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You searched for +publisher:"Temple University" +contributor:("Schifter, Catherine"). Showing records 1 – 30 of 80 total matches.

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Temple University

1. Babins, Sarah Brooke. From the Trenches to the Field: High School Counselors' Perceived Self-Efficacy Regarding Role(s) and Responsibilities Pertaining to Students' Mental Health Needs.

Degree: PhD, 2016, Temple University

Educational Psychology

The roles and responsibilities of school counselors across the United States are often misinterpreted amongst various stakeholders, individual state requirements for educational initiatives,… (more)

Subjects/Keywords: Counseling psychology; Education; School counseling;

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APA (6th Edition):

Babins, S. B. (2016). From the Trenches to the Field: High School Counselors' Perceived Self-Efficacy Regarding Role(s) and Responsibilities Pertaining to Students' Mental Health Needs. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,368765

Chicago Manual of Style (16th Edition):

Babins, Sarah Brooke. “From the Trenches to the Field: High School Counselors' Perceived Self-Efficacy Regarding Role(s) and Responsibilities Pertaining to Students' Mental Health Needs.” 2016. Doctoral Dissertation, Temple University. Accessed February 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,368765.

MLA Handbook (7th Edition):

Babins, Sarah Brooke. “From the Trenches to the Field: High School Counselors' Perceived Self-Efficacy Regarding Role(s) and Responsibilities Pertaining to Students' Mental Health Needs.” 2016. Web. 20 Feb 2019.

Vancouver:

Babins SB. From the Trenches to the Field: High School Counselors' Perceived Self-Efficacy Regarding Role(s) and Responsibilities Pertaining to Students' Mental Health Needs. [Internet] [Doctoral dissertation]. Temple University; 2016. [cited 2019 Feb 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,368765.

Council of Science Editors:

Babins SB. From the Trenches to the Field: High School Counselors' Perceived Self-Efficacy Regarding Role(s) and Responsibilities Pertaining to Students' Mental Health Needs. [Doctoral Dissertation]. Temple University; 2016. Available from: http://digital.library.temple.edu/u?/p245801coll10,368765


Temple University

2. Leverett, Avis. THE EFFECT OF STUDENT TEACHING EXPERIENCES ON THE MOTIVATION AND PLANNED PERSISTENCE OF PRE-SERVICE TEACHERS.

Degree: PhD, 2016, Temple University

Educational Psychology

This study investigated the motivation to teach and planned persistence of pre-service teachers during two phases of their student teaching experience by using… (more)

Subjects/Keywords: Educational psychology; Teacher education;

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APA (6th Edition):

Leverett, A. (2016). THE EFFECT OF STUDENT TEACHING EXPERIENCES ON THE MOTIVATION AND PLANNED PERSISTENCE OF PRE-SERVICE TEACHERS. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,375871

Chicago Manual of Style (16th Edition):

Leverett, Avis. “THE EFFECT OF STUDENT TEACHING EXPERIENCES ON THE MOTIVATION AND PLANNED PERSISTENCE OF PRE-SERVICE TEACHERS.” 2016. Doctoral Dissertation, Temple University. Accessed February 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,375871.

MLA Handbook (7th Edition):

Leverett, Avis. “THE EFFECT OF STUDENT TEACHING EXPERIENCES ON THE MOTIVATION AND PLANNED PERSISTENCE OF PRE-SERVICE TEACHERS.” 2016. Web. 20 Feb 2019.

Vancouver:

Leverett A. THE EFFECT OF STUDENT TEACHING EXPERIENCES ON THE MOTIVATION AND PLANNED PERSISTENCE OF PRE-SERVICE TEACHERS. [Internet] [Doctoral dissertation]. Temple University; 2016. [cited 2019 Feb 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,375871.

Council of Science Editors:

Leverett A. THE EFFECT OF STUDENT TEACHING EXPERIENCES ON THE MOTIVATION AND PLANNED PERSISTENCE OF PRE-SERVICE TEACHERS. [Doctoral Dissertation]. Temple University; 2016. Available from: http://digital.library.temple.edu/u?/p245801coll10,375871


Temple University

3. O'Shea, Amber M. Identity of College Students with Psychiatric Disabilities and Use of Support Services.

Degree: PhD, 2016, Temple University

Educational Psychology

Given the increasing number of undergraduate students with psychiatric disabilities enrolling in college and the disproportionately high attrition rates among this group, it… (more)

Subjects/Keywords: Educational psychology;

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APA (6th Edition):

O'Shea, A. M. (2016). Identity of College Students with Psychiatric Disabilities and Use of Support Services. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,378538

Chicago Manual of Style (16th Edition):

O'Shea, Amber M. “Identity of College Students with Psychiatric Disabilities and Use of Support Services.” 2016. Doctoral Dissertation, Temple University. Accessed February 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,378538.

MLA Handbook (7th Edition):

O'Shea, Amber M. “Identity of College Students with Psychiatric Disabilities and Use of Support Services.” 2016. Web. 20 Feb 2019.

Vancouver:

O'Shea AM. Identity of College Students with Psychiatric Disabilities and Use of Support Services. [Internet] [Doctoral dissertation]. Temple University; 2016. [cited 2019 Feb 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,378538.

Council of Science Editors:

O'Shea AM. Identity of College Students with Psychiatric Disabilities and Use of Support Services. [Doctoral Dissertation]. Temple University; 2016. Available from: http://digital.library.temple.edu/u?/p245801coll10,378538


Temple University

4. Allison, Jean Caramanico. Electronic Picturebooks: Do they Support the Construction of Print Knowledge in Young Emergent Literacy Learners?.

Degree: PhD, 2016, Temple University

Educational Psychology

This dissertation presents the results of an intervention study examining whether electronic picturebook applications on a tablet computer support the development of print… (more)

Subjects/Keywords: Early childhood education; Teacher education; Reading instruction;

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APA (6th Edition):

Allison, J. C. (2016). Electronic Picturebooks: Do they Support the Construction of Print Knowledge in Young Emergent Literacy Learners?. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,405518

Chicago Manual of Style (16th Edition):

Allison, Jean Caramanico. “Electronic Picturebooks: Do they Support the Construction of Print Knowledge in Young Emergent Literacy Learners?.” 2016. Doctoral Dissertation, Temple University. Accessed February 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,405518.

MLA Handbook (7th Edition):

Allison, Jean Caramanico. “Electronic Picturebooks: Do they Support the Construction of Print Knowledge in Young Emergent Literacy Learners?.” 2016. Web. 20 Feb 2019.

Vancouver:

Allison JC. Electronic Picturebooks: Do they Support the Construction of Print Knowledge in Young Emergent Literacy Learners?. [Internet] [Doctoral dissertation]. Temple University; 2016. [cited 2019 Feb 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,405518.

Council of Science Editors:

Allison JC. Electronic Picturebooks: Do they Support the Construction of Print Knowledge in Young Emergent Literacy Learners?. [Doctoral Dissertation]. Temple University; 2016. Available from: http://digital.library.temple.edu/u?/p245801coll10,405518


Temple University

5. Grosik, Sarah Arva. The Path to University Admission in the United States through Intensive English Programs.

Degree: 2017, Temple University

CITE/Language Arts

Ed.D.

In recent years, university-based Intensive English Programs (IEPs) have expanded to serve the growing population of international students who wish to earn… (more)

Subjects/Keywords: English as a second language;

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APA (6th Edition):

Grosik, S. A. (2017). The Path to University Admission in the United States through Intensive English Programs. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,459817

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):

Grosik, Sarah Arva. “The Path to University Admission in the United States through Intensive English Programs.” 2017. Thesis, Temple University. Accessed February 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,459817.

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

MLA Handbook (7th Edition):

Grosik, Sarah Arva. “The Path to University Admission in the United States through Intensive English Programs.” 2017. Web. 20 Feb 2019.

Vancouver:

Grosik SA. The Path to University Admission in the United States through Intensive English Programs. [Internet] [Thesis]. Temple University; 2017. [cited 2019 Feb 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,459817.

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

Council of Science Editors:

Grosik SA. The Path to University Admission in the United States through Intensive English Programs. [Thesis]. Temple University; 2017. Available from: http://digital.library.temple.edu/u?/p245801coll10,459817

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


Temple University

6. Lowry, Robin. A Survey of Youth Yoga Curriculums.

Degree: PhD, 2011, Temple University

Kinesiology

Yoga is increasingly recommended for the K-12 population as a health intervention, a Physical Education activity, and for fun. What constitutes Yoga however, what… (more)

Subjects/Keywords: Physical Education; Health Education; Curriculum Development; Curriculum Mapping; Engaged Pedagogy; Implementation Fidelity; Spirituality; Wellness; Yoga

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APA (6th Edition):

Lowry, R. (2011). A Survey of Youth Yoga Curriculums. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,154784

Chicago Manual of Style (16th Edition):

Lowry, Robin. “A Survey of Youth Yoga Curriculums.” 2011. Doctoral Dissertation, Temple University. Accessed February 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,154784.

MLA Handbook (7th Edition):

Lowry, Robin. “A Survey of Youth Yoga Curriculums.” 2011. Web. 20 Feb 2019.

Vancouver:

Lowry R. A Survey of Youth Yoga Curriculums. [Internet] [Doctoral dissertation]. Temple University; 2011. [cited 2019 Feb 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,154784.

Council of Science Editors:

Lowry R. A Survey of Youth Yoga Curriculums. [Doctoral Dissertation]. Temple University; 2011. Available from: http://digital.library.temple.edu/u?/p245801coll10,154784


Temple University

7. Perkins, Amanda M. Influence of Demographic, Psychosocial, Physiological and Sociocultural Variables on Exercise Adherence Among African Americans Enrolled in the Fit 4 Life Study.

Degree: PhD, 2012, Temple University

Kinesiology

Exercise adherence is fundamental in the management of hypertension and other chronic diseases. The purpose of this study was two-fold. The first purpose was… (more)

Subjects/Keywords: Kinesiology; Behavioral sciences; Adherence; African American; Culture; Exercise; Hypertension; Psychology

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APA (6th Edition):

Perkins, A. M. (2012). Influence of Demographic, Psychosocial, Physiological and Sociocultural Variables on Exercise Adherence Among African Americans Enrolled in the Fit 4 Life Study. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,165901

Chicago Manual of Style (16th Edition):

Perkins, Amanda M. “Influence of Demographic, Psychosocial, Physiological and Sociocultural Variables on Exercise Adherence Among African Americans Enrolled in the Fit 4 Life Study.” 2012. Doctoral Dissertation, Temple University. Accessed February 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,165901.

MLA Handbook (7th Edition):

Perkins, Amanda M. “Influence of Demographic, Psychosocial, Physiological and Sociocultural Variables on Exercise Adherence Among African Americans Enrolled in the Fit 4 Life Study.” 2012. Web. 20 Feb 2019.

Vancouver:

Perkins AM. Influence of Demographic, Psychosocial, Physiological and Sociocultural Variables on Exercise Adherence Among African Americans Enrolled in the Fit 4 Life Study. [Internet] [Doctoral dissertation]. Temple University; 2012. [cited 2019 Feb 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,165901.

Council of Science Editors:

Perkins AM. Influence of Demographic, Psychosocial, Physiological and Sociocultural Variables on Exercise Adherence Among African Americans Enrolled in the Fit 4 Life Study. [Doctoral Dissertation]. Temple University; 2012. Available from: http://digital.library.temple.edu/u?/p245801coll10,165901


Temple University

8. Mendoza, Kelly Marie. PROTECTION AND EMPOWERMENT: EXPLORING PARENTS' USE OF INTERNET MEDIATION STRATEGIES WITH PRETEENS.

Degree: PhD, 2013, Temple University

Mass Media and Communication

This document presents a dissertation research study that examined parents of preteens and the protectionist and empowerment Internet mediation and media… (more)

Subjects/Keywords: Web studies; Mass communication; Communication;

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APA (6th Edition):

Mendoza, K. M. (2013). PROTECTION AND EMPOWERMENT: EXPLORING PARENTS' USE OF INTERNET MEDIATION STRATEGIES WITH PRETEENS. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,222156

Chicago Manual of Style (16th Edition):

Mendoza, Kelly Marie. “PROTECTION AND EMPOWERMENT: EXPLORING PARENTS' USE OF INTERNET MEDIATION STRATEGIES WITH PRETEENS.” 2013. Doctoral Dissertation, Temple University. Accessed February 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,222156.

MLA Handbook (7th Edition):

Mendoza, Kelly Marie. “PROTECTION AND EMPOWERMENT: EXPLORING PARENTS' USE OF INTERNET MEDIATION STRATEGIES WITH PRETEENS.” 2013. Web. 20 Feb 2019.

Vancouver:

Mendoza KM. PROTECTION AND EMPOWERMENT: EXPLORING PARENTS' USE OF INTERNET MEDIATION STRATEGIES WITH PRETEENS. [Internet] [Doctoral dissertation]. Temple University; 2013. [cited 2019 Feb 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,222156.

Council of Science Editors:

Mendoza KM. PROTECTION AND EMPOWERMENT: EXPLORING PARENTS' USE OF INTERNET MEDIATION STRATEGIES WITH PRETEENS. [Doctoral Dissertation]. Temple University; 2013. Available from: http://digital.library.temple.edu/u?/p245801coll10,222156


Temple University

9. Kandi, Kamala M. IMPACT OF VIRTUAL LEARNING ENVIRONMENT (VLE): A TECHNOLOGICAL APPROACH TO GENETICS TEACHING ON HIGH SCHOOL STUDENTS' CONTENT KNOWLEDGE, SELF-EFFICACY AND CAREER GOAL ASPIRATIONS.

Degree: 2013, Temple University

CITE/Mathematics and Science Education

Ed.D.

This study examines the effect of a technology-based instructional tool `Geniverse' on the content knowledge gains, Science Self-Efficacy, Technology Self-Efficacy,… (more)

Subjects/Keywords: Science education; Educational technology; Secondary education;

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APA (6th Edition):

Kandi, K. M. (2013). IMPACT OF VIRTUAL LEARNING ENVIRONMENT (VLE): A TECHNOLOGICAL APPROACH TO GENETICS TEACHING ON HIGH SCHOOL STUDENTS' CONTENT KNOWLEDGE, SELF-EFFICACY AND CAREER GOAL ASPIRATIONS. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,224957

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):

Kandi, Kamala M. “IMPACT OF VIRTUAL LEARNING ENVIRONMENT (VLE): A TECHNOLOGICAL APPROACH TO GENETICS TEACHING ON HIGH SCHOOL STUDENTS' CONTENT KNOWLEDGE, SELF-EFFICACY AND CAREER GOAL ASPIRATIONS.” 2013. Thesis, Temple University. Accessed February 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,224957.

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

MLA Handbook (7th Edition):

Kandi, Kamala M. “IMPACT OF VIRTUAL LEARNING ENVIRONMENT (VLE): A TECHNOLOGICAL APPROACH TO GENETICS TEACHING ON HIGH SCHOOL STUDENTS' CONTENT KNOWLEDGE, SELF-EFFICACY AND CAREER GOAL ASPIRATIONS.” 2013. Web. 20 Feb 2019.

Vancouver:

Kandi KM. IMPACT OF VIRTUAL LEARNING ENVIRONMENT (VLE): A TECHNOLOGICAL APPROACH TO GENETICS TEACHING ON HIGH SCHOOL STUDENTS' CONTENT KNOWLEDGE, SELF-EFFICACY AND CAREER GOAL ASPIRATIONS. [Internet] [Thesis]. Temple University; 2013. [cited 2019 Feb 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,224957.

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

Council of Science Editors:

Kandi KM. IMPACT OF VIRTUAL LEARNING ENVIRONMENT (VLE): A TECHNOLOGICAL APPROACH TO GENETICS TEACHING ON HIGH SCHOOL STUDENTS' CONTENT KNOWLEDGE, SELF-EFFICACY AND CAREER GOAL ASPIRATIONS. [Thesis]. Temple University; 2013. Available from: http://digital.library.temple.edu/u?/p245801coll10,224957

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


Temple University

10. 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 (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 February 20, 2019. 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. 20 Feb 2019.

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 2019 Feb 20]. 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

11. McWilliams, Stephen Thomas. Exercise and Behavior Change in Adult Women Transitioning into Society: A Documentary Film Analysis.

Degree: PhD, 2014, Temple University

Kinesiology

The Role of Film as Persuasive Tool of Social Change: Since the introduction of cinema, both non-fiction and fictional films have been used by… (more)

Subjects/Keywords: Kinesiology; Film studies; Health education;

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APA (6th Edition):

McWilliams, S. T. (2014). Exercise and Behavior Change in Adult Women Transitioning into Society: A Documentary Film Analysis. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,281081

Chicago Manual of Style (16th Edition):

McWilliams, Stephen Thomas. “Exercise and Behavior Change in Adult Women Transitioning into Society: A Documentary Film Analysis.” 2014. Doctoral Dissertation, Temple University. Accessed February 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,281081.

MLA Handbook (7th Edition):

McWilliams, Stephen Thomas. “Exercise and Behavior Change in Adult Women Transitioning into Society: A Documentary Film Analysis.” 2014. Web. 20 Feb 2019.

Vancouver:

McWilliams ST. Exercise and Behavior Change in Adult Women Transitioning into Society: A Documentary Film Analysis. [Internet] [Doctoral dissertation]. Temple University; 2014. [cited 2019 Feb 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,281081.

Council of Science Editors:

McWilliams ST. Exercise and Behavior Change in Adult Women Transitioning into Society: A Documentary Film Analysis. [Doctoral Dissertation]. Temple University; 2014. Available from: http://digital.library.temple.edu/u?/p245801coll10,281081


Temple University

12. McWilliams, Stephen Thomas. BrakingCycles.mp4.

Degree: PhD, 2014, Temple University

Kinesiology

The Role of Film as Persuasive Tool of Social Change: Since the introduction of cinema, both non-fiction and fictional films have been used by… (more)

Subjects/Keywords: Kinesiology; Film studies; Health education;

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

McWilliams, S. T. (2014). BrakingCycles.mp4. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,281082

Chicago Manual of Style (16th Edition):

McWilliams, Stephen Thomas. “BrakingCycles.mp4.” 2014. Doctoral Dissertation, Temple University. Accessed February 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,281082.

MLA Handbook (7th Edition):

McWilliams, Stephen Thomas. “BrakingCycles.mp4.” 2014. Web. 20 Feb 2019.

Vancouver:

McWilliams ST. BrakingCycles.mp4. [Internet] [Doctoral dissertation]. Temple University; 2014. [cited 2019 Feb 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,281082.

Council of Science Editors:

McWilliams ST. BrakingCycles.mp4. [Doctoral Dissertation]. Temple University; 2014. Available from: http://digital.library.temple.edu/u?/p245801coll10,281082


Temple University

13. Jean-Louis, Gerardine. Skill, Will, and Self-Regulation: Assessing the Learning and Study Strategies of University Summer Bridge Program Students.

Degree: PhD, 2014, Temple University

Educational Psychology

Colleges and universities face a critical challenge in addressing the educational needs of their academically underprepared students. With college dropout rates increasingly rising,… (more)

Subjects/Keywords: Educational psychology; Education;

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APA (6th Edition):

Jean-Louis, G. (2014). Skill, Will, and Self-Regulation: Assessing the Learning and Study Strategies of University Summer Bridge Program Students. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,302990

Chicago Manual of Style (16th Edition):

Jean-Louis, Gerardine. “Skill, Will, and Self-Regulation: Assessing the Learning and Study Strategies of University Summer Bridge Program Students.” 2014. Doctoral Dissertation, Temple University. Accessed February 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,302990.

MLA Handbook (7th Edition):

Jean-Louis, Gerardine. “Skill, Will, and Self-Regulation: Assessing the Learning and Study Strategies of University Summer Bridge Program Students.” 2014. Web. 20 Feb 2019.

Vancouver:

Jean-Louis G. Skill, Will, and Self-Regulation: Assessing the Learning and Study Strategies of University Summer Bridge Program Students. [Internet] [Doctoral dissertation]. Temple University; 2014. [cited 2019 Feb 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,302990.

Council of Science Editors:

Jean-Louis G. Skill, Will, and Self-Regulation: Assessing the Learning and Study Strategies of University Summer Bridge Program Students. [Doctoral Dissertation]. Temple University; 2014. Available from: http://digital.library.temple.edu/u?/p245801coll10,302990


Temple University

14. Wildermuth, Diana L. Exploring Resilience and Academic Achievement: A Comparison Between Mexican American Students and Mexican Students.

Degree: 2014, Temple University

Educational Psychology

Ed.D.

The demography of the United States is changing rapidly creating challenges in the classrooms and ultimately changing the educational system in the… (more)

Subjects/Keywords: Educational psychology; Education;

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APA (6th Edition):

Wildermuth, D. L. (2014). Exploring Resilience and Academic Achievement: A Comparison Between Mexican American Students and Mexican Students. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,308634

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):

Wildermuth, Diana L. “Exploring Resilience and Academic Achievement: A Comparison Between Mexican American Students and Mexican Students.” 2014. Thesis, Temple University. Accessed February 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,308634.

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

MLA Handbook (7th Edition):

Wildermuth, Diana L. “Exploring Resilience and Academic Achievement: A Comparison Between Mexican American Students and Mexican Students.” 2014. Web. 20 Feb 2019.

Vancouver:

Wildermuth DL. Exploring Resilience and Academic Achievement: A Comparison Between Mexican American Students and Mexican Students. [Internet] [Thesis]. Temple University; 2014. [cited 2019 Feb 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,308634.

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

Council of Science Editors:

Wildermuth DL. Exploring Resilience and Academic Achievement: A Comparison Between Mexican American Students and Mexican Students. [Thesis]. Temple University; 2014. Available from: http://digital.library.temple.edu/u?/p245801coll10,308634

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


Temple University

15. 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 (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 February 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 Feb 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 Feb 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

16. Lewis, Amy Lynne. DEVELOPMENTAL ENGLISH PROFESSORS’ EXPERIENCES WITH LEARNING MANAGEMENT SYSTEMS AT AN URBAN COMMUNITY COLLEGE: CHALLENGES, BENEFITS, AND OTHER PERCEPTIONS.

Degree: PhD, 2016, Temple University

Urban Education

Universities and colleges are embracing and utilizing technology to a rapidly increasing extent, responding to its cost-effectiveness and efficiency as well as the… (more)

Subjects/Keywords: Education; Educational technology; Pedagogy;

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APA (6th Edition):

Lewis, A. L. (2016). DEVELOPMENTAL ENGLISH PROFESSORS’ EXPERIENCES WITH LEARNING MANAGEMENT SYSTEMS AT AN URBAN COMMUNITY COLLEGE: CHALLENGES, BENEFITS, AND OTHER PERCEPTIONS. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,376112

Chicago Manual of Style (16th Edition):

Lewis, Amy Lynne. “DEVELOPMENTAL ENGLISH PROFESSORS’ EXPERIENCES WITH LEARNING MANAGEMENT SYSTEMS AT AN URBAN COMMUNITY COLLEGE: CHALLENGES, BENEFITS, AND OTHER PERCEPTIONS.” 2016. Doctoral Dissertation, Temple University. Accessed February 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,376112.

MLA Handbook (7th Edition):

Lewis, Amy Lynne. “DEVELOPMENTAL ENGLISH PROFESSORS’ EXPERIENCES WITH LEARNING MANAGEMENT SYSTEMS AT AN URBAN COMMUNITY COLLEGE: CHALLENGES, BENEFITS, AND OTHER PERCEPTIONS.” 2016. Web. 20 Feb 2019.

Vancouver:

Lewis AL. DEVELOPMENTAL ENGLISH PROFESSORS’ EXPERIENCES WITH LEARNING MANAGEMENT SYSTEMS AT AN URBAN COMMUNITY COLLEGE: CHALLENGES, BENEFITS, AND OTHER PERCEPTIONS. [Internet] [Doctoral dissertation]. Temple University; 2016. [cited 2019 Feb 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,376112.

Council of Science Editors:

Lewis AL. DEVELOPMENTAL ENGLISH PROFESSORS’ EXPERIENCES WITH LEARNING MANAGEMENT SYSTEMS AT AN URBAN COMMUNITY COLLEGE: CHALLENGES, BENEFITS, AND OTHER PERCEPTIONS. [Doctoral Dissertation]. Temple University; 2016. Available from: http://digital.library.temple.edu/u?/p245801coll10,376112


Temple University

17. Pedone, Maggie Helene. Persistence of Undergraduate Women in STEM Fields.

Degree: 2016, Temple University

Urban Education

Ed.D.

The underrepresentation of women in science, technology, engineering, and mathematics (STEM) is a complex problem that continues to persist at the postsecondary… (more)

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

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APA (6th Edition):

Pedone, M. H. (2016). Persistence of Undergraduate Women in STEM Fields. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,378899

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):

Pedone, Maggie Helene. “Persistence of Undergraduate Women in STEM Fields.” 2016. Thesis, Temple University. Accessed February 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,378899.

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

MLA Handbook (7th Edition):

Pedone, Maggie Helene. “Persistence of Undergraduate Women in STEM Fields.” 2016. Web. 20 Feb 2019.

Vancouver:

Pedone MH. Persistence of Undergraduate Women in STEM Fields. [Internet] [Thesis]. Temple University; 2016. [cited 2019 Feb 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,378899.

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

Council of Science Editors:

Pedone MH. Persistence of Undergraduate Women in STEM Fields. [Thesis]. Temple University; 2016. Available from: http://digital.library.temple.edu/u?/p245801coll10,378899

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


Temple University

18. Straehle, Manfred Mario. EFFECTS OF THE QUALITY OF INSTRUCTIONAL OBJECTIVES ON SELF-REGULATION AND COURSE PERFORMANCE OF STUDENTS IN UNDERGRADUATE ONLINE AND NON-ONLINE CLASSES.

Degree: PhD, 2009, Temple University

Educational Psychology

Many studies have investigated web-based learning in higher education and the effects it has on academic performance including self-regulation (Janicki & Liegle, 2001;… (more)

Subjects/Keywords: Education, Higher; Education, Curriculum and Instruction; Instructional Objectives; Online Learning; Self Regulation

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APA (6th Edition):

Straehle, M. M. (2009). EFFECTS OF THE QUALITY OF INSTRUCTIONAL OBJECTIVES ON SELF-REGULATION AND COURSE PERFORMANCE OF STUDENTS IN UNDERGRADUATE ONLINE AND NON-ONLINE CLASSES. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,26927

Chicago Manual of Style (16th Edition):

Straehle, Manfred Mario. “EFFECTS OF THE QUALITY OF INSTRUCTIONAL OBJECTIVES ON SELF-REGULATION AND COURSE PERFORMANCE OF STUDENTS IN UNDERGRADUATE ONLINE AND NON-ONLINE CLASSES.” 2009. Doctoral Dissertation, Temple University. Accessed February 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,26927.

MLA Handbook (7th Edition):

Straehle, Manfred Mario. “EFFECTS OF THE QUALITY OF INSTRUCTIONAL OBJECTIVES ON SELF-REGULATION AND COURSE PERFORMANCE OF STUDENTS IN UNDERGRADUATE ONLINE AND NON-ONLINE CLASSES.” 2009. Web. 20 Feb 2019.

Vancouver:

Straehle MM. EFFECTS OF THE QUALITY OF INSTRUCTIONAL OBJECTIVES ON SELF-REGULATION AND COURSE PERFORMANCE OF STUDENTS IN UNDERGRADUATE ONLINE AND NON-ONLINE CLASSES. [Internet] [Doctoral dissertation]. Temple University; 2009. [cited 2019 Feb 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,26927.

Council of Science Editors:

Straehle MM. EFFECTS OF THE QUALITY OF INSTRUCTIONAL OBJECTIVES ON SELF-REGULATION AND COURSE PERFORMANCE OF STUDENTS IN UNDERGRADUATE ONLINE AND NON-ONLINE CLASSES. [Doctoral Dissertation]. Temple University; 2009. Available from: http://digital.library.temple.edu/u?/p245801coll10,26927


Temple University

19. Lipsitt, Rosalyn S. Occupational Therapy Level II Fieldwork: Effectiveness in Preparing Students for Entry-Level Practice.

Degree: PhD, 2009, Temple University

Educational Psychology

Occupational therapy (OT) is a rehabilitation profession in which licensed therapists facilitate functional independence, to the greatest extent possible, of an individual with… (more)

Subjects/Keywords: Health Sciences, Education; Education, Educational Psychology; Education, Teacher Training; fieldwork; novice; occupational therapy; practice; preparation; supervision

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APA (6th Edition):

Lipsitt, R. S. (2009). Occupational Therapy Level II Fieldwork: Effectiveness in Preparing Students for Entry-Level Practice. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,31186

Chicago Manual of Style (16th Edition):

Lipsitt, Rosalyn S. “Occupational Therapy Level II Fieldwork: Effectiveness in Preparing Students for Entry-Level Practice.” 2009. Doctoral Dissertation, Temple University. Accessed February 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,31186.

MLA Handbook (7th Edition):

Lipsitt, Rosalyn S. “Occupational Therapy Level II Fieldwork: Effectiveness in Preparing Students for Entry-Level Practice.” 2009. Web. 20 Feb 2019.

Vancouver:

Lipsitt RS. Occupational Therapy Level II Fieldwork: Effectiveness in Preparing Students for Entry-Level Practice. [Internet] [Doctoral dissertation]. Temple University; 2009. [cited 2019 Feb 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,31186.

Council of Science Editors:

Lipsitt RS. Occupational Therapy Level II Fieldwork: Effectiveness in Preparing Students for Entry-Level Practice. [Doctoral Dissertation]. Temple University; 2009. Available from: http://digital.library.temple.edu/u?/p245801coll10,31186


Temple University

20. Miller, Stephanie R. College Preparation, Aspirations and Enrollment Among Students In Philadelphia Neighborhoods: An Investigation Using GIS Analysis and Logistic Regression.

Degree: PhD, 2009, Temple University

Urban Education

Despite the multiple and diverse types of school reform to influence instruction, curriculum and fiscal policies, many urban students have low educational success… (more)

Subjects/Keywords: Education, Sociology of; Geography; college; education; GIS; neighborhoods; spatia; urban

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APA (6th Edition):

Miller, S. R. (2009). College Preparation, Aspirations and Enrollment Among Students In Philadelphia Neighborhoods: An Investigation Using GIS Analysis and Logistic Regression. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,46381

Chicago Manual of Style (16th Edition):

Miller, Stephanie R. “College Preparation, Aspirations and Enrollment Among Students In Philadelphia Neighborhoods: An Investigation Using GIS Analysis and Logistic Regression.” 2009. Doctoral Dissertation, Temple University. Accessed February 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,46381.

MLA Handbook (7th Edition):

Miller, Stephanie R. “College Preparation, Aspirations and Enrollment Among Students In Philadelphia Neighborhoods: An Investigation Using GIS Analysis and Logistic Regression.” 2009. Web. 20 Feb 2019.

Vancouver:

Miller SR. College Preparation, Aspirations and Enrollment Among Students In Philadelphia Neighborhoods: An Investigation Using GIS Analysis and Logistic Regression. [Internet] [Doctoral dissertation]. Temple University; 2009. [cited 2019 Feb 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,46381.

Council of Science Editors:

Miller SR. College Preparation, Aspirations and Enrollment Among Students In Philadelphia Neighborhoods: An Investigation Using GIS Analysis and Logistic Regression. [Doctoral Dissertation]. Temple University; 2009. Available from: http://digital.library.temple.edu/u?/p245801coll10,46381


Temple University

21. Sarasti, Israel A. An Investigation of the Reliability and Validity of Curriculum-based Measurement Maze Probes: A Comparison of 1-minute, 2-minute, and 3-minute Time Frames.

Degree: PhD, 2010, Temple University

School Psychology

Prevention science has suggested that universal screening can enhance educational and mental health outcomes in the schools (Greenberg et al., 2003). A three-tier… (more)

Subjects/Keywords: Education, Educational Psychology; Psychology, Psychometrics; CBM-maze; curriculum-based measurement; maze procedure; reading comprehension

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APA (6th Edition):

Sarasti, I. A. (2010). An Investigation of the Reliability and Validity of Curriculum-based Measurement Maze Probes: A Comparison of 1-minute, 2-minute, and 3-minute Time Frames. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,48811

Chicago Manual of Style (16th Edition):

Sarasti, Israel A. “An Investigation of the Reliability and Validity of Curriculum-based Measurement Maze Probes: A Comparison of 1-minute, 2-minute, and 3-minute Time Frames.” 2010. Doctoral Dissertation, Temple University. Accessed February 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,48811.

MLA Handbook (7th Edition):

Sarasti, Israel A. “An Investigation of the Reliability and Validity of Curriculum-based Measurement Maze Probes: A Comparison of 1-minute, 2-minute, and 3-minute Time Frames.” 2010. Web. 20 Feb 2019.

Vancouver:

Sarasti IA. An Investigation of the Reliability and Validity of Curriculum-based Measurement Maze Probes: A Comparison of 1-minute, 2-minute, and 3-minute Time Frames. [Internet] [Doctoral dissertation]. Temple University; 2010. [cited 2019 Feb 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,48811.

Council of Science Editors:

Sarasti IA. An Investigation of the Reliability and Validity of Curriculum-based Measurement Maze Probes: A Comparison of 1-minute, 2-minute, and 3-minute Time Frames. [Doctoral Dissertation]. Temple University; 2010. Available from: http://digital.library.temple.edu/u?/p245801coll10,48811


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 February 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 Feb 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 Feb 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 February 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 Feb 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 Feb 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. 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 February 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 Feb 2019.

Vancouver:

Randolph L. Understanding Black Undergraduate Females' Sense of Belonging at a Predominantly White Institution. [Internet] [Thesis]. Temple University; 2017. [cited 2019 Feb 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

25. 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 February 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 Feb 2019.

Vancouver:

Scott S. The Struggle Is Real: Black Doctoral Students' Perceptions Aspiring to the Professoriate. [Internet] [Thesis]. Temple University; 2017. [cited 2019 Feb 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

26. Snyder, Mark Richard. INVESTIGATING THE LINK BETWEEN CURRENT CLASSROOM TEACHERS’ CONCEPTIONS, LITERACY, AND PRACTICES OF ASSESSMENT.

Degree: PhD, 2017, Temple University

Educational Psychology

Teachers’ assessment conceptions, assessment literacy, and self-reported assessment practices were investigated using a single administration survey of U.S. classroom teachers. These phenomena were… (more)

Subjects/Keywords: Educational psychology; Pedagogy; Educational tests & measurements;

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APA (6th Edition):

Snyder, M. R. (2017). INVESTIGATING THE LINK BETWEEN CURRENT CLASSROOM TEACHERS’ CONCEPTIONS, LITERACY, AND PRACTICES OF ASSESSMENT. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,446445

Chicago Manual of Style (16th Edition):

Snyder, Mark Richard. “INVESTIGATING THE LINK BETWEEN CURRENT CLASSROOM TEACHERS’ CONCEPTIONS, LITERACY, AND PRACTICES OF ASSESSMENT.” 2017. Doctoral Dissertation, Temple University. Accessed February 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,446445.

MLA Handbook (7th Edition):

Snyder, Mark Richard. “INVESTIGATING THE LINK BETWEEN CURRENT CLASSROOM TEACHERS’ CONCEPTIONS, LITERACY, AND PRACTICES OF ASSESSMENT.” 2017. Web. 20 Feb 2019.

Vancouver:

Snyder MR. INVESTIGATING THE LINK BETWEEN CURRENT CLASSROOM TEACHERS’ CONCEPTIONS, LITERACY, AND PRACTICES OF ASSESSMENT. [Internet] [Doctoral dissertation]. Temple University; 2017. [cited 2019 Feb 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,446445.

Council of Science Editors:

Snyder MR. INVESTIGATING THE LINK BETWEEN CURRENT CLASSROOM TEACHERS’ CONCEPTIONS, LITERACY, AND PRACTICES OF ASSESSMENT. [Doctoral Dissertation]. Temple University; 2017. Available from: http://digital.library.temple.edu/u?/p245801coll10,446445


Temple University

27. Griffin, Jean. Learning to Program From Interactive Example Code (With and Without Intentional Bugs).

Degree: PhD, 2018, Temple University

Math & Science Education

Computing education for learning to program has made great strides in the current century. Exciting educational technologies are now available and… (more)

Subjects/Keywords: Computer science; Curriculum development; Educational technology;

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APA (6th Edition):

Griffin, J. (2018). Learning to Program From Interactive Example Code (With and Without Intentional Bugs). (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,488614

Chicago Manual of Style (16th Edition):

Griffin, Jean. “Learning to Program From Interactive Example Code (With and Without Intentional Bugs).” 2018. Doctoral Dissertation, Temple University. Accessed February 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,488614.

MLA Handbook (7th Edition):

Griffin, Jean. “Learning to Program From Interactive Example Code (With and Without Intentional Bugs).” 2018. Web. 20 Feb 2019.

Vancouver:

Griffin J. Learning to Program From Interactive Example Code (With and Without Intentional Bugs). [Internet] [Doctoral dissertation]. Temple University; 2018. [cited 2019 Feb 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,488614.

Council of Science Editors:

Griffin J. Learning to Program From Interactive Example Code (With and Without Intentional Bugs). [Doctoral Dissertation]. Temple University; 2018. Available from: http://digital.library.temple.edu/u?/p245801coll10,488614


Temple University

28. Luke, MacKenzie Mocini. City Sons: How First-Generation College-Going African American Males Attending College in and around Their City of Origin Transition to and Persist within Post-Secondary Education.

Degree: PhD, 2017, Temple University

Urban Education

College retention, persistence, and success levels continue to be lower for students of color, first-generation students, and low-income students compared to the White… (more)

Subjects/Keywords: Higher education; Educational sociology; Education policy;

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

APA (6th Edition):

Luke, M. M. (2017). City Sons: How First-Generation College-Going African American Males Attending College in and around Their City of Origin Transition to and Persist within Post-Secondary Education. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,463753

Chicago Manual of Style (16th Edition):

Luke, MacKenzie Mocini. “City Sons: How First-Generation College-Going African American Males Attending College in and around Their City of Origin Transition to and Persist within Post-Secondary Education.” 2017. Doctoral Dissertation, Temple University. Accessed February 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,463753.

MLA Handbook (7th Edition):

Luke, MacKenzie Mocini. “City Sons: How First-Generation College-Going African American Males Attending College in and around Their City of Origin Transition to and Persist within Post-Secondary Education.” 2017. Web. 20 Feb 2019.

Vancouver:

Luke MM. City Sons: How First-Generation College-Going African American Males Attending College in and around Their City of Origin Transition to and Persist within Post-Secondary Education. [Internet] [Doctoral dissertation]. Temple University; 2017. [cited 2019 Feb 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,463753.

Council of Science Editors:

Luke MM. City Sons: How First-Generation College-Going African American Males Attending College in and around Their City of Origin Transition to and Persist within Post-Secondary Education. [Doctoral Dissertation]. Temple University; 2017. Available from: http://digital.library.temple.edu/u?/p245801coll10,463753


Temple University

29. Andrews, Tiffany. THE USE OF GOAL SETTING AND PROGRESS SELF-MONITORING WITH FORMATIVE ASSESSMENT IN COMMUNITY COLLEGE TO INCREASE ACADEMIC ACHIEVEMENT AND SELF-EFFICACY.

Degree: PhD, 2011, Temple University

Educational Psychology

The study examined the effects of formative assessment on community college students' content-specific vocabulary skills, academic achievement and academic self-efficacy. Sixty-one community college… (more)

Subjects/Keywords: Educational Psychology; academic self-efficacy; community college; formative assessment; progress self-monitoring

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

APA (6th Edition):

Andrews, T. (2011). THE USE OF GOAL SETTING AND PROGRESS SELF-MONITORING WITH FORMATIVE ASSESSMENT IN COMMUNITY COLLEGE TO INCREASE ACADEMIC ACHIEVEMENT AND SELF-EFFICACY. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,108418

Chicago Manual of Style (16th Edition):

Andrews, Tiffany. “THE USE OF GOAL SETTING AND PROGRESS SELF-MONITORING WITH FORMATIVE ASSESSMENT IN COMMUNITY COLLEGE TO INCREASE ACADEMIC ACHIEVEMENT AND SELF-EFFICACY.” 2011. Doctoral Dissertation, Temple University. Accessed February 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,108418.

MLA Handbook (7th Edition):

Andrews, Tiffany. “THE USE OF GOAL SETTING AND PROGRESS SELF-MONITORING WITH FORMATIVE ASSESSMENT IN COMMUNITY COLLEGE TO INCREASE ACADEMIC ACHIEVEMENT AND SELF-EFFICACY.” 2011. Web. 20 Feb 2019.

Vancouver:

Andrews T. THE USE OF GOAL SETTING AND PROGRESS SELF-MONITORING WITH FORMATIVE ASSESSMENT IN COMMUNITY COLLEGE TO INCREASE ACADEMIC ACHIEVEMENT AND SELF-EFFICACY. [Internet] [Doctoral dissertation]. Temple University; 2011. [cited 2019 Feb 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,108418.

Council of Science Editors:

Andrews T. THE USE OF GOAL SETTING AND PROGRESS SELF-MONITORING WITH FORMATIVE ASSESSMENT IN COMMUNITY COLLEGE TO INCREASE ACADEMIC ACHIEVEMENT AND SELF-EFFICACY. [Doctoral Dissertation]. Temple University; 2011. Available from: http://digital.library.temple.edu/u?/p245801coll10,108418


Temple University

30. Krier, Kathleen. Examining the Relationship Between Participation in a Math Science Partnership and Changes in Student Outcomes in High School Mathematics Using Activity Theory as a Lens.

Degree: 2011, Temple University

CITE/Mathematics and Science Education

Ed.D.

Using Activity Theory as both the theoretical and analytical framework, this study investigated whether participation in the Math Science Partnership… (more)

Subjects/Keywords: Mathematics Education; High School; Math; Outcomes; Partnership; Science

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

APA (6th Edition):

Krier, K. (2011). Examining the Relationship Between Participation in a Math Science Partnership and Changes in Student Outcomes in High School Mathematics Using Activity Theory as a Lens. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,121421

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):

Krier, Kathleen. “Examining the Relationship Between Participation in a Math Science Partnership and Changes in Student Outcomes in High School Mathematics Using Activity Theory as a Lens.” 2011. Thesis, Temple University. Accessed February 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,121421.

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

MLA Handbook (7th Edition):

Krier, Kathleen. “Examining the Relationship Between Participation in a Math Science Partnership and Changes in Student Outcomes in High School Mathematics Using Activity Theory as a Lens.” 2011. Web. 20 Feb 2019.

Vancouver:

Krier K. Examining the Relationship Between Participation in a Math Science Partnership and Changes in Student Outcomes in High School Mathematics Using Activity Theory as a Lens. [Internet] [Thesis]. Temple University; 2011. [cited 2019 Feb 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,121421.

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

Council of Science Editors:

Krier K. Examining the Relationship Between Participation in a Math Science Partnership and Changes in Student Outcomes in High School Mathematics Using Activity Theory as a Lens. [Thesis]. Temple University; 2011. Available from: http://digital.library.temple.edu/u?/p245801coll10,121421

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

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