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Boston College

1.
Mims, Adrian Blair.
Improving African American *Achievement* In Geometry
Honors.

Degree: EdD, Educational Administration and Higher Education, 2010, Boston College

URL: http://dlib.bc.edu/islandora/object/bc-ir:101557

► This case study evaluated the significance of implementing an enrichment *mathematics* course during the summer to rising African American ninth graders entitled, "Geometry Honors Preview".…
(more)

Subjects/Keywords: achievement gap; mathematics

Record Details Similar Records

❌

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

APA (6^{th} Edition):

Mims, A. B. (2010). Improving African American Achievement In Geometry Honors. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101557

Chicago Manual of Style (16^{th} Edition):

Mims, Adrian Blair. “Improving African American Achievement In Geometry Honors.” 2010. Doctoral Dissertation, Boston College. Accessed April 21, 2019. http://dlib.bc.edu/islandora/object/bc-ir:101557.

MLA Handbook (7^{th} Edition):

Mims, Adrian Blair. “Improving African American Achievement In Geometry Honors.” 2010. Web. 21 Apr 2019.

Vancouver:

Mims AB. Improving African American Achievement In Geometry Honors. [Internet] [Doctoral dissertation]. Boston College; 2010. [cited 2019 Apr 21]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101557.

Council of Science Editors:

Mims AB. Improving African American Achievement In Geometry Honors. [Doctoral Dissertation]. Boston College; 2010. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101557

Liberty University

2.
Sneed, Bobby.
Effects of Student Family Structure and Attendance on Academic *Achievement* in Middle Grades * Mathematics*.

Degree: 2015, Liberty University

URL: http://digitalcommons.liberty.edu/doctoral/1053

► The purpose of this study was to explore the impact student attendance and family structure had on academic *achievement* as measured by the Georgia mandated…
(more)

Subjects/Keywords: Achievement; Attendance; Family; Mathematics

Record Details Similar Records

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

APA (6^{th} Edition):

Sneed, B. (2015). Effects of Student Family Structure and Attendance on Academic Achievement in Middle Grades Mathematics. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1053

Chicago Manual of Style (16^{th} Edition):

Sneed, Bobby. “Effects of Student Family Structure and Attendance on Academic Achievement in Middle Grades Mathematics.” 2015. Doctoral Dissertation, Liberty University. Accessed April 21, 2019. http://digitalcommons.liberty.edu/doctoral/1053.

MLA Handbook (7^{th} Edition):

Sneed, Bobby. “Effects of Student Family Structure and Attendance on Academic Achievement in Middle Grades Mathematics.” 2015. Web. 21 Apr 2019.

Vancouver:

Sneed B. Effects of Student Family Structure and Attendance on Academic Achievement in Middle Grades Mathematics. [Internet] [Doctoral dissertation]. Liberty University; 2015. [cited 2019 Apr 21]. Available from: http://digitalcommons.liberty.edu/doctoral/1053.

Council of Science Editors:

Sneed B. Effects of Student Family Structure and Attendance on Academic Achievement in Middle Grades Mathematics. [Doctoral Dissertation]. Liberty University; 2015. Available from: http://digitalcommons.liberty.edu/doctoral/1053

Victoria University of Wellington

3.
Harrison, Elizabeth.
Socioeconomic Status and Student *Achievement* in Primary School *Mathematics*: A Case Study of Two New Zealand Schools.

Degree: 2016, Victoria University of Wellington

URL: http://hdl.handle.net/10063/5245

► Existing research consistently identifies large differences in *mathematics* *achievement* between students from high and low socioeconomic status backgrounds. The link between socioeconomic status and student…
(more)

Subjects/Keywords: Mathematics; Student achievement; Socioeconomic status

Record Details Similar Records

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APA (6^{th} Edition):

Harrison, E. (2016). Socioeconomic Status and Student Achievement in Primary School Mathematics: A Case Study of Two New Zealand Schools. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/5245

Chicago Manual of Style (16^{th} Edition):

Harrison, Elizabeth. “Socioeconomic Status and Student Achievement in Primary School Mathematics: A Case Study of Two New Zealand Schools.” 2016. Masters Thesis, Victoria University of Wellington. Accessed April 21, 2019. http://hdl.handle.net/10063/5245.

MLA Handbook (7^{th} Edition):

Harrison, Elizabeth. “Socioeconomic Status and Student Achievement in Primary School Mathematics: A Case Study of Two New Zealand Schools.” 2016. Web. 21 Apr 2019.

Vancouver:

Harrison E. Socioeconomic Status and Student Achievement in Primary School Mathematics: A Case Study of Two New Zealand Schools. [Internet] [Masters thesis]. Victoria University of Wellington; 2016. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/10063/5245.

Council of Science Editors:

Harrison E. Socioeconomic Status and Student Achievement in Primary School Mathematics: A Case Study of Two New Zealand Schools. [Masters Thesis]. Victoria University of Wellington; 2016. Available from: http://hdl.handle.net/10063/5245

Addis Ababa University

4.
Samuel, Meles.
Factors Affecting Female Students *Achievement* in *Mathematics*: The Case of Secondary Schools in Addis Ababa
.

Degree: 2013, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/4841

► The main propose of this study was to examine the factors that affect female students’ *mathematics* *achievement* in Bole Sub-City Government First Cycle Secondary Schools.…
(more)

Subjects/Keywords: Female students’; Mathematics achievement

Record Details Similar Records

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APA (6^{th} Edition):

Samuel, M. (2013). Factors Affecting Female Students Achievement in Mathematics: The Case of Secondary Schools in Addis Ababa . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/4841

Note: this citation may be lacking information needed for this citation format:

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} Edition):

Samuel, Meles. “Factors Affecting Female Students Achievement in Mathematics: The Case of Secondary Schools in Addis Ababa .” 2013. Thesis, Addis Ababa University. Accessed April 21, 2019. http://etd.aau.edu.et/dspace/handle/123456789/4841.

Note: this citation may be lacking information needed for this citation format:

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Samuel, Meles. “Factors Affecting Female Students Achievement in Mathematics: The Case of Secondary Schools in Addis Ababa .” 2013. Web. 21 Apr 2019.

Vancouver:

Samuel M. Factors Affecting Female Students Achievement in Mathematics: The Case of Secondary Schools in Addis Ababa . [Internet] [Thesis]. Addis Ababa University; 2013. [cited 2019 Apr 21]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/4841.

Note: this citation may be lacking information needed for this citation format:

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Samuel M. Factors Affecting Female Students Achievement in Mathematics: The Case of Secondary Schools in Addis Ababa . [Thesis]. Addis Ababa University; 2013. Available from: http://etd.aau.edu.et/dspace/handle/123456789/4841

Not specified: Masters Thesis or Doctoral Dissertation

Addis Ababa University

5.
SELESHI, ZELEKE.
GENDER DIFFERENCES IN *MATHEMATICS* *ACHIEVEMENT* AS A FUNCTION OF ATTITUDES IN GRADES 8 THROUGH 11 (IN NORTHERN SHOA REGION)
.

Degree: 2012, Addis Ababa University

URL: http://etd.aau.edu.et/dspace/handle/123456789/3854

► I am very grateful to my advisor, Dr. Darge Wole, for his invaluable advice in the planning and undertaking of the thesis. He has been…
(more)

Subjects/Keywords: MATHEMATICS ACHIEVEMENT; FUNCTION OF ATTITUDES

Record Details Similar Records

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

APA (6^{th} Edition):

SELESHI, Z. (2012). GENDER DIFFERENCES IN MATHEMATICS ACHIEVEMENT AS A FUNCTION OF ATTITUDES IN GRADES 8 THROUGH 11 (IN NORTHERN SHOA REGION) . (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/3854

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} Edition):

SELESHI, ZELEKE. “GENDER DIFFERENCES IN MATHEMATICS ACHIEVEMENT AS A FUNCTION OF ATTITUDES IN GRADES 8 THROUGH 11 (IN NORTHERN SHOA REGION) .” 2012. Thesis, Addis Ababa University. Accessed April 21, 2019. http://etd.aau.edu.et/dspace/handle/123456789/3854.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

SELESHI, ZELEKE. “GENDER DIFFERENCES IN MATHEMATICS ACHIEVEMENT AS A FUNCTION OF ATTITUDES IN GRADES 8 THROUGH 11 (IN NORTHERN SHOA REGION) .” 2012. Web. 21 Apr 2019.

Vancouver:

SELESHI Z. GENDER DIFFERENCES IN MATHEMATICS ACHIEVEMENT AS A FUNCTION OF ATTITUDES IN GRADES 8 THROUGH 11 (IN NORTHERN SHOA REGION) . [Internet] [Thesis]. Addis Ababa University; 2012. [cited 2019 Apr 21]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/3854.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

SELESHI Z. GENDER DIFFERENCES IN MATHEMATICS ACHIEVEMENT AS A FUNCTION OF ATTITUDES IN GRADES 8 THROUGH 11 (IN NORTHERN SHOA REGION) . [Thesis]. Addis Ababa University; 2012. Available from: http://etd.aau.edu.et/dspace/handle/123456789/3854

Not specified: Masters Thesis or Doctoral Dissertation

California State University – Sacramento

6.
Rajagopal, Kadhir V.
The impact of C.R.E.A.T.E. on urban student success in * mathematics*.

Degree: 2010, California State University – Sacramento

URL: http://hdl.handle.net/10211.9/730

► Failure in algebra is the1 trigger of dropouts in high school according to a former superintendent of Los Angeles Unified School District (LAUSD) (Helfand, 2007).…
(more)

Subjects/Keywords: C.R.E.A.T.E.; Urban; Achievement; Math; Mathematics

Record Details Similar Records

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

APA (6^{th} Edition):

Rajagopal, K. V. (2010). The impact of C.R.E.A.T.E. on urban student success in mathematics. (Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/730

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} Edition):

Rajagopal, Kadhir V. “The impact of C.R.E.A.T.E. on urban student success in mathematics.” 2010. Thesis, California State University – Sacramento. Accessed April 21, 2019. http://hdl.handle.net/10211.9/730.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Rajagopal, Kadhir V. “The impact of C.R.E.A.T.E. on urban student success in mathematics.” 2010. Web. 21 Apr 2019.

Vancouver:

Rajagopal KV. The impact of C.R.E.A.T.E. on urban student success in mathematics. [Internet] [Thesis]. California State University – Sacramento; 2010. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/10211.9/730.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rajagopal KV. The impact of C.R.E.A.T.E. on urban student success in mathematics. [Thesis]. California State University – Sacramento; 2010. Available from: http://hdl.handle.net/10211.9/730

Not specified: Masters Thesis or Doctoral Dissertation

University of New Mexico

7.
Delgado, Renee.
Mirando Hacia el Futuro: Using Multilevel Growth Models to Examine the *Achievement* Gap Between White and Hispanic Students.

Degree: Individual, Family, and Community Education, 2014, University of New Mexico

URL: http://hdl.handle.net/1928/24307

► Academic *achievement* gaps have been a topic of study for researchers within the United States of America for many decades because there has been a…
(more)

Subjects/Keywords: Mathematics; Achievement Gap; Growth Models

Record Details Similar Records

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

APA (6^{th} Edition):

Delgado, R. (2014). Mirando Hacia el Futuro: Using Multilevel Growth Models to Examine the Achievement Gap Between White and Hispanic Students. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/24307

Chicago Manual of Style (16^{th} Edition):

Delgado, Renee. “Mirando Hacia el Futuro: Using Multilevel Growth Models to Examine the Achievement Gap Between White and Hispanic Students.” 2014. Doctoral Dissertation, University of New Mexico. Accessed April 21, 2019. http://hdl.handle.net/1928/24307.

MLA Handbook (7^{th} Edition):

Delgado, Renee. “Mirando Hacia el Futuro: Using Multilevel Growth Models to Examine the Achievement Gap Between White and Hispanic Students.” 2014. Web. 21 Apr 2019.

Vancouver:

Delgado R. Mirando Hacia el Futuro: Using Multilevel Growth Models to Examine the Achievement Gap Between White and Hispanic Students. [Internet] [Doctoral dissertation]. University of New Mexico; 2014. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1928/24307.

Council of Science Editors:

Delgado R. Mirando Hacia el Futuro: Using Multilevel Growth Models to Examine the Achievement Gap Between White and Hispanic Students. [Doctoral Dissertation]. University of New Mexico; 2014. Available from: http://hdl.handle.net/1928/24307

University of Illinois – Urbana-Champaign

8.
Mingle, Leigh.
Threats to success in *mathematics*: examining the combined effects of choking under pressure and stereotype threat.

Degree: PhD, 0210, 2013, University of Illinois – Urbana-Champaign

URL: http://hdl.handle.net/2142/44399

► Girls and boys do not choose to go into *mathematics* dependent careers at the same rate. Understanding this gap is more complicated than simply looking…
(more)

Subjects/Keywords: gender; mathematics; achievement motivation

Record Details Similar Records

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APA (6^{th} Edition):

Mingle, L. (2013). Threats to success in mathematics: examining the combined effects of choking under pressure and stereotype threat. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/44399

Chicago Manual of Style (16^{th} Edition):

Mingle, Leigh. “Threats to success in mathematics: examining the combined effects of choking under pressure and stereotype threat.” 2013. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed April 21, 2019. http://hdl.handle.net/2142/44399.

MLA Handbook (7^{th} Edition):

Mingle, Leigh. “Threats to success in mathematics: examining the combined effects of choking under pressure and stereotype threat.” 2013. Web. 21 Apr 2019.

Vancouver:

Mingle L. Threats to success in mathematics: examining the combined effects of choking under pressure and stereotype threat. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2013. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/2142/44399.

Council of Science Editors:

Mingle L. Threats to success in mathematics: examining the combined effects of choking under pressure and stereotype threat. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2013. Available from: http://hdl.handle.net/2142/44399

University of Notre Dame

9.
Andrea Lynn Christensen.
Motivation and *achievement* in classrooms:A comparison of
relationships for high, average, and low
achievers</h1>.

Degree: MA, Psychology, 2009, University of Notre Dame

URL: https://curate.nd.edu/show/3r074t66d1d

► The purpose of this study was to examine low-achieving students’ perceptions of the goals emphasized in their classroom in relation to their self-efficacy beliefs,…
(more)

Subjects/Keywords: low achievement; mathematics; motivation

Record Details Similar Records

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

APA (6^{th} Edition):

Christensen, A. L. (2009). Motivation and achievement in classrooms:A comparison of relationships for high, average, and low achievers</h1>. (Masters Thesis). University of Notre Dame. Retrieved from https://curate.nd.edu/show/3r074t66d1d

Chicago Manual of Style (16^{th} Edition):

Christensen, Andrea Lynn. “Motivation and achievement in classrooms:A comparison of relationships for high, average, and low achievers</h1>.” 2009. Masters Thesis, University of Notre Dame. Accessed April 21, 2019. https://curate.nd.edu/show/3r074t66d1d.

MLA Handbook (7^{th} Edition):

Christensen, Andrea Lynn. “Motivation and achievement in classrooms:A comparison of relationships for high, average, and low achievers</h1>.” 2009. Web. 21 Apr 2019.

Vancouver:

Christensen AL. Motivation and achievement in classrooms:A comparison of relationships for high, average, and low achievers</h1>. [Internet] [Masters thesis]. University of Notre Dame; 2009. [cited 2019 Apr 21]. Available from: https://curate.nd.edu/show/3r074t66d1d.

Council of Science Editors:

Christensen AL. Motivation and achievement in classrooms:A comparison of relationships for high, average, and low achievers</h1>. [Masters Thesis]. University of Notre Dame; 2009. Available from: https://curate.nd.edu/show/3r074t66d1d

Western Kentucky University

10.
Tretter, Jacquelyn D.
* Mathematics* Anxiety in Ninth-Grade Pre-Algebra.

Degree: Specialist in Education, Department of Educational Administration, Leadership and Research, 2012, Western Kentucky University

URL: https://digitalcommons.wku.edu/theses/1165

► In this qualitative action research study, five lower-achieving freshman prealgebra students in a rural high school were interviewed about *mathematics* anxiety. The subjects ranged…
(more)

Subjects/Keywords: Mathematics achievement; Education; Science and Mathematics Education

Record Details Similar Records

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

APA (6^{th} Edition):

Tretter, J. D. (2012). Mathematics Anxiety in Ninth-Grade Pre-Algebra. (Masters Thesis). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/theses/1165

Chicago Manual of Style (16^{th} Edition):

Tretter, Jacquelyn D. “Mathematics Anxiety in Ninth-Grade Pre-Algebra.” 2012. Masters Thesis, Western Kentucky University. Accessed April 21, 2019. https://digitalcommons.wku.edu/theses/1165.

MLA Handbook (7^{th} Edition):

Tretter, Jacquelyn D. “Mathematics Anxiety in Ninth-Grade Pre-Algebra.” 2012. Web. 21 Apr 2019.

Vancouver:

Tretter JD. Mathematics Anxiety in Ninth-Grade Pre-Algebra. [Internet] [Masters thesis]. Western Kentucky University; 2012. [cited 2019 Apr 21]. Available from: https://digitalcommons.wku.edu/theses/1165.

Council of Science Editors:

Tretter JD. Mathematics Anxiety in Ninth-Grade Pre-Algebra. [Masters Thesis]. Western Kentucky University; 2012. Available from: https://digitalcommons.wku.edu/theses/1165

Boise State University

11.
Hall, Nichole K.
* Mathematics* Student

Degree: 2018, Boise State University

URL: https://scholarworks.boisestate.edu/td/1386

► *Mathematics* coursework a student completes in high school often directly affects their subsequent post-secondary education and career opportunities. In recent years, in a push to…
(more)

Subjects/Keywords: advanced secondary mathematics pathway; mathematics achievement; high school mathematics; student achievement; Science and Mathematics Education

Record Details Similar Records

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

APA (6^{th} Edition):

Hall, N. K. (2018). Mathematics Student Achievement in the Context of Idaho’s Advanced Opportunities Initiative. (Thesis). Boise State University. Retrieved from https://scholarworks.boisestate.edu/td/1386

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} Edition):

Hall, Nichole K. “Mathematics Student Achievement in the Context of Idaho’s Advanced Opportunities Initiative.” 2018. Thesis, Boise State University. Accessed April 21, 2019. https://scholarworks.boisestate.edu/td/1386.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Hall, Nichole K. “Mathematics Student Achievement in the Context of Idaho’s Advanced Opportunities Initiative.” 2018. Web. 21 Apr 2019.

Vancouver:

Hall NK. Mathematics Student Achievement in the Context of Idaho’s Advanced Opportunities Initiative. [Internet] [Thesis]. Boise State University; 2018. [cited 2019 Apr 21]. Available from: https://scholarworks.boisestate.edu/td/1386.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hall NK. Mathematics Student Achievement in the Context of Idaho’s Advanced Opportunities Initiative. [Thesis]. Boise State University; 2018. Available from: https://scholarworks.boisestate.edu/td/1386

Not specified: Masters Thesis or Doctoral Dissertation

Liberty University

12.
Hill, Rhonda Lee.
The Effect of Single-Gender Education on the *Achievement* of Sixth Grade *Mathematics* Students.

Degree: 2011, Liberty University

URL: http://digitalcommons.liberty.edu/doctoral/467

► The purpose of this study was to investigate the impact on students' academic *achievement* when served with a single-gender instructional model. Sixth grade students enrolled…
(more)

Subjects/Keywords: achievement; mathematics; Single-gender; Education, General

Record Details Similar Records

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

APA (6^{th} Edition):

Hill, R. L. (2011). The Effect of Single-Gender Education on the Achievement of Sixth Grade Mathematics Students. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/467

Chicago Manual of Style (16^{th} Edition):

Hill, Rhonda Lee. “The Effect of Single-Gender Education on the Achievement of Sixth Grade Mathematics Students.” 2011. Doctoral Dissertation, Liberty University. Accessed April 21, 2019. http://digitalcommons.liberty.edu/doctoral/467.

MLA Handbook (7^{th} Edition):

Hill, Rhonda Lee. “The Effect of Single-Gender Education on the Achievement of Sixth Grade Mathematics Students.” 2011. Web. 21 Apr 2019.

Vancouver:

Hill RL. The Effect of Single-Gender Education on the Achievement of Sixth Grade Mathematics Students. [Internet] [Doctoral dissertation]. Liberty University; 2011. [cited 2019 Apr 21]. Available from: http://digitalcommons.liberty.edu/doctoral/467.

Council of Science Editors:

Hill RL. The Effect of Single-Gender Education on the Achievement of Sixth Grade Mathematics Students. [Doctoral Dissertation]. Liberty University; 2011. Available from: http://digitalcommons.liberty.edu/doctoral/467

Texas A&M University

13.
Indiogine, Salvatore Enrico Paolo.
The *Achievement* Gaps and *Mathematics* Education: An Analysis of the U.S. Political Discourse in Light of Foucault's Governmentality.

Degree: 2013, Texas A&M University

URL: http://hdl.handle.net/1969.1/150969

► The research question that I posed for this investigation is how the principles of Foucault?s governmentality can shed light on the political discourse on the…
(more)

Subjects/Keywords: achievement gaps; mathematics; Foucault; governmentality; policy; discourse

Record Details Similar Records

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APA (6^{th} Edition):

Indiogine, S. E. P. (2013). The Achievement Gaps and Mathematics Education: An Analysis of the U.S. Political Discourse in Light of Foucault's Governmentality. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/150969

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} Edition):

Indiogine, Salvatore Enrico Paolo. “The Achievement Gaps and Mathematics Education: An Analysis of the U.S. Political Discourse in Light of Foucault's Governmentality.” 2013. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/150969.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Indiogine, Salvatore Enrico Paolo. “The Achievement Gaps and Mathematics Education: An Analysis of the U.S. Political Discourse in Light of Foucault's Governmentality.” 2013. Web. 21 Apr 2019.

Vancouver:

Indiogine SEP. The Achievement Gaps and Mathematics Education: An Analysis of the U.S. Political Discourse in Light of Foucault's Governmentality. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/150969.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Indiogine SEP. The Achievement Gaps and Mathematics Education: An Analysis of the U.S. Political Discourse in Light of Foucault's Governmentality. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/150969

Not specified: Masters Thesis or Doctoral Dissertation

Utah State University

14.
Mantilla, Jodi H.
Identifying Factors Common Among Students who Do Not Fit the Typical *Mathematics* Self-Efficacy and *Achievement* Correlation.

Degree: PhD, Education, 2015, Utah State University

URL: https://digitalcommons.usu.edu/etd/4561

► Previous research has shown that mathematical self-efficacy is positively correlated with mathematical performance level. However, in elementary classroom settings, teachers noticed that students with…
(more)

Subjects/Keywords: achievement; correlation; elementary; mathematics; self-efficacy; Education

Record Details Similar Records

❌

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

APA (6^{th} Edition):

Mantilla, J. H. (2015). Identifying Factors Common Among Students who Do Not Fit the Typical Mathematics Self-Efficacy and Achievement Correlation. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/4561

Chicago Manual of Style (16^{th} Edition):

Mantilla, Jodi H. “Identifying Factors Common Among Students who Do Not Fit the Typical Mathematics Self-Efficacy and Achievement Correlation.” 2015. Doctoral Dissertation, Utah State University. Accessed April 21, 2019. https://digitalcommons.usu.edu/etd/4561.

MLA Handbook (7^{th} Edition):

Mantilla, Jodi H. “Identifying Factors Common Among Students who Do Not Fit the Typical Mathematics Self-Efficacy and Achievement Correlation.” 2015. Web. 21 Apr 2019.

Vancouver:

Mantilla JH. Identifying Factors Common Among Students who Do Not Fit the Typical Mathematics Self-Efficacy and Achievement Correlation. [Internet] [Doctoral dissertation]. Utah State University; 2015. [cited 2019 Apr 21]. Available from: https://digitalcommons.usu.edu/etd/4561.

Council of Science Editors:

Mantilla JH. Identifying Factors Common Among Students who Do Not Fit the Typical Mathematics Self-Efficacy and Achievement Correlation. [Doctoral Dissertation]. Utah State University; 2015. Available from: https://digitalcommons.usu.edu/etd/4561

Indiana University of Pennsylvania

15.
Hughes, Angela J.
Kindergarten Entry Age and the Effect on Student Academic * Achievement*.

Degree: Ded, Educational and School Psychology, 2016, Indiana University of Pennsylvania

URL: https://knowledge.library.iup.edu/etd/1395

► This study examined the impact of age at school entry on academic *achievement* in third grade as measured by the Pennsylvania System of School…
(more)

Subjects/Keywords: Achievement; Age; Entry; Kindergarten; Mathematics; Reading

Record Details Similar Records

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

APA (6^{th} Edition):

Hughes, A. J. (2016). Kindergarten Entry Age and the Effect on Student Academic Achievement. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/1395

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} Edition):

Hughes, Angela J. “Kindergarten Entry Age and the Effect on Student Academic Achievement.” 2016. Thesis, Indiana University of Pennsylvania. Accessed April 21, 2019. https://knowledge.library.iup.edu/etd/1395.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Hughes, Angela J. “Kindergarten Entry Age and the Effect on Student Academic Achievement.” 2016. Web. 21 Apr 2019.

Vancouver:

Hughes AJ. Kindergarten Entry Age and the Effect on Student Academic Achievement. [Internet] [Thesis]. Indiana University of Pennsylvania; 2016. [cited 2019 Apr 21]. Available from: https://knowledge.library.iup.edu/etd/1395.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hughes AJ. Kindergarten Entry Age and the Effect on Student Academic Achievement. [Thesis]. Indiana University of Pennsylvania; 2016. Available from: https://knowledge.library.iup.edu/etd/1395

Not specified: Masters Thesis or Doctoral Dissertation

Case Western Reserve University

16.
ROHDE, TREENA EILEEN, M.A.
AN EXAMINATION OF HOW VISUAL PERCEPTION ABILITIES INFLUENCE
*MATHEMATICS* * ACHIEVEMENT*.

Degree: PhD, Experimental Psychology, 2008, Case Western Reserve University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=case1196193538

► An Examination of How Visual Perception Abilities Influence *Mathematics* *Achievement* Abstract by TREENA EILEEN ROHDE, M.A. The purpose of the present study was to determine…
(more)

Subjects/Keywords: Psychology, Experimental; Achievement; Mathematics; Visual Perception

Record Details Similar Records

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APA (6^{th} Edition):

ROHDE, TREENA EILEEN, M. A. (2008). AN EXAMINATION OF HOW VISUAL PERCEPTION ABILITIES INFLUENCE MATHEMATICS ACHIEVEMENT. (Doctoral Dissertation). Case Western Reserve University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=case1196193538

Chicago Manual of Style (16^{th} Edition):

ROHDE, TREENA EILEEN, M A. “AN EXAMINATION OF HOW VISUAL PERCEPTION ABILITIES INFLUENCE MATHEMATICS ACHIEVEMENT.” 2008. Doctoral Dissertation, Case Western Reserve University. Accessed April 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=case1196193538.

MLA Handbook (7^{th} Edition):

ROHDE, TREENA EILEEN, M A. “AN EXAMINATION OF HOW VISUAL PERCEPTION ABILITIES INFLUENCE MATHEMATICS ACHIEVEMENT.” 2008. Web. 21 Apr 2019.

Vancouver:

ROHDE, TREENA EILEEN MA. AN EXAMINATION OF HOW VISUAL PERCEPTION ABILITIES INFLUENCE MATHEMATICS ACHIEVEMENT. [Internet] [Doctoral dissertation]. Case Western Reserve University; 2008. [cited 2019 Apr 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=case1196193538.

Council of Science Editors:

ROHDE, TREENA EILEEN MA. AN EXAMINATION OF HOW VISUAL PERCEPTION ABILITIES INFLUENCE MATHEMATICS ACHIEVEMENT. [Doctoral Dissertation]. Case Western Reserve University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=case1196193538

Central Connecticut State University

17.
Walsh, Diane M.
The relationship between focused-instruction of vocabulary and mathematical * achievement*.

Degree: Department of Mathematical Sciences, 2009, Central Connecticut State University

URL: http://content.library.ccsu.edu/u?/ccsutheses,1206

► This study examined whether focused-instruction of vocabulary had an impact on overall mathematical *achievement*. The study was conducted over the course of 18 weeks and…
(more)

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

Record Details Similar Records

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APA (6^{th} Edition):

Walsh, D. M. (2009). The relationship between focused-instruction of vocabulary and mathematical achievement. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1206

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} Edition):

Walsh, Diane M. “The relationship between focused-instruction of vocabulary and mathematical achievement.” 2009. Thesis, Central Connecticut State University. Accessed April 21, 2019. http://content.library.ccsu.edu/u?/ccsutheses,1206.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Walsh, Diane M. “The relationship between focused-instruction of vocabulary and mathematical achievement.” 2009. Web. 21 Apr 2019.

Vancouver:

Walsh DM. The relationship between focused-instruction of vocabulary and mathematical achievement. [Internet] [Thesis]. Central Connecticut State University; 2009. [cited 2019 Apr 21]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1206.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Walsh DM. The relationship between focused-instruction of vocabulary and mathematical achievement. [Thesis]. Central Connecticut State University; 2009. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1206

Not specified: Masters Thesis or Doctoral Dissertation

University of Wisconsin – La Cross

18.
Stinson, Katherine.
Curriculum-based measurement in *mathematics*: predicting future performance on state assessments.

Degree: 2011, University of Wisconsin – La Cross

URL: http://digital.library.wisc.edu/1793/53473

► Curriculum-Based Measures (CBMs) in reading and their relationship to state standardized tests have been established and an important feature of CBMs. This study will examine…
(more)

Subjects/Keywords: Mathematics; Curriculum-based assessment; Achievement tests

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APA (6^{th} Edition):

Stinson, K. (2011). Curriculum-based measurement in mathematics: predicting future performance on state assessments. (Thesis). University of Wisconsin – La Cross. Retrieved from http://digital.library.wisc.edu/1793/53473

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} Edition):

Stinson, Katherine. “Curriculum-based measurement in mathematics: predicting future performance on state assessments.” 2011. Thesis, University of Wisconsin – La Cross. Accessed April 21, 2019. http://digital.library.wisc.edu/1793/53473.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Stinson, Katherine. “Curriculum-based measurement in mathematics: predicting future performance on state assessments.” 2011. Web. 21 Apr 2019.

Vancouver:

Stinson K. Curriculum-based measurement in mathematics: predicting future performance on state assessments. [Internet] [Thesis]. University of Wisconsin – La Cross; 2011. [cited 2019 Apr 21]. Available from: http://digital.library.wisc.edu/1793/53473.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Stinson K. Curriculum-based measurement in mathematics: predicting future performance on state assessments. [Thesis]. University of Wisconsin – La Cross; 2011. Available from: http://digital.library.wisc.edu/1793/53473

Not specified: Masters Thesis or Doctoral Dissertation

Central Connecticut State University

19.
Smith, Lynnae J., 1967-.
A Study of the Interrelationship Among *Mathematics* Teachers' use of Technology for Preparation, Administration, and Classroom Instruction and Student * Achievement*.

Degree: Department of Educational Leadership, 2018, Central Connecticut State University

URL: http://content.library.ccsu.edu/u?/ccsutheses,2722

►

This study investigated the relationship between student *achievement* and how *mathematics* teachers use technology. The productiveness and accessibility of technology has prompted many school systems…
(more)

Subjects/Keywords: Mathematics teachers.; Educational technology.; Academic achievement.

Record Details Similar Records

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

APA (6^{th} Edition):

Smith, Lynnae J., 1. (2018). A Study of the Interrelationship Among Mathematics Teachers' use of Technology for Preparation, Administration, and Classroom Instruction and Student Achievement. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,2722

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} Edition):

Smith, Lynnae J., 1967-. “A Study of the Interrelationship Among Mathematics Teachers' use of Technology for Preparation, Administration, and Classroom Instruction and Student Achievement.” 2018. Thesis, Central Connecticut State University. Accessed April 21, 2019. http://content.library.ccsu.edu/u?/ccsutheses,2722.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Smith, Lynnae J., 1967-. “A Study of the Interrelationship Among Mathematics Teachers' use of Technology for Preparation, Administration, and Classroom Instruction and Student Achievement.” 2018. Web. 21 Apr 2019.

Vancouver:

Smith, Lynnae J. 1. A Study of the Interrelationship Among Mathematics Teachers' use of Technology for Preparation, Administration, and Classroom Instruction and Student Achievement. [Internet] [Thesis]. Central Connecticut State University; 2018. [cited 2019 Apr 21]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2722.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Smith, Lynnae J. 1. A Study of the Interrelationship Among Mathematics Teachers' use of Technology for Preparation, Administration, and Classroom Instruction and Student Achievement. [Thesis]. Central Connecticut State University; 2018. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2722

Not specified: Masters Thesis or Doctoral Dissertation

20.
Stallworth, Marcus M.
Gender-Based Instruction and the impact on *mathematics* *achievement* among males and females grades 3-5.

Degree: EdD, Educational Leadership, 2009, Clark University Atlanta

URL: http://digitalcommons.auctr.edu/dissertations/181

► The purpose of this study was to examine whether gender-based *mathematics* classes have a positive impact on the *achievement* levels of males and females.…
(more)

Subjects/Keywords: Mathermatics Achievement; Science and Mathematics Education

Record Details Similar Records

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

APA (6^{th} Edition):

Stallworth, M. M. (2009). Gender-Based Instruction and the impact on mathematics achievement among males and females grades 3-5. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/dissertations/181

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} Edition):

Stallworth, Marcus M. “Gender-Based Instruction and the impact on mathematics achievement among males and females grades 3-5.” 2009. Thesis, Clark University Atlanta. Accessed April 21, 2019. http://digitalcommons.auctr.edu/dissertations/181.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Stallworth, Marcus M. “Gender-Based Instruction and the impact on mathematics achievement among males and females grades 3-5.” 2009. Web. 21 Apr 2019.

Vancouver:

Stallworth MM. Gender-Based Instruction and the impact on mathematics achievement among males and females grades 3-5. [Internet] [Thesis]. Clark University Atlanta; 2009. [cited 2019 Apr 21]. Available from: http://digitalcommons.auctr.edu/dissertations/181.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Stallworth MM. Gender-Based Instruction and the impact on mathematics achievement among males and females grades 3-5. [Thesis]. Clark University Atlanta; 2009. Available from: http://digitalcommons.auctr.edu/dissertations/181

Not specified: Masters Thesis or Doctoral Dissertation

Central Connecticut State University

21.
Lounsbury, Rebecca Eliot, 1990-.
A Comparison of *Achievement* in *Mathematics* and Confidence in *Mathematics* by Gender and Grade Level.

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

URL: http://content.library.ccsu.edu/u?/ccsutheses,2841

►

*Mathematics* is a critical filter in an increasingly technological society, but many students have an abundance of anxiety toward *mathematics*. Research shows that this anxiety…
(more)

Subjects/Keywords: Mathematics – Study and teaching (Secondary); Academic achievement.

Record Details Similar Records

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APA (6^{th} Edition):

Lounsbury, Rebecca Eliot, 1. (2018). A Comparison of Achievement in Mathematics and Confidence in Mathematics by Gender and Grade Level. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,2841

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} Edition):

Lounsbury, Rebecca Eliot, 1990-. “A Comparison of Achievement in Mathematics and Confidence in Mathematics by Gender and Grade Level.” 2018. Thesis, Central Connecticut State University. Accessed April 21, 2019. http://content.library.ccsu.edu/u?/ccsutheses,2841.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Lounsbury, Rebecca Eliot, 1990-. “A Comparison of Achievement in Mathematics and Confidence in Mathematics by Gender and Grade Level.” 2018. Web. 21 Apr 2019.

Vancouver:

Lounsbury, Rebecca Eliot 1. A Comparison of Achievement in Mathematics and Confidence in Mathematics by Gender and Grade Level. [Internet] [Thesis]. Central Connecticut State University; 2018. [cited 2019 Apr 21]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2841.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lounsbury, Rebecca Eliot 1. A Comparison of Achievement in Mathematics and Confidence in Mathematics by Gender and Grade Level. [Thesis]. Central Connecticut State University; 2018. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2841

Not specified: Masters Thesis or Doctoral Dissertation

University of Minnesota

22.
Park, Kyungin.
Using Multiple Regression to Ascertain Group Differences in the Relationship of Predictors to a Criterion: Ethnic Group Differences in the Relationship between Course-taking and *Achievement* in * Mathematics*.

Degree: PhD, Educational Psychology, 2018, University of Minnesota

URL: http://hdl.handle.net/11299/201673

► This study introduces an approach that utilizes ten regression models to assist in the study of the relationship between predictors and a criterion as it…
(more)

Subjects/Keywords: Achievement Gaps; Ethnicity; Mathematics; Regression Models; Statistics

Record Details Similar Records

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

APA (6^{th} Edition):

Park, K. (2018). Using Multiple Regression to Ascertain Group Differences in the Relationship of Predictors to a Criterion: Ethnic Group Differences in the Relationship between Course-taking and Achievement in Mathematics. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/201673

Chicago Manual of Style (16^{th} Edition):

Park, Kyungin. “Using Multiple Regression to Ascertain Group Differences in the Relationship of Predictors to a Criterion: Ethnic Group Differences in the Relationship between Course-taking and Achievement in Mathematics.” 2018. Doctoral Dissertation, University of Minnesota. Accessed April 21, 2019. http://hdl.handle.net/11299/201673.

MLA Handbook (7^{th} Edition):

Park, Kyungin. “Using Multiple Regression to Ascertain Group Differences in the Relationship of Predictors to a Criterion: Ethnic Group Differences in the Relationship between Course-taking and Achievement in Mathematics.” 2018. Web. 21 Apr 2019.

Vancouver:

Park K. Using Multiple Regression to Ascertain Group Differences in the Relationship of Predictors to a Criterion: Ethnic Group Differences in the Relationship between Course-taking and Achievement in Mathematics. [Internet] [Doctoral dissertation]. University of Minnesota; 2018. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/11299/201673.

Council of Science Editors:

Park K. Using Multiple Regression to Ascertain Group Differences in the Relationship of Predictors to a Criterion: Ethnic Group Differences in the Relationship between Course-taking and Achievement in Mathematics. [Doctoral Dissertation]. University of Minnesota; 2018. Available from: http://hdl.handle.net/11299/201673

Cleveland State University

23.
Deevers, Matthew D.
Teacher goal endorsement, student *achievement* goals, and
student *achievement* in *mathematics*: a longitudinal study.

Degree: PhD, College of Education and Human Services, 2010, Cleveland State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=csu1279737483

► This study investigated relationships among teacher practices, student motivation and student *achievement* on standardized *mathematics* assessments using an *Achievement* Goal Theory framework. From 2006 through…
(more)

Subjects/Keywords: Education; Educational Psychology; Mathematics Education; Teaching; achievement goals; goal endorsement; student achievement; mathematics education; HLM

Record Details Similar Records

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APA (6^{th} Edition):

Deevers, M. D. (2010). Teacher goal endorsement, student achievement goals, and student achievement in mathematics: a longitudinal study. (Doctoral Dissertation). Cleveland State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=csu1279737483

Chicago Manual of Style (16^{th} Edition):

Deevers, Matthew D. “Teacher goal endorsement, student achievement goals, and student achievement in mathematics: a longitudinal study.” 2010. Doctoral Dissertation, Cleveland State University. Accessed April 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=csu1279737483.

MLA Handbook (7^{th} Edition):

Deevers, Matthew D. “Teacher goal endorsement, student achievement goals, and student achievement in mathematics: a longitudinal study.” 2010. Web. 21 Apr 2019.

Vancouver:

Deevers MD. Teacher goal endorsement, student achievement goals, and student achievement in mathematics: a longitudinal study. [Internet] [Doctoral dissertation]. Cleveland State University; 2010. [cited 2019 Apr 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=csu1279737483.

Council of Science Editors:

Deevers MD. Teacher goal endorsement, student achievement goals, and student achievement in mathematics: a longitudinal study. [Doctoral Dissertation]. Cleveland State University; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=csu1279737483

Kennesaw State University

24.
Bailey, MarLynn.
The Direct and Indirect Paths Impacting Geometry Student * Achievement*.

Degree: Doctor of Education in Teacher Leadership (EdD), Teacher Leadership for Learning, 2013, Kennesaw State University

URL: https://digitalcommons.kennesaw.edu/etd/587

► Previous studies have shown that several key variables influence student *achievement* in geometry, but more research needs to be conducted to determine how these…
(more)

Subjects/Keywords: student achievement; geometry; mathematics students; high school; Science and Mathematics Education

Record Details Similar Records

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APA (6^{th} Edition):

Bailey, M. (2013). The Direct and Indirect Paths Impacting Geometry Student Achievement. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/etd/587

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} Edition):

Bailey, MarLynn. “The Direct and Indirect Paths Impacting Geometry Student Achievement.” 2013. Thesis, Kennesaw State University. Accessed April 21, 2019. https://digitalcommons.kennesaw.edu/etd/587.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Bailey, MarLynn. “The Direct and Indirect Paths Impacting Geometry Student Achievement.” 2013. Web. 21 Apr 2019.

Vancouver:

Bailey M. The Direct and Indirect Paths Impacting Geometry Student Achievement. [Internet] [Thesis]. Kennesaw State University; 2013. [cited 2019 Apr 21]. Available from: https://digitalcommons.kennesaw.edu/etd/587.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bailey M. The Direct and Indirect Paths Impacting Geometry Student Achievement. [Thesis]. Kennesaw State University; 2013. Available from: https://digitalcommons.kennesaw.edu/etd/587

Not specified: Masters Thesis or Doctoral Dissertation

Temple University

25.
Kimber, Charles Tenison.
The effect of training in self-regulated learning on math anxiety and *achievement* among preservice elementary teachers in a freshman course in *mathematics* concepts.

Degree: 2009, Temple University

URL: http://digital.library.temple.edu/u?/p245801coll10,27315

►

CITE/*Mathematics* and Science Education

Ed.D.

The purpose of this study was to examine the effect of training in self-regulated learning strategies on math anxiety and… (more)

Subjects/Keywords: Education, Mathematics; math anxiety; mathematics achievement; self-regulated learning

Record Details Similar Records

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APA (6^{th} Edition):

Kimber, C. T. (2009). The effect of training in self-regulated learning on math anxiety and achievement among preservice elementary teachers in a freshman course in mathematics concepts. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,27315

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} Edition):

Kimber, Charles Tenison. “The effect of training in self-regulated learning on math anxiety and achievement among preservice elementary teachers in a freshman course in mathematics concepts.” 2009. Thesis, Temple University. Accessed April 21, 2019. http://digital.library.temple.edu/u?/p245801coll10,27315.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Kimber, Charles Tenison. “The effect of training in self-regulated learning on math anxiety and achievement among preservice elementary teachers in a freshman course in mathematics concepts.” 2009. Web. 21 Apr 2019.

Vancouver:

Kimber CT. The effect of training in self-regulated learning on math anxiety and achievement among preservice elementary teachers in a freshman course in mathematics concepts. [Internet] [Thesis]. Temple University; 2009. [cited 2019 Apr 21]. Available from: http://digital.library.temple.edu/u?/p245801coll10,27315.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kimber CT. The effect of training in self-regulated learning on math anxiety and achievement among preservice elementary teachers in a freshman course in mathematics concepts. [Thesis]. Temple University; 2009. Available from: http://digital.library.temple.edu/u?/p245801coll10,27315

Not specified: Masters Thesis or Doctoral Dissertation

The Ohio State University

26.
Kaya, Sukru.
The influences of student views related to *mathematics* and
self-regulated learning on *achievement* of algebra I
students.

Degree: PhD, Educational Theory and Practice, 2007, The Ohio State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=osu1185905759

► Previous research indicates that self-regulated learning (SRL) has substantial effects on students’ learning and *achievement* (i.e., De Corte et al., 2000; Pape & Wang, 2003;…
(more)

Subjects/Keywords: STUDENT VIEWS RELATED TO MATHEMATICS; SELF-REGULATED LEARNING; MATHEMATICS ACHIEVEMENT

Record Details Similar Records

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

APA (6^{th} Edition):

Kaya, S. (2007). The influences of student views related to mathematics and self-regulated learning on achievement of algebra I students. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1185905759

Chicago Manual of Style (16^{th} Edition):

Kaya, Sukru. “The influences of student views related to mathematics and self-regulated learning on achievement of algebra I students.” 2007. Doctoral Dissertation, The Ohio State University. Accessed April 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1185905759.

MLA Handbook (7^{th} Edition):

Kaya, Sukru. “The influences of student views related to mathematics and self-regulated learning on achievement of algebra I students.” 2007. Web. 21 Apr 2019.

Vancouver:

Kaya S. The influences of student views related to mathematics and self-regulated learning on achievement of algebra I students. [Internet] [Doctoral dissertation]. The Ohio State University; 2007. [cited 2019 Apr 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1185905759.

Council of Science Editors:

Kaya S. The influences of student views related to mathematics and self-regulated learning on achievement of algebra I students. [Doctoral Dissertation]. The Ohio State University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1185905759

Central Connecticut State University

27.
Duffin, Colm Andrew, 1974-.
Music and *achievement* in *mathematics* : is there a connection?.

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

URL: http://content.library.ccsu.edu/u?/ccsutheses,1730

► Purpose The purpose of this research was to explore a possible connection between students’ involvement in formal music activities and their *achievement* in *mathematics*. Hypothesis…
(more)

Subjects/Keywords: Music in mathematics education; Mathematics – Study and teaching (Secondary); Academic achievement

Record Details Similar Records

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APA (6^{th} Edition):

Duffin, Colm Andrew, 1. (2011). Music and achievement in mathematics : is there a connection?. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1730

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} Edition):

Duffin, Colm Andrew, 1974-. “Music and achievement in mathematics : is there a connection?.” 2011. Thesis, Central Connecticut State University. Accessed April 21, 2019. http://content.library.ccsu.edu/u?/ccsutheses,1730.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Duffin, Colm Andrew, 1974-. “Music and achievement in mathematics : is there a connection?.” 2011. Web. 21 Apr 2019.

Vancouver:

Duffin, Colm Andrew 1. Music and achievement in mathematics : is there a connection?. [Internet] [Thesis]. Central Connecticut State University; 2011. [cited 2019 Apr 21]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1730.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Duffin, Colm Andrew 1. Music and achievement in mathematics : is there a connection?. [Thesis]. Central Connecticut State University; 2011. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1730

Not specified: Masters Thesis or Doctoral Dissertation

Cleveland State University

28.
Glasner, David P.
The Impact of Tracking Students in *Mathematics* on Middle
School Student *Achievement* Outcomes.

Degree: PhD, College of Education and Human Services, 2018, Cleveland State University

URL: http://rave.ohiolink.edu/etdc/view?acc_num=csu1542042727886887

► The purpose of this study was to explore whether and how tracking structures in *mathematics* courses at the middle school level relate to differences in…
(more)

Subjects/Keywords: Education; Education Policy; Mathematics Education; Middle School Education; Secondary Education; Mathematics; Tracking; student achievement; mathematics education; achievement gap

Record Details Similar Records

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

APA (6^{th} Edition):

Glasner, D. P. (2018). The Impact of Tracking Students in Mathematics on Middle School Student Achievement Outcomes. (Doctoral Dissertation). Cleveland State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=csu1542042727886887

Chicago Manual of Style (16^{th} Edition):

Glasner, David P. “The Impact of Tracking Students in Mathematics on Middle School Student Achievement Outcomes.” 2018. Doctoral Dissertation, Cleveland State University. Accessed April 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=csu1542042727886887.

MLA Handbook (7^{th} Edition):

Glasner, David P. “The Impact of Tracking Students in Mathematics on Middle School Student Achievement Outcomes.” 2018. Web. 21 Apr 2019.

Vancouver:

Glasner DP. The Impact of Tracking Students in Mathematics on Middle School Student Achievement Outcomes. [Internet] [Doctoral dissertation]. Cleveland State University; 2018. [cited 2019 Apr 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=csu1542042727886887.

Council of Science Editors:

Glasner DP. The Impact of Tracking Students in Mathematics on Middle School Student Achievement Outcomes. [Doctoral Dissertation]. Cleveland State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=csu1542042727886887

Liberty University

29.
Kelly, Sandra.
The Impact of Khan Academy Math Remediation on Ninth Grade Student * Achievement*.

Degree: 2018, Liberty University

URL: http://digitalcommons.liberty.edu/doctoral/1694

► The purpose of this quasi-experimental study was to determine if using Khan Academy as math remediation for fifteen minutes per day during a ninth grade…
(more)

Subjects/Keywords: Achievement; College-Ready; Khan Academy; Mathematics; Prerequisite; Remediation; Education; Mathematics; Science and Mathematics Education

Record Details Similar Records

❌

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

APA (6^{th} Edition):

Kelly, S. (2018). The Impact of Khan Academy Math Remediation on Ninth Grade Student Achievement. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1694

Chicago Manual of Style (16^{th} Edition):

Kelly, Sandra. “The Impact of Khan Academy Math Remediation on Ninth Grade Student Achievement.” 2018. Doctoral Dissertation, Liberty University. Accessed April 21, 2019. http://digitalcommons.liberty.edu/doctoral/1694.

MLA Handbook (7^{th} Edition):

Kelly, Sandra. “The Impact of Khan Academy Math Remediation on Ninth Grade Student Achievement.” 2018. Web. 21 Apr 2019.

Vancouver:

Kelly S. The Impact of Khan Academy Math Remediation on Ninth Grade Student Achievement. [Internet] [Doctoral dissertation]. Liberty University; 2018. [cited 2019 Apr 21]. Available from: http://digitalcommons.liberty.edu/doctoral/1694.

Council of Science Editors:

Kelly S. The Impact of Khan Academy Math Remediation on Ninth Grade Student Achievement. [Doctoral Dissertation]. Liberty University; 2018. Available from: http://digitalcommons.liberty.edu/doctoral/1694

Iowa State University

30.
Batchelor, John Herbert.
A Mixed Methods Study of the Effects of Clicker Use on Math Anxiety and *Achievement* in * Mathematics*.

Degree: 2016, Iowa State University

URL: https://lib.dr.iastate.edu/etd/15875

► Many large lecture classes at undergraduate institutions have started to utilize technology to engage students. A mixed methods design was used in this dissertation research…
(more)

Subjects/Keywords: Calculus; Clickers; Mathematics Achievement; Mathematics Anxiety; Mathematics Self-Efficacy; Technology; Education; Mathematics; Science and Mathematics Education

Record Details Similar Records

❌

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

APA (6^{th} Edition):

Batchelor, J. H. (2016). A Mixed Methods Study of the Effects of Clicker Use on Math Anxiety and Achievement in Mathematics. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/15875

Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^{th} Edition):

Batchelor, John Herbert. “A Mixed Methods Study of the Effects of Clicker Use on Math Anxiety and Achievement in Mathematics.” 2016. Thesis, Iowa State University. Accessed April 21, 2019. https://lib.dr.iastate.edu/etd/15875.

Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^{th} Edition):

Batchelor, John Herbert. “A Mixed Methods Study of the Effects of Clicker Use on Math Anxiety and Achievement in Mathematics.” 2016. Web. 21 Apr 2019.

Vancouver:

Batchelor JH. A Mixed Methods Study of the Effects of Clicker Use on Math Anxiety and Achievement in Mathematics. [Internet] [Thesis]. Iowa State University; 2016. [cited 2019 Apr 21]. Available from: https://lib.dr.iastate.edu/etd/15875.

Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Batchelor JH. A Mixed Methods Study of the Effects of Clicker Use on Math Anxiety and Achievement in Mathematics. [Thesis]. Iowa State University; 2016. Available from: https://lib.dr.iastate.edu/etd/15875

Not specified: Masters Thesis or Doctoral Dissertation