Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for subject:(curriculum tracking). Showing records 1 – 13 of 13 total matches.

Search Limiters

Last 2 Years | English Only

No search limiters apply to these results.

▼ Search Limiters


Boise State University

1. Marinelli, Brian. Effects of Grouping on 4th Grade Mathematics Achievement.

Degree: 2017, Boise State University

 Questions involving the equitable distribution of mathematics instruction have been addressed since at least the early 1990’s. Since this time, little research has been conducted… (more)

Subjects/Keywords: mathematics equity; grouping; sorting; tracking; Curriculum and Social Inquiry

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Marinelli, B. (2017). Effects of Grouping on 4th Grade Mathematics Achievement. (Thesis). Boise State University. Retrieved from https://scholarworks.boisestate.edu/td/1347

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):

Marinelli, Brian. “Effects of Grouping on 4th Grade Mathematics Achievement.” 2017. Thesis, Boise State University. Accessed August 22, 2019. https://scholarworks.boisestate.edu/td/1347.

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

MLA Handbook (7th Edition):

Marinelli, Brian. “Effects of Grouping on 4th Grade Mathematics Achievement.” 2017. Web. 22 Aug 2019.

Vancouver:

Marinelli B. Effects of Grouping on 4th Grade Mathematics Achievement. [Internet] [Thesis]. Boise State University; 2017. [cited 2019 Aug 22]. Available from: https://scholarworks.boisestate.edu/td/1347.

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

Council of Science Editors:

Marinelli B. Effects of Grouping on 4th Grade Mathematics Achievement. [Thesis]. Boise State University; 2017. Available from: https://scholarworks.boisestate.edu/td/1347

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


Iowa State University

2. Koehler, Natalya A. Pilot study of a multimedia instructional program for teaching ESL grammar with embedded tracking.

Degree: 2009, Iowa State University

 This is a Pilot Study of a Multimedia Instructional Program for Project-Based Teaching ESL Grammar with Embedded Tracking. This program is meant to teach ESL… (more)

Subjects/Keywords: embedded; ESL; instructional; multimedia; pilot study; tracking; Curriculum and Instruction

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Koehler, N. A. (2009). Pilot study of a multimedia instructional program for teaching ESL grammar with embedded tracking. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/10580

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):

Koehler, Natalya A. “Pilot study of a multimedia instructional program for teaching ESL grammar with embedded tracking.” 2009. Thesis, Iowa State University. Accessed August 22, 2019. https://lib.dr.iastate.edu/etd/10580.

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

MLA Handbook (7th Edition):

Koehler, Natalya A. “Pilot study of a multimedia instructional program for teaching ESL grammar with embedded tracking.” 2009. Web. 22 Aug 2019.

Vancouver:

Koehler NA. Pilot study of a multimedia instructional program for teaching ESL grammar with embedded tracking. [Internet] [Thesis]. Iowa State University; 2009. [cited 2019 Aug 22]. Available from: https://lib.dr.iastate.edu/etd/10580.

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

Council of Science Editors:

Koehler NA. Pilot study of a multimedia instructional program for teaching ESL grammar with embedded tracking. [Thesis]. Iowa State University; 2009. Available from: https://lib.dr.iastate.edu/etd/10580

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


University of South Carolina

3. Taylor, Vincent Scott. Detracking High School Physical Science Classes through Teacher Efficacy: An Action Research Study.

Degree: EdD, Instruction and Teacher Education, 2017, University of South Carolina

  This study uses the action research method to determine whether students enrolled in a basic science course (Physical Science College Prep) can be successful… (more)

Subjects/Keywords: Curriculum and Instruction; Education; tracking; efficacy; detracking; high school; physical science

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Taylor, V. S. (2017). Detracking High School Physical Science Classes through Teacher Efficacy: An Action Research Study. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/4237

Chicago Manual of Style (16th Edition):

Taylor, Vincent Scott. “Detracking High School Physical Science Classes through Teacher Efficacy: An Action Research Study.” 2017. Doctoral Dissertation, University of South Carolina. Accessed August 22, 2019. https://scholarcommons.sc.edu/etd/4237.

MLA Handbook (7th Edition):

Taylor, Vincent Scott. “Detracking High School Physical Science Classes through Teacher Efficacy: An Action Research Study.” 2017. Web. 22 Aug 2019.

Vancouver:

Taylor VS. Detracking High School Physical Science Classes through Teacher Efficacy: An Action Research Study. [Internet] [Doctoral dissertation]. University of South Carolina; 2017. [cited 2019 Aug 22]. Available from: https://scholarcommons.sc.edu/etd/4237.

Council of Science Editors:

Taylor VS. Detracking High School Physical Science Classes through Teacher Efficacy: An Action Research Study. [Doctoral Dissertation]. University of South Carolina; 2017. Available from: https://scholarcommons.sc.edu/etd/4237


Miami University

4. Jackoby, Henry Benjamin, EdD. The Crossover Project: A Case Study of One High School's Effort to Provide Skill-Deficient Students the Opportunity to Cross Over Into a College Preparatory Math Track.

Degree: EdD, Educational Leadership, 2011, Miami University

  Ability tracking is used in schools in the U.S. and other industrialized countries to stratify students into homogeneous ability groups as a method for… (more)

Subjects/Keywords: Education; Educational Leadership; Education History; Education Philosophy; Mathematics; Mathematics Education; School Administration; Secondary Education; Social Research; Teaching; tracking; math curriculum; curriculum tracking; education; curriculum; Jeannie Oakes; Tom Loveless; changing tracks; mathematics education; secondary math curriculum; tracking in high school

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Jackoby, Henry Benjamin, E. (2011). The Crossover Project: A Case Study of One High School's Effort to Provide Skill-Deficient Students the Opportunity to Cross Over Into a College Preparatory Math Track. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1303424503

Chicago Manual of Style (16th Edition):

Jackoby, Henry Benjamin, EdD. “The Crossover Project: A Case Study of One High School's Effort to Provide Skill-Deficient Students the Opportunity to Cross Over Into a College Preparatory Math Track.” 2011. Doctoral Dissertation, Miami University. Accessed August 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1303424503.

MLA Handbook (7th Edition):

Jackoby, Henry Benjamin, EdD. “The Crossover Project: A Case Study of One High School's Effort to Provide Skill-Deficient Students the Opportunity to Cross Over Into a College Preparatory Math Track.” 2011. Web. 22 Aug 2019.

Vancouver:

Jackoby, Henry Benjamin E. The Crossover Project: A Case Study of One High School's Effort to Provide Skill-Deficient Students the Opportunity to Cross Over Into a College Preparatory Math Track. [Internet] [Doctoral dissertation]. Miami University; 2011. [cited 2019 Aug 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1303424503.

Council of Science Editors:

Jackoby, Henry Benjamin E. The Crossover Project: A Case Study of One High School's Effort to Provide Skill-Deficient Students the Opportunity to Cross Over Into a College Preparatory Math Track. [Doctoral Dissertation]. Miami University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1303424503


Loyola University Chicago

5. Morrison, William. High School Curriculum Tracks as Determinants of Post-Secondary Outcomes: A Study of Track Mobility and Its Effects.

Degree: PhD, Education, 2013, Loyola University Chicago

  Despite scores of studies that have shown that tracking and ability grouping perpetuate the academic achievement gap that exists in the United States, the… (more)

Subjects/Keywords: College Planning; Curriculum; High School; Mobility; Post-Secondary Outcomes; Tracking; Educational Assessment, Evaluation, and Research

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Morrison, W. (2013). High School Curriculum Tracks as Determinants of Post-Secondary Outcomes: A Study of Track Mobility and Its Effects. (Doctoral Dissertation). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/728

Chicago Manual of Style (16th Edition):

Morrison, William. “High School Curriculum Tracks as Determinants of Post-Secondary Outcomes: A Study of Track Mobility and Its Effects.” 2013. Doctoral Dissertation, Loyola University Chicago. Accessed August 22, 2019. https://ecommons.luc.edu/luc_diss/728.

MLA Handbook (7th Edition):

Morrison, William. “High School Curriculum Tracks as Determinants of Post-Secondary Outcomes: A Study of Track Mobility and Its Effects.” 2013. Web. 22 Aug 2019.

Vancouver:

Morrison W. High School Curriculum Tracks as Determinants of Post-Secondary Outcomes: A Study of Track Mobility and Its Effects. [Internet] [Doctoral dissertation]. Loyola University Chicago; 2013. [cited 2019 Aug 22]. Available from: https://ecommons.luc.edu/luc_diss/728.

Council of Science Editors:

Morrison W. High School Curriculum Tracks as Determinants of Post-Secondary Outcomes: A Study of Track Mobility and Its Effects. [Doctoral Dissertation]. Loyola University Chicago; 2013. Available from: https://ecommons.luc.edu/luc_diss/728


Seton Hall University

6. Crawley, Peter. The Effect of Mandating Algebra for all Students in Grade 8 versus Grade 9 in a Small Suburban K-12 School District in New Jersey.

Degree: Executive EdD in Education Leadership Management and Policy, Education Leadership, Management and Policy, 2018, Seton Hall University

  The traditional sequencing of the ninth- to twelfth-grade math curriculum in the United States has students taking Algebra 1 in the ninth grade, Geometry… (more)

Subjects/Keywords: PARCC; Algebra; Geometry; Acceleration; Tracking; Curriculum and Instruction; Elementary and Middle and Secondary Education Administration

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Crawley, P. (2018). The Effect of Mandating Algebra for all Students in Grade 8 versus Grade 9 in a Small Suburban K-12 School District in New Jersey. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/2592

Chicago Manual of Style (16th Edition):

Crawley, Peter. “The Effect of Mandating Algebra for all Students in Grade 8 versus Grade 9 in a Small Suburban K-12 School District in New Jersey.” 2018. Doctoral Dissertation, Seton Hall University. Accessed August 22, 2019. https://scholarship.shu.edu/dissertations/2592.

MLA Handbook (7th Edition):

Crawley, Peter. “The Effect of Mandating Algebra for all Students in Grade 8 versus Grade 9 in a Small Suburban K-12 School District in New Jersey.” 2018. Web. 22 Aug 2019.

Vancouver:

Crawley P. The Effect of Mandating Algebra for all Students in Grade 8 versus Grade 9 in a Small Suburban K-12 School District in New Jersey. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2019 Aug 22]. Available from: https://scholarship.shu.edu/dissertations/2592.

Council of Science Editors:

Crawley P. The Effect of Mandating Algebra for all Students in Grade 8 versus Grade 9 in a Small Suburban K-12 School District in New Jersey. [Doctoral Dissertation]. Seton Hall University; 2018. Available from: https://scholarship.shu.edu/dissertations/2592


The Ohio State University

7. Fletcher, Edward Charles, Jr. The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings.

Degree: PhD, ED Physical Activities and Educational Services, 2009, The Ohio State University

 The scope and direction of career and technical education (CTE) has been re-conceptualized based on federal legislation objectives, particularly the Carl D. Perkins Vocational and… (more)

Subjects/Keywords: Curricula; Education; Educational Evaluation; Vocational Education; Career and Technical Education; curriculum tracking; degree attainment; occupational earnings; vocational education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Fletcher, Edward Charles, J. (2009). The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1242157049

Chicago Manual of Style (16th Edition):

Fletcher, Edward Charles, Jr. “The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings.” 2009. Doctoral Dissertation, The Ohio State University. Accessed August 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1242157049.

MLA Handbook (7th Edition):

Fletcher, Edward Charles, Jr. “The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings.” 2009. Web. 22 Aug 2019.

Vancouver:

Fletcher, Edward Charles J. The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings. [Internet] [Doctoral dissertation]. The Ohio State University; 2009. [cited 2019 Aug 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1242157049.

Council of Science Editors:

Fletcher, Edward Charles J. The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings. [Doctoral Dissertation]. The Ohio State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1242157049


Bowling Green State University

8. Falkenstein, Robert N. Student Experiences of Participation in Tracked Classes Throughout High School: The Ethic of Justice, School Leadership, and Curriculum Design.

Degree: Doctor of Education (EdD), Leadership Studies, 2007, Bowling Green State University

 While school leaders negotiate changing governmental mandates, tracking continues as the most implemented curriculum delivery model in American schools (Lovelace, 1999). There is a growing… (more)

Subjects/Keywords: tracking; ability grouping; curriculum design; student voice; ethic of justice; school leadership; phenomenology; essence; qualitative; student experience; data transformation

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Falkenstein, R. N. (2007). Student Experiences of Participation in Tracked Classes Throughout High School: The Ethic of Justice, School Leadership, and Curriculum Design. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1193089500

Chicago Manual of Style (16th Edition):

Falkenstein, Robert N. “Student Experiences of Participation in Tracked Classes Throughout High School: The Ethic of Justice, School Leadership, and Curriculum Design.” 2007. Doctoral Dissertation, Bowling Green State University. Accessed August 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1193089500.

MLA Handbook (7th Edition):

Falkenstein, Robert N. “Student Experiences of Participation in Tracked Classes Throughout High School: The Ethic of Justice, School Leadership, and Curriculum Design.” 2007. Web. 22 Aug 2019.

Vancouver:

Falkenstein RN. Student Experiences of Participation in Tracked Classes Throughout High School: The Ethic of Justice, School Leadership, and Curriculum Design. [Internet] [Doctoral dissertation]. Bowling Green State University; 2007. [cited 2019 Aug 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1193089500.

Council of Science Editors:

Falkenstein RN. Student Experiences of Participation in Tracked Classes Throughout High School: The Ethic of Justice, School Leadership, and Curriculum Design. [Doctoral Dissertation]. Bowling Green State University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1193089500


Northeastern University

9. Hartley, Diane Plomaritis. One freshman academy's influence on student engagement in high school.

Degree: EdD, School of Education, 2012, Northeastern University

 This study investigated the impact of one large suburban high school's ninth grade transition program, the freshman academy, on students' cognitive and affective engagement in… (more)

Subjects/Keywords: ability group tracking; freshman academy; interdisciplinary teams; school engagement; student engagement; Curriculum and Instruction; Educational Assessment, Evaluation, and Research

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hartley, D. P. (2012). One freshman academy's influence on student engagement in high school. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20002978

Chicago Manual of Style (16th Edition):

Hartley, Diane Plomaritis. “One freshman academy's influence on student engagement in high school.” 2012. Doctoral Dissertation, Northeastern University. Accessed August 22, 2019. http://hdl.handle.net/2047/d20002978.

MLA Handbook (7th Edition):

Hartley, Diane Plomaritis. “One freshman academy's influence on student engagement in high school.” 2012. Web. 22 Aug 2019.

Vancouver:

Hartley DP. One freshman academy's influence on student engagement in high school. [Internet] [Doctoral dissertation]. Northeastern University; 2012. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/2047/d20002978.

Council of Science Editors:

Hartley DP. One freshman academy's influence on student engagement in high school. [Doctoral Dissertation]. Northeastern University; 2012. Available from: http://hdl.handle.net/2047/d20002978


Kennesaw State University

10. Bowen, Krista M. Beyond Dichotomies: Acknowledging and Disrupting the Social Worlds of Tracked Schooling through Identity-Focused Literacy Practices.

Degree: Doctor of Education in Secondary Education, Education, 2017, Kennesaw State University

  This study sought to understand the influence of institutional structures of tracking and ability-grouping on the social worlds of an English language arts classroom… (more)

Subjects/Keywords: Ability-grouping; tracking; educational hierarchies; meritocracy; figured worlds; social worlds; positioning; negotiations of positionality; identity-focused literacy practices; dialogic literacy practices; student-centered classroom communities; Curriculum and Instruction; Curriculum and Social Inquiry; Education; Educational Methods; Language and Literacy Education; Secondary Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Bowen, K. M. (2017). Beyond Dichotomies: Acknowledging and Disrupting the Social Worlds of Tracked Schooling through Identity-Focused Literacy Practices. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/seceddoc_etd/9

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):

Bowen, Krista M. “Beyond Dichotomies: Acknowledging and Disrupting the Social Worlds of Tracked Schooling through Identity-Focused Literacy Practices.” 2017. Thesis, Kennesaw State University. Accessed August 22, 2019. https://digitalcommons.kennesaw.edu/seceddoc_etd/9.

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

MLA Handbook (7th Edition):

Bowen, Krista M. “Beyond Dichotomies: Acknowledging and Disrupting the Social Worlds of Tracked Schooling through Identity-Focused Literacy Practices.” 2017. Web. 22 Aug 2019.

Vancouver:

Bowen KM. Beyond Dichotomies: Acknowledging and Disrupting the Social Worlds of Tracked Schooling through Identity-Focused Literacy Practices. [Internet] [Thesis]. Kennesaw State University; 2017. [cited 2019 Aug 22]. Available from: https://digitalcommons.kennesaw.edu/seceddoc_etd/9.

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

Council of Science Editors:

Bowen KM. Beyond Dichotomies: Acknowledging and Disrupting the Social Worlds of Tracked Schooling through Identity-Focused Literacy Practices. [Thesis]. Kennesaw State University; 2017. Available from: https://digitalcommons.kennesaw.edu/seceddoc_etd/9

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


University of New Mexico

11. Wilson-Segura, Channell M. Drop In or Drop Out: A Case Study on the Effects of Academic Track Placement, and Levels of Student Skill and Will, on Successful Ninth-Grade Completion.

Degree: Teacher Education, Educational Leadership & Policy, 2018, University of New Mexico

  The ninth grade is a transition year from middle school to high school where many students struggle to successfully navigate a new environment, new… (more)

Subjects/Keywords: ninth-grade; dropout; high school; academic tracking; skill; determination; New Mexico; Accessibility; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Educational Administration and Supervision; Educational Leadership; Educational Methods; Educational Psychology; Secondary Education; Special Education and Teaching; Teacher Education and Professional Development

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Wilson-Segura, C. M. (2018). Drop In or Drop Out: A Case Study on the Effects of Academic Track Placement, and Levels of Student Skill and Will, on Successful Ninth-Grade Completion. (Doctoral Dissertation). University of New Mexico. Retrieved from https://digitalrepository.unm.edu/educ_teelp_etds/272

Chicago Manual of Style (16th Edition):

Wilson-Segura, Channell M. “Drop In or Drop Out: A Case Study on the Effects of Academic Track Placement, and Levels of Student Skill and Will, on Successful Ninth-Grade Completion.” 2018. Doctoral Dissertation, University of New Mexico. Accessed August 22, 2019. https://digitalrepository.unm.edu/educ_teelp_etds/272.

MLA Handbook (7th Edition):

Wilson-Segura, Channell M. “Drop In or Drop Out: A Case Study on the Effects of Academic Track Placement, and Levels of Student Skill and Will, on Successful Ninth-Grade Completion.” 2018. Web. 22 Aug 2019.

Vancouver:

Wilson-Segura CM. Drop In or Drop Out: A Case Study on the Effects of Academic Track Placement, and Levels of Student Skill and Will, on Successful Ninth-Grade Completion. [Internet] [Doctoral dissertation]. University of New Mexico; 2018. [cited 2019 Aug 22]. Available from: https://digitalrepository.unm.edu/educ_teelp_etds/272.

Council of Science Editors:

Wilson-Segura CM. Drop In or Drop Out: A Case Study on the Effects of Academic Track Placement, and Levels of Student Skill and Will, on Successful Ninth-Grade Completion. [Doctoral Dissertation]. University of New Mexico; 2018. Available from: https://digitalrepository.unm.edu/educ_teelp_etds/272

12. Blevins, Leslie Adline. Difficulty of curriculum-based measures in reading (CBM-R) passages on oral and silent reading assessments.

Degree: MA, School Psychology, 2015, University of Georgia

Curriculum based measures in reading (CBM-R) are used in schools to progress monitor elementary students’ growth in oral reading fluency. CBM-R uses alternate forms of… (more)

Subjects/Keywords: elementary students; eye-tracking; eye movements; silent reading; oral reading; Curriculum-based Measures in Reading (CBM-R); spectrographic; oral reading fluency

…Target Word Pairings. 18 Table 2: Eye Tracking Measure Labels and Definitions. 19 Table 3… …Reading (Eye Tracking) Measures. 26 Table 6: Descriptive Statistics of Oral Reading… …x28;PRAAT, Oral Errors) Measures. 27 Table 7: Eye Tracking Measure Averages Presented… …Spectrographic Measures by Target Word Frequency. 30 1 CHAPTER 1 INTRODUCTION Curriculum-based… …Assessment with Eye Tracking Technology A special issue of School Psychology Review in 2013 focused… 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Blevins, L. A. (2015). Difficulty of curriculum-based measures in reading (CBM-R) passages on oral and silent reading assessments. (Masters Thesis). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/blevins_leslie_a_201505_ma

Chicago Manual of Style (16th Edition):

Blevins, Leslie Adline. “Difficulty of curriculum-based measures in reading (CBM-R) passages on oral and silent reading assessments.” 2015. Masters Thesis, University of Georgia. Accessed August 22, 2019. http://purl.galileo.usg.edu/uga_etd/blevins_leslie_a_201505_ma.

MLA Handbook (7th Edition):

Blevins, Leslie Adline. “Difficulty of curriculum-based measures in reading (CBM-R) passages on oral and silent reading assessments.” 2015. Web. 22 Aug 2019.

Vancouver:

Blevins LA. Difficulty of curriculum-based measures in reading (CBM-R) passages on oral and silent reading assessments. [Internet] [Masters thesis]. University of Georgia; 2015. [cited 2019 Aug 22]. Available from: http://purl.galileo.usg.edu/uga_etd/blevins_leslie_a_201505_ma.

Council of Science Editors:

Blevins LA. Difficulty of curriculum-based measures in reading (CBM-R) passages on oral and silent reading assessments. [Masters Thesis]. University of Georgia; 2015. Available from: http://purl.galileo.usg.edu/uga_etd/blevins_leslie_a_201505_ma


Florida International University

13. Galindo, Marilys. A Relationship Between the Florida Comprehensive Assessment Test 2.0 Mathematics Scores and Racial and Ethnic Concentrations when Considering Socio-Economic Status, ESOL Student Population.

Degree: Doctor of Education (EdD), Curriculum and Instruction, 2013, Florida International University

  From the moment children are born, they begin a lifetime journey of learning about themselves and their surroundings. With the establishment of the No… (more)

Subjects/Keywords: Florida Comprehensive Assessment Test; FCAT; racial concentration; ethnic concentration; socio-economic status; SES; Title I; ESOL; English for Speakers of Other Languages; School Climate; No Child Left Behind; state standardized test; M-DCPS; Miami-Dade County Public Schools; Florida; school choice; vouchers; magnet program; charter school; academic achievement; school segregation; dominant culture; educational attainment; tracking; social segregation; residential segregation; neighborhood; poverty; homeownership; parental influence; parent involvement; parents' education; family structure; perceptions of education; School Climate Survey; Curriculum and Instruction; Educational Assessment, Evaluation, and Research

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Galindo, M. (2013). A Relationship Between the Florida Comprehensive Assessment Test 2.0 Mathematics Scores and Racial and Ethnic Concentrations when Considering Socio-Economic Status, ESOL Student Population. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/1010 ; 10.25148/etd.FI13121201 ; FI13121201

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):

Galindo, Marilys. “A Relationship Between the Florida Comprehensive Assessment Test 2.0 Mathematics Scores and Racial and Ethnic Concentrations when Considering Socio-Economic Status, ESOL Student Population.” 2013. Thesis, Florida International University. Accessed August 22, 2019. http://digitalcommons.fiu.edu/etd/1010 ; 10.25148/etd.FI13121201 ; FI13121201.

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

MLA Handbook (7th Edition):

Galindo, Marilys. “A Relationship Between the Florida Comprehensive Assessment Test 2.0 Mathematics Scores and Racial and Ethnic Concentrations when Considering Socio-Economic Status, ESOL Student Population.” 2013. Web. 22 Aug 2019.

Vancouver:

Galindo M. A Relationship Between the Florida Comprehensive Assessment Test 2.0 Mathematics Scores and Racial and Ethnic Concentrations when Considering Socio-Economic Status, ESOL Student Population. [Internet] [Thesis]. Florida International University; 2013. [cited 2019 Aug 22]. Available from: http://digitalcommons.fiu.edu/etd/1010 ; 10.25148/etd.FI13121201 ; FI13121201.

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

Council of Science Editors:

Galindo M. A Relationship Between the Florida Comprehensive Assessment Test 2.0 Mathematics Scores and Racial and Ethnic Concentrations when Considering Socio-Economic Status, ESOL Student Population. [Thesis]. Florida International University; 2013. Available from: http://digitalcommons.fiu.edu/etd/1010 ; 10.25148/etd.FI13121201 ; FI13121201

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

.