Thesis (Ph. D.)--University of Missouri, 1931. / Vita. Includes bibliographical references (p. 71-72).

Thesis (Ph. D.)--Ohio State University, 2004. / Title from first page of PDF file. Document formatted into pages; contains xi, 119 p. : ill. (some col.). Advisor: Patricia A. Brosnan, College of Education. Includes bibliographical references (p. 90-97).

Thesis (Ph. D.)--Illinois State University, 2003. / Title from title page screen, viewed October 12, 2005. Dissertation Committee: Cynthia W. Langrall (chair), Norma Presmeg, Jeffrey Barrett, Darryl Pifer. Includes bibliographical references (leaves 193-207) and abstract. Also available in print.

<p> This study examined the performance gap experienced by high achieving grade four and five students at the Kallang International Day School (KIDS) who were not demonstrating growth in math results from fall to spring as measured by the Measures of Academic Progress (MAP) test (NWEA, 2017). The purpose of this study was to apply the gap analysis problem- solving framework (Clark &amp; Estes, 2008) to identify root causes of the knowledge, motivation and organizational factors that prevented teachers from effectively teaching 100% of the math content required for greater numbers of high performing students to demonstrate growth in the MAP test. The subjects of this study were teachers of grade four and five at the Kallang International Day School. Interview and observational data were collected and analyzed and used to validate and inform possible solutions for the knowledge, motivation and organization influences. Research-based solutions were recommended to close the knowledge, motivation and organization gaps, and included providing teachers with frequent, accurate, specific and timely feedback regarding their use of differentiated mathematics instruction for student groupings and using learning community time to collaboratively plan specific conceptual and skills based math lessons differentiated for high performing students. Critical behaviors of the stakeholders were also examined and recommendations included generating student math goals based on fall MAP results, teaching with the Effective Mathematical Teaching Practices, (NCTM, 2014) and using them to create plans for modifying classroom instruction to enhance high performing students&rsquo; progress. The outcomes of this study may be used by this school and others to improve the growth in math achievement for high performing students.</p><p>

Thesis (Ph. D., Education)--University of Idaho, June 2007. / Major professor: Lee Ostrom. Includes bibliographical references (leaves 88-98). Also available online (PDF file) by subscription or by purchasing the individual file.

Thesis (M.S.) -- Central Connecticut State University, 2009. / Thesis advisor: Philip P. Halloran. "... in partial fulfillment of the requirements for the degree of Master of Science in Mathematics." Includes bibliographical references (leaves 36-39). Also available via the World Wide Web.

Thesis (M.A.)--University of Toronto, 2007. / Source: Masters Abstracts International, Volume: 45-06, page: 2787.

Thesis (Ph.D.)--University of Central Florida, 2008. / Adviser: Atsusi Hirumi. Includes bibliographical references (p. 180-185).

Thesis (Ph. D.)--University of New Hampshire (Dept. of Education), 2004. / Includes bibliographical references. Also available via the World Wide Web.

Thesis (M. Ed.)--University of Hong Kong, 1994. / Includes bibliographical references (174-179).