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University: University of North Texas

You searched for subject:(Texas Assessment of Knowledge AND Skills). Showing records 1 – 17 of 17 total matches.

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University of North Texas

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

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 November 13, 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. 13 Nov 2019.

Vancouver:

Barnes B(. Impact of Teacher and Student Ethnicity on Student Assessments. [Internet] [Thesis]. University of North Texas; 2016. [cited 2019 Nov 13]. 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

2. 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 November 13, 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. 13 Nov 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 Nov 13]. 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 North Texas

3. 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 November 13, 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. 13 Nov 2019.

Vancouver:

Holley KKM. Examining and Characterizing Changes in First Year High School Chemistry Curricula. [Internet] [Thesis]. University of North Texas; 2010. [cited 2019 Nov 13]. 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

4. 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 (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 November 13, 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. 13 Nov 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 Nov 13]. 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

5. 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 (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 November 13, 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. 13 Nov 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 Nov 13]. 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 North Texas

6. 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 (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 November 13, 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. 13 Nov 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 Nov 13]. 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

7. 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 (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 November 13, 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. 13 Nov 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 Nov 13]. 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


University of North Texas

8. 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 November 13, 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. 13 Nov 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 Nov 13]. 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


University of North Texas

9. 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 November 13, 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. 13 Nov 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 Nov 13]. 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


University of North Texas

10. 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 November 13, 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. 13 Nov 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 Nov 13]. 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 North Texas

11. 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 November 13, 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. 13 Nov 2019.

Vancouver:

Chow PE. The Effects of Socioeconomic Status on Growth Rates in Academic Achievement. [Internet] [Thesis]. University of North Texas; 2007. [cited 2019 Nov 13]. 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

12. 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 November 13, 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. 13 Nov 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 Nov 13]. 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

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

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 November 13, 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. 13 Nov 2019.

Vancouver:

Hartman J. Alignment of Middle School Core TEKS with Visual Arts TEKS. [Internet] [Thesis]. University of North Texas; 2010. [cited 2019 Nov 13]. 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

14. 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 November 13, 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. 13 Nov 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 Nov 13]. 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


University of North Texas

15. Denis, John M. Novice Texas Band Directors' Perceptions of the Skills and Knowledge for Successful Teaching.

Degree: 2017, University of North Texas

 The purposes of this descriptive survey research study were (a) to describe novice band directors' perceptions of the importance of skills/knowledge used n effective music… (more)

Subjects/Keywords: skills and knowledge importance; skills and knowledge acquisition; novice band directors; novice music teacher perceptions; university coursework; novice teacher reflection; coursework evaluation; Education, Music; Education, Teacher Training

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

APA (6th Edition):

Denis, J. M. (2017). Novice Texas Band Directors' Perceptions of the Skills and Knowledge for Successful Teaching. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1011801/

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):

Denis, John M. “Novice Texas Band Directors' Perceptions of the Skills and Knowledge for Successful Teaching.” 2017. Thesis, University of North Texas. Accessed November 13, 2019. https://digital.library.unt.edu/ark:/67531/metadc1011801/.

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

MLA Handbook (7th Edition):

Denis, John M. “Novice Texas Band Directors' Perceptions of the Skills and Knowledge for Successful Teaching.” 2017. Web. 13 Nov 2019.

Vancouver:

Denis JM. Novice Texas Band Directors' Perceptions of the Skills and Knowledge for Successful Teaching. [Internet] [Thesis]. University of North Texas; 2017. [cited 2019 Nov 13]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1011801/.

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

Council of Science Editors:

Denis JM. Novice Texas Band Directors' Perceptions of the Skills and Knowledge for Successful Teaching. [Thesis]. University of North Texas; 2017. Available from: https://digital.library.unt.edu/ark:/67531/metadc1011801/

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


University of North Texas

16. Thompson, Ruthanne. The Effect of a Laboratory-based, In-context, Constructivist Teaching Approach on Preservice Teachers' Science Knowledge and Teaching Efficacy.

Degree: 2003, University of North Texas

 This study began with a concern about elementary teachers, as a whole, avoiding the teaching of science in the elementary classroom. The three main factors… (more)

Subjects/Keywords: Elementary school teachers  – Training of.; Student teachers.; Environmental sciences  – Study and teaching.; Efficacy; pedagogical knowledge; inquiry-based process skills

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

APA (6th Edition):

Thompson, R. (2003). The Effect of a Laboratory-based, In-context, Constructivist Teaching Approach on Preservice Teachers' Science Knowledge and Teaching Efficacy. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc4174/

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):

Thompson, Ruthanne. “The Effect of a Laboratory-based, In-context, Constructivist Teaching Approach on Preservice Teachers' Science Knowledge and Teaching Efficacy.” 2003. Thesis, University of North Texas. Accessed November 13, 2019. https://digital.library.unt.edu/ark:/67531/metadc4174/.

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

MLA Handbook (7th Edition):

Thompson, Ruthanne. “The Effect of a Laboratory-based, In-context, Constructivist Teaching Approach on Preservice Teachers' Science Knowledge and Teaching Efficacy.” 2003. Web. 13 Nov 2019.

Vancouver:

Thompson R. The Effect of a Laboratory-based, In-context, Constructivist Teaching Approach on Preservice Teachers' Science Knowledge and Teaching Efficacy. [Internet] [Thesis]. University of North Texas; 2003. [cited 2019 Nov 13]. Available from: https://digital.library.unt.edu/ark:/67531/metadc4174/.

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

Council of Science Editors:

Thompson R. The Effect of a Laboratory-based, In-context, Constructivist Teaching Approach on Preservice Teachers' Science Knowledge and Teaching Efficacy. [Thesis]. University of North Texas; 2003. Available from: https://digital.library.unt.edu/ark:/67531/metadc4174/

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


University of North Texas

17. Alajmi, Mohammed. Faculty Members' Readiness for E-learning in the College of Basic Education in Kuwait.

Degree: 2010, University of North Texas

 E-learning exposes students and instructors to different learning models such as constructivism rather than the traditional learning. E-learning as a part of today's technology has… (more)

Subjects/Keywords: E-learning; e-learning attitudes; faculty member; computer knowledge; skills; Computer-assisted instruction  – Kuwait.; Web-based instruction  – Kuwait.; College teachers  – Kuwait.; Kullīyat al-Tarbiyah al-Asāsīyah (Kuwait)  – Faculty.

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

APA (6th Edition):

Alajmi, M. (2010). Faculty Members' Readiness for E-learning in the College of Basic Education in Kuwait. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc31523/

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):

Alajmi, Mohammed. “Faculty Members' Readiness for E-learning in the College of Basic Education in Kuwait.” 2010. Thesis, University of North Texas. Accessed November 13, 2019. https://digital.library.unt.edu/ark:/67531/metadc31523/.

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

MLA Handbook (7th Edition):

Alajmi, Mohammed. “Faculty Members' Readiness for E-learning in the College of Basic Education in Kuwait.” 2010. Web. 13 Nov 2019.

Vancouver:

Alajmi M. Faculty Members' Readiness for E-learning in the College of Basic Education in Kuwait. [Internet] [Thesis]. University of North Texas; 2010. [cited 2019 Nov 13]. Available from: https://digital.library.unt.edu/ark:/67531/metadc31523/.

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

Council of Science Editors:

Alajmi M. Faculty Members' Readiness for E-learning in the College of Basic Education in Kuwait. [Thesis]. University of North Texas; 2010. Available from: https://digital.library.unt.edu/ark:/67531/metadc31523/

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

.