Thesis (Ph. D.)--University of Missouri-Columbia, 1997. / Appendices in English and Thai. Typescript. Vita. Includes bibliographical references (leaves 139-145). Also available on the Internet.

Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisor: Jill A. Marshall. Vita. Includes bibliographical references. Available also from UMI company.

Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisor: Anthony J. Petrosino. Vita. Includes bibliographical references.

Thesis (M. Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaves [103-106]).

Thesis (Ph. D.)--Michigan State University. Dept. of Educational Psychology and Educational Technology, 2008. / Dissertation committee: John P. Smith III, Angela Calabrese Barton, Kristen Renn, Julia Grant, and David Sadker--From acknowledgments. Title from PDF t.p. (viewed on Aug. 19, 2009) Includes bibliographical references (p. 275-284). Also issued in print.

Thesis (Ph. D.)--Oregon State University, 2010. / Printout. Includes bibliographical references (leaves 129-138). Also available on the World Wide Web.

Thesis (M.Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leave [103-106]). Also available in print.

Thesis (M. Ed.)--University of Hong Kong, 2004. / Also available in print.

Thesis (Ph. D.)--Florida State University, 2005. / Advisor: Alejandro J. Gallard, Florida State University, College of Education, Dept. of Middle and Secondary Education. Title and description from dissertation home page (viewed Jan. 25, 2006). Document formatted into pages; contains xiv, 239 pages. Includes bibliographical references.

<p> The adoption of the Next Generation Science Standards (NGSS) has brought with it a need for classroom assessments that measure students&rsquo; ability to make sense of, explain, and use science, with many of the performance expectations asking students to apply scientific principles and evidence to produce an explanation. But creating coherent written scientific explanations that demonstrate understanding of scientific principles is not an easy task for students and selecting or creating classroom assessments to properly evaluate this skill is not an easy task for teachers. This study serves to incorporate both of these problems by exploring what happens when scaffolds are included in the assessment process for the students of a group of science teachers at an urban high school in Northern California who were receiving coaching in scaffolding assessments. Presented as three distinct but related chapters I examine how the scientific explanations of students changed when a detailed graphic organizer/rubric scaffold, called SET4CER, was provided; I explore coaching as a conveyor of professional development for high school science teachers to incorporate scaffolding techniques into their classroom assessments; and I document how students in a kinesiology class interact with teacher designed checklist scaffolds to support a summative quiz taken under test conditions. The findings illuminate the difficulties facing teachers in both assessment and scaffold design and indicate that well-designed scaffolds add value to assessments by supporting students to give their best performance and ensuring that assessments evaluate students&rsquo; conceptual understanding rather than their memorization or organizational skills. Analysis of the coaching cycles revealed that although the coaching process is not always straightforward, it has potential as a method of professional development delivery that facilitates adoption of the techniques being introduced.</p><p>