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You searched for +publisher:"Texas A&M University" +contributor:("Burlbaw, Lynn M."). Showing records 1 – 30 of 54 total matches.

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Texas A&M University

1. Kim, Heekyoung. The role of the learner subjectivity and pragmatic transfer in the performance of requests by Korean ESL learners.

Degree: 2009, Texas A&M University

 Based on a cross-cultural comparison of requesting behavior between Koreans and Americans, the study tried to determine the extent of pragmatic transfer and the impact… (more)

Subjects/Keywords: pragmatic transfer; subjectivity

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

APA (6th Edition):

Kim, H. (2009). The role of the learner subjectivity and pragmatic transfer in the performance of requests by Korean ESL learners. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1286

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):

Kim, Heekyoung. “The role of the learner subjectivity and pragmatic transfer in the performance of requests by Korean ESL learners.” 2009. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1286.

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

MLA Handbook (7th Edition):

Kim, Heekyoung. “The role of the learner subjectivity and pragmatic transfer in the performance of requests by Korean ESL learners.” 2009. Web. 21 Apr 2019.

Vancouver:

Kim H. The role of the learner subjectivity and pragmatic transfer in the performance of requests by Korean ESL learners. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1286.

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

Council of Science Editors:

Kim H. The role of the learner subjectivity and pragmatic transfer in the performance of requests by Korean ESL learners. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1286

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


Texas A&M University

2. Jo, Injeong. Aspects of spatial thinking in geography textbook questions.

Degree: 2009, Texas A&M University

 This study examined questions embedded in four high school world geography textbooks to evaluate the degree to which the three components of spatial thinking were… (more)

Subjects/Keywords: Spatial thinking; Geography education; Textbook; Question

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APA (6th Edition):

Jo, I. (2009). Aspects of spatial thinking in geography textbook questions. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1516

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):

Jo, Injeong. “Aspects of spatial thinking in geography textbook questions.” 2009. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1516.

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

MLA Handbook (7th Edition):

Jo, Injeong. “Aspects of spatial thinking in geography textbook questions.” 2009. Web. 21 Apr 2019.

Vancouver:

Jo I. Aspects of spatial thinking in geography textbook questions. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1516.

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

Council of Science Editors:

Jo I. Aspects of spatial thinking in geography textbook questions. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1516

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


Texas A&M University

3. Kang, Rui. PK-8 preservice teachers' intentions to teach economics: an application of the theory of reasoned action and the theory of planned behavior.

Degree: 2009, Texas A&M University

 In response to the growing interests in K-12 economic education among politicians and educators, this study was designed to fill in the gaps created by… (more)

Subjects/Keywords: economic education; social science education

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APA (6th Edition):

Kang, R. (2009). PK-8 preservice teachers' intentions to teach economics: an application of the theory of reasoned action and the theory of planned behavior. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1681

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):

Kang, Rui. “PK-8 preservice teachers' intentions to teach economics: an application of the theory of reasoned action and the theory of planned behavior.” 2009. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1681.

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

MLA Handbook (7th Edition):

Kang, Rui. “PK-8 preservice teachers' intentions to teach economics: an application of the theory of reasoned action and the theory of planned behavior.” 2009. Web. 21 Apr 2019.

Vancouver:

Kang R. PK-8 preservice teachers' intentions to teach economics: an application of the theory of reasoned action and the theory of planned behavior. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1681.

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

Council of Science Editors:

Kang R. PK-8 preservice teachers' intentions to teach economics: an application of the theory of reasoned action and the theory of planned behavior. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1681

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


Texas A&M University

4. Rudd, Charla J. The History of Cranfills Gap ISD.

Degree: 2013, Texas A&M University

 The record of study, The History of Cranfills Gap ISD, traces the significant chronological events, external and internal influences and aspirations of community, parents and… (more)

Subjects/Keywords: education; rural school; history; organizational lifecycle; aspirations

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APA (6th Edition):

Rudd, C. J. (2013). The History of Cranfills Gap ISD. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149569

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):

Rudd, Charla J. “The History of Cranfills Gap ISD.” 2013. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/149569.

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

MLA Handbook (7th Edition):

Rudd, Charla J. “The History of Cranfills Gap ISD.” 2013. Web. 21 Apr 2019.

Vancouver:

Rudd CJ. The History of Cranfills Gap ISD. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/149569.

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

Council of Science Editors:

Rudd CJ. The History of Cranfills Gap ISD. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149569

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


Texas A&M University

5. Ko, Wei-Hong. Interlanguage Pragmatics and Email Communication.

Degree: 2013, Texas A&M University

 The present study investigated learners? interlanguage pragmatic development through analysis of ninety requestive emails written to a faculty member over a period of up to… (more)

Subjects/Keywords: Interlanguage Pragmatics; Email; Student-Faculty Communication

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

APA (6th Edition):

Ko, W. (2013). Interlanguage Pragmatics and Email Communication. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151352

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):

Ko, Wei-Hong. “Interlanguage Pragmatics and Email Communication.” 2013. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/151352.

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

MLA Handbook (7th Edition):

Ko, Wei-Hong. “Interlanguage Pragmatics and Email Communication.” 2013. Web. 21 Apr 2019.

Vancouver:

Ko W. Interlanguage Pragmatics and Email Communication. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/151352.

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

Council of Science Editors:

Ko W. Interlanguage Pragmatics and Email Communication. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151352

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


Texas A&M University

6. Dimatteo, Kristen. The Effects of a Mentoring Program on Teacher Retention Rates at Tashkent International School.

Degree: 2014, Texas A&M University

 Teacher retention has become a focus of many schools and school systems in recent years. The United States, United Kingdom, and Australia have grappled with… (more)

Subjects/Keywords: mentoring; teacher retention

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

APA (6th Edition):

Dimatteo, K. (2014). The Effects of a Mentoring Program on Teacher Retention Rates at Tashkent International School. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152813

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):

Dimatteo, Kristen. “The Effects of a Mentoring Program on Teacher Retention Rates at Tashkent International School.” 2014. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/152813.

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

MLA Handbook (7th Edition):

Dimatteo, Kristen. “The Effects of a Mentoring Program on Teacher Retention Rates at Tashkent International School.” 2014. Web. 21 Apr 2019.

Vancouver:

Dimatteo K. The Effects of a Mentoring Program on Teacher Retention Rates at Tashkent International School. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/152813.

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

Council of Science Editors:

Dimatteo K. The Effects of a Mentoring Program on Teacher Retention Rates at Tashkent International School. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/152813

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


Texas A&M University

7. Martinez, Allison. Determining Success On The Kindergarten Developmental Reading Assessment and Texas Proficiency Reading Inventory Assessments.

Degree: PhD, Curriculum and Instruction, 2017, Texas A&M University

 Determining whether or not a child completes the kindergarten academic year successfully is an important issue in education. This study examined kindergarten success by using… (more)

Subjects/Keywords: Pre-kindergarten; SES

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

APA (6th Edition):

Martinez, A. (2017). Determining Success On The Kindergarten Developmental Reading Assessment and Texas Proficiency Reading Inventory Assessments. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/169578

Chicago Manual of Style (16th Edition):

Martinez, Allison. “Determining Success On The Kindergarten Developmental Reading Assessment and Texas Proficiency Reading Inventory Assessments.” 2017. Doctoral Dissertation, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/169578.

MLA Handbook (7th Edition):

Martinez, Allison. “Determining Success On The Kindergarten Developmental Reading Assessment and Texas Proficiency Reading Inventory Assessments.” 2017. Web. 21 Apr 2019.

Vancouver:

Martinez A. Determining Success On The Kindergarten Developmental Reading Assessment and Texas Proficiency Reading Inventory Assessments. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/169578.

Council of Science Editors:

Martinez A. Determining Success On The Kindergarten Developmental Reading Assessment and Texas Proficiency Reading Inventory Assessments. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/169578


Texas A&M University

8. Waller, Kristina Elizabeth. An Examination of Preservice Teachers' Understanding of Diversity and Cultural Awareness after Participating in a Family Heritage Experience.

Degree: 2016, Texas A&M University

 This qualitative study examines the influence of a genealogical project on the understanding and acceptance of diversity by 72 university undergraduates in a foundations of… (more)

Subjects/Keywords: Diversity; Cultural Awareness; Family Heritage; Preservice Teachers; Family Tree; Teaching; Foundations Of Education; Ancestry; Genealogy; Autobiography; Culture; Multicultural

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

APA (6th Edition):

Waller, K. E. (2016). An Examination of Preservice Teachers' Understanding of Diversity and Cultural Awareness after Participating in a Family Heritage Experience. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156838

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, Kristina Elizabeth. “An Examination of Preservice Teachers' Understanding of Diversity and Cultural Awareness after Participating in a Family Heritage Experience.” 2016. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/156838.

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

MLA Handbook (7th Edition):

Waller, Kristina Elizabeth. “An Examination of Preservice Teachers' Understanding of Diversity and Cultural Awareness after Participating in a Family Heritage Experience.” 2016. Web. 21 Apr 2019.

Vancouver:

Waller KE. An Examination of Preservice Teachers' Understanding of Diversity and Cultural Awareness after Participating in a Family Heritage Experience. [Internet] [Thesis]. Texas A&M University; 2016. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/156838.

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

Council of Science Editors:

Waller KE. An Examination of Preservice Teachers' Understanding of Diversity and Cultural Awareness after Participating in a Family Heritage Experience. [Thesis]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/156838

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


Texas A&M University

9. Freer-Alvarez, Trudy Ann. The Impact of a Project-Based Learning Comprehensive School Reform on Student Achievement in a Group of High-Population Bilingual Urban Campuses.

Degree: 2016, Texas A&M University

 A study was conducted utilizing a mixed ANOVA design for descriptive and comparative analysis to investigate a project-based learning intervention in five bilingual campuses. Prior… (more)

Subjects/Keywords: School Reform; Bilingual

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APA (6th Edition):

Freer-Alvarez, T. A. (2016). The Impact of a Project-Based Learning Comprehensive School Reform on Student Achievement in a Group of High-Population Bilingual Urban Campuses. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/157000

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):

Freer-Alvarez, Trudy Ann. “The Impact of a Project-Based Learning Comprehensive School Reform on Student Achievement in a Group of High-Population Bilingual Urban Campuses.” 2016. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/157000.

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

MLA Handbook (7th Edition):

Freer-Alvarez, Trudy Ann. “The Impact of a Project-Based Learning Comprehensive School Reform on Student Achievement in a Group of High-Population Bilingual Urban Campuses.” 2016. Web. 21 Apr 2019.

Vancouver:

Freer-Alvarez TA. The Impact of a Project-Based Learning Comprehensive School Reform on Student Achievement in a Group of High-Population Bilingual Urban Campuses. [Internet] [Thesis]. Texas A&M University; 2016. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/157000.

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

Council of Science Editors:

Freer-Alvarez TA. The Impact of a Project-Based Learning Comprehensive School Reform on Student Achievement in a Group of High-Population Bilingual Urban Campuses. [Thesis]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/157000

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


Texas A&M University

10. Harper, Deena San. An examination of the extent and endurance of a technology-based staff development program on the epistemological, ontological, and methodological beliefs of high school chemistry teachers.

Degree: 2009, Texas A&M University

 The purpose of this qualitative, narrative study was to examine the extent and endurance of influence a technology-based professional development program had on the epistemological,… (more)

Subjects/Keywords: curriculum and instruction; sciences; teacher training; technology

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APA (6th Edition):

Harper, D. S. (2009). An examination of the extent and endurance of a technology-based staff development program on the epistemological, ontological, and methodological beliefs of high school chemistry teachers. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2340

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):

Harper, Deena San. “An examination of the extent and endurance of a technology-based staff development program on the epistemological, ontological, and methodological beliefs of high school chemistry teachers.” 2009. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2340.

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

MLA Handbook (7th Edition):

Harper, Deena San. “An examination of the extent and endurance of a technology-based staff development program on the epistemological, ontological, and methodological beliefs of high school chemistry teachers.” 2009. Web. 21 Apr 2019.

Vancouver:

Harper DS. An examination of the extent and endurance of a technology-based staff development program on the epistemological, ontological, and methodological beliefs of high school chemistry teachers. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2340.

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

Council of Science Editors:

Harper DS. An examination of the extent and endurance of a technology-based staff development program on the epistemological, ontological, and methodological beliefs of high school chemistry teachers. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2340

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


Texas A&M University

11. Plett, Bethany Joy. Inclusion of English language learners in conversion small schools.

Degree: 2009, Texas A&M University

 Small school reform is an increasingly popular reform in urban comprehensive high schools. Efforts to divide large high schools into small school groups have been… (more)

Subjects/Keywords: ELL; Inclusion; Small Schools

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

APA (6th Edition):

Plett, B. J. (2009). Inclusion of English language learners in conversion small schools. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2942

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):

Plett, Bethany Joy. “Inclusion of English language learners in conversion small schools.” 2009. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2942.

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

MLA Handbook (7th Edition):

Plett, Bethany Joy. “Inclusion of English language learners in conversion small schools.” 2009. Web. 21 Apr 2019.

Vancouver:

Plett BJ. Inclusion of English language learners in conversion small schools. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2942.

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

Council of Science Editors:

Plett BJ. Inclusion of English language learners in conversion small schools. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2942

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


Texas A&M University

12. Black, Linda L. Female community leaders in Houston, Texas: a study of the education of Ima Hogg and Christia Daniels Adair.

Degree: 2009, Texas A&M University

 Houston, Texas, the fourth largest metropolitan area in the United States, has several structures named after historically male leaders of the city?George R. Brown Convention… (more)

Subjects/Keywords: female; leaders; houston; Texas; education; Christia; Adair; Ima; Hogg

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

APA (6th Edition):

Black, L. L. (2009). Female community leaders in Houston, Texas: a study of the education of Ima Hogg and Christia Daniels Adair. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-3149

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):

Black, Linda L. “Female community leaders in Houston, Texas: a study of the education of Ima Hogg and Christia Daniels Adair.” 2009. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-3149.

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

MLA Handbook (7th Edition):

Black, Linda L. “Female community leaders in Houston, Texas: a study of the education of Ima Hogg and Christia Daniels Adair.” 2009. Web. 21 Apr 2019.

Vancouver:

Black LL. Female community leaders in Houston, Texas: a study of the education of Ima Hogg and Christia Daniels Adair. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3149.

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

Council of Science Editors:

Black LL. Female community leaders in Houston, Texas: a study of the education of Ima Hogg and Christia Daniels Adair. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3149

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


Texas A&M University

13. Standish, Hilary A. A case study of the voices of African American teachers in two Texas communities before and after desegregation, 1954 to 1975.

Degree: 2009, Texas A&M University

 This qualitative study explored the experiences of African American educators who worked in two communities in Texas during the years 1954 to 1975. The goal… (more)

Subjects/Keywords: desegregation; teachers

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APA (6th Edition):

Standish, H. A. (2009). A case study of the voices of African American teachers in two Texas communities before and after desegregation, 1954 to 1975. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1099

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):

Standish, Hilary A. “A case study of the voices of African American teachers in two Texas communities before and after desegregation, 1954 to 1975.” 2009. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1099.

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

MLA Handbook (7th Edition):

Standish, Hilary A. “A case study of the voices of African American teachers in two Texas communities before and after desegregation, 1954 to 1975.” 2009. Web. 21 Apr 2019.

Vancouver:

Standish HA. A case study of the voices of African American teachers in two Texas communities before and after desegregation, 1954 to 1975. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1099.

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

Council of Science Editors:

Standish HA. A case study of the voices of African American teachers in two Texas communities before and after desegregation, 1954 to 1975. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1099

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


Texas A&M University

14. Zahn, Marion P. Campus Connectedness, Ethnic Identity, Other-Group Orientation and College Persistence Attitudes Among Laotian American College Students.

Degree: 2010, Texas A&M University

 Laotian American students attending universities across the U.S. are first-, second-, and third-generation American. This generation status, along with their families' unique immigration experiences, likely… (more)

Subjects/Keywords: Laotian American College Students; Campus Connectedness; College Persistence Attitudes; Ethnic Identity; Other-Group Orientation; Cultural Orientation

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APA (6th Edition):

Zahn, M. P. (2010). Campus Connectedness, Ethnic Identity, Other-Group Orientation and College Persistence Attitudes Among Laotian American College Students. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7040

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):

Zahn, Marion P. “Campus Connectedness, Ethnic Identity, Other-Group Orientation and College Persistence Attitudes Among Laotian American College Students.” 2010. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7040.

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

MLA Handbook (7th Edition):

Zahn, Marion P. “Campus Connectedness, Ethnic Identity, Other-Group Orientation and College Persistence Attitudes Among Laotian American College Students.” 2010. Web. 21 Apr 2019.

Vancouver:

Zahn MP. Campus Connectedness, Ethnic Identity, Other-Group Orientation and College Persistence Attitudes Among Laotian American College Students. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7040.

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

Council of Science Editors:

Zahn MP. Campus Connectedness, Ethnic Identity, Other-Group Orientation and College Persistence Attitudes Among Laotian American College Students. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7040

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


Texas A&M University

15. Chen, Tsuei-Fen. Dual Coding Theory and Chinese: Recall of Concrete and Abstract Sentences in Chinese-English Bilinguals.

Degree: 2010, Texas A&M University

 Theories of reading have seldom been examined across orthographies. In the present study, Dual Coding Theory (DCT), a general theory of cognition applied to literacy,… (more)

Subjects/Keywords: reading; dual coding; Chinese; reading theory

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

APA (6th Edition):

Chen, T. (2010). Dual Coding Theory and Chinese: Recall of Concrete and Abstract Sentences in Chinese-English Bilinguals. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8322

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):

Chen, Tsuei-Fen. “Dual Coding Theory and Chinese: Recall of Concrete and Abstract Sentences in Chinese-English Bilinguals.” 2010. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8322.

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

MLA Handbook (7th Edition):

Chen, Tsuei-Fen. “Dual Coding Theory and Chinese: Recall of Concrete and Abstract Sentences in Chinese-English Bilinguals.” 2010. Web. 21 Apr 2019.

Vancouver:

Chen T. Dual Coding Theory and Chinese: Recall of Concrete and Abstract Sentences in Chinese-English Bilinguals. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8322.

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

Council of Science Editors:

Chen T. Dual Coding Theory and Chinese: Recall of Concrete and Abstract Sentences in Chinese-English Bilinguals. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8322

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


Texas A&M University

16. Munoz, Marissa Isela. The TAMU Water Project: Critical Environmental Justice as Pedagogy.

Degree: 2010, Texas A&M University

 The TAMU Water Project is a trans-disciplinary collaborative that works to address the water needs of rural communities along the Texas/Mexico border called colonias. Modeled… (more)

Subjects/Keywords: critical environmental justice; praxis; pedagogy; water; TAMU Water Project

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APA (6th Edition):

Munoz, M. I. (2010). The TAMU Water Project: Critical Environmental Justice as Pedagogy. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8412

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):

Munoz, Marissa Isela. “The TAMU Water Project: Critical Environmental Justice as Pedagogy.” 2010. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8412.

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

MLA Handbook (7th Edition):

Munoz, Marissa Isela. “The TAMU Water Project: Critical Environmental Justice as Pedagogy.” 2010. Web. 21 Apr 2019.

Vancouver:

Munoz MI. The TAMU Water Project: Critical Environmental Justice as Pedagogy. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8412.

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

Council of Science Editors:

Munoz MI. The TAMU Water Project: Critical Environmental Justice as Pedagogy. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8412

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


Texas A&M University

17. Donovan, William Robert. Curriculum Evolution at Air Command and Staff College in the Post-Cold War Era.

Degree: 2011, Texas A&M University

 This qualitative study used a historical research method to eliminate the gap in the historical knowledge of Air Command and Staff College (ACSC) curriculum evolution… (more)

Subjects/Keywords: Professional Military Education; Military Education; Curriculum Evolution

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APA (6th Edition):

Donovan, W. R. (2011). Curriculum Evolution at Air Command and Staff College in the Post-Cold War Era. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8754

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):

Donovan, William Robert. “Curriculum Evolution at Air Command and Staff College in the Post-Cold War Era.” 2011. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8754.

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

MLA Handbook (7th Edition):

Donovan, William Robert. “Curriculum Evolution at Air Command and Staff College in the Post-Cold War Era.” 2011. Web. 21 Apr 2019.

Vancouver:

Donovan WR. Curriculum Evolution at Air Command and Staff College in the Post-Cold War Era. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8754.

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

Council of Science Editors:

Donovan WR. Curriculum Evolution at Air Command and Staff College in the Post-Cold War Era. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8754

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


Texas A&M University

18. Jo, Injeong. Fostering a Spatially Literate Generation: Explicit Instruction in Spatial Thinking for Preservice Teachers.

Degree: 2012, Texas A&M University

 This research proposes that the explicit incorporation of spatial thinking into teacher preparation programs is an effective and efficient way to foster and develop a… (more)

Subjects/Keywords: Spatial thinking; Geography education; Preservice teachers; Geography teacher knowledge, skills, and dispositions

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APA (6th Edition):

Jo, I. (2012). Fostering a Spatially Literate Generation: Explicit Instruction in Spatial Thinking for Preservice Teachers. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10524

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):

Jo, Injeong. “Fostering a Spatially Literate Generation: Explicit Instruction in Spatial Thinking for Preservice Teachers.” 2012. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10524.

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

MLA Handbook (7th Edition):

Jo, Injeong. “Fostering a Spatially Literate Generation: Explicit Instruction in Spatial Thinking for Preservice Teachers.” 2012. Web. 21 Apr 2019.

Vancouver:

Jo I. Fostering a Spatially Literate Generation: Explicit Instruction in Spatial Thinking for Preservice Teachers. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10524.

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

Council of Science Editors:

Jo I. Fostering a Spatially Literate Generation: Explicit Instruction in Spatial Thinking for Preservice Teachers. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10524

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


Texas A&M University

19. Corlu, Mehmet. A Pathway to STEM Education: Investigating Pre-Service Mathematics and Science Teachers at Turkish Universities in Terms of Their Understanding of Mathematics Used in Science.

Degree: 2012, Texas A&M University

 Reforms in education of Science, Technology, Engineering, and Mathematics (STEM) disciplines have been particularly critical for the economic competitiveness of Turkey. STEM education includes the… (more)

Subjects/Keywords: Mathematics Education; Teacher Education; Science Education

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APA (6th Edition):

Corlu, M. (2012). A Pathway to STEM Education: Investigating Pre-Service Mathematics and Science Teachers at Turkish Universities in Terms of Their Understanding of Mathematics Used in Science. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10839

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):

Corlu, Mehmet. “A Pathway to STEM Education: Investigating Pre-Service Mathematics and Science Teachers at Turkish Universities in Terms of Their Understanding of Mathematics Used in Science.” 2012. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10839.

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

MLA Handbook (7th Edition):

Corlu, Mehmet. “A Pathway to STEM Education: Investigating Pre-Service Mathematics and Science Teachers at Turkish Universities in Terms of Their Understanding of Mathematics Used in Science.” 2012. Web. 21 Apr 2019.

Vancouver:

Corlu M. A Pathway to STEM Education: Investigating Pre-Service Mathematics and Science Teachers at Turkish Universities in Terms of Their Understanding of Mathematics Used in Science. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10839.

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

Council of Science Editors:

Corlu M. A Pathway to STEM Education: Investigating Pre-Service Mathematics and Science Teachers at Turkish Universities in Terms of Their Understanding of Mathematics Used in Science. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10839

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


Texas A&M University

20. Lovesmith, Deanna M. AREAS OF KNOWLEDGE NEEDED BY SUPERINTENDENTS AND ARCHITECTS TO ENHANCE THEIR COLLABORATION IN THE SCHOOL DESIGN PROCESS.

Degree: 2010, Texas A&M University

 The purpose of the study was to identify perceptions of the contributions made by superintendents and architects respectively when programming a new school. Areas of… (more)

Subjects/Keywords: school facilities; school design; superintendent collaboration; school architects; school design process

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APA (6th Edition):

Lovesmith, D. M. (2010). AREAS OF KNOWLEDGE NEEDED BY SUPERINTENDENTS AND ARCHITECTS TO ENHANCE THEIR COLLABORATION IN THE SCHOOL DESIGN PROCESS. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-321

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):

Lovesmith, Deanna M. “AREAS OF KNOWLEDGE NEEDED BY SUPERINTENDENTS AND ARCHITECTS TO ENHANCE THEIR COLLABORATION IN THE SCHOOL DESIGN PROCESS.” 2010. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-321.

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

MLA Handbook (7th Edition):

Lovesmith, Deanna M. “AREAS OF KNOWLEDGE NEEDED BY SUPERINTENDENTS AND ARCHITECTS TO ENHANCE THEIR COLLABORATION IN THE SCHOOL DESIGN PROCESS.” 2010. Web. 21 Apr 2019.

Vancouver:

Lovesmith DM. AREAS OF KNOWLEDGE NEEDED BY SUPERINTENDENTS AND ARCHITECTS TO ENHANCE THEIR COLLABORATION IN THE SCHOOL DESIGN PROCESS. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-321.

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

Council of Science Editors:

Lovesmith DM. AREAS OF KNOWLEDGE NEEDED BY SUPERINTENDENTS AND ARCHITECTS TO ENHANCE THEIR COLLABORATION IN THE SCHOOL DESIGN PROCESS. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-321

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


Texas A&M University

21. Delello, Julie A. The Development of a Virtual Science Museum for the Public Understanding of Science in Eastern China and in the United States.

Degree: 2010, Texas A&M University

 In 1999, the Chinese Academy of Sciences realized that there was a need for a better public understanding of science. For the public to have… (more)

Subjects/Keywords: China; Virtual Science Museums; Science and Technology

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APA (6th Edition):

Delello, J. A. (2010). The Development of a Virtual Science Museum for the Public Understanding of Science in Eastern China and in the United States. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-636

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):

Delello, Julie A. “The Development of a Virtual Science Museum for the Public Understanding of Science in Eastern China and in the United States.” 2010. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-636.

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

MLA Handbook (7th Edition):

Delello, Julie A. “The Development of a Virtual Science Museum for the Public Understanding of Science in Eastern China and in the United States.” 2010. Web. 21 Apr 2019.

Vancouver:

Delello JA. The Development of a Virtual Science Museum for the Public Understanding of Science in Eastern China and in the United States. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-636.

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

Council of Science Editors:

Delello JA. The Development of a Virtual Science Museum for the Public Understanding of Science in Eastern China and in the United States. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-636

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


Texas A&M University

22. Indiogine, Salvatore Enrico Paolo. The Achievement Gaps and Mathematics Education: An Analysis of the U.S. Political Discourse in Light of Foucault's Governmentality.

Degree: 2013, Texas A&M University

 The research question that I posed for this investigation is how the principles of Foucault?s governmentality can shed light on the political discourse on the… (more)

Subjects/Keywords: achievement gaps; mathematics; Foucault; governmentality; policy; discourse

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APA (6th Edition):

Indiogine, S. E. P. (2013). The Achievement Gaps and Mathematics Education: An Analysis of the U.S. Political Discourse in Light of Foucault's Governmentality. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/150969

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):

Indiogine, Salvatore Enrico Paolo. “The Achievement Gaps and Mathematics Education: An Analysis of the U.S. Political Discourse in Light of Foucault's Governmentality.” 2013. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/150969.

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

MLA Handbook (7th Edition):

Indiogine, Salvatore Enrico Paolo. “The Achievement Gaps and Mathematics Education: An Analysis of the U.S. Political Discourse in Light of Foucault's Governmentality.” 2013. Web. 21 Apr 2019.

Vancouver:

Indiogine SEP. The Achievement Gaps and Mathematics Education: An Analysis of the U.S. Political Discourse in Light of Foucault's Governmentality. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/150969.

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

Council of Science Editors:

Indiogine SEP. The Achievement Gaps and Mathematics Education: An Analysis of the U.S. Political Discourse in Light of Foucault's Governmentality. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/150969

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


Texas A&M University

23. Maxwell, Jonathan G. Alternative Versus Traditionally Certified Teachers: First Year and Preservice Elementary Mathematics Teachers.

Degree: 2014, Texas A&M University

 The purpose of this study was to examine differences between first year and preservice elementary mathematics teachers by certification route. First, the instructional practices of… (more)

Subjects/Keywords: certification route; mathematics; first year; instructional strategies

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APA (6th Edition):

Maxwell, J. G. (2014). Alternative Versus Traditionally Certified Teachers: First Year and Preservice Elementary Mathematics Teachers. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152588

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):

Maxwell, Jonathan G. “Alternative Versus Traditionally Certified Teachers: First Year and Preservice Elementary Mathematics Teachers.” 2014. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/152588.

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

MLA Handbook (7th Edition):

Maxwell, Jonathan G. “Alternative Versus Traditionally Certified Teachers: First Year and Preservice Elementary Mathematics Teachers.” 2014. Web. 21 Apr 2019.

Vancouver:

Maxwell JG. Alternative Versus Traditionally Certified Teachers: First Year and Preservice Elementary Mathematics Teachers. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/152588.

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

Council of Science Editors:

Maxwell JG. Alternative Versus Traditionally Certified Teachers: First Year and Preservice Elementary Mathematics Teachers. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/152588

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


Texas A&M University

24. Watlington, Kathryn. Changing the School Year: The Texas Experience in Moving to a Twelve-Grade Academic Program.

Degree: 2014, Texas A&M University

 Today?s American public school student begins schooling with the anticipation of kindergarten, and perhaps some preschool, followed by twelve grades. The senior year is the… (more)

Subjects/Keywords: Educational History; Texas; Twelve Grades

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APA (6th Edition):

Watlington, K. (2014). Changing the School Year: The Texas Experience in Moving to a Twelve-Grade Academic Program. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153420

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):

Watlington, Kathryn. “Changing the School Year: The Texas Experience in Moving to a Twelve-Grade Academic Program.” 2014. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/153420.

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

MLA Handbook (7th Edition):

Watlington, Kathryn. “Changing the School Year: The Texas Experience in Moving to a Twelve-Grade Academic Program.” 2014. Web. 21 Apr 2019.

Vancouver:

Watlington K. Changing the School Year: The Texas Experience in Moving to a Twelve-Grade Academic Program. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/153420.

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

Council of Science Editors:

Watlington K. Changing the School Year: The Texas Experience in Moving to a Twelve-Grade Academic Program. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153420

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


Texas A&M University

25. Cain, Andrea Denee. Hearing the Voices of Four African American Grandmothers Raising Their Academically Successful Grandchildren.

Degree: PhD, Curriculum and Instruction, 2018, Texas A&M University

 The purpose of this qualitative study is to examine and interpret the lived experiences and parenting practices of four African American grandmothers raising grandchildren in… (more)

Subjects/Keywords: academic success; African American; grandmother; grandmothering; grandmother-headed household; grandparenting; urban; voices

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

APA (6th Edition):

Cain, A. D. (2018). Hearing the Voices of Four African American Grandmothers Raising Their Academically Successful Grandchildren. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/174348

Chicago Manual of Style (16th Edition):

Cain, Andrea Denee. “Hearing the Voices of Four African American Grandmothers Raising Their Academically Successful Grandchildren.” 2018. Doctoral Dissertation, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/174348.

MLA Handbook (7th Edition):

Cain, Andrea Denee. “Hearing the Voices of Four African American Grandmothers Raising Their Academically Successful Grandchildren.” 2018. Web. 21 Apr 2019.

Vancouver:

Cain AD. Hearing the Voices of Four African American Grandmothers Raising Their Academically Successful Grandchildren. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/174348.

Council of Science Editors:

Cain AD. Hearing the Voices of Four African American Grandmothers Raising Their Academically Successful Grandchildren. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/174348


Texas A&M University

26. Zhu, Gang. Narrative Inquiry of Chinese and American Student Teachers’ Professional Identities in Their Teaching Practicums: A Story Constellations Approach.

Degree: PhD, Curriculum and Instruction, 2018, Texas A&M University

 This dissertation narrates two Chinese and two American student teachers’ professional identity constructions during their practicums using the story constellations approach to voice their narrative… (more)

Subjects/Keywords: student teacher; professional identity; practicum; story constellations; narrative inquiry; Free Teacher Education; Noyce Scholarship Program

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

APA (6th Edition):

Zhu, G. (2018). Narrative Inquiry of Chinese and American Student Teachers’ Professional Identities in Their Teaching Practicums: A Story Constellations Approach. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/173897

Chicago Manual of Style (16th Edition):

Zhu, Gang. “Narrative Inquiry of Chinese and American Student Teachers’ Professional Identities in Their Teaching Practicums: A Story Constellations Approach.” 2018. Doctoral Dissertation, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/173897.

MLA Handbook (7th Edition):

Zhu, Gang. “Narrative Inquiry of Chinese and American Student Teachers’ Professional Identities in Their Teaching Practicums: A Story Constellations Approach.” 2018. Web. 21 Apr 2019.

Vancouver:

Zhu G. Narrative Inquiry of Chinese and American Student Teachers’ Professional Identities in Their Teaching Practicums: A Story Constellations Approach. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/173897.

Council of Science Editors:

Zhu G. Narrative Inquiry of Chinese and American Student Teachers’ Professional Identities in Their Teaching Practicums: A Story Constellations Approach. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/173897


Texas A&M University

27. Rutherford, Kitty Carrow. Guiding Classroom Instruction Through Formative Mathematics Assessment.

Degree: EdD, Curriculum and Instruction, 2017, Texas A&M University

 In North Carolina, Local Education Agencies (LEA) control the curriculum resources used to teach and assess the state mathematics standards. Districts that have funds can… (more)

Subjects/Keywords: • Formative assessments – a process used when the teacher obtains information about the student’s understanding of a concept and uses it to adjust their next steps in teaching to facilitate student’s learning; • High-stakes assessment - assessment administered which is used to rate the school and can be used in a teacher evaluation. Additionally, it can also be used in the placement or promotion decisions for students; • High cognitive demanding item – an assessment or instructional item which requires a mental act or process using knowledge; • Prompt feedback – feedback data provided from an assessment which are returned in a timely manner, typically one to two days that facilitates actions to improve teaching and or learning. •

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

APA (6th Edition):

Rutherford, K. C. (2017). Guiding Classroom Instruction Through Formative Mathematics Assessment. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/169583

Chicago Manual of Style (16th Edition):

Rutherford, Kitty Carrow. “Guiding Classroom Instruction Through Formative Mathematics Assessment.” 2017. Doctoral Dissertation, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/169583.

MLA Handbook (7th Edition):

Rutherford, Kitty Carrow. “Guiding Classroom Instruction Through Formative Mathematics Assessment.” 2017. Web. 21 Apr 2019.

Vancouver:

Rutherford KC. Guiding Classroom Instruction Through Formative Mathematics Assessment. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/169583.

Council of Science Editors:

Rutherford KC. Guiding Classroom Instruction Through Formative Mathematics Assessment. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/169583


Texas A&M University

28. Bailey, Joni L. FACT FLUENCY: A MIXED METHODS APPROACH TO IMPROVE QUALITY OF MATHEMATICS TEACHERS’ INSTRUCTION.

Degree: EdD, Curriculum and Instruction, 2017, Texas A&M University

 The purpose of this study was to impact teachers’ understanding of fact fluency and students’ opportunities to practice their mathematics facts in two third-grade, two… (more)

Subjects/Keywords: fact fluency; mathematics; professional development

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

APA (6th Edition):

Bailey, J. L. (2017). FACT FLUENCY: A MIXED METHODS APPROACH TO IMPROVE QUALITY OF MATHEMATICS TEACHERS’ INSTRUCTION. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/169588

Chicago Manual of Style (16th Edition):

Bailey, Joni L. “FACT FLUENCY: A MIXED METHODS APPROACH TO IMPROVE QUALITY OF MATHEMATICS TEACHERS’ INSTRUCTION.” 2017. Doctoral Dissertation, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/169588.

MLA Handbook (7th Edition):

Bailey, Joni L. “FACT FLUENCY: A MIXED METHODS APPROACH TO IMPROVE QUALITY OF MATHEMATICS TEACHERS’ INSTRUCTION.” 2017. Web. 21 Apr 2019.

Vancouver:

Bailey JL. FACT FLUENCY: A MIXED METHODS APPROACH TO IMPROVE QUALITY OF MATHEMATICS TEACHERS’ INSTRUCTION. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/169588.

Council of Science Editors:

Bailey JL. FACT FLUENCY: A MIXED METHODS APPROACH TO IMPROVE QUALITY OF MATHEMATICS TEACHERS’ INSTRUCTION. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/169588


Texas A&M University

29. Wakefield, Karen June. A Case Study of the Infusion of Bioethics into a Medical School Curriculum.

Degree: 2014, Texas A&M University

 A review of literature found no case studies regarding the inclusion of bioethics in the medical school curriculum were found in the scholarly literature, including… (more)

Subjects/Keywords: ethics; biomedical ethics; medical ethics; humanities in medicine; medical curriculum; interprofessional healthcare

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

APA (6th Edition):

Wakefield, K. J. (2014). A Case Study of the Infusion of Bioethics into a Medical School Curriculum. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152792

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):

Wakefield, Karen June. “A Case Study of the Infusion of Bioethics into a Medical School Curriculum.” 2014. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/152792.

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

MLA Handbook (7th Edition):

Wakefield, Karen June. “A Case Study of the Infusion of Bioethics into a Medical School Curriculum.” 2014. Web. 21 Apr 2019.

Vancouver:

Wakefield KJ. A Case Study of the Infusion of Bioethics into a Medical School Curriculum. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/152792.

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

Council of Science Editors:

Wakefield KJ. A Case Study of the Infusion of Bioethics into a Medical School Curriculum. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/152792

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

30. Berkeley-Jones, Catherine Spotswood. A Study of the Relationship Between Levels of Technology Implementation (LoTi) and Student Performance on Texas Assessment of Knowledge and Skills (TAKS) Scores.

Degree: 2012, Texas A&M University

 The purpose of this study was to examine teacher Levels of Technology Implementation (LoTi) self-ratings and student Texas Assessment of Knowledge and Skills (TAKS) scores.… (more)

Subjects/Keywords: Key Phrase One; Key Phrase Two technology integration; student achievement; TAKS; LoTi

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

APA (6th Edition):

Berkeley-Jones, C. S. (2012). A Study of the Relationship Between Levels of Technology Implementation (LoTi) and Student Performance on Texas Assessment of Knowledge and Skills (TAKS) Scores. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11626

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):

Berkeley-Jones, Catherine Spotswood. “A Study of the Relationship Between Levels of Technology Implementation (LoTi) and Student Performance on Texas Assessment of Knowledge and Skills (TAKS) Scores.” 2012. Thesis, Texas A&M University. Accessed April 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11626.

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

MLA Handbook (7th Edition):

Berkeley-Jones, Catherine Spotswood. “A Study of the Relationship Between Levels of Technology Implementation (LoTi) and Student Performance on Texas Assessment of Knowledge and Skills (TAKS) Scores.” 2012. Web. 21 Apr 2019.

Vancouver:

Berkeley-Jones CS. A Study of the Relationship Between Levels of Technology Implementation (LoTi) and Student Performance on Texas Assessment of Knowledge and Skills (TAKS) Scores. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Apr 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11626.

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

Council of Science Editors:

Berkeley-Jones CS. A Study of the Relationship Between Levels of Technology Implementation (LoTi) and Student Performance on Texas Assessment of Knowledge and Skills (TAKS) Scores. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11626

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

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