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You searched for subject:(science assessment). Showing records 61 – 90 of 804 total matches.

[1] [2] [3] [4] [5] … [27]

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Washington State University

61. [No author]. AUTOMATED FUNCTIONAL ASSESSMENT OF SMART HOME RESIDENTS .

Degree: 2015, Washington State University

 This dissertation proposes smart home-based intelligent techniques that perform automated assessment of a resident's well-being by monitoring their behavior inside the home. We hypothesize that… (more)

Subjects/Keywords: Computer science; Functional Assessment; Machine Learning; Smart Enviroments

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APA (6th Edition):

author], [. (2015). AUTOMATED FUNCTIONAL ASSESSMENT OF SMART HOME RESIDENTS . (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/5500

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):

author], [No. “AUTOMATED FUNCTIONAL ASSESSMENT OF SMART HOME RESIDENTS .” 2015. Thesis, Washington State University. Accessed August 18, 2019. http://hdl.handle.net/2376/5500.

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

MLA Handbook (7th Edition):

author], [No. “AUTOMATED FUNCTIONAL ASSESSMENT OF SMART HOME RESIDENTS .” 2015. Web. 18 Aug 2019.

Vancouver:

author] [. AUTOMATED FUNCTIONAL ASSESSMENT OF SMART HOME RESIDENTS . [Internet] [Thesis]. Washington State University; 2015. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/2376/5500.

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

Council of Science Editors:

author] [. AUTOMATED FUNCTIONAL ASSESSMENT OF SMART HOME RESIDENTS . [Thesis]. Washington State University; 2015. Available from: http://hdl.handle.net/2376/5500

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


Chapman University

62. Dorner, Meredith Anne. Academic Factors that Predict Community College Students’ Acceptance of Evolution.

Degree: PhD, Education, 2016, Chapman University

  There is great disagreement in the United States about with how evolution education should be dealt, as the acceptance of evolution is controversial among… (more)

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

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APA (6th Edition):

Dorner, M. A. (2016). Academic Factors that Predict Community College Students’ Acceptance of Evolution. (Doctoral Dissertation). Chapman University. Retrieved from https://digitalcommons.chapman.edu/ces_dissertations/10

Chicago Manual of Style (16th Edition):

Dorner, Meredith Anne. “Academic Factors that Predict Community College Students’ Acceptance of Evolution.” 2016. Doctoral Dissertation, Chapman University. Accessed August 18, 2019. https://digitalcommons.chapman.edu/ces_dissertations/10.

MLA Handbook (7th Edition):

Dorner, Meredith Anne. “Academic Factors that Predict Community College Students’ Acceptance of Evolution.” 2016. Web. 18 Aug 2019.

Vancouver:

Dorner MA. Academic Factors that Predict Community College Students’ Acceptance of Evolution. [Internet] [Doctoral dissertation]. Chapman University; 2016. [cited 2019 Aug 18]. Available from: https://digitalcommons.chapman.edu/ces_dissertations/10.

Council of Science Editors:

Dorner MA. Academic Factors that Predict Community College Students’ Acceptance of Evolution. [Doctoral Dissertation]. Chapman University; 2016. Available from: https://digitalcommons.chapman.edu/ces_dissertations/10

63. 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


University of Central Florida

64. Moore, Kenneth. Middle Grades Science in Florida: A Comparison of Student Achievement in Comprehensive and Subject-specific Science Courses 2013-2017.

Degree: 2018, University of Central Florida

 As with U.S. student achievement on national and international science assessments, Florida's 8th grade student achievement on the 2013–2017 8th grade Florida Comprehensive Assessment Test… (more)

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

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APA (6th Edition):

Moore, K. (2018). Middle Grades Science in Florida: A Comparison of Student Achievement in Comprehensive and Subject-specific Science Courses 2013-2017. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/6220

Chicago Manual of Style (16th Edition):

Moore, Kenneth. “Middle Grades Science in Florida: A Comparison of Student Achievement in Comprehensive and Subject-specific Science Courses 2013-2017.” 2018. Doctoral Dissertation, University of Central Florida. Accessed August 18, 2019. https://stars.library.ucf.edu/etd/6220.

MLA Handbook (7th Edition):

Moore, Kenneth. “Middle Grades Science in Florida: A Comparison of Student Achievement in Comprehensive and Subject-specific Science Courses 2013-2017.” 2018. Web. 18 Aug 2019.

Vancouver:

Moore K. Middle Grades Science in Florida: A Comparison of Student Achievement in Comprehensive and Subject-specific Science Courses 2013-2017. [Internet] [Doctoral dissertation]. University of Central Florida; 2018. [cited 2019 Aug 18]. Available from: https://stars.library.ucf.edu/etd/6220.

Council of Science Editors:

Moore K. Middle Grades Science in Florida: A Comparison of Student Achievement in Comprehensive and Subject-specific Science Courses 2013-2017. [Doctoral Dissertation]. University of Central Florida; 2018. Available from: https://stars.library.ucf.edu/etd/6220


University of Michigan

65. Le, Duc. Towards Automatic Speech-Language Assessment for Aphasia Rehabilitation.

Degree: PhD, Computer Science & Engineering, 2017, University of Michigan

 Speech-based technology has the potential to reinforce traditional aphasia therapy through the development of automatic speech-language assessment systems. Such systems can provide clinicians with supplementary… (more)

Subjects/Keywords: aphasia; speech recognition; speech-language assessment; Computer Science; Engineering

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APA (6th Edition):

Le, D. (2017). Towards Automatic Speech-Language Assessment for Aphasia Rehabilitation. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/140840

Chicago Manual of Style (16th Edition):

Le, Duc. “Towards Automatic Speech-Language Assessment for Aphasia Rehabilitation.” 2017. Doctoral Dissertation, University of Michigan. Accessed August 18, 2019. http://hdl.handle.net/2027.42/140840.

MLA Handbook (7th Edition):

Le, Duc. “Towards Automatic Speech-Language Assessment for Aphasia Rehabilitation.” 2017. Web. 18 Aug 2019.

Vancouver:

Le D. Towards Automatic Speech-Language Assessment for Aphasia Rehabilitation. [Internet] [Doctoral dissertation]. University of Michigan; 2017. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/2027.42/140840.

Council of Science Editors:

Le D. Towards Automatic Speech-Language Assessment for Aphasia Rehabilitation. [Doctoral Dissertation]. University of Michigan; 2017. Available from: http://hdl.handle.net/2027.42/140840

66. Song, Runsheng. Machine Learning for Addressing Data Deficiencies in Life Cycle Assessment.

Degree: 2019, University of California – eScholarship, University of California

 Life Cycle Assessment (LCA) is a tool that can be used to assess the impacts of chemicals over the entire life cycle. As the large… (more)

Subjects/Keywords: Environmental science; Toxicology; Life Cycle Assessment; Machine Learning; Neural Networks; QSAR

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APA (6th Edition):

Song, R. (2019). Machine Learning for Addressing Data Deficiencies in Life Cycle Assessment. (Thesis). University of California – eScholarship, University of California. Retrieved from http://www.escholarship.org/uc/item/2vc7t19w

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):

Song, Runsheng. “Machine Learning for Addressing Data Deficiencies in Life Cycle Assessment.” 2019. Thesis, University of California – eScholarship, University of California. Accessed August 18, 2019. http://www.escholarship.org/uc/item/2vc7t19w.

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

MLA Handbook (7th Edition):

Song, Runsheng. “Machine Learning for Addressing Data Deficiencies in Life Cycle Assessment.” 2019. Web. 18 Aug 2019.

Vancouver:

Song R. Machine Learning for Addressing Data Deficiencies in Life Cycle Assessment. [Internet] [Thesis]. University of California – eScholarship, University of California; 2019. [cited 2019 Aug 18]. Available from: http://www.escholarship.org/uc/item/2vc7t19w.

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

Council of Science Editors:

Song R. Machine Learning for Addressing Data Deficiencies in Life Cycle Assessment. [Thesis]. University of California – eScholarship, University of California; 2019. Available from: http://www.escholarship.org/uc/item/2vc7t19w

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


University of Maine

67. Millay, Laura. Teachers' Professional Knowledge and Formative Assessment Practices: An Empirical Study from Middle School Earth Science Instruction in the Context of an Educational Improved Community.

Degree: MS, Teaching, 2018, University of Maine

  While there is widespread agreement that effective formative assessment supports student learning in science, the knowledge teachers need in order assess learning remains sparsely… (more)

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

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APA (6th Edition):

Millay, L. (2018). Teachers' Professional Knowledge and Formative Assessment Practices: An Empirical Study from Middle School Earth Science Instruction in the Context of an Educational Improved Community. (Masters Thesis). University of Maine. Retrieved from https://digitalcommons.library.umaine.edu/etd/3011

Chicago Manual of Style (16th Edition):

Millay, Laura. “Teachers' Professional Knowledge and Formative Assessment Practices: An Empirical Study from Middle School Earth Science Instruction in the Context of an Educational Improved Community.” 2018. Masters Thesis, University of Maine. Accessed August 18, 2019. https://digitalcommons.library.umaine.edu/etd/3011.

MLA Handbook (7th Edition):

Millay, Laura. “Teachers' Professional Knowledge and Formative Assessment Practices: An Empirical Study from Middle School Earth Science Instruction in the Context of an Educational Improved Community.” 2018. Web. 18 Aug 2019.

Vancouver:

Millay L. Teachers' Professional Knowledge and Formative Assessment Practices: An Empirical Study from Middle School Earth Science Instruction in the Context of an Educational Improved Community. [Internet] [Masters thesis]. University of Maine; 2018. [cited 2019 Aug 18]. Available from: https://digitalcommons.library.umaine.edu/etd/3011.

Council of Science Editors:

Millay L. Teachers' Professional Knowledge and Formative Assessment Practices: An Empirical Study from Middle School Earth Science Instruction in the Context of an Educational Improved Community. [Masters Thesis]. University of Maine; 2018. Available from: https://digitalcommons.library.umaine.edu/etd/3011


University of Montana

68. Ahlers, Kaitlyn Page. CONSIDERING TRAUMA IN AUTISM SPECTRUM DISORDER DIAGNOSTIC EVALUATIONS IN CHILDREN: A QUALITATIVE INQUIRY.

Degree: PhD, 2019, University of Montana

  The pervasiveness of trauma exposure and potential effects on children’s development and both proximal and future health outcomes are well established in the research… (more)

Subjects/Keywords: assessment; autism spectrum disorder; diagnosis; implementation science; trauma

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APA (6th Edition):

Ahlers, K. P. (2019). CONSIDERING TRAUMA IN AUTISM SPECTRUM DISORDER DIAGNOSTIC EVALUATIONS IN CHILDREN: A QUALITATIVE INQUIRY. (Doctoral Dissertation). University of Montana. Retrieved from https://scholarworks.umt.edu/etd/11432

Chicago Manual of Style (16th Edition):

Ahlers, Kaitlyn Page. “CONSIDERING TRAUMA IN AUTISM SPECTRUM DISORDER DIAGNOSTIC EVALUATIONS IN CHILDREN: A QUALITATIVE INQUIRY.” 2019. Doctoral Dissertation, University of Montana. Accessed August 18, 2019. https://scholarworks.umt.edu/etd/11432.

MLA Handbook (7th Edition):

Ahlers, Kaitlyn Page. “CONSIDERING TRAUMA IN AUTISM SPECTRUM DISORDER DIAGNOSTIC EVALUATIONS IN CHILDREN: A QUALITATIVE INQUIRY.” 2019. Web. 18 Aug 2019.

Vancouver:

Ahlers KP. CONSIDERING TRAUMA IN AUTISM SPECTRUM DISORDER DIAGNOSTIC EVALUATIONS IN CHILDREN: A QUALITATIVE INQUIRY. [Internet] [Doctoral dissertation]. University of Montana; 2019. [cited 2019 Aug 18]. Available from: https://scholarworks.umt.edu/etd/11432.

Council of Science Editors:

Ahlers KP. CONSIDERING TRAUMA IN AUTISM SPECTRUM DISORDER DIAGNOSTIC EVALUATIONS IN CHILDREN: A QUALITATIVE INQUIRY. [Doctoral Dissertation]. University of Montana; 2019. Available from: https://scholarworks.umt.edu/etd/11432


Arizona State University

69. Yadav, Aman. GPGPU based implementation of BLIINDS-II NR-IQA.

Degree: Computer Science, 2016, Arizona State University

 The technological advances in the past few decades have made possible creation and consumption of digital visual content at an explosive rate. Consequently, there is… (more)

Subjects/Keywords: Computer science; Computer engineering; BLIINDS-II; CUDA; GPGPU; Image Quality Assessment

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APA (6th Edition):

Yadav, A. (2016). GPGPU based implementation of BLIINDS-II NR-IQA. (Masters Thesis). Arizona State University. Retrieved from http://repository.asu.edu/items/40358

Chicago Manual of Style (16th Edition):

Yadav, Aman. “GPGPU based implementation of BLIINDS-II NR-IQA.” 2016. Masters Thesis, Arizona State University. Accessed August 18, 2019. http://repository.asu.edu/items/40358.

MLA Handbook (7th Edition):

Yadav, Aman. “GPGPU based implementation of BLIINDS-II NR-IQA.” 2016. Web. 18 Aug 2019.

Vancouver:

Yadav A. GPGPU based implementation of BLIINDS-II NR-IQA. [Internet] [Masters thesis]. Arizona State University; 2016. [cited 2019 Aug 18]. Available from: http://repository.asu.edu/items/40358.

Council of Science Editors:

Yadav A. GPGPU based implementation of BLIINDS-II NR-IQA. [Masters Thesis]. Arizona State University; 2016. Available from: http://repository.asu.edu/items/40358


University of Colorado

70. Koh, Kyu Han. Computational Thinking Pattern Analysis: A Phenomenological Approach to Compute Computational Thinking.

Degree: PhD, Computer Science, 2014, University of Colorado

  Since the 1990s there have been multiple efforts to fix the broken pipeline at the K-12 level in computer science education, and most of… (more)

Subjects/Keywords: Assessment; Semantics; Computer Science Education; thinking patterns; Data analysis tool; Computer Sciences; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Koh, K. H. (2014). Computational Thinking Pattern Analysis: A Phenomenological Approach to Compute Computational Thinking. (Doctoral Dissertation). University of Colorado. Retrieved from http://scholar.colorado.edu/csci_gradetds/86

Chicago Manual of Style (16th Edition):

Koh, Kyu Han. “Computational Thinking Pattern Analysis: A Phenomenological Approach to Compute Computational Thinking.” 2014. Doctoral Dissertation, University of Colorado. Accessed August 18, 2019. http://scholar.colorado.edu/csci_gradetds/86.

MLA Handbook (7th Edition):

Koh, Kyu Han. “Computational Thinking Pattern Analysis: A Phenomenological Approach to Compute Computational Thinking.” 2014. Web. 18 Aug 2019.

Vancouver:

Koh KH. Computational Thinking Pattern Analysis: A Phenomenological Approach to Compute Computational Thinking. [Internet] [Doctoral dissertation]. University of Colorado; 2014. [cited 2019 Aug 18]. Available from: http://scholar.colorado.edu/csci_gradetds/86.

Council of Science Editors:

Koh KH. Computational Thinking Pattern Analysis: A Phenomenological Approach to Compute Computational Thinking. [Doctoral Dissertation]. University of Colorado; 2014. Available from: http://scholar.colorado.edu/csci_gradetds/86


Portland State University

71. Squire, Ursula A. BEE CAUSE: Is Legislative Action Protecting Bees from Neonicotinoids Justified?.

Degree: MS(M.S.) in Political Science, Political Science, 2016, Portland State University

  The potential harm caused to bees and other pollinators by the widespread use of neonicotinoids has the capacity to pose a real and immediate… (more)

Subjects/Keywords: Neonicotinoids  – Risk assessment; Ecological risk assessment; Honeybee  – Effect of pesticides on; Insect pollinators  – Effect of pesticides on; Political Science

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APA (6th Edition):

Squire, U. A. (2016). BEE CAUSE: Is Legislative Action Protecting Bees from Neonicotinoids Justified?. (Masters Thesis). Portland State University. Retrieved from http://pdxscholar.library.pdx.edu/open_access_etds/2988

Chicago Manual of Style (16th Edition):

Squire, Ursula A. “BEE CAUSE: Is Legislative Action Protecting Bees from Neonicotinoids Justified?.” 2016. Masters Thesis, Portland State University. Accessed August 18, 2019. http://pdxscholar.library.pdx.edu/open_access_etds/2988.

MLA Handbook (7th Edition):

Squire, Ursula A. “BEE CAUSE: Is Legislative Action Protecting Bees from Neonicotinoids Justified?.” 2016. Web. 18 Aug 2019.

Vancouver:

Squire UA. BEE CAUSE: Is Legislative Action Protecting Bees from Neonicotinoids Justified?. [Internet] [Masters thesis]. Portland State University; 2016. [cited 2019 Aug 18]. Available from: http://pdxscholar.library.pdx.edu/open_access_etds/2988.

Council of Science Editors:

Squire UA. BEE CAUSE: Is Legislative Action Protecting Bees from Neonicotinoids Justified?. [Masters Thesis]. Portland State University; 2016. Available from: http://pdxscholar.library.pdx.edu/open_access_etds/2988


Indiana University of Pennsylvania

72. 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

73. Chen, Daihong. An Assessment of Integrating Authentic Research in Undergraduate Science Curricula.

Degree: 2017, Seattle Pacific University

 The purpose of this study is to investigate the impact of integrating original research projects in undergraduate science curricula on student learning outcomes. Integrating original… (more)

Subjects/Keywords: Authentic scientific inquiry; Undergraduate research; Assessment.; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Science and Mathematics Education

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APA (6th Edition):

Chen, D. (2017). An Assessment of Integrating Authentic Research in Undergraduate Science Curricula. (Thesis). Seattle Pacific University. Retrieved from https://digitalcommons.spu.edu/soe_etd/17

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):

Chen, Daihong. “An Assessment of Integrating Authentic Research in Undergraduate Science Curricula.” 2017. Thesis, Seattle Pacific University. Accessed August 18, 2019. https://digitalcommons.spu.edu/soe_etd/17.

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

MLA Handbook (7th Edition):

Chen, Daihong. “An Assessment of Integrating Authentic Research in Undergraduate Science Curricula.” 2017. Web. 18 Aug 2019.

Vancouver:

Chen D. An Assessment of Integrating Authentic Research in Undergraduate Science Curricula. [Internet] [Thesis]. Seattle Pacific University; 2017. [cited 2019 Aug 18]. Available from: https://digitalcommons.spu.edu/soe_etd/17.

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

Council of Science Editors:

Chen D. An Assessment of Integrating Authentic Research in Undergraduate Science Curricula. [Thesis]. Seattle Pacific University; 2017. Available from: https://digitalcommons.spu.edu/soe_etd/17

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


University of Kentucky

74. Liu, Ruixue. DIFFERENTIAL ITEM FUNCTIONING AMONG ENGLISH LANGUAGE LEARNERS ON A LARGE-SCALE MATHEMATICS ASSESSMENT.

Degree: 2019, University of Kentucky

 English language learner (ELL) is a term to describe students who are still acquiring English proficiency. In recent decades, ELLs are a very rapidly growing… (more)

Subjects/Keywords: English Language Learners; Differential Item Functioning; PISA 2012; Mathematics Assessment; Educational Assessment, Evaluation, and Research; Science and Mathematics Education

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APA (6th Edition):

Liu, R. (2019). DIFFERENTIAL ITEM FUNCTIONING AMONG ENGLISH LANGUAGE LEARNERS ON A LARGE-SCALE MATHEMATICS ASSESSMENT. (Doctoral Dissertation). University of Kentucky. Retrieved from https://uknowledge.uky.edu/edsc_etds/50

Chicago Manual of Style (16th Edition):

Liu, Ruixue. “DIFFERENTIAL ITEM FUNCTIONING AMONG ENGLISH LANGUAGE LEARNERS ON A LARGE-SCALE MATHEMATICS ASSESSMENT.” 2019. Doctoral Dissertation, University of Kentucky. Accessed August 18, 2019. https://uknowledge.uky.edu/edsc_etds/50.

MLA Handbook (7th Edition):

Liu, Ruixue. “DIFFERENTIAL ITEM FUNCTIONING AMONG ENGLISH LANGUAGE LEARNERS ON A LARGE-SCALE MATHEMATICS ASSESSMENT.” 2019. Web. 18 Aug 2019.

Vancouver:

Liu R. DIFFERENTIAL ITEM FUNCTIONING AMONG ENGLISH LANGUAGE LEARNERS ON A LARGE-SCALE MATHEMATICS ASSESSMENT. [Internet] [Doctoral dissertation]. University of Kentucky; 2019. [cited 2019 Aug 18]. Available from: https://uknowledge.uky.edu/edsc_etds/50.

Council of Science Editors:

Liu R. DIFFERENTIAL ITEM FUNCTIONING AMONG ENGLISH LANGUAGE LEARNERS ON A LARGE-SCALE MATHEMATICS ASSESSMENT. [Doctoral Dissertation]. University of Kentucky; 2019. Available from: https://uknowledge.uky.edu/edsc_etds/50

75. 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

76. Miranda, David J. Music Blocks: Design and Preliminary Evaluation of Interactive Tangible Block Games with Audio and Visual Feedback for Cognitive Assessment and Training.

Degree: M. Eng., EMC - Mechanical Engineering, 2018, Case Western Reserve University School of Graduate Studies

 Tangible Geometric Games (TAG-Games) were developed initially for automated cognitive assessment using custom sensor-integrated blocks (SIG-Blocks). Building on this existing technology, Music Blocks focuses on… (more)

Subjects/Keywords: Cognitive Psychology; Music; Mechanical Engineering; Computer Science; tangible games; cognitive assessment; music games; block games; computerized cognitive assessment; audio-tangible games

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APA (6th Edition):

Miranda, D. J. (2018). Music Blocks: Design and Preliminary Evaluation of Interactive Tangible Block Games with Audio and Visual Feedback for Cognitive Assessment and Training. (Masters Thesis). Case Western Reserve University School of Graduate Studies. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=case1516970991068766

Chicago Manual of Style (16th Edition):

Miranda, David J. “Music Blocks: Design and Preliminary Evaluation of Interactive Tangible Block Games with Audio and Visual Feedback for Cognitive Assessment and Training.” 2018. Masters Thesis, Case Western Reserve University School of Graduate Studies. Accessed August 18, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=case1516970991068766.

MLA Handbook (7th Edition):

Miranda, David J. “Music Blocks: Design and Preliminary Evaluation of Interactive Tangible Block Games with Audio and Visual Feedback for Cognitive Assessment and Training.” 2018. Web. 18 Aug 2019.

Vancouver:

Miranda DJ. Music Blocks: Design and Preliminary Evaluation of Interactive Tangible Block Games with Audio and Visual Feedback for Cognitive Assessment and Training. [Internet] [Masters thesis]. Case Western Reserve University School of Graduate Studies; 2018. [cited 2019 Aug 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=case1516970991068766.

Council of Science Editors:

Miranda DJ. Music Blocks: Design and Preliminary Evaluation of Interactive Tangible Block Games with Audio and Visual Feedback for Cognitive Assessment and Training. [Masters Thesis]. Case Western Reserve University School of Graduate Studies; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=case1516970991068766


University of Colorado

77. Talbot III, Robert Merrill. Validity Issues in the Evaluation of a Measure of Science and Mathematics Teacher Knowledge.

Degree: PhD, Education, 2011, University of Colorado

  This study investigates the reliability and validity of an instrument designed to measure science and mathematics teachers' strategic knowledge. Strategic knowledge is conceptualized as… (more)

Subjects/Keywords: science and math teacher knowledge; science teacher education; score reliability; validity; Educational Assessment, Evaluation, and Research; Science and Mathematics Education

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APA (6th Edition):

Talbot III, R. M. (2011). Validity Issues in the Evaluation of a Measure of Science and Mathematics Teacher Knowledge. (Doctoral Dissertation). University of Colorado. Retrieved from http://scholar.colorado.edu/educ_gradetds/15

Chicago Manual of Style (16th Edition):

Talbot III, Robert Merrill. “Validity Issues in the Evaluation of a Measure of Science and Mathematics Teacher Knowledge.” 2011. Doctoral Dissertation, University of Colorado. Accessed August 18, 2019. http://scholar.colorado.edu/educ_gradetds/15.

MLA Handbook (7th Edition):

Talbot III, Robert Merrill. “Validity Issues in the Evaluation of a Measure of Science and Mathematics Teacher Knowledge.” 2011. Web. 18 Aug 2019.

Vancouver:

Talbot III RM. Validity Issues in the Evaluation of a Measure of Science and Mathematics Teacher Knowledge. [Internet] [Doctoral dissertation]. University of Colorado; 2011. [cited 2019 Aug 18]. Available from: http://scholar.colorado.edu/educ_gradetds/15.

Council of Science Editors:

Talbot III RM. Validity Issues in the Evaluation of a Measure of Science and Mathematics Teacher Knowledge. [Doctoral Dissertation]. University of Colorado; 2011. Available from: http://scholar.colorado.edu/educ_gradetds/15


University of Oregon

78. Potter, Melissa C., 1977-. Analyzing the technical quality of a rubric used to assess science fair projects.

Degree: 2009, University of Oregon

 Presenting science fair projects gave students an opportunity to complete a performance assessment that comprised a meaningful task focused on process and subject to standards-based… (more)

Subjects/Keywords: Rubric; Science; Validity; Technical quality; Science fair projects; Assessment; School administration; Secondary education; Science education; Education, Secondary

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APA (6th Edition):

Potter, Melissa C., 1. (2009). Analyzing the technical quality of a rubric used to assess science fair projects. (Thesis). University of Oregon. Retrieved from http://hdl.handle.net/1794/10239

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):

Potter, Melissa C., 1977-. “Analyzing the technical quality of a rubric used to assess science fair projects.” 2009. Thesis, University of Oregon. Accessed August 18, 2019. http://hdl.handle.net/1794/10239.

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

MLA Handbook (7th Edition):

Potter, Melissa C., 1977-. “Analyzing the technical quality of a rubric used to assess science fair projects.” 2009. Web. 18 Aug 2019.

Vancouver:

Potter, Melissa C. 1. Analyzing the technical quality of a rubric used to assess science fair projects. [Internet] [Thesis]. University of Oregon; 2009. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/1794/10239.

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

Council of Science Editors:

Potter, Melissa C. 1. Analyzing the technical quality of a rubric used to assess science fair projects. [Thesis]. University of Oregon; 2009. Available from: http://hdl.handle.net/1794/10239

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


University of Minnesota

79. Dubosarsky, Mia D. Science in the eyes of preschool children: findings from an innovative research tool.

Degree: PhD, Education, Curriculum and Instruction, 2011, University of Minnesota

 How do young children view science? Do these views reflect cultural stereotypes? When do these views develop? These fundamental questions in the field of science(more)

Subjects/Keywords: Computerized assessment; Concept of science; Instrument development; Preschool children; Science stereotypes; Science views; Education, Curriculum and Instruction

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APA (6th Edition):

Dubosarsky, M. D. (2011). Science in the eyes of preschool children: findings from an innovative research tool. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/116144

Chicago Manual of Style (16th Edition):

Dubosarsky, Mia D. “Science in the eyes of preschool children: findings from an innovative research tool.” 2011. Doctoral Dissertation, University of Minnesota. Accessed August 18, 2019. http://purl.umn.edu/116144.

MLA Handbook (7th Edition):

Dubosarsky, Mia D. “Science in the eyes of preschool children: findings from an innovative research tool.” 2011. Web. 18 Aug 2019.

Vancouver:

Dubosarsky MD. Science in the eyes of preschool children: findings from an innovative research tool. [Internet] [Doctoral dissertation]. University of Minnesota; 2011. [cited 2019 Aug 18]. Available from: http://purl.umn.edu/116144.

Council of Science Editors:

Dubosarsky MD. Science in the eyes of preschool children: findings from an innovative research tool. [Doctoral Dissertation]. University of Minnesota; 2011. Available from: http://purl.umn.edu/116144


Western Michigan University

80. Sahingoz, Selcuk. An Investigation of Turkish Middle School Science Teachers’ Pedagogical Orientations towards Direct and Inquiry Instructional Approaches.

Degree: PhD, Science Education, Mallinson Institute, 2017, Western Michigan University

  One of the most important goals of science education is preparing effective science teachers which includes the development of a science pedagogical orientation. Helping… (more)

Subjects/Keywords: Science education; inquiry-based learning; science teachers; teaching assessment; education; teaching methods; Science and Mathematics Education; Teacher Education and Professional Development

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APA (6th Edition):

Sahingoz, S. (2017). An Investigation of Turkish Middle School Science Teachers’ Pedagogical Orientations towards Direct and Inquiry Instructional Approaches. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/3127

Chicago Manual of Style (16th Edition):

Sahingoz, Selcuk. “An Investigation of Turkish Middle School Science Teachers’ Pedagogical Orientations towards Direct and Inquiry Instructional Approaches.” 2017. Doctoral Dissertation, Western Michigan University. Accessed August 18, 2019. https://scholarworks.wmich.edu/dissertations/3127.

MLA Handbook (7th Edition):

Sahingoz, Selcuk. “An Investigation of Turkish Middle School Science Teachers’ Pedagogical Orientations towards Direct and Inquiry Instructional Approaches.” 2017. Web. 18 Aug 2019.

Vancouver:

Sahingoz S. An Investigation of Turkish Middle School Science Teachers’ Pedagogical Orientations towards Direct and Inquiry Instructional Approaches. [Internet] [Doctoral dissertation]. Western Michigan University; 2017. [cited 2019 Aug 18]. Available from: https://scholarworks.wmich.edu/dissertations/3127.

Council of Science Editors:

Sahingoz S. An Investigation of Turkish Middle School Science Teachers’ Pedagogical Orientations towards Direct and Inquiry Instructional Approaches. [Doctoral Dissertation]. Western Michigan University; 2017. Available from: https://scholarworks.wmich.edu/dissertations/3127


University of Central Florida

81. Wallace, William. Formative Assessment: Benefit For All.

Degree: 2013, University of Central Florida

 This study investigated how formative assessment implemented in a fifth grade mathematics classroom with a student response system and a student self-evaluative tool affected student… (more)

Subjects/Keywords: Formative assessment; student self assessment; student response system; clickers; student self assessment tool; Education; Science and Mathematics Education; Dissertations, Academic  – Education, Education  – Dissertations, Academic

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APA (6th Edition):

Wallace, W. (2013). Formative Assessment: Benefit For All. (Masters Thesis). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/2702

Chicago Manual of Style (16th Edition):

Wallace, William. “Formative Assessment: Benefit For All.” 2013. Masters Thesis, University of Central Florida. Accessed August 18, 2019. https://stars.library.ucf.edu/etd/2702.

MLA Handbook (7th Edition):

Wallace, William. “Formative Assessment: Benefit For All.” 2013. Web. 18 Aug 2019.

Vancouver:

Wallace W. Formative Assessment: Benefit For All. [Internet] [Masters thesis]. University of Central Florida; 2013. [cited 2019 Aug 18]. Available from: https://stars.library.ucf.edu/etd/2702.

Council of Science Editors:

Wallace W. Formative Assessment: Benefit For All. [Masters Thesis]. University of Central Florida; 2013. Available from: https://stars.library.ucf.edu/etd/2702

82. Bentz, Amy Elizabeth. Using Case Method to Explicitly Teach Formative Assessment in Preservice Teacher Science Education.

Degree: PhD, Educational Leadership, Research and Technology, 2014, Western Michigan University

  The process of formative assessment improves student understanding; however, the topic of formative assessment in preservice education has been severely neglected. Since a major… (more)

Subjects/Keywords: Formative assessment; assessment for learning; case methodology; preservice teache; Educational Assessment, Evaluation, and Research; Science and Mathematics Education; Teacher Education and Professional Development

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APA (6th Edition):

Bentz, A. E. (2014). Using Case Method to Explicitly Teach Formative Assessment in Preservice Teacher Science Education. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/270

Chicago Manual of Style (16th Edition):

Bentz, Amy Elizabeth. “Using Case Method to Explicitly Teach Formative Assessment in Preservice Teacher Science Education.” 2014. Doctoral Dissertation, Western Michigan University. Accessed August 18, 2019. https://scholarworks.wmich.edu/dissertations/270.

MLA Handbook (7th Edition):

Bentz, Amy Elizabeth. “Using Case Method to Explicitly Teach Formative Assessment in Preservice Teacher Science Education.” 2014. Web. 18 Aug 2019.

Vancouver:

Bentz AE. Using Case Method to Explicitly Teach Formative Assessment in Preservice Teacher Science Education. [Internet] [Doctoral dissertation]. Western Michigan University; 2014. [cited 2019 Aug 18]. Available from: https://scholarworks.wmich.edu/dissertations/270.

Council of Science Editors:

Bentz AE. Using Case Method to Explicitly Teach Formative Assessment in Preservice Teacher Science Education. [Doctoral Dissertation]. Western Michigan University; 2014. Available from: https://scholarworks.wmich.edu/dissertations/270


University of Colorado

83. Kachchaf, Rachel Rae. Exploring problem solving strategies on multiple-choice science items: Comparing native Spanish-speaking English language learners and mainstream monolinguals.

Degree: PhD, Education, 2011, University of Colorado

  The purpose of this study was to compare how English language learners (ELLs) and monolingual English speakers solved multiple-choice items administered with and without… (more)

Subjects/Keywords: Accommodation; Assessment; English language learner; Multiple-choice item; Science; Second language; Educational Assessment, Evaluation, and Research; First and Second Language Acquisition; Science and Mathematics Education

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APA (6th Edition):

Kachchaf, R. R. (2011). Exploring problem solving strategies on multiple-choice science items: Comparing native Spanish-speaking English language learners and mainstream monolinguals. (Doctoral Dissertation). University of Colorado. Retrieved from http://scholar.colorado.edu/educ_gradetds/21

Chicago Manual of Style (16th Edition):

Kachchaf, Rachel Rae. “Exploring problem solving strategies on multiple-choice science items: Comparing native Spanish-speaking English language learners and mainstream monolinguals.” 2011. Doctoral Dissertation, University of Colorado. Accessed August 18, 2019. http://scholar.colorado.edu/educ_gradetds/21.

MLA Handbook (7th Edition):

Kachchaf, Rachel Rae. “Exploring problem solving strategies on multiple-choice science items: Comparing native Spanish-speaking English language learners and mainstream monolinguals.” 2011. Web. 18 Aug 2019.

Vancouver:

Kachchaf RR. Exploring problem solving strategies on multiple-choice science items: Comparing native Spanish-speaking English language learners and mainstream monolinguals. [Internet] [Doctoral dissertation]. University of Colorado; 2011. [cited 2019 Aug 18]. Available from: http://scholar.colorado.edu/educ_gradetds/21.

Council of Science Editors:

Kachchaf RR. Exploring problem solving strategies on multiple-choice science items: Comparing native Spanish-speaking English language learners and mainstream monolinguals. [Doctoral Dissertation]. University of Colorado; 2011. Available from: http://scholar.colorado.edu/educ_gradetds/21


University of Colorado

84. Wang, Chao. The Use of Illustrations in Large-Scale Science Assessment: A Comparative Study.

Degree: PhD, Education, 2012, University of Colorado

  This dissertation addresses the complexity of test illustrations design across cultures. More specifically, it examines how the characteristics of illustrations used in science test… (more)

Subjects/Keywords: Cultural differences; Illustration complexity; Large-scale science assessment; Student performance; Test illustrations; Educational Assessment, Evaluation, and Research; Educational Methods; International and Comparative Education; Science and Mathematics Education

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APA (6th Edition):

Wang, C. (2012). The Use of Illustrations in Large-Scale Science Assessment: A Comparative Study. (Doctoral Dissertation). University of Colorado. Retrieved from http://scholar.colorado.edu/educ_gradetds/26

Chicago Manual of Style (16th Edition):

Wang, Chao. “The Use of Illustrations in Large-Scale Science Assessment: A Comparative Study.” 2012. Doctoral Dissertation, University of Colorado. Accessed August 18, 2019. http://scholar.colorado.edu/educ_gradetds/26.

MLA Handbook (7th Edition):

Wang, Chao. “The Use of Illustrations in Large-Scale Science Assessment: A Comparative Study.” 2012. Web. 18 Aug 2019.

Vancouver:

Wang C. The Use of Illustrations in Large-Scale Science Assessment: A Comparative Study. [Internet] [Doctoral dissertation]. University of Colorado; 2012. [cited 2019 Aug 18]. Available from: http://scholar.colorado.edu/educ_gradetds/26.

Council of Science Editors:

Wang C. The Use of Illustrations in Large-Scale Science Assessment: A Comparative Study. [Doctoral Dissertation]. University of Colorado; 2012. Available from: http://scholar.colorado.edu/educ_gradetds/26

85. Menon, Preetha Krishnan. Multimodal Tasks to Support Science Learning in Linguistically Diverse Classrooms: Three Complementary Perspectives.

Degree: Education, 2015, University of California – Santa Cruz

 English Language Learners (ELLs) is the fastest growing segment of the public school population. Today’s schools face unprecedented challenges in preparing ELLs as they lack… (more)

Subjects/Keywords: Education; Science education; English as a second language; assessment for learning; formative assessment; linguistic diversity; multimodality; NGSS and assessments; science and language rubric

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APA (6th Edition):

Menon, P. K. (2015). Multimodal Tasks to Support Science Learning in Linguistically Diverse Classrooms: Three Complementary Perspectives. (Thesis). University of California – Santa Cruz. Retrieved from http://www.escholarship.org/uc/item/7mt6d3fr

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):

Menon, Preetha Krishnan. “Multimodal Tasks to Support Science Learning in Linguistically Diverse Classrooms: Three Complementary Perspectives.” 2015. Thesis, University of California – Santa Cruz. Accessed August 18, 2019. http://www.escholarship.org/uc/item/7mt6d3fr.

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

MLA Handbook (7th Edition):

Menon, Preetha Krishnan. “Multimodal Tasks to Support Science Learning in Linguistically Diverse Classrooms: Three Complementary Perspectives.” 2015. Web. 18 Aug 2019.

Vancouver:

Menon PK. Multimodal Tasks to Support Science Learning in Linguistically Diverse Classrooms: Three Complementary Perspectives. [Internet] [Thesis]. University of California – Santa Cruz; 2015. [cited 2019 Aug 18]. Available from: http://www.escholarship.org/uc/item/7mt6d3fr.

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

Council of Science Editors:

Menon PK. Multimodal Tasks to Support Science Learning in Linguistically Diverse Classrooms: Three Complementary Perspectives. [Thesis]. University of California – Santa Cruz; 2015. Available from: http://www.escholarship.org/uc/item/7mt6d3fr

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


University of Central Florida

86. Anderson, Clinton W. Probing Space: Formative Assessment In A Middle School Inquiry-based Science Classroom.

Degree: 2012, University of Central Florida

 This action research thesis was performed to explore the research questions: How did the use of formative assessment affect student performance data in understanding the… (more)

Subjects/Keywords: Formative assessment; inquiry science; self assessment; discourse; student performance; middle school; Education; Science and Mathematics Education; Dissertations, Academic  – Education, Education  – Dissertations, Academic

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APA (6th Edition):

Anderson, C. W. (2012). Probing Space: Formative Assessment In A Middle School Inquiry-based Science Classroom. (Masters Thesis). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/2308

Chicago Manual of Style (16th Edition):

Anderson, Clinton W. “Probing Space: Formative Assessment In A Middle School Inquiry-based Science Classroom.” 2012. Masters Thesis, University of Central Florida. Accessed August 18, 2019. https://stars.library.ucf.edu/etd/2308.

MLA Handbook (7th Edition):

Anderson, Clinton W. “Probing Space: Formative Assessment In A Middle School Inquiry-based Science Classroom.” 2012. Web. 18 Aug 2019.

Vancouver:

Anderson CW. Probing Space: Formative Assessment In A Middle School Inquiry-based Science Classroom. [Internet] [Masters thesis]. University of Central Florida; 2012. [cited 2019 Aug 18]. Available from: https://stars.library.ucf.edu/etd/2308.

Council of Science Editors:

Anderson CW. Probing Space: Formative Assessment In A Middle School Inquiry-based Science Classroom. [Masters Thesis]. University of Central Florida; 2012. Available from: https://stars.library.ucf.edu/etd/2308


University of KwaZulu-Natal

87. Naicker, Deshni. The use of microphytobenthos (benthic microalgae) as an environmental indicator of past and present environmental conditions : a comparative study of Mnweni Catchment and the St. Lucia Estuary.

Degree: MA, Environmental science, 2006, University of KwaZulu-Natal

 Diatoms are a large and diverse group of algae which are distributed throughout the world in all types of aquatic systems and are one of… (more)

Subjects/Keywords: Environmental science.; Water quality biological assessment – KwaZulu-Natal.; Environmental indicators – KwaZulu-Natal.; Diatoms – KwaZulu-Natal.

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APA (6th Edition):

Naicker, D. (2006). The use of microphytobenthos (benthic microalgae) as an environmental indicator of past and present environmental conditions : a comparative study of Mnweni Catchment and the St. Lucia Estuary. (Masters Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/2223

Chicago Manual of Style (16th Edition):

Naicker, Deshni. “The use of microphytobenthos (benthic microalgae) as an environmental indicator of past and present environmental conditions : a comparative study of Mnweni Catchment and the St. Lucia Estuary.” 2006. Masters Thesis, University of KwaZulu-Natal. Accessed August 18, 2019. http://hdl.handle.net/10413/2223.

MLA Handbook (7th Edition):

Naicker, Deshni. “The use of microphytobenthos (benthic microalgae) as an environmental indicator of past and present environmental conditions : a comparative study of Mnweni Catchment and the St. Lucia Estuary.” 2006. Web. 18 Aug 2019.

Vancouver:

Naicker D. The use of microphytobenthos (benthic microalgae) as an environmental indicator of past and present environmental conditions : a comparative study of Mnweni Catchment and the St. Lucia Estuary. [Internet] [Masters thesis]. University of KwaZulu-Natal; 2006. [cited 2019 Aug 18]. Available from: http://hdl.handle.net/10413/2223.

Council of Science Editors:

Naicker D. The use of microphytobenthos (benthic microalgae) as an environmental indicator of past and present environmental conditions : a comparative study of Mnweni Catchment and the St. Lucia Estuary. [Masters Thesis]. University of KwaZulu-Natal; 2006. Available from: http://hdl.handle.net/10413/2223


Liberty University

88. Schlabra, Michael R. The Effectiveness of Mathematics and Science Partnership (MSP) Grants on Student Achievement.

Degree: 2009, Liberty University

 The purpose of this study was to examine whether a Title II Mathematics and Partnership grant positively affected student achievement levels for 3rd grade students… (more)

Subjects/Keywords: Assessment; Integration; Mathematics; Profesional Learning; Science; Title II D; Education, Curriculum and Instruction

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APA (6th Edition):

Schlabra, M. R. (2009). The Effectiveness of Mathematics and Science Partnership (MSP) Grants on Student Achievement. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/255

Chicago Manual of Style (16th Edition):

Schlabra, Michael R. “The Effectiveness of Mathematics and Science Partnership (MSP) Grants on Student Achievement.” 2009. Doctoral Dissertation, Liberty University. Accessed August 18, 2019. http://digitalcommons.liberty.edu/doctoral/255.

MLA Handbook (7th Edition):

Schlabra, Michael R. “The Effectiveness of Mathematics and Science Partnership (MSP) Grants on Student Achievement.” 2009. Web. 18 Aug 2019.

Vancouver:

Schlabra MR. The Effectiveness of Mathematics and Science Partnership (MSP) Grants on Student Achievement. [Internet] [Doctoral dissertation]. Liberty University; 2009. [cited 2019 Aug 18]. Available from: http://digitalcommons.liberty.edu/doctoral/255.

Council of Science Editors:

Schlabra MR. The Effectiveness of Mathematics and Science Partnership (MSP) Grants on Student Achievement. [Doctoral Dissertation]. Liberty University; 2009. Available from: http://digitalcommons.liberty.edu/doctoral/255


The Ohio State University

89. Moore, Margaret D. The classification of real estate for ad valorem tax purposes : an ancient problem newly considered.

Degree: PhD, Graduate School, 1986, The Ohio State University

Subjects/Keywords: Political Science; Property tax; Tax assessment

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APA (6th Edition):

Moore, M. D. (1986). The classification of real estate for ad valorem tax purposes : an ancient problem newly considered. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1487267546980676

Chicago Manual of Style (16th Edition):

Moore, Margaret D. “The classification of real estate for ad valorem tax purposes : an ancient problem newly considered.” 1986. Doctoral Dissertation, The Ohio State University. Accessed August 18, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487267546980676.

MLA Handbook (7th Edition):

Moore, Margaret D. “The classification of real estate for ad valorem tax purposes : an ancient problem newly considered.” 1986. Web. 18 Aug 2019.

Vancouver:

Moore MD. The classification of real estate for ad valorem tax purposes : an ancient problem newly considered. [Internet] [Doctoral dissertation]. The Ohio State University; 1986. [cited 2019 Aug 18]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1487267546980676.

Council of Science Editors:

Moore MD. The classification of real estate for ad valorem tax purposes : an ancient problem newly considered. [Doctoral Dissertation]. The Ohio State University; 1986. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1487267546980676


University of Kentucky

90. LeVaughn, Justin M. WHAT’S IN A GENE: UNDERGRADUATES’ IDEAS AND MISCONCEPTIONS ABOUT GENE FUNCTION.

Degree: 2016, University of Kentucky

 The purpose of this study was to field test a two-tiered instrument including multiple-choice and short answer tasks to assess college students’ ideas and level… (more)

Subjects/Keywords: misconceptions; two-tiered assessment; gene expression; undergraduate education; conceptual change; Genetics; Science and Mathematics Education

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

APA (6th Edition):

LeVaughn, J. M. (2016). WHAT’S IN A GENE: UNDERGRADUATES’ IDEAS AND MISCONCEPTIONS ABOUT GENE FUNCTION. (Masters Thesis). University of Kentucky. Retrieved from http://uknowledge.uky.edu/stem_etds/6

Chicago Manual of Style (16th Edition):

LeVaughn, Justin M. “WHAT’S IN A GENE: UNDERGRADUATES’ IDEAS AND MISCONCEPTIONS ABOUT GENE FUNCTION.” 2016. Masters Thesis, University of Kentucky. Accessed August 18, 2019. http://uknowledge.uky.edu/stem_etds/6.

MLA Handbook (7th Edition):

LeVaughn, Justin M. “WHAT’S IN A GENE: UNDERGRADUATES’ IDEAS AND MISCONCEPTIONS ABOUT GENE FUNCTION.” 2016. Web. 18 Aug 2019.

Vancouver:

LeVaughn JM. WHAT’S IN A GENE: UNDERGRADUATES’ IDEAS AND MISCONCEPTIONS ABOUT GENE FUNCTION. [Internet] [Masters thesis]. University of Kentucky; 2016. [cited 2019 Aug 18]. Available from: http://uknowledge.uky.edu/stem_etds/6.

Council of Science Editors:

LeVaughn JM. WHAT’S IN A GENE: UNDERGRADUATES’ IDEAS AND MISCONCEPTIONS ABOUT GENE FUNCTION. [Masters Thesis]. University of Kentucky; 2016. Available from: http://uknowledge.uky.edu/stem_etds/6

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