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You searched for subject:(math instruction). Showing records 1 – 30 of 120 total matches.

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Louisiana State University

1. Walker, Chantell Holloway. Increasing Student Engagement in the Secondary Math Classroom.

Degree: MNS, Applied Mathematics, 2015, Louisiana State University

 This thesis reports on a professional development package developed by the author to help three teachers increase the level of student engagement in their math(more)

Subjects/Keywords: secondary math; instruction; student engagement

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APA (6th Edition):

Walker, C. H. (2015). Increasing Student Engagement in the Secondary Math Classroom. (Masters Thesis). Louisiana State University. Retrieved from etd-04122015-125210 ; https://digitalcommons.lsu.edu/gradschool_theses/3628

Chicago Manual of Style (16th Edition):

Walker, Chantell Holloway. “Increasing Student Engagement in the Secondary Math Classroom.” 2015. Masters Thesis, Louisiana State University. Accessed December 05, 2020. etd-04122015-125210 ; https://digitalcommons.lsu.edu/gradschool_theses/3628.

MLA Handbook (7th Edition):

Walker, Chantell Holloway. “Increasing Student Engagement in the Secondary Math Classroom.” 2015. Web. 05 Dec 2020.

Vancouver:

Walker CH. Increasing Student Engagement in the Secondary Math Classroom. [Internet] [Masters thesis]. Louisiana State University; 2015. [cited 2020 Dec 05]. Available from: etd-04122015-125210 ; https://digitalcommons.lsu.edu/gradschool_theses/3628.

Council of Science Editors:

Walker CH. Increasing Student Engagement in the Secondary Math Classroom. [Masters Thesis]. Louisiana State University; 2015. Available from: etd-04122015-125210 ; https://digitalcommons.lsu.edu/gradschool_theses/3628


California State University – Chico

2. Miller, Signe. Problem-based instruction founded on math discourse principles: a curriculum handbook for the third grade classroom .

Degree: 2015, California State University – Chico

 Problem-based instruction (PBI) is a proven pedagogical approach with promising applications in the elementary math classroom. Problem-based instruction engages students in inquiry and connects in-class… (more)

Subjects/Keywords: Problem-based instruction; Math instruction; Mathematics, Elementary

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APA (6th Edition):

Miller, S. (2015). Problem-based instruction founded on math discourse principles: a curriculum handbook for the third grade classroom . (Thesis). California State University – Chico. Retrieved from http://hdl.handle.net/10211.3/135828

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):

Miller, Signe. “Problem-based instruction founded on math discourse principles: a curriculum handbook for the third grade classroom .” 2015. Thesis, California State University – Chico. Accessed December 05, 2020. http://hdl.handle.net/10211.3/135828.

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

MLA Handbook (7th Edition):

Miller, Signe. “Problem-based instruction founded on math discourse principles: a curriculum handbook for the third grade classroom .” 2015. Web. 05 Dec 2020.

Vancouver:

Miller S. Problem-based instruction founded on math discourse principles: a curriculum handbook for the third grade classroom . [Internet] [Thesis]. California State University – Chico; 2015. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/10211.3/135828.

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

Council of Science Editors:

Miller S. Problem-based instruction founded on math discourse principles: a curriculum handbook for the third grade classroom . [Thesis]. California State University – Chico; 2015. Available from: http://hdl.handle.net/10211.3/135828

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


Vanderbilt University

3. Hardy, Jessica Kristen. Systematic Instruction of Early Math Skills.

Degree: PhD, Special Education, 2014, Vanderbilt University

Instruction in early math is the subject of increasing attention in the literature and research. Response to intervention is a framework that can be used… (more)

Subjects/Keywords: prompting; at-risk; preschool; instruction; math

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APA (6th Edition):

Hardy, J. K. (2014). Systematic Instruction of Early Math Skills. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/11943

Chicago Manual of Style (16th Edition):

Hardy, Jessica Kristen. “Systematic Instruction of Early Math Skills.” 2014. Doctoral Dissertation, Vanderbilt University. Accessed December 05, 2020. http://hdl.handle.net/1803/11943.

MLA Handbook (7th Edition):

Hardy, Jessica Kristen. “Systematic Instruction of Early Math Skills.” 2014. Web. 05 Dec 2020.

Vancouver:

Hardy JK. Systematic Instruction of Early Math Skills. [Internet] [Doctoral dissertation]. Vanderbilt University; 2014. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/1803/11943.

Council of Science Editors:

Hardy JK. Systematic Instruction of Early Math Skills. [Doctoral Dissertation]. Vanderbilt University; 2014. Available from: http://hdl.handle.net/1803/11943


University of North Texas

4. Sylvester, Barbara N. (Barbara Nelson). First-Year Teacher Usage of Manipulatives in Mathematics Instruction: A Case Study.

Degree: 1989, University of North Texas

 This qualitative case study examined the use of manipulatives in mathematics instruction by six first-year intermediate teachers in a north Texas school district. Their preparation… (more)

Subjects/Keywords: Manipulatives; Math instruction

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APA (6th Edition):

Sylvester, B. N. (. N. (1989). First-Year Teacher Usage of Manipulatives in Mathematics Instruction: A Case Study. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc331046/

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):

Sylvester, Barbara N (Barbara Nelson). “First-Year Teacher Usage of Manipulatives in Mathematics Instruction: A Case Study.” 1989. Thesis, University of North Texas. Accessed December 05, 2020. https://digital.library.unt.edu/ark:/67531/metadc331046/.

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

MLA Handbook (7th Edition):

Sylvester, Barbara N (Barbara Nelson). “First-Year Teacher Usage of Manipulatives in Mathematics Instruction: A Case Study.” 1989. Web. 05 Dec 2020.

Vancouver:

Sylvester BN(N. First-Year Teacher Usage of Manipulatives in Mathematics Instruction: A Case Study. [Internet] [Thesis]. University of North Texas; 1989. [cited 2020 Dec 05]. Available from: https://digital.library.unt.edu/ark:/67531/metadc331046/.

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

Council of Science Editors:

Sylvester BN(N. First-Year Teacher Usage of Manipulatives in Mathematics Instruction: A Case Study. [Thesis]. University of North Texas; 1989. Available from: https://digital.library.unt.edu/ark:/67531/metadc331046/

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

5. McDuffy, Sr., Spencer A. The Necessity of Fundamental Math in College.

Degree: MS, Mathematics, 2017, Governors State University

  The purpose of this paper is to illustrate the status of developmental math courses in higher education settings, particularly community colleges, which are designed… (more)

Subjects/Keywords: College Math; University Math; Remedial Instruction; Basic Education; Science and Mathematics Education

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APA (6th Edition):

McDuffy, Sr., S. A. (2017). The Necessity of Fundamental Math in College. (Thesis). Governors State University. Retrieved from https://opus.govst.edu/theses/100

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):

McDuffy, Sr., Spencer A. “The Necessity of Fundamental Math in College.” 2017. Thesis, Governors State University. Accessed December 05, 2020. https://opus.govst.edu/theses/100.

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

MLA Handbook (7th Edition):

McDuffy, Sr., Spencer A. “The Necessity of Fundamental Math in College.” 2017. Web. 05 Dec 2020.

Vancouver:

McDuffy, Sr. SA. The Necessity of Fundamental Math in College. [Internet] [Thesis]. Governors State University; 2017. [cited 2020 Dec 05]. Available from: https://opus.govst.edu/theses/100.

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

Council of Science Editors:

McDuffy, Sr. SA. The Necessity of Fundamental Math in College. [Thesis]. Governors State University; 2017. Available from: https://opus.govst.edu/theses/100

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

6. Hinds, Dywayne. An Evaluation of One District's Think Through Math Program and Curriculum Implementation.

Degree: EdD Doctor of Education, Educational Leadership, 2017, National-Louis University

  Think Through Math is a research based math program. One school district implemented the program to improve student performance on the state standardized assessment.… (more)

Subjects/Keywords: Math Intervention; Think Through Math Program & Intensive Math; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Educational Leadership; Secondary Education

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APA (6th Edition):

Hinds, D. (2017). An Evaluation of One District's Think Through Math Program and Curriculum Implementation. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/263

Chicago Manual of Style (16th Edition):

Hinds, Dywayne. “An Evaluation of One District's Think Through Math Program and Curriculum Implementation.” 2017. Doctoral Dissertation, National-Louis University. Accessed December 05, 2020. https://digitalcommons.nl.edu/diss/263.

MLA Handbook (7th Edition):

Hinds, Dywayne. “An Evaluation of One District's Think Through Math Program and Curriculum Implementation.” 2017. Web. 05 Dec 2020.

Vancouver:

Hinds D. An Evaluation of One District's Think Through Math Program and Curriculum Implementation. [Internet] [Doctoral dissertation]. National-Louis University; 2017. [cited 2020 Dec 05]. Available from: https://digitalcommons.nl.edu/diss/263.

Council of Science Editors:

Hinds D. An Evaluation of One District's Think Through Math Program and Curriculum Implementation. [Doctoral Dissertation]. National-Louis University; 2017. Available from: https://digitalcommons.nl.edu/diss/263

7. Brown-Cannon, Tashanda. AN EVALUATION OF AN I-READY MATH PROGRAM FOR 5TH GRADERS IN ONE SCHOOL DISTRICT.

Degree: EdD Doctor of Education, Educational Leadership, 2019, National-Louis University

  This study evaluated the impact of i-Ready Math instruction on 5th grade students identified as performing below grade level in mathematics. The participants in… (more)

Subjects/Keywords: Effectiveness of i-Ready Math; i-Ready Math Instruction; i-Ready Math; i-Ready Math interventions; 5th grade math study; Impact of i-Ready Math; Curriculum and Instruction; Education; Elementary Education; Physical Sciences and Mathematics

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APA (6th Edition):

Brown-Cannon, T. (2019). AN EVALUATION OF AN I-READY MATH PROGRAM FOR 5TH GRADERS IN ONE SCHOOL DISTRICT. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/353

Chicago Manual of Style (16th Edition):

Brown-Cannon, Tashanda. “AN EVALUATION OF AN I-READY MATH PROGRAM FOR 5TH GRADERS IN ONE SCHOOL DISTRICT.” 2019. Doctoral Dissertation, National-Louis University. Accessed December 05, 2020. https://digitalcommons.nl.edu/diss/353.

MLA Handbook (7th Edition):

Brown-Cannon, Tashanda. “AN EVALUATION OF AN I-READY MATH PROGRAM FOR 5TH GRADERS IN ONE SCHOOL DISTRICT.” 2019. Web. 05 Dec 2020.

Vancouver:

Brown-Cannon T. AN EVALUATION OF AN I-READY MATH PROGRAM FOR 5TH GRADERS IN ONE SCHOOL DISTRICT. [Internet] [Doctoral dissertation]. National-Louis University; 2019. [cited 2020 Dec 05]. Available from: https://digitalcommons.nl.edu/diss/353.

Council of Science Editors:

Brown-Cannon T. AN EVALUATION OF AN I-READY MATH PROGRAM FOR 5TH GRADERS IN ONE SCHOOL DISTRICT. [Doctoral Dissertation]. National-Louis University; 2019. Available from: https://digitalcommons.nl.edu/diss/353


NSYSU

8. LIN, KUEI-YIN. A study on the effectiveness of instructions by mathematical games to disadvantaged students' academic performance.

Degree: Master, Education, 2013, NSYSU

 ããThis is a study that aims to explore the effectiveness of instructions by mathematical games to disadvantaged students' performances. The investigator adopted collective case study… (more)

Subjects/Keywords: studentsâ math performances; Instruction by mathematical games; disadvantaged children

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APA (6th Edition):

LIN, K. (2013). A study on the effectiveness of instructions by mathematical games to disadvantaged students' academic performance. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0803113-112624

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):

LIN, KUEI-YIN. “A study on the effectiveness of instructions by mathematical games to disadvantaged students' academic performance.” 2013. Thesis, NSYSU. Accessed December 05, 2020. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0803113-112624.

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

MLA Handbook (7th Edition):

LIN, KUEI-YIN. “A study on the effectiveness of instructions by mathematical games to disadvantaged students' academic performance.” 2013. Web. 05 Dec 2020.

Vancouver:

LIN K. A study on the effectiveness of instructions by mathematical games to disadvantaged students' academic performance. [Internet] [Thesis]. NSYSU; 2013. [cited 2020 Dec 05]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0803113-112624.

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

Council of Science Editors:

LIN K. A study on the effectiveness of instructions by mathematical games to disadvantaged students' academic performance. [Thesis]. NSYSU; 2013. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0803113-112624

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

9. Carmichael, Jenna. Gateway to Problem Solving .

Degree: 2014, California State University – San Marcos

 This is a study about which modifications to conceptual math strategies for the newly adopted Cognitively Guided Instruction (CGI) curriculum are most effective when used… (more)

Subjects/Keywords: Conceptual math; Cognitive Guided Instruction; Disabilities; Individualized Education Plans

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APA (6th Edition):

Carmichael, J. (2014). Gateway to Problem Solving . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/120346

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):

Carmichael, Jenna. “Gateway to Problem Solving .” 2014. Thesis, California State University – San Marcos. Accessed December 05, 2020. http://hdl.handle.net/10211.3/120346.

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

MLA Handbook (7th Edition):

Carmichael, Jenna. “Gateway to Problem Solving .” 2014. Web. 05 Dec 2020.

Vancouver:

Carmichael J. Gateway to Problem Solving . [Internet] [Thesis]. California State University – San Marcos; 2014. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/10211.3/120346.

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

Council of Science Editors:

Carmichael J. Gateway to Problem Solving . [Thesis]. California State University – San Marcos; 2014. Available from: http://hdl.handle.net/10211.3/120346

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


Clemson University

10. Song, Yang. Landscape Manipulatives: A Study of Math Gardens and Learning Outcomes in Middle School Mathematics Education Research.

Degree: PhD, Planning, Development, and Preservation, 2017, Clemson University

  Human beings, especially children, need natural environments and outdoor play for their physical, mental, and spiritual well-being (Louv, 2008). Even though parents and teachers… (more)

Subjects/Keywords: environmental design; landscape manipulatives; learning landscapes; math instruction; school grounds

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APA (6th Edition):

Song, Y. (2017). Landscape Manipulatives: A Study of Math Gardens and Learning Outcomes in Middle School Mathematics Education Research. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/1947

Chicago Manual of Style (16th Edition):

Song, Yang. “Landscape Manipulatives: A Study of Math Gardens and Learning Outcomes in Middle School Mathematics Education Research.” 2017. Doctoral Dissertation, Clemson University. Accessed December 05, 2020. https://tigerprints.clemson.edu/all_dissertations/1947.

MLA Handbook (7th Edition):

Song, Yang. “Landscape Manipulatives: A Study of Math Gardens and Learning Outcomes in Middle School Mathematics Education Research.” 2017. Web. 05 Dec 2020.

Vancouver:

Song Y. Landscape Manipulatives: A Study of Math Gardens and Learning Outcomes in Middle School Mathematics Education Research. [Internet] [Doctoral dissertation]. Clemson University; 2017. [cited 2020 Dec 05]. Available from: https://tigerprints.clemson.edu/all_dissertations/1947.

Council of Science Editors:

Song Y. Landscape Manipulatives: A Study of Math Gardens and Learning Outcomes in Middle School Mathematics Education Research. [Doctoral Dissertation]. Clemson University; 2017. Available from: https://tigerprints.clemson.edu/all_dissertations/1947


SUNY College at Brockport

11. Ruscio, Alyssa D. A Curriculum Project on Exponential Growth Aligned with Common Core Standards.

Degree: MSEd, Education and Human Development, 2015, SUNY College at Brockport

  In the world of education, teacher expectations and educational policies are continually changing at the state and national levels. For this reason, it is… (more)

Subjects/Keywords: curriculum; math; common core; algebra; exponential; Curriculum and Instruction; Education

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APA (6th Edition):

Ruscio, A. D. (2015). A Curriculum Project on Exponential Growth Aligned with Common Core Standards. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/542

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):

Ruscio, Alyssa D. “A Curriculum Project on Exponential Growth Aligned with Common Core Standards.” 2015. Thesis, SUNY College at Brockport. Accessed December 05, 2020. https://digitalcommons.brockport.edu/ehd_theses/542.

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

MLA Handbook (7th Edition):

Ruscio, Alyssa D. “A Curriculum Project on Exponential Growth Aligned with Common Core Standards.” 2015. Web. 05 Dec 2020.

Vancouver:

Ruscio AD. A Curriculum Project on Exponential Growth Aligned with Common Core Standards. [Internet] [Thesis]. SUNY College at Brockport; 2015. [cited 2020 Dec 05]. Available from: https://digitalcommons.brockport.edu/ehd_theses/542.

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

Council of Science Editors:

Ruscio AD. A Curriculum Project on Exponential Growth Aligned with Common Core Standards. [Thesis]. SUNY College at Brockport; 2015. Available from: https://digitalcommons.brockport.edu/ehd_theses/542

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

12. Boden, Lauren J. Effects of Response Cards on Math Performance for Students with Moderate Intellectual Disability.

Degree: PhD, Educational Psychology and Special Education, 2015, Georgia State University

  Response cards (RC) are signs or cards that allow students to hold up their answer and simultaneously respond to teacher prompts. Researchers have examined… (more)

Subjects/Keywords: Response cards; Moderate intellectual disability; Math instruction; Simultaneous prompting

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APA (6th Edition):

Boden, L. J. (2015). Effects of Response Cards on Math Performance for Students with Moderate Intellectual Disability. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/epse_diss/104

Chicago Manual of Style (16th Edition):

Boden, Lauren J. “Effects of Response Cards on Math Performance for Students with Moderate Intellectual Disability.” 2015. Doctoral Dissertation, Georgia State University. Accessed December 05, 2020. https://scholarworks.gsu.edu/epse_diss/104.

MLA Handbook (7th Edition):

Boden, Lauren J. “Effects of Response Cards on Math Performance for Students with Moderate Intellectual Disability.” 2015. Web. 05 Dec 2020.

Vancouver:

Boden LJ. Effects of Response Cards on Math Performance for Students with Moderate Intellectual Disability. [Internet] [Doctoral dissertation]. Georgia State University; 2015. [cited 2020 Dec 05]. Available from: https://scholarworks.gsu.edu/epse_diss/104.

Council of Science Editors:

Boden LJ. Effects of Response Cards on Math Performance for Students with Moderate Intellectual Disability. [Doctoral Dissertation]. Georgia State University; 2015. Available from: https://scholarworks.gsu.edu/epse_diss/104


University of Michigan

13. Ellis, Alexa. The Role of Classroom Instruction in the Development of Early Number Skills.

Degree: PhD, Education & Psychology, 2020, University of Michigan

 The relation between mathematical achievement in early childhood and future academic success is well established. However, the effect of instruction on mathematical performance is less… (more)

Subjects/Keywords: Kindergarten Classroom Instruction; Math Skill Growth; Education; Social Sciences

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APA (6th Edition):

Ellis, A. (2020). The Role of Classroom Instruction in the Development of Early Number Skills. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/163229

Chicago Manual of Style (16th Edition):

Ellis, Alexa. “The Role of Classroom Instruction in the Development of Early Number Skills.” 2020. Doctoral Dissertation, University of Michigan. Accessed December 05, 2020. http://hdl.handle.net/2027.42/163229.

MLA Handbook (7th Edition):

Ellis, Alexa. “The Role of Classroom Instruction in the Development of Early Number Skills.” 2020. Web. 05 Dec 2020.

Vancouver:

Ellis A. The Role of Classroom Instruction in the Development of Early Number Skills. [Internet] [Doctoral dissertation]. University of Michigan; 2020. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/2027.42/163229.

Council of Science Editors:

Ellis A. The Role of Classroom Instruction in the Development of Early Number Skills. [Doctoral Dissertation]. University of Michigan; 2020. Available from: http://hdl.handle.net/2027.42/163229


Utah State University

14. Westenskow, Arla. Equivalent Fraction Learning Trajectories for Students with Mathematical Learning Difficulties When Using Manipulatives.

Degree: PhD, School of Teacher Education and Leadership, 2012, Utah State University

  This study identified variations in the learning trajectories of Tier II students when learning equivalent fraction concepts using physical and virtual manipulatives. The study… (more)

Subjects/Keywords: learning trajectories; math education; classroom education; Curriculum and Instruction; Education

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APA (6th Edition):

Westenskow, A. (2012). Equivalent Fraction Learning Trajectories for Students with Mathematical Learning Difficulties When Using Manipulatives. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/1368

Chicago Manual of Style (16th Edition):

Westenskow, Arla. “Equivalent Fraction Learning Trajectories for Students with Mathematical Learning Difficulties When Using Manipulatives.” 2012. Doctoral Dissertation, Utah State University. Accessed December 05, 2020. https://digitalcommons.usu.edu/etd/1368.

MLA Handbook (7th Edition):

Westenskow, Arla. “Equivalent Fraction Learning Trajectories for Students with Mathematical Learning Difficulties When Using Manipulatives.” 2012. Web. 05 Dec 2020.

Vancouver:

Westenskow A. Equivalent Fraction Learning Trajectories for Students with Mathematical Learning Difficulties When Using Manipulatives. [Internet] [Doctoral dissertation]. Utah State University; 2012. [cited 2020 Dec 05]. Available from: https://digitalcommons.usu.edu/etd/1368.

Council of Science Editors:

Westenskow A. Equivalent Fraction Learning Trajectories for Students with Mathematical Learning Difficulties When Using Manipulatives. [Doctoral Dissertation]. Utah State University; 2012. Available from: https://digitalcommons.usu.edu/etd/1368


Seton Hall University

15. Powell, Tina L. A Comparative Analysis of the Singapore Math Curriculum and the Everyday Mathematics Curriculum on Fifth Grade Achievement in a Large Northeastern Urban Public School District.

Degree: Executive EdD in Education Leadership Management and Policy, Education Leadership, Management and Policy, 2014, Seton Hall University

  This study examined the differences between the achievement effects of one proposed Common Core State Standards-aligned mathematics program, Math in Focus: Singapore Math, and… (more)

Subjects/Keywords: Elementary Mathematics; Curriculum Evaluation; Singapore Math; Everyday Math; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Science and Mathematics Education

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APA (6th Edition):

Powell, T. L. (2014). A Comparative Analysis of the Singapore Math Curriculum and the Everyday Mathematics Curriculum on Fifth Grade Achievement in a Large Northeastern Urban Public School District. (Doctoral Dissertation). Seton Hall University. Retrieved from https://scholarship.shu.edu/dissertations/1981

Chicago Manual of Style (16th Edition):

Powell, Tina L. “A Comparative Analysis of the Singapore Math Curriculum and the Everyday Mathematics Curriculum on Fifth Grade Achievement in a Large Northeastern Urban Public School District.” 2014. Doctoral Dissertation, Seton Hall University. Accessed December 05, 2020. https://scholarship.shu.edu/dissertations/1981.

MLA Handbook (7th Edition):

Powell, Tina L. “A Comparative Analysis of the Singapore Math Curriculum and the Everyday Mathematics Curriculum on Fifth Grade Achievement in a Large Northeastern Urban Public School District.” 2014. Web. 05 Dec 2020.

Vancouver:

Powell TL. A Comparative Analysis of the Singapore Math Curriculum and the Everyday Mathematics Curriculum on Fifth Grade Achievement in a Large Northeastern Urban Public School District. [Internet] [Doctoral dissertation]. Seton Hall University; 2014. [cited 2020 Dec 05]. Available from: https://scholarship.shu.edu/dissertations/1981.

Council of Science Editors:

Powell TL. A Comparative Analysis of the Singapore Math Curriculum and the Everyday Mathematics Curriculum on Fifth Grade Achievement in a Large Northeastern Urban Public School District. [Doctoral Dissertation]. Seton Hall University; 2014. Available from: https://scholarship.shu.edu/dissertations/1981


Bowling Green State University

16. Rose, Kristen. The Effect of SQRQCQ on Fourth Graders' Math Word Problem Performance.

Degree: MEd, Reading, 2011, Bowling Green State University

 Traditionally, mathematics and reading are seen as two separate entities; however, research suggests that problem solving and reading comprehension are linked. Much research is available… (more)

Subjects/Keywords: Mathematics Education; Middle School Education; Reading Instruction; Math; Reading; Reading in the Math Classroom; SQRQCQ; SQ3R; Informational Text; Content Reading; Content Comprehension; Comprehension; Reading Comprehension; Math and Reading; Math Comprehension; Word Problems; Story Problems; Math Word Problems

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

APA (6th Edition):

Rose, K. (2011). The Effect of SQRQCQ on Fourth Graders' Math Word Problem Performance. (Masters Thesis). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1300673366

Chicago Manual of Style (16th Edition):

Rose, Kristen. “The Effect of SQRQCQ on Fourth Graders' Math Word Problem Performance.” 2011. Masters Thesis, Bowling Green State University. Accessed December 05, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1300673366.

MLA Handbook (7th Edition):

Rose, Kristen. “The Effect of SQRQCQ on Fourth Graders' Math Word Problem Performance.” 2011. Web. 05 Dec 2020.

Vancouver:

Rose K. The Effect of SQRQCQ on Fourth Graders' Math Word Problem Performance. [Internet] [Masters thesis]. Bowling Green State University; 2011. [cited 2020 Dec 05]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1300673366.

Council of Science Editors:

Rose K. The Effect of SQRQCQ on Fourth Graders' Math Word Problem Performance. [Masters Thesis]. Bowling Green State University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1300673366


NSYSU

17. Wen Cheng, Huan. Constructing an Effective Model of Math Remedial Instruction of Decimal Division of Sixth Grade in Elementary School by Taking Action Research.

Degree: PhD, Education, 2016, NSYSU

 The aim of this research is to conduct math remedial instruction on decimals division (RIDD) for sixth grade and solve teaching problems through action research.… (more)

Subjects/Keywords: Constructing an Effective Teaching Model; Action Research and Cycles; Math Remedial Instruction; Decimal Division

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APA (6th Edition):

Wen Cheng, H. (2016). Constructing an Effective Model of Math Remedial Instruction of Decimal Division of Sixth Grade in Elementary School by Taking Action Research. (Doctoral Dissertation). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0025116-122158

Chicago Manual of Style (16th Edition):

Wen Cheng, Huan. “Constructing an Effective Model of Math Remedial Instruction of Decimal Division of Sixth Grade in Elementary School by Taking Action Research.” 2016. Doctoral Dissertation, NSYSU. Accessed December 05, 2020. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0025116-122158.

MLA Handbook (7th Edition):

Wen Cheng, Huan. “Constructing an Effective Model of Math Remedial Instruction of Decimal Division of Sixth Grade in Elementary School by Taking Action Research.” 2016. Web. 05 Dec 2020.

Vancouver:

Wen Cheng H. Constructing an Effective Model of Math Remedial Instruction of Decimal Division of Sixth Grade in Elementary School by Taking Action Research. [Internet] [Doctoral dissertation]. NSYSU; 2016. [cited 2020 Dec 05]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0025116-122158.

Council of Science Editors:

Wen Cheng H. Constructing an Effective Model of Math Remedial Instruction of Decimal Division of Sixth Grade in Elementary School by Taking Action Research. [Doctoral Dissertation]. NSYSU; 2016. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0025116-122158


Loyola University Chicago

18. Cerezci, Bilge. Quality of Math Instruction Matters: Examining Validity and Reliability of High Impact Strategies in Early Mathematics (his-Em).

Degree: PhD, Child Development, 2016, Loyola University Chicago

  The purpose of this study is to introduce a measure of early mathematics teaching practices, the High Impact Strategies in Early Mathematics (HIS-EM) and… (more)

Subjects/Keywords: early childhood; High quality; mathematics education; Math instruction; Observation; Early Childhood Education

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APA (6th Edition):

Cerezci, B. (2016). Quality of Math Instruction Matters: Examining Validity and Reliability of High Impact Strategies in Early Mathematics (his-Em). (Doctoral Dissertation). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/2276

Chicago Manual of Style (16th Edition):

Cerezci, Bilge. “Quality of Math Instruction Matters: Examining Validity and Reliability of High Impact Strategies in Early Mathematics (his-Em).” 2016. Doctoral Dissertation, Loyola University Chicago. Accessed December 05, 2020. https://ecommons.luc.edu/luc_diss/2276.

MLA Handbook (7th Edition):

Cerezci, Bilge. “Quality of Math Instruction Matters: Examining Validity and Reliability of High Impact Strategies in Early Mathematics (his-Em).” 2016. Web. 05 Dec 2020.

Vancouver:

Cerezci B. Quality of Math Instruction Matters: Examining Validity and Reliability of High Impact Strategies in Early Mathematics (his-Em). [Internet] [Doctoral dissertation]. Loyola University Chicago; 2016. [cited 2020 Dec 05]. Available from: https://ecommons.luc.edu/luc_diss/2276.

Council of Science Editors:

Cerezci B. Quality of Math Instruction Matters: Examining Validity and Reliability of High Impact Strategies in Early Mathematics (his-Em). [Doctoral Dissertation]. Loyola University Chicago; 2016. Available from: https://ecommons.luc.edu/luc_diss/2276


University of Illinois – Chicago

19. Pearson, Jennifer. Special Educators’ Math Instruction for High School Students with Significant Intellectual Disabilities.

Degree: 2018, University of Illinois – Chicago

 While federal policies such as NCLB, IDEA, and ESSA have placed increased accountability on states to deliver instruction aligned to the grade-level mathematics standards for… (more)

Subjects/Keywords: intellectual disability; math instruction; special education teacher; significant intellectual disability; severe disability; survey

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APA (6th Edition):

Pearson, J. (2018). Special Educators’ Math Instruction for High School Students with Significant Intellectual Disabilities. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/22725

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):

Pearson, Jennifer. “Special Educators’ Math Instruction for High School Students with Significant Intellectual Disabilities.” 2018. Thesis, University of Illinois – Chicago. Accessed December 05, 2020. http://hdl.handle.net/10027/22725.

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

MLA Handbook (7th Edition):

Pearson, Jennifer. “Special Educators’ Math Instruction for High School Students with Significant Intellectual Disabilities.” 2018. Web. 05 Dec 2020.

Vancouver:

Pearson J. Special Educators’ Math Instruction for High School Students with Significant Intellectual Disabilities. [Internet] [Thesis]. University of Illinois – Chicago; 2018. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/10027/22725.

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

Council of Science Editors:

Pearson J. Special Educators’ Math Instruction for High School Students with Significant Intellectual Disabilities. [Thesis]. University of Illinois – Chicago; 2018. Available from: http://hdl.handle.net/10027/22725

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


University of South Florida

20. Reed, Jacy M. An Evaluation of Khan Academy Videos as a Supplement to Teacher Instruction for Elementary-Aged Students with Disabilities.

Degree: 2019, University of South Florida

 Research has indicated video-based interventions are successful at teaching skills to individuals with varying types of disabilities. However, there is a gap in the literature… (more)

Subjects/Keywords: video based instruction; math skills; behavioral skills training; Academic performance; Social and Behavioral Sciences

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

APA (6th Edition):

Reed, J. M. (2019). An Evaluation of Khan Academy Videos as a Supplement to Teacher Instruction for Elementary-Aged Students with Disabilities. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/7903

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):

Reed, Jacy M. “An Evaluation of Khan Academy Videos as a Supplement to Teacher Instruction for Elementary-Aged Students with Disabilities.” 2019. Thesis, University of South Florida. Accessed December 05, 2020. https://scholarcommons.usf.edu/etd/7903.

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

MLA Handbook (7th Edition):

Reed, Jacy M. “An Evaluation of Khan Academy Videos as a Supplement to Teacher Instruction for Elementary-Aged Students with Disabilities.” 2019. Web. 05 Dec 2020.

Vancouver:

Reed JM. An Evaluation of Khan Academy Videos as a Supplement to Teacher Instruction for Elementary-Aged Students with Disabilities. [Internet] [Thesis]. University of South Florida; 2019. [cited 2020 Dec 05]. Available from: https://scholarcommons.usf.edu/etd/7903.

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

Council of Science Editors:

Reed JM. An Evaluation of Khan Academy Videos as a Supplement to Teacher Instruction for Elementary-Aged Students with Disabilities. [Thesis]. University of South Florida; 2019. Available from: https://scholarcommons.usf.edu/etd/7903

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


SUNY College at Brockport

21. Daily, Donovan J. A Curriculum Project on Quadratics Aligned to the Common Core State Standards.

Degree: MSEd, Education and Human Development, 2012, SUNY College at Brockport

  This project illustrates a process of designing curriculum for the study of quadratics in Algebra 1, in alignment with the Common Core State Standards… (more)

Subjects/Keywords: math; quadratic; common core; curriculum; algebra; conception; Curriculum and Instruction; Education; Science and Mathematics Education

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

APA (6th Edition):

Daily, D. J. (2012). A Curriculum Project on Quadratics Aligned to the Common Core State Standards. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/131

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):

Daily, Donovan J. “A Curriculum Project on Quadratics Aligned to the Common Core State Standards.” 2012. Thesis, SUNY College at Brockport. Accessed December 05, 2020. https://digitalcommons.brockport.edu/ehd_theses/131.

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

MLA Handbook (7th Edition):

Daily, Donovan J. “A Curriculum Project on Quadratics Aligned to the Common Core State Standards.” 2012. Web. 05 Dec 2020.

Vancouver:

Daily DJ. A Curriculum Project on Quadratics Aligned to the Common Core State Standards. [Internet] [Thesis]. SUNY College at Brockport; 2012. [cited 2020 Dec 05]. Available from: https://digitalcommons.brockport.edu/ehd_theses/131.

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

Council of Science Editors:

Daily DJ. A Curriculum Project on Quadratics Aligned to the Common Core State Standards. [Thesis]. SUNY College at Brockport; 2012. Available from: https://digitalcommons.brockport.edu/ehd_theses/131

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


Louisiana State University

22. Sims, John, L. Jr. Improving math instruction in schools that serve the poor.

Degree: MNS, Applied Mathematics, 2010, Louisiana State University

 Public alarm concerning how well U.S. schools are performing in mathematics compared to other developed nations is increasing. Reports of inadequate teaching, poor curriculum design,… (more)

Subjects/Keywords: math instruction; high need; high performance

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

APA (6th Edition):

Sims, John, L. J. (2010). Improving math instruction in schools that serve the poor. (Masters Thesis). Louisiana State University. Retrieved from etd-01272011-151106 ; https://digitalcommons.lsu.edu/gradschool_theses/173

Chicago Manual of Style (16th Edition):

Sims, John, L Jr. “Improving math instruction in schools that serve the poor.” 2010. Masters Thesis, Louisiana State University. Accessed December 05, 2020. etd-01272011-151106 ; https://digitalcommons.lsu.edu/gradschool_theses/173.

MLA Handbook (7th Edition):

Sims, John, L Jr. “Improving math instruction in schools that serve the poor.” 2010. Web. 05 Dec 2020.

Vancouver:

Sims, John LJ. Improving math instruction in schools that serve the poor. [Internet] [Masters thesis]. Louisiana State University; 2010. [cited 2020 Dec 05]. Available from: etd-01272011-151106 ; https://digitalcommons.lsu.edu/gradschool_theses/173.

Council of Science Editors:

Sims, John LJ. Improving math instruction in schools that serve the poor. [Masters Thesis]. Louisiana State University; 2010. Available from: etd-01272011-151106 ; https://digitalcommons.lsu.edu/gradschool_theses/173

23. Holecek, Dean Lewis. Cross Age/Cross Disability Peer Tutoring: a Strategy for Math Instruction.

Degree: 2012, University of Wisconsin – Superior

 Finding the most successful method for helping students with special needs learn and excel in the least restrictive environment is a mission of school districts… (more)

Subjects/Keywords: instruction; math; peer tutoring; cross disability; cross age; Special Education; Educational Leadership

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

APA (6th Edition):

Holecek, D. L. (2012). Cross Age/Cross Disability Peer Tutoring: a Strategy for Math Instruction. (Thesis). University of Wisconsin – Superior. Retrieved from http://digital.library.wisc.edu/1793/63792

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):

Holecek, Dean Lewis. “Cross Age/Cross Disability Peer Tutoring: a Strategy for Math Instruction.” 2012. Thesis, University of Wisconsin – Superior. Accessed December 05, 2020. http://digital.library.wisc.edu/1793/63792.

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

MLA Handbook (7th Edition):

Holecek, Dean Lewis. “Cross Age/Cross Disability Peer Tutoring: a Strategy for Math Instruction.” 2012. Web. 05 Dec 2020.

Vancouver:

Holecek DL. Cross Age/Cross Disability Peer Tutoring: a Strategy for Math Instruction. [Internet] [Thesis]. University of Wisconsin – Superior; 2012. [cited 2020 Dec 05]. Available from: http://digital.library.wisc.edu/1793/63792.

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

Council of Science Editors:

Holecek DL. Cross Age/Cross Disability Peer Tutoring: a Strategy for Math Instruction. [Thesis]. University of Wisconsin – Superior; 2012. Available from: http://digital.library.wisc.edu/1793/63792

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

24. Saito-Kitanosako, Yumiko. APPLYING PRINCIPLES OF UNIVERSAL DESIGN FOR LEARNING TO EARLY ELEMENTARY MATH CLASSES IN JAPAN: A CASE STUDY.

Degree: PhD, Special Education, 2012, University of Kansas

 Beginning in April 2007, the Japanese government implemented efforts to shift the focus of educational policy away from the notion of "Special Education" towards "Special… (more)

Subjects/Keywords: Special education; Elementary math instruction; Japan; Students with special needs; Universal design for learning

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

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

APA (6th Edition):

Saito-Kitanosako, Y. (2012). APPLYING PRINCIPLES OF UNIVERSAL DESIGN FOR LEARNING TO EARLY ELEMENTARY MATH CLASSES IN JAPAN: A CASE STUDY. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/10022

Chicago Manual of Style (16th Edition):

Saito-Kitanosako, Yumiko. “APPLYING PRINCIPLES OF UNIVERSAL DESIGN FOR LEARNING TO EARLY ELEMENTARY MATH CLASSES IN JAPAN: A CASE STUDY.” 2012. Doctoral Dissertation, University of Kansas. Accessed December 05, 2020. http://hdl.handle.net/1808/10022.

MLA Handbook (7th Edition):

Saito-Kitanosako, Yumiko. “APPLYING PRINCIPLES OF UNIVERSAL DESIGN FOR LEARNING TO EARLY ELEMENTARY MATH CLASSES IN JAPAN: A CASE STUDY.” 2012. Web. 05 Dec 2020.

Vancouver:

Saito-Kitanosako Y. APPLYING PRINCIPLES OF UNIVERSAL DESIGN FOR LEARNING TO EARLY ELEMENTARY MATH CLASSES IN JAPAN: A CASE STUDY. [Internet] [Doctoral dissertation]. University of Kansas; 2012. [cited 2020 Dec 05]. Available from: http://hdl.handle.net/1808/10022.

Council of Science Editors:

Saito-Kitanosako Y. APPLYING PRINCIPLES OF UNIVERSAL DESIGN FOR LEARNING TO EARLY ELEMENTARY MATH CLASSES IN JAPAN: A CASE STUDY. [Doctoral Dissertation]. University of Kansas; 2012. Available from: http://hdl.handle.net/1808/10022


Rochester Institute of Technology

25. Rowley, Heather A. Teaching strategies in mathematics: differences in sign language use.

Degree: Master of Science of Secondary Education of Students Who are Deaf or Hard of Hearing (NTID), 2005, Rochester Institute of Technology

 Problem: The proposed project addresses a critical problem facing most schools serving Deaf students in grades Kindergarten through college- insufficient clarity of sign communication by… (more)

Subjects/Keywords: ASL and math instruction; Deaf students; Math instruction; PSE and math instruction; Sign language varieties; Simultaneous communication; Total communication

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APA (6th Edition):

Rowley, H. A. (2005). Teaching strategies in mathematics: differences in sign language use. (Thesis). Rochester Institute of Technology. Retrieved from https://scholarworks.rit.edu/theses/4016

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):

Rowley, Heather A. “Teaching strategies in mathematics: differences in sign language use.” 2005. Thesis, Rochester Institute of Technology. Accessed December 05, 2020. https://scholarworks.rit.edu/theses/4016.

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

MLA Handbook (7th Edition):

Rowley, Heather A. “Teaching strategies in mathematics: differences in sign language use.” 2005. Web. 05 Dec 2020.

Vancouver:

Rowley HA. Teaching strategies in mathematics: differences in sign language use. [Internet] [Thesis]. Rochester Institute of Technology; 2005. [cited 2020 Dec 05]. Available from: https://scholarworks.rit.edu/theses/4016.

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

Council of Science Editors:

Rowley HA. Teaching strategies in mathematics: differences in sign language use. [Thesis]. Rochester Institute of Technology; 2005. Available from: https://scholarworks.rit.edu/theses/4016

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


Liberty University

26. Benson, Stacey Lee. The Effects of the Implementation of NCLB on the Achievement Gap between African American and White Students in Georgia Middle Schools.

Degree: 2010, Liberty University

 This study examined the relationship between the implementation of No Child Left Behind and the achievement gap between African American and white students' eighth-grade math(more)

Subjects/Keywords: Academic Achievement; Achievement Gap; Education; Math; Middle School; No Child Left Behind; Education, Curriculum and Instruction; Education, Mathematics; Curriculum and Instruction

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APA (6th Edition):

Benson, S. L. (2010). The Effects of the Implementation of NCLB on the Achievement Gap between African American and White Students in Georgia Middle Schools. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/361

Chicago Manual of Style (16th Edition):

Benson, Stacey Lee. “The Effects of the Implementation of NCLB on the Achievement Gap between African American and White Students in Georgia Middle Schools.” 2010. Doctoral Dissertation, Liberty University. Accessed December 05, 2020. http://digitalcommons.liberty.edu/doctoral/361.

MLA Handbook (7th Edition):

Benson, Stacey Lee. “The Effects of the Implementation of NCLB on the Achievement Gap between African American and White Students in Georgia Middle Schools.” 2010. Web. 05 Dec 2020.

Vancouver:

Benson SL. The Effects of the Implementation of NCLB on the Achievement Gap between African American and White Students in Georgia Middle Schools. [Internet] [Doctoral dissertation]. Liberty University; 2010. [cited 2020 Dec 05]. Available from: http://digitalcommons.liberty.edu/doctoral/361.

Council of Science Editors:

Benson SL. The Effects of the Implementation of NCLB on the Achievement Gap between African American and White Students in Georgia Middle Schools. [Doctoral Dissertation]. Liberty University; 2010. Available from: http://digitalcommons.liberty.edu/doctoral/361


Liberty University

27. Keaton, Roger Lee. Improving Remedial Middle School Standardized Test Scores.

Degree: 2020, Liberty University

 The purpose of this applied study was to solve the problem of low standardized test scores in a remedial class for a middle school in… (more)

Subjects/Keywords: Remedial Math Instruction; Middle School Instruction; Student Motivation; Learned Helplessness; Low-income Students; Self-efficacy; Education

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

APA (6th Edition):

Keaton, R. L. (2020). Improving Remedial Middle School Standardized Test Scores. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/2595

Chicago Manual of Style (16th Edition):

Keaton, Roger Lee. “Improving Remedial Middle School Standardized Test Scores.” 2020. Doctoral Dissertation, Liberty University. Accessed December 05, 2020. https://digitalcommons.liberty.edu/doctoral/2595.

MLA Handbook (7th Edition):

Keaton, Roger Lee. “Improving Remedial Middle School Standardized Test Scores.” 2020. Web. 05 Dec 2020.

Vancouver:

Keaton RL. Improving Remedial Middle School Standardized Test Scores. [Internet] [Doctoral dissertation]. Liberty University; 2020. [cited 2020 Dec 05]. Available from: https://digitalcommons.liberty.edu/doctoral/2595.

Council of Science Editors:

Keaton RL. Improving Remedial Middle School Standardized Test Scores. [Doctoral Dissertation]. Liberty University; 2020. Available from: https://digitalcommons.liberty.edu/doctoral/2595


East Tennessee State University

28. Stanley, Ashley Marie. Accelerated Mathematics and High-Ability Students Math Achievement in Grades Three and Four.

Degree: EdD (Doctor of Education), Educational Leadership, 2011, East Tennessee State University

  The purpose of this study was to explore the relationship between the use of a computer-managed integrated learning system entitled Accelerated Math (AM) as… (more)

Subjects/Keywords: high-ability students; differentiated instruction; Accelerated Math; computer-assisted instruction; integrated learning system; mathematics achievement; Education; Educational Administration and Supervision

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

APA (6th Edition):

Stanley, A. M. (2011). Accelerated Mathematics and High-Ability Students Math Achievement in Grades Three and Four. (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/1327

Chicago Manual of Style (16th Edition):

Stanley, Ashley Marie. “Accelerated Mathematics and High-Ability Students Math Achievement in Grades Three and Four.” 2011. Doctoral Dissertation, East Tennessee State University. Accessed December 05, 2020. https://dc.etsu.edu/etd/1327.

MLA Handbook (7th Edition):

Stanley, Ashley Marie. “Accelerated Mathematics and High-Ability Students Math Achievement in Grades Three and Four.” 2011. Web. 05 Dec 2020.

Vancouver:

Stanley AM. Accelerated Mathematics and High-Ability Students Math Achievement in Grades Three and Four. [Internet] [Doctoral dissertation]. East Tennessee State University; 2011. [cited 2020 Dec 05]. Available from: https://dc.etsu.edu/etd/1327.

Council of Science Editors:

Stanley AM. Accelerated Mathematics and High-Ability Students Math Achievement in Grades Three and Four. [Doctoral Dissertation]. East Tennessee State University; 2011. Available from: https://dc.etsu.edu/etd/1327

29. Morin, Lisa L. Using Schematic-Based and Cognitive Strategy Instruction to Improve Math Word Problem Solving for Students with Math Difficulties.

Degree: PhD, Comm Disorders & Special Educ, 2014, Old Dominion University

  For students with math difficulties (MD), math word problem solving is especially challenging. The purpose of this study was to examine a math word… (more)

Subjects/Keywords: Bar model drawing; Cognitive strategy instruction; Math difficulties; Mathematics; Schematic-based instruction; Science and Mathematics Education; Special Education and Teaching

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

APA (6th Edition):

Morin, L. L. (2014). Using Schematic-Based and Cognitive Strategy Instruction to Improve Math Word Problem Solving for Students with Math Difficulties. (Doctoral Dissertation). Old Dominion University. Retrieved from 9781321561852 ; https://digitalcommons.odu.edu/cdse_etds/9

Chicago Manual of Style (16th Edition):

Morin, Lisa L. “Using Schematic-Based and Cognitive Strategy Instruction to Improve Math Word Problem Solving for Students with Math Difficulties.” 2014. Doctoral Dissertation, Old Dominion University. Accessed December 05, 2020. 9781321561852 ; https://digitalcommons.odu.edu/cdse_etds/9.

MLA Handbook (7th Edition):

Morin, Lisa L. “Using Schematic-Based and Cognitive Strategy Instruction to Improve Math Word Problem Solving for Students with Math Difficulties.” 2014. Web. 05 Dec 2020.

Vancouver:

Morin LL. Using Schematic-Based and Cognitive Strategy Instruction to Improve Math Word Problem Solving for Students with Math Difficulties. [Internet] [Doctoral dissertation]. Old Dominion University; 2014. [cited 2020 Dec 05]. Available from: 9781321561852 ; https://digitalcommons.odu.edu/cdse_etds/9.

Council of Science Editors:

Morin LL. Using Schematic-Based and Cognitive Strategy Instruction to Improve Math Word Problem Solving for Students with Math Difficulties. [Doctoral Dissertation]. Old Dominion University; 2014. Available from: 9781321561852 ; https://digitalcommons.odu.edu/cdse_etds/9


Liberty University

30. Cordes, Megan. A Transcendental Phenomenological Study of Developmental Math Students' Experiences and Perceptions.

Degree: 2014, Liberty University

 Current literature suggests the rise of enrollment among United States (U.S.) postsecondary institutions but the decline in graduation rates. While there is extensive quantitative data… (more)

Subjects/Keywords: Developmental Math; Math Emporium Model; Phenomenology; Remedial Education; Self-Efficacy; Transcendental Phenomenology; Curriculum and Instruction; Education; Higher Education; Higher Education and Teaching; Science and Mathematics Education

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APA (6th Edition):

Cordes, M. (2014). A Transcendental Phenomenological Study of Developmental Math Students' Experiences and Perceptions. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/947

Chicago Manual of Style (16th Edition):

Cordes, Megan. “A Transcendental Phenomenological Study of Developmental Math Students' Experiences and Perceptions.” 2014. Doctoral Dissertation, Liberty University. Accessed December 05, 2020. http://digitalcommons.liberty.edu/doctoral/947.

MLA Handbook (7th Edition):

Cordes, Megan. “A Transcendental Phenomenological Study of Developmental Math Students' Experiences and Perceptions.” 2014. Web. 05 Dec 2020.

Vancouver:

Cordes M. A Transcendental Phenomenological Study of Developmental Math Students' Experiences and Perceptions. [Internet] [Doctoral dissertation]. Liberty University; 2014. [cited 2020 Dec 05]. Available from: http://digitalcommons.liberty.edu/doctoral/947.

Council of Science Editors:

Cordes M. A Transcendental Phenomenological Study of Developmental Math Students' Experiences and Perceptions. [Doctoral Dissertation]. Liberty University; 2014. Available from: http://digitalcommons.liberty.edu/doctoral/947

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