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You searched for subject:(intermediate school). Showing records 1 – 30 of 431 total matches.

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University of Otago

1. Brown, Kim Shae. Excellent Me! Investigating Scholastic Identities and Learning within Discourses of Excellence .

Degree: 2013, University of Otago

 Many schools define their educational vision in terms of excellence in achievement for all. This research presents a picture of how one school engages with… (more)

Subjects/Keywords: achievement; discourse; excellence; identities; intermediate school

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APA (6th Edition):

Brown, K. S. (2013). Excellent Me! Investigating Scholastic Identities and Learning within Discourses of Excellence . (Masters Thesis). University of Otago. Retrieved from http://hdl.handle.net/10523/4440

Chicago Manual of Style (16th Edition):

Brown, Kim Shae. “Excellent Me! Investigating Scholastic Identities and Learning within Discourses of Excellence .” 2013. Masters Thesis, University of Otago. Accessed April 19, 2019. http://hdl.handle.net/10523/4440.

MLA Handbook (7th Edition):

Brown, Kim Shae. “Excellent Me! Investigating Scholastic Identities and Learning within Discourses of Excellence .” 2013. Web. 19 Apr 2019.

Vancouver:

Brown KS. Excellent Me! Investigating Scholastic Identities and Learning within Discourses of Excellence . [Internet] [Masters thesis]. University of Otago; 2013. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10523/4440.

Council of Science Editors:

Brown KS. Excellent Me! Investigating Scholastic Identities and Learning within Discourses of Excellence . [Masters Thesis]. University of Otago; 2013. Available from: http://hdl.handle.net/10523/4440


University of Southern California

2. Tate, Dana Jo. Promising practices of anti-bullying: safe and supportive environments for all students.

Degree: EdD, Education (Leadership), 2014, University of Southern California

 Bullying is a serious social problem facing school‐aged youth to date. While bullying is generally considered an issue facing the entire student body, research suggests… (more)

Subjects/Keywords: bullying; education; intermediate school; anti‐bullying

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APA (6th Edition):

Tate, D. J. (2014). Promising practices of anti-bullying: safe and supportive environments for all students. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/415113/rec/5271

Chicago Manual of Style (16th Edition):

Tate, Dana Jo. “Promising practices of anti-bullying: safe and supportive environments for all students.” 2014. Doctoral Dissertation, University of Southern California. Accessed April 19, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/415113/rec/5271.

MLA Handbook (7th Edition):

Tate, Dana Jo. “Promising practices of anti-bullying: safe and supportive environments for all students.” 2014. Web. 19 Apr 2019.

Vancouver:

Tate DJ. Promising practices of anti-bullying: safe and supportive environments for all students. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Apr 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/415113/rec/5271.

Council of Science Editors:

Tate DJ. Promising practices of anti-bullying: safe and supportive environments for all students. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/415113/rec/5271


Massey University

3. Prasad, Vibha V. Students and sports : the association between participation in sports and academic achievement.

Degree: Master of Educational Psychology, 2012, Massey University

 Previous studies have found that participation in sports is positively associated with academic achievement for students. Due to the lack of studies in the New… (more)

Subjects/Keywords: School sports; Middle school athletes; School children; Academic achievement; Intermediate school pupils; New Zealand

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APA (6th Edition):

Prasad, V. V. (2012). Students and sports : the association between participation in sports and academic achievement. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/3352

Chicago Manual of Style (16th Edition):

Prasad, Vibha V. “Students and sports : the association between participation in sports and academic achievement.” 2012. Masters Thesis, Massey University. Accessed April 19, 2019. http://hdl.handle.net/10179/3352.

MLA Handbook (7th Edition):

Prasad, Vibha V. “Students and sports : the association between participation in sports and academic achievement.” 2012. Web. 19 Apr 2019.

Vancouver:

Prasad VV. Students and sports : the association between participation in sports and academic achievement. [Internet] [Masters thesis]. Massey University; 2012. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10179/3352.

Council of Science Editors:

Prasad VV. Students and sports : the association between participation in sports and academic achievement. [Masters Thesis]. Massey University; 2012. Available from: http://hdl.handle.net/10179/3352

4. Mercer, Lisa Skaggs. Teacher and Administrator Perspectives on a Good Middle School: A Cross-Case Study.

Degree: EdD, Educational Leadership and Policy Studies, 2015, Virginia Tech

 Education for adolescents in middle-level schools is a topic of great interest for many educators. Reaching a consensus on what constitutes an effective education for… (more)

Subjects/Keywords: junior high school; intermediate school; middle school; middle-level education; good middle school; grade configurations

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APA (6th Edition):

Mercer, L. S. (2015). Teacher and Administrator Perspectives on a Good Middle School: A Cross-Case Study. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/64293

Chicago Manual of Style (16th Edition):

Mercer, Lisa Skaggs. “Teacher and Administrator Perspectives on a Good Middle School: A Cross-Case Study.” 2015. Doctoral Dissertation, Virginia Tech. Accessed April 19, 2019. http://hdl.handle.net/10919/64293.

MLA Handbook (7th Edition):

Mercer, Lisa Skaggs. “Teacher and Administrator Perspectives on a Good Middle School: A Cross-Case Study.” 2015. Web. 19 Apr 2019.

Vancouver:

Mercer LS. Teacher and Administrator Perspectives on a Good Middle School: A Cross-Case Study. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10919/64293.

Council of Science Editors:

Mercer LS. Teacher and Administrator Perspectives on a Good Middle School: A Cross-Case Study. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/64293


University of Otago

5. Stigter, Julie Rose. New Zealand Teachers’ Understandings of Cross-Curricular ICT Use and Integration .

Degree: 2013, University of Otago

 This thesis explored the beliefs and understandings of a group of teachers in New Zealand (NZ) across the levels of compulsory schooling, regarding the use… (more)

Subjects/Keywords: New Zealand; ICT; education; cross-curricular integration; TPACK; primary school; intermediate school; secondary school; teachers

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APA (6th Edition):

Stigter, J. R. (2013). New Zealand Teachers’ Understandings of Cross-Curricular ICT Use and Integration . (Doctoral Dissertation). University of Otago. Retrieved from http://hdl.handle.net/10523/3941

Chicago Manual of Style (16th Edition):

Stigter, Julie Rose. “New Zealand Teachers’ Understandings of Cross-Curricular ICT Use and Integration .” 2013. Doctoral Dissertation, University of Otago. Accessed April 19, 2019. http://hdl.handle.net/10523/3941.

MLA Handbook (7th Edition):

Stigter, Julie Rose. “New Zealand Teachers’ Understandings of Cross-Curricular ICT Use and Integration .” 2013. Web. 19 Apr 2019.

Vancouver:

Stigter JR. New Zealand Teachers’ Understandings of Cross-Curricular ICT Use and Integration . [Internet] [Doctoral dissertation]. University of Otago; 2013. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10523/3941.

Council of Science Editors:

Stigter JR. New Zealand Teachers’ Understandings of Cross-Curricular ICT Use and Integration . [Doctoral Dissertation]. University of Otago; 2013. Available from: http://hdl.handle.net/10523/3941


California State University – Sacramento

6. Sterling, Doris Lavona. Increasing academic achievment through looping.

Degree: MA, Education (Curriculum and Instruction, 2011, California State University – Sacramento

 Looping is the practice of a teacher staying with the same group of students for two or more years. This thesis examines the effect looping… (more)

Subjects/Keywords: Multi-year; School reform model; Intermediate grades; Increased standardized test scores

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APA (6th Edition):

Sterling, D. L. (2011). Increasing academic achievment through looping. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/1163

Chicago Manual of Style (16th Edition):

Sterling, Doris Lavona. “Increasing academic achievment through looping.” 2011. Masters Thesis, California State University – Sacramento. Accessed April 19, 2019. http://hdl.handle.net/10211.9/1163.

MLA Handbook (7th Edition):

Sterling, Doris Lavona. “Increasing academic achievment through looping.” 2011. Web. 19 Apr 2019.

Vancouver:

Sterling DL. Increasing academic achievment through looping. [Internet] [Masters thesis]. California State University – Sacramento; 2011. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10211.9/1163.

Council of Science Editors:

Sterling DL. Increasing academic achievment through looping. [Masters Thesis]. California State University – Sacramento; 2011. Available from: http://hdl.handle.net/10211.9/1163


University of Waikato

7. Gilroy, Kirsty. Bridging the transition from Year 6 to Year 7: A New Zealand context .

Degree: 2018, University of Waikato

 The purpose of this study was to investigate the processes in place for vulnerable students when transitioning from Year 6 at primary school, to Year… (more)

Subjects/Keywords: transition; intermediate; middle school; vulnerable learners; at risk

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APA (6th Edition):

Gilroy, K. (2018). Bridging the transition from Year 6 to Year 7: A New Zealand context . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/12201

Chicago Manual of Style (16th Edition):

Gilroy, Kirsty. “Bridging the transition from Year 6 to Year 7: A New Zealand context .” 2018. Masters Thesis, University of Waikato. Accessed April 19, 2019. http://hdl.handle.net/10289/12201.

MLA Handbook (7th Edition):

Gilroy, Kirsty. “Bridging the transition from Year 6 to Year 7: A New Zealand context .” 2018. Web. 19 Apr 2019.

Vancouver:

Gilroy K. Bridging the transition from Year 6 to Year 7: A New Zealand context . [Internet] [Masters thesis]. University of Waikato; 2018. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10289/12201.

Council of Science Editors:

Gilroy K. Bridging the transition from Year 6 to Year 7: A New Zealand context . [Masters Thesis]. University of Waikato; 2018. Available from: http://hdl.handle.net/10289/12201


College of William and Mary

8. Byrd, Stenette, III. Middle school students' participation in extracurricular activities: Relationships to school identification and achievement.

Degree: Doctor of Education (EdD), Education, 2011, College of William and Mary

 This study sought to build on existing research in the areas of student extracurricular activity participation, school identification, and improvement of student achievement. The purpose… (more)

Subjects/Keywords: Educational Leadership; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Byrd, Stenette, I. (2011). Middle school students' participation in extracurricular activities: Relationships to school identification and achievement. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618632

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):

Byrd, Stenette, III. “Middle school students' participation in extracurricular activities: Relationships to school identification and achievement.” 2011. Thesis, College of William and Mary. Accessed April 19, 2019. https://scholarworks.wm.edu/etd/1539618632.

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

MLA Handbook (7th Edition):

Byrd, Stenette, III. “Middle school students' participation in extracurricular activities: Relationships to school identification and achievement.” 2011. Web. 19 Apr 2019.

Vancouver:

Byrd, Stenette I. Middle school students' participation in extracurricular activities: Relationships to school identification and achievement. [Internet] [Thesis]. College of William and Mary; 2011. [cited 2019 Apr 19]. Available from: https://scholarworks.wm.edu/etd/1539618632.

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

Council of Science Editors:

Byrd, Stenette I. Middle school students' participation in extracurricular activities: Relationships to school identification and achievement. [Thesis]. College of William and Mary; 2011. Available from: https://scholarworks.wm.edu/etd/1539618632

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


University of Central Florida

9. Buxton, Ashley. The Impact of 21st Century Community Learning Centers on Middle Schools in Seminole County.

Degree: 2018, University of Central Florida

 The objective of the study was to research the impact 21st Century Community Learning Centers (CCLC) has on Title 1 middle school students in Seminole… (more)

Subjects/Keywords: Curriculum and Instruction; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Buxton, A. (2018). The Impact of 21st Century Community Learning Centers on Middle Schools in Seminole County. (Doctoral Dissertation). University of Central Florida. Retrieved from http://stars.library.ucf.edu/etd/5968

Chicago Manual of Style (16th Edition):

Buxton, Ashley. “The Impact of 21st Century Community Learning Centers on Middle Schools in Seminole County.” 2018. Doctoral Dissertation, University of Central Florida. Accessed April 19, 2019. http://stars.library.ucf.edu/etd/5968.

MLA Handbook (7th Edition):

Buxton, Ashley. “The Impact of 21st Century Community Learning Centers on Middle Schools in Seminole County.” 2018. Web. 19 Apr 2019.

Vancouver:

Buxton A. The Impact of 21st Century Community Learning Centers on Middle Schools in Seminole County. [Internet] [Doctoral dissertation]. University of Central Florida; 2018. [cited 2019 Apr 19]. Available from: http://stars.library.ucf.edu/etd/5968.

Council of Science Editors:

Buxton A. The Impact of 21st Century Community Learning Centers on Middle Schools in Seminole County. [Doctoral Dissertation]. University of Central Florida; 2018. Available from: http://stars.library.ucf.edu/etd/5968


SUNY College at Brockport

10. Messmer, Barbara Anna Gardner. Developing Strategies for Regaining Focus Based on Student Needs.

Degree: MSEd, Education and Human Development, 2009, SUNY College at Brockport

  This thesis explores the connection between visual cues and a students' ability to maintain focus in the classroom. Specifically, it focuses on whether a… (more)

Subjects/Keywords: behavior modification; classroom management; middle school; Education; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Messmer, B. A. G. (2009). Developing Strategies for Regaining Focus Based on Student Needs. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/197

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):

Messmer, Barbara Anna Gardner. “Developing Strategies for Regaining Focus Based on Student Needs.” 2009. Thesis, SUNY College at Brockport. Accessed April 19, 2019. https://digitalcommons.brockport.edu/ehd_theses/197.

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

MLA Handbook (7th Edition):

Messmer, Barbara Anna Gardner. “Developing Strategies for Regaining Focus Based on Student Needs.” 2009. Web. 19 Apr 2019.

Vancouver:

Messmer BAG. Developing Strategies for Regaining Focus Based on Student Needs. [Internet] [Thesis]. SUNY College at Brockport; 2009. [cited 2019 Apr 19]. Available from: https://digitalcommons.brockport.edu/ehd_theses/197.

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

Council of Science Editors:

Messmer BAG. Developing Strategies for Regaining Focus Based on Student Needs. [Thesis]. SUNY College at Brockport; 2009. Available from: https://digitalcommons.brockport.edu/ehd_theses/197

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


Eastern Illinois University

11. Beaudoin, Melissa. Middle School and High School Teachers' Actual and Perceived Use of Praise and Reprimand.

Degree: Specialist in School Psychology, Psychology, 2019, Eastern Illinois University

  This study aimed to examine teachers' natural praise and reprimand rates among 66 middle and high school teachers. In addition, teachers' perceptions of how… (more)

Subjects/Keywords: Junior High, Intermediate, Middle School Education and Teaching; School Psychology; Secondary Education and Teaching

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APA (6th Edition):

Beaudoin, M. (2019). Middle School and High School Teachers' Actual and Perceived Use of Praise and Reprimand. (Thesis). Eastern Illinois University. Retrieved from https://thekeep.eiu.edu/theses/4340

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):

Beaudoin, Melissa. “Middle School and High School Teachers' Actual and Perceived Use of Praise and Reprimand.” 2019. Thesis, Eastern Illinois University. Accessed April 19, 2019. https://thekeep.eiu.edu/theses/4340.

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

MLA Handbook (7th Edition):

Beaudoin, Melissa. “Middle School and High School Teachers' Actual and Perceived Use of Praise and Reprimand.” 2019. Web. 19 Apr 2019.

Vancouver:

Beaudoin M. Middle School and High School Teachers' Actual and Perceived Use of Praise and Reprimand. [Internet] [Thesis]. Eastern Illinois University; 2019. [cited 2019 Apr 19]. Available from: https://thekeep.eiu.edu/theses/4340.

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

Council of Science Editors:

Beaudoin M. Middle School and High School Teachers' Actual and Perceived Use of Praise and Reprimand. [Thesis]. Eastern Illinois University; 2019. Available from: https://thekeep.eiu.edu/theses/4340

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


Unitec New Zealand

12. Cornwell, Pauline. The challenges New Zealand intermediate school leaders face as they transition year six primary students into year seven, intermediate schools.

Degree: 2014, Unitec New Zealand

 There is strong evidence, internationally and in New Zealand, of the interruption to learning that occurs on transition from one school setting to another. In… (more)

Subjects/Keywords: primary school pupils; intermediate students; middle school students; transition between schools; school leaders; school leadership; 130304 Educational Administration, Management and Leadership

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APA (6th Edition):

Cornwell, P. (2014). The challenges New Zealand intermediate school leaders face as they transition year six primary students into year seven, intermediate schools. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/2727

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):

Cornwell, Pauline. “The challenges New Zealand intermediate school leaders face as they transition year six primary students into year seven, intermediate schools.” 2014. Thesis, Unitec New Zealand. Accessed April 19, 2019. http://hdl.handle.net/10652/2727.

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

MLA Handbook (7th Edition):

Cornwell, Pauline. “The challenges New Zealand intermediate school leaders face as they transition year six primary students into year seven, intermediate schools.” 2014. Web. 19 Apr 2019.

Vancouver:

Cornwell P. The challenges New Zealand intermediate school leaders face as they transition year six primary students into year seven, intermediate schools. [Internet] [Thesis]. Unitec New Zealand; 2014. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/10652/2727.

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

Council of Science Editors:

Cornwell P. The challenges New Zealand intermediate school leaders face as they transition year six primary students into year seven, intermediate schools. [Thesis]. Unitec New Zealand; 2014. Available from: http://hdl.handle.net/10652/2727

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


University of Southern California

13. Flores, Patricia Arleen. Narrowing the achievement gap: Factors that support English learner and Hispanic student academic achievement in an urban intermediate school.

Degree: EdD, Education (Leadership), 2010, University of Southern California

 A persistent and pervasive disparity in academic achievement exists between ethnic minority and English Learner students and their White and Asian peers. This qualitative single-case… (more)

Subjects/Keywords: achievement gap; English learner; EL students; urban school; leadership; middle school; intermediate school; teacher collaboration; equity; school mission; school culture; school practice; school factors; high Expectations

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APA (6th Edition):

Flores, P. A. (2010). Narrowing the achievement gap: Factors that support English learner and Hispanic student academic achievement in an urban intermediate school. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/318157/rec/4325

Chicago Manual of Style (16th Edition):

Flores, Patricia Arleen. “Narrowing the achievement gap: Factors that support English learner and Hispanic student academic achievement in an urban intermediate school.” 2010. Doctoral Dissertation, University of Southern California. Accessed April 19, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/318157/rec/4325.

MLA Handbook (7th Edition):

Flores, Patricia Arleen. “Narrowing the achievement gap: Factors that support English learner and Hispanic student academic achievement in an urban intermediate school.” 2010. Web. 19 Apr 2019.

Vancouver:

Flores PA. Narrowing the achievement gap: Factors that support English learner and Hispanic student academic achievement in an urban intermediate school. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Apr 19]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/318157/rec/4325.

Council of Science Editors:

Flores PA. Narrowing the achievement gap: Factors that support English learner and Hispanic student academic achievement in an urban intermediate school. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/318157/rec/4325


University of Louisville

14. Allen, Denise. Lost in transition : a grade nine transition program using articulation activities.

Degree: EdD, College of Education and Human Development, 2011, University of Louisville

  The purpose of this study was to investigate the impact of a set of structured articulation activities on the transition of students from grade… (more)

Subjects/Keywords: Middle school; High school; Transition; Junior High, Intermediate, Middle School Education and Teaching; Secondary Education and Teaching

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APA (6th Edition):

Allen, D. (2011). Lost in transition : a grade nine transition program using articulation activities. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/32 ; https://ir.library.louisville.edu/etd/32

Chicago Manual of Style (16th Edition):

Allen, Denise. “Lost in transition : a grade nine transition program using articulation activities.” 2011. Doctoral Dissertation, University of Louisville. Accessed April 19, 2019. 10.18297/etd/32 ; https://ir.library.louisville.edu/etd/32.

MLA Handbook (7th Edition):

Allen, Denise. “Lost in transition : a grade nine transition program using articulation activities.” 2011. Web. 19 Apr 2019.

Vancouver:

Allen D. Lost in transition : a grade nine transition program using articulation activities. [Internet] [Doctoral dissertation]. University of Louisville; 2011. [cited 2019 Apr 19]. Available from: 10.18297/etd/32 ; https://ir.library.louisville.edu/etd/32.

Council of Science Editors:

Allen D. Lost in transition : a grade nine transition program using articulation activities. [Doctoral Dissertation]. University of Louisville; 2011. Available from: 10.18297/etd/32 ; https://ir.library.louisville.edu/etd/32

15. Whiteman, Violet Keene. School Leaders’ Conceptualizations of Teacher Care for African American Middle School Students.

Degree: PhD, Educ Foundations & Leadership, 2018, Old Dominion University

  The purpose of this case study was to describe middle school leaders’ conceptualizations of caring teacher behaviors for African American middle school students. The… (more)

Subjects/Keywords: African American middle school students; Care; Middle school leaders; Educational Leadership; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Whiteman, V. K. (2018). School Leaders’ Conceptualizations of Teacher Care for African American Middle School Students. (Doctoral Dissertation). Old Dominion University. Retrieved from 9780355916980 ; https://digitalcommons.odu.edu/efl_etds/59

Chicago Manual of Style (16th Edition):

Whiteman, Violet Keene. “School Leaders’ Conceptualizations of Teacher Care for African American Middle School Students.” 2018. Doctoral Dissertation, Old Dominion University. Accessed April 19, 2019. 9780355916980 ; https://digitalcommons.odu.edu/efl_etds/59.

MLA Handbook (7th Edition):

Whiteman, Violet Keene. “School Leaders’ Conceptualizations of Teacher Care for African American Middle School Students.” 2018. Web. 19 Apr 2019.

Vancouver:

Whiteman VK. School Leaders’ Conceptualizations of Teacher Care for African American Middle School Students. [Internet] [Doctoral dissertation]. Old Dominion University; 2018. [cited 2019 Apr 19]. Available from: 9780355916980 ; https://digitalcommons.odu.edu/efl_etds/59.

Council of Science Editors:

Whiteman VK. School Leaders’ Conceptualizations of Teacher Care for African American Middle School Students. [Doctoral Dissertation]. Old Dominion University; 2018. Available from: 9780355916980 ; https://digitalcommons.odu.edu/efl_etds/59


Eastern Illinois University

16. Sakowicz, Steven K. Researching the Historical Representations of Andrew Jackson in Trade Books.

Degree: MSEd, Early Childhood, Elementary, and Middle Level Education, 2015, Eastern Illinois University

  State and national standards compel teachers to introduce historical topics through multiple diverse texts, emphasizing the use of informational texts. Trade books allow teachers… (more)

Subjects/Keywords: Curriculum and Instruction; Elementary Education and Teaching; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Sakowicz, S. K. (2015). Researching the Historical Representations of Andrew Jackson in Trade Books. (Masters Thesis). Eastern Illinois University. Retrieved from http://thekeep.eiu.edu/theses/2389

Chicago Manual of Style (16th Edition):

Sakowicz, Steven K. “Researching the Historical Representations of Andrew Jackson in Trade Books.” 2015. Masters Thesis, Eastern Illinois University. Accessed April 19, 2019. http://thekeep.eiu.edu/theses/2389.

MLA Handbook (7th Edition):

Sakowicz, Steven K. “Researching the Historical Representations of Andrew Jackson in Trade Books.” 2015. Web. 19 Apr 2019.

Vancouver:

Sakowicz SK. Researching the Historical Representations of Andrew Jackson in Trade Books. [Internet] [Masters thesis]. Eastern Illinois University; 2015. [cited 2019 Apr 19]. Available from: http://thekeep.eiu.edu/theses/2389.

Council of Science Editors:

Sakowicz SK. Researching the Historical Representations of Andrew Jackson in Trade Books. [Masters Thesis]. Eastern Illinois University; 2015. Available from: http://thekeep.eiu.edu/theses/2389


Eastern Illinois University

17. Schmitz, Abigail J. Evaluating Student Responses to Young Adult Literature Based on Group Dynamic Within the Literature Circle Setting.

Degree: MSEd, Early Childhood, Elementary, and Middle Level Education, 2017, Eastern Illinois University

  The push of the Social and Emotional Learning (SEL) standards encourages teachers to assist students with overcoming personal obstacles in the classroom. In the… (more)

Subjects/Keywords: Educational Methods; Junior High, Intermediate, Middle School Education and Teaching; Language and Literacy Education

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APA (6th Edition):

Schmitz, A. J. (2017). Evaluating Student Responses to Young Adult Literature Based on Group Dynamic Within the Literature Circle Setting. (Masters Thesis). Eastern Illinois University. Retrieved from http://thekeep.eiu.edu/theses/2750

Chicago Manual of Style (16th Edition):

Schmitz, Abigail J. “Evaluating Student Responses to Young Adult Literature Based on Group Dynamic Within the Literature Circle Setting.” 2017. Masters Thesis, Eastern Illinois University. Accessed April 19, 2019. http://thekeep.eiu.edu/theses/2750.

MLA Handbook (7th Edition):

Schmitz, Abigail J. “Evaluating Student Responses to Young Adult Literature Based on Group Dynamic Within the Literature Circle Setting.” 2017. Web. 19 Apr 2019.

Vancouver:

Schmitz AJ. Evaluating Student Responses to Young Adult Literature Based on Group Dynamic Within the Literature Circle Setting. [Internet] [Masters thesis]. Eastern Illinois University; 2017. [cited 2019 Apr 19]. Available from: http://thekeep.eiu.edu/theses/2750.

Council of Science Editors:

Schmitz AJ. Evaluating Student Responses to Young Adult Literature Based on Group Dynamic Within the Literature Circle Setting. [Masters Thesis]. Eastern Illinois University; 2017. Available from: http://thekeep.eiu.edu/theses/2750


Eastern Illinois University

18. Hayn, Sara. An Examination of Teachers' Natural Praise-to-Reprimand Ratios and Teachers' Perceptions of Self-Efficacy and Stress.

Degree: Specialist in School Psychology, Psychology, 2018, Eastern Illinois University

  The current study examined teachers' natural use of praise and reprimand in middle and high school (sixth through twelfth grade) general education classrooms. In… (more)

Subjects/Keywords: Junior High, Intermediate, Middle School Education and Teaching; Psychology; Secondary Education and Teaching

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APA (6th Edition):

Hayn, S. (2018). An Examination of Teachers' Natural Praise-to-Reprimand Ratios and Teachers' Perceptions of Self-Efficacy and Stress. (Thesis). Eastern Illinois University. Retrieved from http://thekeep.eiu.edu/theses/3406

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):

Hayn, Sara. “An Examination of Teachers' Natural Praise-to-Reprimand Ratios and Teachers' Perceptions of Self-Efficacy and Stress.” 2018. Thesis, Eastern Illinois University. Accessed April 19, 2019. http://thekeep.eiu.edu/theses/3406.

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

MLA Handbook (7th Edition):

Hayn, Sara. “An Examination of Teachers' Natural Praise-to-Reprimand Ratios and Teachers' Perceptions of Self-Efficacy and Stress.” 2018. Web. 19 Apr 2019.

Vancouver:

Hayn S. An Examination of Teachers' Natural Praise-to-Reprimand Ratios and Teachers' Perceptions of Self-Efficacy and Stress. [Internet] [Thesis]. Eastern Illinois University; 2018. [cited 2019 Apr 19]. Available from: http://thekeep.eiu.edu/theses/3406.

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

Council of Science Editors:

Hayn S. An Examination of Teachers' Natural Praise-to-Reprimand Ratios and Teachers' Perceptions of Self-Efficacy and Stress. [Thesis]. Eastern Illinois University; 2018. Available from: http://thekeep.eiu.edu/theses/3406

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


University of the Western Cape

19. Joorst, Rene Hazel. Investigating the implementation of learning support strategies by teachers in the intermediate phase of a school in the Western Cape .

Degree: 2010, University of the Western Cape

 The purpose of the study was to investigate the implementation of learning support strategies by Intermediate Phase teachers. The study also determined the factors (enhancing… (more)

Subjects/Keywords: Education; Democracy; Transformation; Inclusive; Policy; School; Support strategies; Learner and learning support; Effectiveness; Intermediate Phase

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APA (6th Edition):

Joorst, R. H. (2010). Investigating the implementation of learning support strategies by teachers in the intermediate phase of a school in the Western Cape . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/2604

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):

Joorst, Rene Hazel. “Investigating the implementation of learning support strategies by teachers in the intermediate phase of a school in the Western Cape .” 2010. Thesis, University of the Western Cape. Accessed April 19, 2019. http://hdl.handle.net/11394/2604.

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

MLA Handbook (7th Edition):

Joorst, Rene Hazel. “Investigating the implementation of learning support strategies by teachers in the intermediate phase of a school in the Western Cape .” 2010. Web. 19 Apr 2019.

Vancouver:

Joorst RH. Investigating the implementation of learning support strategies by teachers in the intermediate phase of a school in the Western Cape . [Internet] [Thesis]. University of the Western Cape; 2010. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/11394/2604.

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

Council of Science Editors:

Joorst RH. Investigating the implementation of learning support strategies by teachers in the intermediate phase of a school in the Western Cape . [Thesis]. University of the Western Cape; 2010. Available from: http://hdl.handle.net/11394/2604

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


SUNY College at Brockport

20. Brown, Samantha S. Talk within Literature Circles in an 8th Grade ELA Classroom.

Degree: MSEd, Education and Human Development, 2014, SUNY College at Brockport

  This study investigates what kinds of talk students engage in during a Literature Circle with assigned roles. Participants were asked in an interview which… (more)

Subjects/Keywords: Literature Circles; English Language Arts; Talk; Education; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Brown, S. S. (2014). Talk within Literature Circles in an 8th Grade ELA Classroom. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/390

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):

Brown, Samantha S. “Talk within Literature Circles in an 8th Grade ELA Classroom.” 2014. Thesis, SUNY College at Brockport. Accessed April 19, 2019. https://digitalcommons.brockport.edu/ehd_theses/390.

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

MLA Handbook (7th Edition):

Brown, Samantha S. “Talk within Literature Circles in an 8th Grade ELA Classroom.” 2014. Web. 19 Apr 2019.

Vancouver:

Brown SS. Talk within Literature Circles in an 8th Grade ELA Classroom. [Internet] [Thesis]. SUNY College at Brockport; 2014. [cited 2019 Apr 19]. Available from: https://digitalcommons.brockport.edu/ehd_theses/390.

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

Council of Science Editors:

Brown SS. Talk within Literature Circles in an 8th Grade ELA Classroom. [Thesis]. SUNY College at Brockport; 2014. Available from: https://digitalcommons.brockport.edu/ehd_theses/390

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


College of William and Mary

21. Kwiterovich, Peter O., III. Big-Fish-Little-Pond Effect: The impact on academic self-concept.

Degree: Doctor of Education (EdD), Education, 2011, College of William and Mary

 The purpose of this study was to investigate the impact on the self-concept of students when they transitioned into an academically selective independent middle school.… (more)

Subjects/Keywords: Educational Leadership; Educational Psychology; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Kwiterovich, Peter O., I. (2011). Big-Fish-Little-Pond Effect: The impact on academic self-concept. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618485

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):

Kwiterovich, Peter O., III. “Big-Fish-Little-Pond Effect: The impact on academic self-concept.” 2011. Thesis, College of William and Mary. Accessed April 19, 2019. https://scholarworks.wm.edu/etd/1539618485.

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

MLA Handbook (7th Edition):

Kwiterovich, Peter O., III. “Big-Fish-Little-Pond Effect: The impact on academic self-concept.” 2011. Web. 19 Apr 2019.

Vancouver:

Kwiterovich, Peter O. I. Big-Fish-Little-Pond Effect: The impact on academic self-concept. [Internet] [Thesis]. College of William and Mary; 2011. [cited 2019 Apr 19]. Available from: https://scholarworks.wm.edu/etd/1539618485.

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

Council of Science Editors:

Kwiterovich, Peter O. I. Big-Fish-Little-Pond Effect: The impact on academic self-concept. [Thesis]. College of William and Mary; 2011. Available from: https://scholarworks.wm.edu/etd/1539618485

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


University of Arkansas

22. Hancock, James Kevin. Refining Effective Instructional Strategies through Professional Learning Communities.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership (EdD), 2018, University of Arkansas

  The purpose of this study is to examine the effectiveness of professional learning communities by comparing practices and strategies of content and grade level… (more)

Subjects/Keywords: Educational Assessment, Evaluation, and Research; Educational Leadership; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Hancock, J. K. (2018). Refining Effective Instructional Strategies through Professional Learning Communities. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/3057

Chicago Manual of Style (16th Edition):

Hancock, James Kevin. “Refining Effective Instructional Strategies through Professional Learning Communities.” 2018. Doctoral Dissertation, University of Arkansas. Accessed April 19, 2019. https://scholarworks.uark.edu/etd/3057.

MLA Handbook (7th Edition):

Hancock, James Kevin. “Refining Effective Instructional Strategies through Professional Learning Communities.” 2018. Web. 19 Apr 2019.

Vancouver:

Hancock JK. Refining Effective Instructional Strategies through Professional Learning Communities. [Internet] [Doctoral dissertation]. University of Arkansas; 2018. [cited 2019 Apr 19]. Available from: https://scholarworks.uark.edu/etd/3057.

Council of Science Editors:

Hancock JK. Refining Effective Instructional Strategies through Professional Learning Communities. [Doctoral Dissertation]. University of Arkansas; 2018. Available from: https://scholarworks.uark.edu/etd/3057


University of Arkansas

23. Holland, Sarah Nicole. Creating and Maintaining a Community Literacy Project in Northwest Arkansas.

Degree: MA, 2012, University of Arkansas

  The purpose of this research is to examine both logistical and curricular strategies employed by students and staff working with the "Razorback Writers" project… (more)

Subjects/Keywords: Education; Educational Assessment, Evaluation, and Research; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Holland, S. N. (2012). Creating and Maintaining a Community Literacy Project in Northwest Arkansas. (Masters Thesis). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/413

Chicago Manual of Style (16th Edition):

Holland, Sarah Nicole. “Creating and Maintaining a Community Literacy Project in Northwest Arkansas.” 2012. Masters Thesis, University of Arkansas. Accessed April 19, 2019. https://scholarworks.uark.edu/etd/413.

MLA Handbook (7th Edition):

Holland, Sarah Nicole. “Creating and Maintaining a Community Literacy Project in Northwest Arkansas.” 2012. Web. 19 Apr 2019.

Vancouver:

Holland SN. Creating and Maintaining a Community Literacy Project in Northwest Arkansas. [Internet] [Masters thesis]. University of Arkansas; 2012. [cited 2019 Apr 19]. Available from: https://scholarworks.uark.edu/etd/413.

Council of Science Editors:

Holland SN. Creating and Maintaining a Community Literacy Project in Northwest Arkansas. [Masters Thesis]. University of Arkansas; 2012. Available from: https://scholarworks.uark.edu/etd/413


Portland State University

24. Rickert, Nicolette Paige. Teacher Mindfulness in the Middle School Classroom: Reliability and Validity of a New Scale.

Degree: MS(M.S.) in Psychology, Psychology, 2016, Portland State University

  Despite significant growth in research examining the effects of mindfulness interventions on teachers (Roeser, 2014), studies have mainly relied on self-reports of teacher mindfulness… (more)

Subjects/Keywords: Mindfulness (Psychology); Attention; Middle school teachers; Teaching; Reflective teaching; Junior High, Intermediate, Middle School Education and Teaching; Psychology

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APA (6th Edition):

Rickert, N. P. (2016). Teacher Mindfulness in the Middle School Classroom: Reliability and Validity of a New Scale. (Masters Thesis). Portland State University. Retrieved from http://pdxscholar.library.pdx.edu/open_access_etds/3118

Chicago Manual of Style (16th Edition):

Rickert, Nicolette Paige. “Teacher Mindfulness in the Middle School Classroom: Reliability and Validity of a New Scale.” 2016. Masters Thesis, Portland State University. Accessed April 19, 2019. http://pdxscholar.library.pdx.edu/open_access_etds/3118.

MLA Handbook (7th Edition):

Rickert, Nicolette Paige. “Teacher Mindfulness in the Middle School Classroom: Reliability and Validity of a New Scale.” 2016. Web. 19 Apr 2019.

Vancouver:

Rickert NP. Teacher Mindfulness in the Middle School Classroom: Reliability and Validity of a New Scale. [Internet] [Masters thesis]. Portland State University; 2016. [cited 2019 Apr 19]. Available from: http://pdxscholar.library.pdx.edu/open_access_etds/3118.

Council of Science Editors:

Rickert NP. Teacher Mindfulness in the Middle School Classroom: Reliability and Validity of a New Scale. [Masters Thesis]. Portland State University; 2016. Available from: http://pdxscholar.library.pdx.edu/open_access_etds/3118

25. McCuiston, Kimberly Flanders. What Middle Schoolers Want: An Analysis of the Most Circulated Texts in a Public School District.

Degree: 2015, University of Tennessee – Knoxville

 In today’s climate of education reform and the classroom concentration on texts that are academically rigorous, it is easy to forget the importance of encouraging… (more)

Subjects/Keywords: middle school; adolescent; voluntary reading; choice; library circulation records; Junior High, Intermediate, Middle School Education and Teaching

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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APA (6th Edition):

McCuiston, K. F. (2015). What Middle Schoolers Want: An Analysis of the Most Circulated Texts in a Public School District. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/3351

Chicago Manual of Style (16th Edition):

McCuiston, Kimberly Flanders. “What Middle Schoolers Want: An Analysis of the Most Circulated Texts in a Public School District.” 2015. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed April 19, 2019. https://trace.tennessee.edu/utk_graddiss/3351.

MLA Handbook (7th Edition):

McCuiston, Kimberly Flanders. “What Middle Schoolers Want: An Analysis of the Most Circulated Texts in a Public School District.” 2015. Web. 19 Apr 2019.

Vancouver:

McCuiston KF. What Middle Schoolers Want: An Analysis of the Most Circulated Texts in a Public School District. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2015. [cited 2019 Apr 19]. Available from: https://trace.tennessee.edu/utk_graddiss/3351.

Council of Science Editors:

McCuiston KF. What Middle Schoolers Want: An Analysis of the Most Circulated Texts in a Public School District. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2015. Available from: https://trace.tennessee.edu/utk_graddiss/3351


Georgia Southern University

26. Joiner, Lori A. The Relationship Between Middle School Lexile Growth and School Nutrition.

Degree: Doctor of Education in Educational Leadership (EdD), Department of Leadership, Technology, and Human Development, 2018, Georgia Southern University

  ABSTRACT Children in poverty tend to have malnutrition and iron deficiency, and often receive their only meals for the day from a school nutrition… (more)

Subjects/Keywords: Leadership; Nutrition; Middle School; Lexile Growth; Iron Deficiency; Educational Leadership; Junior High, Intermediate, Middle School Education and Teaching; Secondary Education

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APA (6th Edition):

Joiner, L. A. (2018). The Relationship Between Middle School Lexile Growth and School Nutrition. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/1707

Chicago Manual of Style (16th Edition):

Joiner, Lori A. “The Relationship Between Middle School Lexile Growth and School Nutrition.” 2018. Doctoral Dissertation, Georgia Southern University. Accessed April 19, 2019. https://digitalcommons.georgiasouthern.edu/etd/1707.

MLA Handbook (7th Edition):

Joiner, Lori A. “The Relationship Between Middle School Lexile Growth and School Nutrition.” 2018. Web. 19 Apr 2019.

Vancouver:

Joiner LA. The Relationship Between Middle School Lexile Growth and School Nutrition. [Internet] [Doctoral dissertation]. Georgia Southern University; 2018. [cited 2019 Apr 19]. Available from: https://digitalcommons.georgiasouthern.edu/etd/1707.

Council of Science Editors:

Joiner LA. The Relationship Between Middle School Lexile Growth and School Nutrition. [Doctoral Dissertation]. Georgia Southern University; 2018. Available from: https://digitalcommons.georgiasouthern.edu/etd/1707


Portland State University

27. Wenzel, Marcus Fredrick-Lynn. Middle School Teacher Beliefs about Classroom Diversity and their Influence on Differentiated Instructional Practices.

Degree: Doctor of Education (EdD) in Educational Leadership: Curriculum and Instruction, Curriculum & Instruction, 2017, Portland State University

  Diversity across U.S. classrooms is on the rise which is leading to renewed calls for teachers to meet individual learning needs. Studies indicate the… (more)

Subjects/Keywords: Individualized instruction; Middle school teachers  – Attitudes; Educational change; Curriculum and Instruction; Educational Methods; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Wenzel, M. F. (2017). Middle School Teacher Beliefs about Classroom Diversity and their Influence on Differentiated Instructional Practices. (Doctoral Dissertation). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/3612

Chicago Manual of Style (16th Edition):

Wenzel, Marcus Fredrick-Lynn. “Middle School Teacher Beliefs about Classroom Diversity and their Influence on Differentiated Instructional Practices.” 2017. Doctoral Dissertation, Portland State University. Accessed April 19, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/3612.

MLA Handbook (7th Edition):

Wenzel, Marcus Fredrick-Lynn. “Middle School Teacher Beliefs about Classroom Diversity and their Influence on Differentiated Instructional Practices.” 2017. Web. 19 Apr 2019.

Vancouver:

Wenzel MF. Middle School Teacher Beliefs about Classroom Diversity and their Influence on Differentiated Instructional Practices. [Internet] [Doctoral dissertation]. Portland State University; 2017. [cited 2019 Apr 19]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/3612.

Council of Science Editors:

Wenzel MF. Middle School Teacher Beliefs about Classroom Diversity and their Influence on Differentiated Instructional Practices. [Doctoral Dissertation]. Portland State University; 2017. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/3612


SUNY College at Brockport

28. Bentley, Jane M. Teaching Middle School Science Lessons Using Inquiry-Based Methods.

Degree: MSEd, Education and Human Development, 2008, SUNY College at Brockport

  Educators as a whole are challenged to reach ever changing learning standards for their students while struggling with a limited amount of time to… (more)

Subjects/Keywords: inquiry based teaching; middle school science; teaching methods; Education; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Bentley, J. M. (2008). Teaching Middle School Science Lessons Using Inquiry-Based Methods. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/246

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):

Bentley, Jane M. “Teaching Middle School Science Lessons Using Inquiry-Based Methods.” 2008. Thesis, SUNY College at Brockport. Accessed April 19, 2019. https://digitalcommons.brockport.edu/ehd_theses/246.

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

MLA Handbook (7th Edition):

Bentley, Jane M. “Teaching Middle School Science Lessons Using Inquiry-Based Methods.” 2008. Web. 19 Apr 2019.

Vancouver:

Bentley JM. Teaching Middle School Science Lessons Using Inquiry-Based Methods. [Internet] [Thesis]. SUNY College at Brockport; 2008. [cited 2019 Apr 19]. Available from: https://digitalcommons.brockport.edu/ehd_theses/246.

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

Council of Science Editors:

Bentley JM. Teaching Middle School Science Lessons Using Inquiry-Based Methods. [Thesis]. SUNY College at Brockport; 2008. Available from: https://digitalcommons.brockport.edu/ehd_theses/246

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


SUNY College at Brockport

29. Flanagan, Jennifer Lyn. Technology : The Positive And Negative Effects On Student Achievement.

Degree: MSEd, Education and Human Development, 2008, SUNY College at Brockport

  Technology is the technical means people use to improve their surroundings. People use technology to improve their ability to do work. Classrooms around the… (more)

Subjects/Keywords: classroom technology; student achievement; middle school; graphing calculator; Education; Junior High, Intermediate, Middle School Education and Teaching; Mathematics

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APA (6th Edition):

Flanagan, J. L. (2008). Technology : The Positive And Negative Effects On Student Achievement. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/254

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):

Flanagan, Jennifer Lyn. “Technology : The Positive And Negative Effects On Student Achievement.” 2008. Thesis, SUNY College at Brockport. Accessed April 19, 2019. https://digitalcommons.brockport.edu/ehd_theses/254.

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

MLA Handbook (7th Edition):

Flanagan, Jennifer Lyn. “Technology : The Positive And Negative Effects On Student Achievement.” 2008. Web. 19 Apr 2019.

Vancouver:

Flanagan JL. Technology : The Positive And Negative Effects On Student Achievement. [Internet] [Thesis]. SUNY College at Brockport; 2008. [cited 2019 Apr 19]. Available from: https://digitalcommons.brockport.edu/ehd_theses/254.

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

Council of Science Editors:

Flanagan JL. Technology : The Positive And Negative Effects On Student Achievement. [Thesis]. SUNY College at Brockport; 2008. Available from: https://digitalcommons.brockport.edu/ehd_theses/254

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


SUNY College at Brockport

30. Kitchen, Kara L. Homework and Student Motivation.

Degree: MSEd, Education and Human Development, 2008, SUNY College at Brockport

  Homework and the motivation of students’ to complete it is a continuing challenge for educators and parents everywhere. Frustration by educator and student alike… (more)

Subjects/Keywords: extrinsic; intrinsic; peer competition; motivation; middle school students; Education; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Kitchen, K. L. (2008). Homework and Student Motivation. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/256

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):

Kitchen, Kara L. “Homework and Student Motivation.” 2008. Thesis, SUNY College at Brockport. Accessed April 19, 2019. https://digitalcommons.brockport.edu/ehd_theses/256.

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

MLA Handbook (7th Edition):

Kitchen, Kara L. “Homework and Student Motivation.” 2008. Web. 19 Apr 2019.

Vancouver:

Kitchen KL. Homework and Student Motivation. [Internet] [Thesis]. SUNY College at Brockport; 2008. [cited 2019 Apr 19]. Available from: https://digitalcommons.brockport.edu/ehd_theses/256.

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

Council of Science Editors:

Kitchen KL. Homework and Student Motivation. [Thesis]. SUNY College at Brockport; 2008. Available from: https://digitalcommons.brockport.edu/ehd_theses/256

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

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