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You searched for subject:(urban middle school teachers). Showing records 1 – 30 of 99286 total matches.

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University of Georgia

1. Lawrence, Molly Noelle. Preservice teachers' negotiation of middle school science teaching identity.

Degree: PhD, Science Education, 2007, University of Georgia

 Learning to teach is a complex endeavor that scholars have begun to explore in new ways. These approaches diverge from investigations exploring the connection between… (more)

Subjects/Keywords: Middle school teachers

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APA (6th Edition):

Lawrence, M. N. (2007). Preservice teachers' negotiation of middle school science teaching identity. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/lawrence_molly_n_200708_phd

Chicago Manual of Style (16th Edition):

Lawrence, Molly Noelle. “Preservice teachers' negotiation of middle school science teaching identity.” 2007. Doctoral Dissertation, University of Georgia. Accessed July 10, 2020. http://purl.galileo.usg.edu/uga_etd/lawrence_molly_n_200708_phd.

MLA Handbook (7th Edition):

Lawrence, Molly Noelle. “Preservice teachers' negotiation of middle school science teaching identity.” 2007. Web. 10 Jul 2020.

Vancouver:

Lawrence MN. Preservice teachers' negotiation of middle school science teaching identity. [Internet] [Doctoral dissertation]. University of Georgia; 2007. [cited 2020 Jul 10]. Available from: http://purl.galileo.usg.edu/uga_etd/lawrence_molly_n_200708_phd.

Council of Science Editors:

Lawrence MN. Preservice teachers' negotiation of middle school science teaching identity. [Doctoral Dissertation]. University of Georgia; 2007. Available from: http://purl.galileo.usg.edu/uga_etd/lawrence_molly_n_200708_phd


Liberty University

2. Gerics, Joseph George. A Qualitative Study on Urban Middle School Teachers' Perspective of Social and Emotional Learning as Formed through Personal and Occupational Experience.

Degree: 2019, Liberty University

 The purpose of this transcendental phenomenological study is to describe the lived experience of social-emotional learning both personal and professional for twelve urban middle school(more)

Subjects/Keywords: Social-emotional Learning; Middle School Teachers; Urban; Education; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Gerics, J. G. (2019). A Qualitative Study on Urban Middle School Teachers' Perspective of Social and Emotional Learning as Formed through Personal and Occupational Experience. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/2252

Chicago Manual of Style (16th Edition):

Gerics, Joseph George. “A Qualitative Study on Urban Middle School Teachers' Perspective of Social and Emotional Learning as Formed through Personal and Occupational Experience.” 2019. Doctoral Dissertation, Liberty University. Accessed July 10, 2020. https://digitalcommons.liberty.edu/doctoral/2252.

MLA Handbook (7th Edition):

Gerics, Joseph George. “A Qualitative Study on Urban Middle School Teachers' Perspective of Social and Emotional Learning as Formed through Personal and Occupational Experience.” 2019. Web. 10 Jul 2020.

Vancouver:

Gerics JG. A Qualitative Study on Urban Middle School Teachers' Perspective of Social and Emotional Learning as Formed through Personal and Occupational Experience. [Internet] [Doctoral dissertation]. Liberty University; 2019. [cited 2020 Jul 10]. Available from: https://digitalcommons.liberty.edu/doctoral/2252.

Council of Science Editors:

Gerics JG. A Qualitative Study on Urban Middle School Teachers' Perspective of Social and Emotional Learning as Formed through Personal and Occupational Experience. [Doctoral Dissertation]. Liberty University; 2019. Available from: https://digitalcommons.liberty.edu/doctoral/2252


Oregon State University

3. Bamford, Barbara JoAnne Dehm. Instructional coaching and disciplinary literacy : an examination of the engagement of secondary content-area teachers in professional development.

Degree: PhD, Education, 2011, Oregon State University

 The purpose of this qualitative study was to examine the factors that contributed to the engagement of middle and high school teachers in professional learning… (more)

Subjects/Keywords: Disciplinary Literacy; Middle school teachers  – Training of

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APA (6th Edition):

Bamford, B. J. D. (2011). Instructional coaching and disciplinary literacy : an examination of the engagement of secondary content-area teachers in professional development. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/21424

Chicago Manual of Style (16th Edition):

Bamford, Barbara JoAnne Dehm. “Instructional coaching and disciplinary literacy : an examination of the engagement of secondary content-area teachers in professional development.” 2011. Doctoral Dissertation, Oregon State University. Accessed July 10, 2020. http://hdl.handle.net/1957/21424.

MLA Handbook (7th Edition):

Bamford, Barbara JoAnne Dehm. “Instructional coaching and disciplinary literacy : an examination of the engagement of secondary content-area teachers in professional development.” 2011. Web. 10 Jul 2020.

Vancouver:

Bamford BJD. Instructional coaching and disciplinary literacy : an examination of the engagement of secondary content-area teachers in professional development. [Internet] [Doctoral dissertation]. Oregon State University; 2011. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/1957/21424.

Council of Science Editors:

Bamford BJD. Instructional coaching and disciplinary literacy : an examination of the engagement of secondary content-area teachers in professional development. [Doctoral Dissertation]. Oregon State University; 2011. Available from: http://hdl.handle.net/1957/21424

4. Ruber, Jessica. The Impact of Middle School Teachers' Personal Reading Habits on Their Literacy Instruction .

Degree: 2019, SUNY College at Fredonia

 All educators, regardless of subject or grade level taught, are expected to incorporate literacy best practices into their classroom (Huang, 2017). They are also expected… (more)

Subjects/Keywords: Middle school teachers; Literacy.; Reading for interest

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APA (6th Edition):

Ruber, J. (2019). The Impact of Middle School Teachers' Personal Reading Habits on Their Literacy Instruction . (Masters Thesis). SUNY College at Fredonia. Retrieved from https://dspace.sunyconnect.suny.edu/handle/1951/71139

Chicago Manual of Style (16th Edition):

Ruber, Jessica. “The Impact of Middle School Teachers' Personal Reading Habits on Their Literacy Instruction .” 2019. Masters Thesis, SUNY College at Fredonia. Accessed July 10, 2020. https://dspace.sunyconnect.suny.edu/handle/1951/71139.

MLA Handbook (7th Edition):

Ruber, Jessica. “The Impact of Middle School Teachers' Personal Reading Habits on Their Literacy Instruction .” 2019. Web. 10 Jul 2020.

Vancouver:

Ruber J. The Impact of Middle School Teachers' Personal Reading Habits on Their Literacy Instruction . [Internet] [Masters thesis]. SUNY College at Fredonia; 2019. [cited 2020 Jul 10]. Available from: https://dspace.sunyconnect.suny.edu/handle/1951/71139.

Council of Science Editors:

Ruber J. The Impact of Middle School Teachers' Personal Reading Habits on Their Literacy Instruction . [Masters Thesis]. SUNY College at Fredonia; 2019. Available from: https://dspace.sunyconnect.suny.edu/handle/1951/71139


Florida Atlantic University

5. Lewis, Rebecca K. PERCEPTIONS, PRACTICES, AND POLICIES: MIDDLE AND HIGH SCHOOL TEACHERS AND TRANSGENDER STUDENTS.

Degree: 2019, Florida Atlantic University

The purpose of this explanatory mixed methods study was to understand the impact of a large school district’s professional development, Transgender Student Guidelines and Procedures,… (more)

Subjects/Keywords: Transgender students; High school teachers; Middle school teachers; Heteronormativity; Professional development

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APA (6th Edition):

Lewis, R. K. (2019). PERCEPTIONS, PRACTICES, AND POLICIES: MIDDLE AND HIGH SCHOOL TEACHERS AND TRANSGENDER STUDENTS. (Thesis). Florida Atlantic University. Retrieved from http://fau.digital.flvc.org/islandora/object/fau:42186

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):

Lewis, Rebecca K. “PERCEPTIONS, PRACTICES, AND POLICIES: MIDDLE AND HIGH SCHOOL TEACHERS AND TRANSGENDER STUDENTS.” 2019. Thesis, Florida Atlantic University. Accessed July 10, 2020. http://fau.digital.flvc.org/islandora/object/fau:42186.

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

MLA Handbook (7th Edition):

Lewis, Rebecca K. “PERCEPTIONS, PRACTICES, AND POLICIES: MIDDLE AND HIGH SCHOOL TEACHERS AND TRANSGENDER STUDENTS.” 2019. Web. 10 Jul 2020.

Vancouver:

Lewis RK. PERCEPTIONS, PRACTICES, AND POLICIES: MIDDLE AND HIGH SCHOOL TEACHERS AND TRANSGENDER STUDENTS. [Internet] [Thesis]. Florida Atlantic University; 2019. [cited 2020 Jul 10]. Available from: http://fau.digital.flvc.org/islandora/object/fau:42186.

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

Council of Science Editors:

Lewis RK. PERCEPTIONS, PRACTICES, AND POLICIES: MIDDLE AND HIGH SCHOOL TEACHERS AND TRANSGENDER STUDENTS. [Thesis]. Florida Atlantic University; 2019. Available from: http://fau.digital.flvc.org/islandora/object/fau:42186

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


Michigan State University

6. Roller, Sarah Ann. Learning about teaching from mentor-intern conversations : does the form and focus matter?.

Degree: 2015, Michigan State University

Thesis Ph. D. Michigan State University. Curriculum, Teaching, and Educational Policy 2015

Prospective teachers (PSTs) have consistently identified clinical field experiences (e.g., student teaching) to… (more)

Subjects/Keywords: Mentoring in education – Middle West; Teachers – Training of – Middle West; Student teachers – Middle West; High school teachers – Middle West; Teacher education

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APA (6th Edition):

Roller, S. A. (2015). Learning about teaching from mentor-intern conversations : does the form and focus matter?. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:3567

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):

Roller, Sarah Ann. “Learning about teaching from mentor-intern conversations : does the form and focus matter?.” 2015. Thesis, Michigan State University. Accessed July 10, 2020. http://etd.lib.msu.edu/islandora/object/etd:3567.

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

MLA Handbook (7th Edition):

Roller, Sarah Ann. “Learning about teaching from mentor-intern conversations : does the form and focus matter?.” 2015. Web. 10 Jul 2020.

Vancouver:

Roller SA. Learning about teaching from mentor-intern conversations : does the form and focus matter?. [Internet] [Thesis]. Michigan State University; 2015. [cited 2020 Jul 10]. Available from: http://etd.lib.msu.edu/islandora/object/etd:3567.

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

Council of Science Editors:

Roller SA. Learning about teaching from mentor-intern conversations : does the form and focus matter?. [Thesis]. Michigan State University; 2015. Available from: http://etd.lib.msu.edu/islandora/object/etd:3567

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


Montana State University

7. Hokkanen, Susanne Lorraine. Improving student achievement, interest and confidence in science through the implementation of the 5E learning cycle in the middle grades of an urban school.

Degree: Graduate School, 2011, Montana State University

 The purpose of this investigation was to ascertain if the implementation of the 5E learning cycle model in lesson planning and lesson presentation could improve… (more)

Subjects/Keywords: Academic achievement.; Urban schools.; Middle school education.

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APA (6th Edition):

Hokkanen, S. L. (2011). Improving student achievement, interest and confidence in science through the implementation of the 5E learning cycle in the middle grades of an urban school. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1487

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):

Hokkanen, Susanne Lorraine. “Improving student achievement, interest and confidence in science through the implementation of the 5E learning cycle in the middle grades of an urban school.” 2011. Thesis, Montana State University. Accessed July 10, 2020. https://scholarworks.montana.edu/xmlui/handle/1/1487.

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

MLA Handbook (7th Edition):

Hokkanen, Susanne Lorraine. “Improving student achievement, interest and confidence in science through the implementation of the 5E learning cycle in the middle grades of an urban school.” 2011. Web. 10 Jul 2020.

Vancouver:

Hokkanen SL. Improving student achievement, interest and confidence in science through the implementation of the 5E learning cycle in the middle grades of an urban school. [Internet] [Thesis]. Montana State University; 2011. [cited 2020 Jul 10]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1487.

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

Council of Science Editors:

Hokkanen SL. Improving student achievement, interest and confidence in science through the implementation of the 5E learning cycle in the middle grades of an urban school. [Thesis]. Montana State University; 2011. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1487

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


Vanderbilt University

8. Whitaker, Manya Catrice. School Influences on Parents' Role Beliefs.

Degree: PhD, Psychology, 2011, Vanderbilt University

 Parent involvement in education is associated with positive student outcomes; however, little is known about how parents construct their ideas about their responsibilities in their… (more)

Subjects/Keywords: urban; title I; middle school; parent involvement

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APA (6th Edition):

Whitaker, M. C. (2011). School Influences on Parents' Role Beliefs. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://etd.library.vanderbilt.edu//available/etd-03212011-135659/ ;

Chicago Manual of Style (16th Edition):

Whitaker, Manya Catrice. “School Influences on Parents' Role Beliefs.” 2011. Doctoral Dissertation, Vanderbilt University. Accessed July 10, 2020. http://etd.library.vanderbilt.edu//available/etd-03212011-135659/ ;.

MLA Handbook (7th Edition):

Whitaker, Manya Catrice. “School Influences on Parents' Role Beliefs.” 2011. Web. 10 Jul 2020.

Vancouver:

Whitaker MC. School Influences on Parents' Role Beliefs. [Internet] [Doctoral dissertation]. Vanderbilt University; 2011. [cited 2020 Jul 10]. Available from: http://etd.library.vanderbilt.edu//available/etd-03212011-135659/ ;.

Council of Science Editors:

Whitaker MC. School Influences on Parents' Role Beliefs. [Doctoral Dissertation]. Vanderbilt University; 2011. Available from: http://etd.library.vanderbilt.edu//available/etd-03212011-135659/ ;


University of Texas – Austin

9. Lusk, Brian Christopher. Single-gender female urban middle schools : teachers' perceptions of factors for successful implementation.

Degree: EdD, Educational Leadership and Policy, 2018, University of Texas – Austin

 The aim of this study was to examine teachers’ perceptions of the factors for successful implementation of a single-gender female, urban middle school. The literature… (more)

Subjects/Keywords: Single gender; Urban; Female; Middle school

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APA (6th Edition):

Lusk, B. C. (2018). Single-gender female urban middle schools : teachers' perceptions of factors for successful implementation. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://dx.doi.org/10.26153/tsw/1312

Chicago Manual of Style (16th Edition):

Lusk, Brian Christopher. “Single-gender female urban middle schools : teachers' perceptions of factors for successful implementation.” 2018. Doctoral Dissertation, University of Texas – Austin. Accessed July 10, 2020. http://dx.doi.org/10.26153/tsw/1312.

MLA Handbook (7th Edition):

Lusk, Brian Christopher. “Single-gender female urban middle schools : teachers' perceptions of factors for successful implementation.” 2018. Web. 10 Jul 2020.

Vancouver:

Lusk BC. Single-gender female urban middle schools : teachers' perceptions of factors for successful implementation. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2018. [cited 2020 Jul 10]. Available from: http://dx.doi.org/10.26153/tsw/1312.

Council of Science Editors:

Lusk BC. Single-gender female urban middle schools : teachers' perceptions of factors for successful implementation. [Doctoral Dissertation]. University of Texas – Austin; 2018. Available from: http://dx.doi.org/10.26153/tsw/1312


Western Michigan University

10. Cunigan-Wells, Martha. How Do Middle School Core Content Area Teachers in a Title 1 School Use Cooperative Learning in the Context of High Accountability for Student Proficiency: A Multiple Case Study.

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

  This action research case study describes how content area teachers in a middle school with low reading achievement levels utilize cooperative learning and curriculum… (more)

Subjects/Keywords: Cooperative learning; urban education; middle school instruction; critical thinking; teacher implementation of cooperative learning strategies; middle school core content teachers; Curriculum and Instruction; Educational Methods; Junior High, Intermediate, Middle School Education and Teaching

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APA (6th Edition):

Cunigan-Wells, M. (2014). How Do Middle School Core Content Area Teachers in a Title 1 School Use Cooperative Learning in the Context of High Accountability for Student Proficiency: A Multiple Case Study. (Doctoral Dissertation). Western Michigan University. Retrieved from https://scholarworks.wmich.edu/dissertations/372

Chicago Manual of Style (16th Edition):

Cunigan-Wells, Martha. “How Do Middle School Core Content Area Teachers in a Title 1 School Use Cooperative Learning in the Context of High Accountability for Student Proficiency: A Multiple Case Study.” 2014. Doctoral Dissertation, Western Michigan University. Accessed July 10, 2020. https://scholarworks.wmich.edu/dissertations/372.

MLA Handbook (7th Edition):

Cunigan-Wells, Martha. “How Do Middle School Core Content Area Teachers in a Title 1 School Use Cooperative Learning in the Context of High Accountability for Student Proficiency: A Multiple Case Study.” 2014. Web. 10 Jul 2020.

Vancouver:

Cunigan-Wells M. How Do Middle School Core Content Area Teachers in a Title 1 School Use Cooperative Learning in the Context of High Accountability for Student Proficiency: A Multiple Case Study. [Internet] [Doctoral dissertation]. Western Michigan University; 2014. [cited 2020 Jul 10]. Available from: https://scholarworks.wmich.edu/dissertations/372.

Council of Science Editors:

Cunigan-Wells M. How Do Middle School Core Content Area Teachers in a Title 1 School Use Cooperative Learning in the Context of High Accountability for Student Proficiency: A Multiple Case Study. [Doctoral Dissertation]. Western Michigan University; 2014. Available from: https://scholarworks.wmich.edu/dissertations/372


Michigan State University

11. Koshimura, Magane. Competing perceptions and interests of school system actors regarding student mobility.

Degree: PhD, 2003, Michigan State University

Subjects/Keywords: Student mobility – Middle West – Case studies; Urban schools – Middle West – Case studies; School administrators – Middle West – Attitudes; Teachers – Middle West – Attitudes

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APA (6th Edition):

Koshimura, M. (2003). Competing perceptions and interests of school system actors regarding student mobility. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:32224

Chicago Manual of Style (16th Edition):

Koshimura, Magane. “Competing perceptions and interests of school system actors regarding student mobility.” 2003. Doctoral Dissertation, Michigan State University. Accessed July 10, 2020. http://etd.lib.msu.edu/islandora/object/etd:32224.

MLA Handbook (7th Edition):

Koshimura, Magane. “Competing perceptions and interests of school system actors regarding student mobility.” 2003. Web. 10 Jul 2020.

Vancouver:

Koshimura M. Competing perceptions and interests of school system actors regarding student mobility. [Internet] [Doctoral dissertation]. Michigan State University; 2003. [cited 2020 Jul 10]. Available from: http://etd.lib.msu.edu/islandora/object/etd:32224.

Council of Science Editors:

Koshimura M. Competing perceptions and interests of school system actors regarding student mobility. [Doctoral Dissertation]. Michigan State University; 2003. Available from: http://etd.lib.msu.edu/islandora/object/etd:32224

12. Selissen, Kelley Marie. School Bullying: The Discrepancy Between Students' and Staff Members' Reports.

Degree: 2014, University of Wisconsin – Eau Claire

 While many studies support the fact that bullying is a concern for school staff members and students alike, few studies have examined the potential discrepancies… (more)

Subjects/Keywords: Bullying in schools – Public opinion; Middle school teachers – Attitudes; Middle school students – Attitudes

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APA (6th Edition):

Selissen, K. M. (2014). School Bullying: The Discrepancy Between Students' and Staff Members' Reports. (Thesis). University of Wisconsin – Eau Claire. Retrieved from http://digital.library.wisc.edu/1793/69785

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):

Selissen, Kelley Marie. “School Bullying: The Discrepancy Between Students' and Staff Members' Reports.” 2014. Thesis, University of Wisconsin – Eau Claire. Accessed July 10, 2020. http://digital.library.wisc.edu/1793/69785.

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

MLA Handbook (7th Edition):

Selissen, Kelley Marie. “School Bullying: The Discrepancy Between Students' and Staff Members' Reports.” 2014. Web. 10 Jul 2020.

Vancouver:

Selissen KM. School Bullying: The Discrepancy Between Students' and Staff Members' Reports. [Internet] [Thesis]. University of Wisconsin – Eau Claire; 2014. [cited 2020 Jul 10]. Available from: http://digital.library.wisc.edu/1793/69785.

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

Council of Science Editors:

Selissen KM. School Bullying: The Discrepancy Between Students' and Staff Members' Reports. [Thesis]. University of Wisconsin – Eau Claire; 2014. Available from: http://digital.library.wisc.edu/1793/69785

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


University of Central Florida

13. Akyuz, Didem. Supporting A Standards-based Teaching And Learning Environment A Case Study Of An Expert Middle School Mathematics Teacher.

Degree: 2010, University of Central Florida

 Although it has been more than 20 years since the publication of Curriculum and Evaluation Standards for School Mathematics (NCTM, 1989) and 10 years since… (more)

Subjects/Keywords: Mathematics  – Study and teaching (Middle school); Middle school teachers; Middle school teaching; Education; Dissertations, Academic  – Education, Education  – Dissertations, Academic

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APA (6th Edition):

Akyuz, D. (2010). Supporting A Standards-based Teaching And Learning Environment A Case Study Of An Expert Middle School Mathematics Teacher. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/1582

Chicago Manual of Style (16th Edition):

Akyuz, Didem. “Supporting A Standards-based Teaching And Learning Environment A Case Study Of An Expert Middle School Mathematics Teacher.” 2010. Doctoral Dissertation, University of Central Florida. Accessed July 10, 2020. https://stars.library.ucf.edu/etd/1582.

MLA Handbook (7th Edition):

Akyuz, Didem. “Supporting A Standards-based Teaching And Learning Environment A Case Study Of An Expert Middle School Mathematics Teacher.” 2010. Web. 10 Jul 2020.

Vancouver:

Akyuz D. Supporting A Standards-based Teaching And Learning Environment A Case Study Of An Expert Middle School Mathematics Teacher. [Internet] [Doctoral dissertation]. University of Central Florida; 2010. [cited 2020 Jul 10]. Available from: https://stars.library.ucf.edu/etd/1582.

Council of Science Editors:

Akyuz D. Supporting A Standards-based Teaching And Learning Environment A Case Study Of An Expert Middle School Mathematics Teacher. [Doctoral Dissertation]. University of Central Florida; 2010. Available from: https://stars.library.ucf.edu/etd/1582


Colorado State University

14. MacTaggart, Ryan. Teachers' lived experiences of responsible leadership: a transcendental phenomenological study.

Degree: PhD, Education, 2018, Colorado State University

 Research regarding Responsible Leadership seems to be dispersed, making it difficult to understand the construct's place in leadership literature and the construct's role in theory… (more)

Subjects/Keywords: phenomenology; school leadership; middle school; teachers; responsible leadership

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APA (6th Edition):

MacTaggart, R. (2018). Teachers' lived experiences of responsible leadership: a transcendental phenomenological study. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/191291

Chicago Manual of Style (16th Edition):

MacTaggart, Ryan. “Teachers' lived experiences of responsible leadership: a transcendental phenomenological study.” 2018. Doctoral Dissertation, Colorado State University. Accessed July 10, 2020. http://hdl.handle.net/10217/191291.

MLA Handbook (7th Edition):

MacTaggart, Ryan. “Teachers' lived experiences of responsible leadership: a transcendental phenomenological study.” 2018. Web. 10 Jul 2020.

Vancouver:

MacTaggart R. Teachers' lived experiences of responsible leadership: a transcendental phenomenological study. [Internet] [Doctoral dissertation]. Colorado State University; 2018. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/10217/191291.

Council of Science Editors:

MacTaggart R. Teachers' lived experiences of responsible leadership: a transcendental phenomenological study. [Doctoral Dissertation]. Colorado State University; 2018. Available from: http://hdl.handle.net/10217/191291

15. Koloi-Keaikitse, Setlhomo. Classroom assessment practices : a survey of Botswana primary and secondary school teachers.

Degree: PhD, 2012, Ball State University

 The Classroom Assessment Practices and Skills (CAPS) questionnaire was administered to a sample of 691 primary and secondary school teachers in Botswana,Southern Africa to survey… (more)

Subjects/Keywords: Educational tests and measurements; Elementary school teachers  – Botswana  – Attitudes; Middle school teachers  – Botswana  – Attitudes; High school teachers  – Botswana  – Attitudes

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APA (6th Edition):

Koloi-Keaikitse, S. (2012). Classroom assessment practices : a survey of Botswana primary and secondary school teachers. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/195866

Chicago Manual of Style (16th Edition):

Koloi-Keaikitse, Setlhomo. “Classroom assessment practices : a survey of Botswana primary and secondary school teachers.” 2012. Doctoral Dissertation, Ball State University. Accessed July 10, 2020. http://cardinalscholar.bsu.edu/handle/123456789/195866.

MLA Handbook (7th Edition):

Koloi-Keaikitse, Setlhomo. “Classroom assessment practices : a survey of Botswana primary and secondary school teachers.” 2012. Web. 10 Jul 2020.

Vancouver:

Koloi-Keaikitse S. Classroom assessment practices : a survey of Botswana primary and secondary school teachers. [Internet] [Doctoral dissertation]. Ball State University; 2012. [cited 2020 Jul 10]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/195866.

Council of Science Editors:

Koloi-Keaikitse S. Classroom assessment practices : a survey of Botswana primary and secondary school teachers. [Doctoral Dissertation]. Ball State University; 2012. Available from: http://cardinalscholar.bsu.edu/handle/123456789/195866


Michigan State University

16. Pippin, James Derrill. Teacher recruitment and retention in a high-stakes era : the case of Michigan.

Degree: 2016, Michigan State University

Thesis Ph. D. Michigan State University. Educational Policy 2016

In the United States and other countries around the world, K-12 school administrators are recruiting more… (more)

Subjects/Keywords: Mathematics teachers – Recruiting; Middle school teachers – Recruiting; Employee retention; First year teachers – Michigan – Interviews; Mathematics teachers – Michigan – Interviews; Middle school teachers – Michigan – Interviews; Education policy

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APA (6th Edition):

Pippin, J. D. (2016). Teacher recruitment and retention in a high-stakes era : the case of Michigan. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:4086

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):

Pippin, James Derrill. “Teacher recruitment and retention in a high-stakes era : the case of Michigan.” 2016. Thesis, Michigan State University. Accessed July 10, 2020. http://etd.lib.msu.edu/islandora/object/etd:4086.

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

MLA Handbook (7th Edition):

Pippin, James Derrill. “Teacher recruitment and retention in a high-stakes era : the case of Michigan.” 2016. Web. 10 Jul 2020.

Vancouver:

Pippin JD. Teacher recruitment and retention in a high-stakes era : the case of Michigan. [Internet] [Thesis]. Michigan State University; 2016. [cited 2020 Jul 10]. Available from: http://etd.lib.msu.edu/islandora/object/etd:4086.

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

Council of Science Editors:

Pippin JD. Teacher recruitment and retention in a high-stakes era : the case of Michigan. [Thesis]. Michigan State University; 2016. Available from: http://etd.lib.msu.edu/islandora/object/etd:4086

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


Baylor University

17. Meyer, Rachelle D. Lesson study: the effects on teachers and students in urban middle schools.

Degree: EdD, Curriculum and Instruction., 2006, Baylor University

 This multiple case study examined the effects lesson study had on middle school mathematics teachers and students in a large urban school district. The participants… (more)

Subjects/Keywords: Middle school teachers.; Lesson planning  – Study and teaching.; Urban schools  – United States - Case studies.; Middle school teaching.

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

APA (6th Edition):

Meyer, R. D. (2006). Lesson study: the effects on teachers and students in urban middle schools. (Doctoral Dissertation). Baylor University. Retrieved from http://hdl.handle.net/2104/3007

Chicago Manual of Style (16th Edition):

Meyer, Rachelle D. “Lesson study: the effects on teachers and students in urban middle schools.” 2006. Doctoral Dissertation, Baylor University. Accessed July 10, 2020. http://hdl.handle.net/2104/3007.

MLA Handbook (7th Edition):

Meyer, Rachelle D. “Lesson study: the effects on teachers and students in urban middle schools.” 2006. Web. 10 Jul 2020.

Vancouver:

Meyer RD. Lesson study: the effects on teachers and students in urban middle schools. [Internet] [Doctoral dissertation]. Baylor University; 2006. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/2104/3007.

Council of Science Editors:

Meyer RD. Lesson study: the effects on teachers and students in urban middle schools. [Doctoral Dissertation]. Baylor University; 2006. Available from: http://hdl.handle.net/2104/3007


University of Florida

18. Kriznar, Dana L. The Relationship between Middle Level Grade Configuration and Model Practices on Student Achievement in Urban School Districts.

Degree: PhD, Educational Leadership - Human Development and Organizational Studies in Education, 2011, University of Florida

 Before investing a large amount of human and financial resources in grade configuration redesign, urban school administrators need to understand whether it is the large… (more)

Subjects/Keywords: Academic achievement; High school students; High schools; Instructional grouping; Learning; Mathematics; Middle schools; Schools; Students; Teachers; achievement  – advisory  – configuration  – education  – exploratory  – heterogeneous  – interdisciplinary  – k-8  – looping  – middle  – planning  – school  – student  – teaming  – urban

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APA (6th Edition):

Kriznar, D. L. (2011). The Relationship between Middle Level Grade Configuration and Model Practices on Student Achievement in Urban School Districts. (Doctoral Dissertation). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0043561

Chicago Manual of Style (16th Edition):

Kriznar, Dana L. “The Relationship between Middle Level Grade Configuration and Model Practices on Student Achievement in Urban School Districts.” 2011. Doctoral Dissertation, University of Florida. Accessed July 10, 2020. https://ufdc.ufl.edu/UFE0043561.

MLA Handbook (7th Edition):

Kriznar, Dana L. “The Relationship between Middle Level Grade Configuration and Model Practices on Student Achievement in Urban School Districts.” 2011. Web. 10 Jul 2020.

Vancouver:

Kriznar DL. The Relationship between Middle Level Grade Configuration and Model Practices on Student Achievement in Urban School Districts. [Internet] [Doctoral dissertation]. University of Florida; 2011. [cited 2020 Jul 10]. Available from: https://ufdc.ufl.edu/UFE0043561.

Council of Science Editors:

Kriznar DL. The Relationship between Middle Level Grade Configuration and Model Practices on Student Achievement in Urban School Districts. [Doctoral Dissertation]. University of Florida; 2011. Available from: https://ufdc.ufl.edu/UFE0043561


University of Illinois – Urbana-Champaign

19. Cronenberg, Stephanie S. Music at the middle: principles that guide middle level general music teachers.

Degree: PhD, Curriculum and Instruction, 2016, University of Illinois – Urbana-Champaign

 This mixed methods inquiry examined the principles teachers employ when teaching middle level general music to young adolescents in the United States. In the discourse… (more)

Subjects/Keywords: General music; middle school music teachers; middle grades; middle level; middle level concept; This We Believe; democratic education; mixed methods

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APA (6th Edition):

Cronenberg, S. S. (2016). Music at the middle: principles that guide middle level general music teachers. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/90502

Chicago Manual of Style (16th Edition):

Cronenberg, Stephanie S. “Music at the middle: principles that guide middle level general music teachers.” 2016. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed July 10, 2020. http://hdl.handle.net/2142/90502.

MLA Handbook (7th Edition):

Cronenberg, Stephanie S. “Music at the middle: principles that guide middle level general music teachers.” 2016. Web. 10 Jul 2020.

Vancouver:

Cronenberg SS. Music at the middle: principles that guide middle level general music teachers. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2016. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/2142/90502.

Council of Science Editors:

Cronenberg SS. Music at the middle: principles that guide middle level general music teachers. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2016. Available from: http://hdl.handle.net/2142/90502

20. Davis, Nichole S. From urban student to urban educator : a narrative of the lived experiences of urban middle school teachers in a Southeastern school district.

Degree: PhD, 2010, University of Alabama – Birmingham

The purpose of this narrative study was to explore the thoughts, perceptions, and experiences of 12 urban middle school teachers who were once urban middle(more)

Subjects/Keywords: Middle school teachers  – Southern States  – Interviews <; br>; African American teachers  – Southern States  – Interviews <; br>; Teachers  – Recruiting  – United States <; br>; Education, Urban  – Southern States <; br>; Urban schools  – Southern States <; br>; African American teachers and the community <; br>; Teacher effectiveness  – Public opinion

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

APA (6th Edition):

Davis, N. S. (2010). From urban student to urban educator : a narrative of the lived experiences of urban middle school teachers in a Southeastern school district. (Doctoral Dissertation). University of Alabama – Birmingham. Retrieved from http://contentdm.mhsl.uab.edu/u?/etd,706

Chicago Manual of Style (16th Edition):

Davis, Nichole S. “From urban student to urban educator : a narrative of the lived experiences of urban middle school teachers in a Southeastern school district.” 2010. Doctoral Dissertation, University of Alabama – Birmingham. Accessed July 10, 2020. http://contentdm.mhsl.uab.edu/u?/etd,706.

MLA Handbook (7th Edition):

Davis, Nichole S. “From urban student to urban educator : a narrative of the lived experiences of urban middle school teachers in a Southeastern school district.” 2010. Web. 10 Jul 2020.

Vancouver:

Davis NS. From urban student to urban educator : a narrative of the lived experiences of urban middle school teachers in a Southeastern school district. [Internet] [Doctoral dissertation]. University of Alabama – Birmingham; 2010. [cited 2020 Jul 10]. Available from: http://contentdm.mhsl.uab.edu/u?/etd,706.

Council of Science Editors:

Davis NS. From urban student to urban educator : a narrative of the lived experiences of urban middle school teachers in a Southeastern school district. [Doctoral Dissertation]. University of Alabama – Birmingham; 2010. Available from: http://contentdm.mhsl.uab.edu/u?/etd,706


Western Carolina University

21. Younce, Elizabeth S. Middle school teacher attitudes toward the achievement of English language learners.

Degree: 2011, Western Carolina University

 The purpose of this study was to explore the attitudes of teachers who are responsible for teaching ELLs in an inclusion setting. In this study,… (more)

Subjects/Keywords: English language  – Study and teaching (Middle school)  – Foreign speakers  – North Carolina; Language arts teachers  – North Carolina  – Attitudes; Middle school teachers  – North Carolina  – Attitudes; Language arts (Middle school)  – North Carolina

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APA (6th Edition):

Younce, E. S. (2011). Middle school teacher attitudes toward the achievement of English language learners. (Doctoral Dissertation). Western Carolina University. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=7885

Chicago Manual of Style (16th Edition):

Younce, Elizabeth S. “Middle school teacher attitudes toward the achievement of English language learners.” 2011. Doctoral Dissertation, Western Carolina University. Accessed July 10, 2020. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=7885.

MLA Handbook (7th Edition):

Younce, Elizabeth S. “Middle school teacher attitudes toward the achievement of English language learners.” 2011. Web. 10 Jul 2020.

Vancouver:

Younce ES. Middle school teacher attitudes toward the achievement of English language learners. [Internet] [Doctoral dissertation]. Western Carolina University; 2011. [cited 2020 Jul 10]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=7885.

Council of Science Editors:

Younce ES. Middle school teacher attitudes toward the achievement of English language learners. [Doctoral Dissertation]. Western Carolina University; 2011. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=7885


Michigan State University

22. Lane, John Loren. Teacher sensemaking in crowded reform environments.

Degree: 2015, Michigan State University

Thesis Ph. D. Michigan State University. Educational Policy ; Curriculum, Instruction, and Teacher Education 2015

This study examines how principals and teachers at three schools… (more)

Subjects/Keywords: Middle school teachers – Michigan – Attitudes; Middle school teachers – In-service training – Michigan; Middle school principals – Michigan – Attitudes; Educational change – Michigan – Public opinion; Common Core State Standards (Education) – Michigan; Education policy

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APA (6th Edition):

Lane, J. L. (2015). Teacher sensemaking in crowded reform environments. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:2595

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):

Lane, John Loren. “Teacher sensemaking in crowded reform environments.” 2015. Thesis, Michigan State University. Accessed July 10, 2020. http://etd.lib.msu.edu/islandora/object/etd:2595.

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

MLA Handbook (7th Edition):

Lane, John Loren. “Teacher sensemaking in crowded reform environments.” 2015. Web. 10 Jul 2020.

Vancouver:

Lane JL. Teacher sensemaking in crowded reform environments. [Internet] [Thesis]. Michigan State University; 2015. [cited 2020 Jul 10]. Available from: http://etd.lib.msu.edu/islandora/object/etd:2595.

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

Council of Science Editors:

Lane JL. Teacher sensemaking in crowded reform environments. [Thesis]. Michigan State University; 2015. Available from: http://etd.lib.msu.edu/islandora/object/etd:2595

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

23. NC DOCKS at Western Carolina University; Younce, Elizabeth S. Middle school teacher attitudes toward the achievement of English language learners.

Degree: 2011, NC Docks

 The purpose of this study was to explore the attitudes of teachers who are responsible for teaching ELLs in an inclusion setting. In this study,… (more)

Subjects/Keywords: English language  – Study and teaching (Middle school)  – Foreign speakers  – North Carolina; Language arts teachers  – North Carolina  – Attitudes; Middle school teachers  – North Carolina  – Attitudes; Language arts (Middle school)  – North Carolina

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APA (6th Edition):

NC DOCKS at Western Carolina University; Younce, E. S. (2011). Middle school teacher attitudes toward the achievement of English language learners. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/wcu/f/Younce2011.pdf

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

Chicago Manual of Style (16th Edition):

NC DOCKS at Western Carolina University; Younce, Elizabeth S. “Middle school teacher attitudes toward the achievement of English language learners.” 2011. Thesis, NC Docks. Accessed July 10, 2020. http://libres.uncg.edu/ir/wcu/f/Younce2011.pdf.

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

MLA Handbook (7th Edition):

NC DOCKS at Western Carolina University; Younce, Elizabeth S. “Middle school teacher attitudes toward the achievement of English language learners.” 2011. Web. 10 Jul 2020.

Vancouver:

NC DOCKS at Western Carolina University; Younce ES. Middle school teacher attitudes toward the achievement of English language learners. [Internet] [Thesis]. NC Docks; 2011. [cited 2020 Jul 10]. Available from: http://libres.uncg.edu/ir/wcu/f/Younce2011.pdf.

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

Council of Science Editors:

NC DOCKS at Western Carolina University; Younce ES. Middle school teacher attitudes toward the achievement of English language learners. [Thesis]. NC Docks; 2011. Available from: http://libres.uncg.edu/ir/wcu/f/Younce2011.pdf

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


Montana State University

24. Abernethy, Joshua David. Effects of student reflective writing on understanding of middle school science concepts.

Degree: Graduate School, 2014, Montana State University

 This project focused on using various writing activities, such as exit tickets, student indicator sheets, and participation log, in a middle school science classroom to… (more)

Subjects/Keywords: Science Study and teaching.; Writing.; Middle school students.; Teachers Attitudes.

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APA (6th Edition):

Abernethy, J. D. (2014). Effects of student reflective writing on understanding of middle school science concepts. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/3531

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):

Abernethy, Joshua David. “Effects of student reflective writing on understanding of middle school science concepts.” 2014. Thesis, Montana State University. Accessed July 10, 2020. https://scholarworks.montana.edu/xmlui/handle/1/3531.

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

MLA Handbook (7th Edition):

Abernethy, Joshua David. “Effects of student reflective writing on understanding of middle school science concepts.” 2014. Web. 10 Jul 2020.

Vancouver:

Abernethy JD. Effects of student reflective writing on understanding of middle school science concepts. [Internet] [Thesis]. Montana State University; 2014. [cited 2020 Jul 10]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3531.

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

Council of Science Editors:

Abernethy JD. Effects of student reflective writing on understanding of middle school science concepts. [Thesis]. Montana State University; 2014. Available from: https://scholarworks.montana.edu/xmlui/handle/1/3531

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


Utah Valley University

25. Smith, Cory G. Middle School Students' Perceptions of Teacher Immediacy Behaviors and their Effect on Motivation.

Degree: 2011, Utah Valley University

Research indicates that teacher immediacy, both verbal and nonverbal, effects student motivation. Most of the research has been done in a university setting. This study looks at middle school students' perception of teacher immediacy and whether it effects their motivation to learn.

55 p. 22 cm.

Subjects/Keywords: Middle school teachers; Effective teaching; Motivation in education; Dissertations, Academic

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APA (6th Edition):

Smith, C. G. (2011). Middle School Students' Perceptions of Teacher Immediacy Behaviors and their Effect on Motivation. (Thesis). Utah Valley University. Retrieved from http://contentdm.uvu.edu:81/u?/UVUTheses,550

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

Chicago Manual of Style (16th Edition):

Smith, Cory G. “Middle School Students' Perceptions of Teacher Immediacy Behaviors and their Effect on Motivation.” 2011. Thesis, Utah Valley University. Accessed July 10, 2020. http://contentdm.uvu.edu:81/u?/UVUTheses,550.

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

MLA Handbook (7th Edition):

Smith, Cory G. “Middle School Students' Perceptions of Teacher Immediacy Behaviors and their Effect on Motivation.” 2011. Web. 10 Jul 2020.

Vancouver:

Smith CG. Middle School Students' Perceptions of Teacher Immediacy Behaviors and their Effect on Motivation. [Internet] [Thesis]. Utah Valley University; 2011. [cited 2020 Jul 10]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,550.

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

Council of Science Editors:

Smith CG. Middle School Students' Perceptions of Teacher Immediacy Behaviors and their Effect on Motivation. [Thesis]. Utah Valley University; 2011. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,550

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

26. Prewett, Sara L. Predicting the quality of middle schoolers' teacher relationships.

Degree: 2016, University of Missouri – Columbia

 This study investigated predictors of the quality of middle school students' relationships with their math teachers. The participants were fifth- and sixth-grade middle school students… (more)

Subjects/Keywords: Middle school students; Mathematics teachers; Teacher-student relationships

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APA (6th Edition):

Prewett, S. L. (2016). Predicting the quality of middle schoolers' teacher relationships. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/56830

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):

Prewett, Sara L. “Predicting the quality of middle schoolers' teacher relationships.” 2016. Thesis, University of Missouri – Columbia. Accessed July 10, 2020. http://hdl.handle.net/10355/56830.

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

MLA Handbook (7th Edition):

Prewett, Sara L. “Predicting the quality of middle schoolers' teacher relationships.” 2016. Web. 10 Jul 2020.

Vancouver:

Prewett SL. Predicting the quality of middle schoolers' teacher relationships. [Internet] [Thesis]. University of Missouri – Columbia; 2016. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/10355/56830.

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

Council of Science Editors:

Prewett SL. Predicting the quality of middle schoolers' teacher relationships. [Thesis]. University of Missouri – Columbia; 2016. Available from: http://hdl.handle.net/10355/56830

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


Montana State University

27. Eakman, Donavan Cleve. A survey in map study skills of sixth grade students and teachers.

Degree: 1978, Montana State University

Subjects/Keywords: Maps.; Middle school students.; Teachers.

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

APA (6th Edition):

Eakman, D. C. (1978). A survey in map study skills of sixth grade students and teachers. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/11183

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):

Eakman, Donavan Cleve. “A survey in map study skills of sixth grade students and teachers.” 1978. Thesis, Montana State University. Accessed July 10, 2020. https://scholarworks.montana.edu/xmlui/handle/1/11183.

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

MLA Handbook (7th Edition):

Eakman, Donavan Cleve. “A survey in map study skills of sixth grade students and teachers.” 1978. Web. 10 Jul 2020.

Vancouver:

Eakman DC. A survey in map study skills of sixth grade students and teachers. [Internet] [Thesis]. Montana State University; 1978. [cited 2020 Jul 10]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/11183.

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

Council of Science Editors:

Eakman DC. A survey in map study skills of sixth grade students and teachers. [Thesis]. Montana State University; 1978. Available from: https://scholarworks.montana.edu/xmlui/handle/1/11183

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


Montana State University

28. Altiere, Anthony Eugene. The effects of cooperative learning structures on traditional instruction in a middle school science classroom.

Degree: Graduate School, 2016, Montana State University

 Three middle school earth science classes, with 87 students, were the focus study on the effect of incorporating cooperative learning structures within traditional teacher-centered instruction.… (more)

Subjects/Keywords: Group work in education.; Middle school students.; Teachers Attitudes.

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APA (6th Edition):

Altiere, A. E. (2016). The effects of cooperative learning structures on traditional instruction in a middle school science classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/10029

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):

Altiere, Anthony Eugene. “The effects of cooperative learning structures on traditional instruction in a middle school science classroom.” 2016. Thesis, Montana State University. Accessed July 10, 2020. https://scholarworks.montana.edu/xmlui/handle/1/10029.

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

MLA Handbook (7th Edition):

Altiere, Anthony Eugene. “The effects of cooperative learning structures on traditional instruction in a middle school science classroom.” 2016. Web. 10 Jul 2020.

Vancouver:

Altiere AE. The effects of cooperative learning structures on traditional instruction in a middle school science classroom. [Internet] [Thesis]. Montana State University; 2016. [cited 2020 Jul 10]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10029.

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

Council of Science Editors:

Altiere AE. The effects of cooperative learning structures on traditional instruction in a middle school science classroom. [Thesis]. Montana State University; 2016. Available from: https://scholarworks.montana.edu/xmlui/handle/1/10029

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


Oregon State University

29. Liou, Horng-Hwang. Attitudes toward computers of ROC public middle school teachers.

Degree: PhD, Education, 1993, Oregon State University

Subjects/Keywords: Middle school teachers  – China  – Attitudes

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APA (6th Edition):

Liou, H. (1993). Attitudes toward computers of ROC public middle school teachers. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/19344

Chicago Manual of Style (16th Edition):

Liou, Horng-Hwang. “Attitudes toward computers of ROC public middle school teachers.” 1993. Doctoral Dissertation, Oregon State University. Accessed July 10, 2020. http://hdl.handle.net/1957/19344.

MLA Handbook (7th Edition):

Liou, Horng-Hwang. “Attitudes toward computers of ROC public middle school teachers.” 1993. Web. 10 Jul 2020.

Vancouver:

Liou H. Attitudes toward computers of ROC public middle school teachers. [Internet] [Doctoral dissertation]. Oregon State University; 1993. [cited 2020 Jul 10]. Available from: http://hdl.handle.net/1957/19344.

Council of Science Editors:

Liou H. Attitudes toward computers of ROC public middle school teachers. [Doctoral Dissertation]. Oregon State University; 1993. Available from: http://hdl.handle.net/1957/19344


Montana State University

30. Kessler, Aaron William. Classroom climate in a rural school context: reflection, modification, and improvement in the science classroom.

Degree: College of Letters & Science, 2018, Montana State University

 When the tardy bell rings and the door closes behind the last student, a very peculiar thing happens. In an age that promotes complete and… (more)

Subjects/Keywords: Peer review.; Teachers.; Career development.; Rural schools.; Middle school students.

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

APA (6th Edition):

Kessler, A. W. (2018). Classroom climate in a rural school context: reflection, modification, and improvement in the science classroom. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/14786

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):

Kessler, Aaron William. “Classroom climate in a rural school context: reflection, modification, and improvement in the science classroom.” 2018. Thesis, Montana State University. Accessed July 10, 2020. https://scholarworks.montana.edu/xmlui/handle/1/14786.

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

MLA Handbook (7th Edition):

Kessler, Aaron William. “Classroom climate in a rural school context: reflection, modification, and improvement in the science classroom.” 2018. Web. 10 Jul 2020.

Vancouver:

Kessler AW. Classroom climate in a rural school context: reflection, modification, and improvement in the science classroom. [Internet] [Thesis]. Montana State University; 2018. [cited 2020 Jul 10]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14786.

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

Council of Science Editors:

Kessler AW. Classroom climate in a rural school context: reflection, modification, and improvement in the science classroom. [Thesis]. Montana State University; 2018. Available from: https://scholarworks.montana.edu/xmlui/handle/1/14786

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

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