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You searched for +publisher:"Texas A&M University" +contributor:("Bonner, Fred A"). Showing records 1 – 9 of 9 total matches.

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Texas A&M University

1. Pruitt-Stephens, Laura. Personality Prototypes Among High-Achieving Black Undergraduates.

Degree: 2012, Texas A&M University

 Personality prototypes have gained more attention as a unit of personality analysis in the past decade. However, relatively few studies have looked at the personality… (more)

Subjects/Keywords: Personality; Personality Prototypes; Black/African American; High Achieving Undergraduates; Workplace Personality Inventory; High achieving; Undercontrolled, Overcontrolled, Resilient; High achieving Black/African American Undergraduates

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APA (6th Edition):

Pruitt-Stephens, L. (2012). Personality Prototypes Among High-Achieving Black Undergraduates. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11417

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):

Pruitt-Stephens, Laura. “Personality Prototypes Among High-Achieving Black Undergraduates.” 2012. Thesis, Texas A&M University. Accessed July 19, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11417.

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

MLA Handbook (7th Edition):

Pruitt-Stephens, Laura. “Personality Prototypes Among High-Achieving Black Undergraduates.” 2012. Web. 19 Jul 2019.

Vancouver:

Pruitt-Stephens L. Personality Prototypes Among High-Achieving Black Undergraduates. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Jul 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11417.

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

Council of Science Editors:

Pruitt-Stephens L. Personality Prototypes Among High-Achieving Black Undergraduates. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11417

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


Texas A&M University

2. Banda, Rosa 1978-. Perceptions of Social Support Networks and Climate in the Persistence of Latinas Pursuing an Undergraduate Engineering Degree.

Degree: 2013, Texas A&M University

 While an abundance of literature addresses undergraduate students? lack of success in engineering programs, fewer studies examine the persistence of minority females, especially of Latinas… (more)

Subjects/Keywords: Engineering; Persistence; Latinas

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APA (6th Edition):

Banda, R. 1. (2013). Perceptions of Social Support Networks and Climate in the Persistence of Latinas Pursuing an Undergraduate Engineering Degree. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/148272

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):

Banda, Rosa 1978-. “Perceptions of Social Support Networks and Climate in the Persistence of Latinas Pursuing an Undergraduate Engineering Degree.” 2013. Thesis, Texas A&M University. Accessed July 19, 2019. http://hdl.handle.net/1969.1/148272.

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

MLA Handbook (7th Edition):

Banda, Rosa 1978-. “Perceptions of Social Support Networks and Climate in the Persistence of Latinas Pursuing an Undergraduate Engineering Degree.” 2013. Web. 19 Jul 2019.

Vancouver:

Banda R1. Perceptions of Social Support Networks and Climate in the Persistence of Latinas Pursuing an Undergraduate Engineering Degree. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Jul 19]. Available from: http://hdl.handle.net/1969.1/148272.

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

Council of Science Editors:

Banda R1. Perceptions of Social Support Networks and Climate in the Persistence of Latinas Pursuing an Undergraduate Engineering Degree. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/148272

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


Texas A&M University

3. Santos, Rose Anna. Latinas in Higher Education Doctoral Programs at Public Institutions in Texas: Persistence and Validation.

Degree: 2013, Texas A&M University

 This dissertation examined the experiences of Latina doctoral students in higher education administration programs at five public institutions in Texas. Extant literature has demonstrated that… (more)

Subjects/Keywords: higher education administration; Latinas

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APA (6th Edition):

Santos, R. A. (2013). Latinas in Higher Education Doctoral Programs at Public Institutions in Texas: Persistence and Validation. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151847

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):

Santos, Rose Anna. “Latinas in Higher Education Doctoral Programs at Public Institutions in Texas: Persistence and Validation.” 2013. Thesis, Texas A&M University. Accessed July 19, 2019. http://hdl.handle.net/1969.1/151847.

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

MLA Handbook (7th Edition):

Santos, Rose Anna. “Latinas in Higher Education Doctoral Programs at Public Institutions in Texas: Persistence and Validation.” 2013. Web. 19 Jul 2019.

Vancouver:

Santos RA. Latinas in Higher Education Doctoral Programs at Public Institutions in Texas: Persistence and Validation. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Jul 19]. Available from: http://hdl.handle.net/1969.1/151847.

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

Council of Science Editors:

Santos RA. Latinas in Higher Education Doctoral Programs at Public Institutions in Texas: Persistence and Validation. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151847

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


Texas A&M University

4. McIntosh, David Flint. Protecting the Ivory Tower: An Examination of How Whiteness is Understood and Enacted by Institutional Administrators.

Degree: 2015, Texas A&M University

 American higher education has long been a space reserved for the privileged, based on any number of identity characteristics including race, gender, and socioeconomic status,… (more)

Subjects/Keywords: Whiteness; White Space; Higher Education; Higher Education Administrators

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APA (6th Edition):

McIntosh, D. F. (2015). Protecting the Ivory Tower: An Examination of How Whiteness is Understood and Enacted by Institutional Administrators. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156193

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):

McIntosh, David Flint. “Protecting the Ivory Tower: An Examination of How Whiteness is Understood and Enacted by Institutional Administrators.” 2015. Thesis, Texas A&M University. Accessed July 19, 2019. http://hdl.handle.net/1969.1/156193.

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

MLA Handbook (7th Edition):

McIntosh, David Flint. “Protecting the Ivory Tower: An Examination of How Whiteness is Understood and Enacted by Institutional Administrators.” 2015. Web. 19 Jul 2019.

Vancouver:

McIntosh DF. Protecting the Ivory Tower: An Examination of How Whiteness is Understood and Enacted by Institutional Administrators. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Jul 19]. Available from: http://hdl.handle.net/1969.1/156193.

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

Council of Science Editors:

McIntosh DF. Protecting the Ivory Tower: An Examination of How Whiteness is Understood and Enacted by Institutional Administrators. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/156193

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

5. Royal, Genyne L. What Shall I Give My Children? Student Affairs Professionals and Their Influence on the Academic Resilience of Underprepared African American Students.

Degree: 2015, Texas A&M University

 Currently and historically, the significant gap in educational achievement between Black and White students in P-20 education has influenced the access, persistence, and graduation rates… (more)

Subjects/Keywords: Student Affairs; African American student success; Preparedness. Student development and learning.

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APA (6th Edition):

Royal, G. L. (2015). What Shall I Give My Children? Student Affairs Professionals and Their Influence on the Academic Resilience of Underprepared African American Students. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155286

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):

Royal, Genyne L. “What Shall I Give My Children? Student Affairs Professionals and Their Influence on the Academic Resilience of Underprepared African American Students.” 2015. Thesis, Texas A&M University. Accessed July 19, 2019. http://hdl.handle.net/1969.1/155286.

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

MLA Handbook (7th Edition):

Royal, Genyne L. “What Shall I Give My Children? Student Affairs Professionals and Their Influence on the Academic Resilience of Underprepared African American Students.” 2015. Web. 19 Jul 2019.

Vancouver:

Royal GL. What Shall I Give My Children? Student Affairs Professionals and Their Influence on the Academic Resilience of Underprepared African American Students. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Jul 19]. Available from: http://hdl.handle.net/1969.1/155286.

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

Council of Science Editors:

Royal GL. What Shall I Give My Children? Student Affairs Professionals and Their Influence on the Academic Resilience of Underprepared African American Students. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155286

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

6. Petersen, Brent Russell. Application of Faith Development Theory for Understanding Students' Transformational Learning as a Result of Bonfire at Texas A&M University.

Degree: 2012, Texas A&M University

 Considerable attention by scholars for the last two decades has focused on issues of spirituality and higher education. Literature in the field of college student… (more)

Subjects/Keywords: Higher Education; Spirituality; Faith Development; Transformational Learning; Student Affairs; Adult Education

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APA (6th Edition):

Petersen, B. R. (2012). Application of Faith Development Theory for Understanding Students' Transformational Learning as a Result of Bonfire at Texas A&M University. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-11177

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):

Petersen, Brent Russell. “Application of Faith Development Theory for Understanding Students' Transformational Learning as a Result of Bonfire at Texas A&M University.” 2012. Thesis, Texas A&M University. Accessed July 19, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-11177.

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

MLA Handbook (7th Edition):

Petersen, Brent Russell. “Application of Faith Development Theory for Understanding Students' Transformational Learning as a Result of Bonfire at Texas A&M University.” 2012. Web. 19 Jul 2019.

Vancouver:

Petersen BR. Application of Faith Development Theory for Understanding Students' Transformational Learning as a Result of Bonfire at Texas A&M University. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Jul 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-11177.

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

Council of Science Editors:

Petersen BR. Application of Faith Development Theory for Understanding Students' Transformational Learning as a Result of Bonfire at Texas A&M University. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-11177

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

7. Byrd, David Arthur. Starting with the End in Mind: A Case Study of Under-Represented, Teacher Education, Community College Transfers in a Predominantly White Institution.

Degree: 2012, Texas A&M University

 This dissertation examined the experiences of African American and Hispanic community college transfers studying in a predominantly White institution (PWI) teacher education program. Extant literature… (more)

Subjects/Keywords: Teacher Education; Transfer Students; Transfer Shock; College Retention; Access Gaps; Under-represented Students

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APA (6th Edition):

Byrd, D. A. (2012). Starting with the End in Mind: A Case Study of Under-Represented, Teacher Education, Community College Transfers in a Predominantly White Institution. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9831

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):

Byrd, David Arthur. “Starting with the End in Mind: A Case Study of Under-Represented, Teacher Education, Community College Transfers in a Predominantly White Institution.” 2012. Thesis, Texas A&M University. Accessed July 19, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9831.

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

MLA Handbook (7th Edition):

Byrd, David Arthur. “Starting with the End in Mind: A Case Study of Under-Represented, Teacher Education, Community College Transfers in a Predominantly White Institution.” 2012. Web. 19 Jul 2019.

Vancouver:

Byrd DA. Starting with the End in Mind: A Case Study of Under-Represented, Teacher Education, Community College Transfers in a Predominantly White Institution. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Jul 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9831.

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

Council of Science Editors:

Byrd DA. Starting with the End in Mind: A Case Study of Under-Represented, Teacher Education, Community College Transfers in a Predominantly White Institution. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9831

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

8. Flowers, Alonzo. Academically Gifted, Poor African American Male Undergraduates in Engineering: Perceptions of Factors Contributing to Success in a Historically Black College and University and a Predominantly White Institution Context.

Degree: 2012, Texas A&M University

 Research focusing on the academic and social experiences of academically gifted, poor, African American male college students has been limited. Recent findings on college persistence… (more)

Subjects/Keywords: African American Males; Engineering; Poverty

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APA (6th Edition):

Flowers, A. (2012). Academically Gifted, Poor African American Male Undergraduates in Engineering: Perceptions of Factors Contributing to Success in a Historically Black College and University and a Predominantly White Institution Context. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9845

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):

Flowers, Alonzo. “Academically Gifted, Poor African American Male Undergraduates in Engineering: Perceptions of Factors Contributing to Success in a Historically Black College and University and a Predominantly White Institution Context.” 2012. Thesis, Texas A&M University. Accessed July 19, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9845.

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

MLA Handbook (7th Edition):

Flowers, Alonzo. “Academically Gifted, Poor African American Male Undergraduates in Engineering: Perceptions of Factors Contributing to Success in a Historically Black College and University and a Predominantly White Institution Context.” 2012. Web. 19 Jul 2019.

Vancouver:

Flowers A. Academically Gifted, Poor African American Male Undergraduates in Engineering: Perceptions of Factors Contributing to Success in a Historically Black College and University and a Predominantly White Institution Context. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Jul 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9845.

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

Council of Science Editors:

Flowers A. Academically Gifted, Poor African American Male Undergraduates in Engineering: Perceptions of Factors Contributing to Success in a Historically Black College and University and a Predominantly White Institution Context. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9845

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

9. Moore, Copie D. The effects of experiential learning with an emphasis on reflective writing on deep-level processing of agricultural leadership students.

Degree: 2010, Texas A&M University

 Colleges and universities throughout this great land are charged with the awesome responsibility of developing our youth into becoming productive, contributing citizens. More specifically, within… (more)

Subjects/Keywords: student approach to learning; reflective writing; experiential learning; critical reflection

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APA (6th Edition):

Moore, C. D. (2010). The effects of experiential learning with an emphasis on reflective writing on deep-level processing of agricultural leadership students. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2008-12-221

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):

Moore, Copie D. “The effects of experiential learning with an emphasis on reflective writing on deep-level processing of agricultural leadership students.” 2010. Thesis, Texas A&M University. Accessed July 19, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2008-12-221.

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

MLA Handbook (7th Edition):

Moore, Copie D. “The effects of experiential learning with an emphasis on reflective writing on deep-level processing of agricultural leadership students.” 2010. Web. 19 Jul 2019.

Vancouver:

Moore CD. The effects of experiential learning with an emphasis on reflective writing on deep-level processing of agricultural leadership students. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Jul 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2008-12-221.

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

Council of Science Editors:

Moore CD. The effects of experiential learning with an emphasis on reflective writing on deep-level processing of agricultural leadership students. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2008-12-221

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

.