Thesis (Ed. D.)--University of Massachusetts Amherst, 2009. / Includes bibliographical references (p. 223-230). Print copy also available.

Thesis (Ph. D.)--Michigan State University. Dept. of Curriculum, Teaching, and Educational Policy, 2008. / Title from PDF t.p. (viewed on Aug. 19, 2009) Includes bibliographical references (p. 175-186). Also issued in print.

Dissertation (Ed.D.)--University of Toledo, 2009. / Typescript. "Submitted as partial fulfillment of the requirements for The Doctor of Education Degree in Education Leadership and Supervision." Bibliography: leaves 106-121.

Thesis (Ph. D.)--University of Washington, 2000. / Vita. Includes bibliographical references (leaves 149-166).

Math anxiety is a greatly understudied construct in children. In adult and adolescent samples, research shows that a number of factors are related to math anxiety including negative self-perceptions and outcomes. It is unknown if these same factors are related to math anxiety in children. This study was conducted to identify factors related to math anxiety in second grade children. Using Bandura's (1989) theory of triadic reciprocity as a theoretical model, children (n=91) and their parents (n=81) completed a series of self-report measures on math anxiety, math self-concept, reading self-concept, math self-efficacy, and aspects of the home math environment. Results indicated that the strongest predictor of math anxiety in second grade children was their level of math self-concept. The addition of environmental factors did not significantly increase the amount variance explained in math anxiety. Furthermore, despite research with adults that shows strong gender differences in math anxiety, no gender differences in math anxiety were found in second grade children. The discussion focuses on possible explanations for these findings as well as directions for future research. / Department of Educational Psychology

This study was conducted to determine if differentiated instruction improved student growth. The overall effectiveness was studied as well as that of gender and the aptitude of average and above average students. The study was that of a quasi-experimental design using student subjects in the classrooms of three second-grade teachers. The school in the study was located in an affluent suburb outside of a major city in the Midwest. This quantitative study concluded that differentiated instruction did not have an overall effectiveness at a significant level. Students with a higher academic ability benefited significantly with opportunity to be challenged at a higher level while students of average ability did not. There was no significant difference between the achievement of males and females. / Department of Elementary Education

Thesis (M.Ed.)--Bowling Green State University, 2009. / Document formatted into pages; contains viii, 123 p. Includes bibliographical references.

Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1969. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Reading Specialist). Includes bibliographical references (p. 33-34).

Research paper (M.A.)--Cardinal Stritch College--Milwaukee, 1968. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Reading Specialist). Includes bibliographical references (p. 29-32).

Thesis (Ph.D.)--University of Delaware, 2009. / Principal faculty advisor: Nancy Jordan, School of Education. Includes bibliographical references.