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The relationship between teachers' conceptions of the nature of science and students' academic achievement /Bowen, Dianne Elizabeth. January 2010 (has links)
Thesis (Ed.D.) -- Central Connecticut State University, 2010. / Thesis advisor: Olusegun A. Sogunro. "... in partial fulfillment of the requirements for the degree of Doctor of Education ... ." Includes bibliographical references (leaves 87-93). Abstract available via the World Wide Web.
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Formative assessment : the effect on academic achievement and attitudes toward science /Casey, Susanne. January 2005 (has links)
Thesis (M.A.)--Rowan University, 2005. / Typescript. Includes bibliographical references.
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Cognitive preference style and student achievement in the physical sciences /Siu, Oi-ling. January 1987 (has links)
Thesis (M. Phil.)--University of Hong Kong, 1988. / Degree granted on cover marked M. Ed.
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Student achievement in science and mathematics in urban professional development schools during first year of implementationOgletree, Susan L. January 2007 (has links)
Thesis (Ph. D.)--Georgia State University, 2007. / William L. Curlette, committee chair; Gwendolyn Benson, Douglas Davis, Mary P. Deming, Roy M. Kern, committee members. Electronic text (139 p. : col. ill.) : digital, PDF file. Title from file title page. Description based on contents viewed Dec. 5, 2007. Includes bibliographical references (p. 117-127).
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Sources of variation in science achievement of Form two students /Tsoi, Hack-kie, Philip. January 1986 (has links)
Thesis (Ph. D.)--University of Hong Kong, 1987.
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Sources of variation in science achievement of Form two studentsTsoi, Hack-kie, Philip. January 1986 (has links)
Thesis (Ph.D.)--University of Hong Kong, 1987. / Also available in print.
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Perceptions and attitudes of students, teachers, and parents about middle school science fairsGreenfield, Norma Beth 01 January 1996 (has links)
The problem addressed in this study was to determine what students, parents, and teachers perceive to be the main reason a school has a science fair, and whether they believe science fairs accomplish their goals. Attitudes toward competition, awarding of prizes, voluntary versus required participation, and alternatives to science fairs were also examined and compared among the groups.
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