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You searched for subject:(science assessment). Showing records 1 – 16 of 16 total matches.

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1. Robinson, Zawadaski. High School Teacher Perceptions on the Influence of Inquiry Science Labs on Student Performance on the Georgia High School Graduation Test (GHSGT) in an Urban School District.

Degree: Doctor of Education (EdD), Educational Leadership, 2016, Clark University Atlanta

  This study served to properly illustrate the relationship between teacher perceptions of science instruction in both traditional schools and small learning community-based schools. Further,… (more)

Subjects/Keywords: Educational and Science Assessments; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Robinson, Z. (2016). High School Teacher Perceptions on the Influence of Inquiry Science Labs on Student Performance on the Georgia High School Graduation Test (GHSGT) in an Urban School District. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/32

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):

Robinson, Zawadaski. “High School Teacher Perceptions on the Influence of Inquiry Science Labs on Student Performance on the Georgia High School Graduation Test (GHSGT) in an Urban School District.” 2016. Thesis, Clark University Atlanta. Accessed August 18, 2019. http://digitalcommons.auctr.edu/cauetds/32.

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

MLA Handbook (7th Edition):

Robinson, Zawadaski. “High School Teacher Perceptions on the Influence of Inquiry Science Labs on Student Performance on the Georgia High School Graduation Test (GHSGT) in an Urban School District.” 2016. Web. 18 Aug 2019.

Vancouver:

Robinson Z. High School Teacher Perceptions on the Influence of Inquiry Science Labs on Student Performance on the Georgia High School Graduation Test (GHSGT) in an Urban School District. [Internet] [Thesis]. Clark University Atlanta; 2016. [cited 2019 Aug 18]. Available from: http://digitalcommons.auctr.edu/cauetds/32.

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

Council of Science Editors:

Robinson Z. High School Teacher Perceptions on the Influence of Inquiry Science Labs on Student Performance on the Georgia High School Graduation Test (GHSGT) in an Urban School District. [Thesis]. Clark University Atlanta; 2016. Available from: http://digitalcommons.auctr.edu/cauetds/32

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


Indiana University of Pennsylvania

2. Campbell, Adelle C. Performance on Monitoring Basic Skills Progress - Computation Probes in First, Second and Third Grade: Is It a Predictor of Pennsylvania System of School Assessment Mathematics Achievement in Third Grade?.

Degree: Ded, Educational and School Psychology, 2017, Indiana University of Pennsylvania

  This study examined the predictive relationship of a brief computation measure administered in the fall, winter, and spring of first, second, and third grade… (more)

Subjects/Keywords: computation; curriculum based assessment; mathematics; universal screening; Educational Assessment, Evaluation, and Research; Science and Mathematics Education

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APA (6th Edition):

Campbell, A. C. (2017). Performance on Monitoring Basic Skills Progress - Computation Probes in First, Second and Third Grade: Is It a Predictor of Pennsylvania System of School Assessment Mathematics Achievement in Third Grade?. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/1501

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):

Campbell, Adelle C. “Performance on Monitoring Basic Skills Progress - Computation Probes in First, Second and Third Grade: Is It a Predictor of Pennsylvania System of School Assessment Mathematics Achievement in Third Grade?.” 2017. Thesis, Indiana University of Pennsylvania. Accessed August 18, 2019. https://knowledge.library.iup.edu/etd/1501.

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

MLA Handbook (7th Edition):

Campbell, Adelle C. “Performance on Monitoring Basic Skills Progress - Computation Probes in First, Second and Third Grade: Is It a Predictor of Pennsylvania System of School Assessment Mathematics Achievement in Third Grade?.” 2017. Web. 18 Aug 2019.

Vancouver:

Campbell AC. Performance on Monitoring Basic Skills Progress - Computation Probes in First, Second and Third Grade: Is It a Predictor of Pennsylvania System of School Assessment Mathematics Achievement in Third Grade?. [Internet] [Thesis]. Indiana University of Pennsylvania; 2017. [cited 2019 Aug 18]. Available from: https://knowledge.library.iup.edu/etd/1501.

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

Council of Science Editors:

Campbell AC. Performance on Monitoring Basic Skills Progress - Computation Probes in First, Second and Third Grade: Is It a Predictor of Pennsylvania System of School Assessment Mathematics Achievement in Third Grade?. [Thesis]. Indiana University of Pennsylvania; 2017. Available from: https://knowledge.library.iup.edu/etd/1501

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

3. Fears, Brandon. A Comparison of the Impact of the Use of Technology vs. Traditional Teaching Methodology on Students’ Scores on Coordinate Algebra Milestones.

Degree: Doctor of Education (EdD), Educational Leadership, 2016, Clark University Atlanta

  The purpose of this experimental research was to examine the effects of the use of the TI-84 Plus Graphing Calculator on the achievement of… (more)

Subjects/Keywords: Technology Integration; Secondary School Mathematics; Educational Assessment; Educational Assessment, Evaluation, and Research; Educational Leadership; Science and Mathematics Education

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APA (6th Edition):

Fears, B. (2016). A Comparison of the Impact of the Use of Technology vs. Traditional Teaching Methodology on Students’ Scores on Coordinate Algebra Milestones. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/38

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):

Fears, Brandon. “A Comparison of the Impact of the Use of Technology vs. Traditional Teaching Methodology on Students’ Scores on Coordinate Algebra Milestones.” 2016. Thesis, Clark University Atlanta. Accessed August 18, 2019. http://digitalcommons.auctr.edu/cauetds/38.

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

MLA Handbook (7th Edition):

Fears, Brandon. “A Comparison of the Impact of the Use of Technology vs. Traditional Teaching Methodology on Students’ Scores on Coordinate Algebra Milestones.” 2016. Web. 18 Aug 2019.

Vancouver:

Fears B. A Comparison of the Impact of the Use of Technology vs. Traditional Teaching Methodology on Students’ Scores on Coordinate Algebra Milestones. [Internet] [Thesis]. Clark University Atlanta; 2016. [cited 2019 Aug 18]. Available from: http://digitalcommons.auctr.edu/cauetds/38.

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

Council of Science Editors:

Fears B. A Comparison of the Impact of the Use of Technology vs. Traditional Teaching Methodology on Students’ Scores on Coordinate Algebra Milestones. [Thesis]. Clark University Atlanta; 2016. Available from: http://digitalcommons.auctr.edu/cauetds/38

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

4. Richards, Jarrod. The Forgotten Population: Honors Math Students At A Vocational High School.

Degree: Doctor of Education (EdD), Educational Leadership, 2017, University of New England

  The purpose of this mixed methods individual case study was to investigate why honors math students at a regional vocational high school felt that… (more)

Subjects/Keywords: Educational Assessment, Evaluation, and Research; Educational Leadership; Science and Mathematics Education; Secondary Education

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APA (6th Edition):

Richards, J. (2017). The Forgotten Population: Honors Math Students At A Vocational High School. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/109

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):

Richards, Jarrod. “The Forgotten Population: Honors Math Students At A Vocational High School.” 2017. Thesis, University of New England. Accessed August 18, 2019. https://dune.une.edu/theses/109.

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

MLA Handbook (7th Edition):

Richards, Jarrod. “The Forgotten Population: Honors Math Students At A Vocational High School.” 2017. Web. 18 Aug 2019.

Vancouver:

Richards J. The Forgotten Population: Honors Math Students At A Vocational High School. [Internet] [Thesis]. University of New England; 2017. [cited 2019 Aug 18]. Available from: https://dune.une.edu/theses/109.

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

Council of Science Editors:

Richards J. The Forgotten Population: Honors Math Students At A Vocational High School. [Thesis]. University of New England; 2017. Available from: https://dune.une.edu/theses/109

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


Kennesaw State University

5. Stockton, James Clinton. A Study of the Relationships between Epistemological Beliefs and Self-Regulated Learning among Advanced Placement Calculus Students in the Context of Mathematical Problem Solving.

Degree: Doctor of Education in Teacher Leadership (EdD), Teacher Leadership for Learning, 2010, Kennesaw State University

  Secondary mathematics educators advocating constructivist-oriented instruction face the dilemma of developing students’ problem-solving skills. Students’ epistemological beliefs and self-regulated learning (SRL) processing capacity influence… (more)

Subjects/Keywords: epistemological beliefs; gifted students; mathematics education; mathematical problem solving; self-regulated learning; Education; Educational Assessment, Evaluation, and Research; Gifted Education; Science and Mathematics Education; Secondary Education and Teaching

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APA (6th Edition):

Stockton, J. C. (2010). A Study of the Relationships between Epistemological Beliefs and Self-Regulated Learning among Advanced Placement Calculus Students in the Context of Mathematical Problem Solving. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/etd/408

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):

Stockton, James Clinton. “A Study of the Relationships between Epistemological Beliefs and Self-Regulated Learning among Advanced Placement Calculus Students in the Context of Mathematical Problem Solving.” 2010. Thesis, Kennesaw State University. Accessed August 18, 2019. https://digitalcommons.kennesaw.edu/etd/408.

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

MLA Handbook (7th Edition):

Stockton, James Clinton. “A Study of the Relationships between Epistemological Beliefs and Self-Regulated Learning among Advanced Placement Calculus Students in the Context of Mathematical Problem Solving.” 2010. Web. 18 Aug 2019.

Vancouver:

Stockton JC. A Study of the Relationships between Epistemological Beliefs and Self-Regulated Learning among Advanced Placement Calculus Students in the Context of Mathematical Problem Solving. [Internet] [Thesis]. Kennesaw State University; 2010. [cited 2019 Aug 18]. Available from: https://digitalcommons.kennesaw.edu/etd/408.

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

Council of Science Editors:

Stockton JC. A Study of the Relationships between Epistemological Beliefs and Self-Regulated Learning among Advanced Placement Calculus Students in the Context of Mathematical Problem Solving. [Thesis]. Kennesaw State University; 2010. Available from: https://digitalcommons.kennesaw.edu/etd/408

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


Indiana University of Pennsylvania

6. Jones, James W. A Quantitative Study: The Relationship Between School-Wide Instructional Practices, Teacher Beliefs, and Growth Mindset and Value-Added Student Growth in Elementary Mathematics for Grades 3–5.

Degree: Ded, Professional Studies in Education, 2016, Indiana University of Pennsylvania

  This study investigated the correlation between instructional practices, teacher beliefs, and teacher mindset on elementary student growth in mathematics. Growth was considered as the… (more)

Subjects/Keywords: elementary school; growth mindset; mathematics; student growth; teacher beliefs; value-added; Educational Assessment, Evaluation, and Research; Elementary Education; Science and Mathematics Education

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APA (6th Edition):

Jones, J. W. (2016). A Quantitative Study: The Relationship Between School-Wide Instructional Practices, Teacher Beliefs, and Growth Mindset and Value-Added Student Growth in Elementary Mathematics for Grades 3–5. (Thesis). Indiana University of Pennsylvania. Retrieved from https://knowledge.library.iup.edu/etd/1454

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):

Jones, James W. “A Quantitative Study: The Relationship Between School-Wide Instructional Practices, Teacher Beliefs, and Growth Mindset and Value-Added Student Growth in Elementary Mathematics for Grades 3–5.” 2016. Thesis, Indiana University of Pennsylvania. Accessed August 18, 2019. https://knowledge.library.iup.edu/etd/1454.

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

MLA Handbook (7th Edition):

Jones, James W. “A Quantitative Study: The Relationship Between School-Wide Instructional Practices, Teacher Beliefs, and Growth Mindset and Value-Added Student Growth in Elementary Mathematics for Grades 3–5.” 2016. Web. 18 Aug 2019.

Vancouver:

Jones JW. A Quantitative Study: The Relationship Between School-Wide Instructional Practices, Teacher Beliefs, and Growth Mindset and Value-Added Student Growth in Elementary Mathematics for Grades 3–5. [Internet] [Thesis]. Indiana University of Pennsylvania; 2016. [cited 2019 Aug 18]. Available from: https://knowledge.library.iup.edu/etd/1454.

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

Council of Science Editors:

Jones JW. A Quantitative Study: The Relationship Between School-Wide Instructional Practices, Teacher Beliefs, and Growth Mindset and Value-Added Student Growth in Elementary Mathematics for Grades 3–5. [Thesis]. Indiana University of Pennsylvania; 2016. Available from: https://knowledge.library.iup.edu/etd/1454

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

7. Heard, Barbara Rae. Evaluating College Biology Laboratory Accommodations For Students With Blindness And Visual Impairments.

Degree: Doctor of Education (EdD), Educational Leadership, 2016, University of New England

  Studies show that active participation in science laboratory activities promotes student learning. However, students with blindness and visual impairments (BVI) often confront obstacles to… (more)

Subjects/Keywords: Accommodations; Biology; Students with blindness and visual impairments; Accessibility; Biology; Educational Assessment, Evaluation, and Research; Educational Leadership; Educational Methods; Higher Education; Science and Mathematics Education

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APA (6th Edition):

Heard, B. R. (2016). Evaluating College Biology Laboratory Accommodations For Students With Blindness And Visual Impairments. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/48

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):

Heard, Barbara Rae. “Evaluating College Biology Laboratory Accommodations For Students With Blindness And Visual Impairments.” 2016. Thesis, University of New England. Accessed August 18, 2019. https://dune.une.edu/theses/48.

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

MLA Handbook (7th Edition):

Heard, Barbara Rae. “Evaluating College Biology Laboratory Accommodations For Students With Blindness And Visual Impairments.” 2016. Web. 18 Aug 2019.

Vancouver:

Heard BR. Evaluating College Biology Laboratory Accommodations For Students With Blindness And Visual Impairments. [Internet] [Thesis]. University of New England; 2016. [cited 2019 Aug 18]. Available from: https://dune.une.edu/theses/48.

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

Council of Science Editors:

Heard BR. Evaluating College Biology Laboratory Accommodations For Students With Blindness And Visual Impairments. [Thesis]. University of New England; 2016. Available from: https://dune.une.edu/theses/48

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

8. Pratt, Wendy. Students’ Perceptions About High School Preparation For Mathematics In Post-Secondary Programs: A Case Study Of One High School.

Degree: Doctor of Education (EdD), Educational Leadership, 2015, University of New England

  This qualitative case study examined how fifteen former high school students from a small, rural high school in central Vermont perceived their preparedness for… (more)

Subjects/Keywords: secondary education; mathematics preparation; college preparation; Educational Assessment, Evaluation, and Research; Educational Leadership; Educational Methods; Science and Mathematics Education; Secondary Education and Teaching

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APA (6th Edition):

Pratt, W. (2015). Students’ Perceptions About High School Preparation For Mathematics In Post-Secondary Programs: A Case Study Of One High School. (Thesis). University of New England. Retrieved from https://dune.une.edu/theses/23

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):

Pratt, Wendy. “Students’ Perceptions About High School Preparation For Mathematics In Post-Secondary Programs: A Case Study Of One High School.” 2015. Thesis, University of New England. Accessed August 18, 2019. https://dune.une.edu/theses/23.

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

MLA Handbook (7th Edition):

Pratt, Wendy. “Students’ Perceptions About High School Preparation For Mathematics In Post-Secondary Programs: A Case Study Of One High School.” 2015. Web. 18 Aug 2019.

Vancouver:

Pratt W. Students’ Perceptions About High School Preparation For Mathematics In Post-Secondary Programs: A Case Study Of One High School. [Internet] [Thesis]. University of New England; 2015. [cited 2019 Aug 18]. Available from: https://dune.une.edu/theses/23.

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

Council of Science Editors:

Pratt W. Students’ Perceptions About High School Preparation For Mathematics In Post-Secondary Programs: A Case Study Of One High School. [Thesis]. University of New England; 2015. Available from: https://dune.une.edu/theses/23

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


Virginia Commonwealth University

9. Engstrom, Joy. Special Education Teachers' Perspectives On The Implementation of Functional Behavior Assessment in Schools.

Degree: EdD, Special Education, 2013, Virginia Commonwealth University

 The presence of challenging and violent behaviors that pose risks to the overall safety and the educational learning experience in the public education setting have… (more)

Subjects/Keywords: Functional Behavior Assessment; Positive Behavior Support; Implementation Science; Special education teacher; perspective; chronic problem behavior; high incidence disabilities; Education; Special Education and Teaching

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APA (6th Edition):

Engstrom, J. (2013). Special Education Teachers' Perspectives On The Implementation of Functional Behavior Assessment in Schools. (Thesis). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/3244

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):

Engstrom, Joy. “Special Education Teachers' Perspectives On The Implementation of Functional Behavior Assessment in Schools.” 2013. Thesis, Virginia Commonwealth University. Accessed August 18, 2019. https://scholarscompass.vcu.edu/etd/3244.

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

MLA Handbook (7th Edition):

Engstrom, Joy. “Special Education Teachers' Perspectives On The Implementation of Functional Behavior Assessment in Schools.” 2013. Web. 18 Aug 2019.

Vancouver:

Engstrom J. Special Education Teachers' Perspectives On The Implementation of Functional Behavior Assessment in Schools. [Internet] [Thesis]. Virginia Commonwealth University; 2013. [cited 2019 Aug 18]. Available from: https://scholarscompass.vcu.edu/etd/3244.

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

Council of Science Editors:

Engstrom J. Special Education Teachers' Perspectives On The Implementation of Functional Behavior Assessment in Schools. [Thesis]. Virginia Commonwealth University; 2013. Available from: https://scholarscompass.vcu.edu/etd/3244

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

10. Urbina, Josue N. The Relationship between Selected Standardized Test Scores and Performance in Advanced Placement Math and Science Exams: Analyzing the Differential Effectiveness of Scores for Course Identification and Placement.

Degree: Doctor of Education (EdD), Curriculum and Instruction, 2014, Florida International University

  There is a national need to increase the STEM-related workforce. Among factors leading towards STEM careers include the number of advanced high school mathematics… (more)

Subjects/Keywords: FCAT; Florida Comprehensive Assessment Test; PSAT; Preliminary Scholastic Assessment Test; standardized testing; AP; Advanced Placement; course identification; STEM; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Gifted Education; Science and Mathematics Education; Science and Technology Studies

…AND PERFORMANCE IN ADVANCED PLACEMENT MATH AND SCIENCE EXAMS: ANALYZING THE DIFFERENTIAL… …include the number of advanced high school mathematics and science courses students complete… …from a national standardized test, Preliminary Scholastic Assessment Test/ National Merit… …standardized test, Florida Comprehensive Assessment Test (FCAT), are related to selected AP… …Science, Chemistry, Physics B, Physics C Electrical, Physics C Mechanical, Statistics, Calculus… 

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APA (6th Edition):

Urbina, J. N. (2014). The Relationship between Selected Standardized Test Scores and Performance in Advanced Placement Math and Science Exams: Analyzing the Differential Effectiveness of Scores for Course Identification and Placement. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/1208 ; 10.25148/etd.FI14040855 ; FI14040855

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):

Urbina, Josue N. “The Relationship between Selected Standardized Test Scores and Performance in Advanced Placement Math and Science Exams: Analyzing the Differential Effectiveness of Scores for Course Identification and Placement.” 2014. Thesis, Florida International University. Accessed August 18, 2019. http://digitalcommons.fiu.edu/etd/1208 ; 10.25148/etd.FI14040855 ; FI14040855.

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

MLA Handbook (7th Edition):

Urbina, Josue N. “The Relationship between Selected Standardized Test Scores and Performance in Advanced Placement Math and Science Exams: Analyzing the Differential Effectiveness of Scores for Course Identification and Placement.” 2014. Web. 18 Aug 2019.

Vancouver:

Urbina JN. The Relationship between Selected Standardized Test Scores and Performance in Advanced Placement Math and Science Exams: Analyzing the Differential Effectiveness of Scores for Course Identification and Placement. [Internet] [Thesis]. Florida International University; 2014. [cited 2019 Aug 18]. Available from: http://digitalcommons.fiu.edu/etd/1208 ; 10.25148/etd.FI14040855 ; FI14040855.

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

Council of Science Editors:

Urbina JN. The Relationship between Selected Standardized Test Scores and Performance in Advanced Placement Math and Science Exams: Analyzing the Differential Effectiveness of Scores for Course Identification and Placement. [Thesis]. Florida International University; 2014. Available from: http://digitalcommons.fiu.edu/etd/1208 ; 10.25148/etd.FI14040855 ; FI14040855

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

11. Doriney, Monica J. An Analysis of Pre-Service Elementary Teachers’ Understanding of Mathematical Number Sense as Tested on the TIMSS Assessment.

Degree: Doctor of Education in Secondary Education, Education, 2016, Kennesaw State University

  This study investigated pre-service elementary teacher’s performance on released items from the 2011 Trends in International Mathematics and Science Study (TIMSS) 4th grade mathematics… (more)

Subjects/Keywords: Mathematical content knowledge; Error Analysis; Pre-service Elementary Teachers; TIMSS Assessment; Science and Mathematics Education

…Mathematics and Science Study (TIMSS- an international assessment), along with a… …About TIMSS TIMSS is an international assessment that measures the mathematics and science… …79 Appendix B Assessment… …elementary mathematics. Assessment of Mathematical Achievement A number of assessments show that… …to determine academic achievement, such as the National Assessment of Educational Progress… 

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APA (6th Edition):

Doriney, M. J. (2016). An Analysis of Pre-Service Elementary Teachers’ Understanding of Mathematical Number Sense as Tested on the TIMSS Assessment. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/seceddoc_etd/1

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):

Doriney, Monica J. “An Analysis of Pre-Service Elementary Teachers’ Understanding of Mathematical Number Sense as Tested on the TIMSS Assessment.” 2016. Thesis, Kennesaw State University. Accessed August 18, 2019. https://digitalcommons.kennesaw.edu/seceddoc_etd/1.

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

MLA Handbook (7th Edition):

Doriney, Monica J. “An Analysis of Pre-Service Elementary Teachers’ Understanding of Mathematical Number Sense as Tested on the TIMSS Assessment.” 2016. Web. 18 Aug 2019.

Vancouver:

Doriney MJ. An Analysis of Pre-Service Elementary Teachers’ Understanding of Mathematical Number Sense as Tested on the TIMSS Assessment. [Internet] [Thesis]. Kennesaw State University; 2016. [cited 2019 Aug 18]. Available from: https://digitalcommons.kennesaw.edu/seceddoc_etd/1.

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

Council of Science Editors:

Doriney MJ. An Analysis of Pre-Service Elementary Teachers’ Understanding of Mathematical Number Sense as Tested on the TIMSS Assessment. [Thesis]. Kennesaw State University; 2016. Available from: https://digitalcommons.kennesaw.edu/seceddoc_etd/1

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


Kennesaw State University

12. Mozer, Lisa F. A Comparison of Online and Face-to-Face Achievement in Physical Science.

Degree: Doctor of Education in Instructional Technology, Instructional Technology, 2016, Kennesaw State University

  ABSTRACT This study provided a descriptive analysis of learning outcomes in both online and face-to-face grades 9-12 physical science courses. Archived data from a… (more)

Subjects/Keywords: Online Classes; eLearning; Virtual Learning; Cyber Schools; Charter Schools; Media; Sciene Assessments; EOCT; Learning Outcomes; Student Performance; Learning Environments; Computer Skills; Curriculum and Instruction; Education; Educational Assessment, Evaluation, and Research; Online and Distance Education; Physical Sciences and Mathematics; Science and Mathematics Education

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APA (6th Edition):

Mozer, L. F. (2016). A Comparison of Online and Face-to-Face Achievement in Physical Science. (Thesis). Kennesaw State University. Retrieved from https://digitalcommons.kennesaw.edu/instruceddoc_etd/4

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):

Mozer, Lisa F. “A Comparison of Online and Face-to-Face Achievement in Physical Science.” 2016. Thesis, Kennesaw State University. Accessed August 18, 2019. https://digitalcommons.kennesaw.edu/instruceddoc_etd/4.

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

MLA Handbook (7th Edition):

Mozer, Lisa F. “A Comparison of Online and Face-to-Face Achievement in Physical Science.” 2016. Web. 18 Aug 2019.

Vancouver:

Mozer LF. A Comparison of Online and Face-to-Face Achievement in Physical Science. [Internet] [Thesis]. Kennesaw State University; 2016. [cited 2019 Aug 18]. Available from: https://digitalcommons.kennesaw.edu/instruceddoc_etd/4.

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

Council of Science Editors:

Mozer LF. A Comparison of Online and Face-to-Face Achievement in Physical Science. [Thesis]. Kennesaw State University; 2016. Available from: https://digitalcommons.kennesaw.edu/instruceddoc_etd/4

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


Florida International University

13. Fowler, Linda D. Comparison of Linear Functions in Middle Grades Textbooks from Singapore and the United States.

Degree: Doctor of Education (EdD), Curriculum and Instruction, 2015, Florida International University

  Many U.S. students do not perform well on mathematics assessments with respect to algebra topics such as linear functions, a building-block for other functions.… (more)

Subjects/Keywords: textbook comparison; linear functions; textbook; mathematics; textual analysis; Singapore; Common Core; curriculum; codebook; conceptual learning; Cognition and Perception; Cognitive Psychology; Curriculum and Instruction; Curriculum and Social Inquiry; Educational Assessment, Evaluation, and Research; Educational Psychology; Educational Sociology; International and Area Studies; International and Comparative Education; Mathematics; School Psychology; Science and Mathematics Education; Social Psychology

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APA (6th Edition):

Fowler, L. D. (2015). Comparison of Linear Functions in Middle Grades Textbooks from Singapore and the United States. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/1799 ; 10.25148/etd.FI15032190 ; FI15032190

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):

Fowler, Linda D. “Comparison of Linear Functions in Middle Grades Textbooks from Singapore and the United States.” 2015. Thesis, Florida International University. Accessed August 18, 2019. http://digitalcommons.fiu.edu/etd/1799 ; 10.25148/etd.FI15032190 ; FI15032190.

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

MLA Handbook (7th Edition):

Fowler, Linda D. “Comparison of Linear Functions in Middle Grades Textbooks from Singapore and the United States.” 2015. Web. 18 Aug 2019.

Vancouver:

Fowler LD. Comparison of Linear Functions in Middle Grades Textbooks from Singapore and the United States. [Internet] [Thesis]. Florida International University; 2015. [cited 2019 Aug 18]. Available from: http://digitalcommons.fiu.edu/etd/1799 ; 10.25148/etd.FI15032190 ; FI15032190.

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

Council of Science Editors:

Fowler LD. Comparison of Linear Functions in Middle Grades Textbooks from Singapore and the United States. [Thesis]. Florida International University; 2015. Available from: http://digitalcommons.fiu.edu/etd/1799 ; 10.25148/etd.FI15032190 ; FI15032190

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


Florida International University

14. Morales, Zoe A. Using a Repeated Measures ANOVA Design to Analyze the Effect Writing in Mathematics Has on the Mathematics Achievement of Third Grade English Language Learners and English Speakers.

Degree: Doctor of Education (EdD), Curriculum and Instruction, 2016, Florida International University

  The gap that exists between English language learners and English speaking students’ achievement in mathematics continues to grow. Moreover, students are now required to… (more)

Subjects/Keywords: mathematics; problem solving; elementary education; metacognitive behaviors; writing in mathematics; third graders; ELLs; quasi-experimental design; one-way repeated measures ANOVA; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Educational Methods; Elementary Education; Elementary Education and Teaching; Other Teacher Education and Professional Development; Science and Mathematics Education; Teacher Education and Professional Development

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

APA (6th Edition):

Morales, Z. A. (2016). Using a Repeated Measures ANOVA Design to Analyze the Effect Writing in Mathematics Has on the Mathematics Achievement of Third Grade English Language Learners and English Speakers. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/2719 ; 10.25148/etd.FIDC001235 ; FIDC001235

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):

Morales, Zoe A. “Using a Repeated Measures ANOVA Design to Analyze the Effect Writing in Mathematics Has on the Mathematics Achievement of Third Grade English Language Learners and English Speakers.” 2016. Thesis, Florida International University. Accessed August 18, 2019. http://digitalcommons.fiu.edu/etd/2719 ; 10.25148/etd.FIDC001235 ; FIDC001235.

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

MLA Handbook (7th Edition):

Morales, Zoe A. “Using a Repeated Measures ANOVA Design to Analyze the Effect Writing in Mathematics Has on the Mathematics Achievement of Third Grade English Language Learners and English Speakers.” 2016. Web. 18 Aug 2019.

Vancouver:

Morales ZA. Using a Repeated Measures ANOVA Design to Analyze the Effect Writing in Mathematics Has on the Mathematics Achievement of Third Grade English Language Learners and English Speakers. [Internet] [Thesis]. Florida International University; 2016. [cited 2019 Aug 18]. Available from: http://digitalcommons.fiu.edu/etd/2719 ; 10.25148/etd.FIDC001235 ; FIDC001235.

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

Council of Science Editors:

Morales ZA. Using a Repeated Measures ANOVA Design to Analyze the Effect Writing in Mathematics Has on the Mathematics Achievement of Third Grade English Language Learners and English Speakers. [Thesis]. Florida International University; 2016. Available from: http://digitalcommons.fiu.edu/etd/2719 ; 10.25148/etd.FIDC001235 ; FIDC001235

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

15. Magee, Ariana T. Sheltered Instruction versus Mainstream Classroom – The Impact of Classroom Placement and Other Factors on the Achievement of English Language Learners in Science: Implications for Educational Leaders.

Degree: Doctor of Education (EdD), Educational Leadership, 2017, Clark University Atlanta

  The purpose of this study was to examine 9th and 10th grade ELL students’ science class placement - sheltered ESL class or non-sheltered mainstream… (more)

Subjects/Keywords: Secondary Science; English Language Learners; Sheltered Instruction; ESL; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Educational Methods; Language and Literacy Education; Secondary Education

…78 Mainstream Physical Science Data Analysis… …83 Sheltered Physical Science Data Analysis… …98 8. Mainstream respondents who are able to read and understand their science textbook… …105 x LIST OF TABLES Table 1. Test Assessment of ELL Student in Six Domains… …7 2. Science Teacher Demographics (School District Data, 2014)… 

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APA (6th Edition):

Magee, A. T. (2017). Sheltered Instruction versus Mainstream Classroom – The Impact of Classroom Placement and Other Factors on the Achievement of English Language Learners in Science: Implications for Educational Leaders. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/77

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):

Magee, Ariana T. “Sheltered Instruction versus Mainstream Classroom – The Impact of Classroom Placement and Other Factors on the Achievement of English Language Learners in Science: Implications for Educational Leaders.” 2017. Thesis, Clark University Atlanta. Accessed August 18, 2019. http://digitalcommons.auctr.edu/cauetds/77.

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

MLA Handbook (7th Edition):

Magee, Ariana T. “Sheltered Instruction versus Mainstream Classroom – The Impact of Classroom Placement and Other Factors on the Achievement of English Language Learners in Science: Implications for Educational Leaders.” 2017. Web. 18 Aug 2019.

Vancouver:

Magee AT. Sheltered Instruction versus Mainstream Classroom – The Impact of Classroom Placement and Other Factors on the Achievement of English Language Learners in Science: Implications for Educational Leaders. [Internet] [Thesis]. Clark University Atlanta; 2017. [cited 2019 Aug 18]. Available from: http://digitalcommons.auctr.edu/cauetds/77.

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

Council of Science Editors:

Magee AT. Sheltered Instruction versus Mainstream Classroom – The Impact of Classroom Placement and Other Factors on the Achievement of English Language Learners in Science: Implications for Educational Leaders. [Thesis]. Clark University Atlanta; 2017. Available from: http://digitalcommons.auctr.edu/cauetds/77

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

16. Mandel, Peggy Lee. The Relationship between the Use of Academic Text Talk and the Comprehension of Scientific Academic Language for Diverse Second Graders.

Degree: Doctor of Education (EdD), Curriculum and Instruction, 2013, Florida International University

  Changing demographics impact our schools as children come from more linguistically and culturally diverse backgrounds. The various social, cultural, and economic backgrounds of the… (more)

Subjects/Keywords: academic language; academic text talk; oral language; active learning; multimodal; reading comprehension; science; elementary students; discussion; retelling; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Educational Methods; Elementary Education and Teaching; Science and Mathematics Education; Teacher Education and Professional Development

…by this assessment. Content Area Text Science or social science nonfiction, informational… …Vocabulary Assessment 68 4. Mean Increases from Pre to Post on NEEDS Definitions and… …NEEDS Symbols by Group Adjusted for FAIR Vocabulary Assessment.. 70 5. Mean… …FAIR Vocabulary Assessment 71 6. Mean Increases from Pre to Post on NEEDS… …Definitions and Symbols by Group and Sex Adjusted for FAIR Vocabulary Assessment ….. 72… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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

APA (6th Edition):

Mandel, P. L. (2013). The Relationship between the Use of Academic Text Talk and the Comprehension of Scientific Academic Language for Diverse Second Graders. (Thesis). Florida International University. Retrieved from http://digitalcommons.fiu.edu/etd/1006 ; 10.25148/etd.FI13120906 ; FI13120906

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):

Mandel, Peggy Lee. “The Relationship between the Use of Academic Text Talk and the Comprehension of Scientific Academic Language for Diverse Second Graders.” 2013. Thesis, Florida International University. Accessed August 18, 2019. http://digitalcommons.fiu.edu/etd/1006 ; 10.25148/etd.FI13120906 ; FI13120906.

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

MLA Handbook (7th Edition):

Mandel, Peggy Lee. “The Relationship between the Use of Academic Text Talk and the Comprehension of Scientific Academic Language for Diverse Second Graders.” 2013. Web. 18 Aug 2019.

Vancouver:

Mandel PL. The Relationship between the Use of Academic Text Talk and the Comprehension of Scientific Academic Language for Diverse Second Graders. [Internet] [Thesis]. Florida International University; 2013. [cited 2019 Aug 18]. Available from: http://digitalcommons.fiu.edu/etd/1006 ; 10.25148/etd.FI13120906 ; FI13120906.

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

Council of Science Editors:

Mandel PL. The Relationship between the Use of Academic Text Talk and the Comprehension of Scientific Academic Language for Diverse Second Graders. [Thesis]. Florida International University; 2013. Available from: http://digitalcommons.fiu.edu/etd/1006 ; 10.25148/etd.FI13120906 ; FI13120906

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

.