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You searched for +publisher:"Temple University" +contributor:("Davis, James Earl;"). Showing records 1 – 30 of 112 total matches.

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Temple University

1. Schwartz, Mark Scott. Risk Modeling of First Year Student Retention at a Community College: An Early Exploration of Data, Feasibility, and Application.

Degree: 2016, Temple University

Educational Leadership

Ed.D.

Set in a medium sized, suburban, two-year community college, this study explores the initial development of an actionable predictive risk model for… (more)

Subjects/Keywords: Education; Educational administration; Educational leadership;

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APA (6th Edition):

Schwartz, M. S. (2016). Risk Modeling of First Year Student Retention at a Community College: An Early Exploration of Data, Feasibility, and Application. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,418735

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):

Schwartz, Mark Scott. “Risk Modeling of First Year Student Retention at a Community College: An Early Exploration of Data, Feasibility, and Application.” 2016. Thesis, Temple University. Accessed June 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,418735.

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

MLA Handbook (7th Edition):

Schwartz, Mark Scott. “Risk Modeling of First Year Student Retention at a Community College: An Early Exploration of Data, Feasibility, and Application.” 2016. Web. 20 Jun 2019.

Vancouver:

Schwartz MS. Risk Modeling of First Year Student Retention at a Community College: An Early Exploration of Data, Feasibility, and Application. [Internet] [Thesis]. Temple University; 2016. [cited 2019 Jun 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,418735.

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

Council of Science Editors:

Schwartz MS. Risk Modeling of First Year Student Retention at a Community College: An Early Exploration of Data, Feasibility, and Application. [Thesis]. Temple University; 2016. Available from: http://digital.library.temple.edu/u?/p245801coll10,418735

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


Temple University

2. Bruce, C. Andrea. Human Capital Development in the Cayman Islands: The Perception of Local Tertiary Education.

Degree: 2017, Temple University

Educational Leadership

Ed.D.

The remarkable economic success of the Cayman Islands is primarily driven by its large expatriate population. Expatriates make up over one-third of… (more)

Subjects/Keywords: Educational leadership; Higher education;

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APA (6th Edition):

Bruce, C. A. (2017). Human Capital Development in the Cayman Islands: The Perception of Local Tertiary Education. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,455846

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):

Bruce, C Andrea. “Human Capital Development in the Cayman Islands: The Perception of Local Tertiary Education.” 2017. Thesis, Temple University. Accessed June 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,455846.

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

MLA Handbook (7th Edition):

Bruce, C Andrea. “Human Capital Development in the Cayman Islands: The Perception of Local Tertiary Education.” 2017. Web. 20 Jun 2019.

Vancouver:

Bruce CA. Human Capital Development in the Cayman Islands: The Perception of Local Tertiary Education. [Internet] [Thesis]. Temple University; 2017. [cited 2019 Jun 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,455846.

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

Council of Science Editors:

Bruce CA. Human Capital Development in the Cayman Islands: The Perception of Local Tertiary Education. [Thesis]. Temple University; 2017. Available from: http://digital.library.temple.edu/u?/p245801coll10,455846

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


Temple University

3. Cunningham, Elaine Constance Luscene. Leadership Practices of Middle Managers in Selected Secondary Schools in Jamaica.

Degree: 2017, Temple University

Educational Leadership

Ed.D.

The study was specifically designed to explore the leadership density in selected secondary schools by examining how leadership at the middle tier… (more)

Subjects/Keywords: Educational leadership;

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APA (6th Edition):

Cunningham, E. C. L. (2017). Leadership Practices of Middle Managers in Selected Secondary Schools in Jamaica. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,457323

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):

Cunningham, Elaine Constance Luscene. “Leadership Practices of Middle Managers in Selected Secondary Schools in Jamaica.” 2017. Thesis, Temple University. Accessed June 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,457323.

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

MLA Handbook (7th Edition):

Cunningham, Elaine Constance Luscene. “Leadership Practices of Middle Managers in Selected Secondary Schools in Jamaica.” 2017. Web. 20 Jun 2019.

Vancouver:

Cunningham ECL. Leadership Practices of Middle Managers in Selected Secondary Schools in Jamaica. [Internet] [Thesis]. Temple University; 2017. [cited 2019 Jun 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,457323.

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

Council of Science Editors:

Cunningham ECL. Leadership Practices of Middle Managers in Selected Secondary Schools in Jamaica. [Thesis]. Temple University; 2017. Available from: http://digital.library.temple.edu/u?/p245801coll10,457323

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


Temple University

4. Hetzell, Leah. MANAGING TRANSFORMATION: HOW DO UNDERGRADUATE STUDENTS EXPERIENCE THE PROCESS OF REENTRY AFTER INTERNATIONAL SERVICE LEARNING?.

Degree: 2017, Temple University

Educational Leadership

Ed.D.

As calls for institutions of higher education to educate globally competent citizens have intensified over the last two decades, the field of… (more)

Subjects/Keywords: Educational administration; International relations;

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APA (6th Edition):

Hetzell, L. (2017). MANAGING TRANSFORMATION: HOW DO UNDERGRADUATE STUDENTS EXPERIENCE THE PROCESS OF REENTRY AFTER INTERNATIONAL SERVICE LEARNING?. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,460460

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):

Hetzell, Leah. “MANAGING TRANSFORMATION: HOW DO UNDERGRADUATE STUDENTS EXPERIENCE THE PROCESS OF REENTRY AFTER INTERNATIONAL SERVICE LEARNING?.” 2017. Thesis, Temple University. Accessed June 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,460460.

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

MLA Handbook (7th Edition):

Hetzell, Leah. “MANAGING TRANSFORMATION: HOW DO UNDERGRADUATE STUDENTS EXPERIENCE THE PROCESS OF REENTRY AFTER INTERNATIONAL SERVICE LEARNING?.” 2017. Web. 20 Jun 2019.

Vancouver:

Hetzell L. MANAGING TRANSFORMATION: HOW DO UNDERGRADUATE STUDENTS EXPERIENCE THE PROCESS OF REENTRY AFTER INTERNATIONAL SERVICE LEARNING?. [Internet] [Thesis]. Temple University; 2017. [cited 2019 Jun 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,460460.

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

Council of Science Editors:

Hetzell L. MANAGING TRANSFORMATION: HOW DO UNDERGRADUATE STUDENTS EXPERIENCE THE PROCESS OF REENTRY AFTER INTERNATIONAL SERVICE LEARNING?. [Thesis]. Temple University; 2017. Available from: http://digital.library.temple.edu/u?/p245801coll10,460460

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


Temple University

5. Donnelly, Jilian K. Understanding Educational Choice Processes of Retired Professional Hockey Players.

Degree: 2014, Temple University

Educational Administration

Ed.D.

The purpose of this qualitative study was to investigate the processes and influences that underlie the choice of retired elite athletes to… (more)

Subjects/Keywords: Adult education; Continuing education; Higher education;

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APA (6th Edition):

Donnelly, J. K. (2014). Understanding Educational Choice Processes of Retired Professional Hockey Players. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,260106

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):

Donnelly, Jilian K. “Understanding Educational Choice Processes of Retired Professional Hockey Players.” 2014. Thesis, Temple University. Accessed June 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,260106.

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

MLA Handbook (7th Edition):

Donnelly, Jilian K. “Understanding Educational Choice Processes of Retired Professional Hockey Players.” 2014. Web. 20 Jun 2019.

Vancouver:

Donnelly JK. Understanding Educational Choice Processes of Retired Professional Hockey Players. [Internet] [Thesis]. Temple University; 2014. [cited 2019 Jun 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,260106.

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

Council of Science Editors:

Donnelly JK. Understanding Educational Choice Processes of Retired Professional Hockey Players. [Thesis]. Temple University; 2014. Available from: http://digital.library.temple.edu/u?/p245801coll10,260106

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


Temple University

6. Rittenhouse, Charles Edgar. An analysis of taxpayer attitudes toward a local income tax to support public schools.

Degree: 2008, Temple University

Educational Administration

Ed.D.

While states have traditionally relied almost solely upon local property taxes for the main support of public education, other revenue sources have… (more)

Subjects/Keywords: Education, Business; Education, Finance; earned income tax; Pennsylvania; attitudes

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APA (6th Edition):

Rittenhouse, C. E. (2008). An analysis of taxpayer attitudes toward a local income tax to support public schools. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,1698

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):

Rittenhouse, Charles Edgar. “An analysis of taxpayer attitudes toward a local income tax to support public schools.” 2008. Thesis, Temple University. Accessed June 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,1698.

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

MLA Handbook (7th Edition):

Rittenhouse, Charles Edgar. “An analysis of taxpayer attitudes toward a local income tax to support public schools.” 2008. Web. 20 Jun 2019.

Vancouver:

Rittenhouse CE. An analysis of taxpayer attitudes toward a local income tax to support public schools. [Internet] [Thesis]. Temple University; 2008. [cited 2019 Jun 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,1698.

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

Council of Science Editors:

Rittenhouse CE. An analysis of taxpayer attitudes toward a local income tax to support public schools. [Thesis]. Temple University; 2008. Available from: http://digital.library.temple.edu/u?/p245801coll10,1698

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


Temple University

7. Russell-McKenzie, Elisabeth. Evaluating student teaching experiences at urban and suburban field sites: Relationship to teacher efficacy, preparedness, and commitment.

Degree: PhD, 2009, Temple University

Educational Psychology

Preparedness, efficacy, and commitment to a teaching career are important products of the teacher preparation process. Yet research on how the context of… (more)

Subjects/Keywords: Education, Teacher Training; Education, Educational Psychology; Bandura; field experiences; preservice teachers; teacher commitment; teacher efficacy; urban teaching

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

APA (6th Edition):

Russell-McKenzie, E. (2009). Evaluating student teaching experiences at urban and suburban field sites: Relationship to teacher efficacy, preparedness, and commitment. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,35125

Chicago Manual of Style (16th Edition):

Russell-McKenzie, Elisabeth. “Evaluating student teaching experiences at urban and suburban field sites: Relationship to teacher efficacy, preparedness, and commitment.” 2009. Doctoral Dissertation, Temple University. Accessed June 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,35125.

MLA Handbook (7th Edition):

Russell-McKenzie, Elisabeth. “Evaluating student teaching experiences at urban and suburban field sites: Relationship to teacher efficacy, preparedness, and commitment.” 2009. Web. 20 Jun 2019.

Vancouver:

Russell-McKenzie E. Evaluating student teaching experiences at urban and suburban field sites: Relationship to teacher efficacy, preparedness, and commitment. [Internet] [Doctoral dissertation]. Temple University; 2009. [cited 2019 Jun 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,35125.

Council of Science Editors:

Russell-McKenzie E. Evaluating student teaching experiences at urban and suburban field sites: Relationship to teacher efficacy, preparedness, and commitment. [Doctoral Dissertation]. Temple University; 2009. Available from: http://digital.library.temple.edu/u?/p245801coll10,35125


Temple University

8. Islam, Suad. Cultural Reproduction,Segmented Assimilation and the Religious Schooling Experiences of Immigrants at an Islamic Academy: Learning By Choice.

Degree: PhD, 2009, Temple University

Urban Education

A case study research design was employed to examine the cultural reproduction, segmented assimilation and religious schooling experiences of immigrant Muslim parents and… (more)

Subjects/Keywords: Education, Sociology of; Sociology, Ethnic and Racial Studies; Education, Religious; Arab Immigrants; Cultural Reproduction; Ethnic and Immigrant Studies; Islamic Schooling; Muslims; Segmented Assimilation

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

APA (6th Edition):

Islam, S. (2009). Cultural Reproduction,Segmented Assimilation and the Religious Schooling Experiences of Immigrants at an Islamic Academy: Learning By Choice. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,45969

Chicago Manual of Style (16th Edition):

Islam, Suad. “Cultural Reproduction,Segmented Assimilation and the Religious Schooling Experiences of Immigrants at an Islamic Academy: Learning By Choice.” 2009. Doctoral Dissertation, Temple University. Accessed June 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,45969.

MLA Handbook (7th Edition):

Islam, Suad. “Cultural Reproduction,Segmented Assimilation and the Religious Schooling Experiences of Immigrants at an Islamic Academy: Learning By Choice.” 2009. Web. 20 Jun 2019.

Vancouver:

Islam S. Cultural Reproduction,Segmented Assimilation and the Religious Schooling Experiences of Immigrants at an Islamic Academy: Learning By Choice. [Internet] [Doctoral dissertation]. Temple University; 2009. [cited 2019 Jun 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,45969.

Council of Science Editors:

Islam S. Cultural Reproduction,Segmented Assimilation and the Religious Schooling Experiences of Immigrants at an Islamic Academy: Learning By Choice. [Doctoral Dissertation]. Temple University; 2009. Available from: http://digital.library.temple.edu/u?/p245801coll10,45969


Temple University

9. Llewellyn, Joan Maxine. TEACHER EFFICACY AND INSTRUCTIONAL ATTENTIVENESS: EXPLORING PERSPECTIVES OF ACADEMIC ADVISING AT A TERTIARY INSTITUTION IN JAMAICA.

Degree: 2017, Temple University

Educational Leadership

Ed.D.

The purpose of this study was to explore the perspectives of academic advising at a tertiary institution in Jamaica and how it… (more)

Subjects/Keywords: Education;

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APA (6th Edition):

Llewellyn, J. M. (2017). TEACHER EFFICACY AND INSTRUCTIONAL ATTENTIVENESS: EXPLORING PERSPECTIVES OF ACADEMIC ADVISING AT A TERTIARY INSTITUTION IN JAMAICA. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,481063

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):

Llewellyn, Joan Maxine. “TEACHER EFFICACY AND INSTRUCTIONAL ATTENTIVENESS: EXPLORING PERSPECTIVES OF ACADEMIC ADVISING AT A TERTIARY INSTITUTION IN JAMAICA.” 2017. Thesis, Temple University. Accessed June 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,481063.

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

MLA Handbook (7th Edition):

Llewellyn, Joan Maxine. “TEACHER EFFICACY AND INSTRUCTIONAL ATTENTIVENESS: EXPLORING PERSPECTIVES OF ACADEMIC ADVISING AT A TERTIARY INSTITUTION IN JAMAICA.” 2017. Web. 20 Jun 2019.

Vancouver:

Llewellyn JM. TEACHER EFFICACY AND INSTRUCTIONAL ATTENTIVENESS: EXPLORING PERSPECTIVES OF ACADEMIC ADVISING AT A TERTIARY INSTITUTION IN JAMAICA. [Internet] [Thesis]. Temple University; 2017. [cited 2019 Jun 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,481063.

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

Council of Science Editors:

Llewellyn JM. TEACHER EFFICACY AND INSTRUCTIONAL ATTENTIVENESS: EXPLORING PERSPECTIVES OF ACADEMIC ADVISING AT A TERTIARY INSTITUTION IN JAMAICA. [Thesis]. Temple University; 2017. Available from: http://digital.library.temple.edu/u?/p245801coll10,481063

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


Temple University

10. Bailey, Jarvis Lamar. Consociation as a Nominal Retention Strategy: A Qualitative Case Study of a Specific Charter School and University College Partnership Aimed at Scholastic Impetus.

Degree: 2017, Temple University

Educational Administration

Ed.D.

This dissertation as an exploratory study examines the characteristics of the students of a charter school participating in a partnership with a… (more)

Subjects/Keywords: Educational administration;

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

APA (6th Edition):

Bailey, J. L. (2017). Consociation as a Nominal Retention Strategy: A Qualitative Case Study of a Specific Charter School and University College Partnership Aimed at Scholastic Impetus. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,453115

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):

Bailey, Jarvis Lamar. “Consociation as a Nominal Retention Strategy: A Qualitative Case Study of a Specific Charter School and University College Partnership Aimed at Scholastic Impetus.” 2017. Thesis, Temple University. Accessed June 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,453115.

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

MLA Handbook (7th Edition):

Bailey, Jarvis Lamar. “Consociation as a Nominal Retention Strategy: A Qualitative Case Study of a Specific Charter School and University College Partnership Aimed at Scholastic Impetus.” 2017. Web. 20 Jun 2019.

Vancouver:

Bailey JL. Consociation as a Nominal Retention Strategy: A Qualitative Case Study of a Specific Charter School and University College Partnership Aimed at Scholastic Impetus. [Internet] [Thesis]. Temple University; 2017. [cited 2019 Jun 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,453115.

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

Council of Science Editors:

Bailey JL. Consociation as a Nominal Retention Strategy: A Qualitative Case Study of a Specific Charter School and University College Partnership Aimed at Scholastic Impetus. [Thesis]. Temple University; 2017. Available from: http://digital.library.temple.edu/u?/p245801coll10,453115

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


Temple University

11. DiGiacomo, Pat. Evaluating the Use of a Postpartum Hemorrhage Simulation as a Teaching Strategy in an Undergraduate Nursing Program.

Degree: 2017, Temple University

Educational Leadership

Ed.D.

A recurring theme in the literature is that simulation is a positive teaching strategy when compared to other methods of instruction and… (more)

Subjects/Keywords: Nursing; Higher education;

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

APA (6th Edition):

DiGiacomo, P. (2017). Evaluating the Use of a Postpartum Hemorrhage Simulation as a Teaching Strategy in an Undergraduate Nursing Program. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,458025

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):

DiGiacomo, Pat. “Evaluating the Use of a Postpartum Hemorrhage Simulation as a Teaching Strategy in an Undergraduate Nursing Program.” 2017. Thesis, Temple University. Accessed June 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,458025.

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

MLA Handbook (7th Edition):

DiGiacomo, Pat. “Evaluating the Use of a Postpartum Hemorrhage Simulation as a Teaching Strategy in an Undergraduate Nursing Program.” 2017. Web. 20 Jun 2019.

Vancouver:

DiGiacomo P. Evaluating the Use of a Postpartum Hemorrhage Simulation as a Teaching Strategy in an Undergraduate Nursing Program. [Internet] [Thesis]. Temple University; 2017. [cited 2019 Jun 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,458025.

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

Council of Science Editors:

DiGiacomo P. Evaluating the Use of a Postpartum Hemorrhage Simulation as a Teaching Strategy in an Undergraduate Nursing Program. [Thesis]. Temple University; 2017. Available from: http://digital.library.temple.edu/u?/p245801coll10,458025

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


Temple University

12. Walsh, Jonathan Thomas. THE IMPACT OF A SUMMER READING INTERVENTION ON ACADEMIC ACHIEVEMENT.

Degree: 2017, Temple University

Educational Leadership

Ed.D.

With so many students attending summer programs, it is remarkable that there is little research available aiming to investigate achievement differences in… (more)

Subjects/Keywords: Educational leadership

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APA (6th Edition):

Walsh, J. T. (2017). THE IMPACT OF A SUMMER READING INTERVENTION ON ACADEMIC ACHIEVEMENT. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,468140

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):

Walsh, Jonathan Thomas. “THE IMPACT OF A SUMMER READING INTERVENTION ON ACADEMIC ACHIEVEMENT.” 2017. Thesis, Temple University. Accessed June 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,468140.

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

MLA Handbook (7th Edition):

Walsh, Jonathan Thomas. “THE IMPACT OF A SUMMER READING INTERVENTION ON ACADEMIC ACHIEVEMENT.” 2017. Web. 20 Jun 2019.

Vancouver:

Walsh JT. THE IMPACT OF A SUMMER READING INTERVENTION ON ACADEMIC ACHIEVEMENT. [Internet] [Thesis]. Temple University; 2017. [cited 2019 Jun 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,468140.

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

Council of Science Editors:

Walsh JT. THE IMPACT OF A SUMMER READING INTERVENTION ON ACADEMIC ACHIEVEMENT. [Thesis]. Temple University; 2017. Available from: http://digital.library.temple.edu/u?/p245801coll10,468140

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


Temple University

13. Kamau, Ngozi Jendayi. RACE, CULTURE AND ACADEMIC ACHIEVEMENT: An Historical Overview and an Exploratory Analysis in a Multi-Ethnic, Urban High School.

Degree: PhD, 2011, Temple University

African American Studies

This study highlights the salience of race, cultural match between student and teacher, students' cultural conformity and perceptions of opportunity, and teachers'… (more)

Subjects/Keywords: African American studies; Education; Black studies; achievement gap; African American; culture; equity; multi-ethnic; quantitative

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

APA (6th Edition):

Kamau, N. J. (2011). RACE, CULTURE AND ACADEMIC ACHIEVEMENT: An Historical Overview and an Exploratory Analysis in a Multi-Ethnic, Urban High School. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,206205

Chicago Manual of Style (16th Edition):

Kamau, Ngozi Jendayi. “RACE, CULTURE AND ACADEMIC ACHIEVEMENT: An Historical Overview and an Exploratory Analysis in a Multi-Ethnic, Urban High School.” 2011. Doctoral Dissertation, Temple University. Accessed June 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,206205.

MLA Handbook (7th Edition):

Kamau, Ngozi Jendayi. “RACE, CULTURE AND ACADEMIC ACHIEVEMENT: An Historical Overview and an Exploratory Analysis in a Multi-Ethnic, Urban High School.” 2011. Web. 20 Jun 2019.

Vancouver:

Kamau NJ. RACE, CULTURE AND ACADEMIC ACHIEVEMENT: An Historical Overview and an Exploratory Analysis in a Multi-Ethnic, Urban High School. [Internet] [Doctoral dissertation]. Temple University; 2011. [cited 2019 Jun 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,206205.

Council of Science Editors:

Kamau NJ. RACE, CULTURE AND ACADEMIC ACHIEVEMENT: An Historical Overview and an Exploratory Analysis in a Multi-Ethnic, Urban High School. [Doctoral Dissertation]. Temple University; 2011. Available from: http://digital.library.temple.edu/u?/p245801coll10,206205


Temple University

14. HOBBS, ROBERT MAURICE. Improving Problem-Solving Techniques for Students in Low-Performing Schools.

Degree: 2012, Temple University

CITE/Mathematics and Science Education

Ed.D.

Teachers can use culturally relevant pedagogical strategies and technologies as emerging tools to improve students' problem-solving skills. The purpose of… (more)

Subjects/Keywords: Mathematics education; Educational technology; Multicultural education; african american students and math education; computers and mathematics; computers use in a multicultured algebra class; culturally relevant specific pedagogy; teacher as facilitator; technology and math education

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

APA (6th Edition):

HOBBS, R. M. (2012). Improving Problem-Solving Techniques for Students in Low-Performing Schools. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,213125

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):

HOBBS, ROBERT MAURICE. “Improving Problem-Solving Techniques for Students in Low-Performing Schools.” 2012. Thesis, Temple University. Accessed June 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,213125.

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

MLA Handbook (7th Edition):

HOBBS, ROBERT MAURICE. “Improving Problem-Solving Techniques for Students in Low-Performing Schools.” 2012. Web. 20 Jun 2019.

Vancouver:

HOBBS RM. Improving Problem-Solving Techniques for Students in Low-Performing Schools. [Internet] [Thesis]. Temple University; 2012. [cited 2019 Jun 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,213125.

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

Council of Science Editors:

HOBBS RM. Improving Problem-Solving Techniques for Students in Low-Performing Schools. [Thesis]. Temple University; 2012. Available from: http://digital.library.temple.edu/u?/p245801coll10,213125

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


Temple University

15. Harrison, Valerie Irene. The Racial Significance of Pennsylvania's K-12 Public Education Funding Scheme: An Afrocentric Analysis.

Degree: PhD, 2015, Temple University

African American Studies

The issue of public education has long been studied and continues to stymie communities as they diligently attempt to create effective educational… (more)

Subjects/Keywords: African American studies; Education finance;

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APA (6th Edition):

Harrison, V. I. (2015). The Racial Significance of Pennsylvania's K-12 Public Education Funding Scheme: An Afrocentric Analysis. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,301786

Chicago Manual of Style (16th Edition):

Harrison, Valerie Irene. “The Racial Significance of Pennsylvania's K-12 Public Education Funding Scheme: An Afrocentric Analysis.” 2015. Doctoral Dissertation, Temple University. Accessed June 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,301786.

MLA Handbook (7th Edition):

Harrison, Valerie Irene. “The Racial Significance of Pennsylvania's K-12 Public Education Funding Scheme: An Afrocentric Analysis.” 2015. Web. 20 Jun 2019.

Vancouver:

Harrison VI. The Racial Significance of Pennsylvania's K-12 Public Education Funding Scheme: An Afrocentric Analysis. [Internet] [Doctoral dissertation]. Temple University; 2015. [cited 2019 Jun 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,301786.

Council of Science Editors:

Harrison VI. The Racial Significance of Pennsylvania's K-12 Public Education Funding Scheme: An Afrocentric Analysis. [Doctoral Dissertation]. Temple University; 2015. Available from: http://digital.library.temple.edu/u?/p245801coll10,301786


Temple University

16. Schermond, Daniel T. In the Margins or the Mainstream? Gay and Lesbian Narratives About Urban Space, Place, and Community in Everyday Life.

Degree: PhD, 2014, Temple University

Sociology

In this dissertation, I analyze narratives about how gays and lesbians think about urban space and communities in relation to their sexual identities. My… (more)

Subjects/Keywords: Sociology; GLBT studies; Geography;

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APA (6th Edition):

Schermond, D. T. (2014). In the Margins or the Mainstream? Gay and Lesbian Narratives About Urban Space, Place, and Community in Everyday Life. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,307849

Chicago Manual of Style (16th Edition):

Schermond, Daniel T. “In the Margins or the Mainstream? Gay and Lesbian Narratives About Urban Space, Place, and Community in Everyday Life.” 2014. Doctoral Dissertation, Temple University. Accessed June 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,307849.

MLA Handbook (7th Edition):

Schermond, Daniel T. “In the Margins or the Mainstream? Gay and Lesbian Narratives About Urban Space, Place, and Community in Everyday Life.” 2014. Web. 20 Jun 2019.

Vancouver:

Schermond DT. In the Margins or the Mainstream? Gay and Lesbian Narratives About Urban Space, Place, and Community in Everyday Life. [Internet] [Doctoral dissertation]. Temple University; 2014. [cited 2019 Jun 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,307849.

Council of Science Editors:

Schermond DT. In the Margins or the Mainstream? Gay and Lesbian Narratives About Urban Space, Place, and Community in Everyday Life. [Doctoral Dissertation]. Temple University; 2014. Available from: http://digital.library.temple.edu/u?/p245801coll10,307849


Temple University

17. Williams, Kevin W. College student behavior: A qualitative investigation of students’ experience and future behavior related to the study conduct process.

Degree: 2015, Temple University

Educational Leadership

Ed.D.

High profile behavioral problems have motivated a national call for accountability by colleges and universities to better manage these issues to maintain… (more)

Subjects/Keywords: Higher education administration; Educational leadership;

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

APA (6th Edition):

Williams, K. W. (2015). College student behavior: A qualitative investigation of students’ experience and future behavior related to the study conduct process. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,366262

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):

Williams, Kevin W. “College student behavior: A qualitative investigation of students’ experience and future behavior related to the study conduct process.” 2015. Thesis, Temple University. Accessed June 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,366262.

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

MLA Handbook (7th Edition):

Williams, Kevin W. “College student behavior: A qualitative investigation of students’ experience and future behavior related to the study conduct process.” 2015. Web. 20 Jun 2019.

Vancouver:

Williams KW. College student behavior: A qualitative investigation of students’ experience and future behavior related to the study conduct process. [Internet] [Thesis]. Temple University; 2015. [cited 2019 Jun 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,366262.

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

Council of Science Editors:

Williams KW. College student behavior: A qualitative investigation of students’ experience and future behavior related to the study conduct process. [Thesis]. Temple University; 2015. Available from: http://digital.library.temple.edu/u?/p245801coll10,366262

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


Temple University

18. Menzies, Crystal Marie. AN EXAMINATION OF COMMUNITY CULTURAL WEALTH IN THE SUCCESS OF BLACK HIGH SCHOOL STUDENTS.

Degree: PhD, 2016, Temple University

Urban Education

Dominant education ideology focuses on the numerous challenges encountered by low-income Black youth in urban education settings. Although much of the research seeks… (more)

Subjects/Keywords: Education;

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

APA (6th Edition):

Menzies, C. M. (2016). AN EXAMINATION OF COMMUNITY CULTURAL WEALTH IN THE SUCCESS OF BLACK HIGH SCHOOL STUDENTS. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,377080

Chicago Manual of Style (16th Edition):

Menzies, Crystal Marie. “AN EXAMINATION OF COMMUNITY CULTURAL WEALTH IN THE SUCCESS OF BLACK HIGH SCHOOL STUDENTS.” 2016. Doctoral Dissertation, Temple University. Accessed June 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,377080.

MLA Handbook (7th Edition):

Menzies, Crystal Marie. “AN EXAMINATION OF COMMUNITY CULTURAL WEALTH IN THE SUCCESS OF BLACK HIGH SCHOOL STUDENTS.” 2016. Web. 20 Jun 2019.

Vancouver:

Menzies CM. AN EXAMINATION OF COMMUNITY CULTURAL WEALTH IN THE SUCCESS OF BLACK HIGH SCHOOL STUDENTS. [Internet] [Doctoral dissertation]. Temple University; 2016. [cited 2019 Jun 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,377080.

Council of Science Editors:

Menzies CM. AN EXAMINATION OF COMMUNITY CULTURAL WEALTH IN THE SUCCESS OF BLACK HIGH SCHOOL STUDENTS. [Doctoral Dissertation]. Temple University; 2016. Available from: http://digital.library.temple.edu/u?/p245801coll10,377080


Temple University

19. Torsney, Benjamin M. MOTIVATIONAL CHARACTERISTICS OF K-12 TEACHERS: DETERMINING THE VALUES THAT INFLUENCE PRE-SERVICE TEACHERS’ DECISION TO TEACH.

Degree: PhD, 2016, Temple University

Educational Psychology

This study examined the motivations pre-service teachers possess as they progress though a teacher education program. Using Watt and Richardson’s (2007) Factors Influencing… (more)

Subjects/Keywords: Educational psychology; Teacher education;

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APA (6th Edition):

Torsney, B. M. (2016). MOTIVATIONAL CHARACTERISTICS OF K-12 TEACHERS: DETERMINING THE VALUES THAT INFLUENCE PRE-SERVICE TEACHERS’ DECISION TO TEACH. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,389371

Chicago Manual of Style (16th Edition):

Torsney, Benjamin M. “MOTIVATIONAL CHARACTERISTICS OF K-12 TEACHERS: DETERMINING THE VALUES THAT INFLUENCE PRE-SERVICE TEACHERS’ DECISION TO TEACH.” 2016. Doctoral Dissertation, Temple University. Accessed June 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,389371.

MLA Handbook (7th Edition):

Torsney, Benjamin M. “MOTIVATIONAL CHARACTERISTICS OF K-12 TEACHERS: DETERMINING THE VALUES THAT INFLUENCE PRE-SERVICE TEACHERS’ DECISION TO TEACH.” 2016. Web. 20 Jun 2019.

Vancouver:

Torsney BM. MOTIVATIONAL CHARACTERISTICS OF K-12 TEACHERS: DETERMINING THE VALUES THAT INFLUENCE PRE-SERVICE TEACHERS’ DECISION TO TEACH. [Internet] [Doctoral dissertation]. Temple University; 2016. [cited 2019 Jun 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,389371.

Council of Science Editors:

Torsney BM. MOTIVATIONAL CHARACTERISTICS OF K-12 TEACHERS: DETERMINING THE VALUES THAT INFLUENCE PRE-SERVICE TEACHERS’ DECISION TO TEACH. [Doctoral Dissertation]. Temple University; 2016. Available from: http://digital.library.temple.edu/u?/p245801coll10,389371


Temple University

20. Yoon, Ji-Young. STUDENT AND SCHOOL PREDICTORS OF PERCEIVED DISCRIMINATION.

Degree: PhD, 2016, Temple University

School Psychology

Perceptions of discrimination have been linked to a variety of negative academic and social outcomes for adolescents. Relatively few studies have investigated school… (more)

Subjects/Keywords: Psychology; Black studies; Educational psychology

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APA (6th Edition):

Yoon, J. (2016). STUDENT AND SCHOOL PREDICTORS OF PERCEIVED DISCRIMINATION. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,391476

Chicago Manual of Style (16th Edition):

Yoon, Ji-Young. “STUDENT AND SCHOOL PREDICTORS OF PERCEIVED DISCRIMINATION.” 2016. Doctoral Dissertation, Temple University. Accessed June 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,391476.

MLA Handbook (7th Edition):

Yoon, Ji-Young. “STUDENT AND SCHOOL PREDICTORS OF PERCEIVED DISCRIMINATION.” 2016. Web. 20 Jun 2019.

Vancouver:

Yoon J. STUDENT AND SCHOOL PREDICTORS OF PERCEIVED DISCRIMINATION. [Internet] [Doctoral dissertation]. Temple University; 2016. [cited 2019 Jun 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,391476.

Council of Science Editors:

Yoon J. STUDENT AND SCHOOL PREDICTORS OF PERCEIVED DISCRIMINATION. [Doctoral Dissertation]. Temple University; 2016. Available from: http://digital.library.temple.edu/u?/p245801coll10,391476


Temple University

21. VanDeWoestyne, Jennifer Marie. Assessing Achievement Outcomes and Student Engagement Perception in an Upper Division Business Management Course.

Degree: 2016, Temple University

Educational Leadership

Ed.D.

This study examined differences in achievement outcomes among undergraduate business students enrolled in an online and face-to-face upper division business management course.… (more)

Subjects/Keywords: Educational leadership; Educational administration

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APA (6th Edition):

VanDeWoestyne, J. M. (2016). Assessing Achievement Outcomes and Student Engagement Perception in an Upper Division Business Management Course. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,420767

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):

VanDeWoestyne, Jennifer Marie. “Assessing Achievement Outcomes and Student Engagement Perception in an Upper Division Business Management Course.” 2016. Thesis, Temple University. Accessed June 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,420767.

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

MLA Handbook (7th Edition):

VanDeWoestyne, Jennifer Marie. “Assessing Achievement Outcomes and Student Engagement Perception in an Upper Division Business Management Course.” 2016. Web. 20 Jun 2019.

Vancouver:

VanDeWoestyne JM. Assessing Achievement Outcomes and Student Engagement Perception in an Upper Division Business Management Course. [Internet] [Thesis]. Temple University; 2016. [cited 2019 Jun 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,420767.

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

Council of Science Editors:

VanDeWoestyne JM. Assessing Achievement Outcomes and Student Engagement Perception in an Upper Division Business Management Course. [Thesis]. Temple University; 2016. Available from: http://digital.library.temple.edu/u?/p245801coll10,420767

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


Temple University

22. Davis, Adrianne Musu. “Can’t I be Black and smart?”: Examining the experiences of Black high-achieving college women inside and outside the classroom.

Degree: PhD, 2017, Temple University

Urban Education

This study examines the experiences of high-achieving talented undergraduate Black women inside and outside the classroom at a predominantly white urban university. Much… (more)

Subjects/Keywords: Higher education; Higher education administration; Education;

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APA (6th Edition):

Davis, A. M. (2017). “Can’t I be Black and smart?”: Examining the experiences of Black high-achieving college women inside and outside the classroom. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,427517

Chicago Manual of Style (16th Edition):

Davis, Adrianne Musu. ““Can’t I be Black and smart?”: Examining the experiences of Black high-achieving college women inside and outside the classroom.” 2017. Doctoral Dissertation, Temple University. Accessed June 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,427517.

MLA Handbook (7th Edition):

Davis, Adrianne Musu. ““Can’t I be Black and smart?”: Examining the experiences of Black high-achieving college women inside and outside the classroom.” 2017. Web. 20 Jun 2019.

Vancouver:

Davis AM. “Can’t I be Black and smart?”: Examining the experiences of Black high-achieving college women inside and outside the classroom. [Internet] [Doctoral dissertation]. Temple University; 2017. [cited 2019 Jun 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,427517.

Council of Science Editors:

Davis AM. “Can’t I be Black and smart?”: Examining the experiences of Black high-achieving college women inside and outside the classroom. [Doctoral Dissertation]. Temple University; 2017. Available from: http://digital.library.temple.edu/u?/p245801coll10,427517


Temple University

23. Aymer, Veronica. Black and Latino Faculty Navigating The Academy: Recruitment, Retention, Tenure, and the Academic Culture.

Degree: 2017, Temple University

Educational Leadership

Ed.D.

The purpose of this qualitative study is to examine the unique experiences of Black and Latino faculty as members of underrepresented minority… (more)

Subjects/Keywords: Educational leadership;

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APA (6th Edition):

Aymer, V. (2017). Black and Latino Faculty Navigating The Academy: Recruitment, Retention, Tenure, and the Academic Culture. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,423560

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):

Aymer, Veronica. “Black and Latino Faculty Navigating The Academy: Recruitment, Retention, Tenure, and the Academic Culture.” 2017. Thesis, Temple University. Accessed June 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,423560.

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

MLA Handbook (7th Edition):

Aymer, Veronica. “Black and Latino Faculty Navigating The Academy: Recruitment, Retention, Tenure, and the Academic Culture.” 2017. Web. 20 Jun 2019.

Vancouver:

Aymer V. Black and Latino Faculty Navigating The Academy: Recruitment, Retention, Tenure, and the Academic Culture. [Internet] [Thesis]. Temple University; 2017. [cited 2019 Jun 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,423560.

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

Council of Science Editors:

Aymer V. Black and Latino Faculty Navigating The Academy: Recruitment, Retention, Tenure, and the Academic Culture. [Thesis]. Temple University; 2017. Available from: http://digital.library.temple.edu/u?/p245801coll10,423560

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


Temple University

24. Ballinas, Jorge. The Context of Success: Mexican Educational Achievement in the Northeast.

Degree: PhD, 2017, Temple University

Sociology

In the United States, many, including those who are native-born and those who settle here, faithfully espouse the American Dream. Commonly, higher education… (more)

Subjects/Keywords: Educational sociology; Ethnic studies;

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APA (6th Edition):

Ballinas, J. (2017). The Context of Success: Mexican Educational Achievement in the Northeast. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,423973

Chicago Manual of Style (16th Edition):

Ballinas, Jorge. “The Context of Success: Mexican Educational Achievement in the Northeast.” 2017. Doctoral Dissertation, Temple University. Accessed June 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,423973.

MLA Handbook (7th Edition):

Ballinas, Jorge. “The Context of Success: Mexican Educational Achievement in the Northeast.” 2017. Web. 20 Jun 2019.

Vancouver:

Ballinas J. The Context of Success: Mexican Educational Achievement in the Northeast. [Internet] [Doctoral dissertation]. Temple University; 2017. [cited 2019 Jun 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,423973.

Council of Science Editors:

Ballinas J. The Context of Success: Mexican Educational Achievement in the Northeast. [Doctoral Dissertation]. Temple University; 2017. Available from: http://digital.library.temple.edu/u?/p245801coll10,423973


Temple University

25. Oswald Fowler, Anne Michele. Gaining Entry Into a Teacher Preparation Program in the Commonwealth of Pennsylvania: Assessing the Most Valid Predictors.

Degree: 2017, Temple University

Educational Leadership

Ed.D.

This study assessed the most valid predictors of success of students entering into an undergraduate teacher preparation program in the Commonwealth of… (more)

Subjects/Keywords: Educational leadership; Higher education administration;

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

APA (6th Edition):

Oswald Fowler, A. M. (2017). Gaining Entry Into a Teacher Preparation Program in the Commonwealth of Pennsylvania: Assessing the Most Valid Predictors. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,440453

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):

Oswald Fowler, Anne Michele. “Gaining Entry Into a Teacher Preparation Program in the Commonwealth of Pennsylvania: Assessing the Most Valid Predictors.” 2017. Thesis, Temple University. Accessed June 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,440453.

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

MLA Handbook (7th Edition):

Oswald Fowler, Anne Michele. “Gaining Entry Into a Teacher Preparation Program in the Commonwealth of Pennsylvania: Assessing the Most Valid Predictors.” 2017. Web. 20 Jun 2019.

Vancouver:

Oswald Fowler AM. Gaining Entry Into a Teacher Preparation Program in the Commonwealth of Pennsylvania: Assessing the Most Valid Predictors. [Internet] [Thesis]. Temple University; 2017. [cited 2019 Jun 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,440453.

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

Council of Science Editors:

Oswald Fowler AM. Gaining Entry Into a Teacher Preparation Program in the Commonwealth of Pennsylvania: Assessing the Most Valid Predictors. [Thesis]. Temple University; 2017. Available from: http://digital.library.temple.edu/u?/p245801coll10,440453

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


Temple University

26. Randolph, Laura. Understanding Black Undergraduate Females' Sense of Belonging at a Predominantly White Institution.

Degree: 2017, Temple University

Educational Leadership

Ed.D.

As college and university continue to recruit and enroll more diverse student populations and maintain institutional priorities of diversity and inclusion, it… (more)

Subjects/Keywords: Higher education administration

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APA (6th Edition):

Randolph, L. (2017). Understanding Black Undergraduate Females' Sense of Belonging at a Predominantly White Institution. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,442767

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):

Randolph, Laura. “Understanding Black Undergraduate Females' Sense of Belonging at a Predominantly White Institution.” 2017. Thesis, Temple University. Accessed June 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,442767.

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

MLA Handbook (7th Edition):

Randolph, Laura. “Understanding Black Undergraduate Females' Sense of Belonging at a Predominantly White Institution.” 2017. Web. 20 Jun 2019.

Vancouver:

Randolph L. Understanding Black Undergraduate Females' Sense of Belonging at a Predominantly White Institution. [Internet] [Thesis]. Temple University; 2017. [cited 2019 Jun 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,442767.

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

Council of Science Editors:

Randolph L. Understanding Black Undergraduate Females' Sense of Belonging at a Predominantly White Institution. [Thesis]. Temple University; 2017. Available from: http://digital.library.temple.edu/u?/p245801coll10,442767

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


Temple University

27. Scott, Sharron. The Struggle Is Real: Black Doctoral Students' Perceptions Aspiring to the Professoriate.

Degree: 2017, Temple University

Educational Leadership

Ed.D.

This qualitative research explored the unique experiences of Black doctoral students. Specifically, Black doctoral students’ perceptions of themselves, their academic program, and… (more)

Subjects/Keywords: Higher education

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APA (6th Edition):

Scott, S. (2017). The Struggle Is Real: Black Doctoral Students' Perceptions Aspiring to the Professoriate. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,444988

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):

Scott, Sharron. “The Struggle Is Real: Black Doctoral Students' Perceptions Aspiring to the Professoriate.” 2017. Thesis, Temple University. Accessed June 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,444988.

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

MLA Handbook (7th Edition):

Scott, Sharron. “The Struggle Is Real: Black Doctoral Students' Perceptions Aspiring to the Professoriate.” 2017. Web. 20 Jun 2019.

Vancouver:

Scott S. The Struggle Is Real: Black Doctoral Students' Perceptions Aspiring to the Professoriate. [Internet] [Thesis]. Temple University; 2017. [cited 2019 Jun 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,444988.

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

Council of Science Editors:

Scott S. The Struggle Is Real: Black Doctoral Students' Perceptions Aspiring to the Professoriate. [Thesis]. Temple University; 2017. Available from: http://digital.library.temple.edu/u?/p245801coll10,444988

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


Temple University

28. Gearhart, Sarah R. CULTURAL CAPITAL AND SCHOOL CHOICE PARTICIPATION: WHO CHOOSES WHAT? EVIDENCE FROM THE HIGH SCHOOL LONGITUDINAL STUDY OF 2009.

Degree: PhD, 2018, Temple University

Urban Education

This study examines the role of parental cultural capital as it pertains to whether a student attends a chosen school and whether the… (more)

Subjects/Keywords: Education policy;

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

APA (6th Edition):

Gearhart, S. R. (2018). CULTURAL CAPITAL AND SCHOOL CHOICE PARTICIPATION: WHO CHOOSES WHAT? EVIDENCE FROM THE HIGH SCHOOL LONGITUDINAL STUDY OF 2009. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,492035

Chicago Manual of Style (16th Edition):

Gearhart, Sarah R. “CULTURAL CAPITAL AND SCHOOL CHOICE PARTICIPATION: WHO CHOOSES WHAT? EVIDENCE FROM THE HIGH SCHOOL LONGITUDINAL STUDY OF 2009.” 2018. Doctoral Dissertation, Temple University. Accessed June 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,492035.

MLA Handbook (7th Edition):

Gearhart, Sarah R. “CULTURAL CAPITAL AND SCHOOL CHOICE PARTICIPATION: WHO CHOOSES WHAT? EVIDENCE FROM THE HIGH SCHOOL LONGITUDINAL STUDY OF 2009.” 2018. Web. 20 Jun 2019.

Vancouver:

Gearhart SR. CULTURAL CAPITAL AND SCHOOL CHOICE PARTICIPATION: WHO CHOOSES WHAT? EVIDENCE FROM THE HIGH SCHOOL LONGITUDINAL STUDY OF 2009. [Internet] [Doctoral dissertation]. Temple University; 2018. [cited 2019 Jun 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,492035.

Council of Science Editors:

Gearhart SR. CULTURAL CAPITAL AND SCHOOL CHOICE PARTICIPATION: WHO CHOOSES WHAT? EVIDENCE FROM THE HIGH SCHOOL LONGITUDINAL STUDY OF 2009. [Doctoral Dissertation]. Temple University; 2018. Available from: http://digital.library.temple.edu/u?/p245801coll10,492035


Temple University

29. Paris, Joseph. Predicting Success: An Examination of the Predictive Validity of a Measure of Motivational-Developmental Dimensions in College Admissions.

Degree: 2018, Temple University

Educational Leadership

Ed.D.

Although many colleges and universities use a wide range of criteria to evaluate and select admissions applicants, much of the variance in… (more)

Subjects/Keywords: Higher education; Higher education administration; Educational tests & measurements;

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

APA (6th Edition):

Paris, J. (2018). Predicting Success: An Examination of the Predictive Validity of a Measure of Motivational-Developmental Dimensions in College Admissions. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,494981

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):

Paris, Joseph. “Predicting Success: An Examination of the Predictive Validity of a Measure of Motivational-Developmental Dimensions in College Admissions.” 2018. Thesis, Temple University. Accessed June 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,494981.

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

MLA Handbook (7th Edition):

Paris, Joseph. “Predicting Success: An Examination of the Predictive Validity of a Measure of Motivational-Developmental Dimensions in College Admissions.” 2018. Web. 20 Jun 2019.

Vancouver:

Paris J. Predicting Success: An Examination of the Predictive Validity of a Measure of Motivational-Developmental Dimensions in College Admissions. [Internet] [Thesis]. Temple University; 2018. [cited 2019 Jun 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,494981.

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

Council of Science Editors:

Paris J. Predicting Success: An Examination of the Predictive Validity of a Measure of Motivational-Developmental Dimensions in College Admissions. [Thesis]. Temple University; 2018. Available from: http://digital.library.temple.edu/u?/p245801coll10,494981

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


Temple University

30. Tancredi-Brice Agbenyega, Emily K. "WE ARE FIGHTERS": EXPLORING HOW LATINAS USE VARIOUS FORMS OF CAPITAL AS THEY STRIVE FOR SUCCESS IN STEM.

Degree: PhD, 2018, Temple University

Urban Education

The underrepresentation of women of color in science, technology, engineering, and mathematics (STEM) remains a critical issue. Uneven academic preparation and lack of… (more)

Subjects/Keywords: Science education; Educational sociology; Higher education;

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

APA (6th Edition):

Tancredi-Brice Agbenyega, E. K. (2018). "WE ARE FIGHTERS": EXPLORING HOW LATINAS USE VARIOUS FORMS OF CAPITAL AS THEY STRIVE FOR SUCCESS IN STEM. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,499881

Chicago Manual of Style (16th Edition):

Tancredi-Brice Agbenyega, Emily K. “"WE ARE FIGHTERS": EXPLORING HOW LATINAS USE VARIOUS FORMS OF CAPITAL AS THEY STRIVE FOR SUCCESS IN STEM.” 2018. Doctoral Dissertation, Temple University. Accessed June 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,499881.

MLA Handbook (7th Edition):

Tancredi-Brice Agbenyega, Emily K. “"WE ARE FIGHTERS": EXPLORING HOW LATINAS USE VARIOUS FORMS OF CAPITAL AS THEY STRIVE FOR SUCCESS IN STEM.” 2018. Web. 20 Jun 2019.

Vancouver:

Tancredi-Brice Agbenyega EK. "WE ARE FIGHTERS": EXPLORING HOW LATINAS USE VARIOUS FORMS OF CAPITAL AS THEY STRIVE FOR SUCCESS IN STEM. [Internet] [Doctoral dissertation]. Temple University; 2018. [cited 2019 Jun 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,499881.

Council of Science Editors:

Tancredi-Brice Agbenyega EK. "WE ARE FIGHTERS": EXPLORING HOW LATINAS USE VARIOUS FORMS OF CAPITAL AS THEY STRIVE FOR SUCCESS IN STEM. [Doctoral Dissertation]. Temple University; 2018. Available from: http://digital.library.temple.edu/u?/p245801coll10,499881

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