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Writing and reading in mathematicsMinton, Cristina. January 2008 (has links) (PDF)
Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2008. / Includes bibliographical references.
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A content analysis of reading strategies in teacher editions of mathematics textbooksTakami, Linda J. January 2009 (has links) (PDF)
Thesis (Ed. D.)--Washington State University, December 2009. / Title from PDF title page (viewed on Dec. 28, 2009). "Department of Teaching and Learning." Includes bibliographical references (p. 96-110).
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A handbook of content area reading strategiesAzevedo, Heather Robyn. January 2009 (has links)
Thesis (M.A.)--California State University, Chico. / Includes abstract. Includes bibliographical references (p. 63-65).
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The importance of professional development for secondary content area classroom teachersMay-Garst, Kelle. January 2008 (has links) (PDF)
Thesis (M.Ed.)--Regis University, Denver, Colo., 2008. / Title from PDF title page (viewed on Feb. 02, 2009). Includes bibliographical references.
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Textbooks across the curriculum can struggling readers succeed? /Kucksdorf, Loni. January 2008 (has links) (PDF)
Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2008. / Includes bibliographical references.
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The teaming effect a thesis study of the influences of middle school teams on content reading in the science classroom /Warne, Chelsea L. January 2006 (has links)
Thesis (M.Ed.)--Bowling Green State University, 2006. / Document formatted into pages; contains vii, 161 p. : ill. Includes bibliographical references.
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THE TEAMING EFFECT: A THESIS STUDY OF THE INFLUENCES OF MIDDLE SCHOOL TEAMS ON CONTENT READING IN THE SCIENCE CLASSROOMWarne, Chelsea L. 29 March 2006 (has links)
No description available.
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Project SOL shining light on teaching secondary level, Spanish-Dominant English learners using Colegio de Bachilleres content /Guerrero, Lourdes R., January 2009 (has links)
Thesis (Ed. D.)--UCLA, 2009. / Vita. Description based on print version record. Includes bibliographical references (leaves 165-173).
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The Effects Of The Vocabulary Think Chart Strategy On Seventh-grade Students' Scientific Vocabulary Knowledge: A Mixed-method Study.Ferreira, Paloma 01 January 2013 (has links)
This mixed-method study examined the effects of the use of the Vocabulary Think Chart in seventh-grade science students’ understanding of scientific vocabulary. Participants included 89 students who attended the only three regular Earth Science classes in the study site. Participants were assigned to the treatment and comparison group according to the teachers’ wish on how they wanted to participate in the study. The experimental group received one week long preparation on the use of the Vocabulary Think Chart, followed by five weeks of using the strategy independently. Results of the study did not show a significant change on students’ scientific vocabulary understanding and raised questions about vocabulary instruction in science classes. Discussion of the results revolves around the Treatment Teacher’s influence in the study, time of intervention, and number of participants.
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Teachers' and Students' Perceptions of the Impact of Content Literacy Strategy Instruction on Teaching and LearningMaher, Sheila 12 1900 (has links)
Reading researchers agree that content literacy strategies are beneficial in helping students learn. However, teachers remain resistant to teaching the strategies. Additionally, many students, even at the college level, lack the learning strategies necessary to experience academic success. This study sought to gain a deeper understanding of the complexities of content literacy strategy instruction. The research questions that guided the study addressed the benefits, obstacles, and support and experiences needed to sustain the use of the strategies over time. Multiple data sources were used to investigate teachers' and students' perceptions of the research questions. The main benefit found was increased student understanding and learning of content; additional benefits included increased instructional repertoire, increased student engagement in class, and improved learner independence. Most of the obstacles documented in the literature were supported in the study; however, the obstacle of time was noted most frequently. Teacher confidence was observed by the researcher as an obstacle. The majority of participants indicated they would continue using the strategies learned during the study in the future. Students noted the support needed to sustain content literacy strategy use depended on teachers providing direct instruction, practice using the strategies, and personal success with the strategies. Teachers also identified practice and perseverance as critical to sustaining content literacy strategy instruction. The support teachers noted most frequently as important to successful implementation was collegial support - teachers helping teachers. Teacher meetings discussing the implementation process were viewed as critical to sustain effective content literacy strategy instruction. Additionally, quality teacher training, administrative support, and accountability were documented by teachers as important.
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