subject:(Typewriting Study AND teaching Secondary Electronic data processing Keyboarding Study AND teaching Secondary )

1. Blazek, Linda A. An evaluation of two approaches for developing keyboarding skills in children with cognitive disabilities.

Degree: 2015, University of Tennessee – Chattanooga

URL: https://scholar.utc.edu/theses/156

► This study examined the efficacy of two programs designed to teach keyboarding skills to school-aged children with intellectual disabilities. The study employed a mixed methods… (more)

Subjects/Keywords: Children with disabilities – Education – Data processing; Typewriting – Study and teaching; Keyboarding

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APA (6^th Edition):

Blazek, L. A. (2015). An evaluation of two approaches for developing keyboarding skills in children with cognitive disabilities. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/156

Chicago Manual of Style (16^th Edition):

Blazek, Linda A. “An evaluation of two approaches for developing keyboarding skills in children with cognitive disabilities.” 2015. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed December 15, 2019. https://scholar.utc.edu/theses/156.

MLA Handbook (7^th Edition):

Blazek, Linda A. “An evaluation of two approaches for developing keyboarding skills in children with cognitive disabilities.” 2015. Web. 15 Dec 2019.

Vancouver:

Blazek LA. An evaluation of two approaches for developing keyboarding skills in children with cognitive disabilities. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2015. [cited 2019 Dec 15]. Available from: https://scholar.utc.edu/theses/156.

Council of Science Editors:

Blazek LA. An evaluation of two approaches for developing keyboarding skills in children with cognitive disabilities. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2015. Available from: https://scholar.utc.edu/theses/156

California State University – San Bernardino

2. Wynn, Delores A. Curriculum for a course in keyboarding & personal applications.

Degree: MAin Education, Education, 1988, California State University – San Bernardino

URL: http://scholarworks.lib.csusb.edu/etd-project/334

Subjects/Keywords: Typewriting – Study and teaching (Secondary) Electronic data processing – Keyboarding – Study and teaching (Secondary); Vocational Education

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APA (6^th Edition):

Wynn, D. A. (1988). Curriculum for a course in keyboarding & personal applications. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/334

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

Chicago Manual of Style (16^th Edition):

Wynn, Delores A. “Curriculum for a course in keyboarding & personal applications.” 1988. Thesis, California State University – San Bernardino. Accessed December 15, 2019. http://scholarworks.lib.csusb.edu/etd-project/334.

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

MLA Handbook (7^th Edition):

Wynn, Delores A. “Curriculum for a course in keyboarding & personal applications.” 1988. Web. 15 Dec 2019.

Vancouver:

Wynn DA. Curriculum for a course in keyboarding & personal applications. [Internet] [Thesis]. California State University – San Bernardino; 1988. [cited 2019 Dec 15]. Available from: http://scholarworks.lib.csusb.edu/etd-project/334.

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

Council of Science Editors:

Wynn DA. Curriculum for a course in keyboarding & personal applications. [Thesis]. California State University – San Bernardino; 1988. Available from: http://scholarworks.lib.csusb.edu/etd-project/334

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

Montana State University

3. Beyer, Cynthia Anne. An articulation study of keyboarding in Montana's public schools.

Degree: 1984, Montana State University

URL: https://scholarworks.montana.edu/xmlui/handle/1/10747

Subjects/Keywords: Electronic data processing Keyboarding Study and teaching (Elementary).; Electronic data processing Keyboarding Study and teaching (Secondary).

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APA (6^th Edition):

Beyer, C. A. (1984). An articulation study of keyboarding in Montana's public schools. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10747

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

Chicago Manual of Style (16^th Edition):

Beyer, Cynthia Anne. “An articulation study of keyboarding in Montana's public schools.” 1984. Thesis, Montana State University. Accessed December 15, 2019. https://scholarworks.montana.edu/xmlui/handle/1/10747.

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

MLA Handbook (7^th Edition):

Beyer, Cynthia Anne. “An articulation study of keyboarding in Montana's public schools.” 1984. Web. 15 Dec 2019.

Vancouver:

Beyer CA. An articulation study of keyboarding in Montana's public schools. [Internet] [Thesis]. Montana State University; 1984. [cited 2019 Dec 15]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10747.

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

Council of Science Editors:

Beyer CA. An articulation study of keyboarding in Montana's public schools. [Thesis]. Montana State University; 1984. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10747

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

Montana State University

4. Tomcheck, Sharon Colleen Pearson. The effect of reading ability on typing skill of beginning typists at Helena High School.

Degree: 1969, Montana State University

URL: https://scholarworks.montana.edu/xmlui/handle/1/10259

Subjects/Keywords: Typewriting Study and teaching.; Education, Secondary.; Keyboarding.

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APA (6^th Edition):

Tomcheck, S. C. P. (1969). The effect of reading ability on typing skill of beginning typists at Helena High School. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10259

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

Chicago Manual of Style (16^th Edition):

Tomcheck, Sharon Colleen Pearson. “The effect of reading ability on typing skill of beginning typists at Helena High School.” 1969. Thesis, Montana State University. Accessed December 15, 2019. https://scholarworks.montana.edu/xmlui/handle/1/10259.

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

MLA Handbook (7^th Edition):

Tomcheck, Sharon Colleen Pearson. “The effect of reading ability on typing skill of beginning typists at Helena High School.” 1969. Web. 15 Dec 2019.

Vancouver:

Tomcheck SCP. The effect of reading ability on typing skill of beginning typists at Helena High School. [Internet] [Thesis]. Montana State University; 1969. [cited 2019 Dec 15]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10259.

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

Council of Science Editors:

Tomcheck SCP. The effect of reading ability on typing skill of beginning typists at Helena High School. [Thesis]. Montana State University; 1969. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10259

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

Montana State University

5. Siegle, Harold E. The nature of different offerings in beginning typewriting.

Degree: 1965, Montana State University

URL: https://scholarworks.montana.edu/xmlui/handle/1/10907

Subjects/Keywords: Typewriting Study and teaching.; Keyboarding.; Education, Secondary.

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APA (6^th Edition):

Siegle, H. E. (1965). The nature of different offerings in beginning typewriting. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10907

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

Chicago Manual of Style (16^th Edition):

Siegle, Harold E. “The nature of different offerings in beginning typewriting.” 1965. Thesis, Montana State University. Accessed December 15, 2019. https://scholarworks.montana.edu/xmlui/handle/1/10907.

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

MLA Handbook (7^th Edition):

Siegle, Harold E. “The nature of different offerings in beginning typewriting.” 1965. Web. 15 Dec 2019.

Vancouver:

Siegle HE. The nature of different offerings in beginning typewriting. [Internet] [Thesis]. Montana State University; 1965. [cited 2019 Dec 15]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10907.

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

Council of Science Editors:

Siegle HE. The nature of different offerings in beginning typewriting. [Thesis]. Montana State University; 1965. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10907

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

University of Johannesburg

6. Venter, Elona. Die relevansie van tiknoukeurigheid.

Degree: 2014, University of Johannesburg

URL: http://hdl.handle.net/10210/9520

►

M.Ed. (Subject Didactics)

Technological renewal, which facilitates the effortless correction of errors, has raised the relevance of accuracy in typing. By means of sophisticated equipment… (more)

▼

M.Ed. (Subject Didactics)

Technological renewal, which facilitates the effortless correction of errors, has raised the relevance of accuracy in typing. By means of sophisticated equipment correction can now be done very swiftly. This raises the question if accuracy as focal skill of the typist still has any relevance. If corrections are done quickly and effectively by the various functions of the typewriter, should the emphasis in the teaching of Typing not be shifted from accuracy to speed? Error identification is precipitated by the spellchecker. This, however, does not eliminate the process of proofreading as not all errors can be identified in this way. Technological renewal thus makes a greater demand on the typist's proofreading skills as these functions are heavily depended on. Irrespective of the skill of the typist, error identification, correction, and/or retyping a document take time, thus reducing the level of productivity at which the typist functions. correcting is time-consuming and costly.· Therefore accuracy is essential, as the time-consuming correction of errors is detrimental to the productivity of the typist. The business world demands a high level of productivity. This implies that producing a document should be planned, bearing the impact on productivity in mind. Due to these standards and expectations set by the business community, it is crucial that Typing students reach the highest possible level of skill and accuracy. Thus , despite sophisticated equipment, the quality of typing remains of the utmost importance. Improved modern equipment will not make a noticable difference to the efficiency of a typist.It is imperative that the teacher keeps abreast of technological improvements and include these in teaching. At the end of their training, pupils should be suitably equipped to play a meaningful role in the technologically structured society they are meant to serve. If technological development is taken into consideration, it is evident that the typist should be able to use the available equipment to produce even more accurate work. The empirical investigation undertaken in this study has in fact proved that the level of accuracy of Typing pupils is not of exceptional quality. Errors in 106 papers were grouped, analysed and processed. The study particularly focussed on the types of errors, their frequency and distribution according to finger use. These results have mainly led to the conclusion that technology has not yet inherently improved the accuracy of the typist, but has merely improved the speed with which corrections are done. Recommendations in this regard are done.

Subjects/Keywords: Typewriting - Curricula; Typewriting - Study and teaching (Secondary) - South Africa - Evaluation

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APA (6^th Edition):

Venter, E. (2014). Die relevansie van tiknoukeurigheid. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/9520

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

Chicago Manual of Style (16^th Edition):

Venter, Elona. “Die relevansie van tiknoukeurigheid.” 2014. Thesis, University of Johannesburg. Accessed December 15, 2019. http://hdl.handle.net/10210/9520.

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

MLA Handbook (7^th Edition):

Venter, Elona. “Die relevansie van tiknoukeurigheid.” 2014. Web. 15 Dec 2019.

Vancouver:

Venter E. Die relevansie van tiknoukeurigheid. [Internet] [Thesis]. University of Johannesburg; 2014. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/10210/9520.

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

Council of Science Editors:

Venter E. Die relevansie van tiknoukeurigheid. [Thesis]. University of Johannesburg; 2014. Available from: http://hdl.handle.net/10210/9520

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

Montana State University

7. Cherry, David H. The effect on achievement of second year typewriting students at Oscoda Area High School through the use of instructional guides for various segments of the course.

Degree: College of Professional Schools, 1971, Montana State University

URL: https://scholarworks.montana.edu/xmlui/handle/1/11452

► This experiment came about from an idea received in a course entitled Business Education Curriculum taught by Dr. J. B. Walden at Montana State University,… (more)

Subjects/Keywords: Typewriting Study and teaching (Secondary)

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APA (6^th Edition):

Cherry, D. H. (1971). The effect on achievement of second year typewriting students at Oscoda Area High School through the use of instructional guides for various segments of the course. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/11452

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

Chicago Manual of Style (16^th Edition):

Cherry, David H. “The effect on achievement of second year typewriting students at Oscoda Area High School through the use of instructional guides for various segments of the course.” 1971. Thesis, Montana State University. Accessed December 15, 2019. https://scholarworks.montana.edu/xmlui/handle/1/11452.

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

MLA Handbook (7^th Edition):

Cherry, David H. “The effect on achievement of second year typewriting students at Oscoda Area High School through the use of instructional guides for various segments of the course.” 1971. Web. 15 Dec 2019.

Vancouver:

Cherry DH. The effect on achievement of second year typewriting students at Oscoda Area High School through the use of instructional guides for various segments of the course. [Internet] [Thesis]. Montana State University; 1971. [cited 2019 Dec 15]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/11452.

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

Council of Science Editors:

Cherry DH. The effect on achievement of second year typewriting students at Oscoda Area High School through the use of instructional guides for various segments of the course. [Thesis]. Montana State University; 1971. Available from: https://scholarworks.montana.edu/xmlui/handle/1/11452

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

Montana State University

8. Krein, Laurence Frederick. The special techniques for developing competencies in word processing taught in the typing class.

Degree: College of Business, 1986, Montana State University

URL: https://scholarworks.montana.edu/xmlui/handle/1/11466

► The purpose of this study was to determine the techniques to be used in a typewriting class that would develop competencies in word processsing. The… (more)

▼ The purpose of this study was to determine the techniques to be used in a typewriting class that would develop competencies in word processsing. The study was done to identify techniques and drills that relate to typing to improve competencies in word processing. To gather the data and information needed to complete the study, questionnaires were developed and completed by students in Intermediate Typing, Advanced Typing and Word Processing classes at Ronan High School. Fifty-one students responded to the questionnaire. The data collected were presented in tabular form so the responses could be compared and interpreted. The conclusions were: 1) a majority of the respondents surveyed rated all the techniques as above average of importance; 2) a significant number indicated more stress should be placed on speed and accuracy; 3) when doing production skill development, over two-thirds indicated more emphasis is needed on practice material that is similar to the job and to correct errors; 4) sixty percent indicated that proofreading was important for success in terms of the overall ability to make a good typist; 5) the ability to spell, punctuate, and capitalize was rated very important by 77 percent of the respondents; 6) competence in listening and following directions emerges as being of primary importance by almost three-fourth of the respondents. The writer made the following recommendations in regard to the study: 1) business teachers need to continue to emphasize correct technique at the typewriter, especially the home row, eyes on your copy, and the position of the body including the fingers; 2) teachers at all levels of learning need to place more emphasis on speed and accuracy; 3) business teachers need to place more emphasis on proofreading in the typewriting class to include reading the material for content, grammar, numbers, and statistics; 4) business teachers need a through mastery of grammar, punctuation, capitalization, and the use of rules for writing numbers, dividing words, so they can incorporate them into a typewriting class; 5) it is recommended that this study be replicated with business teachers, and secretaries to determine their preceptions on this topic. Advisors/Committee Members: Chairperson, Graduate Committee: Daniel G. Hertz (advisor).

Subjects/Keywords: Keyboarding Study and teaching.; Typewriting Study and teaching.; Word processing Study and teaching.

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APA (6^th Edition):

Krein, L. F. (1986). The special techniques for developing competencies in word processing taught in the typing class. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/11466

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

Chicago Manual of Style (16^th Edition):

Krein, Laurence Frederick. “The special techniques for developing competencies in word processing taught in the typing class.” 1986. Thesis, Montana State University. Accessed December 15, 2019. https://scholarworks.montana.edu/xmlui/handle/1/11466.

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

MLA Handbook (7^th Edition):

Krein, Laurence Frederick. “The special techniques for developing competencies in word processing taught in the typing class.” 1986. Web. 15 Dec 2019.

Vancouver:

Krein LF. The special techniques for developing competencies in word processing taught in the typing class. [Internet] [Thesis]. Montana State University; 1986. [cited 2019 Dec 15]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/11466.

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

Council of Science Editors:

Krein LF. The special techniques for developing competencies in word processing taught in the typing class. [Thesis]. Montana State University; 1986. Available from: https://scholarworks.montana.edu/xmlui/handle/1/11466

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

Michigan State University

9. Remp, Ann M. (Ann Marie). An experimental study of the relationship between Listening and Conventional Instruction and the transcribing and proofreading skills used in the word processing environment.

Degree: PhD, Department of Secondary Education and Curriculum Business and Office Education, 1981, Michigan State University

URL: http://etd.lib.msu.edu/islandora/object/etd:35057

Subjects/Keywords: Electronic data processing – Keyboarding – Study and teaching

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

APA (6^th Edition):

Remp, A. M. (. M. (1981). An experimental study of the relationship between Listening and Conventional Instruction and the transcribing and proofreading skills used in the word processing environment. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:35057

Chicago Manual of Style (16^th Edition):

Remp, Ann M (Ann Marie). “An experimental study of the relationship between Listening and Conventional Instruction and the transcribing and proofreading skills used in the word processing environment.” 1981. Doctoral Dissertation, Michigan State University. Accessed December 15, 2019. http://etd.lib.msu.edu/islandora/object/etd:35057.

MLA Handbook (7^th Edition):

Remp, Ann M (Ann Marie). “An experimental study of the relationship between Listening and Conventional Instruction and the transcribing and proofreading skills used in the word processing environment.” 1981. Web. 15 Dec 2019.

Vancouver:

Remp AM(M. An experimental study of the relationship between Listening and Conventional Instruction and the transcribing and proofreading skills used in the word processing environment. [Internet] [Doctoral dissertation]. Michigan State University; 1981. [cited 2019 Dec 15]. Available from: http://etd.lib.msu.edu/islandora/object/etd:35057.

Council of Science Editors:

Remp AM(M. An experimental study of the relationship between Listening and Conventional Instruction and the transcribing and proofreading skills used in the word processing environment. [Doctoral Dissertation]. Michigan State University; 1981. Available from: http://etd.lib.msu.edu/islandora/object/etd:35057

Simon Fraser University

10. Grace, Bette Joan. Where, when, and how to teach keyboarding.

Degree: 1989, Simon Fraser University

URL: http://summit.sfu.ca/item/5547

Subjects/Keywords: Electronic data processing – Keyboarding – Study and teaching.

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APA (6^th Edition):

Grace, B. J. (1989). Where, when, and how to teach keyboarding. (Thesis). Simon Fraser University. Retrieved from http://summit.sfu.ca/item/5547

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

Chicago Manual of Style (16^th Edition):

Grace, Bette Joan. “Where, when, and how to teach keyboarding.” 1989. Thesis, Simon Fraser University. Accessed December 15, 2019. http://summit.sfu.ca/item/5547.

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

MLA Handbook (7^th Edition):

Grace, Bette Joan. “Where, when, and how to teach keyboarding.” 1989. Web. 15 Dec 2019.

Vancouver:

Grace BJ. Where, when, and how to teach keyboarding. [Internet] [Thesis]. Simon Fraser University; 1989. [cited 2019 Dec 15]. Available from: http://summit.sfu.ca/item/5547.

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

Council of Science Editors:

Grace BJ. Where, when, and how to teach keyboarding. [Thesis]. Simon Fraser University; 1989. Available from: http://summit.sfu.ca/item/5547

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

Montana State University

11. Ruble, Darlene B. Microcomputer interfacing in Montana secondary science classrooms.

Degree: 1997, Montana State University

URL: https://scholarworks.montana.edu/xmlui/handle/1/11323

Subjects/Keywords: Science Study and teaching.; Electronic data processing.; Education, Secondary.

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APA (6^th Edition):

Ruble, D. B. (1997). Microcomputer interfacing in Montana secondary science classrooms. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/11323

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

Chicago Manual of Style (16^th Edition):

Ruble, Darlene B. “Microcomputer interfacing in Montana secondary science classrooms.” 1997. Thesis, Montana State University. Accessed December 15, 2019. https://scholarworks.montana.edu/xmlui/handle/1/11323.

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

MLA Handbook (7^th Edition):

Ruble, Darlene B. “Microcomputer interfacing in Montana secondary science classrooms.” 1997. Web. 15 Dec 2019.

Vancouver:

Ruble DB. Microcomputer interfacing in Montana secondary science classrooms. [Internet] [Thesis]. Montana State University; 1997. [cited 2019 Dec 15]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/11323.

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

Council of Science Editors:

Ruble DB. Microcomputer interfacing in Montana secondary science classrooms. [Thesis]. Montana State University; 1997. Available from: https://scholarworks.montana.edu/xmlui/handle/1/11323

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

University of Alberta

12. Burnstad, Patricia J. Keyboarding as a tool in a grade 2/3 class.

Degree: MEd, Department of Secondary Education, 1991, University of Alberta

URL: https://era.library.ualberta.ca/files/sj1394675

Subjects/Keywords: Computer-assisted instruction.; Electronic data processing – Keyboarding – Study and teaching (Elementary)

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APA (6^th Edition):

Burnstad, P. J. (1991). Keyboarding as a tool in a grade 2/3 class. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/sj1394675

Chicago Manual of Style (16^th Edition):

Burnstad, Patricia J. “Keyboarding as a tool in a grade 2/3 class.” 1991. Masters Thesis, University of Alberta. Accessed December 15, 2019. https://era.library.ualberta.ca/files/sj1394675.

MLA Handbook (7^th Edition):

Burnstad, Patricia J. “Keyboarding as a tool in a grade 2/3 class.” 1991. Web. 15 Dec 2019.

Vancouver:

Burnstad PJ. Keyboarding as a tool in a grade 2/3 class. [Internet] [Masters thesis]. University of Alberta; 1991. [cited 2019 Dec 15]. Available from: https://era.library.ualberta.ca/files/sj1394675.

Council of Science Editors:

Burnstad PJ. Keyboarding as a tool in a grade 2/3 class. [Masters Thesis]. University of Alberta; 1991. Available from: https://era.library.ualberta.ca/files/sj1394675

University of Wisconsin – Stout

13. Jameson, Dawn. An evaluation to determine the need to re-teach the keyboard at the high school level in Merrill, Wisconsin.

Degree: 2008, University of Wisconsin – Stout

URL: http://www.uwstout.edu/lib/thesis/2008/2008jamesond.pdf ; http://digital.library.wisc.edu/1793/42707

Subjects/Keywords: Keyboarding – Study and teaching; Education, Secondary – Evaluation

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APA (6^th Edition):

Jameson, D. (2008). An evaluation to determine the need to re-teach the keyboard at the high school level in Merrill, Wisconsin. (Thesis). University of Wisconsin – Stout. Retrieved from http://www.uwstout.edu/lib/thesis/2008/2008jamesond.pdf ; http://digital.library.wisc.edu/1793/42707

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

Chicago Manual of Style (16^th Edition):

Jameson, Dawn. “An evaluation to determine the need to re-teach the keyboard at the high school level in Merrill, Wisconsin.” 2008. Thesis, University of Wisconsin – Stout. Accessed December 15, 2019. http://www.uwstout.edu/lib/thesis/2008/2008jamesond.pdf ; http://digital.library.wisc.edu/1793/42707.

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

MLA Handbook (7^th Edition):

Jameson, Dawn. “An evaluation to determine the need to re-teach the keyboard at the high school level in Merrill, Wisconsin.” 2008. Web. 15 Dec 2019.

Vancouver:

Jameson D. An evaluation to determine the need to re-teach the keyboard at the high school level in Merrill, Wisconsin. [Internet] [Thesis]. University of Wisconsin – Stout; 2008. [cited 2019 Dec 15]. Available from: http://www.uwstout.edu/lib/thesis/2008/2008jamesond.pdf ; http://digital.library.wisc.edu/1793/42707.

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

Council of Science Editors:

Jameson D. An evaluation to determine the need to re-teach the keyboard at the high school level in Merrill, Wisconsin. [Thesis]. University of Wisconsin – Stout; 2008. Available from: http://www.uwstout.edu/lib/thesis/2008/2008jamesond.pdf ; http://digital.library.wisc.edu/1793/42707

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

Oregon State University

14. Campbell, Matthew Paul, 1983-. Responsive pedagogies of practice : researching an ambitious secondary mathematics teacher education design.

Degree: PhD, Mathematics Education, 2014, Oregon State University

URL: http://hdl.handle.net/1957/50775

► Design in secondary mathematics teacher education must prepare teacher candidates to do the work of ambitious and equitable mathematics teaching with skill by situating development… (more)

▼ Design in secondary mathematics teacher education must prepare teacher candidates to do the work of ambitious and equitable mathematics teaching with skill by situating development in the work of teaching and incorporating opportunities to investigate and enact teaching. Teacher education designs must also be responsive to the work that mathematics teachers are expected to do in school settings – which are a product of a set of goals, expectations, and communities that have formed over long histories. This dissertation pursues novel and emerging questions around what the design and implementation of a responsive and practice-focused approach to teacher education – what I call a responsive pedagogy of practice – entails, how those entailments are informed by the work of teaching in schools, and how those entailments inform what individuals do in teacher education programs. Three manuscripts collectively illustrate progress on these ideas, drawing upon data and analyses from design-based research in a secondary mathematics teacher education program. The first manuscript addresses a question of what is meant by and entailed in the design and implementation of a responsive pedagogy of practice. Through an intertwined process of design, implementation, analyses, and revision, three sets of findings informing the development of a theory of responsive pedagogies of practice emerged. First, two needs emerged in addition to the initial attention to developing teacher candidates' instructional skill – aligning with the mathematics of the secondary classroom and developing teacher candidates’ mathematical knowledge for teaching (MKT; Ball, Thames, & Phelps, 2008). The negotiation of these multiple needs poses a challenge for teacher educators. This negotiation also gave rise to a second finding involving the development of instructional skill, which needs to focus on the development on multiple levels of pedagogical tools. Further, a set of pedagogical tools must be derived, in part, from the work that teacher candidates do in school settings. Ultimately, this means that responsiveness in teacher education entails preparing teacher candidates to do what is typically done in school settings while also finding the openings at which to press for more ambitious and equitable teaching practice. Finally, a third finding emerged regarding the novel roles for teacher educators and partner teachers that are constructed through a responsive and practice-focused pedagogy of teacher education. The second manuscript highlights analyses conducted to further investigate the features of the activity of secondary mathematics teaching to which a teacher education design needs to be responsive. Data from teacher candidates' enactments across two settings – the university methods courses and their student teaching placements – were drawn upon to identify the entailments of the activity of secondary mathematics teaching. A modified analytic framework from Leont’ev (1981) and Wertsch, Minick, and Arns (1984) was used to analyze the work of teacher… Advisors/Committee Members: Elliott, Rebekah L. (advisor), Aaron, Wendy Rose (committee member).

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

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APA (6^th Edition):

Campbell, Matthew Paul, 1. (2014). Responsive pedagogies of practice : researching an ambitious secondary mathematics teacher education design. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/50775

Chicago Manual of Style (16^th Edition):

Campbell, Matthew Paul, 1983-. “Responsive pedagogies of practice : researching an ambitious secondary mathematics teacher education design.” 2014. Doctoral Dissertation, Oregon State University. Accessed December 15, 2019. http://hdl.handle.net/1957/50775.

MLA Handbook (7^th Edition):

Campbell, Matthew Paul, 1983-. “Responsive pedagogies of practice : researching an ambitious secondary mathematics teacher education design.” 2014. Web. 15 Dec 2019.

Vancouver:

Campbell, Matthew Paul 1. Responsive pedagogies of practice : researching an ambitious secondary mathematics teacher education design. [Internet] [Doctoral dissertation]. Oregon State University; 2014. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/1957/50775.

Council of Science Editors:

Campbell, Matthew Paul 1. Responsive pedagogies of practice : researching an ambitious secondary mathematics teacher education design. [Doctoral Dissertation]. Oregon State University; 2014. Available from: http://hdl.handle.net/1957/50775

University of Hong Kong

15. 周鴻強; Chow, Hung-keung. The relationship between spatial sense and secondary three students' learning of the solid visualization in 3D figures.

Degree: MEd, 2015, University of Hong Kong

URL: Chow, H. [周鴻強]. (2015). The relationship between spatial sense and secondary three students' learning of the solid visualization in 3D figures. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5703914 ; http://hdl.handle.net/10722/223641

►

In this study, the spatial sense development before and after learning the topic “More about 3D figures” was investigated and the spatial sense differences of… (more)

▼

In this study, the spatial sense development before and after learning the topic “More about 3D figures” was investigated and the spatial sense differences of junior secondary students among genders and ability groups with similar social-economical background were analyzed. The performance of secondary 1 to 3 students (N = 374) on a 24multiple-choice questions of Mental Rotation Test (MRT) which can reflect students’ spatial sense (Peters et al., 1995; Vandenberg & Kuse, 1978) was measured. The results showed that after lesson intervention in S3, (1) the mean difference of overall spatial sense is statistically significantly improved at the 0.01 level, (2) the mean difference of the performance in hard level questions has more significant improvement than the easy and medium level questions statistically at the .001 level, and (3) the mean difference of the performance twisted view questions had a significant change than in overlapped view question at the .001 level. For gender difference, considerable differences in the MRT of male and female students in all junior forms were found at 0.001 level in which support the literatures that male advantage in spatial tasks than female (Hedges & Nowell, 1995; Voyer, 1996; Voyer et al., 1995). In ability group difference, results revealed that significant differences were found in S2 and S3 top ability students’ performance in medium level questions at .05 level, and S3 top ability students’ performance in twisted-overlapped view questions at .05 level. It is believed that moderate and complicated mental rotation was more challenging for most of the students with low-average ability but not top students from the findings. For the implications, this study further confirmed that the needs of specific teaching strategies or manipulatives (scaffolds) in geometry learning in the existence of spatial sense difference among genders or mathematics ability groups.

published_or_final_version

Education

Master

Master of Education

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

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

APA (6^th Edition):

周鴻強; Chow, H. (2015). The relationship between spatial sense and secondary three students' learning of the solid visualization in 3D figures. (Masters Thesis). University of Hong Kong. Retrieved from Chow, H. [周鴻強]. (2015). The relationship between spatial sense and secondary three students' learning of the solid visualization in 3D figures. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5703914 ; http://hdl.handle.net/10722/223641

Chicago Manual of Style (16^th Edition):

周鴻強; Chow, Hung-keung. “The relationship between spatial sense and secondary three students' learning of the solid visualization in 3D figures.” 2015. Masters Thesis, University of Hong Kong. Accessed December 15, 2019. Chow, H. [周鴻強]. (2015). The relationship between spatial sense and secondary three students' learning of the solid visualization in 3D figures. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5703914 ; http://hdl.handle.net/10722/223641.

MLA Handbook (7^th Edition):

周鴻強; Chow, Hung-keung. “The relationship between spatial sense and secondary three students' learning of the solid visualization in 3D figures.” 2015. Web. 15 Dec 2019.

Vancouver:

周鴻強; Chow H. The relationship between spatial sense and secondary three students' learning of the solid visualization in 3D figures. [Internet] [Masters thesis]. University of Hong Kong; 2015. [cited 2019 Dec 15]. Available from: Chow, H. [周鴻強]. (2015). The relationship between spatial sense and secondary three students' learning of the solid visualization in 3D figures. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5703914 ; http://hdl.handle.net/10722/223641.

Council of Science Editors:

周鴻強; Chow H. The relationship between spatial sense and secondary three students' learning of the solid visualization in 3D figures. [Masters Thesis]. University of Hong Kong; 2015. Available from: Chow, H. [周鴻強]. (2015). The relationship between spatial sense and secondary three students' learning of the solid visualization in 3D figures. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5703914 ; http://hdl.handle.net/10722/223641

University of Hong Kong

16. Hui, See-ming. A study of schema and cognitive models in teaching and learning geometry.

Degree: MEd, 2015, University of Hong Kong

URL: Hui, S. [許思明]. (2015). A study of schema and cognitive models in teaching and learning geometry. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5703991 ; http://hdl.handle.net/10722/223648

►

The aim of this paper is to investigate the role of schema and cognitive models in teaching and learning geometry. Differences in schema structure and… (more)

Subjects/Keywords: Geometry - Study and teaching (Secondary)

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

APA (6^th Edition):

Hui, S. (2015). A study of schema and cognitive models in teaching and learning geometry. (Masters Thesis). University of Hong Kong. Retrieved from Hui, S. [許思明]. (2015). A study of schema and cognitive models in teaching and learning geometry. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5703991 ; http://hdl.handle.net/10722/223648

Chicago Manual of Style (16^th Edition):

Hui, See-ming. “A study of schema and cognitive models in teaching and learning geometry.” 2015. Masters Thesis, University of Hong Kong. Accessed December 15, 2019. Hui, S. [許思明]. (2015). A study of schema and cognitive models in teaching and learning geometry. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5703991 ; http://hdl.handle.net/10722/223648.

MLA Handbook (7^th Edition):

Hui, See-ming. “A study of schema and cognitive models in teaching and learning geometry.” 2015. Web. 15 Dec 2019.

Vancouver:

Hui S. A study of schema and cognitive models in teaching and learning geometry. [Internet] [Masters thesis]. University of Hong Kong; 2015. [cited 2019 Dec 15]. Available from: Hui, S. [許思明]. (2015). A study of schema and cognitive models in teaching and learning geometry. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5703991 ; http://hdl.handle.net/10722/223648.

Council of Science Editors:

Hui S. A study of schema and cognitive models in teaching and learning geometry. [Masters Thesis]. University of Hong Kong; 2015. Available from: Hui, S. [許思明]. (2015). A study of schema and cognitive models in teaching and learning geometry. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5703991 ; http://hdl.handle.net/10722/223648

University of Hong Kong

17. 陳錦河; Chan, Kam-ho. Experienced teachers' development of pedagogical content knowledge for teaching a new topic.

Degree: PhD, 2014, University of Hong Kong

URL: Chan, K. [陳錦河]. (2014). Experienced teachers' development of pedagogical content knowledge for teaching a new topic. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5328025. ; http://dx.doi.org/10.5353/th_b5328025 ; http://hdl.handle.net/10722/246671

► New topics are continually being added to high school curricula to keep pace with scientific advancements; hence, it is not uncommon for science teachers to… (more)

▼ New topics are continually being added to high school curricula to keep pace with scientific advancements; hence, it is not uncommon for science teachers to be required to teach new content. To date, however, little research has been conducted to investigate how experienced teachers develop the requisite knowledge for teaching new topics. This multiple-case study employed Pedagogical Content Knowledge (PCK) as a lens to examine the topic-specific knowledge of six experienced teachers and the factors influencing that development. It is situated in a unique context — the teachers’ first attempts at teaching a new topic within their subject specialization. Data sources included classroom observations, field notes, semi-structured interviews and classroom artefacts. The content and structure of the teachers’ initial PCK for teaching the new topic, Polymerase Chain Reaction (PCR), were captured and documented using Content Representations (CoRes), PCK reporting tables, teaching vignettes and modified PCK maps. Results show that the teachers developed PCK of different qualities, and that individual teachers’ PCK varied across the content themes of the topic. Teachers’ knowledge of students was the most frequently integrated PCK component, whereas knowledge of assessment was the least integrated component. Four teachers were chosen for in-depth case studies to illuminate the factors influencing their initial PCK development. Facilitative factors identified included strong subject matter knowledge (SMK), strong pedagogical knowledge, and a disposition to enact general instructional/pedagogical strategies conducive to PCK development. Inhibitory factors were didactic-rote learning science teaching orientations, weak SMK, rough lesson planning and faulty assessment practices. The findings suggest that experienced teachers’ prior teaching experience may facilitate teachers’ initial PCK development when the teachers: (1) aim at teaching for conceptual understanding; (2) have developed, based on their prior teaching experience, instructional/pedagogical strategies conducive to PCK development; (3) possess secure SMK of the new topic; and, (4) show the disposition for and commitment to enacting desirable instructional/pedagogical strategies in the context of teaching the new topic. This study also explored the phenomenon referred to as on-site PCK development, in which teachers invented new instructional strategies/representations during the interactive phase of the lesson. It identified potential stimuli for on-site PCK development and the influence of various facilitating and hindering factors. The findings pave the way for further research into this oft-ignored method of PCK development. This study contributes methodologically to the PCK literature by illustrating how the PCK map approach can be further refined to portray teachers’ PCK more comprehensively. Modified PCK maps visually depict teachers’ PCK along two important dimensions: the degree of integration among PCK components and the quality of selected…

Subjects/Keywords: Science - Study and teaching (Secondary)

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

APA (6^th Edition):

陳錦河; Chan, K. (2014). Experienced teachers' development of pedagogical content knowledge for teaching a new topic. (Doctoral Dissertation). University of Hong Kong. Retrieved from Chan, K. [陳錦河]. (2014). Experienced teachers' development of pedagogical content knowledge for teaching a new topic. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5328025. ; http://dx.doi.org/10.5353/th_b5328025 ; http://hdl.handle.net/10722/246671

Chicago Manual of Style (16^th Edition):

陳錦河; Chan, Kam-ho. “Experienced teachers' development of pedagogical content knowledge for teaching a new topic.” 2014. Doctoral Dissertation, University of Hong Kong. Accessed December 15, 2019. Chan, K. [陳錦河]. (2014). Experienced teachers' development of pedagogical content knowledge for teaching a new topic. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5328025. ; http://dx.doi.org/10.5353/th_b5328025 ; http://hdl.handle.net/10722/246671.

MLA Handbook (7^th Edition):

陳錦河; Chan, Kam-ho. “Experienced teachers' development of pedagogical content knowledge for teaching a new topic.” 2014. Web. 15 Dec 2019.

Vancouver:

陳錦河; Chan K. Experienced teachers' development of pedagogical content knowledge for teaching a new topic. [Internet] [Doctoral dissertation]. University of Hong Kong; 2014. [cited 2019 Dec 15]. Available from: Chan, K. [陳錦河]. (2014). Experienced teachers' development of pedagogical content knowledge for teaching a new topic. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5328025. ; http://dx.doi.org/10.5353/th_b5328025 ; http://hdl.handle.net/10722/246671.

Council of Science Editors:

陳錦河; Chan K. Experienced teachers' development of pedagogical content knowledge for teaching a new topic. [Doctoral Dissertation]. University of Hong Kong; 2014. Available from: Chan, K. [陳錦河]. (2014). Experienced teachers' development of pedagogical content knowledge for teaching a new topic. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5328025. ; http://dx.doi.org/10.5353/th_b5328025 ; http://hdl.handle.net/10722/246671

University of Hong Kong

18. Hung, Yuen-mang, Venus. Meaningful learning of cell division and genetics.

Degree: MEd, 2014, University of Hong Kong

URL: Hung, Y. V. [洪婉萌]. (2014). Meaningful learning of cell division and genetics. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5396444 ; http://dx.doi.org/10.5353/th_b5396444 ; http://hdl.handle.net/10722/209665

►

Meaningful learning is where the learner actively integrates new knowledge to his or her existing knowledge base. It involves the use of cognitive strategies and… (more)

▼

Meaningful learning is where the learner actively integrates new knowledge to his or her existing knowledge base. It involves the use of cognitive strategies and self-regulation. What motivates a learner to do so is found to be related to variables like the motivational beliefs, personal goal orientation and affect as well as the perception towards the teacher and his or her classroom context. The study surveyed a group of S6 biology students to examine the correlations between some of the different variables noted above. Students learning of cell division and inheritance is investigated to find out how pedagogy involving hybrid dynamic visualization (integration of dynamic animations to a static diagram) may promote meaningful learning. Two teachers, a subject teacher and a tutor, taught the same topics to the same group. The perception towards these two teachers and their classroom contexts were compared to see how much their perceptions were correlated to the student’s motivational beliefs, personal goal orientation, self-regulated learning behaviour and affect. The findings of the study support previous research that students relate their motivational beliefs and goal orientations to the cognitive strategy used. Besides, female students relate their personal goal orientations, self-regulated learning behavior and emotions to teachers of either gender more than male counterparts. The tutor and her classroom context have been perceived as more mastery goal oriented which aligns with the motivational beliefs and personal goal orientation of the students, whereas the subject teacher is perceived as one with a mixture of both mastery and performance goals and this has no statistical correlation with students’ motivational beliefs, achievement goal orientation or self-regulated learning strategies. The pedagogy seemed to more successfully help students master the concepts of cell division and inheritance and apply them to solve genetics problems compared with traditional teaching. Individual interviews, however, shows that the relevant skills of reasoning are yet to be improved. To conclude, a classroom with a mastery goal orientation through carefully designed pedagogy may promote meaningful learning.

published_or_final_version

Education

Master

Master of Education

Subjects/Keywords: Biology - Study and teaching (Secondary)

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APA (6^th Edition):

Hung, Yuen-mang, V. (2014). Meaningful learning of cell division and genetics. (Masters Thesis). University of Hong Kong. Retrieved from Hung, Y. V. [洪婉萌]. (2014). Meaningful learning of cell division and genetics. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5396444 ; http://dx.doi.org/10.5353/th_b5396444 ; http://hdl.handle.net/10722/209665

Chicago Manual of Style (16^th Edition):

Hung, Yuen-mang, Venus. “Meaningful learning of cell division and genetics.” 2014. Masters Thesis, University of Hong Kong. Accessed December 15, 2019. Hung, Y. V. [洪婉萌]. (2014). Meaningful learning of cell division and genetics. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5396444 ; http://dx.doi.org/10.5353/th_b5396444 ; http://hdl.handle.net/10722/209665.

MLA Handbook (7^th Edition):

Hung, Yuen-mang, Venus. “Meaningful learning of cell division and genetics.” 2014. Web. 15 Dec 2019.

Vancouver:

Hung, Yuen-mang V. Meaningful learning of cell division and genetics. [Internet] [Masters thesis]. University of Hong Kong; 2014. [cited 2019 Dec 15]. Available from: Hung, Y. V. [洪婉萌]. (2014). Meaningful learning of cell division and genetics. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5396444 ; http://dx.doi.org/10.5353/th_b5396444 ; http://hdl.handle.net/10722/209665.

Council of Science Editors:

Hung, Yuen-mang V. Meaningful learning of cell division and genetics. [Masters Thesis]. University of Hong Kong; 2014. Available from: Hung, Y. V. [洪婉萌]. (2014). Meaningful learning of cell division and genetics. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5396444 ; http://dx.doi.org/10.5353/th_b5396444 ; http://hdl.handle.net/10722/209665

University of Hong Kong

19. Chan, Sin-yan. Students' conceptions of stoichiometry at the submicro level.

Degree: MEd, 2014, University of Hong Kong

URL: Chan, S. [陳倩欣]. (2014). Students' conceptions of stoichiometry at the submicro level. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5396387 ; http://dx.doi.org/10.5353/th_b5396387 ; http://hdl.handle.net/10722/209683

►

Stoichiometry is an important topic in chemistry. It tells how many reactants are required to produce a certain amount of product in terms of mass,… (more)

Subjects/Keywords: Chemistry - Study and teaching (Secondary)

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APA (6^th Edition):

Chan, S. (2014). Students' conceptions of stoichiometry at the submicro level. (Masters Thesis). University of Hong Kong. Retrieved from Chan, S. [陳倩欣]. (2014). Students' conceptions of stoichiometry at the submicro level. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5396387 ; http://dx.doi.org/10.5353/th_b5396387 ; http://hdl.handle.net/10722/209683

Chicago Manual of Style (16^th Edition):

Chan, Sin-yan. “Students' conceptions of stoichiometry at the submicro level.” 2014. Masters Thesis, University of Hong Kong. Accessed December 15, 2019. Chan, S. [陳倩欣]. (2014). Students' conceptions of stoichiometry at the submicro level. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5396387 ; http://dx.doi.org/10.5353/th_b5396387 ; http://hdl.handle.net/10722/209683.

MLA Handbook (7^th Edition):

Chan, Sin-yan. “Students' conceptions of stoichiometry at the submicro level.” 2014. Web. 15 Dec 2019.

Vancouver:

Chan S. Students' conceptions of stoichiometry at the submicro level. [Internet] [Masters thesis]. University of Hong Kong; 2014. [cited 2019 Dec 15]. Available from: Chan, S. [陳倩欣]. (2014). Students' conceptions of stoichiometry at the submicro level. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5396387 ; http://dx.doi.org/10.5353/th_b5396387 ; http://hdl.handle.net/10722/209683.

Council of Science Editors:

Chan S. Students' conceptions of stoichiometry at the submicro level. [Masters Thesis]. University of Hong Kong; 2014. Available from: Chan, S. [陳倩欣]. (2014). Students' conceptions of stoichiometry at the submicro level. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5396387 ; http://dx.doi.org/10.5353/th_b5396387 ; http://hdl.handle.net/10722/209683

University of Hong Kong

20. 張敏麗; Cheung, Man-lai. The effectiveness and problems of utilizing diagrams for secondary school students' learning of cell divisions.

Degree: MEd, 2014, University of Hong Kong

URL: Cheung, M. [張敏麗]. (2014). The effectiveness and problems of utilizing diagrams for secondary school students' learning of cell divisions. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5396402 ; http://dx.doi.org/10.5353/th_b5396402 ; http://hdl.handle.net/10722/209691

► Cell division is a topic widely recognized by biology teachers for its importance in the curriculum. However, it is also regarded by teachers and students… (more)

▼ Cell division is a topic widely recognized by biology teachers for its importance in the curriculum. However, it is also regarded by teachers and students as a very difficult topic. Students at different school levels often hold many misconceptions in cell divisions. While diagrams have been so commonly employed in biology textbooks to enhance the textual representation of cell divisions, the researcher of this study questioned about the cognitive role of the diagrams in helping students construct new concepts of cell divisions, as well as students’ competence in learning from the diagrams. This exploratory study was conducted to investigate how secondary school students made use of textbook diagrams to gain new information about cell divisions, if and how the diagrams induced misconceptions in students, the problems students encountered when interpreting the diagrams and captions, and their perceptions of the usefulness of diagrams in learning cell divisions specifically and biology in general. Twenty-two secondary four students took part in this study. They were provided with a textbook illustration of mitotic and meiotic cell divisions, consisting of schematic diagrams and captions, for self-study. Data was collected from the students’ performance on a task sheet and their responses in individual interview. The task sheet assessed the new concepts (and/or misconceptions) constructed by the students through their (mis-)interpretation of the diagrams and captions in the illustration. The individual interview probed deeper into the students’ cognitive processing of the information in the illustration. Results showed that the students were able to employ different strategies to interpret the diagrams and captions to construct new knowledge to solve problems in the task sheet. However, they also showed weaknesses and problems in interpreting the diagrams. The problems included superficial processing of diagrams, lack of awareness and skills of interpreting diagram conventions, misinterpretation of temporal relationship among different diagrams or different diagram components. As a result, a number of misconceptions on cell divisions were detected among the students. These included misconceptions related to: (1) changes in chromosome number in cell divisions, (2) crossing over occurring at metaphase I of meiosis, and chromosome arrangement at metaphase I. The study also found that students generally perceived diagrams useful for learning cell divisions, but not for learning biology in general. They seemed to have underestimated the functions of textbook diagrams in representing biology concepts and undervalued the roles that diagrams may play in assessment of their understanding of biological concepts. The research findings contribute to the literature on misconceptions of cell divisions by uncovering students’ misinterpretation of specific kinds of diagrams as the origin of their learning difficulties. The findings also contribute to the growing literature on students’ visual perception and the power of…

Subjects/Keywords: Biology - Study and teaching (Secondary)

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

APA (6^th Edition):

張敏麗; Cheung, M. (2014). The effectiveness and problems of utilizing diagrams for secondary school students' learning of cell divisions. (Masters Thesis). University of Hong Kong. Retrieved from Cheung, M. [張敏麗]. (2014). The effectiveness and problems of utilizing diagrams for secondary school students' learning of cell divisions. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5396402 ; http://dx.doi.org/10.5353/th_b5396402 ; http://hdl.handle.net/10722/209691

Chicago Manual of Style (16^th Edition):

張敏麗; Cheung, Man-lai. “The effectiveness and problems of utilizing diagrams for secondary school students' learning of cell divisions.” 2014. Masters Thesis, University of Hong Kong. Accessed December 15, 2019. Cheung, M. [張敏麗]. (2014). The effectiveness and problems of utilizing diagrams for secondary school students' learning of cell divisions. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5396402 ; http://dx.doi.org/10.5353/th_b5396402 ; http://hdl.handle.net/10722/209691.

MLA Handbook (7^th Edition):

張敏麗; Cheung, Man-lai. “The effectiveness and problems of utilizing diagrams for secondary school students' learning of cell divisions.” 2014. Web. 15 Dec 2019.

Vancouver:

張敏麗; Cheung M. The effectiveness and problems of utilizing diagrams for secondary school students' learning of cell divisions. [Internet] [Masters thesis]. University of Hong Kong; 2014. [cited 2019 Dec 15]. Available from: Cheung, M. [張敏麗]. (2014). The effectiveness and problems of utilizing diagrams for secondary school students' learning of cell divisions. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5396402 ; http://dx.doi.org/10.5353/th_b5396402 ; http://hdl.handle.net/10722/209691.

Council of Science Editors:

張敏麗; Cheung M. The effectiveness and problems of utilizing diagrams for secondary school students' learning of cell divisions. [Masters Thesis]. University of Hong Kong; 2014. Available from: Cheung, M. [張敏麗]. (2014). The effectiveness and problems of utilizing diagrams for secondary school students' learning of cell divisions. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5396402 ; http://dx.doi.org/10.5353/th_b5396402 ; http://hdl.handle.net/10722/209691

Central Connecticut State University

21. Cropper-Alt, Zachary Matthew, 1982-. A comparison of the effectiveness of instrumental and relational teaching in trigonometry.

Degree: Department of Mathematical Sciences, 2010, Central Connecticut State University

URL: http://content.library.ccsu.edu/u?/ccsutheses,1575

► In recent years, mathematics instruction has been undergoing a change from a discipline that teaches procedures and skills to a more exploratory style, which creates… (more)

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

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APA (6^th Edition):

Cropper-Alt, Zachary Matthew, 1. (2010). A comparison of the effectiveness of instrumental and relational teaching in trigonometry. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1575

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

Chicago Manual of Style (16^th Edition):

Cropper-Alt, Zachary Matthew, 1982-. “A comparison of the effectiveness of instrumental and relational teaching in trigonometry.” 2010. Thesis, Central Connecticut State University. Accessed December 15, 2019. http://content.library.ccsu.edu/u?/ccsutheses,1575.

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

MLA Handbook (7^th Edition):

Cropper-Alt, Zachary Matthew, 1982-. “A comparison of the effectiveness of instrumental and relational teaching in trigonometry.” 2010. Web. 15 Dec 2019.

Vancouver:

Cropper-Alt, Zachary Matthew 1. A comparison of the effectiveness of instrumental and relational teaching in trigonometry. [Internet] [Thesis]. Central Connecticut State University; 2010. [cited 2019 Dec 15]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1575.

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

Council of Science Editors:

Cropper-Alt, Zachary Matthew 1. A comparison of the effectiveness of instrumental and relational teaching in trigonometry. [Thesis]. Central Connecticut State University; 2010. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1575

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

Central Connecticut State University

22. Rose, Pamela Leavitt, 1962-. Using construction to teach definitions in high school geometry.

Degree: Department of Mathematical Sciences, 2010, Central Connecticut State University

URL: http://content.library.ccsu.edu/u?/ccsutheses,1634

► The purpose of this study is to improve the understanding of geometry definitions of beginning geometry students at the high school level through the use… (more)

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

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APA (6^th Edition):

Rose, Pamela Leavitt, 1. (2010). Using construction to teach definitions in high school geometry. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1634

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

Chicago Manual of Style (16^th Edition):

Rose, Pamela Leavitt, 1962-. “Using construction to teach definitions in high school geometry.” 2010. Thesis, Central Connecticut State University. Accessed December 15, 2019. http://content.library.ccsu.edu/u?/ccsutheses,1634.

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

MLA Handbook (7^th Edition):

Rose, Pamela Leavitt, 1962-. “Using construction to teach definitions in high school geometry.” 2010. Web. 15 Dec 2019.

Vancouver:

Rose, Pamela Leavitt 1. Using construction to teach definitions in high school geometry. [Internet] [Thesis]. Central Connecticut State University; 2010. [cited 2019 Dec 15]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1634.

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

Council of Science Editors:

Rose, Pamela Leavitt 1. Using construction to teach definitions in high school geometry. [Thesis]. Central Connecticut State University; 2010. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1634

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

Central Connecticut State University

23. LaMesa, Jason Anthony, 1979-. A series of lessons for introducing the limit concept to advance placement calculus students.

Degree: Department of Mathematical Sciences, 2011, Central Connecticut State University

URL: http://content.library.ccsu.edu/u?/ccsutheses,1695

► As an Advanced Placement Calculus (APC) teacher I have observed many students struggle with the transition from pre-calculus to calculus. Many of these students were… (more)

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

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APA (6^th Edition):

LaMesa, Jason Anthony, 1. (2011). A series of lessons for introducing the limit concept to advance placement calculus students. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1695

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

Chicago Manual of Style (16^th Edition):

LaMesa, Jason Anthony, 1979-. “A series of lessons for introducing the limit concept to advance placement calculus students.” 2011. Thesis, Central Connecticut State University. Accessed December 15, 2019. http://content.library.ccsu.edu/u?/ccsutheses,1695.

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

MLA Handbook (7^th Edition):

LaMesa, Jason Anthony, 1979-. “A series of lessons for introducing the limit concept to advance placement calculus students.” 2011. Web. 15 Dec 2019.

Vancouver:

LaMesa, Jason Anthony 1. A series of lessons for introducing the limit concept to advance placement calculus students. [Internet] [Thesis]. Central Connecticut State University; 2011. [cited 2019 Dec 15]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1695.

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

Council of Science Editors:

LaMesa, Jason Anthony 1. A series of lessons for introducing the limit concept to advance placement calculus students. [Thesis]. Central Connecticut State University; 2011. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1695

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

Central Connecticut State University

24. Seltzer, Mark, 1960-. Utilizing dynamic geometry environments in high school geometry.

Degree: Department of Mathematical Sciences, 2011, Central Connecticut State University

URL: http://content.library.ccsu.edu/u?/ccsutheses,1698

► This special project studied a group of 25 urban high school students from a level 2 (low level) Geometry class. The class participated in a… (more)

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

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APA (6^th Edition):

Seltzer, Mark, 1. (2011). Utilizing dynamic geometry environments in high school geometry. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1698

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

Chicago Manual of Style (16^th Edition):

Seltzer, Mark, 1960-. “Utilizing dynamic geometry environments in high school geometry.” 2011. Thesis, Central Connecticut State University. Accessed December 15, 2019. http://content.library.ccsu.edu/u?/ccsutheses,1698.

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

MLA Handbook (7^th Edition):

Seltzer, Mark, 1960-. “Utilizing dynamic geometry environments in high school geometry.” 2011. Web. 15 Dec 2019.

Vancouver:

Seltzer, Mark 1. Utilizing dynamic geometry environments in high school geometry. [Internet] [Thesis]. Central Connecticut State University; 2011. [cited 2019 Dec 15]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1698.

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

Council of Science Editors:

Seltzer, Mark 1. Utilizing dynamic geometry environments in high school geometry. [Thesis]. Central Connecticut State University; 2011. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1698

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

University of Victoria

25. McAskill, Donald Bruce. A program evaluation of applications of Mathematics 10 in British Columbia public schools.

Degree: Interdisciplinary Graduate Program, 2018, University of Victoria

URL: https://dspace.library.uvic.ca//handle/1828/9089

► This is an outcomes based program evaluation which used a nonequivalent control-group design to determine the effectiveness of the implementation of Applications of Mathematics 10… (more)

▼ This is an outcomes based program evaluation which used a nonequivalent control-group design to determine the effectiveness of the implementation of Applications of Mathematics 10 in British Columbia public schools. The Experimental Group (10 classes, N = 154) and Control Group (13 classes, N = 232) were selected as intact classes from a population of schools offering Applications of Mathematics 10 (Experimental Group) and Principles of Mathematics 10 and Mathematics 10A (Control Group) in the 1998/99 school year. The criteria used to evaluate this program consisted of: (1) a comparison of teaching methodology used in the 23 classes participating in the study based upon teacher surveys (pre-test and post-test) and logbooks kept by the teachers reporting the methodology used in each class; (2) a comparison of student achievement in the three courses based upon student achievement scores (pre-test and post-test) on multiple choice mathematics assessments; and, (3) a comparison of student attitudes towards mathematics in the three courses based upon student attitude scores (pre-test and post-test) on two surveys. Teachers in the Experimental and Control groups reported using different teaching strategies (but similar assessment strategies) in their respective classes. The Experimental Group teachers reported using teaching methodologies more consistent with the desired constructivist treatment than did the Control Group teachers. Using analysis of variance and subsequent post-hoc multiple comparisons of pre- and post-test means it was determined that student achievement scores in the Control Sub-Group, Principles of Mathematics 10 (pre-test M = 17.5, SD = 5.1; post-test M = 23.0, SD = 6.8), were significantly higher (pre- and post-test) than the Experimental Group scores (M = 12.6, SD = 4.2; post-test M = 14.8, SD = 4.8) and the Control Sub-Group scores, Mathematics 10A, (pre-test M = 10.6, SD = 3.9; post-test M = 12.8, SD = 4.6). The Experimental Group scored significantly higher than the Mathematics 10A sub-group on the pre-test assessment, but not the post-test assessment. It was also determined that student attitude toward mathematics scores in the Control Sub-Group, PM 10 (pre-test M = 13.2, SD = 3.0; post-test M = 12.8, SD = 3.2), were significantly higher (pre- and post-test) than the Experimental Group scores (M = 10.1, SD = 2.8; post-test M = 10.0, SD = 3.0) and the Control Sub-Group scores, 10A, (pre-test M = 9. 1, SD = 2.6; post-test M = 8.4, SD = 2.9). The Experimental Group scored significantly higher than the 10A sub-group on the post-test attitude toward mathematics assessment, but not the pre-test assessment. It was concluded that the Applications of Mathematics 10 implementation is a qualified success and that this model of delivering mathematics instruction should be pursued. Advisors/Committee Members: Francis-Pelton, Leslee (supervisor).

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

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APA (6^th Edition):

McAskill, D. B. (2018). A program evaluation of applications of Mathematics 10 in British Columbia public schools. (Thesis). University of Victoria. Retrieved from https://dspace.library.uvic.ca//handle/1828/9089

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

Chicago Manual of Style (16^th Edition):

McAskill, Donald Bruce. “A program evaluation of applications of Mathematics 10 in British Columbia public schools.” 2018. Thesis, University of Victoria. Accessed December 15, 2019. https://dspace.library.uvic.ca//handle/1828/9089.

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

MLA Handbook (7^th Edition):

McAskill, Donald Bruce. “A program evaluation of applications of Mathematics 10 in British Columbia public schools.” 2018. Web. 15 Dec 2019.

Vancouver:

McAskill DB. A program evaluation of applications of Mathematics 10 in British Columbia public schools. [Internet] [Thesis]. University of Victoria; 2018. [cited 2019 Dec 15]. Available from: https://dspace.library.uvic.ca//handle/1828/9089.

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

Council of Science Editors:

McAskill DB. A program evaluation of applications of Mathematics 10 in British Columbia public schools. [Thesis]. University of Victoria; 2018. Available from: https://dspace.library.uvic.ca//handle/1828/9089

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

Central Connecticut State University

26. Youman, Elizabeth E. (Elizabeth Emily), 1988-. A Meta-Study on Sustainability and Secondary Mathematics Education.

Degree: Department of Mathematical Sciences, 2018, Central Connecticut State University

URL: http://content.library.ccsu.edu/u?/ccsutheses,2631

►

This meta study examines using critical discourse analysis to show how sustainability is framed and used in current mathematics education research and to what extent… (more)

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

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APA (6^th Edition):

Youman, Elizabeth E. (Elizabeth Emily), 1. (2018). A Meta-Study on Sustainability and Secondary Mathematics Education. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,2631

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

Chicago Manual of Style (16^th Edition):

Youman, Elizabeth E. (Elizabeth Emily), 1988-. “A Meta-Study on Sustainability and Secondary Mathematics Education.” 2018. Thesis, Central Connecticut State University. Accessed December 15, 2019. http://content.library.ccsu.edu/u?/ccsutheses,2631.

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

MLA Handbook (7^th Edition):

Youman, Elizabeth E. (Elizabeth Emily), 1988-. “A Meta-Study on Sustainability and Secondary Mathematics Education.” 2018. Web. 15 Dec 2019.

Vancouver:

Youman, Elizabeth E. (Elizabeth Emily) 1. A Meta-Study on Sustainability and Secondary Mathematics Education. [Internet] [Thesis]. Central Connecticut State University; 2018. [cited 2019 Dec 15]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2631.

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

Council of Science Editors:

Youman, Elizabeth E. (Elizabeth Emily) 1. A Meta-Study on Sustainability and Secondary Mathematics Education. [Thesis]. Central Connecticut State University; 2018. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2631

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

Latrobe University

27. Lojko, Susana. The use of ICT in Secondary Spanish Classrooms.

Degree: 2010, Latrobe University

URL: http://hdl.handle.net/1959.9/499464

►

Thesis (Masters) - La Trobe University, 2010

Submission note: "A thesis submitted in total fulfilment of the requirements for the degree of Master of Education… (more)

Subjects/Keywords: Spanish language – Study and teaching (Secondary) – Victoria.; Spanish language – Study and teaching (Secondary) – Computer-assisted instruction.; Education – Data processing.; Second language acquisition – Computer-assisted instruction.

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APA (6^th Edition):

Lojko, S. (2010). The use of ICT in Secondary Spanish Classrooms. (Thesis). Latrobe University. Retrieved from http://hdl.handle.net/1959.9/499464

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

Chicago Manual of Style (16^th Edition):

Lojko, Susana. “The use of ICT in Secondary Spanish Classrooms.” 2010. Thesis, Latrobe University. Accessed December 15, 2019. http://hdl.handle.net/1959.9/499464.

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

MLA Handbook (7^th Edition):

Lojko, Susana. “The use of ICT in Secondary Spanish Classrooms.” 2010. Web. 15 Dec 2019.

Vancouver:

Lojko S. The use of ICT in Secondary Spanish Classrooms. [Internet] [Thesis]. Latrobe University; 2010. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/1959.9/499464.

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

Council of Science Editors:

Lojko S. The use of ICT in Secondary Spanish Classrooms. [Thesis]. Latrobe University; 2010. Available from: http://hdl.handle.net/1959.9/499464

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

Montana State University

28. Moore, Dale E. School district policies and practices relative to typewriter replacement and maintenance in four California counties.

Degree: 1962, Montana State University

URL: https://scholarworks.montana.edu/xmlui/handle/1/10863

Subjects/Keywords: Typewriting Study and teaching.; High schools.; Keyboarding.; Maintenance.; Repairing.

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APA (6^th Edition):

Moore, D. E. (1962). School district policies and practices relative to typewriter replacement and maintenance in four California counties. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10863

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

Chicago Manual of Style (16^th Edition):

Moore, Dale E. “School district policies and practices relative to typewriter replacement and maintenance in four California counties.” 1962. Thesis, Montana State University. Accessed December 15, 2019. https://scholarworks.montana.edu/xmlui/handle/1/10863.

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

MLA Handbook (7^th Edition):

Moore, Dale E. “School district policies and practices relative to typewriter replacement and maintenance in four California counties.” 1962. Web. 15 Dec 2019.

Vancouver:

Moore DE. School district policies and practices relative to typewriter replacement and maintenance in four California counties. [Internet] [Thesis]. Montana State University; 1962. [cited 2019 Dec 15]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10863.

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

Council of Science Editors:

Moore DE. School district policies and practices relative to typewriter replacement and maintenance in four California counties. [Thesis]. Montana State University; 1962. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10863

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

Central Connecticut State University

29. Lacy, John G., 1982-. Incorporating Socratic seminars into a high school mathematics curriculum.

Degree: Department of Mathematical Sciences, 2011, Central Connecticut State University

URL: http://content.library.ccsu.edu/u?/ccsutheses,1665

► This research study examined whether the use of Socratic seminars is an effective teaching method in a high school mathematics classroom. The study was conducted… (more)

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

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APA (6^th Edition):

Lacy, John G., 1. (2011). Incorporating Socratic seminars into a high school mathematics curriculum. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1665

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

Chicago Manual of Style (16^th Edition):

Lacy, John G., 1982-. “Incorporating Socratic seminars into a high school mathematics curriculum.” 2011. Thesis, Central Connecticut State University. Accessed December 15, 2019. http://content.library.ccsu.edu/u?/ccsutheses,1665.

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

MLA Handbook (7^th Edition):

Lacy, John G., 1982-. “Incorporating Socratic seminars into a high school mathematics curriculum.” 2011. Web. 15 Dec 2019.

Vancouver:

Lacy, John G. 1. Incorporating Socratic seminars into a high school mathematics curriculum. [Internet] [Thesis]. Central Connecticut State University; 2011. [cited 2019 Dec 15]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1665.

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

Council of Science Editors:

Lacy, John G. 1. Incorporating Socratic seminars into a high school mathematics curriculum. [Thesis]. Central Connecticut State University; 2011. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1665

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

Massey University

30. Suaalii, Faguele. Misconceptions in chemistry : a comparative study of Samoa and New Zealand high schools to identify their different origins and approaches to eliminate and correct them.

Degree: Masters of Education, 2011, Massey University

URL: http://hdl.handle.net/10179/13997

► The report describes a comparative study of students' misconceptions. It does so by investigating year 13 students' conceptual understanding of the structure bonding and related… (more)

Subjects/Keywords: Chemistry; Study teaching (Secondary) New Zealand; Study teaching (Secondary) Samoa

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

APA (6^th Edition):

Suaalii, F. (2011). Misconceptions in chemistry : a comparative study of Samoa and New Zealand high schools to identify their different origins and approaches to eliminate and correct them. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/13997

Chicago Manual of Style (16^th Edition):

Suaalii, Faguele. “Misconceptions in chemistry : a comparative study of Samoa and New Zealand high schools to identify their different origins and approaches to eliminate and correct them.” 2011. Masters Thesis, Massey University. Accessed December 15, 2019. http://hdl.handle.net/10179/13997.

MLA Handbook (7^th Edition):

Suaalii, Faguele. “Misconceptions in chemistry : a comparative study of Samoa and New Zealand high schools to identify their different origins and approaches to eliminate and correct them.” 2011. Web. 15 Dec 2019.

Vancouver:

Suaalii F. Misconceptions in chemistry : a comparative study of Samoa and New Zealand high schools to identify their different origins and approaches to eliminate and correct them. [Internet] [Masters thesis]. Massey University; 2011. [cited 2019 Dec 15]. Available from: http://hdl.handle.net/10179/13997.

Council of Science Editors:

Suaalii F. Misconceptions in chemistry : a comparative study of Samoa and New Zealand high schools to identify their different origins and approaches to eliminate and correct them. [Masters Thesis]. Massey University; 2011. Available from: http://hdl.handle.net/10179/13997

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Open Access Theses and Dissertations