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You searched for +publisher:"Temple University" +contributor:("Horvat, Erin McNamara"). Showing records 1 – 30 of 38 total matches.

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Temple University

1. Vorndran, Patricia. Conceptions of and Motivation for Teaching in Higher Education: An Interview Study among Participants in a Teaching Certificate Program.

Degree: PhD, 2014, Temple University

Educational Psychology

In response to increasing evidence of the need for better preparation for those teaching in higher education, more and more professional development programs… (more)

Subjects/Keywords: Educational psychology;

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

APA (6th Edition):

Vorndran, P. (2014). Conceptions of and Motivation for Teaching in Higher Education: An Interview Study among Participants in a Teaching Certificate Program. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,248450

Chicago Manual of Style (16th Edition):

Vorndran, Patricia. “Conceptions of and Motivation for Teaching in Higher Education: An Interview Study among Participants in a Teaching Certificate Program.” 2014. Doctoral Dissertation, Temple University. Accessed April 13, 2021. http://digital.library.temple.edu/u?/p245801coll10,248450.

MLA Handbook (7th Edition):

Vorndran, Patricia. “Conceptions of and Motivation for Teaching in Higher Education: An Interview Study among Participants in a Teaching Certificate Program.” 2014. Web. 13 Apr 2021.

Vancouver:

Vorndran P. Conceptions of and Motivation for Teaching in Higher Education: An Interview Study among Participants in a Teaching Certificate Program. [Internet] [Doctoral dissertation]. Temple University; 2014. [cited 2021 Apr 13]. Available from: http://digital.library.temple.edu/u?/p245801coll10,248450.

Council of Science Editors:

Vorndran P. Conceptions of and Motivation for Teaching in Higher Education: An Interview Study among Participants in a Teaching Certificate Program. [Doctoral Dissertation]. Temple University; 2014. Available from: http://digital.library.temple.edu/u?/p245801coll10,248450


Temple University

2. Farrie, Danielle C. School Choice and Segregation: How Race Influences Choices and the Consequences for Neighborhood Public Schools.

Degree: PhD, 2008, Temple University

Sociology

This dissertation examines the relationship between school choice and race. I examine whether the racial composition of schools influences choices and whether choices of… (more)

Subjects/Keywords: Education, Sociology of; school choice; school segregation; race; white flight; Philadelphia

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APA (6th Edition):

Farrie, D. C. (2008). School Choice and Segregation: How Race Influences Choices and the Consequences for Neighborhood Public Schools. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,8656

Chicago Manual of Style (16th Edition):

Farrie, Danielle C. “School Choice and Segregation: How Race Influences Choices and the Consequences for Neighborhood Public Schools.” 2008. Doctoral Dissertation, Temple University. Accessed April 13, 2021. http://digital.library.temple.edu/u?/p245801coll10,8656.

MLA Handbook (7th Edition):

Farrie, Danielle C. “School Choice and Segregation: How Race Influences Choices and the Consequences for Neighborhood Public Schools.” 2008. Web. 13 Apr 2021.

Vancouver:

Farrie DC. School Choice and Segregation: How Race Influences Choices and the Consequences for Neighborhood Public Schools. [Internet] [Doctoral dissertation]. Temple University; 2008. [cited 2021 Apr 13]. Available from: http://digital.library.temple.edu/u?/p245801coll10,8656.

Council of Science Editors:

Farrie DC. School Choice and Segregation: How Race Influences Choices and the Consequences for Neighborhood Public Schools. [Doctoral Dissertation]. Temple University; 2008. Available from: http://digital.library.temple.edu/u?/p245801coll10,8656


Temple University

3. Wagschal, Rolf Daniel. A QUALITATIVE INVESTIGATION OF THE PERCEPTIONS OF NCAA DIVISION IA COACHES ABOUT THE FIELD OF SPORT PSYCHOLOGY.

Degree: PhD, 2009, Temple University

Kinesiology

This study was conducted using qualitative measures to determine how head coaches at NCAA Division IA schools perceive the field of sport psychology. Specifically,… (more)

Subjects/Keywords: Psychology, General; Education, Social Sciences; Psychology, Social; attitudes; coach; perceptions; Sport psychology

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APA (6th Edition):

Wagschal, R. D. (2009). A QUALITATIVE INVESTIGATION OF THE PERCEPTIONS OF NCAA DIVISION IA COACHES ABOUT THE FIELD OF SPORT PSYCHOLOGY. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,62493

Chicago Manual of Style (16th Edition):

Wagschal, Rolf Daniel. “A QUALITATIVE INVESTIGATION OF THE PERCEPTIONS OF NCAA DIVISION IA COACHES ABOUT THE FIELD OF SPORT PSYCHOLOGY.” 2009. Doctoral Dissertation, Temple University. Accessed April 13, 2021. http://digital.library.temple.edu/u?/p245801coll10,62493.

MLA Handbook (7th Edition):

Wagschal, Rolf Daniel. “A QUALITATIVE INVESTIGATION OF THE PERCEPTIONS OF NCAA DIVISION IA COACHES ABOUT THE FIELD OF SPORT PSYCHOLOGY.” 2009. Web. 13 Apr 2021.

Vancouver:

Wagschal RD. A QUALITATIVE INVESTIGATION OF THE PERCEPTIONS OF NCAA DIVISION IA COACHES ABOUT THE FIELD OF SPORT PSYCHOLOGY. [Internet] [Doctoral dissertation]. Temple University; 2009. [cited 2021 Apr 13]. Available from: http://digital.library.temple.edu/u?/p245801coll10,62493.

Council of Science Editors:

Wagschal RD. A QUALITATIVE INVESTIGATION OF THE PERCEPTIONS OF NCAA DIVISION IA COACHES ABOUT THE FIELD OF SPORT PSYCHOLOGY. [Doctoral Dissertation]. Temple University; 2009. Available from: http://digital.library.temple.edu/u?/p245801coll10,62493


Temple University

4. Cassar, Erin. Food for Thought: Understanding the Role of Food and Food Policy in Low-Income Schools.

Degree: PhD, 2017, Temple University

Urban Education

This dissertation investigated the role of school food and food policy in three low-income, urban, predominantly African-American schools. Using critical policy analysis, this… (more)

Subjects/Keywords: Education policy; Food science; Educational sociology;

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APA (6th Edition):

Cassar, E. (2017). Food for Thought: Understanding the Role of Food and Food Policy in Low-Income Schools. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,456118

Chicago Manual of Style (16th Edition):

Cassar, Erin. “Food for Thought: Understanding the Role of Food and Food Policy in Low-Income Schools.” 2017. Doctoral Dissertation, Temple University. Accessed April 13, 2021. http://digital.library.temple.edu/u?/p245801coll10,456118.

MLA Handbook (7th Edition):

Cassar, Erin. “Food for Thought: Understanding the Role of Food and Food Policy in Low-Income Schools.” 2017. Web. 13 Apr 2021.

Vancouver:

Cassar E. Food for Thought: Understanding the Role of Food and Food Policy in Low-Income Schools. [Internet] [Doctoral dissertation]. Temple University; 2017. [cited 2021 Apr 13]. Available from: http://digital.library.temple.edu/u?/p245801coll10,456118.

Council of Science Editors:

Cassar E. Food for Thought: Understanding the Role of Food and Food Policy in Low-Income Schools. [Doctoral Dissertation]. Temple University; 2017. Available from: http://digital.library.temple.edu/u?/p245801coll10,456118


Temple University

5. Carrera, Hazel Carolyn. Enhancing Teacher Practice Through Coaching: A Case Study in an English Language Learner Environment.

Degree: PhD, 2010, Temple University

Urban Education

This study examines the use of instructional coaching in one urban school as a form of professional development for teachers. The use of… (more)

Subjects/Keywords: Education, Teacher Training; Education, Secondary; Coaching; ELLs; English Language Learners; Professional Development; Teachers

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APA (6th Edition):

Carrera, H. C. (2010). Enhancing Teacher Practice Through Coaching: A Case Study in an English Language Learner Environment. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,82542

Chicago Manual of Style (16th Edition):

Carrera, Hazel Carolyn. “Enhancing Teacher Practice Through Coaching: A Case Study in an English Language Learner Environment.” 2010. Doctoral Dissertation, Temple University. Accessed April 13, 2021. http://digital.library.temple.edu/u?/p245801coll10,82542.

MLA Handbook (7th Edition):

Carrera, Hazel Carolyn. “Enhancing Teacher Practice Through Coaching: A Case Study in an English Language Learner Environment.” 2010. Web. 13 Apr 2021.

Vancouver:

Carrera HC. Enhancing Teacher Practice Through Coaching: A Case Study in an English Language Learner Environment. [Internet] [Doctoral dissertation]. Temple University; 2010. [cited 2021 Apr 13]. Available from: http://digital.library.temple.edu/u?/p245801coll10,82542.

Council of Science Editors:

Carrera HC. Enhancing Teacher Practice Through Coaching: A Case Study in an English Language Learner Environment. [Doctoral Dissertation]. Temple University; 2010. Available from: http://digital.library.temple.edu/u?/p245801coll10,82542


Temple University

6. Ketzenberg, Laurie. Unintended Social Reproduction in Community College Vocational ESL (VESL): An Ethnographic Lens.

Degree: 2010, Temple University

CITE/Language Arts

Ed.D.

This ethnographic study focuses on a community college VESL program in the Pacific Northwest that attempts to address the critical employment needs… (more)

Subjects/Keywords: English as a Second Language; Education, Community College; Education, Vocational; access; community college; ESL; immigrants; reproduction; vocational education

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APA (6th Edition):

Ketzenberg, L. (2010). Unintended Social Reproduction in Community College Vocational ESL (VESL): An Ethnographic Lens. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,93722

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):

Ketzenberg, Laurie. “Unintended Social Reproduction in Community College Vocational ESL (VESL): An Ethnographic Lens.” 2010. Thesis, Temple University. Accessed April 13, 2021. http://digital.library.temple.edu/u?/p245801coll10,93722.

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

MLA Handbook (7th Edition):

Ketzenberg, Laurie. “Unintended Social Reproduction in Community College Vocational ESL (VESL): An Ethnographic Lens.” 2010. Web. 13 Apr 2021.

Vancouver:

Ketzenberg L. Unintended Social Reproduction in Community College Vocational ESL (VESL): An Ethnographic Lens. [Internet] [Thesis]. Temple University; 2010. [cited 2021 Apr 13]. Available from: http://digital.library.temple.edu/u?/p245801coll10,93722.

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

Council of Science Editors:

Ketzenberg L. Unintended Social Reproduction in Community College Vocational ESL (VESL): An Ethnographic Lens. [Thesis]. Temple University; 2010. Available from: http://digital.library.temple.edu/u?/p245801coll10,93722

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


Temple University

7. McKenna, Michael Robert. Examining the Advancement via Individual Determination (AVID) program using the framework of social capital theory A case study of the AVID program in a high-achieving, suburban high school.

Degree: 2011, Temple University

Educational Administration

Ed.D.

This qualitative case study examined the Advancement via Individual Determination (AVID) program in a high-achieving, suburban high school using the foundation of… (more)

Subjects/Keywords: Education, General; Education Policy; adolescent; AVID; cultural capital; high school; intervention program; Social capital

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APA (6th Edition):

McKenna, M. R. (2011). Examining the Advancement via Individual Determination (AVID) program using the framework of social capital theory A case study of the AVID program in a high-achieving, suburban high school. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,143282

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):

McKenna, Michael Robert. “Examining the Advancement via Individual Determination (AVID) program using the framework of social capital theory A case study of the AVID program in a high-achieving, suburban high school.” 2011. Thesis, Temple University. Accessed April 13, 2021. http://digital.library.temple.edu/u?/p245801coll10,143282.

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

MLA Handbook (7th Edition):

McKenna, Michael Robert. “Examining the Advancement via Individual Determination (AVID) program using the framework of social capital theory A case study of the AVID program in a high-achieving, suburban high school.” 2011. Web. 13 Apr 2021.

Vancouver:

McKenna MR. Examining the Advancement via Individual Determination (AVID) program using the framework of social capital theory A case study of the AVID program in a high-achieving, suburban high school. [Internet] [Thesis]. Temple University; 2011. [cited 2021 Apr 13]. Available from: http://digital.library.temple.edu/u?/p245801coll10,143282.

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

Council of Science Editors:

McKenna MR. Examining the Advancement via Individual Determination (AVID) program using the framework of social capital theory A case study of the AVID program in a high-achieving, suburban high school. [Thesis]. Temple University; 2011. Available from: http://digital.library.temple.edu/u?/p245801coll10,143282

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


Temple University

8. Bass, Leonard C. The Impact of Mentoring on African-American Males Who Test Into Remedial Courses at a Predominantly White Community College.

Degree: 2011, Temple University

Educational Administration

Ed.D.

In the fall of 2008, after careful review of academic performance data collected from a predominantly White community college in southeastern Pennsylvania,… (more)

Subjects/Keywords: Educational Administration; African-American Males; Community Colleges; Mentoring; Remedial Education

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APA (6th Edition):

Bass, L. C. (2011). The Impact of Mentoring on African-American Males Who Test Into Remedial Courses at a Predominantly White Community College. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,149566

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):

Bass, Leonard C. “The Impact of Mentoring on African-American Males Who Test Into Remedial Courses at a Predominantly White Community College.” 2011. Thesis, Temple University. Accessed April 13, 2021. http://digital.library.temple.edu/u?/p245801coll10,149566.

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

MLA Handbook (7th Edition):

Bass, Leonard C. “The Impact of Mentoring on African-American Males Who Test Into Remedial Courses at a Predominantly White Community College.” 2011. Web. 13 Apr 2021.

Vancouver:

Bass LC. The Impact of Mentoring on African-American Males Who Test Into Remedial Courses at a Predominantly White Community College. [Internet] [Thesis]. Temple University; 2011. [cited 2021 Apr 13]. Available from: http://digital.library.temple.edu/u?/p245801coll10,149566.

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

Council of Science Editors:

Bass LC. The Impact of Mentoring on African-American Males Who Test Into Remedial Courses at a Predominantly White Community College. [Thesis]. Temple University; 2011. Available from: http://digital.library.temple.edu/u?/p245801coll10,149566

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


Temple University

9. Curci, Juliet DiLeo. Understanding student engagement: Insights from an all-girls urban neighborhood public high school.

Degree: PhD, 2011, Temple University

Urban Education

Students in a large mid-Atlantic city graduate from the public district high schools at an average annual rate of fifty-six percent. This low… (more)

Subjects/Keywords: Education; Sociology of Education; Education Policy; all-girls education; college-prep; single-sex education; social reproduction; student engagement; urban education

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

APA (6th Edition):

Curci, J. D. (2011). Understanding student engagement: Insights from an all-girls urban neighborhood public high school. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,155573

Chicago Manual of Style (16th Edition):

Curci, Juliet DiLeo. “Understanding student engagement: Insights from an all-girls urban neighborhood public high school.” 2011. Doctoral Dissertation, Temple University. Accessed April 13, 2021. http://digital.library.temple.edu/u?/p245801coll10,155573.

MLA Handbook (7th Edition):

Curci, Juliet DiLeo. “Understanding student engagement: Insights from an all-girls urban neighborhood public high school.” 2011. Web. 13 Apr 2021.

Vancouver:

Curci JD. Understanding student engagement: Insights from an all-girls urban neighborhood public high school. [Internet] [Doctoral dissertation]. Temple University; 2011. [cited 2021 Apr 13]. Available from: http://digital.library.temple.edu/u?/p245801coll10,155573.

Council of Science Editors:

Curci JD. Understanding student engagement: Insights from an all-girls urban neighborhood public high school. [Doctoral Dissertation]. Temple University; 2011. Available from: http://digital.library.temple.edu/u?/p245801coll10,155573


Temple University

10. Waller, Ellyn Jo. Beyond Lip Service: How teachers in a private school utilize multicultural literature.

Degree: 2012, Temple University

CITE/Language Arts

Ed.D.

This qualitative dissertation is an investigation of the experiences of four middle grade teachers, three female and one male, three Caucasian and… (more)

Subjects/Keywords: Education; Language arts; Multicultural education

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APA (6th Edition):

Waller, E. J. (2012). Beyond Lip Service: How teachers in a private school utilize multicultural literature. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,169331

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):

Waller, Ellyn Jo. “Beyond Lip Service: How teachers in a private school utilize multicultural literature.” 2012. Thesis, Temple University. Accessed April 13, 2021. http://digital.library.temple.edu/u?/p245801coll10,169331.

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

MLA Handbook (7th Edition):

Waller, Ellyn Jo. “Beyond Lip Service: How teachers in a private school utilize multicultural literature.” 2012. Web. 13 Apr 2021.

Vancouver:

Waller EJ. Beyond Lip Service: How teachers in a private school utilize multicultural literature. [Internet] [Thesis]. Temple University; 2012. [cited 2021 Apr 13]. Available from: http://digital.library.temple.edu/u?/p245801coll10,169331.

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

Council of Science Editors:

Waller EJ. Beyond Lip Service: How teachers in a private school utilize multicultural literature. [Thesis]. Temple University; 2012. Available from: http://digital.library.temple.edu/u?/p245801coll10,169331

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


Temple University

11. Hall, H. Bernard. Exploring and Understanding the Practices, Behaviors, and Identities of Hip-hop Based Educators in Urban Public High School English/Language Arts Classrooms.

Degree: PhD, 2012, Temple University

Urban Education

Grounded in theories of culturally relevant and hip-hop pedagogies, this ethnographic study of a demographically diverse "community nominated" cohort of urban public high… (more)

Subjects/Keywords: Teacher education; Multicultural education; Language arts; Culturally Relevant Pedagogy; Hip-hop Based Education; Urban Education

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APA (6th Edition):

Hall, H. B. (2012). Exploring and Understanding the Practices, Behaviors, and Identities of Hip-hop Based Educators in Urban Public High School English/Language Arts Classrooms. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,173008

Chicago Manual of Style (16th Edition):

Hall, H Bernard. “Exploring and Understanding the Practices, Behaviors, and Identities of Hip-hop Based Educators in Urban Public High School English/Language Arts Classrooms.” 2012. Doctoral Dissertation, Temple University. Accessed April 13, 2021. http://digital.library.temple.edu/u?/p245801coll10,173008.

MLA Handbook (7th Edition):

Hall, H Bernard. “Exploring and Understanding the Practices, Behaviors, and Identities of Hip-hop Based Educators in Urban Public High School English/Language Arts Classrooms.” 2012. Web. 13 Apr 2021.

Vancouver:

Hall HB. Exploring and Understanding the Practices, Behaviors, and Identities of Hip-hop Based Educators in Urban Public High School English/Language Arts Classrooms. [Internet] [Doctoral dissertation]. Temple University; 2012. [cited 2021 Apr 13]. Available from: http://digital.library.temple.edu/u?/p245801coll10,173008.

Council of Science Editors:

Hall HB. Exploring and Understanding the Practices, Behaviors, and Identities of Hip-hop Based Educators in Urban Public High School English/Language Arts Classrooms. [Doctoral Dissertation]. Temple University; 2012. Available from: http://digital.library.temple.edu/u?/p245801coll10,173008


Temple University

12. Perez, Anthony Charles. Valuing STEM majors: The Role of Occupational-Academic Ego-Identity Status and Task Values in STEM Persistence.

Degree: PhD, 2012, Temple University

Educational Psychology

Students who initially choose STEM majors frequently switch to non-STEM majors. Additionally, there are national concerns over the paucity of homegrown scientists, and… (more)

Subjects/Keywords: Educational psychology; Cost; Identity; Motivation; Persistence in STEM; Task Value

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APA (6th Edition):

Perez, A. C. (2012). Valuing STEM majors: The Role of Occupational-Academic Ego-Identity Status and Task Values in STEM Persistence. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,213109

Chicago Manual of Style (16th Edition):

Perez, Anthony Charles. “Valuing STEM majors: The Role of Occupational-Academic Ego-Identity Status and Task Values in STEM Persistence.” 2012. Doctoral Dissertation, Temple University. Accessed April 13, 2021. http://digital.library.temple.edu/u?/p245801coll10,213109.

MLA Handbook (7th Edition):

Perez, Anthony Charles. “Valuing STEM majors: The Role of Occupational-Academic Ego-Identity Status and Task Values in STEM Persistence.” 2012. Web. 13 Apr 2021.

Vancouver:

Perez AC. Valuing STEM majors: The Role of Occupational-Academic Ego-Identity Status and Task Values in STEM Persistence. [Internet] [Doctoral dissertation]. Temple University; 2012. [cited 2021 Apr 13]. Available from: http://digital.library.temple.edu/u?/p245801coll10,213109.

Council of Science Editors:

Perez AC. Valuing STEM majors: The Role of Occupational-Academic Ego-Identity Status and Task Values in STEM Persistence. [Doctoral Dissertation]. Temple University; 2012. Available from: http://digital.library.temple.edu/u?/p245801coll10,213109


Temple University

13. Chang, Heather. Partnership as a Product of Trust: Parent-Teacher Relational Trust in a Low-Income Urban School.

Degree: PhD, 2013, Temple University

Urban Education

Trust is an important factor affecting parent-teacher relationships. In urban schools, the lack of trust between parents and teachers is exacerbated by racial… (more)

Subjects/Keywords: Education; Sociology of education;

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APA (6th Edition):

Chang, H. (2013). Partnership as a Product of Trust: Parent-Teacher Relational Trust in a Low-Income Urban School. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,216536

Chicago Manual of Style (16th Edition):

Chang, Heather. “Partnership as a Product of Trust: Parent-Teacher Relational Trust in a Low-Income Urban School.” 2013. Doctoral Dissertation, Temple University. Accessed April 13, 2021. http://digital.library.temple.edu/u?/p245801coll10,216536.

MLA Handbook (7th Edition):

Chang, Heather. “Partnership as a Product of Trust: Parent-Teacher Relational Trust in a Low-Income Urban School.” 2013. Web. 13 Apr 2021.

Vancouver:

Chang H. Partnership as a Product of Trust: Parent-Teacher Relational Trust in a Low-Income Urban School. [Internet] [Doctoral dissertation]. Temple University; 2013. [cited 2021 Apr 13]. Available from: http://digital.library.temple.edu/u?/p245801coll10,216536.

Council of Science Editors:

Chang H. Partnership as a Product of Trust: Parent-Teacher Relational Trust in a Low-Income Urban School. [Doctoral Dissertation]. Temple University; 2013. Available from: http://digital.library.temple.edu/u?/p245801coll10,216536


Temple University

14. Moore, Carl Stanley. Inclusive College Teaching: A Study of How Four Award-Winning Faculty Employ Universal Design Instruction.

Degree: PhD, 2013, Temple University

Urban Education

Using universal design instruction (UDI) as a framework, this study explores the inclusive teaching practices of four award-winning humanities and social sciences faculty… (more)

Subjects/Keywords: Education;

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APA (6th Edition):

Moore, C. S. (2013). Inclusive College Teaching: A Study of How Four Award-Winning Faculty Employ Universal Design Instruction. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,216599

Chicago Manual of Style (16th Edition):

Moore, Carl Stanley. “Inclusive College Teaching: A Study of How Four Award-Winning Faculty Employ Universal Design Instruction.” 2013. Doctoral Dissertation, Temple University. Accessed April 13, 2021. http://digital.library.temple.edu/u?/p245801coll10,216599.

MLA Handbook (7th Edition):

Moore, Carl Stanley. “Inclusive College Teaching: A Study of How Four Award-Winning Faculty Employ Universal Design Instruction.” 2013. Web. 13 Apr 2021.

Vancouver:

Moore CS. Inclusive College Teaching: A Study of How Four Award-Winning Faculty Employ Universal Design Instruction. [Internet] [Doctoral dissertation]. Temple University; 2013. [cited 2021 Apr 13]. Available from: http://digital.library.temple.edu/u?/p245801coll10,216599.

Council of Science Editors:

Moore CS. Inclusive College Teaching: A Study of How Four Award-Winning Faculty Employ Universal Design Instruction. [Doctoral Dissertation]. Temple University; 2013. Available from: http://digital.library.temple.edu/u?/p245801coll10,216599


Temple University

15. Campbell, Angela Norma. GENDERED PASSAGEWAYS IN FREEDOM SCHOOL: AN ETHNOGRAPHIC STUDY OF ADOLESCENT GIRLS' JOURNEYS TO WOMANHOOD.

Degree: PhD, 2013, Temple University

Urban Education

African American rites of passage (ROP) have historically contributed to adolescent gender socialization enabling Black youth to overcome the effects of racism and… (more)

Subjects/Keywords: Education; Gender studies;

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APA (6th Edition):

Campbell, A. N. (2013). GENDERED PASSAGEWAYS IN FREEDOM SCHOOL: AN ETHNOGRAPHIC STUDY OF ADOLESCENT GIRLS' JOURNEYS TO WOMANHOOD. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,220710

Chicago Manual of Style (16th Edition):

Campbell, Angela Norma. “GENDERED PASSAGEWAYS IN FREEDOM SCHOOL: AN ETHNOGRAPHIC STUDY OF ADOLESCENT GIRLS' JOURNEYS TO WOMANHOOD.” 2013. Doctoral Dissertation, Temple University. Accessed April 13, 2021. http://digital.library.temple.edu/u?/p245801coll10,220710.

MLA Handbook (7th Edition):

Campbell, Angela Norma. “GENDERED PASSAGEWAYS IN FREEDOM SCHOOL: AN ETHNOGRAPHIC STUDY OF ADOLESCENT GIRLS' JOURNEYS TO WOMANHOOD.” 2013. Web. 13 Apr 2021.

Vancouver:

Campbell AN. GENDERED PASSAGEWAYS IN FREEDOM SCHOOL: AN ETHNOGRAPHIC STUDY OF ADOLESCENT GIRLS' JOURNEYS TO WOMANHOOD. [Internet] [Doctoral dissertation]. Temple University; 2013. [cited 2021 Apr 13]. Available from: http://digital.library.temple.edu/u?/p245801coll10,220710.

Council of Science Editors:

Campbell AN. GENDERED PASSAGEWAYS IN FREEDOM SCHOOL: AN ETHNOGRAPHIC STUDY OF ADOLESCENT GIRLS' JOURNEYS TO WOMANHOOD. [Doctoral Dissertation]. Temple University; 2013. Available from: http://digital.library.temple.edu/u?/p245801coll10,220710


Temple University

16. Bergman, David Murphy. Motivation and Middle School Readers: The nature of motivation among adolescent struggling readers who made notable gains while in middle school.

Degree: 2013, Temple University

CITE/Language Arts

Ed.D.

This qualitative case study investigated the nature of motivational change among eight adolescent participants who made notable advances in reading while in… (more)

Subjects/Keywords: Education; Middle school education; Reading instruction;

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APA (6th Edition):

Bergman, D. M. (2013). Motivation and Middle School Readers: The nature of motivation among adolescent struggling readers who made notable gains while in middle school. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,234823

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):

Bergman, David Murphy. “Motivation and Middle School Readers: The nature of motivation among adolescent struggling readers who made notable gains while in middle school.” 2013. Thesis, Temple University. Accessed April 13, 2021. http://digital.library.temple.edu/u?/p245801coll10,234823.

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

MLA Handbook (7th Edition):

Bergman, David Murphy. “Motivation and Middle School Readers: The nature of motivation among adolescent struggling readers who made notable gains while in middle school.” 2013. Web. 13 Apr 2021.

Vancouver:

Bergman DM. Motivation and Middle School Readers: The nature of motivation among adolescent struggling readers who made notable gains while in middle school. [Internet] [Thesis]. Temple University; 2013. [cited 2021 Apr 13]. Available from: http://digital.library.temple.edu/u?/p245801coll10,234823.

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

Council of Science Editors:

Bergman DM. Motivation and Middle School Readers: The nature of motivation among adolescent struggling readers who made notable gains while in middle school. [Thesis]. Temple University; 2013. Available from: http://digital.library.temple.edu/u?/p245801coll10,234823

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


Temple University

17. Porterfield, Laura Krstal. Hidden in plain sight: Young Black women, place, and visual culture.

Degree: PhD, 2013, Temple University

Urban Education

Hidden curriculum scholars have long since recognized the function of the visual in shaping the educational experiences of youth. Scholars have noted that… (more)

Subjects/Keywords: Education; Secondary education; Women's studies;

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APA (6th Edition):

Porterfield, L. K. (2013). Hidden in plain sight: Young Black women, place, and visual culture. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,238388

Chicago Manual of Style (16th Edition):

Porterfield, Laura Krstal. “Hidden in plain sight: Young Black women, place, and visual culture.” 2013. Doctoral Dissertation, Temple University. Accessed April 13, 2021. http://digital.library.temple.edu/u?/p245801coll10,238388.

MLA Handbook (7th Edition):

Porterfield, Laura Krstal. “Hidden in plain sight: Young Black women, place, and visual culture.” 2013. Web. 13 Apr 2021.

Vancouver:

Porterfield LK. Hidden in plain sight: Young Black women, place, and visual culture. [Internet] [Doctoral dissertation]. Temple University; 2013. [cited 2021 Apr 13]. Available from: http://digital.library.temple.edu/u?/p245801coll10,238388.

Council of Science Editors:

Porterfield LK. Hidden in plain sight: Young Black women, place, and visual culture. [Doctoral Dissertation]. Temple University; 2013. Available from: http://digital.library.temple.edu/u?/p245801coll10,238388


Temple University

18. Hartman, Lianne. Community College Students' Awareness and Use of College Information.

Degree: 2014, Temple University

Educational Administration

Ed.D.

This qualitative case study utilized interviews with community college students enrolled in at least one developmental course to describe how students accessed… (more)

Subjects/Keywords: Community college education; Higher education; Information science;

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APA (6th Edition):

Hartman, L. (2014). Community College Students' Awareness and Use of College Information. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,263939

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):

Hartman, Lianne. “Community College Students' Awareness and Use of College Information.” 2014. Thesis, Temple University. Accessed April 13, 2021. http://digital.library.temple.edu/u?/p245801coll10,263939.

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

MLA Handbook (7th Edition):

Hartman, Lianne. “Community College Students' Awareness and Use of College Information.” 2014. Web. 13 Apr 2021.

Vancouver:

Hartman L. Community College Students' Awareness and Use of College Information. [Internet] [Thesis]. Temple University; 2014. [cited 2021 Apr 13]. Available from: http://digital.library.temple.edu/u?/p245801coll10,263939.

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

Council of Science Editors:

Hartman L. Community College Students' Awareness and Use of College Information. [Thesis]. Temple University; 2014. Available from: http://digital.library.temple.edu/u?/p245801coll10,263939

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


Temple University

19. Moran, Kaitlin Kelly. Early Childcare Settings and the Parental Enrollment Process: Insights from the Maternal Primary Caregivers of Children Attending High-Poverty Urban Childcare Centers.

Degree: PhD, 2014, Temple University

Urban Education

Every day in the United States, millions of children living in high-poverty neighborhoods are dropped off at a variety of early childcare settings… (more)

Subjects/Keywords: Education; Early childhood education;

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APA (6th Edition):

Moran, K. K. (2014). Early Childcare Settings and the Parental Enrollment Process: Insights from the Maternal Primary Caregivers of Children Attending High-Poverty Urban Childcare Centers. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,272591

Chicago Manual of Style (16th Edition):

Moran, Kaitlin Kelly. “Early Childcare Settings and the Parental Enrollment Process: Insights from the Maternal Primary Caregivers of Children Attending High-Poverty Urban Childcare Centers.” 2014. Doctoral Dissertation, Temple University. Accessed April 13, 2021. http://digital.library.temple.edu/u?/p245801coll10,272591.

MLA Handbook (7th Edition):

Moran, Kaitlin Kelly. “Early Childcare Settings and the Parental Enrollment Process: Insights from the Maternal Primary Caregivers of Children Attending High-Poverty Urban Childcare Centers.” 2014. Web. 13 Apr 2021.

Vancouver:

Moran KK. Early Childcare Settings and the Parental Enrollment Process: Insights from the Maternal Primary Caregivers of Children Attending High-Poverty Urban Childcare Centers. [Internet] [Doctoral dissertation]. Temple University; 2014. [cited 2021 Apr 13]. Available from: http://digital.library.temple.edu/u?/p245801coll10,272591.

Council of Science Editors:

Moran KK. Early Childcare Settings and the Parental Enrollment Process: Insights from the Maternal Primary Caregivers of Children Attending High-Poverty Urban Childcare Centers. [Doctoral Dissertation]. Temple University; 2014. Available from: http://digital.library.temple.edu/u?/p245801coll10,272591


Temple University

20. Carey, Martha Hope. Invisible features: hidden aspects of teacher identities in an urban charter school.

Degree: PhD, 2015, Temple University

Urban Education

The reconfiguration of public education around free-market aims means each charter school must define its product, and its product features, around marketability -… (more)

Subjects/Keywords: Education; Education policy; Teacher education;

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APA (6th Edition):

Carey, M. H. (2015). Invisible features: hidden aspects of teacher identities in an urban charter school. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,311372

Chicago Manual of Style (16th Edition):

Carey, Martha Hope. “Invisible features: hidden aspects of teacher identities in an urban charter school.” 2015. Doctoral Dissertation, Temple University. Accessed April 13, 2021. http://digital.library.temple.edu/u?/p245801coll10,311372.

MLA Handbook (7th Edition):

Carey, Martha Hope. “Invisible features: hidden aspects of teacher identities in an urban charter school.” 2015. Web. 13 Apr 2021.

Vancouver:

Carey MH. Invisible features: hidden aspects of teacher identities in an urban charter school. [Internet] [Doctoral dissertation]. Temple University; 2015. [cited 2021 Apr 13]. Available from: http://digital.library.temple.edu/u?/p245801coll10,311372.

Council of Science Editors:

Carey MH. Invisible features: hidden aspects of teacher identities in an urban charter school. [Doctoral Dissertation]. Temple University; 2015. Available from: http://digital.library.temple.edu/u?/p245801coll10,311372


Temple University

21. Coppola, Rachel. What you know, who you know, where you live: understanding how habitus influences career selections among urban students.

Degree: PhD, 2015, Temple University

Urban Education

Despite increasing gains in the number of African Americans obtaining university degrees, they remain underrepresented in many career paths. This dissertation examines how… (more)

Subjects/Keywords: Educational leadership; Educational administration;

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APA (6th Edition):

Coppola, R. (2015). What you know, who you know, where you live: understanding how habitus influences career selections among urban students. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,312841

Chicago Manual of Style (16th Edition):

Coppola, Rachel. “What you know, who you know, where you live: understanding how habitus influences career selections among urban students.” 2015. Doctoral Dissertation, Temple University. Accessed April 13, 2021. http://digital.library.temple.edu/u?/p245801coll10,312841.

MLA Handbook (7th Edition):

Coppola, Rachel. “What you know, who you know, where you live: understanding how habitus influences career selections among urban students.” 2015. Web. 13 Apr 2021.

Vancouver:

Coppola R. What you know, who you know, where you live: understanding how habitus influences career selections among urban students. [Internet] [Doctoral dissertation]. Temple University; 2015. [cited 2021 Apr 13]. Available from: http://digital.library.temple.edu/u?/p245801coll10,312841.

Council of Science Editors:

Coppola R. What you know, who you know, where you live: understanding how habitus influences career selections among urban students. [Doctoral Dissertation]. Temple University; 2015. Available from: http://digital.library.temple.edu/u?/p245801coll10,312841


Temple University

22. Rooney, Erin. Teachers' Work in Trying Times: Policy, Practice, and Professional Identity.

Degree: PhD, 2015, Temple University

Urban Education

This study examined organizational routines and teachers' experiences in two urban public elementary schools. The study advances the scholarship on teachers' work through… (more)

Subjects/Keywords: Education; Education policy;

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APA (6th Edition):

Rooney, E. (2015). Teachers' Work in Trying Times: Policy, Practice, and Professional Identity. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,325659

Chicago Manual of Style (16th Edition):

Rooney, Erin. “Teachers' Work in Trying Times: Policy, Practice, and Professional Identity.” 2015. Doctoral Dissertation, Temple University. Accessed April 13, 2021. http://digital.library.temple.edu/u?/p245801coll10,325659.

MLA Handbook (7th Edition):

Rooney, Erin. “Teachers' Work in Trying Times: Policy, Practice, and Professional Identity.” 2015. Web. 13 Apr 2021.

Vancouver:

Rooney E. Teachers' Work in Trying Times: Policy, Practice, and Professional Identity. [Internet] [Doctoral dissertation]. Temple University; 2015. [cited 2021 Apr 13]. Available from: http://digital.library.temple.edu/u?/p245801coll10,325659.

Council of Science Editors:

Rooney E. Teachers' Work in Trying Times: Policy, Practice, and Professional Identity. [Doctoral Dissertation]. Temple University; 2015. Available from: http://digital.library.temple.edu/u?/p245801coll10,325659


Temple University

23. Odumosu, LaRetha Cherise Powell. Why Do Smart Black Girls Get In Trouble?.

Degree: PhD, 2015, Temple University

Urban Education

The question of why smart Black girls get in trouble is in need of an answer, particularly when the answer is provided from… (more)

Subjects/Keywords: Education; African American studies; Gender studies;

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APA (6th Edition):

Odumosu, L. C. P. (2015). Why Do Smart Black Girls Get In Trouble?. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,342420

Chicago Manual of Style (16th Edition):

Odumosu, LaRetha Cherise Powell. “Why Do Smart Black Girls Get In Trouble?.” 2015. Doctoral Dissertation, Temple University. Accessed April 13, 2021. http://digital.library.temple.edu/u?/p245801coll10,342420.

MLA Handbook (7th Edition):

Odumosu, LaRetha Cherise Powell. “Why Do Smart Black Girls Get In Trouble?.” 2015. Web. 13 Apr 2021.

Vancouver:

Odumosu LCP. Why Do Smart Black Girls Get In Trouble?. [Internet] [Doctoral dissertation]. Temple University; 2015. [cited 2021 Apr 13]. Available from: http://digital.library.temple.edu/u?/p245801coll10,342420.

Council of Science Editors:

Odumosu LCP. Why Do Smart Black Girls Get In Trouble?. [Doctoral Dissertation]. Temple University; 2015. Available from: http://digital.library.temple.edu/u?/p245801coll10,342420


Temple University

24. Morris, Myla Bianca. Writing Class: How Class-Based Culture Influences Community College Student Experience in College Writing.

Degree: PhD, 2016, Temple University

Urban Education

This study was designed to build on the existing research on teaching and learning in community college contexts and the literature of college… (more)

Subjects/Keywords: Community college education; Rhetoric; Educational sociology;

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APA (6th Edition):

Morris, M. B. (2016). Writing Class: How Class-Based Culture Influences Community College Student Experience in College Writing. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,377822

Chicago Manual of Style (16th Edition):

Morris, Myla Bianca. “Writing Class: How Class-Based Culture Influences Community College Student Experience in College Writing.” 2016. Doctoral Dissertation, Temple University. Accessed April 13, 2021. http://digital.library.temple.edu/u?/p245801coll10,377822.

MLA Handbook (7th Edition):

Morris, Myla Bianca. “Writing Class: How Class-Based Culture Influences Community College Student Experience in College Writing.” 2016. Web. 13 Apr 2021.

Vancouver:

Morris MB. Writing Class: How Class-Based Culture Influences Community College Student Experience in College Writing. [Internet] [Doctoral dissertation]. Temple University; 2016. [cited 2021 Apr 13]. Available from: http://digital.library.temple.edu/u?/p245801coll10,377822.

Council of Science Editors:

Morris MB. Writing Class: How Class-Based Culture Influences Community College Student Experience in College Writing. [Doctoral Dissertation]. Temple University; 2016. Available from: http://digital.library.temple.edu/u?/p245801coll10,377822


Temple University

25. Reynolds, Nora Pillard. Is international service-learning win-win? A case study of an engineering partnership.

Degree: PhD, 2016, Temple University

Urban Education

Given the tormented history of development projects around the globe and the fact that global service learning and engineering-for-development often engages students in… (more)

Subjects/Keywords: Education; Engineering; Sociology;

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APA (6th Edition):

Reynolds, N. P. (2016). Is international service-learning win-win? A case study of an engineering partnership. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,386520

Chicago Manual of Style (16th Edition):

Reynolds, Nora Pillard. “Is international service-learning win-win? A case study of an engineering partnership.” 2016. Doctoral Dissertation, Temple University. Accessed April 13, 2021. http://digital.library.temple.edu/u?/p245801coll10,386520.

MLA Handbook (7th Edition):

Reynolds, Nora Pillard. “Is international service-learning win-win? A case study of an engineering partnership.” 2016. Web. 13 Apr 2021.

Vancouver:

Reynolds NP. Is international service-learning win-win? A case study of an engineering partnership. [Internet] [Doctoral dissertation]. Temple University; 2016. [cited 2021 Apr 13]. Available from: http://digital.library.temple.edu/u?/p245801coll10,386520.

Council of Science Editors:

Reynolds NP. Is international service-learning win-win? A case study of an engineering partnership. [Doctoral Dissertation]. Temple University; 2016. Available from: http://digital.library.temple.edu/u?/p245801coll10,386520


Temple University

26. Guthrie, Colin C. Life at the Extreme: An investigation into the experiences of professional sailors competing in a fully crewed around the world race.

Degree: PhD, 2008, Temple University

Kinesiology

Participants were 15 professional sailors, ranging in age from 23-49 years (M age = 35.9 years; SD = 7.4), who competed in the 2005/06… (more)

Subjects/Keywords: Psychology, General; Sociology, General; Psychology, Social; Sailing; sport psychology; mental skills; ocean racing; volvo ocean race; professional

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APA (6th Edition):

Guthrie, C. C. (2008). Life at the Extreme: An investigation into the experiences of professional sailors competing in a fully crewed around the world race. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,578

Chicago Manual of Style (16th Edition):

Guthrie, Colin C. “Life at the Extreme: An investigation into the experiences of professional sailors competing in a fully crewed around the world race.” 2008. Doctoral Dissertation, Temple University. Accessed April 13, 2021. http://digital.library.temple.edu/u?/p245801coll10,578.

MLA Handbook (7th Edition):

Guthrie, Colin C. “Life at the Extreme: An investigation into the experiences of professional sailors competing in a fully crewed around the world race.” 2008. Web. 13 Apr 2021.

Vancouver:

Guthrie CC. Life at the Extreme: An investigation into the experiences of professional sailors competing in a fully crewed around the world race. [Internet] [Doctoral dissertation]. Temple University; 2008. [cited 2021 Apr 13]. Available from: http://digital.library.temple.edu/u?/p245801coll10,578.

Council of Science Editors:

Guthrie CC. Life at the Extreme: An investigation into the experiences of professional sailors competing in a fully crewed around the world race. [Doctoral Dissertation]. Temple University; 2008. Available from: http://digital.library.temple.edu/u?/p245801coll10,578


Temple University

27. Freeman, Heidi Vollstadt. A Qualitative Exploration of the Experiences of Mother-Athletes Training for and Competing in the Olympic Games.

Degree: PhD, 2008, Temple University

Kinesiology

The purpose of this qualitative study was to provide a rich description of the experiences of mothering athletes training for and competing in the… (more)

Subjects/Keywords: Psychology, Social; Health Sciences, General; motherhood; Olympic Games; female athletes; pregnancy

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APA (6th Edition):

Freeman, H. V. (2008). A Qualitative Exploration of the Experiences of Mother-Athletes Training for and Competing in the Olympic Games. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,3107

Chicago Manual of Style (16th Edition):

Freeman, Heidi Vollstadt. “A Qualitative Exploration of the Experiences of Mother-Athletes Training for and Competing in the Olympic Games.” 2008. Doctoral Dissertation, Temple University. Accessed April 13, 2021. http://digital.library.temple.edu/u?/p245801coll10,3107.

MLA Handbook (7th Edition):

Freeman, Heidi Vollstadt. “A Qualitative Exploration of the Experiences of Mother-Athletes Training for and Competing in the Olympic Games.” 2008. Web. 13 Apr 2021.

Vancouver:

Freeman HV. A Qualitative Exploration of the Experiences of Mother-Athletes Training for and Competing in the Olympic Games. [Internet] [Doctoral dissertation]. Temple University; 2008. [cited 2021 Apr 13]. Available from: http://digital.library.temple.edu/u?/p245801coll10,3107.

Council of Science Editors:

Freeman HV. A Qualitative Exploration of the Experiences of Mother-Athletes Training for and Competing in the Olympic Games. [Doctoral Dissertation]. Temple University; 2008. Available from: http://digital.library.temple.edu/u?/p245801coll10,3107


Temple University

28. Munkittrick, Peggi. Indicators of Persistence and Success of Community College Transfer Students Attending a Large, Urban University in Pennsylvania.

Degree: 2009, Temple University

Educational Administration

Ed.D.

The purpose of this study was to determine the extent to which completion of Temple University's Core-to-Core articulation agreement requirements improves transfer… (more)

Subjects/Keywords: Education, Higher; Education, Community College; persistence; transfer

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APA (6th Edition):

Munkittrick, P. (2009). Indicators of Persistence and Success of Community College Transfer Students Attending a Large, Urban University in Pennsylvania. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,22678

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):

Munkittrick, Peggi. “Indicators of Persistence and Success of Community College Transfer Students Attending a Large, Urban University in Pennsylvania.” 2009. Thesis, Temple University. Accessed April 13, 2021. http://digital.library.temple.edu/u?/p245801coll10,22678.

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

MLA Handbook (7th Edition):

Munkittrick, Peggi. “Indicators of Persistence and Success of Community College Transfer Students Attending a Large, Urban University in Pennsylvania.” 2009. Web. 13 Apr 2021.

Vancouver:

Munkittrick P. Indicators of Persistence and Success of Community College Transfer Students Attending a Large, Urban University in Pennsylvania. [Internet] [Thesis]. Temple University; 2009. [cited 2021 Apr 13]. Available from: http://digital.library.temple.edu/u?/p245801coll10,22678.

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

Council of Science Editors:

Munkittrick P. Indicators of Persistence and Success of Community College Transfer Students Attending a Large, Urban University in Pennsylvania. [Thesis]. Temple University; 2009. Available from: http://digital.library.temple.edu/u?/p245801coll10,22678

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


Temple University

29. Johnson, Dominique Elise. The Dynamics of Gender in Single Sex Schooling: Implications for Educational Policy.

Degree: PhD, 2009, Temple University

Urban Education

Analyzing data from the Educational Longitudinal Study of 2002 (ELS:2002), this study compares the conformity of student gender roles attending single-sex and co-educational… (more)

Subjects/Keywords: Education, General; Bullying; Gender; Policy; Schooling; Single-sex

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APA (6th Edition):

Johnson, D. E. (2009). The Dynamics of Gender in Single Sex Schooling: Implications for Educational Policy. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,29641

Chicago Manual of Style (16th Edition):

Johnson, Dominique Elise. “The Dynamics of Gender in Single Sex Schooling: Implications for Educational Policy.” 2009. Doctoral Dissertation, Temple University. Accessed April 13, 2021. http://digital.library.temple.edu/u?/p245801coll10,29641.

MLA Handbook (7th Edition):

Johnson, Dominique Elise. “The Dynamics of Gender in Single Sex Schooling: Implications for Educational Policy.” 2009. Web. 13 Apr 2021.

Vancouver:

Johnson DE. The Dynamics of Gender in Single Sex Schooling: Implications for Educational Policy. [Internet] [Doctoral dissertation]. Temple University; 2009. [cited 2021 Apr 13]. Available from: http://digital.library.temple.edu/u?/p245801coll10,29641.

Council of Science Editors:

Johnson DE. The Dynamics of Gender in Single Sex Schooling: Implications for Educational Policy. [Doctoral Dissertation]. Temple University; 2009. Available from: http://digital.library.temple.edu/u?/p245801coll10,29641


Temple University

30. Weiler, Christopher Scott. No Principal Left Behind: Leadership and Ethical Dilemmas in the Turbulent Era of School Accountability.

Degree: 2009, Temple University

Educational Administration

Ed.D.

In 2003, Mid-County North High School (pseudonym), a large suburban, rather affluent school did not make Adequate Yearly Progress (AYP) under the… (more)

Subjects/Keywords: Education, Administration; Accountability; Adequate Yearly Progress; Multiple ethical paradigms; No Child Left Behind; Special Education; Turbulence Theory

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

APA (6th Edition):

Weiler, C. S. (2009). No Principal Left Behind: Leadership and Ethical Dilemmas in the Turbulent Era of School Accountability. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,33512

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):

Weiler, Christopher Scott. “No Principal Left Behind: Leadership and Ethical Dilemmas in the Turbulent Era of School Accountability.” 2009. Thesis, Temple University. Accessed April 13, 2021. http://digital.library.temple.edu/u?/p245801coll10,33512.

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

MLA Handbook (7th Edition):

Weiler, Christopher Scott. “No Principal Left Behind: Leadership and Ethical Dilemmas in the Turbulent Era of School Accountability.” 2009. Web. 13 Apr 2021.

Vancouver:

Weiler CS. No Principal Left Behind: Leadership and Ethical Dilemmas in the Turbulent Era of School Accountability. [Internet] [Thesis]. Temple University; 2009. [cited 2021 Apr 13]. Available from: http://digital.library.temple.edu/u?/p245801coll10,33512.

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

Council of Science Editors:

Weiler CS. No Principal Left Behind: Leadership and Ethical Dilemmas in the Turbulent Era of School Accountability. [Thesis]. Temple University; 2009. Available from: http://digital.library.temple.edu/u?/p245801coll10,33512

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

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