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You searched for subject:(Texas Assessment of Knowledge AND Skills ). Showing records 1 – 30 of 297 total matches.

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Texas A&M University

1. McGlothlin, Ross M. The Relationship of Student Use of the Scholastic ReadAbout Software Systemon Texas Assessment of Knowledge and Skills (TAKS) Reading Test Scores as Reported in Student Records of Third and Fourth Grade Students at Comal Independent School District, Texas.

Degree: 2010, Texas A&M University

 The purpose of this study was to examine the effect of Scholastic, Incorporated's ReadAbout software system on student achievement in the subject of reading. The… (more)

Subjects/Keywords: Scholastic, Incorporated; ReadAbout Software System; Reading Achievement; Texas Assessment of Knowledge and Skills (TAKS)

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

APA (6th Edition):

McGlothlin, R. M. (2010). The Relationship of Student Use of the Scholastic ReadAbout Software Systemon Texas Assessment of Knowledge and Skills (TAKS) Reading Test Scores as Reported in Student Records of Third and Fourth Grade Students at Comal Independent School District, Texas. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7216

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):

McGlothlin, Ross M. “The Relationship of Student Use of the Scholastic ReadAbout Software Systemon Texas Assessment of Knowledge and Skills (TAKS) Reading Test Scores as Reported in Student Records of Third and Fourth Grade Students at Comal Independent School District, Texas.” 2010. Thesis, Texas A&M University. Accessed October 23, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7216.

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

MLA Handbook (7th Edition):

McGlothlin, Ross M. “The Relationship of Student Use of the Scholastic ReadAbout Software Systemon Texas Assessment of Knowledge and Skills (TAKS) Reading Test Scores as Reported in Student Records of Third and Fourth Grade Students at Comal Independent School District, Texas.” 2010. Web. 23 Oct 2019.

Vancouver:

McGlothlin RM. The Relationship of Student Use of the Scholastic ReadAbout Software Systemon Texas Assessment of Knowledge and Skills (TAKS) Reading Test Scores as Reported in Student Records of Third and Fourth Grade Students at Comal Independent School District, Texas. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7216.

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

Council of Science Editors:

McGlothlin RM. The Relationship of Student Use of the Scholastic ReadAbout Software Systemon Texas Assessment of Knowledge and Skills (TAKS) Reading Test Scores as Reported in Student Records of Third and Fourth Grade Students at Comal Independent School District, Texas. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7216

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


University of North Texas

2. Barnes, Barbara (Principal). Impact of Teacher and Student Ethnicity on Student Assessments.

Degree: 2016, University of North Texas

 The purpose of the study was to answer the questions: Do students show greater academic success in English language arts/reading as measured by the Texas(more)

Subjects/Keywords: achievement gap; minority students; Black students; Hispanic students; hierarchical multiple regression; Texas Assessment of Knowledge and Skills; TAKS; Education, Administration; Education, Philosophy of; Education, Teacher Training; Academic achievement  – Texas.; Texas Assessment of Knowledge and Skills.; Minority teachers  – Texas.; Minority students  – Texas.

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APA (6th Edition):

Barnes, B. (. (2016). Impact of Teacher and Student Ethnicity on Student Assessments. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc849641/

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):

Barnes, Barbara (Principal). “Impact of Teacher and Student Ethnicity on Student Assessments.” 2016. Thesis, University of North Texas. Accessed October 23, 2019. https://digital.library.unt.edu/ark:/67531/metadc849641/.

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

MLA Handbook (7th Edition):

Barnes, Barbara (Principal). “Impact of Teacher and Student Ethnicity on Student Assessments.” 2016. Web. 23 Oct 2019.

Vancouver:

Barnes B(. Impact of Teacher and Student Ethnicity on Student Assessments. [Internet] [Thesis]. University of North Texas; 2016. [cited 2019 Oct 23]. Available from: https://digital.library.unt.edu/ark:/67531/metadc849641/.

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

Council of Science Editors:

Barnes B(. Impact of Teacher and Student Ethnicity on Student Assessments. [Thesis]. University of North Texas; 2016. Available from: https://digital.library.unt.edu/ark:/67531/metadc849641/

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


University of North Texas

3. Stewart, Robert L. (Robert Lee), 1960-. The Relationships Between the TeacherInsight Score and Student Performance As Measured by Student TAKS Academic Change Scores.

Degree: 2014, University of North Texas

 The purpose of this study was to investigate the relationship between TeacherInsight™ (TI) scores and student performance as measured by student academic change scores on… (more)

Subjects/Keywords: Disposition; screening; value-added; Teachers  – Rating of  – Texas.; Teachers  – Selection and appointment  – Texas.; Academic achievement  – Texas.; Texas Assessment of Knowledge and Skills.

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APA (6th Edition):

Stewart, Robert L. (Robert Lee), 1. (2014). The Relationships Between the TeacherInsight Score and Student Performance As Measured by Student TAKS Academic Change Scores. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc700102/

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):

Stewart, Robert L. (Robert Lee), 1960-. “The Relationships Between the TeacherInsight Score and Student Performance As Measured by Student TAKS Academic Change Scores.” 2014. Thesis, University of North Texas. Accessed October 23, 2019. https://digital.library.unt.edu/ark:/67531/metadc700102/.

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

MLA Handbook (7th Edition):

Stewart, Robert L. (Robert Lee), 1960-. “The Relationships Between the TeacherInsight Score and Student Performance As Measured by Student TAKS Academic Change Scores.” 2014. Web. 23 Oct 2019.

Vancouver:

Stewart, Robert L. (Robert Lee) 1. The Relationships Between the TeacherInsight Score and Student Performance As Measured by Student TAKS Academic Change Scores. [Internet] [Thesis]. University of North Texas; 2014. [cited 2019 Oct 23]. Available from: https://digital.library.unt.edu/ark:/67531/metadc700102/.

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

Council of Science Editors:

Stewart, Robert L. (Robert Lee) 1. The Relationships Between the TeacherInsight Score and Student Performance As Measured by Student TAKS Academic Change Scores. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc700102/

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


University of Houston

4. Munoz, Mindy 1978-. What Principals Need To Know About Predicting Ninth Grade Promotion For Hispanic Students.

Degree: Educational Leadership and Cultural Studies, Department of, 2012, University of Houston

 There is a significant disparity in accounting for the dropout reduction rates and their overall rate of growth among the population for Hispanic high school… (more)

Subjects/Keywords: Hispanic; 9th grade bulge; Texas Assessment of Knowledge and Skills; Lexile and Quantile level; attendance rates; Limited English Proficiency; Professional leadership

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APA (6th Edition):

Munoz, M. 1. (2012). What Principals Need To Know About Predicting Ninth Grade Promotion For Hispanic Students. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/793

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):

Munoz, Mindy 1978-. “What Principals Need To Know About Predicting Ninth Grade Promotion For Hispanic Students.” 2012. Thesis, University of Houston. Accessed October 23, 2019. http://hdl.handle.net/10657/793.

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

MLA Handbook (7th Edition):

Munoz, Mindy 1978-. “What Principals Need To Know About Predicting Ninth Grade Promotion For Hispanic Students.” 2012. Web. 23 Oct 2019.

Vancouver:

Munoz M1. What Principals Need To Know About Predicting Ninth Grade Promotion For Hispanic Students. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10657/793.

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

Council of Science Editors:

Munoz M1. What Principals Need To Know About Predicting Ninth Grade Promotion For Hispanic Students. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/793

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


University of North Texas

5. Holley, Kerry Kathleen McGee. Examining and Characterizing Changes in First Year High School Chemistry Curricula.

Degree: 2010, University of North Texas

 Many students currently entering college are able to solve mathematical problems but often do not understand the chemistry concepts underlying their calculations. High school chemistry… (more)

Subjects/Keywords: Science education; curriculum development; textbook analysis; teacher surveys; high stakes testing; Chemistry  – Study and teaching (Secondary)  – Texas.; Chemistry  – Study and teaching (Secondary)  – United States.; Texas Assessment of Knowledge and Skills.

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APA (6th Edition):

Holley, K. K. M. (2010). Examining and Characterizing Changes in First Year High School Chemistry Curricula. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc30468/

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):

Holley, Kerry Kathleen McGee. “Examining and Characterizing Changes in First Year High School Chemistry Curricula.” 2010. Thesis, University of North Texas. Accessed October 23, 2019. https://digital.library.unt.edu/ark:/67531/metadc30468/.

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

MLA Handbook (7th Edition):

Holley, Kerry Kathleen McGee. “Examining and Characterizing Changes in First Year High School Chemistry Curricula.” 2010. Web. 23 Oct 2019.

Vancouver:

Holley KKM. Examining and Characterizing Changes in First Year High School Chemistry Curricula. [Internet] [Thesis]. University of North Texas; 2010. [cited 2019 Oct 23]. Available from: https://digital.library.unt.edu/ark:/67531/metadc30468/.

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

Council of Science Editors:

Holley KKM. Examining and Characterizing Changes in First Year High School Chemistry Curricula. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc30468/

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


University of North Texas

6. Givens, Toby D. The impact of the core knowledge curriculum at the junior high level as it relates to performance on the Texas Assessment of Knowledge and Skills.

Degree: 2008, University of North Texas

 The purpose of this study was to determine the impact of the comprehensive school reform model core knowledge on the reading achievement of eighth grade… (more)

Subjects/Keywords: Core knowledge; reading achievement; E. D. Hirsch; Junior high schools  – Curricula  – Texas.; Texas Assessment of Knowledge and Skills.; Academic achievement  – Texas.

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

APA (6th Edition):

Givens, T. D. (2008). The impact of the core knowledge curriculum at the junior high level as it relates to performance on the Texas Assessment of Knowledge and Skills. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc6105/

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):

Givens, Toby D. “The impact of the core knowledge curriculum at the junior high level as it relates to performance on the Texas Assessment of Knowledge and Skills.” 2008. Thesis, University of North Texas. Accessed October 23, 2019. https://digital.library.unt.edu/ark:/67531/metadc6105/.

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

MLA Handbook (7th Edition):

Givens, Toby D. “The impact of the core knowledge curriculum at the junior high level as it relates to performance on the Texas Assessment of Knowledge and Skills.” 2008. Web. 23 Oct 2019.

Vancouver:

Givens TD. The impact of the core knowledge curriculum at the junior high level as it relates to performance on the Texas Assessment of Knowledge and Skills. [Internet] [Thesis]. University of North Texas; 2008. [cited 2019 Oct 23]. Available from: https://digital.library.unt.edu/ark:/67531/metadc6105/.

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

Council of Science Editors:

Givens TD. The impact of the core knowledge curriculum at the junior high level as it relates to performance on the Texas Assessment of Knowledge and Skills. [Thesis]. University of North Texas; 2008. Available from: https://digital.library.unt.edu/ark:/67531/metadc6105/

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


University of North Texas

7. Horn, Brian K. The perception of English language arts teachers about instructional changes following the implementation of the Texas Assessment of Knowledge and Skills test.

Degree: 2009, University of North Texas

 Accountability in education has been expanding for the past twenty years. As standards for curricular areas continued to develop, educational shareholders desired a way to… (more)

Subjects/Keywords: High-stakes assessment; accountability; teacher perception; Language arts teachers  – Texas.; Language arts (Secondary)  – Texas.; Texas Assessment of Knowledge and Skills.

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

APA (6th Edition):

Horn, B. K. (2009). The perception of English language arts teachers about instructional changes following the implementation of the Texas Assessment of Knowledge and Skills test. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc12134/

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):

Horn, Brian K. “The perception of English language arts teachers about instructional changes following the implementation of the Texas Assessment of Knowledge and Skills test.” 2009. Thesis, University of North Texas. Accessed October 23, 2019. https://digital.library.unt.edu/ark:/67531/metadc12134/.

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

MLA Handbook (7th Edition):

Horn, Brian K. “The perception of English language arts teachers about instructional changes following the implementation of the Texas Assessment of Knowledge and Skills test.” 2009. Web. 23 Oct 2019.

Vancouver:

Horn BK. The perception of English language arts teachers about instructional changes following the implementation of the Texas Assessment of Knowledge and Skills test. [Internet] [Thesis]. University of North Texas; 2009. [cited 2019 Oct 23]. Available from: https://digital.library.unt.edu/ark:/67531/metadc12134/.

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

Council of Science Editors:

Horn BK. The perception of English language arts teachers about instructional changes following the implementation of the Texas Assessment of Knowledge and Skills test. [Thesis]. University of North Texas; 2009. Available from: https://digital.library.unt.edu/ark:/67531/metadc12134/

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


University of Houston

8. Keyim, Hasiyet. THE IMPACT OF THE ACCELERATED READER PROGRAM ON ELEMENTARY STUDENTS’ READING TAKS SCORES IN AN URBAN PREDOMINANTLY HISPANIC TITLE I SCHOOL.

Degree: Curriculum and Instruction, Department of, 2011, University of Houston

 Many students continue to struggle with acquiring the necessary skills to become successful readers. The most commonly used software for teaching reading is the Accelerated… (more)

Subjects/Keywords: Title One schools; Accelerated Reader Program; reading comprehension; Reading (Secondary) – Ability testing – Texas; Reading (Secondary) – Computer-assisted instruction – Texas; Texas Assessment of Knowledge and Skills; English language – Study and teaching – Texas – Examinations

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

APA (6th Edition):

Keyim, H. (2011). THE IMPACT OF THE ACCELERATED READER PROGRAM ON ELEMENTARY STUDENTS’ READING TAKS SCORES IN AN URBAN PREDOMINANTLY HISPANIC TITLE I SCHOOL. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/447

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):

Keyim, Hasiyet. “THE IMPACT OF THE ACCELERATED READER PROGRAM ON ELEMENTARY STUDENTS’ READING TAKS SCORES IN AN URBAN PREDOMINANTLY HISPANIC TITLE I SCHOOL.” 2011. Thesis, University of Houston. Accessed October 23, 2019. http://hdl.handle.net/10657/447.

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

MLA Handbook (7th Edition):

Keyim, Hasiyet. “THE IMPACT OF THE ACCELERATED READER PROGRAM ON ELEMENTARY STUDENTS’ READING TAKS SCORES IN AN URBAN PREDOMINANTLY HISPANIC TITLE I SCHOOL.” 2011. Web. 23 Oct 2019.

Vancouver:

Keyim H. THE IMPACT OF THE ACCELERATED READER PROGRAM ON ELEMENTARY STUDENTS’ READING TAKS SCORES IN AN URBAN PREDOMINANTLY HISPANIC TITLE I SCHOOL. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10657/447.

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

Council of Science Editors:

Keyim H. THE IMPACT OF THE ACCELERATED READER PROGRAM ON ELEMENTARY STUDENTS’ READING TAKS SCORES IN AN URBAN PREDOMINANTLY HISPANIC TITLE I SCHOOL. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/447

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

9. Maldonado, Wanda. The impact of pre-kindergarten enrollment on student performance as identified by third grade reading and math Texas Assessment of Knowledege and Skills(TAKS) scores among selected title 1 elementary schools.

Degree: 2008, Texas A&M University

 The purpose of this study was to determine if the intervention of attending public school pre-kindergarten reflected an impact on student achievement as measured by… (more)

Subjects/Keywords: Texas Assessment of Knowledge and Skills; Pre-kindergarten

…GRADE READING AND MATH TEXAS ASSESSMENT OF KNOWLEDGE AND SKILLS (TAKS) SCORES AMONG… …READING AND MATH TEXAS ASSESSMENT OF KNOWLEDGE AND SKILLS (TAKS) SCORES AMONG SELECTED… …and Texas Assessment of Knowledge and Skills in order to impact future school success, (… …the Texas Assessment of Knowledge and Skills by grade level, gender, socio-economic status… …components of high quality pre-kindergarten programs with Texas Essential of Knowledge and Skills… 

Page 1 Page 2 Page 3 Page 4 Page 5

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APA (6th Edition):

Maldonado, W. (2008). The impact of pre-kindergarten enrollment on student performance as identified by third grade reading and math Texas Assessment of Knowledege and Skills(TAKS) scores among selected title 1 elementary schools. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/85921

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):

Maldonado, Wanda. “The impact of pre-kindergarten enrollment on student performance as identified by third grade reading and math Texas Assessment of Knowledege and Skills(TAKS) scores among selected title 1 elementary schools.” 2008. Thesis, Texas A&M University. Accessed October 23, 2019. http://hdl.handle.net/1969.1/85921.

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

MLA Handbook (7th Edition):

Maldonado, Wanda. “The impact of pre-kindergarten enrollment on student performance as identified by third grade reading and math Texas Assessment of Knowledege and Skills(TAKS) scores among selected title 1 elementary schools.” 2008. Web. 23 Oct 2019.

Vancouver:

Maldonado W. The impact of pre-kindergarten enrollment on student performance as identified by third grade reading and math Texas Assessment of Knowledege and Skills(TAKS) scores among selected title 1 elementary schools. [Internet] [Thesis]. Texas A&M University; 2008. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/1969.1/85921.

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

Council of Science Editors:

Maldonado W. The impact of pre-kindergarten enrollment on student performance as identified by third grade reading and math Texas Assessment of Knowledege and Skills(TAKS) scores among selected title 1 elementary schools. [Thesis]. Texas A&M University; 2008. Available from: http://hdl.handle.net/1969.1/85921

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


Baylor University

10. Williamson, Amy M. An examination of the relationship of Accelerated Reader implementation, secondary reading programs, and TAKS reading pass rates for ninth grade students in selected Central Texas school districts.

Degree: Curriculum and Instruction., 2008, Baylor University

 Accelerated Reader (AR) is a reading management program designed by Advantage Learning Systems, Inc. to increase students’ reading motivation and to increase reading comprehension skills.… (more)

Subjects/Keywords: Reading (Secondary)  – Ability testing  – Texas.; Reading (Secondary)  – Computer-assisted instruction.; Reading (Secondary)  – Texas.; Texas Assessment of Knowledge and Skills.; Accelerated reader.

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

APA (6th Edition):

Williamson, A. M. (2008). An examination of the relationship of Accelerated Reader implementation, secondary reading programs, and TAKS reading pass rates for ninth grade students in selected Central Texas school districts. (Thesis). Baylor University. Retrieved from http://hdl.handle.net/2104/5152

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):

Williamson, Amy M. “An examination of the relationship of Accelerated Reader implementation, secondary reading programs, and TAKS reading pass rates for ninth grade students in selected Central Texas school districts. ” 2008. Thesis, Baylor University. Accessed October 23, 2019. http://hdl.handle.net/2104/5152.

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

MLA Handbook (7th Edition):

Williamson, Amy M. “An examination of the relationship of Accelerated Reader implementation, secondary reading programs, and TAKS reading pass rates for ninth grade students in selected Central Texas school districts. ” 2008. Web. 23 Oct 2019.

Vancouver:

Williamson AM. An examination of the relationship of Accelerated Reader implementation, secondary reading programs, and TAKS reading pass rates for ninth grade students in selected Central Texas school districts. [Internet] [Thesis]. Baylor University; 2008. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/2104/5152.

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

Council of Science Editors:

Williamson AM. An examination of the relationship of Accelerated Reader implementation, secondary reading programs, and TAKS reading pass rates for ninth grade students in selected Central Texas school districts. [Thesis]. Baylor University; 2008. Available from: http://hdl.handle.net/2104/5152

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


University of North Texas

11. Hernandez-Gutierrez, Josie. The Effects of Academic Interventions on the Development of Reading Academic Competence in Fourth Grade Students.

Degree: 2008, University of North Texas

 This dissertation examined the effects of academic interventions on the development of reading academic competence in fourth grade students who performed at or below grade… (more)

Subjects/Keywords: Academic competence; student achievement; reading; Reading  – Ability testing  – Texas.; Reading  – Texas  – Evaluation.; Texas Assessment of Knowledge and Skills.

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

APA (6th Edition):

Hernandez-Gutierrez, J. (2008). The Effects of Academic Interventions on the Development of Reading Academic Competence in Fourth Grade Students. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc9094/

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):

Hernandez-Gutierrez, Josie. “The Effects of Academic Interventions on the Development of Reading Academic Competence in Fourth Grade Students.” 2008. Thesis, University of North Texas. Accessed October 23, 2019. https://digital.library.unt.edu/ark:/67531/metadc9094/.

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

MLA Handbook (7th Edition):

Hernandez-Gutierrez, Josie. “The Effects of Academic Interventions on the Development of Reading Academic Competence in Fourth Grade Students.” 2008. Web. 23 Oct 2019.

Vancouver:

Hernandez-Gutierrez J. The Effects of Academic Interventions on the Development of Reading Academic Competence in Fourth Grade Students. [Internet] [Thesis]. University of North Texas; 2008. [cited 2019 Oct 23]. Available from: https://digital.library.unt.edu/ark:/67531/metadc9094/.

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

Council of Science Editors:

Hernandez-Gutierrez J. The Effects of Academic Interventions on the Development of Reading Academic Competence in Fourth Grade Students. [Thesis]. University of North Texas; 2008. Available from: https://digital.library.unt.edu/ark:/67531/metadc9094/

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


University of North Texas

12. Ringhauser, John T. The Effects of Pre-Kindergarten on Spanish-Speaking Bilingual Students Taking the Third Grade TAKS Reading Test.

Degree: 2008, University of North Texas

 The purpose of this dissertation is to provide research and data examining the impact of pre-kindergarten on Spanish-speaking ESL students on the third grade TAKS… (more)

Subjects/Keywords: Prekindergarten; TAKS; bilingual; reading; Education, Preschool  – Texas.; Hispanic American children  – Education (Preschool)  – Texas.; Bilingualism in children  – Texas.; Texas Assessment of Knowledge and Skills.; Reading (Early childhood)  – Texas.

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

APA (6th Edition):

Ringhauser, J. T. (2008). The Effects of Pre-Kindergarten on Spanish-Speaking Bilingual Students Taking the Third Grade TAKS Reading Test. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc12191/

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):

Ringhauser, John T. “The Effects of Pre-Kindergarten on Spanish-Speaking Bilingual Students Taking the Third Grade TAKS Reading Test.” 2008. Thesis, University of North Texas. Accessed October 23, 2019. https://digital.library.unt.edu/ark:/67531/metadc12191/.

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

MLA Handbook (7th Edition):

Ringhauser, John T. “The Effects of Pre-Kindergarten on Spanish-Speaking Bilingual Students Taking the Third Grade TAKS Reading Test.” 2008. Web. 23 Oct 2019.

Vancouver:

Ringhauser JT. The Effects of Pre-Kindergarten on Spanish-Speaking Bilingual Students Taking the Third Grade TAKS Reading Test. [Internet] [Thesis]. University of North Texas; 2008. [cited 2019 Oct 23]. Available from: https://digital.library.unt.edu/ark:/67531/metadc12191/.

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

Council of Science Editors:

Ringhauser JT. The Effects of Pre-Kindergarten on Spanish-Speaking Bilingual Students Taking the Third Grade TAKS Reading Test. [Thesis]. University of North Texas; 2008. Available from: https://digital.library.unt.edu/ark:/67531/metadc12191/

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

13. Merritt, Brent Ross. CSCOPE's effect on Texas' state mandated standardized test scores in mathematics.

Degree: Curriculum and Instruction., 2011, Baylor University

 The purpose of the study was to examine standardized test scores of school districts in the state of Texas that have implemented CSCOPE, a popular… (more)

Subjects/Keywords: CSCOPE.; Standardized test scores.; Texas school districts.; Texas Assessment of Knowledge and Skills (TAKS); Mathematics.

…the reports needed to properly oversee education. 7. Texas Assessment of Knowledge and… …Texas high school diploma. 9 8. Texas Essential Knowledge and Skills (TEKS) − is… …simply not an option. Several districts across the state of Texas have recently implemented… …students in the classrooms. Although several school districts throughout the state of Texas have… …Texas swarming to purchase CSCOPE, it is imperative that the impact of the product be… 

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

APA (6th Edition):

Merritt, B. R. (2011). CSCOPE's effect on Texas' state mandated standardized test scores in mathematics. (Thesis). Baylor University. Retrieved from http://hdl.handle.net/2104/8231

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):

Merritt, Brent Ross. “CSCOPE's effect on Texas' state mandated standardized test scores in mathematics. ” 2011. Thesis, Baylor University. Accessed October 23, 2019. http://hdl.handle.net/2104/8231.

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

MLA Handbook (7th Edition):

Merritt, Brent Ross. “CSCOPE's effect on Texas' state mandated standardized test scores in mathematics. ” 2011. Web. 23 Oct 2019.

Vancouver:

Merritt BR. CSCOPE's effect on Texas' state mandated standardized test scores in mathematics. [Internet] [Thesis]. Baylor University; 2011. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/2104/8231.

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

Council of Science Editors:

Merritt BR. CSCOPE's effect on Texas' state mandated standardized test scores in mathematics. [Thesis]. Baylor University; 2011. Available from: http://hdl.handle.net/2104/8231

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


University of North Texas

14. Norgaard, Holly Luttrell. Assessing Linguistic, Mathematical, and Visual Factors Related to Student Performance on the Texas Assessment of Knowledge and Skills, Eighth Grade Mathematics Test.

Degree: 2005, University of North Texas

 The No Child Left Behind Act and National Council of Teachers of Mathematics' Principles and Standards both had a significant impact on the format and… (more)

Subjects/Keywords: Texas Assessment of Knowledge and Skills.; Mathematics  – Examinations.; Academic achievement  – Texas.; Prediction of scholastic success  – Texas.; word problems; math; testing; reading ability

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

APA (6th Edition):

Norgaard, H. L. (2005). Assessing Linguistic, Mathematical, and Visual Factors Related to Student Performance on the Texas Assessment of Knowledge and Skills, Eighth Grade Mathematics Test. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc4849/

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):

Norgaard, Holly Luttrell. “Assessing Linguistic, Mathematical, and Visual Factors Related to Student Performance on the Texas Assessment of Knowledge and Skills, Eighth Grade Mathematics Test.” 2005. Thesis, University of North Texas. Accessed October 23, 2019. https://digital.library.unt.edu/ark:/67531/metadc4849/.

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

MLA Handbook (7th Edition):

Norgaard, Holly Luttrell. “Assessing Linguistic, Mathematical, and Visual Factors Related to Student Performance on the Texas Assessment of Knowledge and Skills, Eighth Grade Mathematics Test.” 2005. Web. 23 Oct 2019.

Vancouver:

Norgaard HL. Assessing Linguistic, Mathematical, and Visual Factors Related to Student Performance on the Texas Assessment of Knowledge and Skills, Eighth Grade Mathematics Test. [Internet] [Thesis]. University of North Texas; 2005. [cited 2019 Oct 23]. Available from: https://digital.library.unt.edu/ark:/67531/metadc4849/.

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

Council of Science Editors:

Norgaard HL. Assessing Linguistic, Mathematical, and Visual Factors Related to Student Performance on the Texas Assessment of Knowledge and Skills, Eighth Grade Mathematics Test. [Thesis]. University of North Texas; 2005. Available from: https://digital.library.unt.edu/ark:/67531/metadc4849/

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

15. Glecivan Barbosa Rodrigues. Reconhecimento, avaliação e certificação de aprendizagens e competências : experiências na educação profissional.

Degree: 2011, Universidade Católica de Brasilia

Este trabalho teve como objetivo investigar as experiências de reconhecimento, avaliação e certificação de aprendizagens e competências no Serviço Nacional de Aprendizagem Industrial (SENAI) e… (more)

Subjects/Keywords: avaliação educacional; ensino profissional; competência; EDUCACAO; recognition of knowledge; skills assessment; certification of skills; professional education; EDUCACAO

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

APA (6th Edition):

Rodrigues, G. B. (2011). Reconhecimento, avaliação e certificação de aprendizagens e competências : experiências na educação profissional. (Masters Thesis). Universidade Católica de Brasilia. Retrieved from http://www.bdtd.ucb.br/tede/tde_busca/arquivo.php?codArquivo=1590

Chicago Manual of Style (16th Edition):

Rodrigues, Glecivan Barbosa. “Reconhecimento, avaliação e certificação de aprendizagens e competências : experiências na educação profissional.” 2011. Masters Thesis, Universidade Católica de Brasilia. Accessed October 23, 2019. http://www.bdtd.ucb.br/tede/tde_busca/arquivo.php?codArquivo=1590.

MLA Handbook (7th Edition):

Rodrigues, Glecivan Barbosa. “Reconhecimento, avaliação e certificação de aprendizagens e competências : experiências na educação profissional.” 2011. Web. 23 Oct 2019.

Vancouver:

Rodrigues GB. Reconhecimento, avaliação e certificação de aprendizagens e competências : experiências na educação profissional. [Internet] [Masters thesis]. Universidade Católica de Brasilia; 2011. [cited 2019 Oct 23]. Available from: http://www.bdtd.ucb.br/tede/tde_busca/arquivo.php?codArquivo=1590.

Council of Science Editors:

Rodrigues GB. Reconhecimento, avaliação e certificação de aprendizagens e competências : experiências na educação profissional. [Masters Thesis]. Universidade Católica de Brasilia; 2011. Available from: http://www.bdtd.ucb.br/tede/tde_busca/arquivo.php?codArquivo=1590


University of North Texas

16. Martinez-Cantu, Veronica A. Inequality and School Performance: The Effect of the No Child Left Behind Act on the Texas Assessment of Knowledge and Skills Test.

Degree: 2007, University of North Texas

 This thesis examined the impact of teacher quality and the socioeconomic status of students on school performance on the Texas Assessment of Knowledge and Skills(more)

Subjects/Keywords: Inequality; performance; education; United States. No Child Left Behind Act of 2001.; Texas Assessment of Knowledge and Skills.; Academic achievement  – Texas.; Teacher effectiveness  – Texas.; Educational sociology  – Texas.; Students  – Texas  – Economic conditions.; Students  – Texas  – Social conditions.

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

APA (6th Edition):

Martinez-Cantu, V. A. (2007). Inequality and School Performance: The Effect of the No Child Left Behind Act on the Texas Assessment of Knowledge and Skills Test. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc5146/

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):

Martinez-Cantu, Veronica A. “Inequality and School Performance: The Effect of the No Child Left Behind Act on the Texas Assessment of Knowledge and Skills Test.” 2007. Thesis, University of North Texas. Accessed October 23, 2019. https://digital.library.unt.edu/ark:/67531/metadc5146/.

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

MLA Handbook (7th Edition):

Martinez-Cantu, Veronica A. “Inequality and School Performance: The Effect of the No Child Left Behind Act on the Texas Assessment of Knowledge and Skills Test.” 2007. Web. 23 Oct 2019.

Vancouver:

Martinez-Cantu VA. Inequality and School Performance: The Effect of the No Child Left Behind Act on the Texas Assessment of Knowledge and Skills Test. [Internet] [Thesis]. University of North Texas; 2007. [cited 2019 Oct 23]. Available from: https://digital.library.unt.edu/ark:/67531/metadc5146/.

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

Council of Science Editors:

Martinez-Cantu VA. Inequality and School Performance: The Effect of the No Child Left Behind Act on the Texas Assessment of Knowledge and Skills Test. [Thesis]. University of North Texas; 2007. Available from: https://digital.library.unt.edu/ark:/67531/metadc5146/

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


Liberty University

17. Karrh, Kristen. Predictors of Student Achievement in Grade 7: The Correlations Between the Stanford Achievement Test, Otis-Lennon School Ability Test, and Performance on the Texas Assessment of Knowledge and Skills (TAKS) Math and Reading Tests.

Degree: 2009, Liberty University

 State-mandated testing programs are more prevalent and have greater implications for public school systems since the passing of the No Child Left Behind (NCLB) Act… (more)

Subjects/Keywords: correlation; Math and Reading; Otis-Lennon School Ability Test; predict performance; Stanford Achievement Test; Texas Assessment of Knowledge and Skills; Education, Curriculum and Instruction; Education, General; Education, Tests and Measurements; Curriculum and Instruction

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

APA (6th Edition):

Karrh, K. (2009). Predictors of Student Achievement in Grade 7: The Correlations Between the Stanford Achievement Test, Otis-Lennon School Ability Test, and Performance on the Texas Assessment of Knowledge and Skills (TAKS) Math and Reading Tests. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/208

Chicago Manual of Style (16th Edition):

Karrh, Kristen. “Predictors of Student Achievement in Grade 7: The Correlations Between the Stanford Achievement Test, Otis-Lennon School Ability Test, and Performance on the Texas Assessment of Knowledge and Skills (TAKS) Math and Reading Tests.” 2009. Doctoral Dissertation, Liberty University. Accessed October 23, 2019. http://digitalcommons.liberty.edu/doctoral/208.

MLA Handbook (7th Edition):

Karrh, Kristen. “Predictors of Student Achievement in Grade 7: The Correlations Between the Stanford Achievement Test, Otis-Lennon School Ability Test, and Performance on the Texas Assessment of Knowledge and Skills (TAKS) Math and Reading Tests.” 2009. Web. 23 Oct 2019.

Vancouver:

Karrh K. Predictors of Student Achievement in Grade 7: The Correlations Between the Stanford Achievement Test, Otis-Lennon School Ability Test, and Performance on the Texas Assessment of Knowledge and Skills (TAKS) Math and Reading Tests. [Internet] [Doctoral dissertation]. Liberty University; 2009. [cited 2019 Oct 23]. Available from: http://digitalcommons.liberty.edu/doctoral/208.

Council of Science Editors:

Karrh K. Predictors of Student Achievement in Grade 7: The Correlations Between the Stanford Achievement Test, Otis-Lennon School Ability Test, and Performance on the Texas Assessment of Knowledge and Skills (TAKS) Math and Reading Tests. [Doctoral Dissertation]. Liberty University; 2009. Available from: http://digitalcommons.liberty.edu/doctoral/208


University of North Texas

18. Neblett, Pamela S. An Analysis of the Benefits of the Student Success Initiative in the 3rd and 5th Grades in a District in Texas.

Degree: 2007, University of North Texas

 The state of Texas passed the Student Success Initiative (SSI) in 1999 which requires all 3rd graders to pass the reading portion of the Texas(more)

Subjects/Keywords: Retention; high-stakes testing; Student Success Initiative; Texas; Texas Assessment of Knowledge and Skills.; Academic achievement  – Texas.; Reading (Elementary)  – Ability testing  – Texas.; Mathematics  – Study and teaching (Elementary)  – Texas.; Mathematical ability  – Testing.

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

APA (6th Edition):

Neblett, P. S. (2007). An Analysis of the Benefits of the Student Success Initiative in the 3rd and 5th Grades in a District in Texas. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc3634/

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):

Neblett, Pamela S. “An Analysis of the Benefits of the Student Success Initiative in the 3rd and 5th Grades in a District in Texas.” 2007. Thesis, University of North Texas. Accessed October 23, 2019. https://digital.library.unt.edu/ark:/67531/metadc3634/.

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

MLA Handbook (7th Edition):

Neblett, Pamela S. “An Analysis of the Benefits of the Student Success Initiative in the 3rd and 5th Grades in a District in Texas.” 2007. Web. 23 Oct 2019.

Vancouver:

Neblett PS. An Analysis of the Benefits of the Student Success Initiative in the 3rd and 5th Grades in a District in Texas. [Internet] [Thesis]. University of North Texas; 2007. [cited 2019 Oct 23]. Available from: https://digital.library.unt.edu/ark:/67531/metadc3634/.

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

Council of Science Editors:

Neblett PS. An Analysis of the Benefits of the Student Success Initiative in the 3rd and 5th Grades in a District in Texas. [Thesis]. University of North Texas; 2007. Available from: https://digital.library.unt.edu/ark:/67531/metadc3634/

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


University of South Africa

19. Uiseb, Ismael. The role of teachers in continuous assessment : a model for primary schools in Windhoek .

Degree: 2009, University of South Africa

 This dissertation could be viewed as being exploratory on the role that teachers play in continuous assessment in Windhoek primary schools. The demand for new… (more)

Subjects/Keywords: Assessment of learning; Skills development; Knowledge requirements; Continuous assessment

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APA (6th Edition):

Uiseb, I. (2009). The role of teachers in continuous assessment : a model for primary schools in Windhoek . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/3437

Chicago Manual of Style (16th Edition):

Uiseb, Ismael. “The role of teachers in continuous assessment : a model for primary schools in Windhoek .” 2009. Masters Thesis, University of South Africa. Accessed October 23, 2019. http://hdl.handle.net/10500/3437.

MLA Handbook (7th Edition):

Uiseb, Ismael. “The role of teachers in continuous assessment : a model for primary schools in Windhoek .” 2009. Web. 23 Oct 2019.

Vancouver:

Uiseb I. The role of teachers in continuous assessment : a model for primary schools in Windhoek . [Internet] [Masters thesis]. University of South Africa; 2009. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10500/3437.

Council of Science Editors:

Uiseb I. The role of teachers in continuous assessment : a model for primary schools in Windhoek . [Masters Thesis]. University of South Africa; 2009. Available from: http://hdl.handle.net/10500/3437


University of North Texas

20. Chow, Priscilla En-Yi. The Effects of Socioeconomic Status on Growth Rates in Academic Achievement.

Degree: 2007, University of North Texas

 The purpose of the study was to examine the differences in academic growth rates as demonstrated on the TAKS test among students based on those… (more)

Subjects/Keywords: Socioeconomic status; poverty; low SES; growth rate; achievement; Academic achievement  – Social aspects  – Texas.; School children  – Texas  – Social conditions.; Poor children  – Education  – Texas.; Texas Assessment of Knowledge and Skills.

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APA (6th Edition):

Chow, P. E. (2007). The Effects of Socioeconomic Status on Growth Rates in Academic Achievement. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc5193/

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):

Chow, Priscilla En-Yi. “The Effects of Socioeconomic Status on Growth Rates in Academic Achievement.” 2007. Thesis, University of North Texas. Accessed October 23, 2019. https://digital.library.unt.edu/ark:/67531/metadc5193/.

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

MLA Handbook (7th Edition):

Chow, Priscilla En-Yi. “The Effects of Socioeconomic Status on Growth Rates in Academic Achievement.” 2007. Web. 23 Oct 2019.

Vancouver:

Chow PE. The Effects of Socioeconomic Status on Growth Rates in Academic Achievement. [Internet] [Thesis]. University of North Texas; 2007. [cited 2019 Oct 23]. Available from: https://digital.library.unt.edu/ark:/67531/metadc5193/.

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

Council of Science Editors:

Chow PE. The Effects of Socioeconomic Status on Growth Rates in Academic Achievement. [Thesis]. University of North Texas; 2007. Available from: https://digital.library.unt.edu/ark:/67531/metadc5193/

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


University of North Texas

21. Evans, Barbara Anne. Beating the High Stakes Testing Game: A Three-Year Study of Improvement Rates on the TAKS Social Studies Exit Exam.

Degree: 2006, University of North Texas

 The Texas high school class of 2005 faced a defining test that had no precedent in Texas and little nationally. Social studies testing is a… (more)

Subjects/Keywords: Social sciences  – Examinations.; Social sciences  – Study and teaching (Secondary)  – Texas.; Texas Assessment of Knowledge and Skills.; Academic achievement  – Texas.; social studies; TAKS; high stakes; at-risk; diploma dependent; staff development

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APA (6th Edition):

Evans, B. A. (2006). Beating the High Stakes Testing Game: A Three-Year Study of Improvement Rates on the TAKS Social Studies Exit Exam. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc5284/

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):

Evans, Barbara Anne. “Beating the High Stakes Testing Game: A Three-Year Study of Improvement Rates on the TAKS Social Studies Exit Exam.” 2006. Thesis, University of North Texas. Accessed October 23, 2019. https://digital.library.unt.edu/ark:/67531/metadc5284/.

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

MLA Handbook (7th Edition):

Evans, Barbara Anne. “Beating the High Stakes Testing Game: A Three-Year Study of Improvement Rates on the TAKS Social Studies Exit Exam.” 2006. Web. 23 Oct 2019.

Vancouver:

Evans BA. Beating the High Stakes Testing Game: A Three-Year Study of Improvement Rates on the TAKS Social Studies Exit Exam. [Internet] [Thesis]. University of North Texas; 2006. [cited 2019 Oct 23]. Available from: https://digital.library.unt.edu/ark:/67531/metadc5284/.

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

Council of Science Editors:

Evans BA. Beating the High Stakes Testing Game: A Three-Year Study of Improvement Rates on the TAKS Social Studies Exit Exam. [Thesis]. University of North Texas; 2006. Available from: https://digital.library.unt.edu/ark:/67531/metadc5284/

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


University of North Texas

22. Hartman, Jennifer. Alignment of Middle School Core TEKS with Visual Arts TEKS.

Degree: 2010, University of North Texas

 This descriptive study uses a qualitative, content analysis to examine the middle school visual arts and core Texas Essential Knowledge and Skills (TEKS) to determine… (more)

Subjects/Keywords: curriculum alignment; integrated curriculum; TEKS; Texas Essential Knowledge and Skills; middle school; Art  – Study and teaching (Middle school)  – Curricula  – Texas.; Middle school education  – Curricula  – Texas.; Texas Essential Knowledge and Skills.

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APA (6th Edition):

Hartman, J. (2010). Alignment of Middle School Core TEKS with Visual Arts TEKS. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc33160/

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):

Hartman, Jennifer. “Alignment of Middle School Core TEKS with Visual Arts TEKS.” 2010. Thesis, University of North Texas. Accessed October 23, 2019. https://digital.library.unt.edu/ark:/67531/metadc33160/.

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

MLA Handbook (7th Edition):

Hartman, Jennifer. “Alignment of Middle School Core TEKS with Visual Arts TEKS.” 2010. Web. 23 Oct 2019.

Vancouver:

Hartman J. Alignment of Middle School Core TEKS with Visual Arts TEKS. [Internet] [Thesis]. University of North Texas; 2010. [cited 2019 Oct 23]. Available from: https://digital.library.unt.edu/ark:/67531/metadc33160/.

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

Council of Science Editors:

Hartman J. Alignment of Middle School Core TEKS with Visual Arts TEKS. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc33160/

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


Universitat Politècnica de València

23. Mínguez Aroca, Francisco Dimas. Computational assessing model based on performance and dynamic assignment of curriculum contents .

Degree: 2016, Universitat Politècnica de València

 [EN] The Bologna process encourages the transition of higher education from knowledge possession to understanding performances and from a teaching-centered to a student centered approach… (more)

Subjects/Keywords: Assessment; Continuous assessment; Binary assessment; Rubric; Knowledge; Skills; Competence; Evaluation; Activity; Topic; Feedback; Active feedback; Retroactivity; Moment of evaluation; Curriculum; Dynamic assignment; ATC cuboid; Master ATC

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APA (6th Edition):

Mínguez Aroca, F. D. (2016). Computational assessing model based on performance and dynamic assignment of curriculum contents . (Doctoral Dissertation). Universitat Politècnica de València. Retrieved from http://hdl.handle.net/10251/61781

Chicago Manual of Style (16th Edition):

Mínguez Aroca, Francisco Dimas. “Computational assessing model based on performance and dynamic assignment of curriculum contents .” 2016. Doctoral Dissertation, Universitat Politècnica de València. Accessed October 23, 2019. http://hdl.handle.net/10251/61781.

MLA Handbook (7th Edition):

Mínguez Aroca, Francisco Dimas. “Computational assessing model based on performance and dynamic assignment of curriculum contents .” 2016. Web. 23 Oct 2019.

Vancouver:

Mínguez Aroca FD. Computational assessing model based on performance and dynamic assignment of curriculum contents . [Internet] [Doctoral dissertation]. Universitat Politècnica de València; 2016. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10251/61781.

Council of Science Editors:

Mínguez Aroca FD. Computational assessing model based on performance and dynamic assignment of curriculum contents . [Doctoral Dissertation]. Universitat Politècnica de València; 2016. Available from: http://hdl.handle.net/10251/61781

24. Lewin, Nancy L. Is the Developmental Reading Assessment (DRA2) a predictor of success on the 3rd Grade Texas Assessment of Knowledge and Skills (TAKS) Reaing Test?.

Degree: Curriculum and Instruction, Department of, 2011, University of Houston

 Accountability for student achievement is urgent business in the world of education today. Within Texas, strict accountability measures have been in place since 1980. Various… (more)

Subjects/Keywords: predictor; significant predictor; instructional leadership; formative assessment; high-stakes assessment; Reading – Ability testing; Reading comprehension; Texas Assessment of Knowledge and Skills

…classroom. Texas Assessment of Knowledge and Skills (TAKS): The term defined as a… …individual score report detailing a student‟s performance on the Texas Assessment of Knowledge and… …of Knowledge and Skills (TAKS) tests in the third grade. For the sake of… …Problem Considering the high-stakes assessment mandates required within the state of Texas, the… …criterionreferenced high-stakes state assessment utilized in the state of Texas. Texas Education Agency… 

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

APA (6th Edition):

Lewin, N. L. (2011). Is the Developmental Reading Assessment (DRA2) a predictor of success on the 3rd Grade Texas Assessment of Knowledge and Skills (TAKS) Reaing Test?. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/265

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):

Lewin, Nancy L. “Is the Developmental Reading Assessment (DRA2) a predictor of success on the 3rd Grade Texas Assessment of Knowledge and Skills (TAKS) Reaing Test?.” 2011. Thesis, University of Houston. Accessed October 23, 2019. http://hdl.handle.net/10657/265.

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

MLA Handbook (7th Edition):

Lewin, Nancy L. “Is the Developmental Reading Assessment (DRA2) a predictor of success on the 3rd Grade Texas Assessment of Knowledge and Skills (TAKS) Reaing Test?.” 2011. Web. 23 Oct 2019.

Vancouver:

Lewin NL. Is the Developmental Reading Assessment (DRA2) a predictor of success on the 3rd Grade Texas Assessment of Knowledge and Skills (TAKS) Reaing Test?. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10657/265.

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

Council of Science Editors:

Lewin NL. Is the Developmental Reading Assessment (DRA2) a predictor of success on the 3rd Grade Texas Assessment of Knowledge and Skills (TAKS) Reaing Test?. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/265

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

25. Westfall, Dawn. Parental Perceptions of the Effects of the high-Stakes TAKS Test on the Home Lives of At-Risk Fifth Grade Students.

Degree: Curriculum and Instruction, Department of, 2010, University of Houston

 In Texas, fifth grade students are required to pass both the reading and math sections of the Texas Assessment of Knowledge and Skills, or TAKS… (more)

Subjects/Keywords: high-stakes tests; parental perceptions; No Child Left Behind; TAKS; testing effects; Texas Assessment of Knowledge and Skills; Children with social disabilities – Education (Elementary) – Texas; Home and school

…fifth grade students at risk for failure on the Texas Assessment of Knowledge and Skills (… …for failure on the Texas Assessment of Knowledge and Skills (TAKS), the study… …falls to the states, Texas included. 27 Texas Assessment of Knowledge and Skills Since the… …assessments: the Texas Assessment of Knowledge and Skills (TAKS) and the Texas English… …Language Proficiency Assessment (TELPAS). The Texas Assessment of Knowledge and Skills… 

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

APA (6th Edition):

Westfall, D. (2010). Parental Perceptions of the Effects of the high-Stakes TAKS Test on the Home Lives of At-Risk Fifth Grade Students. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/170

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):

Westfall, Dawn. “Parental Perceptions of the Effects of the high-Stakes TAKS Test on the Home Lives of At-Risk Fifth Grade Students.” 2010. Thesis, University of Houston. Accessed October 23, 2019. http://hdl.handle.net/10657/170.

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

MLA Handbook (7th Edition):

Westfall, Dawn. “Parental Perceptions of the Effects of the high-Stakes TAKS Test on the Home Lives of At-Risk Fifth Grade Students.” 2010. Web. 23 Oct 2019.

Vancouver:

Westfall D. Parental Perceptions of the Effects of the high-Stakes TAKS Test on the Home Lives of At-Risk Fifth Grade Students. [Internet] [Thesis]. University of Houston; 2010. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10657/170.

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

Council of Science Editors:

Westfall D. Parental Perceptions of the Effects of the high-Stakes TAKS Test on the Home Lives of At-Risk Fifth Grade Students. [Thesis]. University of Houston; 2010. Available from: http://hdl.handle.net/10657/170

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

26. Cook, Lisa Taylor. Technology as a tool: The use of technology in the classroom and after school club.

Degree: PhD, Family Sciences, 2017, Texas Woman's University

 Technology usage within schools is prevalent and research has focused on the value, challenges, and benefits of using technology within classrooms (Brown, Englehardt, & Mathers,… (more)

Subjects/Keywords: Education; Elementary education; Individual and family studies; Educational technology; Social sciences; Active listening; Collaboration; Communities of practice; Digital citizenship; Technology; Texas Essential Knowledge and Skills; TEKS

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

APA (6th Edition):

Cook, L. T. (2017). Technology as a tool: The use of technology in the classroom and after school club. (Doctoral Dissertation). Texas Woman's University. Retrieved from http://hdl.handle.net/11274/9401

Chicago Manual of Style (16th Edition):

Cook, Lisa Taylor. “Technology as a tool: The use of technology in the classroom and after school club.” 2017. Doctoral Dissertation, Texas Woman's University. Accessed October 23, 2019. http://hdl.handle.net/11274/9401.

MLA Handbook (7th Edition):

Cook, Lisa Taylor. “Technology as a tool: The use of technology in the classroom and after school club.” 2017. Web. 23 Oct 2019.

Vancouver:

Cook LT. Technology as a tool: The use of technology in the classroom and after school club. [Internet] [Doctoral dissertation]. Texas Woman's University; 2017. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/11274/9401.

Council of Science Editors:

Cook LT. Technology as a tool: The use of technology in the classroom and after school club. [Doctoral Dissertation]. Texas Woman's University; 2017. Available from: http://hdl.handle.net/11274/9401

27. Tucker, Tommy Howard. The relationship between computer-assisted instruction and alternative programs to enhance fifth-grade mathematics success on the annual Texas Assessment of Knowledge and Skills.

Degree: 2009, University of North Texas

 The purpose of this study was to determine the relationship between using computer-assisted instruction (CAI) and success on the Texas Assessment of Knowledge and Skills(more)

Subjects/Keywords: Computer-assisted instruction; academic achievement; mathematics; Mathematics  – Computer-assisted instruction.; Mathematics  – Study and teaching (Elementary); Texas Assessment of Knowledge and Skills.

…impact of SuccessMaker® CAI on improving student achievement on the Texas Assessment of… …Knowledge and Skills (TAKS) mathematics exam among fifth-grade students in Texas… …54 viii CHAPTER I INTRODUCTION More than 11% of Texas school districts are currently… …research assessment of its effectiveness (K. Kleine, personal communication, February 27… …arrive at school with varying levels of knowledge, understanding, and misunderstandings. This… 

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

APA (6th Edition):

Tucker, T. H. (2009). The relationship between computer-assisted instruction and alternative programs to enhance fifth-grade mathematics success on the annual Texas Assessment of Knowledge and Skills. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc12208/

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):

Tucker, Tommy Howard. “The relationship between computer-assisted instruction and alternative programs to enhance fifth-grade mathematics success on the annual Texas Assessment of Knowledge and Skills.” 2009. Thesis, University of North Texas. Accessed October 23, 2019. https://digital.library.unt.edu/ark:/67531/metadc12208/.

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

MLA Handbook (7th Edition):

Tucker, Tommy Howard. “The relationship between computer-assisted instruction and alternative programs to enhance fifth-grade mathematics success on the annual Texas Assessment of Knowledge and Skills.” 2009. Web. 23 Oct 2019.

Vancouver:

Tucker TH. The relationship between computer-assisted instruction and alternative programs to enhance fifth-grade mathematics success on the annual Texas Assessment of Knowledge and Skills. [Internet] [Thesis]. University of North Texas; 2009. [cited 2019 Oct 23]. Available from: https://digital.library.unt.edu/ark:/67531/metadc12208/.

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

Council of Science Editors:

Tucker TH. The relationship between computer-assisted instruction and alternative programs to enhance fifth-grade mathematics success on the annual Texas Assessment of Knowledge and Skills. [Thesis]. University of North Texas; 2009. Available from: https://digital.library.unt.edu/ark:/67531/metadc12208/

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

28. Williams, Robin. Principals' Perceptions of Knowledge, Skills, and Attributes (KSAs) of Effective School Principals.

Degree: Educational Leadership and Cultural Studies, Department of, 2011, University of Houston

 This study addresses the knowledge, skills, and attributes of success school principals from the perspective of 310 practicing principals from a large metropolitan area in… (more)

Subjects/Keywords: Knowledge; Skills; Attributes; Principals' Perceptions; School principals – Texas; School principals – Training of – Texas; School discipline – Texas; Educational leadership – Texas

…years. Texas Assessment of Knowledge and Skills (TAKS) Test The need for school… …adopted the Texas Assessment of Knowledge and Skills test (TAKS) in 2003. This test… …and routines. 16. Texas Assessment of Knowledge and Skills Test (TAKS): As… …system was responsible for forming the Texas Assessment of Academic Skills (TAAS test)… …students over their understanding of the Texas Essential Knowledge and Skills (TEKS)… 

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

APA (6th Edition):

Williams, R. (2011). Principals' Perceptions of Knowledge, Skills, and Attributes (KSAs) of Effective School Principals. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/178

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):

Williams, Robin. “Principals' Perceptions of Knowledge, Skills, and Attributes (KSAs) of Effective School Principals.” 2011. Thesis, University of Houston. Accessed October 23, 2019. http://hdl.handle.net/10657/178.

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

MLA Handbook (7th Edition):

Williams, Robin. “Principals' Perceptions of Knowledge, Skills, and Attributes (KSAs) of Effective School Principals.” 2011. Web. 23 Oct 2019.

Vancouver:

Williams R. Principals' Perceptions of Knowledge, Skills, and Attributes (KSAs) of Effective School Principals. [Internet] [Thesis]. University of Houston; 2011. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10657/178.

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

Council of Science Editors:

Williams R. Principals' Perceptions of Knowledge, Skills, and Attributes (KSAs) of Effective School Principals. [Thesis]. University of Houston; 2011. Available from: http://hdl.handle.net/10657/178

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


University of South Africa

29. Thatcher, Colleen Barbara. The technology learning area as a catalyst of creativity in foundation phase learners .

Degree: 2013, University of South Africa

 This study on technology in the South African school curriculum investigates the nature and value of this subject as a catalyst in developing Foundation Phase… (more)

Subjects/Keywords: Technology; Design process; Creativity; Matlin’s Model of Problem-Solving and Creativity; Creativity assessment framework; Knowledge and skills; Thinking patterns; Environmental influence; Learner attributes

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

APA (6th Edition):

Thatcher, C. B. (2013). The technology learning area as a catalyst of creativity in foundation phase learners . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/13818

Chicago Manual of Style (16th Edition):

Thatcher, Colleen Barbara. “The technology learning area as a catalyst of creativity in foundation phase learners .” 2013. Doctoral Dissertation, University of South Africa. Accessed October 23, 2019. http://hdl.handle.net/10500/13818.

MLA Handbook (7th Edition):

Thatcher, Colleen Barbara. “The technology learning area as a catalyst of creativity in foundation phase learners .” 2013. Web. 23 Oct 2019.

Vancouver:

Thatcher CB. The technology learning area as a catalyst of creativity in foundation phase learners . [Internet] [Doctoral dissertation]. University of South Africa; 2013. [cited 2019 Oct 23]. Available from: http://hdl.handle.net/10500/13818.

Council of Science Editors:

Thatcher CB. The technology learning area as a catalyst of creativity in foundation phase learners . [Doctoral Dissertation]. University of South Africa; 2013. Available from: http://hdl.handle.net/10500/13818


Wayne State University

30. Chow, Ann Tai. A Needs Assessment Of The Knowledge, Skills And Use Of Finance Competencies By Human Performance Technology Practitioners.

Degree: PhD, Instructional Technology, 2010, Wayne State University

  A comprehensive needs assessment method was used in this empirical and evidence base research. The design, development and implementation of this study focused on… (more)

Subjects/Keywords: finance competencies; HPT; knowledge skills use of finance competencies by human performance technology practitioners; needs assessment; performance improvement; performance improvement intervention; Business Administration, Management, and Operations; Instructional Media Design

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

APA (6th Edition):

Chow, A. T. (2010). A Needs Assessment Of The Knowledge, Skills And Use Of Finance Competencies By Human Performance Technology Practitioners. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/81

Chicago Manual of Style (16th Edition):

Chow, Ann Tai. “A Needs Assessment Of The Knowledge, Skills And Use Of Finance Competencies By Human Performance Technology Practitioners.” 2010. Doctoral Dissertation, Wayne State University. Accessed October 23, 2019. https://digitalcommons.wayne.edu/oa_dissertations/81.

MLA Handbook (7th Edition):

Chow, Ann Tai. “A Needs Assessment Of The Knowledge, Skills And Use Of Finance Competencies By Human Performance Technology Practitioners.” 2010. Web. 23 Oct 2019.

Vancouver:

Chow AT. A Needs Assessment Of The Knowledge, Skills And Use Of Finance Competencies By Human Performance Technology Practitioners. [Internet] [Doctoral dissertation]. Wayne State University; 2010. [cited 2019 Oct 23]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/81.

Council of Science Editors:

Chow AT. A Needs Assessment Of The Knowledge, Skills And Use Of Finance Competencies By Human Performance Technology Practitioners. [Doctoral Dissertation]. Wayne State University; 2010. Available from: https://digitalcommons.wayne.edu/oa_dissertations/81

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