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You searched for subject:(mathematics achievement). Showing records 1 – 30 of 552 total matches.

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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

 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

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APA (6th 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 (16th Edition):

Mims, Adrian Blair. “Improving African American Achievement In Geometry Honors.” 2010. Doctoral Dissertation, Boston College. Accessed March 19, 2019. http://dlib.bc.edu/islandora/object/bc-ir:101557.

MLA Handbook (7th Edition):

Mims, Adrian Blair. “Improving African American Achievement In Geometry Honors.” 2010. Web. 19 Mar 2019.

Vancouver:

Mims AB. Improving African American Achievement In Geometry Honors. [Internet] [Doctoral dissertation]. Boston College; 2010. [cited 2019 Mar 19]. 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

 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

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APA (6th 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 (16th Edition):

Sneed, Bobby. “Effects of Student Family Structure and Attendance on Academic Achievement in Middle Grades Mathematics.” 2015. Doctoral Dissertation, Liberty University. Accessed March 19, 2019. http://digitalcommons.liberty.edu/doctoral/1053.

MLA Handbook (7th Edition):

Sneed, Bobby. “Effects of Student Family Structure and Attendance on Academic Achievement in Middle Grades Mathematics.” 2015. Web. 19 Mar 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 Mar 19]. 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

 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

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APA (6th 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 (16th 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 March 19, 2019. http://hdl.handle.net/10063/5245.

MLA Handbook (7th Edition):

Harrison, Elizabeth. “Socioeconomic Status and Student Achievement in Primary School Mathematics: A Case Study of Two New Zealand Schools.” 2016. Web. 19 Mar 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 Mar 19]. 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

 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

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APA (6th 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 (16th Edition):

Samuel, Meles. “Factors Affecting Female Students Achievement in Mathematics: The Case of Secondary Schools in Addis Ababa .” 2013. Thesis, Addis Ababa University. Accessed March 19, 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 (7th Edition):

Samuel, Meles. “Factors Affecting Female Students Achievement in Mathematics: The Case of Secondary Schools in Addis Ababa .” 2013. Web. 19 Mar 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 Mar 19]. 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

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

 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

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APA (6th 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

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):

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 March 19, 2019. http://etd.aau.edu.et/dspace/handle/123456789/3854.

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

MLA Handbook (7th Edition):

SELESHI, ZELEKE. “GENDER DIFFERENCES IN MATHEMATICS ACHIEVEMENT AS A FUNCTION OF ATTITUDES IN GRADES 8 THROUGH 11 (IN NORTHERN SHOA REGION) .” 2012. Web. 19 Mar 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 Mar 19]. Available from: http://etd.aau.edu.et/dspace/handle/123456789/3854.

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

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

 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

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APA (6th 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

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):

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 March 19, 2019. http://hdl.handle.net/10211.9/730.

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

MLA Handbook (7th Edition):

Rajagopal, Kadhir V. “The impact of C.R.E.A.T.E. on urban student success in mathematics.” 2010. Web. 19 Mar 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 Mar 19]. Available from: http://hdl.handle.net/10211.9/730.

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

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

 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

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APA (6th 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 (16th 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 March 19, 2019. http://hdl.handle.net/1928/24307.

MLA Handbook (7th Edition):

Delgado, Renee. “Mirando Hacia el Futuro: Using Multilevel Growth Models to Examine the Achievement Gap Between White and Hispanic Students.” 2014. Web. 19 Mar 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 Mar 19]. 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

 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

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APA (6th 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 (16th 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 March 19, 2019. http://hdl.handle.net/2142/44399.

MLA Handbook (7th Edition):

Mingle, Leigh. “Threats to success in mathematics: examining the combined effects of choking under pressure and stereotype threat.” 2013. Web. 19 Mar 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 Mar 19]. 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

  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

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APA (6th 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 (16th 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 March 19, 2019. https://curate.nd.edu/show/3r074t66d1d.

MLA Handbook (7th Edition):

Christensen, Andrea Lynn. “Motivation and achievement in classrooms:A comparison of relationships for high, average, and low achievers</h1>.” 2009. Web. 19 Mar 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 Mar 19]. 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

  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

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

APA (6th 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 (16th Edition):

Tretter, Jacquelyn D. “Mathematics Anxiety in Ninth-Grade Pre-Algebra.” 2012. Masters Thesis, Western Kentucky University. Accessed March 19, 2019. https://digitalcommons.wku.edu/theses/1165.

MLA Handbook (7th Edition):

Tretter, Jacquelyn D. “Mathematics Anxiety in Ninth-Grade Pre-Algebra.” 2012. Web. 19 Mar 2019.

Vancouver:

Tretter JD. Mathematics Anxiety in Ninth-Grade Pre-Algebra. [Internet] [Masters thesis]. Western Kentucky University; 2012. [cited 2019 Mar 19]. 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 Achievement in the Context of Idaho’s Advanced Opportunities Initiative.

Degree: 2018, Boise State University

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

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APA (6th 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

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):

Hall, Nichole K. “Mathematics Student Achievement in the Context of Idaho’s Advanced Opportunities Initiative.” 2018. Thesis, Boise State University. Accessed March 19, 2019. https://scholarworks.boisestate.edu/td/1386.

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

MLA Handbook (7th Edition):

Hall, Nichole K. “Mathematics Student Achievement in the Context of Idaho’s Advanced Opportunities Initiative.” 2018. Web. 19 Mar 2019.

Vancouver:

Hall NK. Mathematics Student Achievement in the Context of Idaho’s Advanced Opportunities Initiative. [Internet] [Thesis]. Boise State University; 2018. [cited 2019 Mar 19]. Available from: https://scholarworks.boisestate.edu/td/1386.

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

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

 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

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

APA (6th 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 (16th Edition):

Hill, Rhonda Lee. “The Effect of Single-Gender Education on the Achievement of Sixth Grade Mathematics Students.” 2011. Doctoral Dissertation, Liberty University. Accessed March 19, 2019. http://digitalcommons.liberty.edu/doctoral/467.

MLA Handbook (7th Edition):

Hill, Rhonda Lee. “The Effect of Single-Gender Education on the Achievement of Sixth Grade Mathematics Students.” 2011. Web. 19 Mar 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 Mar 19]. 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

 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

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APA (6th 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

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):

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 March 19, 2019. http://hdl.handle.net/1969.1/150969.

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

MLA Handbook (7th 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. 19 Mar 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 Mar 19]. Available from: http://hdl.handle.net/1969.1/150969.

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

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

  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

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

APA (6th 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 (16th 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 March 19, 2019. https://digitalcommons.usu.edu/etd/4561.

MLA Handbook (7th Edition):

Mantilla, Jodi H. “Identifying Factors Common Among Students who Do Not Fit the Typical Mathematics Self-Efficacy and Achievement Correlation.” 2015. Web. 19 Mar 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 Mar 19]. 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

  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

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APA (6th 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

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):

Hughes, Angela J. “Kindergarten Entry Age and the Effect on Student Academic Achievement.” 2016. Thesis, Indiana University of Pennsylvania. Accessed March 19, 2019. https://knowledge.library.iup.edu/etd/1395.

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

MLA Handbook (7th Edition):

Hughes, Angela J. “Kindergarten Entry Age and the Effect on Student Academic Achievement.” 2016. Web. 19 Mar 2019.

Vancouver:

Hughes AJ. Kindergarten Entry Age and the Effect on Student Academic Achievement. [Internet] [Thesis]. Indiana University of Pennsylvania; 2016. [cited 2019 Mar 19]. Available from: https://knowledge.library.iup.edu/etd/1395.

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

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

 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

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

APA (6th 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 (16th Edition):

ROHDE, TREENA EILEEN, M A. “AN EXAMINATION OF HOW VISUAL PERCEPTION ABILITIES INFLUENCE MATHEMATICS ACHIEVEMENT.” 2008. Doctoral Dissertation, Case Western Reserve University. Accessed March 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=case1196193538.

MLA Handbook (7th Edition):

ROHDE, TREENA EILEEN, M A. “AN EXAMINATION OF HOW VISUAL PERCEPTION ABILITIES INFLUENCE MATHEMATICS ACHIEVEMENT.” 2008. Web. 19 Mar 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 Mar 19]. 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

 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

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

APA (6th 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

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):

Walsh, Diane M. “The relationship between focused-instruction of vocabulary and mathematical achievement.” 2009. Thesis, Central Connecticut State University. Accessed March 19, 2019. http://content.library.ccsu.edu/u?/ccsutheses,1206.

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

MLA Handbook (7th Edition):

Walsh, Diane M. “The relationship between focused-instruction of vocabulary and mathematical achievement.” 2009. Web. 19 Mar 2019.

Vancouver:

Walsh DM. The relationship between focused-instruction of vocabulary and mathematical achievement. [Internet] [Thesis]. Central Connecticut State University; 2009. [cited 2019 Mar 19]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1206.

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

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

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

APA (6th 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

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):

Stinson, Katherine. “Curriculum-based measurement in mathematics: predicting future performance on state assessments.” 2011. Thesis, University of Wisconsin – La Cross. Accessed March 19, 2019. http://digital.library.wisc.edu/1793/53473.

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

MLA Handbook (7th Edition):

Stinson, Katherine. “Curriculum-based measurement in mathematics: predicting future performance on state assessments.” 2011. Web. 19 Mar 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 Mar 19]. Available from: http://digital.library.wisc.edu/1793/53473.

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

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

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.

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

APA (6th 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

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):

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 March 19, 2019. http://content.library.ccsu.edu/u?/ccsutheses,2722.

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

MLA Handbook (7th 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. 19 Mar 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 Mar 19]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2722.

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

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

  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

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

APA (6th 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

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):

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 March 19, 2019. http://digitalcommons.auctr.edu/dissertations/181.

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

MLA Handbook (7th Edition):

Stallworth, Marcus M. “Gender-Based Instruction and the impact on mathematics achievement among males and females grades 3-5.” 2009. Web. 19 Mar 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 Mar 19]. Available from: http://digitalcommons.auctr.edu/dissertations/181.

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

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

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.

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

APA (6th 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

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):

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 March 19, 2019. http://content.library.ccsu.edu/u?/ccsutheses,2841.

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

MLA Handbook (7th Edition):

Lounsbury, Rebecca Eliot, 1990-. “A Comparison of Achievement in Mathematics and Confidence in Mathematics by Gender and Grade Level.” 2018. Web. 19 Mar 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 Mar 19]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,2841.

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

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

 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

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

APA (6th 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 (16th 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 March 19, 2019. http://hdl.handle.net/11299/201673.

MLA Handbook (7th 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. 19 Mar 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 Mar 19]. 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

 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

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

APA (6th 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 (16th 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 March 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=csu1279737483.

MLA Handbook (7th Edition):

Deevers, Matthew D. “Teacher goal endorsement, student achievement goals, and student achievement in mathematics: a longitudinal study.” 2010. Web. 19 Mar 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 Mar 19]. 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

  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

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

APA (6th 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

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):

Bailey, MarLynn. “The Direct and Indirect Paths Impacting Geometry Student Achievement.” 2013. Thesis, Kennesaw State University. Accessed March 19, 2019. https://digitalcommons.kennesaw.edu/etd/587.

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

MLA Handbook (7th Edition):

Bailey, MarLynn. “The Direct and Indirect Paths Impacting Geometry Student Achievement.” 2013. Web. 19 Mar 2019.

Vancouver:

Bailey M. The Direct and Indirect Paths Impacting Geometry Student Achievement. [Internet] [Thesis]. Kennesaw State University; 2013. [cited 2019 Mar 19]. Available from: https://digitalcommons.kennesaw.edu/etd/587.

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

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

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

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APA (6th 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

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):

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 March 19, 2019. http://digital.library.temple.edu/u?/p245801coll10,27315.

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

MLA Handbook (7th 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. 19 Mar 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 Mar 19]. Available from: http://digital.library.temple.edu/u?/p245801coll10,27315.

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

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

 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

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

APA (6th 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 (16th 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 March 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1185905759.

MLA Handbook (7th Edition):

Kaya, Sukru. “The influences of student views related to mathematics and self-regulated learning on achievement of algebra I students.” 2007. Web. 19 Mar 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 Mar 19]. 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

 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

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APA (6th 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

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):

Duffin, Colm Andrew, 1974-. “Music and achievement in mathematics : is there a connection?.” 2011. Thesis, Central Connecticut State University. Accessed March 19, 2019. http://content.library.ccsu.edu/u?/ccsutheses,1730.

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

MLA Handbook (7th Edition):

Duffin, Colm Andrew, 1974-. “Music and achievement in mathematics : is there a connection?.” 2011. Web. 19 Mar 2019.

Vancouver:

Duffin, Colm Andrew 1. Music and achievement in mathematics : is there a connection?. [Internet] [Thesis]. Central Connecticut State University; 2011. [cited 2019 Mar 19]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1730.

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

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

 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

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

APA (6th 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 (16th Edition):

Glasner, David P. “The Impact of Tracking Students in Mathematics on Middle School Student Achievement Outcomes.” 2018. Doctoral Dissertation, Cleveland State University. Accessed March 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=csu1542042727886887.

MLA Handbook (7th Edition):

Glasner, David P. “The Impact of Tracking Students in Mathematics on Middle School Student Achievement Outcomes.” 2018. Web. 19 Mar 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 Mar 19]. 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

 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

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

APA (6th 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 (16th Edition):

Kelly, Sandra. “The Impact of Khan Academy Math Remediation on Ninth Grade Student Achievement.” 2018. Doctoral Dissertation, Liberty University. Accessed March 19, 2019. http://digitalcommons.liberty.edu/doctoral/1694.

MLA Handbook (7th Edition):

Kelly, Sandra. “The Impact of Khan Academy Math Remediation on Ninth Grade Student Achievement.” 2018. Web. 19 Mar 2019.

Vancouver:

Kelly S. The Impact of Khan Academy Math Remediation on Ninth Grade Student Achievement. [Internet] [Doctoral dissertation]. Liberty University; 2018. [cited 2019 Mar 19]. 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

 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

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

APA (6th 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

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):

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 March 19, 2019. https://lib.dr.iastate.edu/etd/15875.

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

MLA Handbook (7th Edition):

Batchelor, John Herbert. “A Mixed Methods Study of the Effects of Clicker Use on Math Anxiety and Achievement in Mathematics.” 2016. Web. 19 Mar 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 Mar 19]. Available from: https://lib.dr.iastate.edu/etd/15875.

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

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

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