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You searched for subject:(math performance). Showing records 1 – 30 of 34 total matches.

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Leiden University

1. Kleinloog, Anna Elisabeth. Beschermende rol van ouders tegen het (negatieve) effect van rekenangstige leerkrachten op rekenprestaties basisonderwijsleerlingen.

Degree: 2016, Leiden University

 This study tried to replicate Beilock, Gunderson, Ramirez and Levine (2010) who found that math-anxious female teachers may have a negative impact on female students’… (more)

Subjects/Keywords: math anxiety; gender stereotyping; math performance

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APA (6th Edition):

Kleinloog, A. E. (2016). Beschermende rol van ouders tegen het (negatieve) effect van rekenangstige leerkrachten op rekenprestaties basisonderwijsleerlingen. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/34853

Chicago Manual of Style (16th Edition):

Kleinloog, Anna Elisabeth. “Beschermende rol van ouders tegen het (negatieve) effect van rekenangstige leerkrachten op rekenprestaties basisonderwijsleerlingen.” 2016. Masters Thesis, Leiden University. Accessed August 25, 2019. http://hdl.handle.net/1887/34853.

MLA Handbook (7th Edition):

Kleinloog, Anna Elisabeth. “Beschermende rol van ouders tegen het (negatieve) effect van rekenangstige leerkrachten op rekenprestaties basisonderwijsleerlingen.” 2016. Web. 25 Aug 2019.

Vancouver:

Kleinloog AE. Beschermende rol van ouders tegen het (negatieve) effect van rekenangstige leerkrachten op rekenprestaties basisonderwijsleerlingen. [Internet] [Masters thesis]. Leiden University; 2016. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/1887/34853.

Council of Science Editors:

Kleinloog AE. Beschermende rol van ouders tegen het (negatieve) effect van rekenangstige leerkrachten op rekenprestaties basisonderwijsleerlingen. [Masters Thesis]. Leiden University; 2016. Available from: http://hdl.handle.net/1887/34853


Leiden University

2. Filippo, Nynke. De Invloed van Rekenangst van Leerkrachten en Ouders en Genderstereotypering op de Rekenprestatie van Bovenbouwleerlingen.

Degree: 2016, Leiden University

 This research had generated insight in the relation between math anxiety of parents and teachers and genderstereotyped thinking of parents, teachers and pupils on pupils’… (more)

Subjects/Keywords: math anxiety; math performance; teachers; parents; pupils; genderstereotyped thinking

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APA (6th Edition):

Filippo, N. (2016). De Invloed van Rekenangst van Leerkrachten en Ouders en Genderstereotypering op de Rekenprestatie van Bovenbouwleerlingen. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/35535

Chicago Manual of Style (16th Edition):

Filippo, Nynke. “De Invloed van Rekenangst van Leerkrachten en Ouders en Genderstereotypering op de Rekenprestatie van Bovenbouwleerlingen.” 2016. Masters Thesis, Leiden University. Accessed August 25, 2019. http://hdl.handle.net/1887/35535.

MLA Handbook (7th Edition):

Filippo, Nynke. “De Invloed van Rekenangst van Leerkrachten en Ouders en Genderstereotypering op de Rekenprestatie van Bovenbouwleerlingen.” 2016. Web. 25 Aug 2019.

Vancouver:

Filippo N. De Invloed van Rekenangst van Leerkrachten en Ouders en Genderstereotypering op de Rekenprestatie van Bovenbouwleerlingen. [Internet] [Masters thesis]. Leiden University; 2016. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/1887/35535.

Council of Science Editors:

Filippo N. De Invloed van Rekenangst van Leerkrachten en Ouders en Genderstereotypering op de Rekenprestatie van Bovenbouwleerlingen. [Masters Thesis]. Leiden University; 2016. Available from: http://hdl.handle.net/1887/35535


Louisiana State University

3. 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 (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 August 25, 2019. 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. 25 Aug 2019.

Vancouver:

Sims, John LJ. Improving math instruction in schools that serve the poor. [Internet] [Masters thesis]. Louisiana State University; 2010. [cited 2019 Aug 25]. 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


University of Southern California

4. Gavrilovic, Daniel Miodrag. Examining opportunity-to-learn and success in high school mathematics performance in California under NCLB.

Degree: EdD, Education, 2013, University of Southern California

 The No Child Left Behind Act of 2001 has put many schools under a lot of pressure to meet its high demands. In this quantitative… (more)

Subjects/Keywords: math performance under NCLB; California math success; opportunity to learn; high school math performance; effects of NCLB

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APA (6th Edition):

Gavrilovic, D. M. (2013). Examining opportunity-to-learn and success in high school mathematics performance in California under NCLB. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/300809/rec/2573

Chicago Manual of Style (16th Edition):

Gavrilovic, Daniel Miodrag. “Examining opportunity-to-learn and success in high school mathematics performance in California under NCLB.” 2013. Doctoral Dissertation, University of Southern California. Accessed August 25, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/300809/rec/2573.

MLA Handbook (7th Edition):

Gavrilovic, Daniel Miodrag. “Examining opportunity-to-learn and success in high school mathematics performance in California under NCLB.” 2013. Web. 25 Aug 2019.

Vancouver:

Gavrilovic DM. Examining opportunity-to-learn and success in high school mathematics performance in California under NCLB. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Aug 25]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/300809/rec/2573.

Council of Science Editors:

Gavrilovic DM. Examining opportunity-to-learn and success in high school mathematics performance in California under NCLB. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/300809/rec/2573


Georgia Southern University

5. Legg, Angela Marie. Metacognition Moderates Math Anxiety and Affects Performance on a Math Task.

Degree: MSin Experimental Psychology (M.S.), Department of Psychology, 2009, Georgia Southern University

Math anxiety is a general fear or tension associated with thinking about or engaging in tasks requiring mathematical computations or interpretations. Past research paid little… (more)

Subjects/Keywords: ETD; Math anxiety; Metacognition; Math; Math performance; Metacognition; Math anxiety; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Legg, A. M. (2009). Metacognition Moderates Math Anxiety and Affects Performance on a Math Task. (Masters Thesis). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/428

Chicago Manual of Style (16th Edition):

Legg, Angela Marie. “Metacognition Moderates Math Anxiety and Affects Performance on a Math Task.” 2009. Masters Thesis, Georgia Southern University. Accessed August 25, 2019. https://digitalcommons.georgiasouthern.edu/etd/428.

MLA Handbook (7th Edition):

Legg, Angela Marie. “Metacognition Moderates Math Anxiety and Affects Performance on a Math Task.” 2009. Web. 25 Aug 2019.

Vancouver:

Legg AM. Metacognition Moderates Math Anxiety and Affects Performance on a Math Task. [Internet] [Masters thesis]. Georgia Southern University; 2009. [cited 2019 Aug 25]. Available from: https://digitalcommons.georgiasouthern.edu/etd/428.

Council of Science Editors:

Legg AM. Metacognition Moderates Math Anxiety and Affects Performance on a Math Task. [Masters Thesis]. Georgia Southern University; 2009. Available from: https://digitalcommons.georgiasouthern.edu/etd/428


Stockholm University

6. Sjöwall, Douglas. The effects of gaming on working memory, inattention, reading and math : A longitudinal study.

Degree: Psychology, 2010, Stockholm University

  Previous research has shown both positive and negative effects of gaming on academic and cognitive performance. The purpose of this study was to assess… (more)

Subjects/Keywords: gaming; working memory; inattention; reading; math; cognitive performance; Psychology; Psykologi

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APA (6th Edition):

Sjöwall, D. (2010). The effects of gaming on working memory, inattention, reading and math : A longitudinal study. (Thesis). Stockholm University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-39618

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):

Sjöwall, Douglas. “The effects of gaming on working memory, inattention, reading and math : A longitudinal study.” 2010. Thesis, Stockholm University. Accessed August 25, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-39618.

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

MLA Handbook (7th Edition):

Sjöwall, Douglas. “The effects of gaming on working memory, inattention, reading and math : A longitudinal study.” 2010. Web. 25 Aug 2019.

Vancouver:

Sjöwall D. The effects of gaming on working memory, inattention, reading and math : A longitudinal study. [Internet] [Thesis]. Stockholm University; 2010. [cited 2019 Aug 25]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-39618.

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

Council of Science Editors:

Sjöwall D. The effects of gaming on working memory, inattention, reading and math : A longitudinal study. [Thesis]. Stockholm University; 2010. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-39618

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


Duquesne University

7. Webb, Danny Ray. The Effects of the Toyota Production System on Student Academic Performance.

Degree: EdD, Interdisciplinary Doctoral Program for Education Leaders (IDPEL), 2008, Duquesne University

 Can schools use relevant data to enhance student test scores and teacher efficacy by using the Toyota Production System model? Components of this study evaluated… (more)

Subjects/Keywords: Student math performance; Toyota

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APA (6th Edition):

Webb, D. R. (2008). The Effects of the Toyota Production System on Student Academic Performance. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/1344

Chicago Manual of Style (16th Edition):

Webb, Danny Ray. “The Effects of the Toyota Production System on Student Academic Performance.” 2008. Doctoral Dissertation, Duquesne University. Accessed August 25, 2019. https://dsc.duq.edu/etd/1344.

MLA Handbook (7th Edition):

Webb, Danny Ray. “The Effects of the Toyota Production System on Student Academic Performance.” 2008. Web. 25 Aug 2019.

Vancouver:

Webb DR. The Effects of the Toyota Production System on Student Academic Performance. [Internet] [Doctoral dissertation]. Duquesne University; 2008. [cited 2019 Aug 25]. Available from: https://dsc.duq.edu/etd/1344.

Council of Science Editors:

Webb DR. The Effects of the Toyota Production System on Student Academic Performance. [Doctoral Dissertation]. Duquesne University; 2008. Available from: https://dsc.duq.edu/etd/1344


Utah State University

8. Denison, Aaron John. Utility of an Error Analysis and Performance Deficit Assessment for Selecting Brief Interventions to Increase Math Fluency.

Degree: Educational Specialist (EdS), Psychology, 2013, Utah State University

  The purpose of this study was to examine the utility of a brief assessment for the selection of an effective instruction to increase fluency… (more)

Subjects/Keywords: brief interventions; error analysis; math fluency; performance deficit; performance deficit assessment; Educational Psychology; Psychology

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APA (6th Edition):

Denison, A. J. (2013). Utility of an Error Analysis and Performance Deficit Assessment for Selecting Brief Interventions to Increase Math Fluency. (Thesis). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/1485

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):

Denison, Aaron John. “Utility of an Error Analysis and Performance Deficit Assessment for Selecting Brief Interventions to Increase Math Fluency.” 2013. Thesis, Utah State University. Accessed August 25, 2019. https://digitalcommons.usu.edu/etd/1485.

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

MLA Handbook (7th Edition):

Denison, Aaron John. “Utility of an Error Analysis and Performance Deficit Assessment for Selecting Brief Interventions to Increase Math Fluency.” 2013. Web. 25 Aug 2019.

Vancouver:

Denison AJ. Utility of an Error Analysis and Performance Deficit Assessment for Selecting Brief Interventions to Increase Math Fluency. [Internet] [Thesis]. Utah State University; 2013. [cited 2019 Aug 25]. Available from: https://digitalcommons.usu.edu/etd/1485.

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

Council of Science Editors:

Denison AJ. Utility of an Error Analysis and Performance Deficit Assessment for Selecting Brief Interventions to Increase Math Fluency. [Thesis]. Utah State University; 2013. Available from: https://digitalcommons.usu.edu/etd/1485

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

9. Sevey, Brittany Christine. Mathematics anxiety, working memory, and mathematics performance: Effectiveness of a working memory intervention on reducing mathematics anxiety.

Degree: Specialist in Education, Educational Psychology, 2012, Miami University

 This study examined the effectiveness of a working memory intervention, Cogmed, in reducing mathematics anxiety in elementary students from an urban district. Mathematics anxiety, working… (more)

Subjects/Keywords: math anxiety; working memory; math performance; Cogmed

…for Mathematics Anxiety, Working Memory, and Mathematics Performance Math Anxiety Math… …Anxiety Math Performance -.400 -.436 .125 .091 16 16 16 -.400 Pearson Correlation… …x28;2-tailed) .125 N Math Performance * .019 16 1 .019 16 N .580 * .091 Sig… …Memory Pair 3 PRE Math Performance POST Math Performance Test of Hypothesis 3: To test the… …challenging” mathematics experience in this study. Mathematics Anxiety and Performance With the… 

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APA (6th Edition):

Sevey, B. C. (2012). Mathematics anxiety, working memory, and mathematics performance: Effectiveness of a working memory intervention on reducing mathematics anxiety. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1302371469

Chicago Manual of Style (16th Edition):

Sevey, Brittany Christine. “Mathematics anxiety, working memory, and mathematics performance: Effectiveness of a working memory intervention on reducing mathematics anxiety.” 2012. Doctoral Dissertation, Miami University. Accessed August 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1302371469.

MLA Handbook (7th Edition):

Sevey, Brittany Christine. “Mathematics anxiety, working memory, and mathematics performance: Effectiveness of a working memory intervention on reducing mathematics anxiety.” 2012. Web. 25 Aug 2019.

Vancouver:

Sevey BC. Mathematics anxiety, working memory, and mathematics performance: Effectiveness of a working memory intervention on reducing mathematics anxiety. [Internet] [Doctoral dissertation]. Miami University; 2012. [cited 2019 Aug 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1302371469.

Council of Science Editors:

Sevey BC. Mathematics anxiety, working memory, and mathematics performance: Effectiveness of a working memory intervention on reducing mathematics anxiety. [Doctoral Dissertation]. Miami University; 2012. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1302371469


Temple University

10. Bracey, Jamie Maatkare. Assessing African-American and Latino Middle School Student Engagement and Motivation to Persist in STEM Domains.

Degree: PhD, 2011, Temple University

Educational Psychology

This study used a quasi experimental design to compare two groups of African American and Latino middle school students' pre- and post engagement… (more)

Subjects/Keywords: Educational Psychology; African-American; culturally relevant pedagogy; Latino; math performance; middle school; STEM cognition

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APA (6th Edition):

Bracey, J. M. (2011). Assessing African-American and Latino Middle School Student Engagement and Motivation to Persist in STEM Domains. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,126858

Chicago Manual of Style (16th Edition):

Bracey, Jamie Maatkare. “Assessing African-American and Latino Middle School Student Engagement and Motivation to Persist in STEM Domains.” 2011. Doctoral Dissertation, Temple University. Accessed August 25, 2019. http://digital.library.temple.edu/u?/p245801coll10,126858.

MLA Handbook (7th Edition):

Bracey, Jamie Maatkare. “Assessing African-American and Latino Middle School Student Engagement and Motivation to Persist in STEM Domains.” 2011. Web. 25 Aug 2019.

Vancouver:

Bracey JM. Assessing African-American and Latino Middle School Student Engagement and Motivation to Persist in STEM Domains. [Internet] [Doctoral dissertation]. Temple University; 2011. [cited 2019 Aug 25]. Available from: http://digital.library.temple.edu/u?/p245801coll10,126858.

Council of Science Editors:

Bracey JM. Assessing African-American and Latino Middle School Student Engagement and Motivation to Persist in STEM Domains. [Doctoral Dissertation]. Temple University; 2011. Available from: http://digital.library.temple.edu/u?/p245801coll10,126858


University of Cincinnati

11. Marsicano, Richard T, M.A. Increasing Math Milieu Teaching During Non-Instructional Time via a Graphical Feedback Support Continuum.

Degree: PhD, Education, Criminal Justice, and Human Services: School Psychology, 2014, University of Cincinnati

 The current study examined the effect of a varying-intensity, graphical-feedback procedure on increasing the frequency of naturalistic math instruction in preschool classrooms during non-instructional times… (more)

Subjects/Keywords: Psychology; Performance Feedback; Early Math; Milieu Teaching; Preschool; Intervention Intensity; Non-Instructional Time

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APA (6th Edition):

Marsicano, Richard T, M. A. (2014). Increasing Math Milieu Teaching During Non-Instructional Time via a Graphical Feedback Support Continuum. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1396531890

Chicago Manual of Style (16th Edition):

Marsicano, Richard T, M A. “Increasing Math Milieu Teaching During Non-Instructional Time via a Graphical Feedback Support Continuum.” 2014. Doctoral Dissertation, University of Cincinnati. Accessed August 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1396531890.

MLA Handbook (7th Edition):

Marsicano, Richard T, M A. “Increasing Math Milieu Teaching During Non-Instructional Time via a Graphical Feedback Support Continuum.” 2014. Web. 25 Aug 2019.

Vancouver:

Marsicano, Richard T MA. Increasing Math Milieu Teaching During Non-Instructional Time via a Graphical Feedback Support Continuum. [Internet] [Doctoral dissertation]. University of Cincinnati; 2014. [cited 2019 Aug 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1396531890.

Council of Science Editors:

Marsicano, Richard T MA. Increasing Math Milieu Teaching During Non-Instructional Time via a Graphical Feedback Support Continuum. [Doctoral Dissertation]. University of Cincinnati; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1396531890


Louisiana State University

12. Kirkindoll, Elizabeth Stockwell. Interventions in the middle school mathematics classroom: raising standardized test scores by diminishing stereotype threat.

Degree: MNS, Physical Sciences and Mathematics, 2012, Louisiana State University

 Stereotype threat is a situational concern in which persons have uneasiness or worries about confirming a negative presumption about their social group. This apprehension affects… (more)

Subjects/Keywords: stereotype threat effects; recursive cycles; middle school math; gender performance gap; stereotype threat; values affirmation

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APA (6th Edition):

Kirkindoll, E. S. (2012). Interventions in the middle school mathematics classroom: raising standardized test scores by diminishing stereotype threat. (Masters Thesis). Louisiana State University. Retrieved from etd-08162012-192406 ; https://digitalcommons.lsu.edu/gradschool_theses/2902

Chicago Manual of Style (16th Edition):

Kirkindoll, Elizabeth Stockwell. “Interventions in the middle school mathematics classroom: raising standardized test scores by diminishing stereotype threat.” 2012. Masters Thesis, Louisiana State University. Accessed August 25, 2019. etd-08162012-192406 ; https://digitalcommons.lsu.edu/gradschool_theses/2902.

MLA Handbook (7th Edition):

Kirkindoll, Elizabeth Stockwell. “Interventions in the middle school mathematics classroom: raising standardized test scores by diminishing stereotype threat.” 2012. Web. 25 Aug 2019.

Vancouver:

Kirkindoll ES. Interventions in the middle school mathematics classroom: raising standardized test scores by diminishing stereotype threat. [Internet] [Masters thesis]. Louisiana State University; 2012. [cited 2019 Aug 25]. Available from: etd-08162012-192406 ; https://digitalcommons.lsu.edu/gradschool_theses/2902.

Council of Science Editors:

Kirkindoll ES. Interventions in the middle school mathematics classroom: raising standardized test scores by diminishing stereotype threat. [Masters Thesis]. Louisiana State University; 2012. Available from: etd-08162012-192406 ; https://digitalcommons.lsu.edu/gradschool_theses/2902


Georgia State University

13. Jacobs, Tiffany. ELEMENTARY TEACHER CANDIDATES’ LIVED EXPERIENCES OF EDTPA MATHEMATICS ASSESSMENT TASK.

Degree: PhD, Early Childhood Education, 2018, Georgia State University

  Teacher performance assessments such as edTPA are increasing in use during teacher preparation programs as a means of evaluating teacher candidates’ instructional effectiveness and… (more)

Subjects/Keywords: Elementary Teacher Preparation; Teacher Performance Assessments; Math Task 4; High-Stakes Assessment; Phenomenology

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APA (6th Edition):

Jacobs, T. (2018). ELEMENTARY TEACHER CANDIDATES’ LIVED EXPERIENCES OF EDTPA MATHEMATICS ASSESSMENT TASK. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/ece_diss/43

Chicago Manual of Style (16th Edition):

Jacobs, Tiffany. “ELEMENTARY TEACHER CANDIDATES’ LIVED EXPERIENCES OF EDTPA MATHEMATICS ASSESSMENT TASK.” 2018. Doctoral Dissertation, Georgia State University. Accessed August 25, 2019. https://scholarworks.gsu.edu/ece_diss/43.

MLA Handbook (7th Edition):

Jacobs, Tiffany. “ELEMENTARY TEACHER CANDIDATES’ LIVED EXPERIENCES OF EDTPA MATHEMATICS ASSESSMENT TASK.” 2018. Web. 25 Aug 2019.

Vancouver:

Jacobs T. ELEMENTARY TEACHER CANDIDATES’ LIVED EXPERIENCES OF EDTPA MATHEMATICS ASSESSMENT TASK. [Internet] [Doctoral dissertation]. Georgia State University; 2018. [cited 2019 Aug 25]. Available from: https://scholarworks.gsu.edu/ece_diss/43.

Council of Science Editors:

Jacobs T. ELEMENTARY TEACHER CANDIDATES’ LIVED EXPERIENCES OF EDTPA MATHEMATICS ASSESSMENT TASK. [Doctoral Dissertation]. Georgia State University; 2018. Available from: https://scholarworks.gsu.edu/ece_diss/43


Penn State University

14. Shalyefu, Rakel-Kavena. Assessing Selected Predictors of Performance in Developmental Mathematics.

Degree: PhD, Instructional Systems, 2004, Penn State University

 ABSTRACT The purpose of this study was to investigate selected predictors (i.e. participants’ background, math prior knowledge, motivation, learning strategies, teaching strategies and practices, and… (more)

Subjects/Keywords: developmental mathematics; mathematics performance; remedial mathematics; community college; success in math; dropouts in math; predictors of math performance

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APA (6th Edition):

Shalyefu, R. (2004). Assessing Selected Predictors of Performance in Developmental Mathematics. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/6478

Chicago Manual of Style (16th Edition):

Shalyefu, Rakel-Kavena. “Assessing Selected Predictors of Performance in Developmental Mathematics.” 2004. Doctoral Dissertation, Penn State University. Accessed August 25, 2019. https://etda.libraries.psu.edu/catalog/6478.

MLA Handbook (7th Edition):

Shalyefu, Rakel-Kavena. “Assessing Selected Predictors of Performance in Developmental Mathematics.” 2004. Web. 25 Aug 2019.

Vancouver:

Shalyefu R. Assessing Selected Predictors of Performance in Developmental Mathematics. [Internet] [Doctoral dissertation]. Penn State University; 2004. [cited 2019 Aug 25]. Available from: https://etda.libraries.psu.edu/catalog/6478.

Council of Science Editors:

Shalyefu R. Assessing Selected Predictors of Performance in Developmental Mathematics. [Doctoral Dissertation]. Penn State University; 2004. Available from: https://etda.libraries.psu.edu/catalog/6478


University of Canterbury

15. Techaphulphol, Kanta. The effects of using video self-modelling and an IPad application on self-efficacy and acquisition of basic math skills in Year 5 students.

Degree: Child and Family Psychology/Educational Studies and Leadership, 2014, University of Canterbury

 This study aimed to examine the effectiveness of video self-modelling (VSM) and the iPad application (Fast Fact Math, FFM) interventions on a group of Year… (more)

Subjects/Keywords: video self-modelling; iPad application; basic math skills; Year 5 students; self-efficacy; Patterns of adaptive learning scales; mathematics performance; mathematics interventions; acquisition of basic math skills

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

APA (6th Edition):

Techaphulphol, K. (2014). The effects of using video self-modelling and an IPad application on self-efficacy and acquisition of basic math skills in Year 5 students. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/10037

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):

Techaphulphol, Kanta. “The effects of using video self-modelling and an IPad application on self-efficacy and acquisition of basic math skills in Year 5 students.” 2014. Thesis, University of Canterbury. Accessed August 25, 2019. http://hdl.handle.net/10092/10037.

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

MLA Handbook (7th Edition):

Techaphulphol, Kanta. “The effects of using video self-modelling and an IPad application on self-efficacy and acquisition of basic math skills in Year 5 students.” 2014. Web. 25 Aug 2019.

Vancouver:

Techaphulphol K. The effects of using video self-modelling and an IPad application on self-efficacy and acquisition of basic math skills in Year 5 students. [Internet] [Thesis]. University of Canterbury; 2014. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10092/10037.

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

Council of Science Editors:

Techaphulphol K. The effects of using video self-modelling and an IPad application on self-efficacy and acquisition of basic math skills in Year 5 students. [Thesis]. University of Canterbury; 2014. Available from: http://hdl.handle.net/10092/10037

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


Liberty University

16. Love, Rita. The Effects of an Online Math Intervention on the Math Anxiety Levels of Community College Students.

Degree: 2018, Liberty University

 Finding an inexpensive, timely, and effective intervention to reduce math anxiety in community college students is a worthwhile endeavor. Math anxiety left unattended can lead… (more)

Subjects/Keywords: Let's Go Racing; Mastery Learning; Math Anxiety; Math Performance; Reciprocal Theory; Curriculum and Instruction; Curriculum and Social Inquiry; Education; Educational Assessment, Evaluation, and Research; Educational Methods; Educational Psychology; Other Education

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APA (6th Edition):

Love, R. (2018). The Effects of an Online Math Intervention on the Math Anxiety Levels of Community College Students. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/1846

Chicago Manual of Style (16th Edition):

Love, Rita. “The Effects of an Online Math Intervention on the Math Anxiety Levels of Community College Students.” 2018. Doctoral Dissertation, Liberty University. Accessed August 25, 2019. https://digitalcommons.liberty.edu/doctoral/1846.

MLA Handbook (7th Edition):

Love, Rita. “The Effects of an Online Math Intervention on the Math Anxiety Levels of Community College Students.” 2018. Web. 25 Aug 2019.

Vancouver:

Love R. The Effects of an Online Math Intervention on the Math Anxiety Levels of Community College Students. [Internet] [Doctoral dissertation]. Liberty University; 2018. [cited 2019 Aug 25]. Available from: https://digitalcommons.liberty.edu/doctoral/1846.

Council of Science Editors:

Love R. The Effects of an Online Math Intervention on the Math Anxiety Levels of Community College Students. [Doctoral Dissertation]. Liberty University; 2018. Available from: https://digitalcommons.liberty.edu/doctoral/1846


Universidade do Rio Grande do Sul

17. Machado, Rita de Cassia Madeira. Desempenho matemático, problemas matemáticos aditivos e memória de trabalho : um estudo com alunos de 4ª série do ensino fundamental.

Degree: 2010, Universidade do Rio Grande do Sul

Este estudo analisa a relação entre desempenho matemático (DM), memória de trabalho (MT) e desempenho na resolução de problemas matemáticos aditivos (RPMV) em alunos de… (more)

Subjects/Keywords: Matemática; Math; Elementary school; Ensino fundamental; Mathematical problem solving; Resolução de problemas; Aprendizagem; Learnig; Desempenho; Performance; Working memory

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APA (6th Edition):

Machado, R. d. C. M. (2010). Desempenho matemático, problemas matemáticos aditivos e memória de trabalho : um estudo com alunos de 4ª série do ensino fundamental. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/24925

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):

Machado, Rita de Cassia Madeira. “Desempenho matemático, problemas matemáticos aditivos e memória de trabalho : um estudo com alunos de 4ª série do ensino fundamental.” 2010. Thesis, Universidade do Rio Grande do Sul. Accessed August 25, 2019. http://hdl.handle.net/10183/24925.

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

MLA Handbook (7th Edition):

Machado, Rita de Cassia Madeira. “Desempenho matemático, problemas matemáticos aditivos e memória de trabalho : um estudo com alunos de 4ª série do ensino fundamental.” 2010. Web. 25 Aug 2019.

Vancouver:

Machado RdCM. Desempenho matemático, problemas matemáticos aditivos e memória de trabalho : um estudo com alunos de 4ª série do ensino fundamental. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2010. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10183/24925.

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

Council of Science Editors:

Machado RdCM. Desempenho matemático, problemas matemáticos aditivos e memória de trabalho : um estudo com alunos de 4ª série do ensino fundamental. [Thesis]. Universidade do Rio Grande do Sul; 2010. Available from: http://hdl.handle.net/10183/24925

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

18. Brown, Kirsten L. A Young Child's Anxiety and Math Performance: Enhancing Cognitive Behavioral Intervention with Conjoint Behavioral Consultation.

Degree: PhD, Child, Family and School Psychology, 2014, U of Denver

  Partnering with families, school personnel, and community resources is an important step to supporting the child and family, especially when children might suffer from… (more)

Subjects/Keywords: Anxiety; Cognitive Behavioral Therapy; Conjoint Behavioral Consultation; Consultation; Coping Cat; Math Performance; Counseling Psychology; Educational Psychology; Student Counseling and Personnel Services

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

APA (6th Edition):

Brown, K. L. (2014). A Young Child's Anxiety and Math Performance: Enhancing Cognitive Behavioral Intervention with Conjoint Behavioral Consultation. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/966

Chicago Manual of Style (16th Edition):

Brown, Kirsten L. “A Young Child's Anxiety and Math Performance: Enhancing Cognitive Behavioral Intervention with Conjoint Behavioral Consultation.” 2014. Doctoral Dissertation, U of Denver. Accessed August 25, 2019. https://digitalcommons.du.edu/etd/966.

MLA Handbook (7th Edition):

Brown, Kirsten L. “A Young Child's Anxiety and Math Performance: Enhancing Cognitive Behavioral Intervention with Conjoint Behavioral Consultation.” 2014. Web. 25 Aug 2019.

Vancouver:

Brown KL. A Young Child's Anxiety and Math Performance: Enhancing Cognitive Behavioral Intervention with Conjoint Behavioral Consultation. [Internet] [Doctoral dissertation]. U of Denver; 2014. [cited 2019 Aug 25]. Available from: https://digitalcommons.du.edu/etd/966.

Council of Science Editors:

Brown KL. A Young Child's Anxiety and Math Performance: Enhancing Cognitive Behavioral Intervention with Conjoint Behavioral Consultation. [Doctoral Dissertation]. U of Denver; 2014. Available from: https://digitalcommons.du.edu/etd/966


University of Houston

19. Craig, Jason 1975-. A Midcycle Evaluation of an Intervention Program on Middle School Math Scores.

Degree: Educational Leadership and Cultural Studies, Department of, 2012, University of Houston

 The purpose of this study was to conduct a mid-cycle examination on the effects of a nonprofit organization’s middle school intervention program on sixth grade… (more)

Subjects/Keywords: Middle School Math; College Readiness; Intervention Program; Student Data; Performance Coach; Assessment for learning; Extra instructional time

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APA (6th Edition):

Craig, J. 1. (2012). A Midcycle Evaluation of an Intervention Program on Middle School Math Scores. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/637

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):

Craig, Jason 1975-. “A Midcycle Evaluation of an Intervention Program on Middle School Math Scores.” 2012. Thesis, University of Houston. Accessed August 25, 2019. http://hdl.handle.net/10657/637.

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

MLA Handbook (7th Edition):

Craig, Jason 1975-. “A Midcycle Evaluation of an Intervention Program on Middle School Math Scores.” 2012. Web. 25 Aug 2019.

Vancouver:

Craig J1. A Midcycle Evaluation of an Intervention Program on Middle School Math Scores. [Internet] [Thesis]. University of Houston; 2012. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10657/637.

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

Council of Science Editors:

Craig J1. A Midcycle Evaluation of an Intervention Program on Middle School Math Scores. [Thesis]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/637

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


Texas State University – San Marcos

20. Mutua, Jonah M. Motivation, Anxiety, and Work Ethic as Mediators Between Cognitive Activation Instruction and Mathematics and Science Performance.

Degree: PhD, Developmental Education, 2018, Texas State University – San Marcos

 This study examined instrumental motivation to learn mathematics, mathematics anxiety, and mathematics work ethic as mediators of the relationship between cognitive activation instruction and mathematical… (more)

Subjects/Keywords: Motivation; Anxiety; Work ethic; Mediators; Cognitive activation instruction; Mathematical and science performance; Motivation (Psychology); Math anxiety; Mathematics – Study and teaching

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

APA (6th Edition):

Mutua, J. M. (2018). Motivation, Anxiety, and Work Ethic as Mediators Between Cognitive Activation Instruction and Mathematics and Science Performance. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/7364

Chicago Manual of Style (16th Edition):

Mutua, Jonah M. “Motivation, Anxiety, and Work Ethic as Mediators Between Cognitive Activation Instruction and Mathematics and Science Performance.” 2018. Doctoral Dissertation, Texas State University – San Marcos. Accessed August 25, 2019. https://digital.library.txstate.edu/handle/10877/7364.

MLA Handbook (7th Edition):

Mutua, Jonah M. “Motivation, Anxiety, and Work Ethic as Mediators Between Cognitive Activation Instruction and Mathematics and Science Performance.” 2018. Web. 25 Aug 2019.

Vancouver:

Mutua JM. Motivation, Anxiety, and Work Ethic as Mediators Between Cognitive Activation Instruction and Mathematics and Science Performance. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2018. [cited 2019 Aug 25]. Available from: https://digital.library.txstate.edu/handle/10877/7364.

Council of Science Editors:

Mutua JM. Motivation, Anxiety, and Work Ethic as Mediators Between Cognitive Activation Instruction and Mathematics and Science Performance. [Doctoral Dissertation]. Texas State University – San Marcos; 2018. Available from: https://digital.library.txstate.edu/handle/10877/7364


University of Central Florida

21. Brooks, Lisa. Replacing the "Raise Your Hand to Speak" Rule with New Social and Sociomathematical Norms in an Elementary Mathematics Classroom.

Degree: 2014, University of Central Florida

 This qualitative study documents the establishment of new social and sociomathematical norms in a second grade classroom. The teacher allowed students to speak directly to… (more)

Subjects/Keywords: Discourse; sociomathematical norms; social norms; professional development; elementary mathematics; math talk; smp3; Education; Dissertations, Academic  – Education and Human Performance; Education and Human Performance  – Dissertations, Academic

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APA (6th Edition):

Brooks, L. (2014). Replacing the "Raise Your Hand to Speak" Rule with New Social and Sociomathematical Norms in an Elementary Mathematics Classroom. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/4720

Chicago Manual of Style (16th Edition):

Brooks, Lisa. “Replacing the "Raise Your Hand to Speak" Rule with New Social and Sociomathematical Norms in an Elementary Mathematics Classroom.” 2014. Doctoral Dissertation, University of Central Florida. Accessed August 25, 2019. https://stars.library.ucf.edu/etd/4720.

MLA Handbook (7th Edition):

Brooks, Lisa. “Replacing the "Raise Your Hand to Speak" Rule with New Social and Sociomathematical Norms in an Elementary Mathematics Classroom.” 2014. Web. 25 Aug 2019.

Vancouver:

Brooks L. Replacing the "Raise Your Hand to Speak" Rule with New Social and Sociomathematical Norms in an Elementary Mathematics Classroom. [Internet] [Doctoral dissertation]. University of Central Florida; 2014. [cited 2019 Aug 25]. Available from: https://stars.library.ucf.edu/etd/4720.

Council of Science Editors:

Brooks L. Replacing the "Raise Your Hand to Speak" Rule with New Social and Sociomathematical Norms in an Elementary Mathematics Classroom. [Doctoral Dissertation]. University of Central Florida; 2014. Available from: https://stars.library.ucf.edu/etd/4720


Seton Hall University

22. Chu, Felicia W. Women and Math Performance: the Effects of Stereotype Threat, Math Identity, and Gender Identity.

Degree: MS Experimental Psychology, Psychology, 2010, Seton Hall University

. Advisors/Committee Members: Janine Buckner, Paige Fisher, Marianne Lloyd.

Subjects/Keywords: Women; Mathematics; Math performance; Stereotypes; Math identity; Gender identity; Gender and Sexuality; Mathematics; Psychology; Women's Studies

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APA (6th Edition):

Chu, F. W. (2010). Women and Math Performance: the Effects of Stereotype Threat, Math Identity, and Gender Identity. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1755

Chicago Manual of Style (16th Edition):

Chu, Felicia W. “Women and Math Performance: the Effects of Stereotype Threat, Math Identity, and Gender Identity.” 2010. Doctoral Dissertation, Seton Hall University. Accessed August 25, 2019. http://scholarship.shu.edu/dissertations/1755.

MLA Handbook (7th Edition):

Chu, Felicia W. “Women and Math Performance: the Effects of Stereotype Threat, Math Identity, and Gender Identity.” 2010. Web. 25 Aug 2019.

Vancouver:

Chu FW. Women and Math Performance: the Effects of Stereotype Threat, Math Identity, and Gender Identity. [Internet] [Doctoral dissertation]. Seton Hall University; 2010. [cited 2019 Aug 25]. Available from: http://scholarship.shu.edu/dissertations/1755.

Council of Science Editors:

Chu FW. Women and Math Performance: the Effects of Stereotype Threat, Math Identity, and Gender Identity. [Doctoral Dissertation]. Seton Hall University; 2010. Available from: http://scholarship.shu.edu/dissertations/1755

23. Luizelli, Marcelo Caggiani. Scalable cost-efficient placement and chaining of virtual network functions.

Degree: 2017, Universidade do Rio Grande do Sul

 Network Function Virtualization (NFV) is a novel concept that is reshaping the middlebox arena, shifting network functions (e.g. firewall, gateways, proxies) from specialized hardware appliances… (more)

Subjects/Keywords: Redes : Computadores; Network Function Virtualization; Redes virtuais; Combinatorial Optimization; Gerencia : Redes : Computadores; NFV Orchestration; Service Chaining; Performance Evaluation; Open vSwitch; Operational Cost; Variable Neighborhood Search; Math-heuristic; Mathematical Programming

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APA (6th Edition):

Luizelli, M. C. (2017). Scalable cost-efficient placement and chaining of virtual network functions. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/169337

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):

Luizelli, Marcelo Caggiani. “Scalable cost-efficient placement and chaining of virtual network functions.” 2017. Thesis, Universidade do Rio Grande do Sul. Accessed August 25, 2019. http://hdl.handle.net/10183/169337.

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

MLA Handbook (7th Edition):

Luizelli, Marcelo Caggiani. “Scalable cost-efficient placement and chaining of virtual network functions.” 2017. Web. 25 Aug 2019.

Vancouver:

Luizelli MC. Scalable cost-efficient placement and chaining of virtual network functions. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2017. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10183/169337.

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

Council of Science Editors:

Luizelli MC. Scalable cost-efficient placement and chaining of virtual network functions. [Thesis]. Universidade do Rio Grande do Sul; 2017. Available from: http://hdl.handle.net/10183/169337

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

24. Mazur, Dominika. I am a woman but not this kind of woman: bifurcation in gender identity in response to stereotype threat.

Degree: PhD, Psychology, 2014, University of Utah

 The goal of this research was to investigate the effects of selective changes in feminine identity (identity bifurcation) on self-concept, cognitive functioning, and math performance(more)

Subjects/Keywords: Bifurcation; Integrity: Math performance; Stereotype threat; Women; Working memory

performance, investment, and identification with math (Aronson et al., 1999; Crocker et al… …other items in the mass testing sessions evaluated actual math performance or asked about… …academic performance; therefore, I assume that participants did not experience math stereotype… …irritation could influence performance on the working memory and math tests. At the end of the task… …23 minutes to complete the exam. Math performance in this research was evaluated by… 

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APA (6th Edition):

Mazur, D. (2014). I am a woman but not this kind of woman: bifurcation in gender identity in response to stereotype threat. (Doctoral Dissertation). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/2877/rec/1275

Chicago Manual of Style (16th Edition):

Mazur, Dominika. “I am a woman but not this kind of woman: bifurcation in gender identity in response to stereotype threat.” 2014. Doctoral Dissertation, University of Utah. Accessed August 25, 2019. http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/2877/rec/1275.

MLA Handbook (7th Edition):

Mazur, Dominika. “I am a woman but not this kind of woman: bifurcation in gender identity in response to stereotype threat.” 2014. Web. 25 Aug 2019.

Vancouver:

Mazur D. I am a woman but not this kind of woman: bifurcation in gender identity in response to stereotype threat. [Internet] [Doctoral dissertation]. University of Utah; 2014. [cited 2019 Aug 25]. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/2877/rec/1275.

Council of Science Editors:

Mazur D. I am a woman but not this kind of woman: bifurcation in gender identity in response to stereotype threat. [Doctoral Dissertation]. University of Utah; 2014. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/2877/rec/1275

25. Jin, Ling. Are Students Motivated to Forget Math?.

Degree: Education, 2016, UCLA

 Motivated forgetting describes the desire to avoid bringing to mind unpleasant memories that threaten the self and has been well supported by both clinical and… (more)

Subjects/Keywords: Education; Classroom stress; Forgetting; Identity threat; Math Performance; Memory

math anxiety and the relation between math anxiety and performance. Frontiers in Psychology… …x28;1999). Stereotype threat and women's math performance. Journal of Experimental… …Interaction between stress and math identity on forgetting rate …..20 Figure 2. Interaction… …between stress and math identity on importance ...21 Figure 3. Interaction between stress… …and math identity on avoidance ….22 vi Historically, forgetting has been… 

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APA (6th Edition):

Jin, L. (2016). Are Students Motivated to Forget Math?. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/3jj1t5hp

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):

Jin, Ling. “Are Students Motivated to Forget Math?.” 2016. Thesis, UCLA. Accessed August 25, 2019. http://www.escholarship.org/uc/item/3jj1t5hp.

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

MLA Handbook (7th Edition):

Jin, Ling. “Are Students Motivated to Forget Math?.” 2016. Web. 25 Aug 2019.

Vancouver:

Jin L. Are Students Motivated to Forget Math?. [Internet] [Thesis]. UCLA; 2016. [cited 2019 Aug 25]. Available from: http://www.escholarship.org/uc/item/3jj1t5hp.

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

Council of Science Editors:

Jin L. Are Students Motivated to Forget Math?. [Thesis]. UCLA; 2016. Available from: http://www.escholarship.org/uc/item/3jj1t5hp

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


University of Central Florida

26. Moore, Miriam. Academic Performance among Homeless Students: Exploring Relationships of Socio-Economic and Demographic Variables.

Degree: 2015, University of Central Florida

 This study examines homeless student academic performance, types of temporary housing used among the homeless, degree of stability or instability for families with school-aged children,… (more)

Subjects/Keywords: Homeless; student; child; academic performance; race; grade; fcat; parental involvement; housing; math; science; reading; Dissertations, Academic  – Health and Public Affairs; Health and Public Affairs  – Dissertations, Academic

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

APA (6th Edition):

Moore, M. (2015). Academic Performance among Homeless Students: Exploring Relationships of Socio-Economic and Demographic Variables. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/700

Chicago Manual of Style (16th Edition):

Moore, Miriam. “Academic Performance among Homeless Students: Exploring Relationships of Socio-Economic and Demographic Variables.” 2015. Doctoral Dissertation, University of Central Florida. Accessed August 25, 2019. https://stars.library.ucf.edu/etd/700.

MLA Handbook (7th Edition):

Moore, Miriam. “Academic Performance among Homeless Students: Exploring Relationships of Socio-Economic and Demographic Variables.” 2015. Web. 25 Aug 2019.

Vancouver:

Moore M. Academic Performance among Homeless Students: Exploring Relationships of Socio-Economic and Demographic Variables. [Internet] [Doctoral dissertation]. University of Central Florida; 2015. [cited 2019 Aug 25]. Available from: https://stars.library.ucf.edu/etd/700.

Council of Science Editors:

Moore M. Academic Performance among Homeless Students: Exploring Relationships of Socio-Economic and Demographic Variables. [Doctoral Dissertation]. University of Central Florida; 2015. Available from: https://stars.library.ucf.edu/etd/700


Liberty University

27. Karrh, Kristen. Predictors of Student Achievement in Grade 7: The Correlations Between the Stanford Achievement Test, Otis-Lennon School Ability Test, and Performance on the Texas Assessment of Knowledge and Skills (TAKS) Math and Reading Tests.

Degree: 2009, Liberty University

 State-mandated testing programs are more prevalent and have greater implications for public school systems since the passing of the No Child Left Behind (NCLB) Act… (more)

Subjects/Keywords: correlation; Math and Reading; Otis-Lennon School Ability Test; predict performance; Stanford Achievement Test; Texas Assessment of Knowledge and Skills; Education, Curriculum and Instruction; Education, General; Education, Tests and Measurements; Curriculum and Instruction

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

APA (6th Edition):

Karrh, K. (2009). Predictors of Student Achievement in Grade 7: The Correlations Between the Stanford Achievement Test, Otis-Lennon School Ability Test, and Performance on the Texas Assessment of Knowledge and Skills (TAKS) Math and Reading Tests. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/208

Chicago Manual of Style (16th Edition):

Karrh, Kristen. “Predictors of Student Achievement in Grade 7: The Correlations Between the Stanford Achievement Test, Otis-Lennon School Ability Test, and Performance on the Texas Assessment of Knowledge and Skills (TAKS) Math and Reading Tests.” 2009. Doctoral Dissertation, Liberty University. Accessed August 25, 2019. http://digitalcommons.liberty.edu/doctoral/208.

MLA Handbook (7th Edition):

Karrh, Kristen. “Predictors of Student Achievement in Grade 7: The Correlations Between the Stanford Achievement Test, Otis-Lennon School Ability Test, and Performance on the Texas Assessment of Knowledge and Skills (TAKS) Math and Reading Tests.” 2009. Web. 25 Aug 2019.

Vancouver:

Karrh K. Predictors of Student Achievement in Grade 7: The Correlations Between the Stanford Achievement Test, Otis-Lennon School Ability Test, and Performance on the Texas Assessment of Knowledge and Skills (TAKS) Math and Reading Tests. [Internet] [Doctoral dissertation]. Liberty University; 2009. [cited 2019 Aug 25]. Available from: http://digitalcommons.liberty.edu/doctoral/208.

Council of Science Editors:

Karrh K. Predictors of Student Achievement in Grade 7: The Correlations Between the Stanford Achievement Test, Otis-Lennon School Ability Test, and Performance on the Texas Assessment of Knowledge and Skills (TAKS) Math and Reading Tests. [Doctoral Dissertation]. Liberty University; 2009. Available from: http://digitalcommons.liberty.edu/doctoral/208


Universidade do Rio Grande do Sul

28. Maia, Viviane. Funções neuropsicológicas e desempenho matemático : um estudo com crianças de 2ª série.

Degree: 2010, Universidade do Rio Grande do Sul

A presente pesquisa centra-se no estudo das relações entre memória de curto prazo, memória de trabalho, velocidade de processamento, processamento visuoespacial, funções executivas, atenção seletiva… (more)

Subjects/Keywords: Neuropsychological function; Matemática; Short-term memory; Desenvolvimento cognitivo; Criança; Working memory; Visual spatial processing; Ensino fundamental; Speed processing; Executive functions; Cognitive flexibility; Attention; Selective attention; Alternating attention; Mathematical performance; Math; Arithmetic

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APA (6th Edition):

Maia, V. (2010). Funções neuropsicológicas e desempenho matemático : um estudo com crianças de 2ª série. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/25846

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):

Maia, Viviane. “Funções neuropsicológicas e desempenho matemático : um estudo com crianças de 2ª série.” 2010. Thesis, Universidade do Rio Grande do Sul. Accessed August 25, 2019. http://hdl.handle.net/10183/25846.

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

MLA Handbook (7th Edition):

Maia, Viviane. “Funções neuropsicológicas e desempenho matemático : um estudo com crianças de 2ª série.” 2010. Web. 25 Aug 2019.

Vancouver:

Maia V. Funções neuropsicológicas e desempenho matemático : um estudo com crianças de 2ª série. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2010. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10183/25846.

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

Council of Science Editors:

Maia V. Funções neuropsicológicas e desempenho matemático : um estudo com crianças de 2ª série. [Thesis]. Universidade do Rio Grande do Sul; 2010. Available from: http://hdl.handle.net/10183/25846

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


University of Southern California

29. Flemings, M. Precious B. "Thinking in the middle" what instructional approaches are employed by urban middle school teachers to effect changes in African American students' learning outcomes and performances?.

Degree: EdD, Education (Leadership), 2007, University of Southern California

 A qualitative case study research design was used to identify instructional approaches used by urban middle school teachers to effect changes in African American students'… (more)

Subjects/Keywords: urban middle school teachers; African American students; instructional approaches; learning outcomes; performance; math; science

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APA (6th Edition):

Flemings, M. P. B. (2007). "Thinking in the middle" what instructional approaches are employed by urban middle school teachers to effect changes in African American students' learning outcomes and performances?. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/537379/rec/41

Chicago Manual of Style (16th Edition):

Flemings, M Precious B. “"Thinking in the middle" what instructional approaches are employed by urban middle school teachers to effect changes in African American students' learning outcomes and performances?.” 2007. Doctoral Dissertation, University of Southern California. Accessed August 25, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/537379/rec/41.

MLA Handbook (7th Edition):

Flemings, M Precious B. “"Thinking in the middle" what instructional approaches are employed by urban middle school teachers to effect changes in African American students' learning outcomes and performances?.” 2007. Web. 25 Aug 2019.

Vancouver:

Flemings MPB. "Thinking in the middle" what instructional approaches are employed by urban middle school teachers to effect changes in African American students' learning outcomes and performances?. [Internet] [Doctoral dissertation]. University of Southern California; 2007. [cited 2019 Aug 25]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/537379/rec/41.

Council of Science Editors:

Flemings MPB. "Thinking in the middle" what instructional approaches are employed by urban middle school teachers to effect changes in African American students' learning outcomes and performances?. [Doctoral Dissertation]. University of Southern California; 2007. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/537379/rec/41

30. Durfee, Melanie V. An Exploratory Case Study of How High-Performance Team Training Develops Sociomathematical Norms and Differing Levels of Math-Talk.

Degree: PhD, Education, 2018, Utah State University

  This exploratory study investigated the influence of High Performance Team (HPT) training on sociomathematical norms and differing levels of the Math-Talk Learning Community framework… (more)

Subjects/Keywords: sociomathematical norms; math-talk; case study; high-performance team training; Education

…Influence of High Performance Team on Math-Talk ....................................... Likelihood… …relationships between high performance teams and Math-Talk… …relationships between high performance teams and Math-Talk. 15 16 A common practice of business… …their willingness to participate and enthusiasm for learning math. I also appreciate the… …hypotheses regarding how people learn math. But most of all, I will be forever grateful for Ryan… 

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

APA (6th Edition):

Durfee, M. V. (2018). An Exploratory Case Study of How High-Performance Team Training Develops Sociomathematical Norms and Differing Levels of Math-Talk. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/7357

Chicago Manual of Style (16th Edition):

Durfee, Melanie V. “An Exploratory Case Study of How High-Performance Team Training Develops Sociomathematical Norms and Differing Levels of Math-Talk.” 2018. Doctoral Dissertation, Utah State University. Accessed August 25, 2019. https://digitalcommons.usu.edu/etd/7357.

MLA Handbook (7th Edition):

Durfee, Melanie V. “An Exploratory Case Study of How High-Performance Team Training Develops Sociomathematical Norms and Differing Levels of Math-Talk.” 2018. Web. 25 Aug 2019.

Vancouver:

Durfee MV. An Exploratory Case Study of How High-Performance Team Training Develops Sociomathematical Norms and Differing Levels of Math-Talk. [Internet] [Doctoral dissertation]. Utah State University; 2018. [cited 2019 Aug 25]. Available from: https://digitalcommons.usu.edu/etd/7357.

Council of Science Editors:

Durfee MV. An Exploratory Case Study of How High-Performance Team Training Develops Sociomathematical Norms and Differing Levels of Math-Talk. [Doctoral Dissertation]. Utah State University; 2018. Available from: https://digitalcommons.usu.edu/etd/7357

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