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You searched for subject:(middle years education). Showing records 1 – 13 of 13 total matches.

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University of Tasmania

1. Ryan, SM. The internet playground : one school’s experience of cyberbullying.

Degree: 2017, University of Tasmania

 There is extensive documentation that clearly demonstrates that bullying is a persistent and insidious problem in schools, a matter of ongoing concern for teachers, parents… (more)

Subjects/Keywords: cyberbullying; bullying; internet; middle years; education; bystanders

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APA (6th Edition):

Ryan, S. (2017). The internet playground : one school’s experience of cyberbullying. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/27348/1/Ryan_whole_thesis.pdf

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):

Ryan, SM. “The internet playground : one school’s experience of cyberbullying.” 2017. Thesis, University of Tasmania. Accessed October 22, 2019. https://eprints.utas.edu.au/27348/1/Ryan_whole_thesis.pdf.

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

MLA Handbook (7th Edition):

Ryan, SM. “The internet playground : one school’s experience of cyberbullying.” 2017. Web. 22 Oct 2019.

Vancouver:

Ryan S. The internet playground : one school’s experience of cyberbullying. [Internet] [Thesis]. University of Tasmania; 2017. [cited 2019 Oct 22]. Available from: https://eprints.utas.edu.au/27348/1/Ryan_whole_thesis.pdf.

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

Council of Science Editors:

Ryan S. The internet playground : one school’s experience of cyberbullying. [Thesis]. University of Tasmania; 2017. Available from: https://eprints.utas.edu.au/27348/1/Ryan_whole_thesis.pdf

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


AUT University

2. Hara, Kazuhisa. Educational change beyond borders: International Baccalaureate in New Zealand .

Degree: 2012, AUT University

 The International Baccalaureate Organization (IBO) provides three international education programmes for schools: the Primary Years Programme, the Middle Years Programme, and the Diploma programme. These… (more)

Subjects/Keywords: International Baccalaureate; Diploma programme; Middle Years Programme; Primary Years Programme; International Education; New Zealand; Diffusion of Innovations

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APA (6th Edition):

Hara, K. (2012). Educational change beyond borders: International Baccalaureate in New Zealand . (Thesis). AUT University. Retrieved from http://hdl.handle.net/10292/3262

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):

Hara, Kazuhisa. “Educational change beyond borders: International Baccalaureate in New Zealand .” 2012. Thesis, AUT University. Accessed October 22, 2019. http://hdl.handle.net/10292/3262.

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

MLA Handbook (7th Edition):

Hara, Kazuhisa. “Educational change beyond borders: International Baccalaureate in New Zealand .” 2012. Web. 22 Oct 2019.

Vancouver:

Hara K. Educational change beyond borders: International Baccalaureate in New Zealand . [Internet] [Thesis]. AUT University; 2012. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10292/3262.

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

Council of Science Editors:

Hara K. Educational change beyond borders: International Baccalaureate in New Zealand . [Thesis]. AUT University; 2012. Available from: http://hdl.handle.net/10292/3262

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


University of Tasmania

3. Ludicke, PJ. Perceptions, perspectives and practice : identifying and supporting young adolescent academic underachievers in the year 7 and 8 classroom.

Degree: 2018, University of Tasmania

 This thesis investigated ways that teachers of young adolescents identify and support academic underachievers in the classroom setting. The study commenced with a comprehensive survey… (more)

Subjects/Keywords: academic underachievement; young adolescents; identification; teacher practice; learner confidence; middle-years education

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APA (6th Edition):

Ludicke, P. (2018). Perceptions, perspectives and practice : identifying and supporting young adolescent academic underachievers in the year 7 and 8 classroom. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/28351/1/Ludicke_whole_%20thesis.pdf ; Ludicke, PJ ORCID: 0000-0001-8346-5257 <https://orcid.org/0000-0001-8346-5257> 2018 , 'Perceptions, perspectives and practice : identifying and supporting young adolescent academic underachievers in the year 7 and 8 classroom', PhD thesis, University of Tasmania.

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):

Ludicke, PJ. “Perceptions, perspectives and practice : identifying and supporting young adolescent academic underachievers in the year 7 and 8 classroom.” 2018. Thesis, University of Tasmania. Accessed October 22, 2019. https://eprints.utas.edu.au/28351/1/Ludicke_whole_%20thesis.pdf ; Ludicke, PJ ORCID: 0000-0001-8346-5257 <https://orcid.org/0000-0001-8346-5257> 2018 , 'Perceptions, perspectives and practice : identifying and supporting young adolescent academic underachievers in the year 7 and 8 classroom', PhD thesis, University of Tasmania..

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

MLA Handbook (7th Edition):

Ludicke, PJ. “Perceptions, perspectives and practice : identifying and supporting young adolescent academic underachievers in the year 7 and 8 classroom.” 2018. Web. 22 Oct 2019.

Vancouver:

Ludicke P. Perceptions, perspectives and practice : identifying and supporting young adolescent academic underachievers in the year 7 and 8 classroom. [Internet] [Thesis]. University of Tasmania; 2018. [cited 2019 Oct 22]. Available from: https://eprints.utas.edu.au/28351/1/Ludicke_whole_%20thesis.pdf ; Ludicke, PJ ORCID: 0000-0001-8346-5257 <https://orcid.org/0000-0001-8346-5257> 2018 , 'Perceptions, perspectives and practice : identifying and supporting young adolescent academic underachievers in the year 7 and 8 classroom', PhD thesis, University of Tasmania..

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

Council of Science Editors:

Ludicke P. Perceptions, perspectives and practice : identifying and supporting young adolescent academic underachievers in the year 7 and 8 classroom. [Thesis]. University of Tasmania; 2018. Available from: https://eprints.utas.edu.au/28351/1/Ludicke_whole_%20thesis.pdf ; Ludicke, PJ ORCID: 0000-0001-8346-5257 <https://orcid.org/0000-0001-8346-5257> 2018 , 'Perceptions, perspectives and practice : identifying and supporting young adolescent academic underachievers in the year 7 and 8 classroom', PhD thesis, University of Tasmania.

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


RMIT University

4. Al Sulaimani, A. The importance of teachers in integrating ICT into science teaching in intermediate schools in Saudi Arabia: a mixed methods study.

Degree: 2010, RMIT University

 Curriculum reform is central to the aspirations of many developing countries as they strive to deliver a quality education to their citizens. In Saudi Arabia,… (more)

Subjects/Keywords: Fields of Research; Education policy; integration of ICT; science teaching; ICT competencies; attitudes; professional development; gender; middle years

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APA (6th Edition):

Al Sulaimani, A. (2010). The importance of teachers in integrating ICT into science teaching in intermediate schools in Saudi Arabia: a mixed methods study. (Thesis). RMIT University. Retrieved from http://researchbank.rmit.edu.au/view/rmit:12520

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):

Al Sulaimani, A. “The importance of teachers in integrating ICT into science teaching in intermediate schools in Saudi Arabia: a mixed methods study.” 2010. Thesis, RMIT University. Accessed October 22, 2019. http://researchbank.rmit.edu.au/view/rmit:12520.

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

MLA Handbook (7th Edition):

Al Sulaimani, A. “The importance of teachers in integrating ICT into science teaching in intermediate schools in Saudi Arabia: a mixed methods study.” 2010. Web. 22 Oct 2019.

Vancouver:

Al Sulaimani A. The importance of teachers in integrating ICT into science teaching in intermediate schools in Saudi Arabia: a mixed methods study. [Internet] [Thesis]. RMIT University; 2010. [cited 2019 Oct 22]. Available from: http://researchbank.rmit.edu.au/view/rmit:12520.

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

Council of Science Editors:

Al Sulaimani A. The importance of teachers in integrating ICT into science teaching in intermediate schools in Saudi Arabia: a mixed methods study. [Thesis]. RMIT University; 2010. Available from: http://researchbank.rmit.edu.au/view/rmit:12520

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


University of Arkansas

5. Campbell, Mary Nandra Kay. Leadership Succession and Onboarding Processes of: Mid-West United States International Baccalaureate (IB) Primary Years Program (PYP) Schools.

Degree: Doctor of Education in Educational Leadership (EdD), Educational Leadership (EdD), 2019, University of Arkansas

  The International Baccalaureate (IB) Primary Years Programme (PYP) model of education is unique and comprehensive, and so is the PYP principal. This qualitative study… (more)

Subjects/Keywords: Leadership Succession; Onboarding; Primary Years Program; Educational Assessment, Evaluation, and Research; Educational Leadership; Elementary and Middle and Secondary Education Administration

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APA (6th Edition):

Campbell, M. N. K. (2019). Leadership Succession and Onboarding Processes of: Mid-West United States International Baccalaureate (IB) Primary Years Program (PYP) Schools. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/3148

Chicago Manual of Style (16th Edition):

Campbell, Mary Nandra Kay. “Leadership Succession and Onboarding Processes of: Mid-West United States International Baccalaureate (IB) Primary Years Program (PYP) Schools.” 2019. Doctoral Dissertation, University of Arkansas. Accessed October 22, 2019. https://scholarworks.uark.edu/etd/3148.

MLA Handbook (7th Edition):

Campbell, Mary Nandra Kay. “Leadership Succession and Onboarding Processes of: Mid-West United States International Baccalaureate (IB) Primary Years Program (PYP) Schools.” 2019. Web. 22 Oct 2019.

Vancouver:

Campbell MNK. Leadership Succession and Onboarding Processes of: Mid-West United States International Baccalaureate (IB) Primary Years Program (PYP) Schools. [Internet] [Doctoral dissertation]. University of Arkansas; 2019. [cited 2019 Oct 22]. Available from: https://scholarworks.uark.edu/etd/3148.

Council of Science Editors:

Campbell MNK. Leadership Succession and Onboarding Processes of: Mid-West United States International Baccalaureate (IB) Primary Years Program (PYP) Schools. [Doctoral Dissertation]. University of Arkansas; 2019. Available from: https://scholarworks.uark.edu/etd/3148

6. Cameron, Nicole E 1990-. Exploring the Role of Gender in Student Experiences of Middle School Physical Education.

Degree: 2017, University of Saskatchewan

 The middle years are “the most critical time of life to foster long-term engagement in physical activity, sport and exercise” (Doolittle, 2016, p.29). School-based physical… (more)

Subjects/Keywords: Physical Education; Gender; Middle School; Middle Years; Culture

education experiences of middle years students. While they may not be as articulate as their older… …middle years for physical education. The ages between grade six and grade eight (nine… …The middle years can also be thought of as the foundation for physical education in… …education experiences of middle years students and their future participation in physical… …better understand the culture of a middle years physical education class, with a focus on the… 

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APA (6th Edition):

Cameron, N. E. 1. (2017). Exploring the Role of Gender in Student Experiences of Middle School Physical Education. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/7831

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):

Cameron, Nicole E 1990-. “Exploring the Role of Gender in Student Experiences of Middle School Physical Education.” 2017. Thesis, University of Saskatchewan. Accessed October 22, 2019. http://hdl.handle.net/10388/7831.

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

MLA Handbook (7th Edition):

Cameron, Nicole E 1990-. “Exploring the Role of Gender in Student Experiences of Middle School Physical Education.” 2017. Web. 22 Oct 2019.

Vancouver:

Cameron NE1. Exploring the Role of Gender in Student Experiences of Middle School Physical Education. [Internet] [Thesis]. University of Saskatchewan; 2017. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10388/7831.

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

Council of Science Editors:

Cameron NE1. Exploring the Role of Gender in Student Experiences of Middle School Physical Education. [Thesis]. University of Saskatchewan; 2017. Available from: http://hdl.handle.net/10388/7831

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


Central Queensland University

7. Aprile, KT. A frontline job from a ‘behind the scenes’ position: A case of teacher aides’ learning support work with middle school readers in Queensland.

Degree: 2017, Central Queensland University

Being ‘behind the scenes’ refers to teacher aides’ perceptions of their positioning in a schooling system under pressure for improved performance and achievement in reading… (more)

Subjects/Keywords: Social fields; Accountability; Role; Dispositions; Structuration theory; Learning needs; Reading literacy; Teacher aides; Middle years; 130313 Teacher Education and Professional Development of Educators; 130105 Primary Education (excl. Māori)

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APA (6th Edition):

Aprile, K. (2017). A frontline job from a ‘behind the scenes’ position: A case of teacher aides’ learning support work with middle school readers in Queensland. (Thesis). Central Queensland University. Retrieved from http://hdl.cqu.edu.au/10018/1229786

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):

Aprile, KT. “A frontline job from a ‘behind the scenes’ position: A case of teacher aides’ learning support work with middle school readers in Queensland.” 2017. Thesis, Central Queensland University. Accessed October 22, 2019. http://hdl.cqu.edu.au/10018/1229786.

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

MLA Handbook (7th Edition):

Aprile, KT. “A frontline job from a ‘behind the scenes’ position: A case of teacher aides’ learning support work with middle school readers in Queensland.” 2017. Web. 22 Oct 2019.

Vancouver:

Aprile K. A frontline job from a ‘behind the scenes’ position: A case of teacher aides’ learning support work with middle school readers in Queensland. [Internet] [Thesis]. Central Queensland University; 2017. [cited 2019 Oct 22]. Available from: http://hdl.cqu.edu.au/10018/1229786.

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

Council of Science Editors:

Aprile K. A frontline job from a ‘behind the scenes’ position: A case of teacher aides’ learning support work with middle school readers in Queensland. [Thesis]. Central Queensland University; 2017. Available from: http://hdl.cqu.edu.au/10018/1229786

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


Virginia Commonwealth University

8. Kilmer, Theresa. A STUDY OF THE EFFECTIVENESS OF TWO ALTERNATIVE MIDDLE SCHOOLS: HOW PREPARED ARE STUDENTS FOR HIGH SCHOOL SUCCESS?.

Degree: PhD, Educational Leadership, 2013, Virginia Commonwealth University

 This study was conducted to determine the effectiveness of alternative middle school programs utilizing a longitudinal, mixed methods design and was driven by research questions… (more)

Subjects/Keywords: alternative education; high school preparedness; alternative program effectiveness; student opinions; discipline; attendance; standardized test scores; two years after alternative middle school; Education; Educational Leadership

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APA (6th Edition):

Kilmer, T. (2013). A STUDY OF THE EFFECTIVENESS OF TWO ALTERNATIVE MIDDLE SCHOOLS: HOW PREPARED ARE STUDENTS FOR HIGH SCHOOL SUCCESS?. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/2959

Chicago Manual of Style (16th Edition):

Kilmer, Theresa. “A STUDY OF THE EFFECTIVENESS OF TWO ALTERNATIVE MIDDLE SCHOOLS: HOW PREPARED ARE STUDENTS FOR HIGH SCHOOL SUCCESS?.” 2013. Doctoral Dissertation, Virginia Commonwealth University. Accessed October 22, 2019. https://scholarscompass.vcu.edu/etd/2959.

MLA Handbook (7th Edition):

Kilmer, Theresa. “A STUDY OF THE EFFECTIVENESS OF TWO ALTERNATIVE MIDDLE SCHOOLS: HOW PREPARED ARE STUDENTS FOR HIGH SCHOOL SUCCESS?.” 2013. Web. 22 Oct 2019.

Vancouver:

Kilmer T. A STUDY OF THE EFFECTIVENESS OF TWO ALTERNATIVE MIDDLE SCHOOLS: HOW PREPARED ARE STUDENTS FOR HIGH SCHOOL SUCCESS?. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2013. [cited 2019 Oct 22]. Available from: https://scholarscompass.vcu.edu/etd/2959.

Council of Science Editors:

Kilmer T. A STUDY OF THE EFFECTIVENESS OF TWO ALTERNATIVE MIDDLE SCHOOLS: HOW PREPARED ARE STUDENTS FOR HIGH SCHOOL SUCCESS?. [Doctoral Dissertation]. Virginia Commonwealth University; 2013. Available from: https://scholarscompass.vcu.edu/etd/2959

9. Moore, John Murphy. TEACHER MOTIVATION MATTERS: AN HLM APPROACH TO UNDERSTANDING MOTIVATION TOWARDS THE INTERNATIONAL BACCALAUREATE MIDDLE YEARS PROGRAMME.

Degree: PhD, College of Education and Human Services, 2017, Cleveland State University

 The International Baccalaureate Organization’s Middle Years Programme (IBMYP) has experienced explosive growth in the United States since its early stages in 1994. Despite its aggressive… (more)

Subjects/Keywords: Education; motivation, teachers, international baccalaureate, middle years programme

…24 The International Baccalaureate Middle Years Programme (IBMYP) .........24… …Guide to school authorization: The Middle Years Programme (p. 2), by the… …Baccalaureate Middle Years Programme (IBMYP) has experienced explosive growth across the… …schools, student achievement, aspirations of lifelong learning in the Middle Years Programme… …constructs of the International Baccalaureate’s Middle Years Programme (IBMYP) standards… 

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APA (6th Edition):

Moore, J. M. (2017). TEACHER MOTIVATION MATTERS: AN HLM APPROACH TO UNDERSTANDING MOTIVATION TOWARDS THE INTERNATIONAL BACCALAUREATE MIDDLE YEARS PROGRAMME. (Doctoral Dissertation). Cleveland State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=csu1501155644984555

Chicago Manual of Style (16th Edition):

Moore, John Murphy. “TEACHER MOTIVATION MATTERS: AN HLM APPROACH TO UNDERSTANDING MOTIVATION TOWARDS THE INTERNATIONAL BACCALAUREATE MIDDLE YEARS PROGRAMME.” 2017. Doctoral Dissertation, Cleveland State University. Accessed October 22, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=csu1501155644984555.

MLA Handbook (7th Edition):

Moore, John Murphy. “TEACHER MOTIVATION MATTERS: AN HLM APPROACH TO UNDERSTANDING MOTIVATION TOWARDS THE INTERNATIONAL BACCALAUREATE MIDDLE YEARS PROGRAMME.” 2017. Web. 22 Oct 2019.

Vancouver:

Moore JM. TEACHER MOTIVATION MATTERS: AN HLM APPROACH TO UNDERSTANDING MOTIVATION TOWARDS THE INTERNATIONAL BACCALAUREATE MIDDLE YEARS PROGRAMME. [Internet] [Doctoral dissertation]. Cleveland State University; 2017. [cited 2019 Oct 22]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=csu1501155644984555.

Council of Science Editors:

Moore JM. TEACHER MOTIVATION MATTERS: AN HLM APPROACH TO UNDERSTANDING MOTIVATION TOWARDS THE INTERNATIONAL BACCALAUREATE MIDDLE YEARS PROGRAMME. [Doctoral Dissertation]. Cleveland State University; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=csu1501155644984555


Universidade do Rio Grande do Sul

10. Hirsch, Isabel Bonat. Música nas séries finais do ensino fundamental e no ensino médio : um survey com professores de arte/música de escolas estaduais da região sul do Rio Grande do Sul.

Degree: 2007, Universidade do Rio Grande do Sul

Esta pesquisa teve por objetivo investigar como a música está presente nas séries finais do ensino fundamental e no ensino médio das escolas estaduais vinculadas… (more)

Subjects/Keywords: Educação musical : Ensino médio : Rio Grande do Sul; School music education; Educational laws; Educação musical : Ensino fundamental : Rio Grande do Sul; Education needs of final years of fundamental teaching (ages 11 to 14) and middle teaching (ages 15 to 17) art/music teachers

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APA (6th Edition):

Hirsch, I. B. (2007). Música nas séries finais do ensino fundamental e no ensino médio : um survey com professores de arte/música de escolas estaduais da região sul do Rio Grande do Sul. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/11015

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):

Hirsch, Isabel Bonat. “Música nas séries finais do ensino fundamental e no ensino médio : um survey com professores de arte/música de escolas estaduais da região sul do Rio Grande do Sul.” 2007. Thesis, Universidade do Rio Grande do Sul. Accessed October 22, 2019. http://hdl.handle.net/10183/11015.

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

MLA Handbook (7th Edition):

Hirsch, Isabel Bonat. “Música nas séries finais do ensino fundamental e no ensino médio : um survey com professores de arte/música de escolas estaduais da região sul do Rio Grande do Sul.” 2007. Web. 22 Oct 2019.

Vancouver:

Hirsch IB. Música nas séries finais do ensino fundamental e no ensino médio : um survey com professores de arte/música de escolas estaduais da região sul do Rio Grande do Sul. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2007. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10183/11015.

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

Council of Science Editors:

Hirsch IB. Música nas séries finais do ensino fundamental e no ensino médio : um survey com professores de arte/música de escolas estaduais da região sul do Rio Grande do Sul. [Thesis]. Universidade do Rio Grande do Sul; 2007. Available from: http://hdl.handle.net/10183/11015

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

11. Li, Meng. Promoting Students' Learning in Student-Centered Classrooms: Positive Teaching Experiences of Middle Years Teachers in China and Canada.

Degree: 2014, University of Saskatchewan

 The purpose of this study was to explore the selected middle years teachers’ experiences of promoting student learning in student-centered classrooms, and how these recalled… (more)

Subjects/Keywords: Student-Centered Learning; Middle Years Teacher; Appreciative Inquiry (AI); Chinese Education; Canadian Education

…majoring in Chinese language and literature education, I became a middle years teacher in Beijing… …middle years segment includes grade 6 to 9. According to Saskatchewan Education Indicators… …middle years education in China and Canada, and guide the work of educational researchers and… …Chinese Middle Years Teachers’ Experiences ....60 Discovery Phase… …87 CHAPTER FIVE: TEACHER VOICE: CANADA …. …. ..….88 Canadian Middle Years… 

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APA (6th Edition):

Li, M. (2014). Promoting Students' Learning in Student-Centered Classrooms: Positive Teaching Experiences of Middle Years Teachers in China and Canada. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/ETD-2014-11-1901

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):

Li, Meng. “Promoting Students' Learning in Student-Centered Classrooms: Positive Teaching Experiences of Middle Years Teachers in China and Canada.” 2014. Thesis, University of Saskatchewan. Accessed October 22, 2019. http://hdl.handle.net/10388/ETD-2014-11-1901.

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

MLA Handbook (7th Edition):

Li, Meng. “Promoting Students' Learning in Student-Centered Classrooms: Positive Teaching Experiences of Middle Years Teachers in China and Canada.” 2014. Web. 22 Oct 2019.

Vancouver:

Li M. Promoting Students' Learning in Student-Centered Classrooms: Positive Teaching Experiences of Middle Years Teachers in China and Canada. [Internet] [Thesis]. University of Saskatchewan; 2014. [cited 2019 Oct 22]. Available from: http://hdl.handle.net/10388/ETD-2014-11-1901.

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

Council of Science Editors:

Li M. Promoting Students' Learning in Student-Centered Classrooms: Positive Teaching Experiences of Middle Years Teachers in China and Canada. [Thesis]. University of Saskatchewan; 2014. Available from: http://hdl.handle.net/10388/ETD-2014-11-1901

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

12. Lee, Christina Lang. Teaching for students' confident transition from number to algebra.

Degree: 2014, Edith Cowan University

 The adoption by all states and territories of the national curriculum by 2013 saw students in schools across the country taught introductory algebraic concepts from… (more)

Subjects/Keywords: Case study; Teacher practice; Teacher beliefs; Middle years; Mathematics; Algebra - Study and teaching (Middle school) - Western Australia.; Education; Science and Mathematics Education

…algebraic thinking in the middle years of schooling; and, it would… …they move into the middle years of schooling and an… …are introduced from the kindergarten years and worked on… …throughout the primary years. Year Five is the point in the… …Although there are challenges at all years of schooling… 

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

APA (6th Edition):

Lee, C. L. (2014). Teaching for students' confident transition from number to algebra. (Thesis). Edith Cowan University. Retrieved from http://ro.ecu.edu.au/theses/929

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):

Lee, Christina Lang. “Teaching for students' confident transition from number to algebra.” 2014. Thesis, Edith Cowan University. Accessed October 22, 2019. http://ro.ecu.edu.au/theses/929.

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

MLA Handbook (7th Edition):

Lee, Christina Lang. “Teaching for students' confident transition from number to algebra.” 2014. Web. 22 Oct 2019.

Vancouver:

Lee CL. Teaching for students' confident transition from number to algebra. [Internet] [Thesis]. Edith Cowan University; 2014. [cited 2019 Oct 22]. Available from: http://ro.ecu.edu.au/theses/929.

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

Council of Science Editors:

Lee CL. Teaching for students' confident transition from number to algebra. [Thesis]. Edith Cowan University; 2014. Available from: http://ro.ecu.edu.au/theses/929

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

13. Smith, Reid J. Alignment of intended learning outcomes, curriculum and assessment in a middle school science program.

Degree: 2012, Edith Cowan University

 This study focused on the intended learning outcomes, curriculum and assessment in the science curriculum offered at a regional independent Middle School in the state… (more)

Subjects/Keywords: Curriculum evaluation; curriculum change; curriculum-based assessment; Victoria; science; study and teaching; middle school; middle school education; activity programs; scientific literacy; constructive alignment; intended curriculum; alignment scoring methods; science curriculum; middle years education; Science and Mathematics Education

…compulsory science education in the middle years of schooling (ages 10 – 15)… …scene for the reader. It discusses the purposes of middle years science curricula, and… …section provides an outline of the thesis. Background For many years, middle years science… …the key goal of a middle years science program should be to increase students’ scientific… …scientific literacy. The national curriculum, along with the aforementioned middle years research… 

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Smith, R. J. (2012). Alignment of intended learning outcomes, curriculum and assessment in a middle school science program. (Thesis). Edith Cowan University. Retrieved from http://ro.ecu.edu.au/theses/489

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, Reid J. “Alignment of intended learning outcomes, curriculum and assessment in a middle school science program.” 2012. Thesis, Edith Cowan University. Accessed October 22, 2019. http://ro.ecu.edu.au/theses/489.

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

MLA Handbook (7th Edition):

Smith, Reid J. “Alignment of intended learning outcomes, curriculum and assessment in a middle school science program.” 2012. Web. 22 Oct 2019.

Vancouver:

Smith RJ. Alignment of intended learning outcomes, curriculum and assessment in a middle school science program. [Internet] [Thesis]. Edith Cowan University; 2012. [cited 2019 Oct 22]. Available from: http://ro.ecu.edu.au/theses/489.

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

Council of Science Editors:

Smith RJ. Alignment of intended learning outcomes, curriculum and assessment in a middle school science program. [Thesis]. Edith Cowan University; 2012. Available from: http://ro.ecu.edu.au/theses/489

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

.