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You searched for subject:(Science Study AND teaching Higher ). Showing records 1 – 30 of 18757 total matches.

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Oregon State University

1. Collins, Jennifer Shalini, 1985-. Improving Science, Technology, Engineering, and Mathematics (STEM) Education At Public Research Universities : Considering Students' Perspectives on Teaching-related Factors and Faculty Experiences, Motivations, and Competencies Concerning Teaching Improvement.

Degree: PhD, Science Education, 2015, Oregon State University

 The underlying aim of my dissertation was to contribute knowledge that may better support and foster STEM education improvement initiatives at public research universities. The… (more)

Subjects/Keywords: Science Education; Science  – Study and teaching (Higher)

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

APA (6th Edition):

Collins, Jennifer Shalini, 1. (2015). Improving Science, Technology, Engineering, and Mathematics (STEM) Education At Public Research Universities : Considering Students' Perspectives on Teaching-related Factors and Faculty Experiences, Motivations, and Competencies Concerning Teaching Improvement. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/58095

Chicago Manual of Style (16th Edition):

Collins, Jennifer Shalini, 1985-. “Improving Science, Technology, Engineering, and Mathematics (STEM) Education At Public Research Universities : Considering Students' Perspectives on Teaching-related Factors and Faculty Experiences, Motivations, and Competencies Concerning Teaching Improvement.” 2015. Doctoral Dissertation, Oregon State University. Accessed August 06, 2020. http://hdl.handle.net/1957/58095.

MLA Handbook (7th Edition):

Collins, Jennifer Shalini, 1985-. “Improving Science, Technology, Engineering, and Mathematics (STEM) Education At Public Research Universities : Considering Students' Perspectives on Teaching-related Factors and Faculty Experiences, Motivations, and Competencies Concerning Teaching Improvement.” 2015. Web. 06 Aug 2020.

Vancouver:

Collins, Jennifer Shalini 1. Improving Science, Technology, Engineering, and Mathematics (STEM) Education At Public Research Universities : Considering Students' Perspectives on Teaching-related Factors and Faculty Experiences, Motivations, and Competencies Concerning Teaching Improvement. [Internet] [Doctoral dissertation]. Oregon State University; 2015. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/1957/58095.

Council of Science Editors:

Collins, Jennifer Shalini 1. Improving Science, Technology, Engineering, and Mathematics (STEM) Education At Public Research Universities : Considering Students' Perspectives on Teaching-related Factors and Faculty Experiences, Motivations, and Competencies Concerning Teaching Improvement. [Doctoral Dissertation]. Oregon State University; 2015. Available from: http://hdl.handle.net/1957/58095


Georgia Tech

2. Zender, Fabian. An IPPD approach providing a modular framework to closing the capability gap and preparing a 21st century workforce.

Degree: MS, Aerospace Engineering, 2014, Georgia Tech

 The United States are facing a critical workforce challenge, even though current unemployment is around 6.7%, employers find it difficult to find applicants that can… (more)

Subjects/Keywords: Engineering education; Skills gap; IPPD; Population aging; Labor supply; Science Study and teaching (Higher); Engineering Study and teaching (Higher); Technology Study and teaching (Higher); Mathematics Study and teaching (Higher)

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APA (6th Edition):

Zender, F. (2014). An IPPD approach providing a modular framework to closing the capability gap and preparing a 21st century workforce. (Masters Thesis). Georgia Tech. Retrieved from http://hdl.handle.net/1853/51822

Chicago Manual of Style (16th Edition):

Zender, Fabian. “An IPPD approach providing a modular framework to closing the capability gap and preparing a 21st century workforce.” 2014. Masters Thesis, Georgia Tech. Accessed August 06, 2020. http://hdl.handle.net/1853/51822.

MLA Handbook (7th Edition):

Zender, Fabian. “An IPPD approach providing a modular framework to closing the capability gap and preparing a 21st century workforce.” 2014. Web. 06 Aug 2020.

Vancouver:

Zender F. An IPPD approach providing a modular framework to closing the capability gap and preparing a 21st century workforce. [Internet] [Masters thesis]. Georgia Tech; 2014. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/1853/51822.

Council of Science Editors:

Zender F. An IPPD approach providing a modular framework to closing the capability gap and preparing a 21st century workforce. [Masters Thesis]. Georgia Tech; 2014. Available from: http://hdl.handle.net/1853/51822


Portland State University

3. Yannotta, Mark Alan. Conventionalizing and Axiomatizing in a Community College Mathematics Bridge Course.

Degree: PhD, Mathematics and Statistics, 2016, Portland State University

  This dissertation consists of three related papers. The first paper, Rethinking mathematics bridge courses – An inquiry model for community colleges, introduces the activities of… (more)

Subjects/Keywords: Abstract algebra  – Study and teaching (Higher); Mathematics  – Study and teaching (Higher); Community college students; Higher Education; Science and Mathematics Education

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APA (6th Edition):

Yannotta, M. A. (2016). Conventionalizing and Axiomatizing in a Community College Mathematics Bridge Course. (Doctoral Dissertation). Portland State University. Retrieved from http://pdxscholar.library.pdx.edu/open_access_etds/3105

Chicago Manual of Style (16th Edition):

Yannotta, Mark Alan. “Conventionalizing and Axiomatizing in a Community College Mathematics Bridge Course.” 2016. Doctoral Dissertation, Portland State University. Accessed August 06, 2020. http://pdxscholar.library.pdx.edu/open_access_etds/3105.

MLA Handbook (7th Edition):

Yannotta, Mark Alan. “Conventionalizing and Axiomatizing in a Community College Mathematics Bridge Course.” 2016. Web. 06 Aug 2020.

Vancouver:

Yannotta MA. Conventionalizing and Axiomatizing in a Community College Mathematics Bridge Course. [Internet] [Doctoral dissertation]. Portland State University; 2016. [cited 2020 Aug 06]. Available from: http://pdxscholar.library.pdx.edu/open_access_etds/3105.

Council of Science Editors:

Yannotta MA. Conventionalizing and Axiomatizing in a Community College Mathematics Bridge Course. [Doctoral Dissertation]. Portland State University; 2016. Available from: http://pdxscholar.library.pdx.edu/open_access_etds/3105

4. Murakami, Christopher Daniel. Exploring tensions, identities, and equitable science assessment practices in undergraduate agroecology education.

Degree: 2015, University of Missouri – Columbia

 National reform documents suggest that changing pedagogical and assessment practices in college science courses are necessary but challenging steps to help support the formation of… (more)

Subjects/Keywords: Science  – Study and teaching (Higher); Agricultural ecology; Women  – Education  – Science

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APA (6th Edition):

Murakami, C. D. (2015). Exploring tensions, identities, and equitable science assessment practices in undergraduate agroecology education. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/46881

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):

Murakami, Christopher Daniel. “Exploring tensions, identities, and equitable science assessment practices in undergraduate agroecology education.” 2015. Thesis, University of Missouri – Columbia. Accessed August 06, 2020. http://hdl.handle.net/10355/46881.

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

MLA Handbook (7th Edition):

Murakami, Christopher Daniel. “Exploring tensions, identities, and equitable science assessment practices in undergraduate agroecology education.” 2015. Web. 06 Aug 2020.

Vancouver:

Murakami CD. Exploring tensions, identities, and equitable science assessment practices in undergraduate agroecology education. [Internet] [Thesis]. University of Missouri – Columbia; 2015. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/10355/46881.

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

Council of Science Editors:

Murakami CD. Exploring tensions, identities, and equitable science assessment practices in undergraduate agroecology education. [Thesis]. University of Missouri – Columbia; 2015. Available from: http://hdl.handle.net/10355/46881

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


University of Missouri – Columbia

5. Presley, Morgan L. Investigating how participatory action research and the use of assessment instruments can support college science instructors science assessment literacy.

Degree: 2015, University of Missouri – Columbia

 The purpose of this dissertation study was to investigate how engaging in participatory action research (PAR) and using assessment instruments can support a college science(more)

Subjects/Keywords: Science teachers; Science  – Study and teaching  – Higher; Educational evaluation; Academic achievement

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APA (6th Edition):

Presley, M. L. (2015). Investigating how participatory action research and the use of assessment instruments can support college science instructors science assessment literacy. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/46891

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):

Presley, Morgan L. “Investigating how participatory action research and the use of assessment instruments can support college science instructors science assessment literacy.” 2015. Thesis, University of Missouri – Columbia. Accessed August 06, 2020. http://hdl.handle.net/10355/46891.

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

MLA Handbook (7th Edition):

Presley, Morgan L. “Investigating how participatory action research and the use of assessment instruments can support college science instructors science assessment literacy.” 2015. Web. 06 Aug 2020.

Vancouver:

Presley ML. Investigating how participatory action research and the use of assessment instruments can support college science instructors science assessment literacy. [Internet] [Thesis]. University of Missouri – Columbia; 2015. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/10355/46891.

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

Council of Science Editors:

Presley ML. Investigating how participatory action research and the use of assessment instruments can support college science instructors science assessment literacy. [Thesis]. University of Missouri – Columbia; 2015. Available from: http://hdl.handle.net/10355/46891

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


Texas Christian University

6. Flynn, Deborah Kay. A look at the definition, pedagogy, and evaluation of scientific literacy within the natural science departments at a southwestern university.

Degree: PhD, 2011, Texas Christian University

 This study focuses on the promotion of scientific literacy within the natural science departments and how faculty within these departments define, incorporate, and evaluate scientific… (more)

Subjects/Keywords: Science Study and teaching (Higher); College teachers Attitudes.; Literacy.; Technology Study and teaching.; Education Curricula.

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APA (6th Edition):

Flynn, D. K. (2011). A look at the definition, pedagogy, and evaluation of scientific literacy within the natural science departments at a southwestern university. (Doctoral Dissertation). Texas Christian University. Retrieved from https://repository.tcu.edu:443/handle/116099117/4308

Chicago Manual of Style (16th Edition):

Flynn, Deborah Kay. “A look at the definition, pedagogy, and evaluation of scientific literacy within the natural science departments at a southwestern university.” 2011. Doctoral Dissertation, Texas Christian University. Accessed August 06, 2020. https://repository.tcu.edu:443/handle/116099117/4308.

MLA Handbook (7th Edition):

Flynn, Deborah Kay. “A look at the definition, pedagogy, and evaluation of scientific literacy within the natural science departments at a southwestern university.” 2011. Web. 06 Aug 2020.

Vancouver:

Flynn DK. A look at the definition, pedagogy, and evaluation of scientific literacy within the natural science departments at a southwestern university. [Internet] [Doctoral dissertation]. Texas Christian University; 2011. [cited 2020 Aug 06]. Available from: https://repository.tcu.edu:443/handle/116099117/4308.

Council of Science Editors:

Flynn DK. A look at the definition, pedagogy, and evaluation of scientific literacy within the natural science departments at a southwestern university. [Doctoral Dissertation]. Texas Christian University; 2011. Available from: https://repository.tcu.edu:443/handle/116099117/4308


Hong Kong University of Science and Technology

7. Choy, Shui Chung. A study on the new senior secondary (NSS) curriculum implementation in science education.

Degree: 2012, Hong Kong University of Science and Technology

 In 2000, the “Reform Proposal for the Education System” was submitted to the Hong Kong Government by the Education Commission. Since then, the Hong Kong… (more)

Subjects/Keywords: Science ; Study and teaching (Secondary) ; China ; Hong Kong ; Study and teaching (Higher) ; Education, Secondary ; Curricula

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APA (6th Edition):

Choy, S. C. (2012). A study on the new senior secondary (NSS) curriculum implementation in science education. (Thesis). Hong Kong University of Science and Technology. Retrieved from http://repository.ust.hk/ir/Record/1783.1-73431 ; https://doi.org/10.14711/thesis-b1189934 ; http://repository.ust.hk/ir/bitstream/1783.1-73431/1/th_redirect.html

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):

Choy, Shui Chung. “A study on the new senior secondary (NSS) curriculum implementation in science education.” 2012. Thesis, Hong Kong University of Science and Technology. Accessed August 06, 2020. http://repository.ust.hk/ir/Record/1783.1-73431 ; https://doi.org/10.14711/thesis-b1189934 ; http://repository.ust.hk/ir/bitstream/1783.1-73431/1/th_redirect.html.

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

MLA Handbook (7th Edition):

Choy, Shui Chung. “A study on the new senior secondary (NSS) curriculum implementation in science education.” 2012. Web. 06 Aug 2020.

Vancouver:

Choy SC. A study on the new senior secondary (NSS) curriculum implementation in science education. [Internet] [Thesis]. Hong Kong University of Science and Technology; 2012. [cited 2020 Aug 06]. Available from: http://repository.ust.hk/ir/Record/1783.1-73431 ; https://doi.org/10.14711/thesis-b1189934 ; http://repository.ust.hk/ir/bitstream/1783.1-73431/1/th_redirect.html.

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

Council of Science Editors:

Choy SC. A study on the new senior secondary (NSS) curriculum implementation in science education. [Thesis]. Hong Kong University of Science and Technology; 2012. Available from: http://repository.ust.hk/ir/Record/1783.1-73431 ; https://doi.org/10.14711/thesis-b1189934 ; http://repository.ust.hk/ir/bitstream/1783.1-73431/1/th_redirect.html

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


Texas Christian University

8. Wielard, Valerie Michelle. The effect of a computer program designed with constructivist principles for college non-science majors on understanding of photosynthesis and cellular respiration.

Degree: PhD, 2013, Texas Christian University

 The primary objective of this project was to learn what effect a computer program would have on academic achievement and attitude toward science of college… (more)

Subjects/Keywords: Science Methodology Study and teaching (Higher); Science Computer-assisted instruction.; Constructivism (Education); Photosynthesis Study and teaching (Higher); Cell respiration Study and teaching (Higher)

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APA (6th Edition):

Wielard, V. M. (2013). The effect of a computer program designed with constructivist principles for college non-science majors on understanding of photosynthesis and cellular respiration. (Doctoral Dissertation). Texas Christian University. Retrieved from https://repository.tcu.edu/handle/116099117/4603

Chicago Manual of Style (16th Edition):

Wielard, Valerie Michelle. “The effect of a computer program designed with constructivist principles for college non-science majors on understanding of photosynthesis and cellular respiration.” 2013. Doctoral Dissertation, Texas Christian University. Accessed August 06, 2020. https://repository.tcu.edu/handle/116099117/4603.

MLA Handbook (7th Edition):

Wielard, Valerie Michelle. “The effect of a computer program designed with constructivist principles for college non-science majors on understanding of photosynthesis and cellular respiration.” 2013. Web. 06 Aug 2020.

Vancouver:

Wielard VM. The effect of a computer program designed with constructivist principles for college non-science majors on understanding of photosynthesis and cellular respiration. [Internet] [Doctoral dissertation]. Texas Christian University; 2013. [cited 2020 Aug 06]. Available from: https://repository.tcu.edu/handle/116099117/4603.

Council of Science Editors:

Wielard VM. The effect of a computer program designed with constructivist principles for college non-science majors on understanding of photosynthesis and cellular respiration. [Doctoral Dissertation]. Texas Christian University; 2013. Available from: https://repository.tcu.edu/handle/116099117/4603


Stellenbosch University

9. Scholtz, Zena. Towards a conceptual framework for the integration of critical thinking into a teacher education curriculum : addressing some of the educational challenges of South Africa.

Degree: PhD, 2019, Stellenbosch University

ENGLISH SUMMARY : There seems to be a general acceptance that the development of critical thinking should be an important aim of higher education. The… (more)

Subjects/Keywords: Science  – Study and teaching (Higher)  – Curricula  – South Africa; Critical thinking  – Study and teaching (Higher)  – South Africa; Science  – Study and teaching (Higher)  – Government policy  – South Africa; Curriculum planning; UCTD

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APA (6th Edition):

Scholtz, Z. (2019). Towards a conceptual framework for the integration of critical thinking into a teacher education curriculum : addressing some of the educational challenges of South Africa. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/107074

Chicago Manual of Style (16th Edition):

Scholtz, Zena. “Towards a conceptual framework for the integration of critical thinking into a teacher education curriculum : addressing some of the educational challenges of South Africa.” 2019. Doctoral Dissertation, Stellenbosch University. Accessed August 06, 2020. http://hdl.handle.net/10019.1/107074.

MLA Handbook (7th Edition):

Scholtz, Zena. “Towards a conceptual framework for the integration of critical thinking into a teacher education curriculum : addressing some of the educational challenges of South Africa.” 2019. Web. 06 Aug 2020.

Vancouver:

Scholtz Z. Towards a conceptual framework for the integration of critical thinking into a teacher education curriculum : addressing some of the educational challenges of South Africa. [Internet] [Doctoral dissertation]. Stellenbosch University; 2019. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/10019.1/107074.

Council of Science Editors:

Scholtz Z. Towards a conceptual framework for the integration of critical thinking into a teacher education curriculum : addressing some of the educational challenges of South Africa. [Doctoral Dissertation]. Stellenbosch University; 2019. Available from: http://hdl.handle.net/10019.1/107074


Columbia University

10. Adornato, Philip. Uncovering the Lived Experiences of Junior and Senior Undergraduate Female Science Majors.

Degree: 2017, Columbia University

 The following dissertation focuses on a case study that uses critical theory, social learning theory, identity theory, liberal feminine theory, and motivation theory to conduct… (more)

Subjects/Keywords: Women – Education (Higher); Women – Education (Higher) – Social aspects; Women in science – Social aspects; Science – Study and teaching (Higher); Women science students; Women in science; Science – Study and teaching

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APA (6th Edition):

Adornato, P. (2017). Uncovering the Lived Experiences of Junior and Senior Undergraduate Female Science Majors. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8BK1J00

Chicago Manual of Style (16th Edition):

Adornato, Philip. “Uncovering the Lived Experiences of Junior and Senior Undergraduate Female Science Majors.” 2017. Doctoral Dissertation, Columbia University. Accessed August 06, 2020. https://doi.org/10.7916/D8BK1J00.

MLA Handbook (7th Edition):

Adornato, Philip. “Uncovering the Lived Experiences of Junior and Senior Undergraduate Female Science Majors.” 2017. Web. 06 Aug 2020.

Vancouver:

Adornato P. Uncovering the Lived Experiences of Junior and Senior Undergraduate Female Science Majors. [Internet] [Doctoral dissertation]. Columbia University; 2017. [cited 2020 Aug 06]. Available from: https://doi.org/10.7916/D8BK1J00.

Council of Science Editors:

Adornato P. Uncovering the Lived Experiences of Junior and Senior Undergraduate Female Science Majors. [Doctoral Dissertation]. Columbia University; 2017. Available from: https://doi.org/10.7916/D8BK1J00


Florida Atlantic University

11. Pomerantz, Rina. The relationship between the self-efficacy of monolingual and bilingual undergraduate college students and their academic achievement in science and math.

Degree: 2016, Florida Atlantic University

Summary: Almost twenty-one percent of the United States population spoke a language other than English in 2011. Furthermore, there has been a dramatic increase in… (more)

Subjects/Keywords: Self-efficacy.; Control (Psychology); Academic achievement – Psychological aspects.; Education, Bilingual.; Science – Study and teaching (Higher); Mathematics – Study and teaching (Higher)

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APA (6th Edition):

Pomerantz, R. (2016). The relationship between the self-efficacy of monolingual and bilingual undergraduate college students and their academic achievement in science and math. (Thesis). Florida Atlantic University. Retrieved from http://purl.flvc.org/fau/fd/FA00004753 ; (URL) http://purl.flvc.org/fau/fd/FA00004753

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):

Pomerantz, Rina. “The relationship between the self-efficacy of monolingual and bilingual undergraduate college students and their academic achievement in science and math.” 2016. Thesis, Florida Atlantic University. Accessed August 06, 2020. http://purl.flvc.org/fau/fd/FA00004753 ; (URL) http://purl.flvc.org/fau/fd/FA00004753.

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

MLA Handbook (7th Edition):

Pomerantz, Rina. “The relationship between the self-efficacy of monolingual and bilingual undergraduate college students and their academic achievement in science and math.” 2016. Web. 06 Aug 2020.

Vancouver:

Pomerantz R. The relationship between the self-efficacy of monolingual and bilingual undergraduate college students and their academic achievement in science and math. [Internet] [Thesis]. Florida Atlantic University; 2016. [cited 2020 Aug 06]. Available from: http://purl.flvc.org/fau/fd/FA00004753 ; (URL) http://purl.flvc.org/fau/fd/FA00004753.

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

Council of Science Editors:

Pomerantz R. The relationship between the self-efficacy of monolingual and bilingual undergraduate college students and their academic achievement in science and math. [Thesis]. Florida Atlantic University; 2016. Available from: http://purl.flvc.org/fau/fd/FA00004753 ; (URL) http://purl.flvc.org/fau/fd/FA00004753

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


Michigan State University

12. Edwards, Richard A. Quantitative literacy in general education science courses at a community college : student and instructor reports.

Degree: 2016, Michigan State University

Thesis Ph. D. Michigan State University. Mathematics Education 2016

Research indicates that significant numbers of community college students enroll in quantitative literacy (QL) courses, yet… (more)

Subjects/Keywords: Numeracy – Study and teaching (Higher) – United States – Case studies; Science – Study and teaching (Higher) – United States – Case studies; Mathematics – Study and teaching (Higher) – United States – Case studies; Mathematics education

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APA (6th Edition):

Edwards, R. A. (2016). Quantitative literacy in general education science courses at a community college : student and instructor reports. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:4381

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):

Edwards, Richard A. “Quantitative literacy in general education science courses at a community college : student and instructor reports.” 2016. Thesis, Michigan State University. Accessed August 06, 2020. http://etd.lib.msu.edu/islandora/object/etd:4381.

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

MLA Handbook (7th Edition):

Edwards, Richard A. “Quantitative literacy in general education science courses at a community college : student and instructor reports.” 2016. Web. 06 Aug 2020.

Vancouver:

Edwards RA. Quantitative literacy in general education science courses at a community college : student and instructor reports. [Internet] [Thesis]. Michigan State University; 2016. [cited 2020 Aug 06]. Available from: http://etd.lib.msu.edu/islandora/object/etd:4381.

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

Council of Science Editors:

Edwards RA. Quantitative literacy in general education science courses at a community college : student and instructor reports. [Thesis]. Michigan State University; 2016. Available from: http://etd.lib.msu.edu/islandora/object/etd:4381

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


Montana State University

13. Tillman, Robin Francis. The effects of using dichotomous keys with analogies on college students' understanding of biology concepts.

Degree: Graduate School, 2011, Montana State University

 My introductory biology students are expected to acquire an extensive vocabulary and I have noticed that they often struggle to learn and make connections between… (more)

Subjects/Keywords: Science Study and teaching.; Concept mapping.; Education, Higher.

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APA (6th Edition):

Tillman, R. F. (2011). The effects of using dichotomous keys with analogies on college students' understanding of biology concepts. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2429

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):

Tillman, Robin Francis. “The effects of using dichotomous keys with analogies on college students' understanding of biology concepts.” 2011. Thesis, Montana State University. Accessed August 06, 2020. https://scholarworks.montana.edu/xmlui/handle/1/2429.

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

MLA Handbook (7th Edition):

Tillman, Robin Francis. “The effects of using dichotomous keys with analogies on college students' understanding of biology concepts.” 2011. Web. 06 Aug 2020.

Vancouver:

Tillman RF. The effects of using dichotomous keys with analogies on college students' understanding of biology concepts. [Internet] [Thesis]. Montana State University; 2011. [cited 2020 Aug 06]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2429.

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

Council of Science Editors:

Tillman RF. The effects of using dichotomous keys with analogies on college students' understanding of biology concepts. [Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2429

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


Utah Valley University

14. Schultz, Michael David. Impact of a Field Research Experience on Undergraduate Science Majors.

Degree: 2016, Utah Valley University

Undergraduate field research experiences are becoming an emerging force in higher education. There is widespread support for these experiences in a variety of fields such… (more)

Subjects/Keywords: Science – Study and teaching (Higher); Experiential research; Undergraduates

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

APA (6th Edition):

Schultz, M. D. (2016). Impact of a Field Research Experience on Undergraduate Science Majors. (Thesis). Utah Valley University. Retrieved from http://contentdm.uvu.edu:81/u?/UVUTheses,697

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):

Schultz, Michael David. “Impact of a Field Research Experience on Undergraduate Science Majors.” 2016. Thesis, Utah Valley University. Accessed August 06, 2020. http://contentdm.uvu.edu:81/u?/UVUTheses,697.

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

MLA Handbook (7th Edition):

Schultz, Michael David. “Impact of a Field Research Experience on Undergraduate Science Majors.” 2016. Web. 06 Aug 2020.

Vancouver:

Schultz MD. Impact of a Field Research Experience on Undergraduate Science Majors. [Internet] [Thesis]. Utah Valley University; 2016. [cited 2020 Aug 06]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,697.

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

Council of Science Editors:

Schultz MD. Impact of a Field Research Experience on Undergraduate Science Majors. [Thesis]. Utah Valley University; 2016. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,697

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


Oregon State University

15. Price, Matthew F. Student views on science and the scientific process : studying changes made in a redesigned non-major introductory science course.

Degree: PhD, Science Education, 2008, Oregon State University

 The purpose of this study was to understand how instruction in an introductory nonmajor astronomy course at Oregon State University affects how non-science majors view… (more)

Subjects/Keywords: Science Education; Astronomy  – Study and teaching (Higher)  – Oregon  – Corvallis

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

APA (6th Edition):

Price, M. F. (2008). Student views on science and the scientific process : studying changes made in a redesigned non-major introductory science course. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/9514

Chicago Manual of Style (16th Edition):

Price, Matthew F. “Student views on science and the scientific process : studying changes made in a redesigned non-major introductory science course.” 2008. Doctoral Dissertation, Oregon State University. Accessed August 06, 2020. http://hdl.handle.net/1957/9514.

MLA Handbook (7th Edition):

Price, Matthew F. “Student views on science and the scientific process : studying changes made in a redesigned non-major introductory science course.” 2008. Web. 06 Aug 2020.

Vancouver:

Price MF. Student views on science and the scientific process : studying changes made in a redesigned non-major introductory science course. [Internet] [Doctoral dissertation]. Oregon State University; 2008. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/1957/9514.

Council of Science Editors:

Price MF. Student views on science and the scientific process : studying changes made in a redesigned non-major introductory science course. [Doctoral Dissertation]. Oregon State University; 2008. Available from: http://hdl.handle.net/1957/9514


Michigan State University

16. De Simone, Christina, 1960-. Connecting ideas, constructing meaning, and monitoring performance : networking in college classrooms.

Degree: PhD, College of Education, 1993, Michigan State University

Subjects/Keywords: Science – Study and teaching (Higher)

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APA (6th Edition):

De Simone, Christina, 1. (1993). Connecting ideas, constructing meaning, and monitoring performance : networking in college classrooms. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:47119

Chicago Manual of Style (16th Edition):

De Simone, Christina, 1960-. “Connecting ideas, constructing meaning, and monitoring performance : networking in college classrooms.” 1993. Doctoral Dissertation, Michigan State University. Accessed August 06, 2020. http://etd.lib.msu.edu/islandora/object/etd:47119.

MLA Handbook (7th Edition):

De Simone, Christina, 1960-. “Connecting ideas, constructing meaning, and monitoring performance : networking in college classrooms.” 1993. Web. 06 Aug 2020.

Vancouver:

De Simone, Christina 1. Connecting ideas, constructing meaning, and monitoring performance : networking in college classrooms. [Internet] [Doctoral dissertation]. Michigan State University; 1993. [cited 2020 Aug 06]. Available from: http://etd.lib.msu.edu/islandora/object/etd:47119.

Council of Science Editors:

De Simone, Christina 1. Connecting ideas, constructing meaning, and monitoring performance : networking in college classrooms. [Doctoral Dissertation]. Michigan State University; 1993. Available from: http://etd.lib.msu.edu/islandora/object/etd:47119


Michigan State University

17. Sumerix, Kendall Jay. Development of a physical science laboratory manual for non-science majors.

Degree: MS, Department of Physical Science, 1994, Michigan State University

Subjects/Keywords: Science – Study and teaching (Higher)

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

APA (6th Edition):

Sumerix, K. J. (1994). Development of a physical science laboratory manual for non-science majors. (Masters Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:24258

Chicago Manual of Style (16th Edition):

Sumerix, Kendall Jay. “Development of a physical science laboratory manual for non-science majors.” 1994. Masters Thesis, Michigan State University. Accessed August 06, 2020. http://etd.lib.msu.edu/islandora/object/etd:24258.

MLA Handbook (7th Edition):

Sumerix, Kendall Jay. “Development of a physical science laboratory manual for non-science majors.” 1994. Web. 06 Aug 2020.

Vancouver:

Sumerix KJ. Development of a physical science laboratory manual for non-science majors. [Internet] [Masters thesis]. Michigan State University; 1994. [cited 2020 Aug 06]. Available from: http://etd.lib.msu.edu/islandora/object/etd:24258.

Council of Science Editors:

Sumerix KJ. Development of a physical science laboratory manual for non-science majors. [Masters Thesis]. Michigan State University; 1994. Available from: http://etd.lib.msu.edu/islandora/object/etd:24258

18. Lyon, Gilda Darlene. The effect of a state department of education mentoring program for teachers on science student achievement.

Degree: 2009, University of Tennessee – Chattanooga

 The purpose of this study was to assess the effect of the Georgia Department of Education Science Specialist teacher-mentoring program on student achievement on science(more)

Subjects/Keywords: Science  – Study and teaching (Higher)

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

APA (6th Edition):

Lyon, G. D. (2009). The effect of a state department of education mentoring program for teachers on science student achievement. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/328

Chicago Manual of Style (16th Edition):

Lyon, Gilda Darlene. “The effect of a state department of education mentoring program for teachers on science student achievement.” 2009. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed August 06, 2020. https://scholar.utc.edu/theses/328.

MLA Handbook (7th Edition):

Lyon, Gilda Darlene. “The effect of a state department of education mentoring program for teachers on science student achievement.” 2009. Web. 06 Aug 2020.

Vancouver:

Lyon GD. The effect of a state department of education mentoring program for teachers on science student achievement. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2009. [cited 2020 Aug 06]. Available from: https://scholar.utc.edu/theses/328.

Council of Science Editors:

Lyon GD. The effect of a state department of education mentoring program for teachers on science student achievement. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2009. Available from: https://scholar.utc.edu/theses/328


University of British Columbia

19. Bashook, Philip G. Developing a methodology for analysing and evaluating teaching strategies in university science teaching : an exploratory study .

Degree: 1971, University of British Columbia

 Purpose of the study: The study explored an approach to analysing and evaluating strategies for teaching science concepts at the first-year university level based on… (more)

Subjects/Keywords: Science  – Study and teaching (Higher)

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APA (6th Edition):

Bashook, P. G. (1971). Developing a methodology for analysing and evaluating teaching strategies in university science teaching : an exploratory study . (Thesis). University of British Columbia. Retrieved from http://hdl.handle.net/2429/34223

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):

Bashook, Philip G. “Developing a methodology for analysing and evaluating teaching strategies in university science teaching : an exploratory study .” 1971. Thesis, University of British Columbia. Accessed August 06, 2020. http://hdl.handle.net/2429/34223.

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

MLA Handbook (7th Edition):

Bashook, Philip G. “Developing a methodology for analysing and evaluating teaching strategies in university science teaching : an exploratory study .” 1971. Web. 06 Aug 2020.

Vancouver:

Bashook PG. Developing a methodology for analysing and evaluating teaching strategies in university science teaching : an exploratory study . [Internet] [Thesis]. University of British Columbia; 1971. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/2429/34223.

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

Council of Science Editors:

Bashook PG. Developing a methodology for analysing and evaluating teaching strategies in university science teaching : an exploratory study . [Thesis]. University of British Columbia; 1971. Available from: http://hdl.handle.net/2429/34223

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


Michigan State University

20. Howard, Tenisha Senora. The under-representation of African American women in the STEM fields within the academy : a historical profile and current perceptions.

Degree: 2016, Michigan State University

Thesis Ph. D. Michigan State University. African American and African Studies 2016

This research project seeks to discover the reasons behind the underrepresentation of African… (more)

Subjects/Keywords: African American women college teachers; Science – Study and teaching (Higher) – United States; Technology – Study and teaching (Higher) – United States; Engineering – Study and teaching (Higher) – United States; Mathematics – Study and teaching (Higher) – United States; African American studies; Higher education; Science education

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

APA (6th Edition):

Howard, T. S. (2016). The under-representation of African American women in the STEM fields within the academy : a historical profile and current perceptions. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:3924

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):

Howard, Tenisha Senora. “The under-representation of African American women in the STEM fields within the academy : a historical profile and current perceptions.” 2016. Thesis, Michigan State University. Accessed August 06, 2020. http://etd.lib.msu.edu/islandora/object/etd:3924.

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

MLA Handbook (7th Edition):

Howard, Tenisha Senora. “The under-representation of African American women in the STEM fields within the academy : a historical profile and current perceptions.” 2016. Web. 06 Aug 2020.

Vancouver:

Howard TS. The under-representation of African American women in the STEM fields within the academy : a historical profile and current perceptions. [Internet] [Thesis]. Michigan State University; 2016. [cited 2020 Aug 06]. Available from: http://etd.lib.msu.edu/islandora/object/etd:3924.

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

Council of Science Editors:

Howard TS. The under-representation of African American women in the STEM fields within the academy : a historical profile and current perceptions. [Thesis]. Michigan State University; 2016. Available from: http://etd.lib.msu.edu/islandora/object/etd:3924

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


University of Johannesburg

21. Kotze, Nico. Kriteria vir die regverdigbaarheid van deelperspektiewe in die opvoedkunde.

Degree: 2012, University of Johannesburg

D.Ed.

The aim of this study was to investigate: the causes, problems and justification of the increase in part-perspectives in faculties of education; the reasons… (more)

Subjects/Keywords: Educational science - History; Educational change; Education - Study and teaching (Higher); Teaching - Philosophy; Education - Philosophy

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APA (6th Edition):

Kotze, N. (2012). Kriteria vir die regverdigbaarheid van deelperspektiewe in die opvoedkunde. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/5897

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):

Kotze, Nico. “Kriteria vir die regverdigbaarheid van deelperspektiewe in die opvoedkunde.” 2012. Thesis, University of Johannesburg. Accessed August 06, 2020. http://hdl.handle.net/10210/5897.

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

MLA Handbook (7th Edition):

Kotze, Nico. “Kriteria vir die regverdigbaarheid van deelperspektiewe in die opvoedkunde.” 2012. Web. 06 Aug 2020.

Vancouver:

Kotze N. Kriteria vir die regverdigbaarheid van deelperspektiewe in die opvoedkunde. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/10210/5897.

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

Council of Science Editors:

Kotze N. Kriteria vir die regverdigbaarheid van deelperspektiewe in die opvoedkunde. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/5897

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


Northeastern University

22. Plourde, Peter M. Increasing STEM degree attainment for underrepresented populations.

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

 This qualitative study implements Critical Race Theory and the use of narrative to investigate reasons why rates of degree attainment in science, technology, engineering, and… (more)

Subjects/Keywords: attainment; culture; race; STEM; URM; African American college students; Social conditions; African Americans; Education (Higher); Science; Study and teaching (Higher); Technology; Study and teaching (Higher); Engineering; Study and teaching (Higher); Mathematics; Study and teaching (Higher); Hip-hop

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

APA (6th Edition):

Plourde, P. M. (2016). Increasing STEM degree attainment for underrepresented populations. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20209108

Chicago Manual of Style (16th Edition):

Plourde, Peter M. “Increasing STEM degree attainment for underrepresented populations.” 2016. Doctoral Dissertation, Northeastern University. Accessed August 06, 2020. http://hdl.handle.net/2047/D20209108.

MLA Handbook (7th Edition):

Plourde, Peter M. “Increasing STEM degree attainment for underrepresented populations.” 2016. Web. 06 Aug 2020.

Vancouver:

Plourde PM. Increasing STEM degree attainment for underrepresented populations. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/2047/D20209108.

Council of Science Editors:

Plourde PM. Increasing STEM degree attainment for underrepresented populations. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20209108


Michigan State University

23. Soto, Melissa. Women of color faculty in STEM : successfully navigating the promotion and tenure process.

Degree: 2014, Michigan State University

Thesis Ph. D. Michigan State University. Higher, Adult, and Lifelong Education 2014.

Black women and Hispanic/Latina faculty are underrepresented in tenured science, technology, engineering, and… (more)

Subjects/Keywords: Minority women college teachers – United States; Career development; Science – Study and teaching (Higher) – United States; Technology – Study and teaching (Higher) – United States; Engineering – Study and teaching (Higher) – United States; Mathematics – Study and teaching (Higher) – United States; Higher education

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APA (6th Edition):

Soto, M. (2014). Women of color faculty in STEM : successfully navigating the promotion and tenure process. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:2899

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):

Soto, Melissa. “Women of color faculty in STEM : successfully navigating the promotion and tenure process.” 2014. Thesis, Michigan State University. Accessed August 06, 2020. http://etd.lib.msu.edu/islandora/object/etd:2899.

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

MLA Handbook (7th Edition):

Soto, Melissa. “Women of color faculty in STEM : successfully navigating the promotion and tenure process.” 2014. Web. 06 Aug 2020.

Vancouver:

Soto M. Women of color faculty in STEM : successfully navigating the promotion and tenure process. [Internet] [Thesis]. Michigan State University; 2014. [cited 2020 Aug 06]. Available from: http://etd.lib.msu.edu/islandora/object/etd:2899.

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

Council of Science Editors:

Soto M. Women of color faculty in STEM : successfully navigating the promotion and tenure process. [Thesis]. Michigan State University; 2014. Available from: http://etd.lib.msu.edu/islandora/object/etd:2899

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


Rhodes University

24. Clarence, Sherran. Enabling cumulative knowledge-building through teaching: a legitimation code theory analysis of pedagogic practice in law and political science.

Degree: Faculty of Education, Education, 2014, Rhodes University

 Much current research and practice in teaching and learning in higher education tends to overfocus on social aspects of education; on how rather than what… (more)

Subjects/Keywords: Law  – Study and teaching (Higher)  – South Africa; Political science  – Study and teaching (Higher)  – South Africa; Education, Higher  – South Africa; College teaching  – South Africa; Knowledge, Theory of; Social realism

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APA (6th Edition):

Clarence, S. (2014). Enabling cumulative knowledge-building through teaching: a legitimation code theory analysis of pedagogic practice in law and political science. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1011763

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):

Clarence, Sherran. “Enabling cumulative knowledge-building through teaching: a legitimation code theory analysis of pedagogic practice in law and political science.” 2014. Thesis, Rhodes University. Accessed August 06, 2020. http://hdl.handle.net/10962/d1011763.

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

MLA Handbook (7th Edition):

Clarence, Sherran. “Enabling cumulative knowledge-building through teaching: a legitimation code theory analysis of pedagogic practice in law and political science.” 2014. Web. 06 Aug 2020.

Vancouver:

Clarence S. Enabling cumulative knowledge-building through teaching: a legitimation code theory analysis of pedagogic practice in law and political science. [Internet] [Thesis]. Rhodes University; 2014. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/10962/d1011763.

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

Council of Science Editors:

Clarence S. Enabling cumulative knowledge-building through teaching: a legitimation code theory analysis of pedagogic practice in law and political science. [Thesis]. Rhodes University; 2014. Available from: http://hdl.handle.net/10962/d1011763

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


University of North Texas

25. Reynolds, Lisa Marie. An Empirical Study of Software Debugging Games with Introductory Students.

Degree: 2015, University of North Texas

 Bug Fixer is a web-based application that complements lectures with hands-on exercises that encourage students to think about the logic in programs. Bug Fixer presents… (more)

Subjects/Keywords: Bug Fixer; software testing; hands-on exercises; code; Debugging in computer science  – Study and teaching (Higher); Computer science  – Study and teaching (Higher); Computer algorithms  – Study and teaching (Higher); Computer software  – Testing  – Study and teaching (Higher)

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APA (6th Edition):

Reynolds, L. M. (2015). An Empirical Study of Software Debugging Games with Introductory Students. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc804874/

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):

Reynolds, Lisa Marie. “An Empirical Study of Software Debugging Games with Introductory Students.” 2015. Thesis, University of North Texas. Accessed August 06, 2020. https://digital.library.unt.edu/ark:/67531/metadc804874/.

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

MLA Handbook (7th Edition):

Reynolds, Lisa Marie. “An Empirical Study of Software Debugging Games with Introductory Students.” 2015. Web. 06 Aug 2020.

Vancouver:

Reynolds LM. An Empirical Study of Software Debugging Games with Introductory Students. [Internet] [Thesis]. University of North Texas; 2015. [cited 2020 Aug 06]. Available from: https://digital.library.unt.edu/ark:/67531/metadc804874/.

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

Council of Science Editors:

Reynolds LM. An Empirical Study of Software Debugging Games with Introductory Students. [Thesis]. University of North Texas; 2015. Available from: https://digital.library.unt.edu/ark:/67531/metadc804874/

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


Oregon State University

26. Hocker, Krista Foltz. Student experiences in redesigned college algebra.

Degree: MS, Mathematics, 2014, Oregon State University

 Oregon State University redesigned the college algebra class to make group learning at least 50% of class time. Specifically, in two out of four class… (more)

Subjects/Keywords: Algebra  – Study and teaching (Higher)

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APA (6th Edition):

Hocker, K. F. (2014). Student experiences in redesigned college algebra. (Masters Thesis). Oregon State University. Retrieved from http://hdl.handle.net/1957/51892

Chicago Manual of Style (16th Edition):

Hocker, Krista Foltz. “Student experiences in redesigned college algebra.” 2014. Masters Thesis, Oregon State University. Accessed August 06, 2020. http://hdl.handle.net/1957/51892.

MLA Handbook (7th Edition):

Hocker, Krista Foltz. “Student experiences in redesigned college algebra.” 2014. Web. 06 Aug 2020.

Vancouver:

Hocker KF. Student experiences in redesigned college algebra. [Internet] [Masters thesis]. Oregon State University; 2014. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/1957/51892.

Council of Science Editors:

Hocker KF. Student experiences in redesigned college algebra. [Masters Thesis]. Oregon State University; 2014. Available from: http://hdl.handle.net/1957/51892


University of Johannesburg

27. Richard, Kashi Bhavana. A formative student evaluation of the individual courses within the Masters Degree in Technology : Homoeopathy.

Degree: 2012, University of Johannesburg

M.Tech.

Course evaluation and student feedback forms an important part of any quality assurance programme in education. Since the Master of Technology Degree in Homoeopathy… (more)

Subjects/Keywords: Homeopathy study and teaching (Higher)

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

APA (6th Edition):

Richard, K. B. (2012). A formative student evaluation of the individual courses within the Masters Degree in Technology : Homoeopathy. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/4608

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):

Richard, Kashi Bhavana. “A formative student evaluation of the individual courses within the Masters Degree in Technology : Homoeopathy.” 2012. Thesis, University of Johannesburg. Accessed August 06, 2020. http://hdl.handle.net/10210/4608.

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

MLA Handbook (7th Edition):

Richard, Kashi Bhavana. “A formative student evaluation of the individual courses within the Masters Degree in Technology : Homoeopathy.” 2012. Web. 06 Aug 2020.

Vancouver:

Richard KB. A formative student evaluation of the individual courses within the Masters Degree in Technology : Homoeopathy. [Internet] [Thesis]. University of Johannesburg; 2012. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/10210/4608.

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

Council of Science Editors:

Richard KB. A formative student evaluation of the individual courses within the Masters Degree in Technology : Homoeopathy. [Thesis]. University of Johannesburg; 2012. Available from: http://hdl.handle.net/10210/4608

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


Oregon State University

28. Furuto, Michael. A case study on a diverse college algebra classroom : analyzing pedagogical strategies to enhance students' mathematics self-efficacy.

Degree: PhD, Mathematics Education, 2013, Oregon State University

 Shifting demographics show America rapidly diversifying, yet research indicates that an alarming number of diverse students continue to struggle to meet learning outcomes of collegiate… (more)

Subjects/Keywords: Algebra  – Study and teaching (Higher)

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

APA (6th Edition):

Furuto, M. (2013). A case study on a diverse college algebra classroom : analyzing pedagogical strategies to enhance students' mathematics self-efficacy. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/38544

Chicago Manual of Style (16th Edition):

Furuto, Michael. “A case study on a diverse college algebra classroom : analyzing pedagogical strategies to enhance students' mathematics self-efficacy.” 2013. Doctoral Dissertation, Oregon State University. Accessed August 06, 2020. http://hdl.handle.net/1957/38544.

MLA Handbook (7th Edition):

Furuto, Michael. “A case study on a diverse college algebra classroom : analyzing pedagogical strategies to enhance students' mathematics self-efficacy.” 2013. Web. 06 Aug 2020.

Vancouver:

Furuto M. A case study on a diverse college algebra classroom : analyzing pedagogical strategies to enhance students' mathematics self-efficacy. [Internet] [Doctoral dissertation]. Oregon State University; 2013. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/1957/38544.

Council of Science Editors:

Furuto M. A case study on a diverse college algebra classroom : analyzing pedagogical strategies to enhance students' mathematics self-efficacy. [Doctoral Dissertation]. Oregon State University; 2013. Available from: http://hdl.handle.net/1957/38544


University of Oklahoma

29. Turegun, Mikhail. A Model for Developing and Assessing Community College Students' Conceptions of the Range, Interquartile Range, and Standard Deviation.

Degree: PhD, 2011, University of Oklahoma

 A detailed analysis of the students' responses is presented to reveal the range of students' conceptions. My findings suggest that, despite the very limited mathematical… (more)

Subjects/Keywords: Statistics – Study and teaching (Higher)

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

APA (6th Edition):

Turegun, M. (2011). A Model for Developing and Assessing Community College Students' Conceptions of the Range, Interquartile Range, and Standard Deviation. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/318995

Chicago Manual of Style (16th Edition):

Turegun, Mikhail. “A Model for Developing and Assessing Community College Students' Conceptions of the Range, Interquartile Range, and Standard Deviation.” 2011. Doctoral Dissertation, University of Oklahoma. Accessed August 06, 2020. http://hdl.handle.net/11244/318995.

MLA Handbook (7th Edition):

Turegun, Mikhail. “A Model for Developing and Assessing Community College Students' Conceptions of the Range, Interquartile Range, and Standard Deviation.” 2011. Web. 06 Aug 2020.

Vancouver:

Turegun M. A Model for Developing and Assessing Community College Students' Conceptions of the Range, Interquartile Range, and Standard Deviation. [Internet] [Doctoral dissertation]. University of Oklahoma; 2011. [cited 2020 Aug 06]. Available from: http://hdl.handle.net/11244/318995.

Council of Science Editors:

Turegun M. A Model for Developing and Assessing Community College Students' Conceptions of the Range, Interquartile Range, and Standard Deviation. [Doctoral Dissertation]. University of Oklahoma; 2011. Available from: http://hdl.handle.net/11244/318995


Michigan State University

30. Potter, Stephen. Teaching biology with engineering practices.

Degree: 2014, Michigan State University

Thesis M.S. Michigan State University. Cell and Molecular Biology 2014.

The Next Generation Science Standards (NGSS) expresses a vision of science education that requires students… (more)

Subjects/Keywords: Next Generation Science Standards (Education); Biology – Study and teaching; Engineering – Study and teaching; Science – Study and teaching (Higher) – United States; Engineering design – Philosophy; Biology; Engineering

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

APA (6th Edition):

Potter, S. (2014). Teaching biology with engineering practices. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:2891

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):

Potter, Stephen. “Teaching biology with engineering practices.” 2014. Thesis, Michigan State University. Accessed August 06, 2020. http://etd.lib.msu.edu/islandora/object/etd:2891.

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

MLA Handbook (7th Edition):

Potter, Stephen. “Teaching biology with engineering practices.” 2014. Web. 06 Aug 2020.

Vancouver:

Potter S. Teaching biology with engineering practices. [Internet] [Thesis]. Michigan State University; 2014. [cited 2020 Aug 06]. Available from: http://etd.lib.msu.edu/islandora/object/etd:2891.

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

Council of Science Editors:

Potter S. Teaching biology with engineering practices. [Thesis]. Michigan State University; 2014. Available from: http://etd.lib.msu.edu/islandora/object/etd:2891

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

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