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You searched for subject:(Science Self Efficacy). Showing records 1 – 30 of 167 total matches.

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University of Georgia

1. Jackson, Brent. The effects of participation in "Agriscience for Teachers" on agriscience teaching efficacy.

Degree: 2014, University of Georgia

 Teacher efficacy is the focus of research at a time when teachers are held accountable for their students’ performance on state standardized tests, while competing… (more)

Subjects/Keywords: Science teacher efficacy; science teacher self-efficacy; teacher beliefs; teacher efficacy

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

APA (6th Edition):

Jackson, B. (2014). The effects of participation in "Agriscience for Teachers" on agriscience teaching efficacy. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/24937

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):

Jackson, Brent. “The effects of participation in "Agriscience for Teachers" on agriscience teaching efficacy.” 2014. Thesis, University of Georgia. Accessed October 28, 2020. http://hdl.handle.net/10724/24937.

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

MLA Handbook (7th Edition):

Jackson, Brent. “The effects of participation in "Agriscience for Teachers" on agriscience teaching efficacy.” 2014. Web. 28 Oct 2020.

Vancouver:

Jackson B. The effects of participation in "Agriscience for Teachers" on agriscience teaching efficacy. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Oct 28]. Available from: http://hdl.handle.net/10724/24937.

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

Council of Science Editors:

Jackson B. The effects of participation in "Agriscience for Teachers" on agriscience teaching efficacy. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/24937

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


University of Manitoba

2. Raji, Monsurat Omobola. Exploring science teachers’ conceptions and efficacy of assessment in Manitoba schools: A case study.

Degree: Curriculum, Teaching and Learning, 2019, University of Manitoba

 Contemporary classroom assessment practices have been identified as a promising pedagogical approach to improve students’ learning and the development of their metacognitive skills; however, the… (more)

Subjects/Keywords: Assessment; Self-efficacy; Science education; Manitoba

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APA (6th Edition):

Raji, M. O. (2019). Exploring science teachers’ conceptions and efficacy of assessment in Manitoba schools: A case study. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/34033

Chicago Manual of Style (16th Edition):

Raji, Monsurat Omobola. “Exploring science teachers’ conceptions and efficacy of assessment in Manitoba schools: A case study.” 2019. Masters Thesis, University of Manitoba. Accessed October 28, 2020. http://hdl.handle.net/1993/34033.

MLA Handbook (7th Edition):

Raji, Monsurat Omobola. “Exploring science teachers’ conceptions and efficacy of assessment in Manitoba schools: A case study.” 2019. Web. 28 Oct 2020.

Vancouver:

Raji MO. Exploring science teachers’ conceptions and efficacy of assessment in Manitoba schools: A case study. [Internet] [Masters thesis]. University of Manitoba; 2019. [cited 2020 Oct 28]. Available from: http://hdl.handle.net/1993/34033.

Council of Science Editors:

Raji MO. Exploring science teachers’ conceptions and efficacy of assessment in Manitoba schools: A case study. [Masters Thesis]. University of Manitoba; 2019. Available from: http://hdl.handle.net/1993/34033

3. McNamara, Mark. Self-efficacy, stress, and acculturation as predictors of first year science success among Latinos at a South Texas university .

Degree: 2014, Texas A&M University – Corpus Christi

 The study tested the hypothesis that self-efficacy, stress, and acculturation are useful predictors of academic achievement in first year university science, independent of high school… (more)

Subjects/Keywords: Acculturation; Latinos; Predictors; Science; Self-efficacy; Stress

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APA (6th Edition):

McNamara, M. (2014). Self-efficacy, stress, and acculturation as predictors of first year science success among Latinos at a South Texas university . (Thesis). Texas A&M University – Corpus Christi. Retrieved from http://hdl.handle.net/1969.6/416

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):

McNamara, Mark. “Self-efficacy, stress, and acculturation as predictors of first year science success among Latinos at a South Texas university .” 2014. Thesis, Texas A&M University – Corpus Christi. Accessed October 28, 2020. http://hdl.handle.net/1969.6/416.

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

MLA Handbook (7th Edition):

McNamara, Mark. “Self-efficacy, stress, and acculturation as predictors of first year science success among Latinos at a South Texas university .” 2014. Web. 28 Oct 2020.

Vancouver:

McNamara M. Self-efficacy, stress, and acculturation as predictors of first year science success among Latinos at a South Texas university . [Internet] [Thesis]. Texas A&M University – Corpus Christi; 2014. [cited 2020 Oct 28]. Available from: http://hdl.handle.net/1969.6/416.

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

Council of Science Editors:

McNamara M. Self-efficacy, stress, and acculturation as predictors of first year science success among Latinos at a South Texas university . [Thesis]. Texas A&M University – Corpus Christi; 2014. Available from: http://hdl.handle.net/1969.6/416

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


NSYSU

4. Pan, Yi-Ru. Promoting secondary school studentsâ ability of argumentation through science news.

Degree: Master, Education, 2014, NSYSU

 This study quasi-experimental was designed to explore the efficacy of using science news to promote the development of secondary studentâs science argumentation ability, and science(more)

Subjects/Keywords: science self-efficacy; science argumentation ability; science news

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APA (6th Edition):

Pan, Y. (2014). Promoting secondary school studentsâ ability of argumentation through science news. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0617114-115851

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):

Pan, Yi-Ru. “Promoting secondary school studentsâ ability of argumentation through science news.” 2014. Thesis, NSYSU. Accessed October 28, 2020. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0617114-115851.

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

MLA Handbook (7th Edition):

Pan, Yi-Ru. “Promoting secondary school studentsâ ability of argumentation through science news.” 2014. Web. 28 Oct 2020.

Vancouver:

Pan Y. Promoting secondary school studentsâ ability of argumentation through science news. [Internet] [Thesis]. NSYSU; 2014. [cited 2020 Oct 28]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0617114-115851.

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

Council of Science Editors:

Pan Y. Promoting secondary school studentsâ ability of argumentation through science news. [Thesis]. NSYSU; 2014. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0617114-115851

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


University of Kentucky

5. Weidner, Brianna L. A TALE OF TWO CONTEXTS: MATHEMATICS SELF-EFFICACY DEVELOPMENT AMONG RURAL AND URBAN STUDENTS.

Degree: 2018, University of Kentucky

Self-efficacy, or a belief in one’s ability to complete a task, has been shown to predict student success and persistence. Rural students have a history… (more)

Subjects/Keywords: Self-Efficacy; Math; Sources of Self-Efficacy; Rural; Urban; Educational Assessment, Evaluation, and Research; Educational Psychology; Science and Mathematics Education

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APA (6th Edition):

Weidner, B. L. (2018). A TALE OF TWO CONTEXTS: MATHEMATICS SELF-EFFICACY DEVELOPMENT AMONG RURAL AND URBAN STUDENTS. (Masters Thesis). University of Kentucky. Retrieved from https://uknowledge.uky.edu/edp_etds/70

Chicago Manual of Style (16th Edition):

Weidner, Brianna L. “A TALE OF TWO CONTEXTS: MATHEMATICS SELF-EFFICACY DEVELOPMENT AMONG RURAL AND URBAN STUDENTS.” 2018. Masters Thesis, University of Kentucky. Accessed October 28, 2020. https://uknowledge.uky.edu/edp_etds/70.

MLA Handbook (7th Edition):

Weidner, Brianna L. “A TALE OF TWO CONTEXTS: MATHEMATICS SELF-EFFICACY DEVELOPMENT AMONG RURAL AND URBAN STUDENTS.” 2018. Web. 28 Oct 2020.

Vancouver:

Weidner BL. A TALE OF TWO CONTEXTS: MATHEMATICS SELF-EFFICACY DEVELOPMENT AMONG RURAL AND URBAN STUDENTS. [Internet] [Masters thesis]. University of Kentucky; 2018. [cited 2020 Oct 28]. Available from: https://uknowledge.uky.edu/edp_etds/70.

Council of Science Editors:

Weidner BL. A TALE OF TWO CONTEXTS: MATHEMATICS SELF-EFFICACY DEVELOPMENT AMONG RURAL AND URBAN STUDENTS. [Masters Thesis]. University of Kentucky; 2018. Available from: https://uknowledge.uky.edu/edp_etds/70


Cornell University

6. Campbell, Scott. High School Technical Team Participation and Success in Undergraduate Engineering.

Degree: PhD, Education, 2017, Cornell University

 The dissertation examines the impact that participation on a high school technical team has on students’ abilities to succeed in an undergraduate Bachelor of Science(more)

Subjects/Keywords: Self efficacy; Social capital; Teamwork; Science education; Social structure; Engineering

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APA (6th Edition):

Campbell, S. (2017). High School Technical Team Participation and Success in Undergraduate Engineering. (Doctoral Dissertation). Cornell University. Retrieved from http://hdl.handle.net/1813/56864

Chicago Manual of Style (16th Edition):

Campbell, Scott. “High School Technical Team Participation and Success in Undergraduate Engineering.” 2017. Doctoral Dissertation, Cornell University. Accessed October 28, 2020. http://hdl.handle.net/1813/56864.

MLA Handbook (7th Edition):

Campbell, Scott. “High School Technical Team Participation and Success in Undergraduate Engineering.” 2017. Web. 28 Oct 2020.

Vancouver:

Campbell S. High School Technical Team Participation and Success in Undergraduate Engineering. [Internet] [Doctoral dissertation]. Cornell University; 2017. [cited 2020 Oct 28]. Available from: http://hdl.handle.net/1813/56864.

Council of Science Editors:

Campbell S. High School Technical Team Participation and Success in Undergraduate Engineering. [Doctoral Dissertation]. Cornell University; 2017. Available from: http://hdl.handle.net/1813/56864


Texas A&M University

7. Wright, Katherine Elizabeth Landau. Methods and Measures for Using Writing to Transform Knowledge in Science Classes.

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

 This dissertation documents three connected studies addressing critical issues in writing-to-learn research: a) how to measure students’ feelings about writing, b) how to assess scientific… (more)

Subjects/Keywords: Writing; Self-Efficacy; Writing Assessment; Writing-to-learn; Science Literacy

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APA (6th Edition):

Wright, K. E. L. (2016). Methods and Measures for Using Writing to Transform Knowledge in Science Classes. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/157881

Chicago Manual of Style (16th Edition):

Wright, Katherine Elizabeth Landau. “Methods and Measures for Using Writing to Transform Knowledge in Science Classes.” 2016. Doctoral Dissertation, Texas A&M University. Accessed October 28, 2020. http://hdl.handle.net/1969.1/157881.

MLA Handbook (7th Edition):

Wright, Katherine Elizabeth Landau. “Methods and Measures for Using Writing to Transform Knowledge in Science Classes.” 2016. Web. 28 Oct 2020.

Vancouver:

Wright KEL. Methods and Measures for Using Writing to Transform Knowledge in Science Classes. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2020 Oct 28]. Available from: http://hdl.handle.net/1969.1/157881.

Council of Science Editors:

Wright KEL. Methods and Measures for Using Writing to Transform Knowledge in Science Classes. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/157881


Texas A&M University

8. Killough, Joy Kathleen. Advanced Placement Biology Professional Development: A Mixed Methods Approach to Inform Quality Improvement.

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

 Reformed teaching strategies in science promote deeper conceptual understandings of how the world works. National reforms in K-12 science teaching have been recommended for decades,… (more)

Subjects/Keywords: Science reforms; Reformed beliefs; Teacher self-efficacy; Advanced Placement Biology

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APA (6th Edition):

Killough, J. K. (2018). Advanced Placement Biology Professional Development: A Mixed Methods Approach to Inform Quality Improvement. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/173377

Chicago Manual of Style (16th Edition):

Killough, Joy Kathleen. “Advanced Placement Biology Professional Development: A Mixed Methods Approach to Inform Quality Improvement.” 2018. Doctoral Dissertation, Texas A&M University. Accessed October 28, 2020. http://hdl.handle.net/1969.1/173377.

MLA Handbook (7th Edition):

Killough, Joy Kathleen. “Advanced Placement Biology Professional Development: A Mixed Methods Approach to Inform Quality Improvement.” 2018. Web. 28 Oct 2020.

Vancouver:

Killough JK. Advanced Placement Biology Professional Development: A Mixed Methods Approach to Inform Quality Improvement. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2020 Oct 28]. Available from: http://hdl.handle.net/1969.1/173377.

Council of Science Editors:

Killough JK. Advanced Placement Biology Professional Development: A Mixed Methods Approach to Inform Quality Improvement. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/173377


University of Newcastle

9. Dixon, Jeanette Maree. Investigating the role of situational interest in developing individual interest in science and self-efficacy to teach science in preservice primary teachers.

Degree: PhD, 2014, University of Newcastle

Research Doctorate - Doctor of Philosophy (PhD)

The study is designed to investigate the relationship between situational interest and individual interest, and between situational interest… (more)

Subjects/Keywords: situational interest; individual interest; science education; preservice primary teachers; self-efficacy

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APA (6th Edition):

Dixon, J. M. (2014). Investigating the role of situational interest in developing individual interest in science and self-efficacy to teach science in preservice primary teachers. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/1058859

Chicago Manual of Style (16th Edition):

Dixon, Jeanette Maree. “Investigating the role of situational interest in developing individual interest in science and self-efficacy to teach science in preservice primary teachers.” 2014. Doctoral Dissertation, University of Newcastle. Accessed October 28, 2020. http://hdl.handle.net/1959.13/1058859.

MLA Handbook (7th Edition):

Dixon, Jeanette Maree. “Investigating the role of situational interest in developing individual interest in science and self-efficacy to teach science in preservice primary teachers.” 2014. Web. 28 Oct 2020.

Vancouver:

Dixon JM. Investigating the role of situational interest in developing individual interest in science and self-efficacy to teach science in preservice primary teachers. [Internet] [Doctoral dissertation]. University of Newcastle; 2014. [cited 2020 Oct 28]. Available from: http://hdl.handle.net/1959.13/1058859.

Council of Science Editors:

Dixon JM. Investigating the role of situational interest in developing individual interest in science and self-efficacy to teach science in preservice primary teachers. [Doctoral Dissertation]. University of Newcastle; 2014. Available from: http://hdl.handle.net/1959.13/1058859


Brigham Young University

10. Watson, Kevin Lee. Examining the Effects of College Algebra on Students' Mathematical Dispositions.

Degree: MA, 2015, Brigham Young University

 As Mathematics Educators, we want to help our students not only develop a deep, conceptual understanding of mathematical concepts and processes, but also a positive… (more)

Subjects/Keywords: dispositions; mathematics; self-efficacy; perseverance; college algebra; Science and Mathematics Education

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APA (6th Edition):

Watson, K. L. (2015). Examining the Effects of College Algebra on Students' Mathematical Dispositions. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6600&context=etd

Chicago Manual of Style (16th Edition):

Watson, Kevin Lee. “Examining the Effects of College Algebra on Students' Mathematical Dispositions.” 2015. Masters Thesis, Brigham Young University. Accessed October 28, 2020. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6600&context=etd.

MLA Handbook (7th Edition):

Watson, Kevin Lee. “Examining the Effects of College Algebra on Students' Mathematical Dispositions.” 2015. Web. 28 Oct 2020.

Vancouver:

Watson KL. Examining the Effects of College Algebra on Students' Mathematical Dispositions. [Internet] [Masters thesis]. Brigham Young University; 2015. [cited 2020 Oct 28]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6600&context=etd.

Council of Science Editors:

Watson KL. Examining the Effects of College Algebra on Students' Mathematical Dispositions. [Masters Thesis]. Brigham Young University; 2015. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=6600&context=etd


University of Toronto

11. Sharmin, Sadia. The Impact of Open-ended Exercises on Student Experiences in Introductory Computer Science.

Degree: PhD, 2020, University of Toronto

 Improving student engagement and learning within introductory Computer Science (CS1) courses has been heavily studied within CS Education (CSE) research due to their fundamental role… (more)

Subjects/Keywords: assignments; computer science; creativity; motivation; open-ended; self-efficacy; 0984

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APA (6th Edition):

Sharmin, S. (2020). The Impact of Open-ended Exercises on Student Experiences in Introductory Computer Science. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/101348

Chicago Manual of Style (16th Edition):

Sharmin, Sadia. “The Impact of Open-ended Exercises on Student Experiences in Introductory Computer Science.” 2020. Doctoral Dissertation, University of Toronto. Accessed October 28, 2020. http://hdl.handle.net/1807/101348.

MLA Handbook (7th Edition):

Sharmin, Sadia. “The Impact of Open-ended Exercises on Student Experiences in Introductory Computer Science.” 2020. Web. 28 Oct 2020.

Vancouver:

Sharmin S. The Impact of Open-ended Exercises on Student Experiences in Introductory Computer Science. [Internet] [Doctoral dissertation]. University of Toronto; 2020. [cited 2020 Oct 28]. Available from: http://hdl.handle.net/1807/101348.

Council of Science Editors:

Sharmin S. The Impact of Open-ended Exercises on Student Experiences in Introductory Computer Science. [Doctoral Dissertation]. University of Toronto; 2020. Available from: http://hdl.handle.net/1807/101348


University of Iowa

12. Winn, Kathleen Mary. Instructional leadership in elementary science : how are school leaders positioned to lead in a next generation science standards era?.

Degree: PhD, Educational Policy and Leadership Studies, 2016, University of Iowa

  Background: Science poses a unique challenge to the elementary curriculum landscape, because traditionally elementary teachers report low levels of self-efficacy in this subject. Instructional… (more)

Subjects/Keywords: publicabstract; Instructional Leadership; Science Policy; Self-Efficacy; Educational Administration and Supervision

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APA (6th Edition):

Winn, K. M. (2016). Instructional leadership in elementary science : how are school leaders positioned to lead in a next generation science standards era?. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/5378

Chicago Manual of Style (16th Edition):

Winn, Kathleen Mary. “Instructional leadership in elementary science : how are school leaders positioned to lead in a next generation science standards era?.” 2016. Doctoral Dissertation, University of Iowa. Accessed October 28, 2020. https://ir.uiowa.edu/etd/5378.

MLA Handbook (7th Edition):

Winn, Kathleen Mary. “Instructional leadership in elementary science : how are school leaders positioned to lead in a next generation science standards era?.” 2016. Web. 28 Oct 2020.

Vancouver:

Winn KM. Instructional leadership in elementary science : how are school leaders positioned to lead in a next generation science standards era?. [Internet] [Doctoral dissertation]. University of Iowa; 2016. [cited 2020 Oct 28]. Available from: https://ir.uiowa.edu/etd/5378.

Council of Science Editors:

Winn KM. Instructional leadership in elementary science : how are school leaders positioned to lead in a next generation science standards era?. [Doctoral Dissertation]. University of Iowa; 2016. Available from: https://ir.uiowa.edu/etd/5378

13. -2097-6345. Factors contributing to science self-efficacy in an early college high school setting.

Degree: PhD, Child Development, 2018, Texas Woman's University

Science self-efficacy is critical to the achievement and participation of students in science. The purpose of this study was to explore the factors (age, attitudes… (more)

Subjects/Keywords: science self efficacy; early college high school; attitudes

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APA (6th Edition):

-2097-6345. (2018). Factors contributing to science self-efficacy in an early college high school setting. (Doctoral Dissertation). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/10183

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

Chicago Manual of Style (16th Edition):

-2097-6345. “Factors contributing to science self-efficacy in an early college high school setting.” 2018. Doctoral Dissertation, Texas Woman's University. Accessed October 28, 2020. http://hdl.handle.net/11274/10183.

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

MLA Handbook (7th Edition):

-2097-6345. “Factors contributing to science self-efficacy in an early college high school setting.” 2018. Web. 28 Oct 2020.

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

Vancouver:

-2097-6345. Factors contributing to science self-efficacy in an early college high school setting. [Internet] [Doctoral dissertation]. Texas Woman's University; 2018. [cited 2020 Oct 28]. Available from: http://hdl.handle.net/11274/10183.

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

Council of Science Editors:

-2097-6345. Factors contributing to science self-efficacy in an early college high school setting. [Doctoral Dissertation]. Texas Woman's University; 2018. Available from: http://hdl.handle.net/11274/10183

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


University of Arizona

14. Parker, Hannah Callahan. Arizona Agriculture Teachers’ Perceived Self-Efficacy to Teach Science Content .

Degree: 2018, University of Arizona

 The purpose of this study was to describe the relationship between sources of science content knowledge and the perceived self-efficacy to teach science content among… (more)

Subjects/Keywords: Agriculture Teachers; Content Knowledge; Science Content; Self-Efficacy

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APA (6th Edition):

Parker, H. C. (2018). Arizona Agriculture Teachers’ Perceived Self-Efficacy to Teach Science Content . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/628055

Chicago Manual of Style (16th Edition):

Parker, Hannah Callahan. “Arizona Agriculture Teachers’ Perceived Self-Efficacy to Teach Science Content .” 2018. Masters Thesis, University of Arizona. Accessed October 28, 2020. http://hdl.handle.net/10150/628055.

MLA Handbook (7th Edition):

Parker, Hannah Callahan. “Arizona Agriculture Teachers’ Perceived Self-Efficacy to Teach Science Content .” 2018. Web. 28 Oct 2020.

Vancouver:

Parker HC. Arizona Agriculture Teachers’ Perceived Self-Efficacy to Teach Science Content . [Internet] [Masters thesis]. University of Arizona; 2018. [cited 2020 Oct 28]. Available from: http://hdl.handle.net/10150/628055.

Council of Science Editors:

Parker HC. Arizona Agriculture Teachers’ Perceived Self-Efficacy to Teach Science Content . [Masters Thesis]. University of Arizona; 2018. Available from: http://hdl.handle.net/10150/628055


University of Tennessee – Knoxville

15. Flynn, Jennifer Irene. Active Families in the Great Outdoors: A family-centered program to increase physical activity levels, perceptions, and behaviors.

Degree: 2014, University of Tennessee – Knoxville

 Physical activity levels of adults and children are low, and the amount of time children spend being active outdoors is decreasing. Parents play a critical… (more)

Subjects/Keywords: children; outdoor physical activity; parent; self-efficacy; support; enjoyment; Exercise Science

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APA (6th Edition):

Flynn, J. I. (2014). Active Families in the Great Outdoors: A family-centered program to increase physical activity levels, perceptions, and behaviors. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/2821

Chicago Manual of Style (16th Edition):

Flynn, Jennifer Irene. “Active Families in the Great Outdoors: A family-centered program to increase physical activity levels, perceptions, and behaviors.” 2014. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed October 28, 2020. https://trace.tennessee.edu/utk_graddiss/2821.

MLA Handbook (7th Edition):

Flynn, Jennifer Irene. “Active Families in the Great Outdoors: A family-centered program to increase physical activity levels, perceptions, and behaviors.” 2014. Web. 28 Oct 2020.

Vancouver:

Flynn JI. Active Families in the Great Outdoors: A family-centered program to increase physical activity levels, perceptions, and behaviors. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2014. [cited 2020 Oct 28]. Available from: https://trace.tennessee.edu/utk_graddiss/2821.

Council of Science Editors:

Flynn JI. Active Families in the Great Outdoors: A family-centered program to increase physical activity levels, perceptions, and behaviors. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2014. Available from: https://trace.tennessee.edu/utk_graddiss/2821


Kansas State University

16. Feldhausen, Russell A. Mission to Mars: a computer science curriculum for middle school STEM camps.

Degree: MS, Department of Computer Science, 2018, Kansas State University

 This thesis presents a curriculum designed for 5th and 6th grade students attending a summer camp for science, technology, engineering, and mathematics (STEM) disciplines. The… (more)

Subjects/Keywords: Computer science curriculum; STEM camp; Self efficacy; Computational thinking; Cognitive apprenticeship

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APA (6th Edition):

Feldhausen, R. A. (2018). Mission to Mars: a computer science curriculum for middle school STEM camps. (Masters Thesis). Kansas State University. Retrieved from http://hdl.handle.net/2097/38864

Chicago Manual of Style (16th Edition):

Feldhausen, Russell A. “Mission to Mars: a computer science curriculum for middle school STEM camps.” 2018. Masters Thesis, Kansas State University. Accessed October 28, 2020. http://hdl.handle.net/2097/38864.

MLA Handbook (7th Edition):

Feldhausen, Russell A. “Mission to Mars: a computer science curriculum for middle school STEM camps.” 2018. Web. 28 Oct 2020.

Vancouver:

Feldhausen RA. Mission to Mars: a computer science curriculum for middle school STEM camps. [Internet] [Masters thesis]. Kansas State University; 2018. [cited 2020 Oct 28]. Available from: http://hdl.handle.net/2097/38864.

Council of Science Editors:

Feldhausen RA. Mission to Mars: a computer science curriculum for middle school STEM camps. [Masters Thesis]. Kansas State University; 2018. Available from: http://hdl.handle.net/2097/38864


University of Georgia

17. Lowrey, Aubrey Elizabeth. Behaviorism vs. constructivism.

Degree: 2014, University of Georgia

 This mixed methods study sets out to evaluate learning styles in hands on animal science courses where preparing students to join industry post graduation is… (more)

Subjects/Keywords: Behaviorism; Constructivism; Animal Science; Equine, Heart Rate; Mixed Method; Self Efficacy

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APA (6th Edition):

Lowrey, A. E. (2014). Behaviorism vs. constructivism. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/29910

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):

Lowrey, Aubrey Elizabeth. “Behaviorism vs. constructivism.” 2014. Thesis, University of Georgia. Accessed October 28, 2020. http://hdl.handle.net/10724/29910.

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

MLA Handbook (7th Edition):

Lowrey, Aubrey Elizabeth. “Behaviorism vs. constructivism.” 2014. Web. 28 Oct 2020.

Vancouver:

Lowrey AE. Behaviorism vs. constructivism. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Oct 28]. Available from: http://hdl.handle.net/10724/29910.

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

Council of Science Editors:

Lowrey AE. Behaviorism vs. constructivism. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/29910

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


California State University – Northridge

18. Ochoa, Patricia. Using Peer-Based Learning to Reduce Childhood Obesity in Latinx Children.

Degree: M.P.H., Health Sciences, 2020, California State University – Northridge

 Childhood obesity has been increasing over the years in the United States and Latinx adolescents between the ages of 12-19 have some of the highest… (more)

Subjects/Keywords: Latino obesity/ childhood obesity/ self-efficacy; Dissertations, Academic  – CSUN  – Health Science.

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APA (6th Edition):

Ochoa, P. (2020). Using Peer-Based Learning to Reduce Childhood Obesity in Latinx Children. (Masters Thesis). California State University – Northridge. Retrieved from http://hdl.handle.net/10211.3/214859

Chicago Manual of Style (16th Edition):

Ochoa, Patricia. “Using Peer-Based Learning to Reduce Childhood Obesity in Latinx Children.” 2020. Masters Thesis, California State University – Northridge. Accessed October 28, 2020. http://hdl.handle.net/10211.3/214859.

MLA Handbook (7th Edition):

Ochoa, Patricia. “Using Peer-Based Learning to Reduce Childhood Obesity in Latinx Children.” 2020. Web. 28 Oct 2020.

Vancouver:

Ochoa P. Using Peer-Based Learning to Reduce Childhood Obesity in Latinx Children. [Internet] [Masters thesis]. California State University – Northridge; 2020. [cited 2020 Oct 28]. Available from: http://hdl.handle.net/10211.3/214859.

Council of Science Editors:

Ochoa P. Using Peer-Based Learning to Reduce Childhood Obesity in Latinx Children. [Masters Thesis]. California State University – Northridge; 2020. Available from: http://hdl.handle.net/10211.3/214859


University of Missouri – Columbia

19. Menon, Deepika. Development of preservice elementary teachers science self-efficacy beliefs and its relation to science conceptual understanding.

Degree: 2015, University of Missouri – Columbia

 Teacher beliefs that relate to teachers' motivation and performance have been an important area of concern for science education at all levels. This study focused… (more)

Subjects/Keywords: Self-efficacy; Elementary school teachers  – Attitudes; Science  – Study and teaching

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APA (6th Edition):

Menon, D. (2015). Development of preservice elementary teachers science self-efficacy beliefs and its relation to science conceptual understanding. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/46880

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):

Menon, Deepika. “Development of preservice elementary teachers science self-efficacy beliefs and its relation to science conceptual understanding.” 2015. Thesis, University of Missouri – Columbia. Accessed October 28, 2020. http://hdl.handle.net/10355/46880.

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

MLA Handbook (7th Edition):

Menon, Deepika. “Development of preservice elementary teachers science self-efficacy beliefs and its relation to science conceptual understanding.” 2015. Web. 28 Oct 2020.

Vancouver:

Menon D. Development of preservice elementary teachers science self-efficacy beliefs and its relation to science conceptual understanding. [Internet] [Thesis]. University of Missouri – Columbia; 2015. [cited 2020 Oct 28]. Available from: http://hdl.handle.net/10355/46880.

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

Council of Science Editors:

Menon D. Development of preservice elementary teachers science self-efficacy beliefs and its relation to science conceptual understanding. [Thesis]. University of Missouri – Columbia; 2015. Available from: http://hdl.handle.net/10355/46880

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


Texas State University – San Marcos

20. Kelso, Krysta. Secondary Agriculture Educators' Perceptions of the Importance and Capability of Teaching Agricultural Food Science.

Degree: MEd, Agricultural Education, 2017, Texas State University – San Marcos

 Throughout the last decade, numerous research reports have highlighted the importance of food science and its critical role in maintaining the nation's food supply (Marsh… (more)

Subjects/Keywords: Self-efficacy; Professional development; Food science; Food – Study and teaching (Secondary)

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APA (6th Edition):

Kelso, K. (2017). Secondary Agriculture Educators' Perceptions of the Importance and Capability of Teaching Agricultural Food Science. (Masters Thesis). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/6562

Chicago Manual of Style (16th Edition):

Kelso, Krysta. “Secondary Agriculture Educators' Perceptions of the Importance and Capability of Teaching Agricultural Food Science.” 2017. Masters Thesis, Texas State University – San Marcos. Accessed October 28, 2020. https://digital.library.txstate.edu/handle/10877/6562.

MLA Handbook (7th Edition):

Kelso, Krysta. “Secondary Agriculture Educators' Perceptions of the Importance and Capability of Teaching Agricultural Food Science.” 2017. Web. 28 Oct 2020.

Vancouver:

Kelso K. Secondary Agriculture Educators' Perceptions of the Importance and Capability of Teaching Agricultural Food Science. [Internet] [Masters thesis]. Texas State University – San Marcos; 2017. [cited 2020 Oct 28]. Available from: https://digital.library.txstate.edu/handle/10877/6562.

Council of Science Editors:

Kelso K. Secondary Agriculture Educators' Perceptions of the Importance and Capability of Teaching Agricultural Food Science. [Masters Thesis]. Texas State University – San Marcos; 2017. Available from: https://digital.library.txstate.edu/handle/10877/6562


University of Tennessee – Knoxville

21. Mobley, Monica Clutch. Development of the SETIS Instrument to Measure Teachers' Self-Efficacy to Teach Science in an Integrated STEM Framework.

Degree: 2015, University of Tennessee – Knoxville

 Integrated STEM teaching and learning has gained increased attention in recent years as schools try to prepare students for 21st century careers. Goals of integrated… (more)

Subjects/Keywords: Integrated STEM; Self-Efficacy; Science Education; Science Teacher Education; Beliefs; Science and Mathematics Education

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APA (6th Edition):

Mobley, M. C. (2015). Development of the SETIS Instrument to Measure Teachers' Self-Efficacy to Teach Science in an Integrated STEM Framework. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/3354

Chicago Manual of Style (16th Edition):

Mobley, Monica Clutch. “Development of the SETIS Instrument to Measure Teachers' Self-Efficacy to Teach Science in an Integrated STEM Framework.” 2015. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed October 28, 2020. https://trace.tennessee.edu/utk_graddiss/3354.

MLA Handbook (7th Edition):

Mobley, Monica Clutch. “Development of the SETIS Instrument to Measure Teachers' Self-Efficacy to Teach Science in an Integrated STEM Framework.” 2015. Web. 28 Oct 2020.

Vancouver:

Mobley MC. Development of the SETIS Instrument to Measure Teachers' Self-Efficacy to Teach Science in an Integrated STEM Framework. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2015. [cited 2020 Oct 28]. Available from: https://trace.tennessee.edu/utk_graddiss/3354.

Council of Science Editors:

Mobley MC. Development of the SETIS Instrument to Measure Teachers' Self-Efficacy to Teach Science in an Integrated STEM Framework. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2015. Available from: https://trace.tennessee.edu/utk_graddiss/3354


George Mason University

22. Mandell, Brian. Examining Middle School Science Student Self-Regulated Learning in a Hypermedia Learning Environment through Microanalysis .

Degree: 2013, George Mason University

 The purpose of the present embedded mixed method study was to examine the self-regulatory processes used by high, average, and low achieving seventh grade students… (more)

Subjects/Keywords: Educational psychology; Instructional design; calibration; hypermedia; microanalysis; science; self-efficacy; self-regulation

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APA (6th Edition):

Mandell, B. (2013). Examining Middle School Science Student Self-Regulated Learning in a Hypermedia Learning Environment through Microanalysis . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/8761

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):

Mandell, Brian. “Examining Middle School Science Student Self-Regulated Learning in a Hypermedia Learning Environment through Microanalysis .” 2013. Thesis, George Mason University. Accessed October 28, 2020. http://hdl.handle.net/1920/8761.

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

MLA Handbook (7th Edition):

Mandell, Brian. “Examining Middle School Science Student Self-Regulated Learning in a Hypermedia Learning Environment through Microanalysis .” 2013. Web. 28 Oct 2020.

Vancouver:

Mandell B. Examining Middle School Science Student Self-Regulated Learning in a Hypermedia Learning Environment through Microanalysis . [Internet] [Thesis]. George Mason University; 2013. [cited 2020 Oct 28]. Available from: http://hdl.handle.net/1920/8761.

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

Council of Science Editors:

Mandell B. Examining Middle School Science Student Self-Regulated Learning in a Hypermedia Learning Environment through Microanalysis . [Thesis]. George Mason University; 2013. Available from: http://hdl.handle.net/1920/8761

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


University of New Mexico

23. Hushman, Carolyn. EXAMINING THE INFLUENCE OF INSTRUCTIONAL STRATEGY ON STUDENT LEARNING AND SELF-EFFICACY IN SCIENCE.

Degree: Individual, Family, and Community Education, 2012, University of New Mexico

 This study investigated whether the level of instructional guidance affected student learning and science self-efficacy when nine- and ten- year old children learn to design… (more)

Subjects/Keywords: Science – Study and teaching (Elementary) – Research; Science – Experiments; Teaching – Research; Self-efficacy – Research

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APA (6th Edition):

Hushman, C. (2012). EXAMINING THE INFLUENCE OF INSTRUCTIONAL STRATEGY ON STUDENT LEARNING AND SELF-EFFICACY IN SCIENCE. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/17482

Chicago Manual of Style (16th Edition):

Hushman, Carolyn. “EXAMINING THE INFLUENCE OF INSTRUCTIONAL STRATEGY ON STUDENT LEARNING AND SELF-EFFICACY IN SCIENCE.” 2012. Doctoral Dissertation, University of New Mexico. Accessed October 28, 2020. http://hdl.handle.net/1928/17482.

MLA Handbook (7th Edition):

Hushman, Carolyn. “EXAMINING THE INFLUENCE OF INSTRUCTIONAL STRATEGY ON STUDENT LEARNING AND SELF-EFFICACY IN SCIENCE.” 2012. Web. 28 Oct 2020.

Vancouver:

Hushman C. EXAMINING THE INFLUENCE OF INSTRUCTIONAL STRATEGY ON STUDENT LEARNING AND SELF-EFFICACY IN SCIENCE. [Internet] [Doctoral dissertation]. University of New Mexico; 2012. [cited 2020 Oct 28]. Available from: http://hdl.handle.net/1928/17482.

Council of Science Editors:

Hushman C. EXAMINING THE INFLUENCE OF INSTRUCTIONAL STRATEGY ON STUDENT LEARNING AND SELF-EFFICACY IN SCIENCE. [Doctoral Dissertation]. University of New Mexico; 2012. Available from: http://hdl.handle.net/1928/17482


Northeastern University

24. Thackeray, Lynn Roy. Women in computer science: an interpretative phenomenological analysis exploring common factors contributing to women's selection and persistence in computer science as an academic major.

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

 The purpose of this study is to understand the meaning that women make of the social and cultural factors that influence their reasons for entering… (more)

Subjects/Keywords: IPA; persistence; self-efficacy; stereotypes; Computer science; Vocational guidance; Women in computer science; Computer science; Study and teaching (Higher); Women; Vocational guidance; Stereotypes (Social psychology); Self-efficacy

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APA (6th Edition):

Thackeray, L. R. (2016). Women in computer science: an interpretative phenomenological analysis exploring common factors contributing to women's selection and persistence in computer science as an academic major. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20226088

Chicago Manual of Style (16th Edition):

Thackeray, Lynn Roy. “Women in computer science: an interpretative phenomenological analysis exploring common factors contributing to women's selection and persistence in computer science as an academic major.” 2016. Doctoral Dissertation, Northeastern University. Accessed October 28, 2020. http://hdl.handle.net/2047/D20226088.

MLA Handbook (7th Edition):

Thackeray, Lynn Roy. “Women in computer science: an interpretative phenomenological analysis exploring common factors contributing to women's selection and persistence in computer science as an academic major.” 2016. Web. 28 Oct 2020.

Vancouver:

Thackeray LR. Women in computer science: an interpretative phenomenological analysis exploring common factors contributing to women's selection and persistence in computer science as an academic major. [Internet] [Doctoral dissertation]. Northeastern University; 2016. [cited 2020 Oct 28]. Available from: http://hdl.handle.net/2047/D20226088.

Council of Science Editors:

Thackeray LR. Women in computer science: an interpretative phenomenological analysis exploring common factors contributing to women's selection and persistence in computer science as an academic major. [Doctoral Dissertation]. Northeastern University; 2016. Available from: http://hdl.handle.net/2047/D20226088


Temple University

25. Kandi, Kamala M. IMPACT OF VIRTUAL LEARNING ENVIRONMENT (VLE): A TECHNOLOGICAL APPROACH TO GENETICS TEACHING ON HIGH SCHOOL STUDENTS' CONTENT KNOWLEDGE, SELF-EFFICACY AND CAREER GOAL ASPIRATIONS.

Degree: 2013, Temple University

CITE/Mathematics and Science Education

Ed.D.

This study examines the effect of a technology-based instructional tool `Geniverse' on the content knowledge gains, Science Self-Efficacy, Technology Self-Efficacy,… (more)

Subjects/Keywords: Science education; Educational technology; Secondary education;

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APA (6th Edition):

Kandi, K. M. (2013). IMPACT OF VIRTUAL LEARNING ENVIRONMENT (VLE): A TECHNOLOGICAL APPROACH TO GENETICS TEACHING ON HIGH SCHOOL STUDENTS' CONTENT KNOWLEDGE, SELF-EFFICACY AND CAREER GOAL ASPIRATIONS. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,224957

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):

Kandi, Kamala M. “IMPACT OF VIRTUAL LEARNING ENVIRONMENT (VLE): A TECHNOLOGICAL APPROACH TO GENETICS TEACHING ON HIGH SCHOOL STUDENTS' CONTENT KNOWLEDGE, SELF-EFFICACY AND CAREER GOAL ASPIRATIONS.” 2013. Thesis, Temple University. Accessed October 28, 2020. http://digital.library.temple.edu/u?/p245801coll10,224957.

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

MLA Handbook (7th Edition):

Kandi, Kamala M. “IMPACT OF VIRTUAL LEARNING ENVIRONMENT (VLE): A TECHNOLOGICAL APPROACH TO GENETICS TEACHING ON HIGH SCHOOL STUDENTS' CONTENT KNOWLEDGE, SELF-EFFICACY AND CAREER GOAL ASPIRATIONS.” 2013. Web. 28 Oct 2020.

Vancouver:

Kandi KM. IMPACT OF VIRTUAL LEARNING ENVIRONMENT (VLE): A TECHNOLOGICAL APPROACH TO GENETICS TEACHING ON HIGH SCHOOL STUDENTS' CONTENT KNOWLEDGE, SELF-EFFICACY AND CAREER GOAL ASPIRATIONS. [Internet] [Thesis]. Temple University; 2013. [cited 2020 Oct 28]. Available from: http://digital.library.temple.edu/u?/p245801coll10,224957.

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

Council of Science Editors:

Kandi KM. IMPACT OF VIRTUAL LEARNING ENVIRONMENT (VLE): A TECHNOLOGICAL APPROACH TO GENETICS TEACHING ON HIGH SCHOOL STUDENTS' CONTENT KNOWLEDGE, SELF-EFFICACY AND CAREER GOAL ASPIRATIONS. [Thesis]. Temple University; 2013. Available from: http://digital.library.temple.edu/u?/p245801coll10,224957

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


University of Michigan

26. Rosebohm, Kim. Undergraduate Faculty Members: An Exploration of Writing as Instructional Practice within Two Professional Schools.

Degree: EdD, Education, 2020, University of Michigan

 This mixed-methods study involves an examination of faculty members’ perspectives of instructional writing practices they use in undergraduate courses within professional schools. By using an… (more)

Subjects/Keywords: business writing; health science writing; self-efficacy; undergraduate writing instruction; Educational leadership; Higher education

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APA (6th Edition):

Rosebohm, K. (2020). Undergraduate Faculty Members: An Exploration of Writing as Instructional Practice within Two Professional Schools. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/155387

Chicago Manual of Style (16th Edition):

Rosebohm, Kim. “Undergraduate Faculty Members: An Exploration of Writing as Instructional Practice within Two Professional Schools.” 2020. Doctoral Dissertation, University of Michigan. Accessed October 28, 2020. http://hdl.handle.net/2027.42/155387.

MLA Handbook (7th Edition):

Rosebohm, Kim. “Undergraduate Faculty Members: An Exploration of Writing as Instructional Practice within Two Professional Schools.” 2020. Web. 28 Oct 2020.

Vancouver:

Rosebohm K. Undergraduate Faculty Members: An Exploration of Writing as Instructional Practice within Two Professional Schools. [Internet] [Doctoral dissertation]. University of Michigan; 2020. [cited 2020 Oct 28]. Available from: http://hdl.handle.net/2027.42/155387.

Council of Science Editors:

Rosebohm K. Undergraduate Faculty Members: An Exploration of Writing as Instructional Practice within Two Professional Schools. [Doctoral Dissertation]. University of Michigan; 2020. Available from: http://hdl.handle.net/2027.42/155387


NSYSU

27. King, Chih-Hsuan. Enhancing Science Self-Efficacy of Young Females: An Exploratory Study Using Virtual Reality RPG Game.

Degree: Master, Institute Of Information Management, 2018, NSYSU

 Womenâs science self-efficacy has always been lower than men, even though women with high levels of education and participation in science-related fields are gradually increasing,… (more)

Subjects/Keywords: Human-Centered Design; Young Females; RPG Game; Science Self-Efficacy; Virtual Reality

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APA (6th Edition):

King, C. (2018). Enhancing Science Self-Efficacy of Young Females: An Exploratory Study Using Virtual Reality RPG Game. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0726118-150913

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):

King, Chih-Hsuan. “Enhancing Science Self-Efficacy of Young Females: An Exploratory Study Using Virtual Reality RPG Game.” 2018. Thesis, NSYSU. Accessed October 28, 2020. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0726118-150913.

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

MLA Handbook (7th Edition):

King, Chih-Hsuan. “Enhancing Science Self-Efficacy of Young Females: An Exploratory Study Using Virtual Reality RPG Game.” 2018. Web. 28 Oct 2020.

Vancouver:

King C. Enhancing Science Self-Efficacy of Young Females: An Exploratory Study Using Virtual Reality RPG Game. [Internet] [Thesis]. NSYSU; 2018. [cited 2020 Oct 28]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0726118-150913.

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

Council of Science Editors:

King C. Enhancing Science Self-Efficacy of Young Females: An Exploratory Study Using Virtual Reality RPG Game. [Thesis]. NSYSU; 2018. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0726118-150913

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


Washington State University

28. [No author]. THE INFLUENCE OF ACADEMIC PREPARATION AND SELF-EFFICACY ON GRADUATES’ CHOICE OF AND PERSISTENCE TOWARD STEM DEGREES .

Degree: 2018, Washington State University

 As our schools, communities, and government seek to prepare students for post-secondary education and careers in STEM fields, many districts have created stand-alone project-based STEM-focused… (more)

Subjects/Keywords: Education; Science education; Advanced Placement; high school; project-based; project based learning; self-efficacy; STEM

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APA (6th Edition):

author], [. (2018). THE INFLUENCE OF ACADEMIC PREPARATION AND SELF-EFFICACY ON GRADUATES’ CHOICE OF AND PERSISTENCE TOWARD STEM DEGREES . (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/16321

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):

author], [No. “THE INFLUENCE OF ACADEMIC PREPARATION AND SELF-EFFICACY ON GRADUATES’ CHOICE OF AND PERSISTENCE TOWARD STEM DEGREES .” 2018. Thesis, Washington State University. Accessed October 28, 2020. http://hdl.handle.net/2376/16321.

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

MLA Handbook (7th Edition):

author], [No. “THE INFLUENCE OF ACADEMIC PREPARATION AND SELF-EFFICACY ON GRADUATES’ CHOICE OF AND PERSISTENCE TOWARD STEM DEGREES .” 2018. Web. 28 Oct 2020.

Vancouver:

author] [. THE INFLUENCE OF ACADEMIC PREPARATION AND SELF-EFFICACY ON GRADUATES’ CHOICE OF AND PERSISTENCE TOWARD STEM DEGREES . [Internet] [Thesis]. Washington State University; 2018. [cited 2020 Oct 28]. Available from: http://hdl.handle.net/2376/16321.

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

Council of Science Editors:

author] [. THE INFLUENCE OF ACADEMIC PREPARATION AND SELF-EFFICACY ON GRADUATES’ CHOICE OF AND PERSISTENCE TOWARD STEM DEGREES . [Thesis]. Washington State University; 2018. Available from: http://hdl.handle.net/2376/16321

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


Kennesaw State University

29. McKinney, Jennifer L. Personality, Interests, Self-Efficacy, and Anxiety of Female STEM Majors: A Description, Comparison, and Prediction of Female STEM Majors.

Degree: Doctor of Education in Secondary Education, Education, 2016, Kennesaw State University

  Gender disparities in specific science, engineering, technology, and mathematics (STEM) degrees are apparent in the United States’ higher education reports (e.g., National Science Committee… (more)

Subjects/Keywords: female STEM majors; personality; self-efficacy; interests; math anxiety; Science and Mathematics Education

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

APA (6th Edition):

McKinney, J. L. (2016). Personality, Interests, Self-Efficacy, and Anxiety of Female STEM Majors: A Description, Comparison, and Prediction of Female STEM Majors. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/seceddoc_etd/3

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):

McKinney, Jennifer L. “Personality, Interests, Self-Efficacy, and Anxiety of Female STEM Majors: A Description, Comparison, and Prediction of Female STEM Majors.” 2016. Thesis, Kennesaw State University. Accessed October 28, 2020. https://digitalcommons.kennesaw.edu/seceddoc_etd/3.

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

MLA Handbook (7th Edition):

McKinney, Jennifer L. “Personality, Interests, Self-Efficacy, and Anxiety of Female STEM Majors: A Description, Comparison, and Prediction of Female STEM Majors.” 2016. Web. 28 Oct 2020.

Vancouver:

McKinney JL. Personality, Interests, Self-Efficacy, and Anxiety of Female STEM Majors: A Description, Comparison, and Prediction of Female STEM Majors. [Internet] [Thesis]. Kennesaw State University; 2016. [cited 2020 Oct 28]. Available from: https://digitalcommons.kennesaw.edu/seceddoc_etd/3.

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

Council of Science Editors:

McKinney JL. Personality, Interests, Self-Efficacy, and Anxiety of Female STEM Majors: A Description, Comparison, and Prediction of Female STEM Majors. [Thesis]. Kennesaw State University; 2016. Available from: https://digitalcommons.kennesaw.edu/seceddoc_etd/3

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


Kennesaw State University

30. Creel, Sally Michelle. Effects of a Sustained Federally Funded Science Professional Development Program on Elementary Teachers Who Teach Science.

Degree: Doctor of Education in Teacher Leadership (EdD), Teacher Leadership for Learning, 2013, Kennesaw State University

  The purpose of this study was to investigate how participation in a sustained professional development, the Math Science Partnership, improves teacher self-efficacy in science(more)

Subjects/Keywords: professional development; science teachers; self-efficacy; elementary teachers; Teacher Education and Professional Development

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

APA (6th Edition):

Creel, S. M. (2013). Effects of a Sustained Federally Funded Science Professional Development Program on Elementary Teachers Who Teach Science. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/etd/592

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):

Creel, Sally Michelle. “Effects of a Sustained Federally Funded Science Professional Development Program on Elementary Teachers Who Teach Science.” 2013. Thesis, Kennesaw State University. Accessed October 28, 2020. https://digitalcommons.kennesaw.edu/etd/592.

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

MLA Handbook (7th Edition):

Creel, Sally Michelle. “Effects of a Sustained Federally Funded Science Professional Development Program on Elementary Teachers Who Teach Science.” 2013. Web. 28 Oct 2020.

Vancouver:

Creel SM. Effects of a Sustained Federally Funded Science Professional Development Program on Elementary Teachers Who Teach Science. [Internet] [Thesis]. Kennesaw State University; 2013. [cited 2020 Oct 28]. Available from: https://digitalcommons.kennesaw.edu/etd/592.

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

Council of Science Editors:

Creel SM. Effects of a Sustained Federally Funded Science Professional Development Program on Elementary Teachers Who Teach Science. [Thesis]. Kennesaw State University; 2013. Available from: https://digitalcommons.kennesaw.edu/etd/592

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

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