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Dept: Department of Teacher Education

You searched for subject:(Science Study AND teaching). Showing records 1 – 30 of 154 total matches.

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Central Connecticut State University

1. Visone, Kerry F., 1976-. Teacher Attitudes toward Science at the Early Childhood Level.

Degree: Department of Teacher Education, 2009, Central Connecticut State University

 The purpose of this study was to evaluate the attitudes of early childhood educators toward teaching science, while also examining the relationship between teacher attitudes… (more)

Subjects/Keywords: Teachers  – Attitudes; Science  – Study and teaching (Early childhood); Science  – Attitudes

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APA (6th Edition):

Visone, Kerry F., 1. (2009). Teacher Attitudes toward Science at the Early Childhood Level. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1050

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):

Visone, Kerry F., 1976-. “Teacher Attitudes toward Science at the Early Childhood Level.” 2009. Thesis, Central Connecticut State University. Accessed September 15, 2019. http://content.library.ccsu.edu/u?/ccsutheses,1050.

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

MLA Handbook (7th Edition):

Visone, Kerry F., 1976-. “Teacher Attitudes toward Science at the Early Childhood Level.” 2009. Web. 15 Sep 2019.

Vancouver:

Visone, Kerry F. 1. Teacher Attitudes toward Science at the Early Childhood Level. [Internet] [Thesis]. Central Connecticut State University; 2009. [cited 2019 Sep 15]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1050.

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

Council of Science Editors:

Visone, Kerry F. 1. Teacher Attitudes toward Science at the Early Childhood Level. [Thesis]. Central Connecticut State University; 2009. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1050

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


Michigan State University

2. Vellom, R. Paul. Emerging discourses in middle school : a study of individual understanding and group construction of the concepts of mass, volume, and density.

Degree: PhD, Department of Teacher Education, 1995, Michigan State University

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

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APA (6th Edition):

Vellom, R. P. (1995). Emerging discourses in middle school : a study of individual understanding and group construction of the concepts of mass, volume, and density. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:29942

Chicago Manual of Style (16th Edition):

Vellom, R Paul. “Emerging discourses in middle school : a study of individual understanding and group construction of the concepts of mass, volume, and density.” 1995. Doctoral Dissertation, Michigan State University. Accessed September 15, 2019. http://etd.lib.msu.edu/islandora/object/etd:29942.

MLA Handbook (7th Edition):

Vellom, R Paul. “Emerging discourses in middle school : a study of individual understanding and group construction of the concepts of mass, volume, and density.” 1995. Web. 15 Sep 2019.

Vancouver:

Vellom RP. Emerging discourses in middle school : a study of individual understanding and group construction of the concepts of mass, volume, and density. [Internet] [Doctoral dissertation]. Michigan State University; 1995. [cited 2019 Sep 15]. Available from: http://etd.lib.msu.edu/islandora/object/etd:29942.

Council of Science Editors:

Vellom RP. Emerging discourses in middle school : a study of individual understanding and group construction of the concepts of mass, volume, and density. [Doctoral Dissertation]. Michigan State University; 1995. Available from: http://etd.lib.msu.edu/islandora/object/etd:29942


Michigan State University

3. Osborne, Margery Diane. Teaching with and without mirrors : examining science teaching in elementary school from the perspective of a teacher and a learner.

Degree: PhD, Department of Teacher Education, 1993, Michigan State University

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

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APA (6th Edition):

Osborne, M. D. (1993). Teaching with and without mirrors : examining science teaching in elementary school from the perspective of a teacher and a learner. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:25789

Chicago Manual of Style (16th Edition):

Osborne, Margery Diane. “Teaching with and without mirrors : examining science teaching in elementary school from the perspective of a teacher and a learner.” 1993. Doctoral Dissertation, Michigan State University. Accessed September 15, 2019. http://etd.lib.msu.edu/islandora/object/etd:25789.

MLA Handbook (7th Edition):

Osborne, Margery Diane. “Teaching with and without mirrors : examining science teaching in elementary school from the perspective of a teacher and a learner.” 1993. Web. 15 Sep 2019.

Vancouver:

Osborne MD. Teaching with and without mirrors : examining science teaching in elementary school from the perspective of a teacher and a learner. [Internet] [Doctoral dissertation]. Michigan State University; 1993. [cited 2019 Sep 15]. Available from: http://etd.lib.msu.edu/islandora/object/etd:25789.

Council of Science Editors:

Osborne MD. Teaching with and without mirrors : examining science teaching in elementary school from the perspective of a teacher and a learner. [Doctoral Dissertation]. Michigan State University; 1993. Available from: http://etd.lib.msu.edu/islandora/object/etd:25789


Michigan State University

4. Cajas, Mario Fernando. Teaching science for understanding and applications : the role of technology.

Degree: PhD, Department of Teacher Education, 1998, Michigan State University

Subjects/Keywords: Science – Study and teaching; Technology – Study and teaching

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APA (6th Edition):

Cajas, M. F. (1998). Teaching science for understanding and applications : the role of technology. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:27685

Chicago Manual of Style (16th Edition):

Cajas, Mario Fernando. “Teaching science for understanding and applications : the role of technology.” 1998. Doctoral Dissertation, Michigan State University. Accessed September 15, 2019. http://etd.lib.msu.edu/islandora/object/etd:27685.

MLA Handbook (7th Edition):

Cajas, Mario Fernando. “Teaching science for understanding and applications : the role of technology.” 1998. Web. 15 Sep 2019.

Vancouver:

Cajas MF. Teaching science for understanding and applications : the role of technology. [Internet] [Doctoral dissertation]. Michigan State University; 1998. [cited 2019 Sep 15]. Available from: http://etd.lib.msu.edu/islandora/object/etd:27685.

Council of Science Editors:

Cajas MF. Teaching science for understanding and applications : the role of technology. [Doctoral Dissertation]. Michigan State University; 1998. Available from: http://etd.lib.msu.edu/islandora/object/etd:27685


Michigan State University

5. Faraj, Mohammad Abduljabbar. Inquiry as a method of teaching and learning science in elementary school.

Degree: PhD, Department of Teacher Education, 1986, Michigan State University

Subjects/Keywords: Science – Study and teaching (Elementary) – Kuwait

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APA (6th Edition):

Faraj, M. A. (1986). Inquiry as a method of teaching and learning science in elementary school. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:21928

Chicago Manual of Style (16th Edition):

Faraj, Mohammad Abduljabbar. “Inquiry as a method of teaching and learning science in elementary school.” 1986. Doctoral Dissertation, Michigan State University. Accessed September 15, 2019. http://etd.lib.msu.edu/islandora/object/etd:21928.

MLA Handbook (7th Edition):

Faraj, Mohammad Abduljabbar. “Inquiry as a method of teaching and learning science in elementary school.” 1986. Web. 15 Sep 2019.

Vancouver:

Faraj MA. Inquiry as a method of teaching and learning science in elementary school. [Internet] [Doctoral dissertation]. Michigan State University; 1986. [cited 2019 Sep 15]. Available from: http://etd.lib.msu.edu/islandora/object/etd:21928.

Council of Science Editors:

Faraj MA. Inquiry as a method of teaching and learning science in elementary school. [Doctoral Dissertation]. Michigan State University; 1986. Available from: http://etd.lib.msu.edu/islandora/object/etd:21928


Michigan State University

6. Yerrick, Randy Kregg. Science for all? : an insider's account of changing classroom discourse.

Degree: PhD, Department of Teacher Education, 1994, Michigan State University

Subjects/Keywords: Science – Study and teaching – United States

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APA (6th Edition):

Yerrick, R. K. (1994). Science for all? : an insider's account of changing classroom discourse. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:24623

Chicago Manual of Style (16th Edition):

Yerrick, Randy Kregg. “Science for all? : an insider's account of changing classroom discourse.” 1994. Doctoral Dissertation, Michigan State University. Accessed September 15, 2019. http://etd.lib.msu.edu/islandora/object/etd:24623.

MLA Handbook (7th Edition):

Yerrick, Randy Kregg. “Science for all? : an insider's account of changing classroom discourse.” 1994. Web. 15 Sep 2019.

Vancouver:

Yerrick RK. Science for all? : an insider's account of changing classroom discourse. [Internet] [Doctoral dissertation]. Michigan State University; 1994. [cited 2019 Sep 15]. Available from: http://etd.lib.msu.edu/islandora/object/etd:24623.

Council of Science Editors:

Yerrick RK. Science for all? : an insider's account of changing classroom discourse. [Doctoral Dissertation]. Michigan State University; 1994. Available from: http://etd.lib.msu.edu/islandora/object/etd:24623


Michigan State University

7. Enfield, Mark. It just flies : joint construction of accounts in elementary science classrooms.

Degree: PhD, Department of Teacher Education, 2004, Michigan State University

Subjects/Keywords: Science – Study and teaching (Elementary); Discussion; Effective teaching

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APA (6th Edition):

Enfield, M. (2004). It just flies : joint construction of accounts in elementary science classrooms. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:33207

Chicago Manual of Style (16th Edition):

Enfield, Mark. “It just flies : joint construction of accounts in elementary science classrooms.” 2004. Doctoral Dissertation, Michigan State University. Accessed September 15, 2019. http://etd.lib.msu.edu/islandora/object/etd:33207.

MLA Handbook (7th Edition):

Enfield, Mark. “It just flies : joint construction of accounts in elementary science classrooms.” 2004. Web. 15 Sep 2019.

Vancouver:

Enfield M. It just flies : joint construction of accounts in elementary science classrooms. [Internet] [Doctoral dissertation]. Michigan State University; 2004. [cited 2019 Sep 15]. Available from: http://etd.lib.msu.edu/islandora/object/etd:33207.

Council of Science Editors:

Enfield M. It just flies : joint construction of accounts in elementary science classrooms. [Doctoral Dissertation]. Michigan State University; 2004. Available from: http://etd.lib.msu.edu/islandora/object/etd:33207


Michigan State University

8. Abu-Sneineh, Ribhi A. An interpretive study of two experienced high school physics teachers' knowledge, conceptions, and classroom treatment of the subject-matter.

Degree: PhD, Department of Teacher Education, 1988, Michigan State University

Subjects/Keywords: Physics teachers; Physics – Study and teaching (Secondary); Science – Study and teaching (Secondary)

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APA (6th Edition):

Abu-Sneineh, R. A. (1988). An interpretive study of two experienced high school physics teachers' knowledge, conceptions, and classroom treatment of the subject-matter. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:46892

Chicago Manual of Style (16th Edition):

Abu-Sneineh, Ribhi A. “An interpretive study of two experienced high school physics teachers' knowledge, conceptions, and classroom treatment of the subject-matter.” 1988. Doctoral Dissertation, Michigan State University. Accessed September 15, 2019. http://etd.lib.msu.edu/islandora/object/etd:46892.

MLA Handbook (7th Edition):

Abu-Sneineh, Ribhi A. “An interpretive study of two experienced high school physics teachers' knowledge, conceptions, and classroom treatment of the subject-matter.” 1988. Web. 15 Sep 2019.

Vancouver:

Abu-Sneineh RA. An interpretive study of two experienced high school physics teachers' knowledge, conceptions, and classroom treatment of the subject-matter. [Internet] [Doctoral dissertation]. Michigan State University; 1988. [cited 2019 Sep 15]. Available from: http://etd.lib.msu.edu/islandora/object/etd:46892.

Council of Science Editors:

Abu-Sneineh RA. An interpretive study of two experienced high school physics teachers' knowledge, conceptions, and classroom treatment of the subject-matter. [Doctoral Dissertation]. Michigan State University; 1988. Available from: http://etd.lib.msu.edu/islandora/object/etd:46892


Michigan State University

9. Liske, Robert Louis. Implementation of a science course for poorly motivated low achieving science students : a case study of two teachers.

Degree: PhD, Department of Teacher Education, 1994, Michigan State University

Subjects/Keywords: Science – Study and teaching; Motivation in education

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APA (6th Edition):

Liske, R. L. (1994). Implementation of a science course for poorly motivated low achieving science students : a case study of two teachers. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:47066

Chicago Manual of Style (16th Edition):

Liske, Robert Louis. “Implementation of a science course for poorly motivated low achieving science students : a case study of two teachers.” 1994. Doctoral Dissertation, Michigan State University. Accessed September 15, 2019. http://etd.lib.msu.edu/islandora/object/etd:47066.

MLA Handbook (7th Edition):

Liske, Robert Louis. “Implementation of a science course for poorly motivated low achieving science students : a case study of two teachers.” 1994. Web. 15 Sep 2019.

Vancouver:

Liske RL. Implementation of a science course for poorly motivated low achieving science students : a case study of two teachers. [Internet] [Doctoral dissertation]. Michigan State University; 1994. [cited 2019 Sep 15]. Available from: http://etd.lib.msu.edu/islandora/object/etd:47066.

Council of Science Editors:

Liske RL. Implementation of a science course for poorly motivated low achieving science students : a case study of two teachers. [Doctoral Dissertation]. Michigan State University; 1994. Available from: http://etd.lib.msu.edu/islandora/object/etd:47066


Michigan State University

10. Roth, Kathleen J. Conceptual change learning and student processing of science texts.

Degree: PhD, Department of Teacher Education, 1985, Michigan State University

Subjects/Keywords: Learning, Psychology of; Science – Study and teaching

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APA (6th Edition):

Roth, K. J. (1985). Conceptual change learning and student processing of science texts. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:47617

Chicago Manual of Style (16th Edition):

Roth, Kathleen J. “Conceptual change learning and student processing of science texts.” 1985. Doctoral Dissertation, Michigan State University. Accessed September 15, 2019. http://etd.lib.msu.edu/islandora/object/etd:47617.

MLA Handbook (7th Edition):

Roth, Kathleen J. “Conceptual change learning and student processing of science texts.” 1985. Web. 15 Sep 2019.

Vancouver:

Roth KJ. Conceptual change learning and student processing of science texts. [Internet] [Doctoral dissertation]. Michigan State University; 1985. [cited 2019 Sep 15]. Available from: http://etd.lib.msu.edu/islandora/object/etd:47617.

Council of Science Editors:

Roth KJ. Conceptual change learning and student processing of science texts. [Doctoral Dissertation]. Michigan State University; 1985. Available from: http://etd.lib.msu.edu/islandora/object/etd:47617


Michigan State University

11. Eichinger, David Clair. Analyses of middle school students' scientific arguments in collaborative problem solving contexts.

Degree: PhD, Department of Teacher Education, 1992, Michigan State University

Subjects/Keywords: Science – Study and teaching (Elementary); Middle school students

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APA (6th Edition):

Eichinger, D. C. (1992). Analyses of middle school students' scientific arguments in collaborative problem solving contexts. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:21775

Chicago Manual of Style (16th Edition):

Eichinger, David Clair. “Analyses of middle school students' scientific arguments in collaborative problem solving contexts.” 1992. Doctoral Dissertation, Michigan State University. Accessed September 15, 2019. http://etd.lib.msu.edu/islandora/object/etd:21775.

MLA Handbook (7th Edition):

Eichinger, David Clair. “Analyses of middle school students' scientific arguments in collaborative problem solving contexts.” 1992. Web. 15 Sep 2019.

Vancouver:

Eichinger DC. Analyses of middle school students' scientific arguments in collaborative problem solving contexts. [Internet] [Doctoral dissertation]. Michigan State University; 1992. [cited 2019 Sep 15]. Available from: http://etd.lib.msu.edu/islandora/object/etd:21775.

Council of Science Editors:

Eichinger DC. Analyses of middle school students' scientific arguments in collaborative problem solving contexts. [Doctoral Dissertation]. Michigan State University; 1992. Available from: http://etd.lib.msu.edu/islandora/object/etd:21775


Michigan State University

12. Howes, Elaine Virginia. Feminist teacher research and students' visions of science : listening as research and pedagogy.

Degree: PhD, Department of Teacher Education, 1997, Michigan State University

Subjects/Keywords: Science – Study and teaching; Feminism and education – United States

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APA (6th Edition):

Howes, E. V. (1997). Feminist teacher research and students' visions of science : listening as research and pedagogy. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:26370

Chicago Manual of Style (16th Edition):

Howes, Elaine Virginia. “Feminist teacher research and students' visions of science : listening as research and pedagogy.” 1997. Doctoral Dissertation, Michigan State University. Accessed September 15, 2019. http://etd.lib.msu.edu/islandora/object/etd:26370.

MLA Handbook (7th Edition):

Howes, Elaine Virginia. “Feminist teacher research and students' visions of science : listening as research and pedagogy.” 1997. Web. 15 Sep 2019.

Vancouver:

Howes EV. Feminist teacher research and students' visions of science : listening as research and pedagogy. [Internet] [Doctoral dissertation]. Michigan State University; 1997. [cited 2019 Sep 15]. Available from: http://etd.lib.msu.edu/islandora/object/etd:26370.

Council of Science Editors:

Howes EV. Feminist teacher research and students' visions of science : listening as research and pedagogy. [Doctoral Dissertation]. Michigan State University; 1997. Available from: http://etd.lib.msu.edu/islandora/object/etd:26370


Michigan State University

13. Duggan-Haas, Don (Don Andrew). Scientists are from Mars, educators are from Venus : relationships in the ecosystem of science teacher preparation.

Degree: PhD, Department of Teacher Education, 2000, Michigan State University

Subjects/Keywords: Science teachers – Training of; Science teachers – Education; Science – Study and teaching – Methodology

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APA (6th Edition):

Duggan-Haas, D. (. A. (2000). Scientists are from Mars, educators are from Venus : relationships in the ecosystem of science teacher preparation. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:30522

Chicago Manual of Style (16th Edition):

Duggan-Haas, Don (Don Andrew). “Scientists are from Mars, educators are from Venus : relationships in the ecosystem of science teacher preparation.” 2000. Doctoral Dissertation, Michigan State University. Accessed September 15, 2019. http://etd.lib.msu.edu/islandora/object/etd:30522.

MLA Handbook (7th Edition):

Duggan-Haas, Don (Don Andrew). “Scientists are from Mars, educators are from Venus : relationships in the ecosystem of science teacher preparation.” 2000. Web. 15 Sep 2019.

Vancouver:

Duggan-Haas D(A. Scientists are from Mars, educators are from Venus : relationships in the ecosystem of science teacher preparation. [Internet] [Doctoral dissertation]. Michigan State University; 2000. [cited 2019 Sep 15]. Available from: http://etd.lib.msu.edu/islandora/object/etd:30522.

Council of Science Editors:

Duggan-Haas D(A. Scientists are from Mars, educators are from Venus : relationships in the ecosystem of science teacher preparation. [Doctoral Dissertation]. Michigan State University; 2000. Available from: http://etd.lib.msu.edu/islandora/object/etd:30522


Michigan State University

14. O'Non, James Ernest. Effects of a specially designed physical science course on prospective elementary teachers' attitudes, knowledge and skills towards the learning and teaching of science.

Degree: PhD, Department of Teacher Education, 1987, Michigan State University

Subjects/Keywords: Science teachers – Training of; Elementary school teachers – Training of; Physics – Study and teaching; Science – Study and teaching

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APA (6th Edition):

O'Non, J. E. (1987). Effects of a specially designed physical science course on prospective elementary teachers' attitudes, knowledge and skills towards the learning and teaching of science. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:36040

Chicago Manual of Style (16th Edition):

O'Non, James Ernest. “Effects of a specially designed physical science course on prospective elementary teachers' attitudes, knowledge and skills towards the learning and teaching of science.” 1987. Doctoral Dissertation, Michigan State University. Accessed September 15, 2019. http://etd.lib.msu.edu/islandora/object/etd:36040.

MLA Handbook (7th Edition):

O'Non, James Ernest. “Effects of a specially designed physical science course on prospective elementary teachers' attitudes, knowledge and skills towards the learning and teaching of science.” 1987. Web. 15 Sep 2019.

Vancouver:

O'Non JE. Effects of a specially designed physical science course on prospective elementary teachers' attitudes, knowledge and skills towards the learning and teaching of science. [Internet] [Doctoral dissertation]. Michigan State University; 1987. [cited 2019 Sep 15]. Available from: http://etd.lib.msu.edu/islandora/object/etd:36040.

Council of Science Editors:

O'Non JE. Effects of a specially designed physical science course on prospective elementary teachers' attitudes, knowledge and skills towards the learning and teaching of science. [Doctoral Dissertation]. Michigan State University; 1987. Available from: http://etd.lib.msu.edu/islandora/object/etd:36040


Michigan State University

15. Tsurusaki, Blakely Katelin. Connecting school science and students' everyday lives.

Degree: PhD, Department of Teacher Education, 2008, Michigan State University

Subjects/Keywords: Science – Study and teaching – Methodology; Science – Study and teaching (Elementary); Experiential learning; Learning by discovery

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APA (6th Edition):

Tsurusaki, B. K. (2008). Connecting school science and students' everyday lives. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:39399

Chicago Manual of Style (16th Edition):

Tsurusaki, Blakely Katelin. “Connecting school science and students' everyday lives.” 2008. Doctoral Dissertation, Michigan State University. Accessed September 15, 2019. http://etd.lib.msu.edu/islandora/object/etd:39399.

MLA Handbook (7th Edition):

Tsurusaki, Blakely Katelin. “Connecting school science and students' everyday lives.” 2008. Web. 15 Sep 2019.

Vancouver:

Tsurusaki BK. Connecting school science and students' everyday lives. [Internet] [Doctoral dissertation]. Michigan State University; 2008. [cited 2019 Sep 15]. Available from: http://etd.lib.msu.edu/islandora/object/etd:39399.

Council of Science Editors:

Tsurusaki BK. Connecting school science and students' everyday lives. [Doctoral Dissertation]. Michigan State University; 2008. Available from: http://etd.lib.msu.edu/islandora/object/etd:39399


Michigan State University

16. Galosy, Jodie A. Between a rock and a hard place : learning to teach science-for-all in an urban district.

Degree: PhD, Department of Teacher Education, 2005, Michigan State University

Subjects/Keywords: Science teachers – California – Attitudes; Education, Urban – California; Effective teaching – California; Science – Study and teaching (Middle school) – California; Science – Study and teaching (Secondary) – California

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APA (6th Edition):

Galosy, J. A. (2005). Between a rock and a hard place : learning to teach science-for-all in an urban district. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:47398

Chicago Manual of Style (16th Edition):

Galosy, Jodie A. “Between a rock and a hard place : learning to teach science-for-all in an urban district.” 2005. Doctoral Dissertation, Michigan State University. Accessed September 15, 2019. http://etd.lib.msu.edu/islandora/object/etd:47398.

MLA Handbook (7th Edition):

Galosy, Jodie A. “Between a rock and a hard place : learning to teach science-for-all in an urban district.” 2005. Web. 15 Sep 2019.

Vancouver:

Galosy JA. Between a rock and a hard place : learning to teach science-for-all in an urban district. [Internet] [Doctoral dissertation]. Michigan State University; 2005. [cited 2019 Sep 15]. Available from: http://etd.lib.msu.edu/islandora/object/etd:47398.

Council of Science Editors:

Galosy JA. Between a rock and a hard place : learning to teach science-for-all in an urban district. [Doctoral Dissertation]. Michigan State University; 2005. Available from: http://etd.lib.msu.edu/islandora/object/etd:47398


Michigan State University

17. Jita, Loyiso C. (Loyiso Currell). Transformative practices in secondary school science classrooms : life histories of black South African teachers.

Degree: PhD, Department of Teacher Education, 1999, Michigan State University

Subjects/Keywords: Science teachers – South Africa – Biography; Science – Study and teaching (Secondary) – South Africa

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APA (6th Edition):

Jita, L. C. (. C. (1999). Transformative practices in secondary school science classrooms : life histories of black South African teachers. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:28471

Chicago Manual of Style (16th Edition):

Jita, Loyiso C (Loyiso Currell). “Transformative practices in secondary school science classrooms : life histories of black South African teachers.” 1999. Doctoral Dissertation, Michigan State University. Accessed September 15, 2019. http://etd.lib.msu.edu/islandora/object/etd:28471.

MLA Handbook (7th Edition):

Jita, Loyiso C (Loyiso Currell). “Transformative practices in secondary school science classrooms : life histories of black South African teachers.” 1999. Web. 15 Sep 2019.

Vancouver:

Jita LC(C. Transformative practices in secondary school science classrooms : life histories of black South African teachers. [Internet] [Doctoral dissertation]. Michigan State University; 1999. [cited 2019 Sep 15]. Available from: http://etd.lib.msu.edu/islandora/object/etd:28471.

Council of Science Editors:

Jita LC(C. Transformative practices in secondary school science classrooms : life histories of black South African teachers. [Doctoral Dissertation]. Michigan State University; 1999. Available from: http://etd.lib.msu.edu/islandora/object/etd:28471


Michigan State University

18. Lane, Paula Jeannette. The medium is the culture : a case study of elementary science education.

Degree: PhD, Department of Teacher Education, 2003, Michigan State University

Subjects/Keywords: Science – Study and teaching (Elementary); Interaction analysis in education – Science

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APA (6th Edition):

Lane, P. J. (2003). The medium is the culture : a case study of elementary science education. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:32146

Chicago Manual of Style (16th Edition):

Lane, Paula Jeannette. “The medium is the culture : a case study of elementary science education.” 2003. Doctoral Dissertation, Michigan State University. Accessed September 15, 2019. http://etd.lib.msu.edu/islandora/object/etd:32146.

MLA Handbook (7th Edition):

Lane, Paula Jeannette. “The medium is the culture : a case study of elementary science education.” 2003. Web. 15 Sep 2019.

Vancouver:

Lane PJ. The medium is the culture : a case study of elementary science education. [Internet] [Doctoral dissertation]. Michigan State University; 2003. [cited 2019 Sep 15]. Available from: http://etd.lib.msu.edu/islandora/object/etd:32146.

Council of Science Editors:

Lane PJ. The medium is the culture : a case study of elementary science education. [Doctoral Dissertation]. Michigan State University; 2003. Available from: http://etd.lib.msu.edu/islandora/object/etd:32146


Michigan State University

19. Hazelwood, Constanza Chiappe. Shaping identities in school science : a narrative study of girls of Mexican origin.

Degree: PhD, Department of Teacher Education, 1996, Michigan State University

Subjects/Keywords: Science – Study and teaching (Secondary); Mexican American teenagers – Education; Women – Education

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APA (6th Edition):

Hazelwood, C. C. (1996). Shaping identities in school science : a narrative study of girls of Mexican origin. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:47162

Chicago Manual of Style (16th Edition):

Hazelwood, Constanza Chiappe. “Shaping identities in school science : a narrative study of girls of Mexican origin.” 1996. Doctoral Dissertation, Michigan State University. Accessed September 15, 2019. http://etd.lib.msu.edu/islandora/object/etd:47162.

MLA Handbook (7th Edition):

Hazelwood, Constanza Chiappe. “Shaping identities in school science : a narrative study of girls of Mexican origin.” 1996. Web. 15 Sep 2019.

Vancouver:

Hazelwood CC. Shaping identities in school science : a narrative study of girls of Mexican origin. [Internet] [Doctoral dissertation]. Michigan State University; 1996. [cited 2019 Sep 15]. Available from: http://etd.lib.msu.edu/islandora/object/etd:47162.

Council of Science Editors:

Hazelwood CC. Shaping identities in school science : a narrative study of girls of Mexican origin. [Doctoral Dissertation]. Michigan State University; 1996. Available from: http://etd.lib.msu.edu/islandora/object/etd:47162


Michigan State University

20. Kurth, Lori Ann. Knowledge, language and subjectivities in a discourse community : ideas we can learn from elementary children about science.

Degree: PhD, Department of Teacher Education, 2000, Michigan State University

Subjects/Keywords: Science – Study and teaching (Elementary); Knowledge, Theory of, in children; Language and education

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APA (6th Edition):

Kurth, L. A. (2000). Knowledge, language and subjectivities in a discourse community : ideas we can learn from elementary children about science. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:47279

Chicago Manual of Style (16th Edition):

Kurth, Lori Ann. “Knowledge, language and subjectivities in a discourse community : ideas we can learn from elementary children about science.” 2000. Doctoral Dissertation, Michigan State University. Accessed September 15, 2019. http://etd.lib.msu.edu/islandora/object/etd:47279.

MLA Handbook (7th Edition):

Kurth, Lori Ann. “Knowledge, language and subjectivities in a discourse community : ideas we can learn from elementary children about science.” 2000. Web. 15 Sep 2019.

Vancouver:

Kurth LA. Knowledge, language and subjectivities in a discourse community : ideas we can learn from elementary children about science. [Internet] [Doctoral dissertation]. Michigan State University; 2000. [cited 2019 Sep 15]. Available from: http://etd.lib.msu.edu/islandora/object/etd:47279.

Council of Science Editors:

Kurth LA. Knowledge, language and subjectivities in a discourse community : ideas we can learn from elementary children about science. [Doctoral Dissertation]. Michigan State University; 2000. Available from: http://etd.lib.msu.edu/islandora/object/etd:47279


Michigan State University

21. Peasley, Kathleen L. (Kathleen Lynne). Science as discourse : the role of discourse in constructing understanding in a third grade science class.

Degree: PhD, Department of Teacher Education, 1996, Michigan State University

Subjects/Keywords: Science – Study and teaching (Elementary); Interaction analysis in education; Verbal behavior; Children – Language

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APA (6th Edition):

Peasley, K. L. (. L. (1996). Science as discourse : the role of discourse in constructing understanding in a third grade science class. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:25952

Chicago Manual of Style (16th Edition):

Peasley, Kathleen L (Kathleen Lynne). “Science as discourse : the role of discourse in constructing understanding in a third grade science class.” 1996. Doctoral Dissertation, Michigan State University. Accessed September 15, 2019. http://etd.lib.msu.edu/islandora/object/etd:25952.

MLA Handbook (7th Edition):

Peasley, Kathleen L (Kathleen Lynne). “Science as discourse : the role of discourse in constructing understanding in a third grade science class.” 1996. Web. 15 Sep 2019.

Vancouver:

Peasley KL(L. Science as discourse : the role of discourse in constructing understanding in a third grade science class. [Internet] [Doctoral dissertation]. Michigan State University; 1996. [cited 2019 Sep 15]. Available from: http://etd.lib.msu.edu/islandora/object/etd:25952.

Council of Science Editors:

Peasley KL(L. Science as discourse : the role of discourse in constructing understanding in a third grade science class. [Doctoral Dissertation]. Michigan State University; 1996. Available from: http://etd.lib.msu.edu/islandora/object/etd:25952


Michigan State University

22. McElroy, Keith. Two Worlds of Science : an examination of an enriched and a general science class.

Degree: PhD, Department of Teacher Education, 1993, Michigan State University

Subjects/Keywords: Ability grouping in education – Case studies; Science – Study and teaching (Elementary)

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APA (6th Edition):

McElroy, K. (1993). Two Worlds of Science : an examination of an enriched and a general science class. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:23402

Chicago Manual of Style (16th Edition):

McElroy, Keith. “Two Worlds of Science : an examination of an enriched and a general science class.” 1993. Doctoral Dissertation, Michigan State University. Accessed September 15, 2019. http://etd.lib.msu.edu/islandora/object/etd:23402.

MLA Handbook (7th Edition):

McElroy, Keith. “Two Worlds of Science : an examination of an enriched and a general science class.” 1993. Web. 15 Sep 2019.

Vancouver:

McElroy K. Two Worlds of Science : an examination of an enriched and a general science class. [Internet] [Doctoral dissertation]. Michigan State University; 1993. [cited 2019 Sep 15]. Available from: http://etd.lib.msu.edu/islandora/object/etd:23402.

Council of Science Editors:

McElroy K. Two Worlds of Science : an examination of an enriched and a general science class. [Doctoral Dissertation]. Michigan State University; 1993. Available from: http://etd.lib.msu.edu/islandora/object/etd:23402


Michigan State University

23. Hollon, Robert. Teachers' beliefs about students' learning processes in science : a descriptive study.

Degree: PhD, Department of Teacher Education, 1987, Michigan State University

Subjects/Keywords: Science – Study and teaching (Secondary); Learning; Junior high school teachers – Attitudes

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APA (6th Edition):

Hollon, R. (1987). Teachers' beliefs about students' learning processes in science : a descriptive study. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:21086

Chicago Manual of Style (16th Edition):

Hollon, Robert. “Teachers' beliefs about students' learning processes in science : a descriptive study.” 1987. Doctoral Dissertation, Michigan State University. Accessed September 15, 2019. http://etd.lib.msu.edu/islandora/object/etd:21086.

MLA Handbook (7th Edition):

Hollon, Robert. “Teachers' beliefs about students' learning processes in science : a descriptive study.” 1987. Web. 15 Sep 2019.

Vancouver:

Hollon R. Teachers' beliefs about students' learning processes in science : a descriptive study. [Internet] [Doctoral dissertation]. Michigan State University; 1987. [cited 2019 Sep 15]. Available from: http://etd.lib.msu.edu/islandora/object/etd:21086.

Council of Science Editors:

Hollon R. Teachers' beliefs about students' learning processes in science : a descriptive study. [Doctoral Dissertation]. Michigan State University; 1987. Available from: http://etd.lib.msu.edu/islandora/object/etd:21086


Michigan State University

24. Jang, Shinho. Teachers' scientific knowledge, teaching practice, and students' learning activities : cases of three elementary classroom teachers.

Degree: PhD, Department of Teacher Education, 2004, Michigan State University

Subjects/Keywords: Condensation – Study and teaching (Elementary); Science – Study and teaching (Elementary); Effective teaching; Teaching – Methodology; Science teachers – Rating of – United States; Elementary school teachers – Rating of – United States; Observation (Educational method); Interaction analysis in education

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APA (6th Edition):

Jang, S. (2004). Teachers' scientific knowledge, teaching practice, and students' learning activities : cases of three elementary classroom teachers. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:32544

Chicago Manual of Style (16th Edition):

Jang, Shinho. “Teachers' scientific knowledge, teaching practice, and students' learning activities : cases of three elementary classroom teachers.” 2004. Doctoral Dissertation, Michigan State University. Accessed September 15, 2019. http://etd.lib.msu.edu/islandora/object/etd:32544.

MLA Handbook (7th Edition):

Jang, Shinho. “Teachers' scientific knowledge, teaching practice, and students' learning activities : cases of three elementary classroom teachers.” 2004. Web. 15 Sep 2019.

Vancouver:

Jang S. Teachers' scientific knowledge, teaching practice, and students' learning activities : cases of three elementary classroom teachers. [Internet] [Doctoral dissertation]. Michigan State University; 2004. [cited 2019 Sep 15]. Available from: http://etd.lib.msu.edu/islandora/object/etd:32544.

Council of Science Editors:

Jang S. Teachers' scientific knowledge, teaching practice, and students' learning activities : cases of three elementary classroom teachers. [Doctoral Dissertation]. Michigan State University; 2004. Available from: http://etd.lib.msu.edu/islandora/object/etd:32544


Michigan State University

25. Schiller, Ellen Louise. The role of a teacher study group in negotiating constructivist science teaching in an elementary school.

Degree: PhD, Department of Teacher Education, 2000, Michigan State University

Subjects/Keywords: Science – Study and teaching (Elementary); Constructivism (Education); Education, Elementary – Curricula; Elementary school teachers – Training of; Effective teaching

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APA (6th Edition):

Schiller, E. L. (2000). The role of a teacher study group in negotiating constructivist science teaching in an elementary school. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:47273

Chicago Manual of Style (16th Edition):

Schiller, Ellen Louise. “The role of a teacher study group in negotiating constructivist science teaching in an elementary school.” 2000. Doctoral Dissertation, Michigan State University. Accessed September 15, 2019. http://etd.lib.msu.edu/islandora/object/etd:47273.

MLA Handbook (7th Edition):

Schiller, Ellen Louise. “The role of a teacher study group in negotiating constructivist science teaching in an elementary school.” 2000. Web. 15 Sep 2019.

Vancouver:

Schiller EL. The role of a teacher study group in negotiating constructivist science teaching in an elementary school. [Internet] [Doctoral dissertation]. Michigan State University; 2000. [cited 2019 Sep 15]. Available from: http://etd.lib.msu.edu/islandora/object/etd:47273.

Council of Science Editors:

Schiller EL. The role of a teacher study group in negotiating constructivist science teaching in an elementary school. [Doctoral Dissertation]. Michigan State University; 2000. Available from: http://etd.lib.msu.edu/islandora/object/etd:47273


Central Connecticut State University

26. Hartzell, Mary Lynn. Artistic expression in 8th grade students : using aesthetics to see more clearly, think more deeply and be more creative.

Degree: Department of Teacher Education, 2000, Central Connecticut State University

 This study provides an investigation into artistic expression and the use of aesthetics in a middle school environment. Part I of the study was designed… (more)

Subjects/Keywords: Arts – Study and teaching.; Aesthetics – Study and teaching.

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APA (6th Edition):

Hartzell, M. L. (2000). Artistic expression in 8th grade students : using aesthetics to see more clearly, think more deeply and be more creative. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,2274

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):

Hartzell, Mary Lynn. “Artistic expression in 8th grade students : using aesthetics to see more clearly, think more deeply and be more creative.” 2000. Thesis, Central Connecticut State University. Accessed September 15, 2019. http://content.library.ccsu.edu/u?/ccsutheses,2274.

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

MLA Handbook (7th Edition):

Hartzell, Mary Lynn. “Artistic expression in 8th grade students : using aesthetics to see more clearly, think more deeply and be more creative.” 2000. Web. 15 Sep 2019.

Vancouver:

Hartzell ML. Artistic expression in 8th grade students : using aesthetics to see more clearly, think more deeply and be more creative. [Internet] [Thesis]. Central Connecticut State University; 2000. [cited 2019 Sep 15]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2274.

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

Council of Science Editors:

Hartzell ML. Artistic expression in 8th grade students : using aesthetics to see more clearly, think more deeply and be more creative. [Thesis]. Central Connecticut State University; 2000. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2274

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


Michigan State University

27. Klein, Georgianna Tonne. An exploration of the role of context in high school students' conceptions and representations of linear, quadratic, and exponential functions.

Degree: PhD, Department of Teacher Education, 1995, Michigan State University

Subjects/Keywords: Mathematics – Study and teaching (Secondary); Functions – Study and teaching

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APA (6th Edition):

Klein, G. T. (1995). An exploration of the role of context in high school students' conceptions and representations of linear, quadratic, and exponential functions. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:47144

Chicago Manual of Style (16th Edition):

Klein, Georgianna Tonne. “An exploration of the role of context in high school students' conceptions and representations of linear, quadratic, and exponential functions.” 1995. Doctoral Dissertation, Michigan State University. Accessed September 15, 2019. http://etd.lib.msu.edu/islandora/object/etd:47144.

MLA Handbook (7th Edition):

Klein, Georgianna Tonne. “An exploration of the role of context in high school students' conceptions and representations of linear, quadratic, and exponential functions.” 1995. Web. 15 Sep 2019.

Vancouver:

Klein GT. An exploration of the role of context in high school students' conceptions and representations of linear, quadratic, and exponential functions. [Internet] [Doctoral dissertation]. Michigan State University; 1995. [cited 2019 Sep 15]. Available from: http://etd.lib.msu.edu/islandora/object/etd:47144.

Council of Science Editors:

Klein GT. An exploration of the role of context in high school students' conceptions and representations of linear, quadratic, and exponential functions. [Doctoral Dissertation]. Michigan State University; 1995. Available from: http://etd.lib.msu.edu/islandora/object/etd:47144


Michigan State University

28. Heaton, Ruth M. Creating and studying a practice of teaching elementary mathematics for understanding.

Degree: PhD, Department of Teacher Education, 1994, Michigan State University

Subjects/Keywords: Mathematics – Study and teaching (Elementary); Teaching

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APA (6th Edition):

Heaton, R. M. (1994). Creating and studying a practice of teaching elementary mathematics for understanding. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:47086

Chicago Manual of Style (16th Edition):

Heaton, Ruth M. “Creating and studying a practice of teaching elementary mathematics for understanding.” 1994. Doctoral Dissertation, Michigan State University. Accessed September 15, 2019. http://etd.lib.msu.edu/islandora/object/etd:47086.

MLA Handbook (7th Edition):

Heaton, Ruth M. “Creating and studying a practice of teaching elementary mathematics for understanding.” 1994. Web. 15 Sep 2019.

Vancouver:

Heaton RM. Creating and studying a practice of teaching elementary mathematics for understanding. [Internet] [Doctoral dissertation]. Michigan State University; 1994. [cited 2019 Sep 15]. Available from: http://etd.lib.msu.edu/islandora/object/etd:47086.

Council of Science Editors:

Heaton RM. Creating and studying a practice of teaching elementary mathematics for understanding. [Doctoral Dissertation]. Michigan State University; 1994. Available from: http://etd.lib.msu.edu/islandora/object/etd:47086


Michigan State University

29. Suzuka, Kara. Cultivating unfamiliar terrains : a study of a pre-service elementary mathematics methods course designed for adaptation.

Degree: PhD, Department of Teacher Education, 2005, Michigan State University

Subjects/Keywords: Mathematics – Study and teaching (Elementary)

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APA (6th Edition):

Suzuka, K. (2005). Cultivating unfamiliar terrains : a study of a pre-service elementary mathematics methods course designed for adaptation. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:34138

Chicago Manual of Style (16th Edition):

Suzuka, Kara. “Cultivating unfamiliar terrains : a study of a pre-service elementary mathematics methods course designed for adaptation.” 2005. Doctoral Dissertation, Michigan State University. Accessed September 15, 2019. http://etd.lib.msu.edu/islandora/object/etd:34138.

MLA Handbook (7th Edition):

Suzuka, Kara. “Cultivating unfamiliar terrains : a study of a pre-service elementary mathematics methods course designed for adaptation.” 2005. Web. 15 Sep 2019.

Vancouver:

Suzuka K. Cultivating unfamiliar terrains : a study of a pre-service elementary mathematics methods course designed for adaptation. [Internet] [Doctoral dissertation]. Michigan State University; 2005. [cited 2019 Sep 15]. Available from: http://etd.lib.msu.edu/islandora/object/etd:34138.

Council of Science Editors:

Suzuka K. Cultivating unfamiliar terrains : a study of a pre-service elementary mathematics methods course designed for adaptation. [Doctoral Dissertation]. Michigan State University; 2005. Available from: http://etd.lib.msu.edu/islandora/object/etd:34138


Michigan State University

30. Babugura, Allen. An analysis of students' errors in mathematics at the pre-college level.

Degree: PhD, Department of Teacher Education, 1985, Michigan State University

Subjects/Keywords: Mathematics – Study and teaching (Secondary)

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APA (6th Edition):

Babugura, A. (1985). An analysis of students' errors in mathematics at the pre-college level. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:34794

Chicago Manual of Style (16th Edition):

Babugura, Allen. “An analysis of students' errors in mathematics at the pre-college level.” 1985. Doctoral Dissertation, Michigan State University. Accessed September 15, 2019. http://etd.lib.msu.edu/islandora/object/etd:34794.

MLA Handbook (7th Edition):

Babugura, Allen. “An analysis of students' errors in mathematics at the pre-college level.” 1985. Web. 15 Sep 2019.

Vancouver:

Babugura A. An analysis of students' errors in mathematics at the pre-college level. [Internet] [Doctoral dissertation]. Michigan State University; 1985. [cited 2019 Sep 15]. Available from: http://etd.lib.msu.edu/islandora/object/etd:34794.

Council of Science Editors:

Babugura A. An analysis of students' errors in mathematics at the pre-college level. [Doctoral Dissertation]. Michigan State University; 1985. Available from: http://etd.lib.msu.edu/islandora/object/etd:34794

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