF) Research Experience for Teachers (RET) Professional Development. [Thesis]. University of North Texas; 2016. Available from: https://digital.library.unt.edu/ark:/67531/metadc955105/

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


Liberty University

14. Richardson-Spears, Porcia. A Phenomenological Study of Female STEM Majors Who Have Decided to Become Educators.

Degree: 2018, Liberty University

 The purpose of this transcendental phenomenological study was to investigate, identify, and describe the lived experiences that influence female STEM majors to become secondary educators… (more)

Subjects/Keywords: Career Choice; Education; Secondary Teachers; STEM; Teaching; Women; Education; Educational Assessment, Evaluation, and Research; Educational Methods; Educational Psychology; Other Education

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APA (6th Edition):

Richardson-Spears, P. (2018). A Phenomenological Study of Female STEM Majors Who Have Decided to Become Educators. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1740

Chicago Manual of Style (16th Edition):

Richardson-Spears, Porcia. “A Phenomenological Study of Female STEM Majors Who Have Decided to Become Educators.” 2018. Doctoral Dissertation, Liberty University. Accessed March 19, 2019. http://digitalcommons.liberty.edu/doctoral/1740.

MLA Handbook (7th Edition):

Richardson-Spears, Porcia. “A Phenomenological Study of Female STEM Majors Who Have Decided to Become Educators.” 2018. Web. 19 Mar 2019.

Vancouver:

Richardson-Spears P. A Phenomenological Study of Female STEM Majors Who Have Decided to Become Educators. [Internet] [Doctoral dissertation]. Liberty University; 2018. [cited 2019 Mar 19]. Available from: http://digitalcommons.liberty.edu/doctoral/1740.

Council of Science Editors:

Richardson-Spears P. A Phenomenological Study of Female STEM Majors Who Have Decided to Become Educators. [Doctoral Dissertation]. Liberty University; 2018. Available from: http://digitalcommons.liberty.edu/doctoral/1740


University of Houston

15. Le, Tom. Where Are All of the Asian American Stem Educators?: a Multi-Case Study on Barriers, Motivations, and Recruitment.

Degree: Educational Leadership and Policy Studies, Department of, University of Houston

 Asian American teachers represent approximately 1.5 percent of the teaching force in the United States, an alarmingly disproportionate representation of the Asian American student population… (more)

Subjects/Keywords: Asian American; STEM teachers; motivation; barriers; strategies; recruiting

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

APA (6th Edition):

Le, T. (n.d.). Where Are All of the Asian American Stem Educators?: a Multi-Case Study on Barriers, Motivations, and Recruitment. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/2147

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Le, Tom. “Where Are All of the Asian American Stem Educators?: a Multi-Case Study on Barriers, Motivations, and Recruitment.” Thesis, University of Houston. Accessed March 19, 2019. http://hdl.handle.net/10657/2147.

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Le, Tom. “Where Are All of the Asian American Stem Educators?: a Multi-Case Study on Barriers, Motivations, and Recruitment.” Web. 19 Mar 2019.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Le T. Where Are All of the Asian American Stem Educators?: a Multi-Case Study on Barriers, Motivations, and Recruitment. [Internet] [Thesis]. University of Houston; [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10657/2147.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

Le T. Where Are All of the Asian American Stem Educators?: a Multi-Case Study on Barriers, Motivations, and Recruitment. [Thesis]. University of Houston; Available from: http://hdl.handle.net/10657/2147

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.


Rochester Institute of Technology

16. Rhyne, Brenda. Urban middle school students’ perceptions of math and science teachers’ caring behaviors and student’s self reports of academic competence.

Degree: Department of Communication (CLA), 2007, Rochester Institute of Technology

 This research examines urban middle school students' perceptions of their math and science teachers' behaviors. Specific caring behaviors (challenging questions, encouragement and praise, non-verbal support,… (more)

Subjects/Keywords: Minority math; Science; STEM urban; Teachers’ behaviors

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

APA (6th Edition):

Rhyne, B. (2007). Urban middle school students’ perceptions of math and science teachers’ caring behaviors and student’s self reports of academic competence. (Thesis). Rochester Institute of Technology. Retrieved from https://scholarworks.rit.edu/theses/4583

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):

Rhyne, Brenda. “Urban middle school students’ perceptions of math and science teachers’ caring behaviors and student’s self reports of academic competence.” 2007. Thesis, Rochester Institute of Technology. Accessed March 19, 2019. https://scholarworks.rit.edu/theses/4583.

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

MLA Handbook (7th Edition):

Rhyne, Brenda. “Urban middle school students’ perceptions of math and science teachers’ caring behaviors and student’s self reports of academic competence.” 2007. Web. 19 Mar 2019.

Vancouver:

Rhyne B. Urban middle school students’ perceptions of math and science teachers’ caring behaviors and student’s self reports of academic competence. [Internet] [Thesis]. Rochester Institute of Technology; 2007. [cited 2019 Mar 19]. Available from: https://scholarworks.rit.edu/theses/4583.

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

Council of Science Editors:

Rhyne B. Urban middle school students’ perceptions of math and science teachers’ caring behaviors and student’s self reports of academic competence. [Thesis]. Rochester Institute of Technology; 2007. Available from: https://scholarworks.rit.edu/theses/4583

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

17. O'Malley, James W. Exploring The “Mojo” Of Presidential Awards For Excellence In Mathematics And Science Teaching (PAEMST) Recipients.

Degree: EdD Doctor of Education, Educational Leadership, 2015, National-Louis University

  The purpose of this dissertation was to determine how extraordinary science teachers develop their teaching mojo. The teachers investigated were recipients of the prestigious… (more)

Subjects/Keywords: STEM; elementary science; great science teachers; PAEMST; presidential award for excellence in math and science teaching; STEM instruction; developing a STEM school; improving science instruction; Education; Educational Leadership; Science and Mathematics Education

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APA (6th Edition):

O'Malley, J. W. (2015). Exploring The “Mojo” Of Presidential Awards For Excellence In Mathematics And Science Teaching (PAEMST) Recipients. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/136

Chicago Manual of Style (16th Edition):

O'Malley, James W. “Exploring The “Mojo” Of Presidential Awards For Excellence In Mathematics And Science Teaching (PAEMST) Recipients.” 2015. Doctoral Dissertation, National-Louis University. Accessed March 19, 2019. http://digitalcommons.nl.edu/diss/136.

MLA Handbook (7th Edition):

O'Malley, James W. “Exploring The “Mojo” Of Presidential Awards For Excellence In Mathematics And Science Teaching (PAEMST) Recipients.” 2015. Web. 19 Mar 2019.

Vancouver:

O'Malley JW. Exploring The “Mojo” Of Presidential Awards For Excellence In Mathematics And Science Teaching (PAEMST) Recipients. [Internet] [Doctoral dissertation]. National-Louis University; 2015. [cited 2019 Mar 19]. Available from: http://digitalcommons.nl.edu/diss/136.

Council of Science Editors:

O'Malley JW. Exploring The “Mojo” Of Presidential Awards For Excellence In Mathematics And Science Teaching (PAEMST) Recipients. [Doctoral Dissertation]. National-Louis University; 2015. Available from: http://digitalcommons.nl.edu/diss/136

18. McDaniel, Krystal Thiam. Behaviors associated with caring teachers : student perspectives and classroom observations.

Degree: Science and Mathematics Education, 2013, University of Texas – Austin

 The intent of this study was to determine what students perceive as caring behaviors in teachers, whether those views match teachers’ perceptions, whether these vary… (more)

Subjects/Keywords: AP; Caring behaviors; Teachers' perspectives; Students' perspectives; Survey; Classroom observations; Caring teachers; STEM; Non-STEM

…non-STEM Classes 32 Comparison Between Teachers .. 34 Comparison Across… …Comparison Between Favorite Teachers and non-Awarded Teachers…..56 Comparison Between STEM and non… …behaviors with teachers, whether STEM and non-STEM classes can be a factor in caring behaviors… …between STEM and non-STEM students? 2. How do high school teachers describe their own caring… …2: Comparison Across STEM and non-STEM Classes 32 Section 3: Comparison Across STEM and… 

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

APA (6th Edition):

McDaniel, K. T. (2013). Behaviors associated with caring teachers : student perspectives and classroom observations. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/22622

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):

McDaniel, Krystal Thiam. “Behaviors associated with caring teachers : student perspectives and classroom observations.” 2013. Thesis, University of Texas – Austin. Accessed March 19, 2019. http://hdl.handle.net/2152/22622.

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

MLA Handbook (7th Edition):

McDaniel, Krystal Thiam. “Behaviors associated with caring teachers : student perspectives and classroom observations.” 2013. Web. 19 Mar 2019.

Vancouver:

McDaniel KT. Behaviors associated with caring teachers : student perspectives and classroom observations. [Internet] [Thesis]. University of Texas – Austin; 2013. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/2152/22622.

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

Council of Science Editors:

McDaniel KT. Behaviors associated with caring teachers : student perspectives and classroom observations. [Thesis]. University of Texas – Austin; 2013. Available from: http://hdl.handle.net/2152/22622

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

19. Kenney, Meghan Catherine. Journeys, Adventures, Bridges and Puzzles: A case study approach to understanding teachers' conceptions of STEM.

Degree: EdD, Educational Administration and Supervision, 2013, Arizona State University

 Legislative changes and discussions about the United States falling further and further behind other nations in science, technology, engineering, and math (STEM) achievement are growing.… (more)

Subjects/Keywords: Education; Sociology of education; conceptions; mental models; prototypes; STEM; teachers

…implemented for elementary STEM education increase, teachers are being asked to scale a dramatic… …sparked my interest in the conceptions elementary teachers have constructed of STEM education in… …of me. “How am I supposed to get teachers who don’t even know what STEM is to teach it?” I… …challenge of incorporating STEM instruction into their practices. As teachers took on the task of… …teachers conceptualized STEM, and I asked them to explain their thinking and define what this… 

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

APA (6th Edition):

Kenney, M. C. (2013). Journeys, Adventures, Bridges and Puzzles: A case study approach to understanding teachers' conceptions of STEM. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/17845

Chicago Manual of Style (16th Edition):

Kenney, Meghan Catherine. “Journeys, Adventures, Bridges and Puzzles: A case study approach to understanding teachers' conceptions of STEM.” 2013. Doctoral Dissertation, Arizona State University. Accessed March 19, 2019. http://repository.asu.edu/items/17845.

MLA Handbook (7th Edition):

Kenney, Meghan Catherine. “Journeys, Adventures, Bridges and Puzzles: A case study approach to understanding teachers' conceptions of STEM.” 2013. Web. 19 Mar 2019.

Vancouver:

Kenney MC. Journeys, Adventures, Bridges and Puzzles: A case study approach to understanding teachers' conceptions of STEM. [Internet] [Doctoral dissertation]. Arizona State University; 2013. [cited 2019 Mar 19]. Available from: http://repository.asu.edu/items/17845.

Council of Science Editors:

Kenney MC. Journeys, Adventures, Bridges and Puzzles: A case study approach to understanding teachers' conceptions of STEM. [Doctoral Dissertation]. Arizona State University; 2013. Available from: http://repository.asu.edu/items/17845


East Tennessee State University

20. Pickering, Sharon D. National Science Foundation Grant Implementation: Perceptions of Teachers and Graduate Fellows in One School Regarding the Barriers and Successes.

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

  The purpose of this qualitative case study was to examine the perceptions of partner teachers and graduate fellows in 1 school regarding the barriers… (more)

Subjects/Keywords: Keywords: collaboration; graduate fellow; partner teachers; National Science Foundation grant; STEM integration; content specialist; Curriculum and Instruction; Education; Science and Mathematics Education

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APA (6th Edition):

Pickering, S. D. (2013). National Science Foundation Grant Implementation: Perceptions of Teachers and Graduate Fellows in One School Regarding the Barriers and Successes. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1162

Chicago Manual of Style (16th Edition):

Pickering, Sharon D. “National Science Foundation Grant Implementation: Perceptions of Teachers and Graduate Fellows in One School Regarding the Barriers and Successes.” 2013. Doctoral Dissertation, East Tennessee State University. Accessed March 19, 2019. https://dc.etsu.edu/etd/1162.

MLA Handbook (7th Edition):

Pickering, Sharon D. “National Science Foundation Grant Implementation: Perceptions of Teachers and Graduate Fellows in One School Regarding the Barriers and Successes.” 2013. Web. 19 Mar 2019.

Vancouver:

Pickering SD. National Science Foundation Grant Implementation: Perceptions of Teachers and Graduate Fellows in One School Regarding the Barriers and Successes. [Internet] [Doctoral dissertation]. East Tennessee State University; 2013. [cited 2019 Mar 19]. Available from: https://dc.etsu.edu/etd/1162.

Council of Science Editors:

Pickering SD. National Science Foundation Grant Implementation: Perceptions of Teachers and Graduate Fellows in One School Regarding the Barriers and Successes. [Doctoral Dissertation]. East Tennessee State University; 2013. Available from: https://dc.etsu.edu/etd/1162


University of Florida

21. Stubbs, Eric A. A Multiple Case Study of Science, Technology, Engineering, and Math in Secondary School-Based Agricultural Education.

Degree: MS, Agricultural Education and Communication, 2014, University of Florida

 This multiple case study investigated the integration of science, technology, engineering, and math in secondary agricultural education. Observations, interviews, documents, and artifacts provided qualitative data… (more)

Subjects/Keywords: Agricultural education; Agriculture; Educational research; Engineering; High school students; Learning; Mathematics; Space technology; Students; Teachers; agricultural  – agriculture  – education  – learning  – qualitative  – sbae  – secondary  – stem  – teaching

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

APA (6th Edition):

Stubbs, E. A. (2014). A Multiple Case Study of Science, Technology, Engineering, and Math in Secondary School-Based Agricultural Education. (Masters Thesis). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0046788

Chicago Manual of Style (16th Edition):

Stubbs, Eric A. “A Multiple Case Study of Science, Technology, Engineering, and Math in Secondary School-Based Agricultural Education.” 2014. Masters Thesis, University of Florida. Accessed March 19, 2019. http://ufdc.ufl.edu/UFE0046788.

MLA Handbook (7th Edition):

Stubbs, Eric A. “A Multiple Case Study of Science, Technology, Engineering, and Math in Secondary School-Based Agricultural Education.” 2014. Web. 19 Mar 2019.

Vancouver:

Stubbs EA. A Multiple Case Study of Science, Technology, Engineering, and Math in Secondary School-Based Agricultural Education. [Internet] [Masters thesis]. University of Florida; 2014. [cited 2019 Mar 19]. Available from: http://ufdc.ufl.edu/UFE0046788.

Council of Science Editors:

Stubbs EA. A Multiple Case Study of Science, Technology, Engineering, and Math in Secondary School-Based Agricultural Education. [Masters Thesis]. University of Florida; 2014. Available from: http://ufdc.ufl.edu/UFE0046788


University of Houston

22. Simon, Tonyel. Applying Behavior Change Theory to Building the Teacher Pipeline.

Degree: Educational Leadership and Policy Studies, Department of, University of Houston

 Background: Behavior change research asserts that change occurs across six stages: precontemplation, contemplation, preparation, action and maintenance. Applied research has proven that change is more… (more)

Subjects/Keywords: career changer; professional; teachers; STEM; STEM shortage; teacher shortage; recruitment; teacher recruitment; teacher pipeline

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

APA (6th Edition):

Simon, T. (n.d.). Applying Behavior Change Theory to Building the Teacher Pipeline. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/2964

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Simon, Tonyel. “Applying Behavior Change Theory to Building the Teacher Pipeline.” Thesis, University of Houston. Accessed March 19, 2019. http://hdl.handle.net/10657/2964.

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Simon, Tonyel. “Applying Behavior Change Theory to Building the Teacher Pipeline.” Web. 19 Mar 2019.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

Simon T. Applying Behavior Change Theory to Building the Teacher Pipeline. [Internet] [Thesis]. University of Houston; [cited 2019 Mar 19]. Available from: http://hdl.handle.net/10657/2964.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

Simon T. Applying Behavior Change Theory to Building the Teacher Pipeline. [Thesis]. University of Houston; Available from: http://hdl.handle.net/10657/2964

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.


Marshall University

23. Perry, Seth. Analysis of factors influencing West Virginia secondary biology and science teacher attrition rates.

Degree: 2009, Marshall University

 The high rate of attrition for beginning teachers has been blamed on many factors. Nationally these include low pay, urban versus rural school settings, age,… (more)

Subjects/Keywords: Assessment; Biology; STEM; Secondary Education; <; p>; Science teachers  – West Virginia.<; /p>; <; p>; Biology teachers  – West Virginia.<; /p>;

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APA (6th Edition):

Perry, S. (2009). Analysis of factors influencing West Virginia secondary biology and science teacher attrition rates. (Thesis). Marshall University. Retrieved from http://mds.marshall.edu/etd/784

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):

Perry, Seth. “Analysis of factors influencing West Virginia secondary biology and science teacher attrition rates.” 2009. Thesis, Marshall University. Accessed March 19, 2019. http://mds.marshall.edu/etd/784.

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

MLA Handbook (7th Edition):

Perry, Seth. “Analysis of factors influencing West Virginia secondary biology and science teacher attrition rates.” 2009. Web. 19 Mar 2019.

Vancouver:

Perry S. Analysis of factors influencing West Virginia secondary biology and science teacher attrition rates. [Internet] [Thesis]. Marshall University; 2009. [cited 2019 Mar 19]. Available from: http://mds.marshall.edu/etd/784.

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

Council of Science Editors:

Perry S. Analysis of factors influencing West Virginia secondary biology and science teacher attrition rates. [Thesis]. Marshall University; 2009. Available from: http://mds.marshall.edu/etd/784

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

24. Mowen, Diana L. Impacts of graduate student content specialists serving in middle school classrooms on teachers and graduate students.

Degree: 2009, Texas A&M University

 Improving student achievement is a major concern across the United States. One strategy being implemented to help students achieve in math and science is the… (more)

Subjects/Keywords: GK-12; teachers; graduate students; middle school; achievement; STEM; science; technology; engineering; math; professional development; partnerships

…science teachers and the growing disconnect between public education and professionals in STEM… …Professional Development for Teachers ............................ Building Partnerships… …39 6 Gender of Participating Teachers… …41 7 Race of Participating Teachers… …42 8 Ages of Participating Teachers… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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APA (6th Edition):

Mowen, D. L. (2009). Impacts of graduate student content specialists serving in middle school classrooms on teachers and graduate students. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1227

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):

Mowen, Diana L. “Impacts of graduate student content specialists serving in middle school classrooms on teachers and graduate students.” 2009. Thesis, Texas A&M University. Accessed March 19, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1227.

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

MLA Handbook (7th Edition):

Mowen, Diana L. “Impacts of graduate student content specialists serving in middle school classrooms on teachers and graduate students.” 2009. Web. 19 Mar 2019.

Vancouver:

Mowen DL. Impacts of graduate student content specialists serving in middle school classrooms on teachers and graduate students. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1227.

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

Council of Science Editors:

Mowen DL. Impacts of graduate student content specialists serving in middle school classrooms on teachers and graduate students. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1227

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


Northeastern University

25. Maharaj, Dawn Sabrina. Collaboration between a teacher librarian and a teacher of technology to infuse 21st century skills within a K-4 school setting: a case study.

Degree: EdD, School of Education, 2016, Northeastern University

 Educational goals and objectives are evaluated to ensure that students are prepared to be successful to meet the economic challenges within an ever-changing global environment.… (more)

Subjects/Keywords: 21st century skills; collaboration; enrichment teachers; STEM curriculum; Information literacy; Study and teaching (Elementary); Information technology; Study and teaching (Elementary); Science; Study and teaching (Elementary); Teaching teams; First grade (Education); Curriculum planning

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

APA (6th Edition):

Maharaj, D. S. (2016). Collaboration between a teacher librarian and a teacher of technology to infuse 21st century skills within a K-4 school setting: a case study. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20208669

Chicago Manual of Style (16th Edition):

Maharaj, Dawn Sabrina. “Collaboration between a teacher librarian and a teacher of technology to infuse 21st century skills within a K-4 school setting: a case study.” 2016. Doctoral Dissertation, Northeastern University. Accessed March 19, 2019. http://hdl.handle.net/2047/D20208669.

MLA Handbook (7th Edition):

Maharaj, Dawn Sabrina. “Collaboration between a teacher librarian and a teacher of technology to infuse 21st century skills within a K-4 school setting: a case study.” 2016. Web. 19 Mar 2019.

Vancouver:

Maharaj DS. Collaboration between a teacher librarian and a teacher of technology to infuse 21st century skills within a K-4 school setting: a case study. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/2047/D20208669.

Council of Science Editors:

Maharaj DS. Collaboration between a teacher librarian and a teacher of technology to infuse 21st century skills within a K-4 school setting: a case study. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20208669

26. Buckley, Deanna H. The synergy between scientists and experienced educators : an examination of dialogues for professional development opportunities within a team of university instructors who prepare pre-service secondary STEM teachers at an RU/VH research university.

Degree: Curriculum and Instruction, 2011, University of Texas – Austin

 Professional development is an essential component to maintaining quality teaching in mathematics and science (Monk, 1994; Milken, 2000; Loucks-Horsley et al, 2003). University mathematics and… (more)

Subjects/Keywords: STEM; Science education; Science teachers; Professional development; Preservice; Dialogue analysis; Teacher training; Research scientists; Teacher education

…methods requires four open inquires during the course to engage future STEM teachers directly in… …that’s what teachers do. My teacher at that time emphasized every day that handwriting was very… …2000, p 5; Darling- Hammond, 2005, p201-231). Across studies, high quality teachers are… …a university research scientist who teaches pre-service science and math teachers? Some… …sources suggest that the science and math faculty who prepare future teachers lack the ―kinds of… 

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APA (6th Edition):

Buckley, D. H. (2011). The synergy between scientists and experienced educators : an examination of dialogues for professional development opportunities within a team of university instructors who prepare pre-service secondary STEM teachers at an RU/VH research university. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2011-05-3463

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):

Buckley, Deanna H. “The synergy between scientists and experienced educators : an examination of dialogues for professional development opportunities within a team of university instructors who prepare pre-service secondary STEM teachers at an RU/VH research university.” 2011. Thesis, University of Texas – Austin. Accessed March 19, 2019. http://hdl.handle.net/2152/ETD-UT-2011-05-3463.

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

MLA Handbook (7th Edition):

Buckley, Deanna H. “The synergy between scientists and experienced educators : an examination of dialogues for professional development opportunities within a team of university instructors who prepare pre-service secondary STEM teachers at an RU/VH research university.” 2011. Web. 19 Mar 2019.

Vancouver:

Buckley DH. The synergy between scientists and experienced educators : an examination of dialogues for professional development opportunities within a team of university instructors who prepare pre-service secondary STEM teachers at an RU/VH research university. [Internet] [Thesis]. University of Texas – Austin; 2011. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-3463.

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

Council of Science Editors:

Buckley DH. The synergy between scientists and experienced educators : an examination of dialogues for professional development opportunities within a team of university instructors who prepare pre-service secondary STEM teachers at an RU/VH research university. [Thesis]. University of Texas – Austin; 2011. Available from: http://hdl.handle.net/2152/ETD-UT-2011-05-3463

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

27. King, Natalie Simone. Awakening and Elevating the Voices of African American Girls Counterstories of Informal and Formal STEM Learning Experiences.

Degree: PhD, Curriculum and Instruction - Teaching and Learning, 2016, University of Florida

 In this study, I share the interpretations and perceptions of African American girls who participated in FOCUS, a community-based informal science, technology, engineering, and mathematics… (more)

Subjects/Keywords: African Americans; Experiential learning; High school students; Learning; Learning experiences; Middle schools; Schools; Science learning; Students; Teachers; girls  – informal  – stem

…identified attributes of teachers who encouraged and supported their STEM learning as ones who… …careers in STEM and foundational knowledge to generate interest in STEM careers. Local teachers… …based STEM learning experiences that are engaging for children. The FOCUS teachers embrace an… …Culturally-aware STEM teachers serve as mentors and 31 encourage participants to dream of… …313 8 LIST OF TABLES Table page 1-1 Sample FOCUS STEM Learning Activities… 

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APA (6th Edition):

King, N. S. (2016). Awakening and Elevating the Voices of African American Girls Counterstories of Informal and Formal STEM Learning Experiences. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0050175

Chicago Manual of Style (16th Edition):

King, Natalie Simone. “Awakening and Elevating the Voices of African American Girls Counterstories of Informal and Formal STEM Learning Experiences.” 2016. Doctoral Dissertation, University of Florida. Accessed March 19, 2019. http://ufdc.ufl.edu/UFE0050175.

MLA Handbook (7th Edition):

King, Natalie Simone. “Awakening and Elevating the Voices of African American Girls Counterstories of Informal and Formal STEM Learning Experiences.” 2016. Web. 19 Mar 2019.

Vancouver:

King NS. Awakening and Elevating the Voices of African American Girls Counterstories of Informal and Formal STEM Learning Experiences. [Internet] [Doctoral dissertation]. University of Florida; 2016. [cited 2019 Mar 19]. Available from: http://ufdc.ufl.edu/UFE0050175.

Council of Science Editors:

King NS. Awakening and Elevating the Voices of African American Girls Counterstories of Informal and Formal STEM Learning Experiences. [Doctoral Dissertation]. University of Florida; 2016. Available from: http://ufdc.ufl.edu/UFE0050175

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