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You searched for subject:(school science). Showing records 1 – 30 of 2713 total matches.

[1] [2] [3] [4] [5] … [91]

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University of Melbourne

1. VARMA, SANGEETA. The dilemmas of junior school science at Caby High School: societal expectations, school structures, student experiences and teacher accounts.

Degree: 2012, University of Melbourne

 Public claims about the “failure” of science teaching have a 100 year history, which is almost as long as science has existed as a subject(more)

Subjects/Keywords: science; science teaching; school science

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APA (6th Edition):

VARMA, S. (2012). The dilemmas of junior school science at Caby High School: societal expectations, school structures, student experiences and teacher accounts. (Masters Thesis). University of Melbourne. Retrieved from http://hdl.handle.net/11343/37868

Chicago Manual of Style (16th Edition):

VARMA, SANGEETA. “The dilemmas of junior school science at Caby High School: societal expectations, school structures, student experiences and teacher accounts.” 2012. Masters Thesis, University of Melbourne. Accessed May 20, 2019. http://hdl.handle.net/11343/37868.

MLA Handbook (7th Edition):

VARMA, SANGEETA. “The dilemmas of junior school science at Caby High School: societal expectations, school structures, student experiences and teacher accounts.” 2012. Web. 20 May 2019.

Vancouver:

VARMA S. The dilemmas of junior school science at Caby High School: societal expectations, school structures, student experiences and teacher accounts. [Internet] [Masters thesis]. University of Melbourne; 2012. [cited 2019 May 20]. Available from: http://hdl.handle.net/11343/37868.

Council of Science Editors:

VARMA S. The dilemmas of junior school science at Caby High School: societal expectations, school structures, student experiences and teacher accounts. [Masters Thesis]. University of Melbourne; 2012. Available from: http://hdl.handle.net/11343/37868

2. Edson, Colette. A Mixed-Methods Investigation on Contributing Factors to the Political Efficacy of Eighth Grade Students in a Suburban School District in Missouri.

Degree: 2017, Lindenwood University

  This study investigated the relationship between the political efficacy and expected civic engagement of eighth grade students in the Ferguson-Florissant School District, Missouri and… (more)

Subjects/Keywords: Middle school education; Political science

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APA (6th Edition):

Edson, C. (2017). A Mixed-Methods Investigation on Contributing Factors to the Political Efficacy of Eighth Grade Students in a Suburban School District in Missouri. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10283550

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):

Edson, Colette. “A Mixed-Methods Investigation on Contributing Factors to the Political Efficacy of Eighth Grade Students in a Suburban School District in Missouri.” 2017. Thesis, Lindenwood University. Accessed May 20, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10283550.

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

MLA Handbook (7th Edition):

Edson, Colette. “A Mixed-Methods Investigation on Contributing Factors to the Political Efficacy of Eighth Grade Students in a Suburban School District in Missouri.” 2017. Web. 20 May 2019.

Vancouver:

Edson C. A Mixed-Methods Investigation on Contributing Factors to the Political Efficacy of Eighth Grade Students in a Suburban School District in Missouri. [Internet] [Thesis]. Lindenwood University; 2017. [cited 2019 May 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10283550.

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

Council of Science Editors:

Edson C. A Mixed-Methods Investigation on Contributing Factors to the Political Efficacy of Eighth Grade Students in a Suburban School District in Missouri. [Thesis]. Lindenwood University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10283550

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


California State University – Sacramento

3. Thomas, Sarah Gwen. Systematically adapting social and emotional curriculum and program content: a closer look at the Second step early learning program.

Degree: 2011, California State University – Sacramento

 The authors collaborated and shared equal responsibility in all aspects of the development of this project, which looked at the effectiveness of using social and… (more)

Subjects/Keywords: Pre-school; Prevention; Science-based

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APA (6th Edition):

Thomas, S. G. (2011). Systematically adapting social and emotional curriculum and program content: a closer look at the Second step early learning program. (Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/1186

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):

Thomas, Sarah Gwen. “Systematically adapting social and emotional curriculum and program content: a closer look at the Second step early learning program.” 2011. Thesis, California State University – Sacramento. Accessed May 20, 2019. http://hdl.handle.net/10211.9/1186.

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

MLA Handbook (7th Edition):

Thomas, Sarah Gwen. “Systematically adapting social and emotional curriculum and program content: a closer look at the Second step early learning program.” 2011. Web. 20 May 2019.

Vancouver:

Thomas SG. Systematically adapting social and emotional curriculum and program content: a closer look at the Second step early learning program. [Internet] [Thesis]. California State University – Sacramento; 2011. [cited 2019 May 20]. Available from: http://hdl.handle.net/10211.9/1186.

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

Council of Science Editors:

Thomas SG. Systematically adapting social and emotional curriculum and program content: a closer look at the Second step early learning program. [Thesis]. California State University – Sacramento; 2011. Available from: http://hdl.handle.net/10211.9/1186

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

4. SET, SENG. Cambodian Students’ Competency and Teaching Material Development on Chemistry at Secondary Level : Developments of Chemistry Teaching Materials.

Degree: 博士(学校教育学), 2016, Hyogo University of Teacher Education / 兵庫教育大学

 The main purpose of the research is to study students‟ competency on chemistry at lower secondary school in Cambodia and to develop teaching and learning… (more)

Subjects/Keywords: Chemistry; Science; Cambodia; Secondary school

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APA (6th Edition):

SET, S. (2016). Cambodian Students’ Competency and Teaching Material Development on Chemistry at Secondary Level : Developments of Chemistry Teaching Materials. (Thesis). Hyogo University of Teacher Education / 兵庫教育大学. Retrieved from http://hdl.handle.net/10132/17091

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):

SET, SENG. “Cambodian Students’ Competency and Teaching Material Development on Chemistry at Secondary Level : Developments of Chemistry Teaching Materials.” 2016. Thesis, Hyogo University of Teacher Education / 兵庫教育大学. Accessed May 20, 2019. http://hdl.handle.net/10132/17091.

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

MLA Handbook (7th Edition):

SET, SENG. “Cambodian Students’ Competency and Teaching Material Development on Chemistry at Secondary Level : Developments of Chemistry Teaching Materials.” 2016. Web. 20 May 2019.

Vancouver:

SET S. Cambodian Students’ Competency and Teaching Material Development on Chemistry at Secondary Level : Developments of Chemistry Teaching Materials. [Internet] [Thesis]. Hyogo University of Teacher Education / 兵庫教育大学; 2016. [cited 2019 May 20]. Available from: http://hdl.handle.net/10132/17091.

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

Council of Science Editors:

SET S. Cambodian Students’ Competency and Teaching Material Development on Chemistry at Secondary Level : Developments of Chemistry Teaching Materials. [Thesis]. Hyogo University of Teacher Education / 兵庫教育大学; 2016. Available from: http://hdl.handle.net/10132/17091

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


Montana State University

5. Holtzhafer, Brian. Science fair success : helping students present their project.

Degree: Graduate School, 2012, Montana State University

 The intent of this action research was to determine which presentation method of science fair project would benefit eighth grade students. Students are allowed to… (more)

Subjects/Keywords: Science fairs.; Middle school students.

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APA (6th Edition):

Holtzhafer, B. (2012). Science fair success : helping students present their project. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1495

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):

Holtzhafer, Brian. “Science fair success : helping students present their project.” 2012. Thesis, Montana State University. Accessed May 20, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1495.

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

MLA Handbook (7th Edition):

Holtzhafer, Brian. “Science fair success : helping students present their project.” 2012. Web. 20 May 2019.

Vancouver:

Holtzhafer B. Science fair success : helping students present their project. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 May 20]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1495.

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

Council of Science Editors:

Holtzhafer B. Science fair success : helping students present their project. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1495

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

6. Kay, Jamie M. Eighth-Grade NGSS-Aligned Lesson Sequence for Catalina Island.

Degree: 2018, California State University, Long Beach

  This thesis project consists of the development of an eighth-grade lesson sequence written for students on Catalina Island in Southern California. It is written… (more)

Subjects/Keywords: Middle school education; Science education

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APA (6th Edition):

Kay, J. M. (2018). Eighth-Grade NGSS-Aligned Lesson Sequence for Catalina Island. (Thesis). California State University, Long Beach. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10839624

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):

Kay, Jamie M. “Eighth-Grade NGSS-Aligned Lesson Sequence for Catalina Island.” 2018. Thesis, California State University, Long Beach. Accessed May 20, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10839624.

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

MLA Handbook (7th Edition):

Kay, Jamie M. “Eighth-Grade NGSS-Aligned Lesson Sequence for Catalina Island.” 2018. Web. 20 May 2019.

Vancouver:

Kay JM. Eighth-Grade NGSS-Aligned Lesson Sequence for Catalina Island. [Internet] [Thesis]. California State University, Long Beach; 2018. [cited 2019 May 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10839624.

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

Council of Science Editors:

Kay JM. Eighth-Grade NGSS-Aligned Lesson Sequence for Catalina Island. [Thesis]. California State University, Long Beach; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10839624

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


University of Alberta

7. Henkelman, Gregory L. Manifestations and Student Awareness of Science Literacy Values in Different Teaching Contexts.

Degree: MEd, Department of Secondary Education, 2015, University of Alberta

 This qualitative exploratory study investigated how one teacher’s view of science literacy was manifested in different classes. Using transcripts of semi-structured interviews and audio/video recordings… (more)

Subjects/Keywords: Science Literacy; Education; High school; Science

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APA (6th Edition):

Henkelman, G. L. (2015). Manifestations and Student Awareness of Science Literacy Values in Different Teaching Contexts. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/ww72bf135

Chicago Manual of Style (16th Edition):

Henkelman, Gregory L. “Manifestations and Student Awareness of Science Literacy Values in Different Teaching Contexts.” 2015. Masters Thesis, University of Alberta. Accessed May 20, 2019. https://era.library.ualberta.ca/files/ww72bf135.

MLA Handbook (7th Edition):

Henkelman, Gregory L. “Manifestations and Student Awareness of Science Literacy Values in Different Teaching Contexts.” 2015. Web. 20 May 2019.

Vancouver:

Henkelman GL. Manifestations and Student Awareness of Science Literacy Values in Different Teaching Contexts. [Internet] [Masters thesis]. University of Alberta; 2015. [cited 2019 May 20]. Available from: https://era.library.ualberta.ca/files/ww72bf135.

Council of Science Editors:

Henkelman GL. Manifestations and Student Awareness of Science Literacy Values in Different Teaching Contexts. [Masters Thesis]. University of Alberta; 2015. Available from: https://era.library.ualberta.ca/files/ww72bf135


Penn State University

8. Manno, Jacqueline Lilja. K-5 Mentor Teachers' Journeys Toward Reform-Oriented Science Within A Professional Development School Context.

Degree: PhD, Curriculum and Instruction, 2011, Penn State University

 ABSTRACT Reform-oriented science teaching with a specific focus on evidence and explanation provides a student-centered learning environment which encourages children to question, seek answers to… (more)

Subjects/Keywords: Science education; professional development school; science teaching

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APA (6th Edition):

Manno, J. L. (2011). K-5 Mentor Teachers' Journeys Toward Reform-Oriented Science Within A Professional Development School Context. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/12513

Chicago Manual of Style (16th Edition):

Manno, Jacqueline Lilja. “K-5 Mentor Teachers' Journeys Toward Reform-Oriented Science Within A Professional Development School Context.” 2011. Doctoral Dissertation, Penn State University. Accessed May 20, 2019. https://etda.libraries.psu.edu/catalog/12513.

MLA Handbook (7th Edition):

Manno, Jacqueline Lilja. “K-5 Mentor Teachers' Journeys Toward Reform-Oriented Science Within A Professional Development School Context.” 2011. Web. 20 May 2019.

Vancouver:

Manno JL. K-5 Mentor Teachers' Journeys Toward Reform-Oriented Science Within A Professional Development School Context. [Internet] [Doctoral dissertation]. Penn State University; 2011. [cited 2019 May 20]. Available from: https://etda.libraries.psu.edu/catalog/12513.

Council of Science Editors:

Manno JL. K-5 Mentor Teachers' Journeys Toward Reform-Oriented Science Within A Professional Development School Context. [Doctoral Dissertation]. Penn State University; 2011. Available from: https://etda.libraries.psu.edu/catalog/12513


University of Waikato

9. Giano, Ellison. The purpose of doing practical science activities in urban and rural secondary schools in Solomon Islands .

Degree: 2011, University of Waikato

 Internationally many science educators have argued that science teachers should ensure that their students have opportunities to engage with and take part in practical work,… (more)

Subjects/Keywords: practical science activities; secondary school science; urban secondary school; rural secondary school; science teaching; science education

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APA (6th Edition):

Giano, E. (2011). The purpose of doing practical science activities in urban and rural secondary schools in Solomon Islands . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/5340

Chicago Manual of Style (16th Edition):

Giano, Ellison. “The purpose of doing practical science activities in urban and rural secondary schools in Solomon Islands .” 2011. Masters Thesis, University of Waikato. Accessed May 20, 2019. http://hdl.handle.net/10289/5340.

MLA Handbook (7th Edition):

Giano, Ellison. “The purpose of doing practical science activities in urban and rural secondary schools in Solomon Islands .” 2011. Web. 20 May 2019.

Vancouver:

Giano E. The purpose of doing practical science activities in urban and rural secondary schools in Solomon Islands . [Internet] [Masters thesis]. University of Waikato; 2011. [cited 2019 May 20]. Available from: http://hdl.handle.net/10289/5340.

Council of Science Editors:

Giano E. The purpose of doing practical science activities in urban and rural secondary schools in Solomon Islands . [Masters Thesis]. University of Waikato; 2011. Available from: http://hdl.handle.net/10289/5340


Northeastern University

10. McDonough, Mark E. Applied learning in middle school science: a study of teacher and student experiences.

Degree: EdD, School of Education, 2017, Northeastern University

 In recent years, there has been much debate on the best means by which to educate students. Specific to science education, many instructional approaches and… (more)

Subjects/Keywords: applied learning; middle school science; science education; science instruction; science teaching methods; teaching science

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APA (6th Edition):

McDonough, M. E. (2017). Applied learning in middle school science: a study of teacher and student experiences. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20247235

Chicago Manual of Style (16th Edition):

McDonough, Mark E. “Applied learning in middle school science: a study of teacher and student experiences.” 2017. Doctoral Dissertation, Northeastern University. Accessed May 20, 2019. http://hdl.handle.net/2047/D20247235.

MLA Handbook (7th Edition):

McDonough, Mark E. “Applied learning in middle school science: a study of teacher and student experiences.” 2017. Web. 20 May 2019.

Vancouver:

McDonough ME. Applied learning in middle school science: a study of teacher and student experiences. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2019 May 20]. Available from: http://hdl.handle.net/2047/D20247235.

Council of Science Editors:

McDonough ME. Applied learning in middle school science: a study of teacher and student experiences. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20247235

11. Bible, Andrea Lee Oliver. Integrating Information Literacy Instruction into a High School Science Classroom.

Degree: MAin Education, Education, 2009, Defiance College

 Twelve pairs of eleventh and twelfth grade anatomy and physiology students enrolled in a Midwest school participated in this study. The purpose of the study… (more)

Subjects/Keywords: Library Science; Literacy; Science Education; high school; science; information literacy

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APA (6th Edition):

Bible, A. L. O. (2009). Integrating Information Literacy Instruction into a High School Science Classroom. (Masters Thesis). Defiance College. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=def1281545426

Chicago Manual of Style (16th Edition):

Bible, Andrea Lee Oliver. “Integrating Information Literacy Instruction into a High School Science Classroom.” 2009. Masters Thesis, Defiance College. Accessed May 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=def1281545426.

MLA Handbook (7th Edition):

Bible, Andrea Lee Oliver. “Integrating Information Literacy Instruction into a High School Science Classroom.” 2009. Web. 20 May 2019.

Vancouver:

Bible ALO. Integrating Information Literacy Instruction into a High School Science Classroom. [Internet] [Masters thesis]. Defiance College; 2009. [cited 2019 May 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=def1281545426.

Council of Science Editors:

Bible ALO. Integrating Information Literacy Instruction into a High School Science Classroom. [Masters Thesis]. Defiance College; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=def1281545426


University of North Carolina

12. Yoon, Ayoung. Data Reuse and Users’ Trust Judgments: Toward Trusted Data Curation.

Degree: 2015, University of North Carolina

 Data reuse refers to the secondary use of data—not for its original purpose but for studying new problems. Although reusing data might not yet be… (more)

Subjects/Keywords: Information science; Library science; School of Information and Library Science

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APA (6th Edition):

Yoon, A. (2015). Data Reuse and Users’ Trust Judgments: Toward Trusted Data Curation. (Thesis). University of North Carolina. Retrieved from https://cdr.lib.unc.edu/record/uuid:2c2268b3-88cf-4397-b038-b39e88f80d83

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):

Yoon, Ayoung. “Data Reuse and Users’ Trust Judgments: Toward Trusted Data Curation.” 2015. Thesis, University of North Carolina. Accessed May 20, 2019. https://cdr.lib.unc.edu/record/uuid:2c2268b3-88cf-4397-b038-b39e88f80d83.

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

MLA Handbook (7th Edition):

Yoon, Ayoung. “Data Reuse and Users’ Trust Judgments: Toward Trusted Data Curation.” 2015. Web. 20 May 2019.

Vancouver:

Yoon A. Data Reuse and Users’ Trust Judgments: Toward Trusted Data Curation. [Internet] [Thesis]. University of North Carolina; 2015. [cited 2019 May 20]. Available from: https://cdr.lib.unc.edu/record/uuid:2c2268b3-88cf-4397-b038-b39e88f80d83.

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

Council of Science Editors:

Yoon A. Data Reuse and Users’ Trust Judgments: Toward Trusted Data Curation. [Thesis]. University of North Carolina; 2015. Available from: https://cdr.lib.unc.edu/record/uuid:2c2268b3-88cf-4397-b038-b39e88f80d83

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


University of North Carolina

13. Poole, Alex. Forging Our Cultural Commonwealth: The Importance of Digital Curation in the Digital Humanities.

Degree: 2015, University of North Carolina

 New forms of digital data and tools or methods, for instance those that cross academic disciplines and domains, those that feature teams of scholars instead… (more)

Subjects/Keywords: Information science; Library science; School of Information and Library Science

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APA (6th Edition):

Poole, A. (2015). Forging Our Cultural Commonwealth: The Importance of Digital Curation in the Digital Humanities. (Thesis). University of North Carolina. Retrieved from https://cdr.lib.unc.edu/record/uuid:229fc048-68ea-41ad-b281-ab8f67cecdca

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):

Poole, Alex. “Forging Our Cultural Commonwealth: The Importance of Digital Curation in the Digital Humanities.” 2015. Thesis, University of North Carolina. Accessed May 20, 2019. https://cdr.lib.unc.edu/record/uuid:229fc048-68ea-41ad-b281-ab8f67cecdca.

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

MLA Handbook (7th Edition):

Poole, Alex. “Forging Our Cultural Commonwealth: The Importance of Digital Curation in the Digital Humanities.” 2015. Web. 20 May 2019.

Vancouver:

Poole A. Forging Our Cultural Commonwealth: The Importance of Digital Curation in the Digital Humanities. [Internet] [Thesis]. University of North Carolina; 2015. [cited 2019 May 20]. Available from: https://cdr.lib.unc.edu/record/uuid:229fc048-68ea-41ad-b281-ab8f67cecdca.

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

Council of Science Editors:

Poole A. Forging Our Cultural Commonwealth: The Importance of Digital Curation in the Digital Humanities. [Thesis]. University of North Carolina; 2015. Available from: https://cdr.lib.unc.edu/record/uuid:229fc048-68ea-41ad-b281-ab8f67cecdca

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

14. Austin, Jennifer. Gender and Middle School Science| An Examination of Intrinsic and Extrinsic Factors Affecting Achievement.

Degree: 2016, Piedmont College

  Gender differences in middle school science were examined utilizing a mixed-methods approach. The intrinsic and extrinsic experiences of male and female non-gifted high-achieving students… (more)

Subjects/Keywords: Middle school education; Education; Science education

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APA (6th Edition):

Austin, J. (2016). Gender and Middle School Science| An Examination of Intrinsic and Extrinsic Factors Affecting Achievement. (Thesis). Piedmont College. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10056028

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):

Austin, Jennifer. “Gender and Middle School Science| An Examination of Intrinsic and Extrinsic Factors Affecting Achievement.” 2016. Thesis, Piedmont College. Accessed May 20, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10056028.

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

MLA Handbook (7th Edition):

Austin, Jennifer. “Gender and Middle School Science| An Examination of Intrinsic and Extrinsic Factors Affecting Achievement.” 2016. Web. 20 May 2019.

Vancouver:

Austin J. Gender and Middle School Science| An Examination of Intrinsic and Extrinsic Factors Affecting Achievement. [Internet] [Thesis]. Piedmont College; 2016. [cited 2019 May 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10056028.

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

Council of Science Editors:

Austin J. Gender and Middle School Science| An Examination of Intrinsic and Extrinsic Factors Affecting Achievement. [Thesis]. Piedmont College; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10056028

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


University of Nairobi

15. Kathure, Josephine R. Impact of children’s own investigations on performance in preschool science activities in East Division of Isiolo District, Kenya .

Degree: 2011, University of Nairobi

 The purpose of this study was to investigate the impact of Children’s own investigations on performance in pre-school science Activities in East Division, Isiolo District.… (more)

Subjects/Keywords: Children’s Own Investigations; pre-school science activities

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APA (6th Edition):

Kathure, J. R. (2011). Impact of children’s own investigations on performance in preschool science activities in East Division of Isiolo District, Kenya . (Thesis). University of Nairobi. Retrieved from http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/10576

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):

Kathure, Josephine R. “Impact of children’s own investigations on performance in preschool science activities in East Division of Isiolo District, Kenya .” 2011. Thesis, University of Nairobi. Accessed May 20, 2019. http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/10576.

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

MLA Handbook (7th Edition):

Kathure, Josephine R. “Impact of children’s own investigations on performance in preschool science activities in East Division of Isiolo District, Kenya .” 2011. Web. 20 May 2019.

Vancouver:

Kathure JR. Impact of children’s own investigations on performance in preschool science activities in East Division of Isiolo District, Kenya . [Internet] [Thesis]. University of Nairobi; 2011. [cited 2019 May 20]. Available from: http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/10576.

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

Council of Science Editors:

Kathure JR. Impact of children’s own investigations on performance in preschool science activities in East Division of Isiolo District, Kenya . [Thesis]. University of Nairobi; 2011. Available from: http://erepository.uonbi.ac.ke:8080/xmlui/handle/123456789/10576

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


University of Technology, Sydney

16. Fogwill, Stephen Noel. Student co-generated analogies and their influence on the development of science understanding.

Degree: 2010, University of Technology, Sydney

Science educators often use analogies to help students develop understanding, but successful learning where students develop their own analogies has rarely been reported (Harrison, 2006).… (more)

Subjects/Keywords: Secondary school.; Study and teaching.; Science.; Analogy.

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APA (6th Edition):

Fogwill, S. N. (2010). Student co-generated analogies and their influence on the development of science understanding. (Thesis). University of Technology, Sydney. Retrieved from http://hdl.handle.net/10453/20376

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):

Fogwill, Stephen Noel. “Student co-generated analogies and their influence on the development of science understanding.” 2010. Thesis, University of Technology, Sydney. Accessed May 20, 2019. http://hdl.handle.net/10453/20376.

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

MLA Handbook (7th Edition):

Fogwill, Stephen Noel. “Student co-generated analogies and their influence on the development of science understanding.” 2010. Web. 20 May 2019.

Vancouver:

Fogwill SN. Student co-generated analogies and their influence on the development of science understanding. [Internet] [Thesis]. University of Technology, Sydney; 2010. [cited 2019 May 20]. Available from: http://hdl.handle.net/10453/20376.

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

Council of Science Editors:

Fogwill SN. Student co-generated analogies and their influence on the development of science understanding. [Thesis]. University of Technology, Sydney; 2010. Available from: http://hdl.handle.net/10453/20376

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


California State University – Sacramento

17. Gager, Timothy Christopher Stirling. Increasing student learning in Earth science: using project-based learning.

Degree: MA, Education (Curriculum and Instruction, 2011, California State University – Sacramento

 When compared to other developed nations around the world, science education in America is consistently rated as insufficient. If the citizens of America are to… (more)

Subjects/Keywords: PBL; California geology; High school science project

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APA (6th Edition):

Gager, T. C. S. (2011). Increasing student learning in Earth science: using project-based learning. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/1297

Chicago Manual of Style (16th Edition):

Gager, Timothy Christopher Stirling. “Increasing student learning in Earth science: using project-based learning.” 2011. Masters Thesis, California State University – Sacramento. Accessed May 20, 2019. http://hdl.handle.net/10211.9/1297.

MLA Handbook (7th Edition):

Gager, Timothy Christopher Stirling. “Increasing student learning in Earth science: using project-based learning.” 2011. Web. 20 May 2019.

Vancouver:

Gager TCS. Increasing student learning in Earth science: using project-based learning. [Internet] [Masters thesis]. California State University – Sacramento; 2011. [cited 2019 May 20]. Available from: http://hdl.handle.net/10211.9/1297.

Council of Science Editors:

Gager TCS. Increasing student learning in Earth science: using project-based learning. [Masters Thesis]. California State University – Sacramento; 2011. Available from: http://hdl.handle.net/10211.9/1297

18. Goalwin, Pamela. Middle School Learning Through Inquiry .

Degree: 2012, California State University – San Marcos

 This quasi-experimental, mixed methods study followed the implementation of inquiry science in a modified independent study setting in which 50% of the students??? academic time… (more)

Subjects/Keywords: Middle School; Inquiry Science; Alternative Education

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APA (6th Edition):

Goalwin, P. (2012). Middle School Learning Through Inquiry . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/179

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):

Goalwin, Pamela. “Middle School Learning Through Inquiry .” 2012. Thesis, California State University – San Marcos. Accessed May 20, 2019. http://hdl.handle.net/10211.8/179.

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

MLA Handbook (7th Edition):

Goalwin, Pamela. “Middle School Learning Through Inquiry .” 2012. Web. 20 May 2019.

Vancouver:

Goalwin P. Middle School Learning Through Inquiry . [Internet] [Thesis]. California State University – San Marcos; 2012. [cited 2019 May 20]. Available from: http://hdl.handle.net/10211.8/179.

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

Council of Science Editors:

Goalwin P. Middle School Learning Through Inquiry . [Thesis]. California State University – San Marcos; 2012. Available from: http://hdl.handle.net/10211.8/179

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


Louisiana State University

19. Feighery, Mary Elizabeth. Educational looping and retention in the middle school setting.

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

 Educational looping is an educational method where teachers remain with the same core group of students over multiple academic years. The current research on this… (more)

Subjects/Keywords: educational looping; middle school; science; retention

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

APA (6th Edition):

Feighery, M. E. (2012). Educational looping and retention in the middle school setting. (Masters Thesis). Louisiana State University. Retrieved from etd-07012012-231402 ; https://digitalcommons.lsu.edu/gradschool_theses/3100

Chicago Manual of Style (16th Edition):

Feighery, Mary Elizabeth. “Educational looping and retention in the middle school setting.” 2012. Masters Thesis, Louisiana State University. Accessed May 20, 2019. etd-07012012-231402 ; https://digitalcommons.lsu.edu/gradschool_theses/3100.

MLA Handbook (7th Edition):

Feighery, Mary Elizabeth. “Educational looping and retention in the middle school setting.” 2012. Web. 20 May 2019.

Vancouver:

Feighery ME. Educational looping and retention in the middle school setting. [Internet] [Masters thesis]. Louisiana State University; 2012. [cited 2019 May 20]. Available from: etd-07012012-231402 ; https://digitalcommons.lsu.edu/gradschool_theses/3100.

Council of Science Editors:

Feighery ME. Educational looping and retention in the middle school setting. [Masters Thesis]. Louisiana State University; 2012. Available from: etd-07012012-231402 ; https://digitalcommons.lsu.edu/gradschool_theses/3100

20. Bond, Staci. Integrating Literacy into the Science Curriculum: A Unit Plan for the Study of Evolution .

Degree: 2014, California State University – San Marcos

 Integrating literacy skills into the high school science curriculum is a topic that is at the forefront of science education. With the integration of the… (more)

Subjects/Keywords: Biology; Common Core; High School; Literacy; Science

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APA (6th Edition):

Bond, S. (2014). Integrating Literacy into the Science Curriculum: A Unit Plan for the Study of Evolution . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.3/120305

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):

Bond, Staci. “Integrating Literacy into the Science Curriculum: A Unit Plan for the Study of Evolution .” 2014. Thesis, California State University – San Marcos. Accessed May 20, 2019. http://hdl.handle.net/10211.3/120305.

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

MLA Handbook (7th Edition):

Bond, Staci. “Integrating Literacy into the Science Curriculum: A Unit Plan for the Study of Evolution .” 2014. Web. 20 May 2019.

Vancouver:

Bond S. Integrating Literacy into the Science Curriculum: A Unit Plan for the Study of Evolution . [Internet] [Thesis]. California State University – San Marcos; 2014. [cited 2019 May 20]. Available from: http://hdl.handle.net/10211.3/120305.

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

Council of Science Editors:

Bond S. Integrating Literacy into the Science Curriculum: A Unit Plan for the Study of Evolution . [Thesis]. California State University – San Marcos; 2014. Available from: http://hdl.handle.net/10211.3/120305

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


Arizona State University

21. Smiley, Bettie A. Science Education at Riverside Middle School: A Case Study.

Degree: PhD, Educational Leadership and Policy Studies, 2011, Arizona State University

 ABSTRACT For more than thirty years the gender gap in science and related careers has been a key concern of researchers, teachers, professional organizations, and… (more)

Subjects/Keywords: Education Policy; Science Education; Middle School education

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APA (6th Edition):

Smiley, B. A. (2011). Science Education at Riverside Middle School: A Case Study. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/9474

Chicago Manual of Style (16th Edition):

Smiley, Bettie A. “Science Education at Riverside Middle School: A Case Study.” 2011. Doctoral Dissertation, Arizona State University. Accessed May 20, 2019. http://repository.asu.edu/items/9474.

MLA Handbook (7th Edition):

Smiley, Bettie A. “Science Education at Riverside Middle School: A Case Study.” 2011. Web. 20 May 2019.

Vancouver:

Smiley BA. Science Education at Riverside Middle School: A Case Study. [Internet] [Doctoral dissertation]. Arizona State University; 2011. [cited 2019 May 20]. Available from: http://repository.asu.edu/items/9474.

Council of Science Editors:

Smiley BA. Science Education at Riverside Middle School: A Case Study. [Doctoral Dissertation]. Arizona State University; 2011. Available from: http://repository.asu.edu/items/9474


Montana State University

22. Noble, Jenna Shandra. Increasing conceptual learning in science through writing.

Degree: College of Letters & Science, 2017, Montana State University

 This project sought to discover whether write-to-learn activities increased conceptual change in students' understanding of science content. Students were involved in seven different writing activities… (more)

Subjects/Keywords: Science.; Middle school students.; Writing.; Notebooks.; Concepts.

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APA (6th Edition):

Noble, J. S. (2017). Increasing conceptual learning in science through writing. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/14437

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):

Noble, Jenna Shandra. “Increasing conceptual learning in science through writing.” 2017. Thesis, Montana State University. Accessed May 20, 2019. https://scholarworks.montana.edu/xmlui/handle/1/14437.

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

MLA Handbook (7th Edition):

Noble, Jenna Shandra. “Increasing conceptual learning in science through writing.” 2017. Web. 20 May 2019.

Vancouver:

Noble JS. Increasing conceptual learning in science through writing. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 May 20]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14437.

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

Council of Science Editors:

Noble JS. Increasing conceptual learning in science through writing. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14437

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


Montana State University

23. Heredia, Isabel. Evaluating the effect of visible thinking routines on students' awareness and conceptions of thinking and understanding in the science classroom.

Degree: College of Letters & Science, 2017, Montana State University

 This classroom action research project is inspired by the belief that 'life outside of school is better characterized as a series of transfer opportunities than… (more)

Subjects/Keywords: Science.; Middle school students.; Critical thinking.; Reasoning.

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APA (6th Edition):

Heredia, I. (2017). Evaluating the effect of visible thinking routines on students' awareness and conceptions of thinking and understanding in the science classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/13664

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):

Heredia, Isabel. “Evaluating the effect of visible thinking routines on students' awareness and conceptions of thinking and understanding in the science classroom.” 2017. Thesis, Montana State University. Accessed May 20, 2019. https://scholarworks.montana.edu/xmlui/handle/1/13664.

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

MLA Handbook (7th Edition):

Heredia, Isabel. “Evaluating the effect of visible thinking routines on students' awareness and conceptions of thinking and understanding in the science classroom.” 2017. Web. 20 May 2019.

Vancouver:

Heredia I. Evaluating the effect of visible thinking routines on students' awareness and conceptions of thinking and understanding in the science classroom. [Internet] [Thesis]. Montana State University; 2017. [cited 2019 May 20]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13664.

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

Council of Science Editors:

Heredia I. Evaluating the effect of visible thinking routines on students' awareness and conceptions of thinking and understanding in the science classroom. [Thesis]. Montana State University; 2017. Available from: https://scholarworks.montana.edu/xmlui/handle/1/13664

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


Montana State University

24. Pfeifer, Ronald Mark. Teaching the nature of science through history and pseudoscience.

Degree: Graduate School, 2015, Montana State University

 Students in high school science classes often have a poor grasp of what the process of science actually entails. The Nature of Science (NOS) needs… (more)

Subjects/Keywords: Chemistry.; Science.; Pseudoscience.; History.; High school students.

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APA (6th Edition):

Pfeifer, R. M. (2015). Teaching the nature of science through history and pseudoscience. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/9288

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):

Pfeifer, Ronald Mark. “Teaching the nature of science through history and pseudoscience.” 2015. Thesis, Montana State University. Accessed May 20, 2019. https://scholarworks.montana.edu/xmlui/handle/1/9288.

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

MLA Handbook (7th Edition):

Pfeifer, Ronald Mark. “Teaching the nature of science through history and pseudoscience.” 2015. Web. 20 May 2019.

Vancouver:

Pfeifer RM. Teaching the nature of science through history and pseudoscience. [Internet] [Thesis]. Montana State University; 2015. [cited 2019 May 20]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9288.

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

Council of Science Editors:

Pfeifer RM. Teaching the nature of science through history and pseudoscience. [Thesis]. Montana State University; 2015. Available from: https://scholarworks.montana.edu/xmlui/handle/1/9288

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


Victoria University

25. Hatton, Matthew J. Intra and inter-specific variation in the reproductive strategies of two Bolboschoenus species from south-eastern Australia.

Degree: phd, School of Molecular Sciences, 2009, Victoria University

 This study has several objectives. Firstly, to investigate the sexual reproductive ecology and germination requirements of Bolboschoenus caldwellii and Bolboschoenus medianus. Secondly, to examine the… (more)

Subjects/Keywords: School of Engineering and Science; 0602 Ecology

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APA (6th Edition):

Hatton, M. J. (2009). Intra and inter-specific variation in the reproductive strategies of two Bolboschoenus species from south-eastern Australia. (Doctoral Dissertation). Victoria University. Retrieved from http://vuir.vu.edu.au/15841/

Chicago Manual of Style (16th Edition):

Hatton, Matthew J. “Intra and inter-specific variation in the reproductive strategies of two Bolboschoenus species from south-eastern Australia.” 2009. Doctoral Dissertation, Victoria University. Accessed May 20, 2019. http://vuir.vu.edu.au/15841/.

MLA Handbook (7th Edition):

Hatton, Matthew J. “Intra and inter-specific variation in the reproductive strategies of two Bolboschoenus species from south-eastern Australia.” 2009. Web. 20 May 2019.

Vancouver:

Hatton MJ. Intra and inter-specific variation in the reproductive strategies of two Bolboschoenus species from south-eastern Australia. [Internet] [Doctoral dissertation]. Victoria University; 2009. [cited 2019 May 20]. Available from: http://vuir.vu.edu.au/15841/.

Council of Science Editors:

Hatton MJ. Intra and inter-specific variation in the reproductive strategies of two Bolboschoenus species from south-eastern Australia. [Doctoral Dissertation]. Victoria University; 2009. Available from: http://vuir.vu.edu.au/15841/

26. Phelan, Michelle P. General Education Science and Special Education Teachers' Experiences with Inclusive Middle School Science Classrooms.

Degree: 2018, Lindenwood University

  While inclusion of students with disabilities has been a topic of debate for decades, uncertainty still exists concerning best practices for their participation in… (more)

Subjects/Keywords: Middle school education; Special education; Science education

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APA (6th Edition):

Phelan, M. P. (2018). General Education Science and Special Education Teachers' Experiences with Inclusive Middle School Science Classrooms. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10816481

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):

Phelan, Michelle P. “General Education Science and Special Education Teachers' Experiences with Inclusive Middle School Science Classrooms.” 2018. Thesis, Lindenwood University. Accessed May 20, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10816481.

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

MLA Handbook (7th Edition):

Phelan, Michelle P. “General Education Science and Special Education Teachers' Experiences with Inclusive Middle School Science Classrooms.” 2018. Web. 20 May 2019.

Vancouver:

Phelan MP. General Education Science and Special Education Teachers' Experiences with Inclusive Middle School Science Classrooms. [Internet] [Thesis]. Lindenwood University; 2018. [cited 2019 May 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10816481.

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

Council of Science Editors:

Phelan MP. General Education Science and Special Education Teachers' Experiences with Inclusive Middle School Science Classrooms. [Thesis]. Lindenwood University; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10816481

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


University of North Carolina

27. Patillo, Ericka. The middle manager role in academic libraries.

Degree: 2018, University of North Carolina

 The academic library middle manager (ALMM) role is little understood and understudied. Using Organizational Role Theory, Middle Managers’ Four Strategic Roles, and the Taxonomy of… (more)

Subjects/Keywords: School of Information and Library Science

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APA (6th Edition):

Patillo, E. (2018). The middle manager role in academic libraries. (Thesis). University of North Carolina. Retrieved from https://cdr.lib.unc.edu/record/uuid:9f023ff3-7278-476c-aa52-e7dbb6ea97c4

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):

Patillo, Ericka. “The middle manager role in academic libraries.” 2018. Thesis, University of North Carolina. Accessed May 20, 2019. https://cdr.lib.unc.edu/record/uuid:9f023ff3-7278-476c-aa52-e7dbb6ea97c4.

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

MLA Handbook (7th Edition):

Patillo, Ericka. “The middle manager role in academic libraries.” 2018. Web. 20 May 2019.

Vancouver:

Patillo E. The middle manager role in academic libraries. [Internet] [Thesis]. University of North Carolina; 2018. [cited 2019 May 20]. Available from: https://cdr.lib.unc.edu/record/uuid:9f023ff3-7278-476c-aa52-e7dbb6ea97c4.

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

Council of Science Editors:

Patillo E. The middle manager role in academic libraries. [Thesis]. University of North Carolina; 2018. Available from: https://cdr.lib.unc.edu/record/uuid:9f023ff3-7278-476c-aa52-e7dbb6ea97c4

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


University of North Carolina

28. Burgess, Terrance. For Better or Worse? African American Undergraduate Students Recount Experiences in a `Reformed' Introductory Biology Course at the University of North Carolina at Chapel Hill.

Degree: 2015, University of North Carolina

 The purpose of this thesis is to explore the experiences of six African-American students who have taken a reformed introductory biology course at the University… (more)

Subjects/Keywords: Education; Science education; School of Education

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APA (6th Edition):

Burgess, T. (2015). For Better or Worse? African American Undergraduate Students Recount Experiences in a `Reformed' Introductory Biology Course at the University of North Carolina at Chapel Hill. (Thesis). University of North Carolina. Retrieved from https://cdr.lib.unc.edu/record/uuid:68342ce3-e27d-4d1d-9d61-dc863a8ea1d3

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):

Burgess, Terrance. “For Better or Worse? African American Undergraduate Students Recount Experiences in a `Reformed' Introductory Biology Course at the University of North Carolina at Chapel Hill.” 2015. Thesis, University of North Carolina. Accessed May 20, 2019. https://cdr.lib.unc.edu/record/uuid:68342ce3-e27d-4d1d-9d61-dc863a8ea1d3.

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

MLA Handbook (7th Edition):

Burgess, Terrance. “For Better or Worse? African American Undergraduate Students Recount Experiences in a `Reformed' Introductory Biology Course at the University of North Carolina at Chapel Hill.” 2015. Web. 20 May 2019.

Vancouver:

Burgess T. For Better or Worse? African American Undergraduate Students Recount Experiences in a `Reformed' Introductory Biology Course at the University of North Carolina at Chapel Hill. [Internet] [Thesis]. University of North Carolina; 2015. [cited 2019 May 20]. Available from: https://cdr.lib.unc.edu/record/uuid:68342ce3-e27d-4d1d-9d61-dc863a8ea1d3.

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

Council of Science Editors:

Burgess T. For Better or Worse? African American Undergraduate Students Recount Experiences in a `Reformed' Introductory Biology Course at the University of North Carolina at Chapel Hill. [Thesis]. University of North Carolina; 2015. Available from: https://cdr.lib.unc.edu/record/uuid:68342ce3-e27d-4d1d-9d61-dc863a8ea1d3

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


University of North Carolina

29. Rodriguez, Derek. Developing the `Understanding Library Impacts' protocol: a method for detecting and communicating academic library impact on student learning.

Degree: 2012, University of North Carolina

 The Understanding Library Impacts (ULI) protocol is a suite of instruments designed to demonstrate connections between undergraduate student use of the academic library and faculty-defined… (more)

Subjects/Keywords: School of Information and Library Science

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

APA (6th Edition):

Rodriguez, D. (2012). Developing the `Understanding Library Impacts' protocol: a method for detecting and communicating academic library impact on student learning. (Thesis). University of North Carolina. Retrieved from https://cdr.lib.unc.edu/record/uuid:ef1bce76-b859-4957-8128-e2f47d9ef971

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):

Rodriguez, Derek. “Developing the `Understanding Library Impacts' protocol: a method for detecting and communicating academic library impact on student learning.” 2012. Thesis, University of North Carolina. Accessed May 20, 2019. https://cdr.lib.unc.edu/record/uuid:ef1bce76-b859-4957-8128-e2f47d9ef971.

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

MLA Handbook (7th Edition):

Rodriguez, Derek. “Developing the `Understanding Library Impacts' protocol: a method for detecting and communicating academic library impact on student learning.” 2012. Web. 20 May 2019.

Vancouver:

Rodriguez D. Developing the `Understanding Library Impacts' protocol: a method for detecting and communicating academic library impact on student learning. [Internet] [Thesis]. University of North Carolina; 2012. [cited 2019 May 20]. Available from: https://cdr.lib.unc.edu/record/uuid:ef1bce76-b859-4957-8128-e2f47d9ef971.

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

Council of Science Editors:

Rodriguez D. Developing the `Understanding Library Impacts' protocol: a method for detecting and communicating academic library impact on student learning. [Thesis]. University of North Carolina; 2012. Available from: https://cdr.lib.unc.edu/record/uuid:ef1bce76-b859-4957-8128-e2f47d9ef971

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


University of North Carolina

30. Shah, Chirag. A Framework for Supporting User-Centric Collaborative Information Seeking.

Degree: 2010, University of North Carolina

 Collaboration is often required or encouraged for activities that are too complex or difficult to deal with for an individual. Many situations involving information seeking… (more)

Subjects/Keywords: School of Information and Library Science

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Shah, C. (2010). A Framework for Supporting User-Centric Collaborative Information Seeking. (Thesis). University of North Carolina. Retrieved from https://cdr.lib.unc.edu/record/uuid:5ffcc81c-3825-4f11-bf6b-682ff701d52d

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):

Shah, Chirag. “A Framework for Supporting User-Centric Collaborative Information Seeking.” 2010. Thesis, University of North Carolina. Accessed May 20, 2019. https://cdr.lib.unc.edu/record/uuid:5ffcc81c-3825-4f11-bf6b-682ff701d52d.

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

MLA Handbook (7th Edition):

Shah, Chirag. “A Framework for Supporting User-Centric Collaborative Information Seeking.” 2010. Web. 20 May 2019.

Vancouver:

Shah C. A Framework for Supporting User-Centric Collaborative Information Seeking. [Internet] [Thesis]. University of North Carolina; 2010. [cited 2019 May 20]. Available from: https://cdr.lib.unc.edu/record/uuid:5ffcc81c-3825-4f11-bf6b-682ff701d52d.

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

Council of Science Editors:

Shah C. A Framework for Supporting User-Centric Collaborative Information Seeking. [Thesis]. University of North Carolina; 2010. Available from: https://cdr.lib.unc.edu/record/uuid:5ffcc81c-3825-4f11-bf6b-682ff701d52d

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

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