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You searched for +publisher:"Harvard University" +contributor:("Savitz-Romer, Mandy"). Showing records 1 – 10 of 10 total matches.

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Harvard University

1. Cuevas, Stephany. Apoyo Sacrificial, Sacrificing Support: Understanding Undocumented Latina/o Parents’ Engagement in Students’ Post-Secondary Planning and Success.

Degree: 2018, Harvard University

Educational research has highlighted the importance of parental engagement in Latina/o students’ post-secondary planning and success; when parents develop their children’s college-going identities early, students… (more)

Subjects/Keywords: Education, Higher; Education, General

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APA (6th Edition):

Cuevas, S. (2018). Apoyo Sacrificial, Sacrificing Support: Understanding Undocumented Latina/o Parents’ Engagement in Students’ Post-Secondary Planning and Success. (Thesis). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:37935837

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Cuevas, Stephany. “Apoyo Sacrificial, Sacrificing Support: Understanding Undocumented Latina/o Parents’ Engagement in Students’ Post-Secondary Planning and Success.” 2018. Thesis, Harvard University. Accessed January 24, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:37935837.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Cuevas, Stephany. “Apoyo Sacrificial, Sacrificing Support: Understanding Undocumented Latina/o Parents’ Engagement in Students’ Post-Secondary Planning and Success.” 2018. Web. 24 Jan 2021.

Vancouver:

Cuevas S. Apoyo Sacrificial, Sacrificing Support: Understanding Undocumented Latina/o Parents’ Engagement in Students’ Post-Secondary Planning and Success. [Internet] [Thesis]. Harvard University; 2018. [cited 2021 Jan 24]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37935837.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cuevas S. Apoyo Sacrificial, Sacrificing Support: Understanding Undocumented Latina/o Parents’ Engagement in Students’ Post-Secondary Planning and Success. [Thesis]. Harvard University; 2018. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37935837

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Harvard University

2. Jara, Ricardo. It’s Who You Know: Examining the Intersection of Influence and Relationships in a System-Level Change Effort.

Degree: 2018, Harvard University

In this capstone, I examine the interplay of power, influence, and relationships in the context of a systemwide effort to improve Madison Metropolitan School District’s… (more)

Subjects/Keywords: Education; Administration

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APA (6th Edition):

Jara, R. (2018). It’s Who You Know: Examining the Intersection of Influence and Relationships in a System-Level Change Effort. (Thesis). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:37717440

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Jara, Ricardo. “It’s Who You Know: Examining the Intersection of Influence and Relationships in a System-Level Change Effort.” 2018. Thesis, Harvard University. Accessed January 24, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:37717440.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Jara, Ricardo. “It’s Who You Know: Examining the Intersection of Influence and Relationships in a System-Level Change Effort.” 2018. Web. 24 Jan 2021.

Vancouver:

Jara R. It’s Who You Know: Examining the Intersection of Influence and Relationships in a System-Level Change Effort. [Internet] [Thesis]. Harvard University; 2018. [cited 2021 Jan 24]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37717440.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Jara R. It’s Who You Know: Examining the Intersection of Influence and Relationships in a System-Level Change Effort. [Thesis]. Harvard University; 2018. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37717440

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Harvard University

3. Liu, Pei Pei. Invisible Forces: Portraits of Instructional Approaches to Mindset Development in Secondary and Postsecondary Writing Classes.

Degree: Doctor of Education (EdD), 2019, Harvard University

Synthesizing a broad swath of motivational and psychosocial literature, the Consortium on Chicago School Research identifies four “academic mindsets” ("I belong in this academic community";… (more)

Subjects/Keywords: teacher beliefs; student motivation; pedagogy; learning environments; college transition; classroom-based research; portraiture; secondary education; higher education; writing instruction

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APA (6th Edition):

Liu, P. P. (2019). Invisible Forces: Portraits of Instructional Approaches to Mindset Development in Secondary and Postsecondary Writing Classes. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:42081668

Chicago Manual of Style (16th Edition):

Liu, Pei Pei. “Invisible Forces: Portraits of Instructional Approaches to Mindset Development in Secondary and Postsecondary Writing Classes.” 2019. Doctoral Dissertation, Harvard University. Accessed January 24, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:42081668.

MLA Handbook (7th Edition):

Liu, Pei Pei. “Invisible Forces: Portraits of Instructional Approaches to Mindset Development in Secondary and Postsecondary Writing Classes.” 2019. Web. 24 Jan 2021.

Vancouver:

Liu PP. Invisible Forces: Portraits of Instructional Approaches to Mindset Development in Secondary and Postsecondary Writing Classes. [Internet] [Doctoral dissertation]. Harvard University; 2019. [cited 2021 Jan 24]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:42081668.

Council of Science Editors:

Liu PP. Invisible Forces: Portraits of Instructional Approaches to Mindset Development in Secondary and Postsecondary Writing Classes. [Doctoral Dissertation]. Harvard University; 2019. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:42081668


Harvard University

4. Johnson, Heather K. Doing Together What We Cannot Do Alone: Designing a Network to Build a Field.

Degree: Doctor of Education Leadership (Ed.L.D.), 2019, Harvard University

The Pathways to Prosperity (PtoP) Network at JFF has a bold vision: to reimagine how young people are prepared for the future of work in… (more)

Subjects/Keywords: networks; knowledge networks; field building; leadership; emergent strategy; career pathways; cross-sector collaboration

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APA (6th Edition):

Johnson, H. K. (2019). Doing Together What We Cannot Do Alone: Designing a Network to Build a Field. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:42063299

Chicago Manual of Style (16th Edition):

Johnson, Heather K. “Doing Together What We Cannot Do Alone: Designing a Network to Build a Field.” 2019. Doctoral Dissertation, Harvard University. Accessed January 24, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:42063299.

MLA Handbook (7th Edition):

Johnson, Heather K. “Doing Together What We Cannot Do Alone: Designing a Network to Build a Field.” 2019. Web. 24 Jan 2021.

Vancouver:

Johnson HK. Doing Together What We Cannot Do Alone: Designing a Network to Build a Field. [Internet] [Doctoral dissertation]. Harvard University; 2019. [cited 2021 Jan 24]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:42063299.

Council of Science Editors:

Johnson HK. Doing Together What We Cannot Do Alone: Designing a Network to Build a Field. [Doctoral Dissertation]. Harvard University; 2019. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:42063299


Harvard University

5. Ott, Maya Weilundemo. Teasing Out the Complex Relationship Between Part-Time Faculty and Quality: A Qualitative Case Study Comparing Departments at a Large, Public University.

Degree: Doctor of Education (EdD), 2016, Harvard University

 During the last 40 years, institutions of higher education in the United States have dramatically increased their reliance on part-time faculty. Today, fully half of… (more)

Subjects/Keywords: Education; Higher

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APA (6th Edition):

Ott, M. W. (2016). Teasing Out the Complex Relationship Between Part-Time Faculty and Quality: A Qualitative Case Study Comparing Departments at a Large, Public University. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112701

Chicago Manual of Style (16th Edition):

Ott, Maya Weilundemo. “Teasing Out the Complex Relationship Between Part-Time Faculty and Quality: A Qualitative Case Study Comparing Departments at a Large, Public University.” 2016. Doctoral Dissertation, Harvard University. Accessed January 24, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112701.

MLA Handbook (7th Edition):

Ott, Maya Weilundemo. “Teasing Out the Complex Relationship Between Part-Time Faculty and Quality: A Qualitative Case Study Comparing Departments at a Large, Public University.” 2016. Web. 24 Jan 2021.

Vancouver:

Ott MW. Teasing Out the Complex Relationship Between Part-Time Faculty and Quality: A Qualitative Case Study Comparing Departments at a Large, Public University. [Internet] [Doctoral dissertation]. Harvard University; 2016. [cited 2021 Jan 24]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112701.

Council of Science Editors:

Ott MW. Teasing Out the Complex Relationship Between Part-Time Faculty and Quality: A Qualitative Case Study Comparing Departments at a Large, Public University. [Doctoral Dissertation]. Harvard University; 2016. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112701


Harvard University

6. Magnuson, Nicole Y. Advancing and Sustaining the Oceanside Promise: A Collective Impact Initiative Anchored Within Oceanside Unified School District.

Degree: Doctor of Education Leadership (Ed.L.D.), 2017, Harvard University

 In addition to preparing students academically, public schools are increasingly expected to address the complex social, emotional, and safety needs of students. Collective impact, first… (more)

Subjects/Keywords: Education; General

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Magnuson, N. Y. (2017). Advancing and Sustaining the Oceanside Promise: A Collective Impact Initiative Anchored Within Oceanside Unified School District. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:33774663

Chicago Manual of Style (16th Edition):

Magnuson, Nicole Y. “Advancing and Sustaining the Oceanside Promise: A Collective Impact Initiative Anchored Within Oceanside Unified School District.” 2017. Doctoral Dissertation, Harvard University. Accessed January 24, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33774663.

MLA Handbook (7th Edition):

Magnuson, Nicole Y. “Advancing and Sustaining the Oceanside Promise: A Collective Impact Initiative Anchored Within Oceanside Unified School District.” 2017. Web. 24 Jan 2021.

Vancouver:

Magnuson NY. Advancing and Sustaining the Oceanside Promise: A Collective Impact Initiative Anchored Within Oceanside Unified School District. [Internet] [Doctoral dissertation]. Harvard University; 2017. [cited 2021 Jan 24]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33774663.

Council of Science Editors:

Magnuson NY. Advancing and Sustaining the Oceanside Promise: A Collective Impact Initiative Anchored Within Oceanside Unified School District. [Doctoral Dissertation]. Harvard University; 2017. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33774663


Harvard University

7. Shen, Lisa Utzinger. Measuring Students' Readiness for the College Application Process: A Survey Development and Validation Study.

Degree: Doctor of Education (EdD), 2016, Harvard University

Subjects/Keywords: Education; Guidance and Counseling

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APA (6th Edition):

Shen, L. U. (2016). Measuring Students' Readiness for the College Application Process: A Survey Development and Validation Study. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797236

Chicago Manual of Style (16th Edition):

Shen, Lisa Utzinger. “Measuring Students' Readiness for the College Application Process: A Survey Development and Validation Study.” 2016. Doctoral Dissertation, Harvard University. Accessed January 24, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797236.

MLA Handbook (7th Edition):

Shen, Lisa Utzinger. “Measuring Students' Readiness for the College Application Process: A Survey Development and Validation Study.” 2016. Web. 24 Jan 2021.

Vancouver:

Shen LU. Measuring Students' Readiness for the College Application Process: A Survey Development and Validation Study. [Internet] [Doctoral dissertation]. Harvard University; 2016. [cited 2021 Jan 24]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797236.

Council of Science Editors:

Shen LU. Measuring Students' Readiness for the College Application Process: A Survey Development and Validation Study. [Doctoral Dissertation]. Harvard University; 2016. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797236


Harvard University

8. Cuevas, Stephany. Understanding Latina/o Undocumented Parents’ Engagement in Students’ College Readiness: A Literature Review.

Degree: Doctor of Education (EdD), 2016, Harvard University

Subjects/Keywords: Education, Sociology of; Education, Guidance and Counseling; Education, Higher

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Cuevas, S. (2016). Understanding Latina/o Undocumented Parents’ Engagement in Students’ College Readiness: A Literature Review. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797237

Chicago Manual of Style (16th Edition):

Cuevas, Stephany. “Understanding Latina/o Undocumented Parents’ Engagement in Students’ College Readiness: A Literature Review.” 2016. Doctoral Dissertation, Harvard University. Accessed January 24, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797237.

MLA Handbook (7th Edition):

Cuevas, Stephany. “Understanding Latina/o Undocumented Parents’ Engagement in Students’ College Readiness: A Literature Review.” 2016. Web. 24 Jan 2021.

Vancouver:

Cuevas S. Understanding Latina/o Undocumented Parents’ Engagement in Students’ College Readiness: A Literature Review. [Internet] [Doctoral dissertation]. Harvard University; 2016. [cited 2021 Jan 24]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797237.

Council of Science Editors:

Cuevas S. Understanding Latina/o Undocumented Parents’ Engagement in Students’ College Readiness: A Literature Review. [Doctoral Dissertation]. Harvard University; 2016. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797237


Harvard University

9. Liu, Pei Pei. Exploring High School Students’ Representations of Their Relationships With Teachers Through Factor and Content Analysis.

Degree: Doctor of Education (EdD), 2016, Harvard University

Subjects/Keywords: Education, Educational Psychology; Education, Secondary

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Liu, P. P. (2016). Exploring High School Students’ Representations of Their Relationships With Teachers Through Factor and Content Analysis. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797245

Chicago Manual of Style (16th Edition):

Liu, Pei Pei. “Exploring High School Students’ Representations of Their Relationships With Teachers Through Factor and Content Analysis.” 2016. Doctoral Dissertation, Harvard University. Accessed January 24, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797245.

MLA Handbook (7th Edition):

Liu, Pei Pei. “Exploring High School Students’ Representations of Their Relationships With Teachers Through Factor and Content Analysis.” 2016. Web. 24 Jan 2021.

Vancouver:

Liu PP. Exploring High School Students’ Representations of Their Relationships With Teachers Through Factor and Content Analysis. [Internet] [Doctoral dissertation]. Harvard University; 2016. [cited 2021 Jan 24]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797245.

Council of Science Editors:

Liu PP. Exploring High School Students’ Representations of Their Relationships With Teachers Through Factor and Content Analysis. [Doctoral Dissertation]. Harvard University; 2016. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797245


Harvard University

10. Stevens, Kim. Speaking of Service: A Phenomenological Study of How Low-Income College Students Discuss Service-Learning Participation.

Degree: Doctor of Education (EdD), 2016, Harvard University

Subjects/Keywords: Education, Higher; Education, Social Sciences; Education, General

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APA (6th Edition):

Stevens, K. (2016). Speaking of Service: A Phenomenological Study of How Low-Income College Students Discuss Service-Learning Participation. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797248

Chicago Manual of Style (16th Edition):

Stevens, Kim. “Speaking of Service: A Phenomenological Study of How Low-Income College Students Discuss Service-Learning Participation.” 2016. Doctoral Dissertation, Harvard University. Accessed January 24, 2021. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797248.

MLA Handbook (7th Edition):

Stevens, Kim. “Speaking of Service: A Phenomenological Study of How Low-Income College Students Discuss Service-Learning Participation.” 2016. Web. 24 Jan 2021.

Vancouver:

Stevens K. Speaking of Service: A Phenomenological Study of How Low-Income College Students Discuss Service-Learning Participation. [Internet] [Doctoral dissertation]. Harvard University; 2016. [cited 2021 Jan 24]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797248.

Council of Science Editors:

Stevens K. Speaking of Service: A Phenomenological Study of How Low-Income College Students Discuss Service-Learning Participation. [Doctoral Dissertation]. Harvard University; 2016. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33797248

.