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You searched for subject:(Science teaching). Showing records 1 – 30 of 3233 total matches.

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University of Melbourne

1. VARMA, SANGEETA. The dilemmas of junior school science at Caby High School: societal expectations, school structures, student experiences and teacher accounts.

Degree: 2012, University of Melbourne

 Public claims about the “failure” of science teaching have a 100 year history, which is almost as long as science has existed as a subject(more)

Subjects/Keywords: science; science teaching; school science

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APA (6th Edition):

VARMA, S. (2012). The dilemmas of junior school science at Caby High School: societal expectations, school structures, student experiences and teacher accounts. (Masters Thesis). University of Melbourne. Retrieved from http://hdl.handle.net/11343/37868

Chicago Manual of Style (16th Edition):

VARMA, SANGEETA. “The dilemmas of junior school science at Caby High School: societal expectations, school structures, student experiences and teacher accounts.” 2012. Masters Thesis, University of Melbourne. Accessed January 18, 2021. http://hdl.handle.net/11343/37868.

MLA Handbook (7th Edition):

VARMA, SANGEETA. “The dilemmas of junior school science at Caby High School: societal expectations, school structures, student experiences and teacher accounts.” 2012. Web. 18 Jan 2021.

Vancouver:

VARMA S. The dilemmas of junior school science at Caby High School: societal expectations, school structures, student experiences and teacher accounts. [Internet] [Masters thesis]. University of Melbourne; 2012. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/11343/37868.

Council of Science Editors:

VARMA S. The dilemmas of junior school science at Caby High School: societal expectations, school structures, student experiences and teacher accounts. [Masters Thesis]. University of Melbourne; 2012. Available from: http://hdl.handle.net/11343/37868


Montana State University

2. Hinck, Alice Angelina. An evaluation of cross age science outreach within public schools.

Degree: MS, Graduate School, 2013, Montana State University

 The purpose of this project was to evaluate the effectiveness of using advanced science high school students to teach science to elementary students. High school… (more)

Subjects/Keywords: Science Study and teaching.; Peer teaching.

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APA (6th Edition):

Hinck, A. A. (2013). An evaluation of cross age science outreach within public schools. (Masters Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2791

Chicago Manual of Style (16th Edition):

Hinck, Alice Angelina. “An evaluation of cross age science outreach within public schools.” 2013. Masters Thesis, Montana State University. Accessed January 18, 2021. https://scholarworks.montana.edu/xmlui/handle/1/2791.

MLA Handbook (7th Edition):

Hinck, Alice Angelina. “An evaluation of cross age science outreach within public schools.” 2013. Web. 18 Jan 2021.

Vancouver:

Hinck AA. An evaluation of cross age science outreach within public schools. [Internet] [Masters thesis]. Montana State University; 2013. [cited 2021 Jan 18]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2791.

Council of Science Editors:

Hinck AA. An evaluation of cross age science outreach within public schools. [Masters Thesis]. Montana State University; 2013. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2791


University of Arizona

3. Fisher, Rachel. Case Studies in Teaching Evolution: The Intersection of Dilemmas in Practice .

Degree: 2016, University of Arizona

 Despite recent science education reform documents citing evolution as a core concept to be taught in grades K-12, research shows problems with how it is… (more)

Subjects/Keywords: evolution; science; teaching; Teaching & Teacher Education; biology

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APA (6th Edition):

Fisher, R. (2016). Case Studies in Teaching Evolution: The Intersection of Dilemmas in Practice . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/612569

Chicago Manual of Style (16th Edition):

Fisher, Rachel. “Case Studies in Teaching Evolution: The Intersection of Dilemmas in Practice .” 2016. Doctoral Dissertation, University of Arizona. Accessed January 18, 2021. http://hdl.handle.net/10150/612569.

MLA Handbook (7th Edition):

Fisher, Rachel. “Case Studies in Teaching Evolution: The Intersection of Dilemmas in Practice .” 2016. Web. 18 Jan 2021.

Vancouver:

Fisher R. Case Studies in Teaching Evolution: The Intersection of Dilemmas in Practice . [Internet] [Doctoral dissertation]. University of Arizona; 2016. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/10150/612569.

Council of Science Editors:

Fisher R. Case Studies in Teaching Evolution: The Intersection of Dilemmas in Practice . [Doctoral Dissertation]. University of Arizona; 2016. Available from: http://hdl.handle.net/10150/612569


University of Zambia

4. Siwale, Able. The provision of teaching and learning materials in science subjects in the High School of Northern Province .

Degree: 2013, University of Zambia

 This study investigated the provision of science teaching and learning materials in the high schools of Northern Province. The specific objectives of the study were… (more)

Subjects/Keywords: Science-Study and teaching

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APA (6th Edition):

Siwale, A. (2013). The provision of teaching and learning materials in science subjects in the High School of Northern Province . (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/3052

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):

Siwale, Able. “The provision of teaching and learning materials in science subjects in the High School of Northern Province .” 2013. Thesis, University of Zambia. Accessed January 18, 2021. http://hdl.handle.net/123456789/3052.

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

MLA Handbook (7th Edition):

Siwale, Able. “The provision of teaching and learning materials in science subjects in the High School of Northern Province .” 2013. Web. 18 Jan 2021.

Vancouver:

Siwale A. The provision of teaching and learning materials in science subjects in the High School of Northern Province . [Internet] [Thesis]. University of Zambia; 2013. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/123456789/3052.

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

Council of Science Editors:

Siwale A. The provision of teaching and learning materials in science subjects in the High School of Northern Province . [Thesis]. University of Zambia; 2013. Available from: http://hdl.handle.net/123456789/3052

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


Addis Ababa University

5. Engida, Tsegaye. The Status of Practical Work in Science Teaching in selected Preparatory schools in Addis Ababa .

Degree: 2012, Addis Ababa University

 This study investigates the current status of science practical works and laboratory activities in government, private, church and public schools in Addis Ababa City Administration… (more)

Subjects/Keywords: Practical Work in Science Teaching

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APA (6th Edition):

Engida, T. (2012). The Status of Practical Work in Science Teaching in selected Preparatory schools in Addis Ababa . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/4812

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):

Engida, Tsegaye. “The Status of Practical Work in Science Teaching in selected Preparatory schools in Addis Ababa .” 2012. Thesis, Addis Ababa University. Accessed January 18, 2021. http://etd.aau.edu.et/dspace/handle/123456789/4812.

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

MLA Handbook (7th Edition):

Engida, Tsegaye. “The Status of Practical Work in Science Teaching in selected Preparatory schools in Addis Ababa .” 2012. Web. 18 Jan 2021.

Vancouver:

Engida T. The Status of Practical Work in Science Teaching in selected Preparatory schools in Addis Ababa . [Internet] [Thesis]. Addis Ababa University; 2012. [cited 2021 Jan 18]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/4812.

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

Council of Science Editors:

Engida T. The Status of Practical Work in Science Teaching in selected Preparatory schools in Addis Ababa . [Thesis]. Addis Ababa University; 2012. Available from: http://etd.aau.edu.et/dspace/handle/123456789/4812

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


University of Namibia

6. Uugwanga, Jafet Shikongo. Understanding and uses of concept mapping in teaching Natural Science: Cases of two primary schools in Windhoek, Khomas region .

Degree: 2015, University of Namibia

 The purpose of the study was to investigate the Grade six Natural Science teachers’ understanding of concept mapping. The study also investigated learners’ understanding of… (more)

Subjects/Keywords: Mapping; Natural science; Teaching

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APA (6th Edition):

Uugwanga, J. S. (2015). Understanding and uses of concept mapping in teaching Natural Science: Cases of two primary schools in Windhoek, Khomas region . (Thesis). University of Namibia. Retrieved from http://hdl.handle.net/11070/1434

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):

Uugwanga, Jafet Shikongo. “Understanding and uses of concept mapping in teaching Natural Science: Cases of two primary schools in Windhoek, Khomas region .” 2015. Thesis, University of Namibia. Accessed January 18, 2021. http://hdl.handle.net/11070/1434.

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

MLA Handbook (7th Edition):

Uugwanga, Jafet Shikongo. “Understanding and uses of concept mapping in teaching Natural Science: Cases of two primary schools in Windhoek, Khomas region .” 2015. Web. 18 Jan 2021.

Vancouver:

Uugwanga JS. Understanding and uses of concept mapping in teaching Natural Science: Cases of two primary schools in Windhoek, Khomas region . [Internet] [Thesis]. University of Namibia; 2015. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/11070/1434.

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

Council of Science Editors:

Uugwanga JS. Understanding and uses of concept mapping in teaching Natural Science: Cases of two primary schools in Windhoek, Khomas region . [Thesis]. University of Namibia; 2015. Available from: http://hdl.handle.net/11070/1434

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


Florida State University

7. Rose, Karen J. Navigating Emotions and Identity: Learning to Teach Science in a High Needs School.

Degree: PhD, Teacher Education, 2015, Florida State University

 As student populations in the United States become more diverse, teacher education programs are challenged to find innovative and effective ways to prepare teachers for… (more)

Subjects/Keywords: Science; Study and teaching; Education

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APA (6th Edition):

Rose, K. J. (2015). Navigating Emotions and Identity: Learning to Teach Science in a High Needs School. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_migr_etd-9440 ;

Chicago Manual of Style (16th Edition):

Rose, Karen J. “Navigating Emotions and Identity: Learning to Teach Science in a High Needs School.” 2015. Doctoral Dissertation, Florida State University. Accessed January 18, 2021. http://purl.flvc.org/fsu/fd/FSU_migr_etd-9440 ;.

MLA Handbook (7th Edition):

Rose, Karen J. “Navigating Emotions and Identity: Learning to Teach Science in a High Needs School.” 2015. Web. 18 Jan 2021.

Vancouver:

Rose KJ. Navigating Emotions and Identity: Learning to Teach Science in a High Needs School. [Internet] [Doctoral dissertation]. Florida State University; 2015. [cited 2021 Jan 18]. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-9440 ;.

Council of Science Editors:

Rose KJ. Navigating Emotions and Identity: Learning to Teach Science in a High Needs School. [Doctoral Dissertation]. Florida State University; 2015. Available from: http://purl.flvc.org/fsu/fd/FSU_migr_etd-9440 ;


Florida State University

8. Strimaitis, Anna Margaret. Ambitious Instruction in Undergraduate Biology Laboratories.

Degree: PhD, Teacher Education, 2017, Florida State University

 National recommendations for undergraduate biology education call for orchestrating opportunities for students to "figure out" scientific explanations in the classroom setting by engaging in similar… (more)

Subjects/Keywords: Science; Study and teaching

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APA (6th Edition):

Strimaitis, A. M. (2017). Ambitious Instruction in Undergraduate Biology Laboratories. (Doctoral Dissertation). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_2017SP_Strimaitis_fsu_0071E_13831 ;

Chicago Manual of Style (16th Edition):

Strimaitis, Anna Margaret. “Ambitious Instruction in Undergraduate Biology Laboratories.” 2017. Doctoral Dissertation, Florida State University. Accessed January 18, 2021. http://purl.flvc.org/fsu/fd/FSU_2017SP_Strimaitis_fsu_0071E_13831 ;.

MLA Handbook (7th Edition):

Strimaitis, Anna Margaret. “Ambitious Instruction in Undergraduate Biology Laboratories.” 2017. Web. 18 Jan 2021.

Vancouver:

Strimaitis AM. Ambitious Instruction in Undergraduate Biology Laboratories. [Internet] [Doctoral dissertation]. Florida State University; 2017. [cited 2021 Jan 18]. Available from: http://purl.flvc.org/fsu/fd/FSU_2017SP_Strimaitis_fsu_0071E_13831 ;.

Council of Science Editors:

Strimaitis AM. Ambitious Instruction in Undergraduate Biology Laboratories. [Doctoral Dissertation]. Florida State University; 2017. Available from: http://purl.flvc.org/fsu/fd/FSU_2017SP_Strimaitis_fsu_0071E_13831 ;


Columbia University

9. Stewart Jr., Phillip. Learning the Rules of the Game: The Nature of Game and Classroom Supports When Using a Concept-Integrated Digital Physics Game in the Middle School Science Classroom.

Degree: 2013, Columbia University

 Games in science education is emerging as a popular topic of scholarly inquiry. The National Research Council recently published a report detailing a research agenda… (more)

Subjects/Keywords: Science – Study and teaching; Physics

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APA (6th Edition):

Stewart Jr., P. (2013). Learning the Rules of the Game: The Nature of Game and Classroom Supports When Using a Concept-Integrated Digital Physics Game in the Middle School Science Classroom. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8QJ7QH4

Chicago Manual of Style (16th Edition):

Stewart Jr., Phillip. “Learning the Rules of the Game: The Nature of Game and Classroom Supports When Using a Concept-Integrated Digital Physics Game in the Middle School Science Classroom.” 2013. Doctoral Dissertation, Columbia University. Accessed January 18, 2021. https://doi.org/10.7916/D8QJ7QH4.

MLA Handbook (7th Edition):

Stewart Jr., Phillip. “Learning the Rules of the Game: The Nature of Game and Classroom Supports When Using a Concept-Integrated Digital Physics Game in the Middle School Science Classroom.” 2013. Web. 18 Jan 2021.

Vancouver:

Stewart Jr. P. Learning the Rules of the Game: The Nature of Game and Classroom Supports When Using a Concept-Integrated Digital Physics Game in the Middle School Science Classroom. [Internet] [Doctoral dissertation]. Columbia University; 2013. [cited 2021 Jan 18]. Available from: https://doi.org/10.7916/D8QJ7QH4.

Council of Science Editors:

Stewart Jr. P. Learning the Rules of the Game: The Nature of Game and Classroom Supports When Using a Concept-Integrated Digital Physics Game in the Middle School Science Classroom. [Doctoral Dissertation]. Columbia University; 2013. Available from: https://doi.org/10.7916/D8QJ7QH4


Columbia University

10. Taher, Tanzina. Exploring the Impact of the Implementation of Reality Pedagogy: Self-efficacy, Social Capital, and Distributed Cognition.

Degree: 2012, Columbia University

 As our current society becomes more and more dependent on science and technology, it calls for our students to be more science-oriented and involved in… (more)

Subjects/Keywords: Science – Study and teaching

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APA (6th Edition):

Taher, T. (2012). Exploring the Impact of the Implementation of Reality Pedagogy: Self-efficacy, Social Capital, and Distributed Cognition. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8XK8NR1

Chicago Manual of Style (16th Edition):

Taher, Tanzina. “Exploring the Impact of the Implementation of Reality Pedagogy: Self-efficacy, Social Capital, and Distributed Cognition.” 2012. Doctoral Dissertation, Columbia University. Accessed January 18, 2021. https://doi.org/10.7916/D8XK8NR1.

MLA Handbook (7th Edition):

Taher, Tanzina. “Exploring the Impact of the Implementation of Reality Pedagogy: Self-efficacy, Social Capital, and Distributed Cognition.” 2012. Web. 18 Jan 2021.

Vancouver:

Taher T. Exploring the Impact of the Implementation of Reality Pedagogy: Self-efficacy, Social Capital, and Distributed Cognition. [Internet] [Doctoral dissertation]. Columbia University; 2012. [cited 2021 Jan 18]. Available from: https://doi.org/10.7916/D8XK8NR1.

Council of Science Editors:

Taher T. Exploring the Impact of the Implementation of Reality Pedagogy: Self-efficacy, Social Capital, and Distributed Cognition. [Doctoral Dissertation]. Columbia University; 2012. Available from: https://doi.org/10.7916/D8XK8NR1


Columbia University

11. Lyons, Cheryl. Relationships between Conceptual Knowledge and Reasoning about Systems: Implications for Fostering Systems Thinking in Secondary Science.

Degree: 2014, Columbia University

 Reasoning about systems is necessary for understanding many modern issues that face society and is important for future scientists and all citizens. Systems thinking may… (more)

Subjects/Keywords: Science – Study and teaching

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APA (6th Edition):

Lyons, C. (2014). Relationships between Conceptual Knowledge and Reasoning about Systems: Implications for Fostering Systems Thinking in Secondary Science. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8G73BTT

Chicago Manual of Style (16th Edition):

Lyons, Cheryl. “Relationships between Conceptual Knowledge and Reasoning about Systems: Implications for Fostering Systems Thinking in Secondary Science.” 2014. Doctoral Dissertation, Columbia University. Accessed January 18, 2021. https://doi.org/10.7916/D8G73BTT.

MLA Handbook (7th Edition):

Lyons, Cheryl. “Relationships between Conceptual Knowledge and Reasoning about Systems: Implications for Fostering Systems Thinking in Secondary Science.” 2014. Web. 18 Jan 2021.

Vancouver:

Lyons C. Relationships between Conceptual Knowledge and Reasoning about Systems: Implications for Fostering Systems Thinking in Secondary Science. [Internet] [Doctoral dissertation]. Columbia University; 2014. [cited 2021 Jan 18]. Available from: https://doi.org/10.7916/D8G73BTT.

Council of Science Editors:

Lyons C. Relationships between Conceptual Knowledge and Reasoning about Systems: Implications for Fostering Systems Thinking in Secondary Science. [Doctoral Dissertation]. Columbia University; 2014. Available from: https://doi.org/10.7916/D8G73BTT


Columbia University

12. Hansen, Sarah. Multimodal Study Of Visual Problem Solving In Chemistry With Multiple Representations.

Degree: 2014, Columbia University

 Visual problem solving with multiple representations is a critical component of chemistry learning and communication. Understanding how students comprehend and utilize visual representations is key… (more)

Subjects/Keywords: Science – Study and teaching

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APA (6th Edition):

Hansen, S. (2014). Multimodal Study Of Visual Problem Solving In Chemistry With Multiple Representations. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D83B5X9H

Chicago Manual of Style (16th Edition):

Hansen, Sarah. “Multimodal Study Of Visual Problem Solving In Chemistry With Multiple Representations.” 2014. Doctoral Dissertation, Columbia University. Accessed January 18, 2021. https://doi.org/10.7916/D83B5X9H.

MLA Handbook (7th Edition):

Hansen, Sarah. “Multimodal Study Of Visual Problem Solving In Chemistry With Multiple Representations.” 2014. Web. 18 Jan 2021.

Vancouver:

Hansen S. Multimodal Study Of Visual Problem Solving In Chemistry With Multiple Representations. [Internet] [Doctoral dissertation]. Columbia University; 2014. [cited 2021 Jan 18]. Available from: https://doi.org/10.7916/D83B5X9H.

Council of Science Editors:

Hansen S. Multimodal Study Of Visual Problem Solving In Chemistry With Multiple Representations. [Doctoral Dissertation]. Columbia University; 2014. Available from: https://doi.org/10.7916/D83B5X9H


Columbia University

13. Mahfood, Denise. Uncovering Black/African American and Latina/o Students' Motivation to Learn Science: Affordances to Science Identity Development.

Degree: 2014, Columbia University

 The following dissertation reports on a qualitative exploration that serves two main goals: (1) to qualitatively define and highlight science motivation development of Black/African American… (more)

Subjects/Keywords: Science – Study and teaching; Education

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APA (6th Edition):

Mahfood, D. (2014). Uncovering Black/African American and Latina/o Students' Motivation to Learn Science: Affordances to Science Identity Development. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8WH2N54

Chicago Manual of Style (16th Edition):

Mahfood, Denise. “Uncovering Black/African American and Latina/o Students' Motivation to Learn Science: Affordances to Science Identity Development.” 2014. Doctoral Dissertation, Columbia University. Accessed January 18, 2021. https://doi.org/10.7916/D8WH2N54.

MLA Handbook (7th Edition):

Mahfood, Denise. “Uncovering Black/African American and Latina/o Students' Motivation to Learn Science: Affordances to Science Identity Development.” 2014. Web. 18 Jan 2021.

Vancouver:

Mahfood D. Uncovering Black/African American and Latina/o Students' Motivation to Learn Science: Affordances to Science Identity Development. [Internet] [Doctoral dissertation]. Columbia University; 2014. [cited 2021 Jan 18]. Available from: https://doi.org/10.7916/D8WH2N54.

Council of Science Editors:

Mahfood D. Uncovering Black/African American and Latina/o Students' Motivation to Learn Science: Affordances to Science Identity Development. [Doctoral Dissertation]. Columbia University; 2014. Available from: https://doi.org/10.7916/D8WH2N54


Columbia University

14. Ronan, Darcy. Science Specialists in Urban Elementary Schools: An Ethnography Examining Science Teaching Identity, Motivation and Hierarchy in a High-Stakes Testing Climate.

Degree: 2014, Columbia University

 There are few studies exploring the impact and effectiveness of the science specialist model or its implementation specifically in urban schools. This ethnography explores the… (more)

Subjects/Keywords: Science – Study and teaching

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APA (6th Edition):

Ronan, D. (2014). Science Specialists in Urban Elementary Schools: An Ethnography Examining Science Teaching Identity, Motivation and Hierarchy in a High-Stakes Testing Climate. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D86T0JS3

Chicago Manual of Style (16th Edition):

Ronan, Darcy. “Science Specialists in Urban Elementary Schools: An Ethnography Examining Science Teaching Identity, Motivation and Hierarchy in a High-Stakes Testing Climate.” 2014. Doctoral Dissertation, Columbia University. Accessed January 18, 2021. https://doi.org/10.7916/D86T0JS3.

MLA Handbook (7th Edition):

Ronan, Darcy. “Science Specialists in Urban Elementary Schools: An Ethnography Examining Science Teaching Identity, Motivation and Hierarchy in a High-Stakes Testing Climate.” 2014. Web. 18 Jan 2021.

Vancouver:

Ronan D. Science Specialists in Urban Elementary Schools: An Ethnography Examining Science Teaching Identity, Motivation and Hierarchy in a High-Stakes Testing Climate. [Internet] [Doctoral dissertation]. Columbia University; 2014. [cited 2021 Jan 18]. Available from: https://doi.org/10.7916/D86T0JS3.

Council of Science Editors:

Ronan D. Science Specialists in Urban Elementary Schools: An Ethnography Examining Science Teaching Identity, Motivation and Hierarchy in a High-Stakes Testing Climate. [Doctoral Dissertation]. Columbia University; 2014. Available from: https://doi.org/10.7916/D86T0JS3


Columbia University

15. Lazzaro, Christopher C. On the Consideration of Adoption and Implementation of The Next Generation Science Standards in a Local-Control Context: Supporting the Epistemology of Science through Education Policy.

Degree: 2015, Columbia University

 On the Consideration of Adoption and Implementation of The Next Generation Science Standards in a Local-Control Context: Supporting the Epistemology of Science through Education Policy… (more)

Subjects/Keywords: Science – Study and teaching

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APA (6th Edition):

Lazzaro, C. C. (2015). On the Consideration of Adoption and Implementation of The Next Generation Science Standards in a Local-Control Context: Supporting the Epistemology of Science through Education Policy. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8WH2NTN

Chicago Manual of Style (16th Edition):

Lazzaro, Christopher C. “On the Consideration of Adoption and Implementation of The Next Generation Science Standards in a Local-Control Context: Supporting the Epistemology of Science through Education Policy.” 2015. Doctoral Dissertation, Columbia University. Accessed January 18, 2021. https://doi.org/10.7916/D8WH2NTN.

MLA Handbook (7th Edition):

Lazzaro, Christopher C. “On the Consideration of Adoption and Implementation of The Next Generation Science Standards in a Local-Control Context: Supporting the Epistemology of Science through Education Policy.” 2015. Web. 18 Jan 2021.

Vancouver:

Lazzaro CC. On the Consideration of Adoption and Implementation of The Next Generation Science Standards in a Local-Control Context: Supporting the Epistemology of Science through Education Policy. [Internet] [Doctoral dissertation]. Columbia University; 2015. [cited 2021 Jan 18]. Available from: https://doi.org/10.7916/D8WH2NTN.

Council of Science Editors:

Lazzaro CC. On the Consideration of Adoption and Implementation of The Next Generation Science Standards in a Local-Control Context: Supporting the Epistemology of Science through Education Policy. [Doctoral Dissertation]. Columbia University; 2015. Available from: https://doi.org/10.7916/D8WH2NTN


Columbia University

16. Mezei, Jessica M. Science Teachers' Perceptions of the Relationship between Game Play and Inquiry Learning.

Degree: 2015, Columbia University

 The implementation of inquiry learning in American science classrooms remains a challenge. Teachers’ perceptions of inquiry learning are predicated on their past educational experiences, which… (more)

Subjects/Keywords: Education; Science – Study and teaching

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APA (6th Edition):

Mezei, J. M. (2015). Science Teachers' Perceptions of the Relationship between Game Play and Inquiry Learning. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D89C6WHC

Chicago Manual of Style (16th Edition):

Mezei, Jessica M. “Science Teachers' Perceptions of the Relationship between Game Play and Inquiry Learning.” 2015. Doctoral Dissertation, Columbia University. Accessed January 18, 2021. https://doi.org/10.7916/D89C6WHC.

MLA Handbook (7th Edition):

Mezei, Jessica M. “Science Teachers' Perceptions of the Relationship between Game Play and Inquiry Learning.” 2015. Web. 18 Jan 2021.

Vancouver:

Mezei JM. Science Teachers' Perceptions of the Relationship between Game Play and Inquiry Learning. [Internet] [Doctoral dissertation]. Columbia University; 2015. [cited 2021 Jan 18]. Available from: https://doi.org/10.7916/D89C6WHC.

Council of Science Editors:

Mezei JM. Science Teachers' Perceptions of the Relationship between Game Play and Inquiry Learning. [Doctoral Dissertation]. Columbia University; 2015. Available from: https://doi.org/10.7916/D89C6WHC


Columbia University

17. Jammula, Diane Crenshaw. Feminist Physics Education: Deconstructed Physics and Students' Multiple Subjectivities.

Degree: 2015, Columbia University

 Physics is one of the least diverse sciences; in the U.S. in 2010, only 21% of bachelors degrees in physics were awarded to women, 2.5%… (more)

Subjects/Keywords: Science – Study and teaching

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APA (6th Edition):

Jammula, D. C. (2015). Feminist Physics Education: Deconstructed Physics and Students' Multiple Subjectivities. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D89G5KW7

Chicago Manual of Style (16th Edition):

Jammula, Diane Crenshaw. “Feminist Physics Education: Deconstructed Physics and Students' Multiple Subjectivities.” 2015. Doctoral Dissertation, Columbia University. Accessed January 18, 2021. https://doi.org/10.7916/D89G5KW7.

MLA Handbook (7th Edition):

Jammula, Diane Crenshaw. “Feminist Physics Education: Deconstructed Physics and Students' Multiple Subjectivities.” 2015. Web. 18 Jan 2021.

Vancouver:

Jammula DC. Feminist Physics Education: Deconstructed Physics and Students' Multiple Subjectivities. [Internet] [Doctoral dissertation]. Columbia University; 2015. [cited 2021 Jan 18]. Available from: https://doi.org/10.7916/D89G5KW7.

Council of Science Editors:

Jammula DC. Feminist Physics Education: Deconstructed Physics and Students' Multiple Subjectivities. [Doctoral Dissertation]. Columbia University; 2015. Available from: https://doi.org/10.7916/D89G5KW7


Columbia University

18. Dashoush, Nermeen. Establishing a Community of Practice Between an Elementary Educator and a Scientist as a Means of Professional Development.

Degree: 2015, Columbia University

 This dissertation reports on an ethnographic study to examine and detail emerging practices in a community of practice comprised of an elementary teacher and a… (more)

Subjects/Keywords: Science – Study and teaching

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APA (6th Edition):

Dashoush, N. (2015). Establishing a Community of Practice Between an Elementary Educator and a Scientist as a Means of Professional Development. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D85H7FB8

Chicago Manual of Style (16th Edition):

Dashoush, Nermeen. “Establishing a Community of Practice Between an Elementary Educator and a Scientist as a Means of Professional Development.” 2015. Doctoral Dissertation, Columbia University. Accessed January 18, 2021. https://doi.org/10.7916/D85H7FB8.

MLA Handbook (7th Edition):

Dashoush, Nermeen. “Establishing a Community of Practice Between an Elementary Educator and a Scientist as a Means of Professional Development.” 2015. Web. 18 Jan 2021.

Vancouver:

Dashoush N. Establishing a Community of Practice Between an Elementary Educator and a Scientist as a Means of Professional Development. [Internet] [Doctoral dissertation]. Columbia University; 2015. [cited 2021 Jan 18]. Available from: https://doi.org/10.7916/D85H7FB8.

Council of Science Editors:

Dashoush N. Establishing a Community of Practice Between an Elementary Educator and a Scientist as a Means of Professional Development. [Doctoral Dissertation]. Columbia University; 2015. Available from: https://doi.org/10.7916/D85H7FB8


Montana State University

19. Wang, Paula L. Nest taphonomy of Poplar Island common terns and Caribbean flamingos of the Smithsonian National Zoo.

Degree: MS, Graduate School, 2012, Montana State University

 Theropod nesting localities suggest some dinosaurs incubated eggs in a manner similar to modern birds; however, taphonomic studies of modern nesting localities are limited. Here,… (more)

Subjects/Keywords: Science Study and teaching.; Taphonomy.

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APA (6th Edition):

Wang, P. L. (2012). Nest taphonomy of Poplar Island common terns and Caribbean flamingos of the Smithsonian National Zoo. (Masters Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2498

Chicago Manual of Style (16th Edition):

Wang, Paula L. “Nest taphonomy of Poplar Island common terns and Caribbean flamingos of the Smithsonian National Zoo.” 2012. Masters Thesis, Montana State University. Accessed January 18, 2021. https://scholarworks.montana.edu/xmlui/handle/1/2498.

MLA Handbook (7th Edition):

Wang, Paula L. “Nest taphonomy of Poplar Island common terns and Caribbean flamingos of the Smithsonian National Zoo.” 2012. Web. 18 Jan 2021.

Vancouver:

Wang PL. Nest taphonomy of Poplar Island common terns and Caribbean flamingos of the Smithsonian National Zoo. [Internet] [Masters thesis]. Montana State University; 2012. [cited 2021 Jan 18]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2498.

Council of Science Editors:

Wang PL. Nest taphonomy of Poplar Island common terns and Caribbean flamingos of the Smithsonian National Zoo. [Masters Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2498


Montana State University

20. Teintze, Carol A. Pipetting and graphing and conversions, oh my! : motivational assessments that teach lab skills.

Degree: MS, Graduate School, 2013, Montana State University

 Developing lab skills is one of the purposes of the lab experience, yet students struggle with mastering them. Students are exposed to a number of… (more)

Subjects/Keywords: Science Study and teaching.; Laboratories.

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APA (6th Edition):

Teintze, C. A. (2013). Pipetting and graphing and conversions, oh my! : motivational assessments that teach lab skills. (Masters Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/8765

Chicago Manual of Style (16th Edition):

Teintze, Carol A. “Pipetting and graphing and conversions, oh my! : motivational assessments that teach lab skills.” 2013. Masters Thesis, Montana State University. Accessed January 18, 2021. https://scholarworks.montana.edu/xmlui/handle/1/8765.

MLA Handbook (7th Edition):

Teintze, Carol A. “Pipetting and graphing and conversions, oh my! : motivational assessments that teach lab skills.” 2013. Web. 18 Jan 2021.

Vancouver:

Teintze CA. Pipetting and graphing and conversions, oh my! : motivational assessments that teach lab skills. [Internet] [Masters thesis]. Montana State University; 2013. [cited 2021 Jan 18]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/8765.

Council of Science Editors:

Teintze CA. Pipetting and graphing and conversions, oh my! : motivational assessments that teach lab skills. [Masters Thesis]. Montana State University; 2013. Available from: https://scholarworks.montana.edu/xmlui/handle/1/8765


Montana State University

21. Hopwood, Angela. Hosting professional scientists in the classroom : the effect on rural sixth graders' attitudes toward science.

Degree: MS, Graduate School, 2012, Montana State University

 In this study scientists were invited into the classroom over a two month period to measure change in students' perceptions of scientists, their willingness to… (more)

Subjects/Keywords: Science Study and teaching.; Scientists.

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APA (6th Edition):

Hopwood, A. (2012). Hosting professional scientists in the classroom : the effect on rural sixth graders' attitudes toward science. (Masters Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1504

Chicago Manual of Style (16th Edition):

Hopwood, Angela. “Hosting professional scientists in the classroom : the effect on rural sixth graders' attitudes toward science.” 2012. Masters Thesis, Montana State University. Accessed January 18, 2021. https://scholarworks.montana.edu/xmlui/handle/1/1504.

MLA Handbook (7th Edition):

Hopwood, Angela. “Hosting professional scientists in the classroom : the effect on rural sixth graders' attitudes toward science.” 2012. Web. 18 Jan 2021.

Vancouver:

Hopwood A. Hosting professional scientists in the classroom : the effect on rural sixth graders' attitudes toward science. [Internet] [Masters thesis]. Montana State University; 2012. [cited 2021 Jan 18]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1504.

Council of Science Editors:

Hopwood A. Hosting professional scientists in the classroom : the effect on rural sixth graders' attitudes toward science. [Masters Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1504


Montana State University

22. Piccillo, Alanna. Effects of making connections between science concepts and the outdoors on student comprehension.

Degree: MS, Graduate School, 2011, Montana State University

 In this investigation, science concepts were taught in an outdoor setting with the intent of students making connections between the science concepts and the outdoors… (more)

Subjects/Keywords: Science Study and teaching.; Comprehension.

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APA (6th Edition):

Piccillo, A. (2011). Effects of making connections between science concepts and the outdoors on student comprehension. (Masters Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/2057

Chicago Manual of Style (16th Edition):

Piccillo, Alanna. “Effects of making connections between science concepts and the outdoors on student comprehension.” 2011. Masters Thesis, Montana State University. Accessed January 18, 2021. https://scholarworks.montana.edu/xmlui/handle/1/2057.

MLA Handbook (7th Edition):

Piccillo, Alanna. “Effects of making connections between science concepts and the outdoors on student comprehension.” 2011. Web. 18 Jan 2021.

Vancouver:

Piccillo A. Effects of making connections between science concepts and the outdoors on student comprehension. [Internet] [Masters thesis]. Montana State University; 2011. [cited 2021 Jan 18]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2057.

Council of Science Editors:

Piccillo A. Effects of making connections between science concepts and the outdoors on student comprehension. [Masters Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/2057


Montana State University

23. James, Brianna Jean. Connecting students and real world community problems with science learning : using relevant issues and prior knowledge as contextual scaffolds for science achievement.

Degree: M Ed, College of Education, Health & Human Development, 2011, Montana State University

 This article suggests a strong correlation between students believing that science is relevant and student achievement in science. Seventy two freshman students in a high… (more)

Subjects/Keywords: Students.; Science Study and teaching.

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APA (6th Edition):

James, B. J. (2011). Connecting students and real world community problems with science learning : using relevant issues and prior knowledge as contextual scaffolds for science achievement. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1550

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):

James, Brianna Jean. “Connecting students and real world community problems with science learning : using relevant issues and prior knowledge as contextual scaffolds for science achievement.” 2011. Thesis, Montana State University. Accessed January 18, 2021. https://scholarworks.montana.edu/xmlui/handle/1/1550.

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

MLA Handbook (7th Edition):

James, Brianna Jean. “Connecting students and real world community problems with science learning : using relevant issues and prior knowledge as contextual scaffolds for science achievement.” 2011. Web. 18 Jan 2021.

Vancouver:

James BJ. Connecting students and real world community problems with science learning : using relevant issues and prior knowledge as contextual scaffolds for science achievement. [Internet] [Thesis]. Montana State University; 2011. [cited 2021 Jan 18]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1550.

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

Council of Science Editors:

James BJ. Connecting students and real world community problems with science learning : using relevant issues and prior knowledge as contextual scaffolds for science achievement. [Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1550

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


University of Limerick

24. Lehane, Louise. Exploring the development of Irish pre-service science teachers’ scientific inquiry orientations using a pedagogical content knowledge lens within a targeted learning community.

Degree: 2016, University of Limerick

peer-reviewed

This current study reports on the findings from a two year longitudinal exploratory case study. A qualitative dominant mixed methods approach was used to… (more)

Subjects/Keywords: science teaching; education; Ireland

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APA (6th Edition):

Lehane, L. (2016). Exploring the development of Irish pre-service science teachers’ scientific inquiry orientations using a pedagogical content knowledge lens within a targeted learning community. (Thesis). University of Limerick. Retrieved from http://hdl.handle.net/10344/5212

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):

Lehane, Louise. “Exploring the development of Irish pre-service science teachers’ scientific inquiry orientations using a pedagogical content knowledge lens within a targeted learning community.” 2016. Thesis, University of Limerick. Accessed January 18, 2021. http://hdl.handle.net/10344/5212.

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

MLA Handbook (7th Edition):

Lehane, Louise. “Exploring the development of Irish pre-service science teachers’ scientific inquiry orientations using a pedagogical content knowledge lens within a targeted learning community.” 2016. Web. 18 Jan 2021.

Vancouver:

Lehane L. Exploring the development of Irish pre-service science teachers’ scientific inquiry orientations using a pedagogical content knowledge lens within a targeted learning community. [Internet] [Thesis]. University of Limerick; 2016. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/10344/5212.

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

Council of Science Editors:

Lehane L. Exploring the development of Irish pre-service science teachers’ scientific inquiry orientations using a pedagogical content knowledge lens within a targeted learning community. [Thesis]. University of Limerick; 2016. Available from: http://hdl.handle.net/10344/5212

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


University of Limerick

25. Doherty, Michael. A case study: the effectiveness of social media and online resources in the teaching of junior science.

Degree: 2013, University of Limerick

non-peer-reviewed

The purpose of this research, in the form of a case study, is to attempt to utilize both social media and online materials in… (more)

Subjects/Keywords: social media; science; teaching

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APA (6th Edition):

Doherty, M. (2013). A case study: the effectiveness of social media and online resources in the teaching of junior science. (Thesis). University of Limerick. Retrieved from http://hdl.handle.net/10344/3583

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):

Doherty, Michael. “A case study: the effectiveness of social media and online resources in the teaching of junior science.” 2013. Thesis, University of Limerick. Accessed January 18, 2021. http://hdl.handle.net/10344/3583.

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

MLA Handbook (7th Edition):

Doherty, Michael. “A case study: the effectiveness of social media and online resources in the teaching of junior science.” 2013. Web. 18 Jan 2021.

Vancouver:

Doherty M. A case study: the effectiveness of social media and online resources in the teaching of junior science. [Internet] [Thesis]. University of Limerick; 2013. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/10344/3583.

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

Council of Science Editors:

Doherty M. A case study: the effectiveness of social media and online resources in the teaching of junior science. [Thesis]. University of Limerick; 2013. Available from: http://hdl.handle.net/10344/3583

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

26. Batchelor, Elaine. Primary trainee teachers' talk with primary school science coordinators : two case studies of primary trainees learning to teach science.

Degree: PhD, 2018, University of Northampton

 This thesis concerned the potential influence of talk on learning to teach primary science and was based on two case studies involving primary science trainee… (more)

Subjects/Keywords: teaching; primary science; linguistics

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APA (6th Edition):

Batchelor, E. (2018). Primary trainee teachers' talk with primary school science coordinators : two case studies of primary trainees learning to teach science. (Doctoral Dissertation). University of Northampton. Retrieved from https://pure.northampton.ac.uk/en/studentTheses/05fc3f06-5239-4c40-973a-5f98680da8c9 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.791378

Chicago Manual of Style (16th Edition):

Batchelor, Elaine. “Primary trainee teachers' talk with primary school science coordinators : two case studies of primary trainees learning to teach science.” 2018. Doctoral Dissertation, University of Northampton. Accessed January 18, 2021. https://pure.northampton.ac.uk/en/studentTheses/05fc3f06-5239-4c40-973a-5f98680da8c9 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.791378.

MLA Handbook (7th Edition):

Batchelor, Elaine. “Primary trainee teachers' talk with primary school science coordinators : two case studies of primary trainees learning to teach science.” 2018. Web. 18 Jan 2021.

Vancouver:

Batchelor E. Primary trainee teachers' talk with primary school science coordinators : two case studies of primary trainees learning to teach science. [Internet] [Doctoral dissertation]. University of Northampton; 2018. [cited 2021 Jan 18]. Available from: https://pure.northampton.ac.uk/en/studentTheses/05fc3f06-5239-4c40-973a-5f98680da8c9 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.791378.

Council of Science Editors:

Batchelor E. Primary trainee teachers' talk with primary school science coordinators : two case studies of primary trainees learning to teach science. [Doctoral Dissertation]. University of Northampton; 2018. Available from: https://pure.northampton.ac.uk/en/studentTheses/05fc3f06-5239-4c40-973a-5f98680da8c9 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.791378


Rutgers University

27. Reuter, Jamie M., 1986-. Classroom preschool science learning: the learner, instructional tools, and peer-learning assignments.

Degree: PhD, Education, 2017, Rutgers University

The recent decades have seen an increased focus on improving early science education. Goals include helping young children learn about pertinent concepts in science, and… (more)

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

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APA (6th Edition):

Reuter, Jamie M., 1. (2017). Classroom preschool science learning: the learner, instructional tools, and peer-learning assignments. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/53969/

Chicago Manual of Style (16th Edition):

Reuter, Jamie M., 1986-. “Classroom preschool science learning: the learner, instructional tools, and peer-learning assignments.” 2017. Doctoral Dissertation, Rutgers University. Accessed January 18, 2021. https://rucore.libraries.rutgers.edu/rutgers-lib/53969/.

MLA Handbook (7th Edition):

Reuter, Jamie M., 1986-. “Classroom preschool science learning: the learner, instructional tools, and peer-learning assignments.” 2017. Web. 18 Jan 2021.

Vancouver:

Reuter, Jamie M. 1. Classroom preschool science learning: the learner, instructional tools, and peer-learning assignments. [Internet] [Doctoral dissertation]. Rutgers University; 2017. [cited 2021 Jan 18]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/53969/.

Council of Science Editors:

Reuter, Jamie M. 1. Classroom preschool science learning: the learner, instructional tools, and peer-learning assignments. [Doctoral Dissertation]. Rutgers University; 2017. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/53969/


Oregon State University

28. Gray, Ron E. Teacher argumentation in the secondary science classroom : images of two modes of scientific inquiry.

Degree: PhD, Science Education, 2009, Oregon State University

 The purpose of this exploratory study was to examine scientific arguments constructed by secondary science teachers during instruction. The analysis focused on how arguments constructed… (more)

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

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APA (6th Edition):

Gray, R. E. (2009). Teacher argumentation in the secondary science classroom : images of two modes of scientific inquiry. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/13559

Chicago Manual of Style (16th Edition):

Gray, Ron E. “Teacher argumentation in the secondary science classroom : images of two modes of scientific inquiry.” 2009. Doctoral Dissertation, Oregon State University. Accessed January 18, 2021. http://hdl.handle.net/1957/13559.

MLA Handbook (7th Edition):

Gray, Ron E. “Teacher argumentation in the secondary science classroom : images of two modes of scientific inquiry.” 2009. Web. 18 Jan 2021.

Vancouver:

Gray RE. Teacher argumentation in the secondary science classroom : images of two modes of scientific inquiry. [Internet] [Doctoral dissertation]. Oregon State University; 2009. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/1957/13559.

Council of Science Editors:

Gray RE. Teacher argumentation in the secondary science classroom : images of two modes of scientific inquiry. [Doctoral Dissertation]. Oregon State University; 2009. Available from: http://hdl.handle.net/1957/13559


Oregon State University

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Collins, Jennifer Shalini, 1985-. “Improving Science, Technology, Engineering, and Mathematics (STEM) Education At Public Research Universities : Considering Students' Perspectives on Teaching-related Factors and Faculty Experiences, Motivations, and Competencies Concerning Teaching Improvement.” 2015. Doctoral Dissertation, Oregon State University. Accessed January 18, 2021. http://hdl.handle.net/1957/58095.

MLA Handbook (7th Edition):

Collins, Jennifer Shalini, 1985-. “Improving Science, Technology, Engineering, and Mathematics (STEM) Education At Public Research Universities : Considering Students' Perspectives on Teaching-related Factors and Faculty Experiences, Motivations, and Competencies Concerning Teaching Improvement.” 2015. Web. 18 Jan 2021.

Vancouver:

Collins, Jennifer Shalini 1. Improving Science, Technology, Engineering, and Mathematics (STEM) Education At Public Research Universities : Considering Students' Perspectives on Teaching-related Factors and Faculty Experiences, Motivations, and Competencies Concerning Teaching Improvement. [Internet] [Doctoral dissertation]. Oregon State University; 2015. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/1957/58095.

Council of Science Editors:

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


University of Georgia

30. Reeves, Marion McCoy. Contextualizing professional development for enhancing high school biology teacher proficiency in standards-based instruction.

Degree: 2014, University of Georgia

 Mandated changes in practice often leave experienced teachers in need of professional development. During the ten years prior to this study science teachers had been… (more)

Subjects/Keywords: professional development; inquiry; science teaching; science standards

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APA (6th Edition):

Reeves, M. M. (2014). Contextualizing professional development for enhancing high school biology teacher proficiency in standards-based instruction. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/27803

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):

Reeves, Marion McCoy. “Contextualizing professional development for enhancing high school biology teacher proficiency in standards-based instruction.” 2014. Thesis, University of Georgia. Accessed January 18, 2021. http://hdl.handle.net/10724/27803.

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

MLA Handbook (7th Edition):

Reeves, Marion McCoy. “Contextualizing professional development for enhancing high school biology teacher proficiency in standards-based instruction.” 2014. Web. 18 Jan 2021.

Vancouver:

Reeves MM. Contextualizing professional development for enhancing high school biology teacher proficiency in standards-based instruction. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Jan 18]. Available from: http://hdl.handle.net/10724/27803.

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

Council of Science Editors:

Reeves MM. Contextualizing professional development for enhancing high school biology teacher proficiency in standards-based instruction. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/27803

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

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