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You searched for +publisher:"Texas A&M University" +contributor:("Carter, Norvella"). Showing records 1 – 30 of 88 total matches.

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Texas A&M University

1. Leblanc, Jennifer K. Science Education in the Borderlands: An Examination of Science Classrooms in Texas High Schools Identified as Successful and Diverse.

Degree: PhD, Curriculum and Instruction, 2016, Texas A&M University

 Science literacy is a civil right and a critical part of becoming a participatory citizen in democracy. However, almost thirty years after Science for All… (more)

Subjects/Keywords: secondary science education; urban education; diverse learners; mixed methods; successful high schools; case study

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

APA (6th Edition):

Leblanc, J. K. (2016). Science Education in the Borderlands: An Examination of Science Classrooms in Texas High Schools Identified as Successful and Diverse. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156929

Chicago Manual of Style (16th Edition):

Leblanc, Jennifer K. “Science Education in the Borderlands: An Examination of Science Classrooms in Texas High Schools Identified as Successful and Diverse.” 2016. Doctoral Dissertation, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/156929.

MLA Handbook (7th Edition):

Leblanc, Jennifer K. “Science Education in the Borderlands: An Examination of Science Classrooms in Texas High Schools Identified as Successful and Diverse.” 2016. Web. 16 Feb 2019.

Vancouver:

Leblanc JK. Science Education in the Borderlands: An Examination of Science Classrooms in Texas High Schools Identified as Successful and Diverse. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/156929.

Council of Science Editors:

Leblanc JK. Science Education in the Borderlands: An Examination of Science Classrooms in Texas High Schools Identified as Successful and Diverse. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/156929


Texas A&M University

2. Chalklen, Warren Leslie. At the Feet of Giants: How South African Advocates for Equity in Education (Re) Interpret Their Leadership Styles.

Degree: 2015, Texas A&M University

 This research study focused on South African advocates for equity in education. It used semi-structured interviews with three South African advocates for equity in education… (more)

Subjects/Keywords: Equity; Advocacy; Leadership; South Africa

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APA (6th Edition):

Chalklen, W. L. (2015). At the Feet of Giants: How South African Advocates for Equity in Education (Re) Interpret Their Leadership Styles. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156236

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):

Chalklen, Warren Leslie. “At the Feet of Giants: How South African Advocates for Equity in Education (Re) Interpret Their Leadership Styles.” 2015. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/156236.

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

MLA Handbook (7th Edition):

Chalklen, Warren Leslie. “At the Feet of Giants: How South African Advocates for Equity in Education (Re) Interpret Their Leadership Styles.” 2015. Web. 16 Feb 2019.

Vancouver:

Chalklen WL. At the Feet of Giants: How South African Advocates for Equity in Education (Re) Interpret Their Leadership Styles. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/156236.

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

Council of Science Editors:

Chalklen WL. At the Feet of Giants: How South African Advocates for Equity in Education (Re) Interpret Their Leadership Styles. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/156236

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


Texas A&M University

3. Benckenstein, Claire Carson. Creativity Through the Eyes of Social Studies Teachers in Urban Settings.

Degree: 2016, Texas A&M University

 The purpose of this study was to seek an in-depth understanding of the perspectives of six urban elementary and secondary social studies teachers as creative… (more)

Subjects/Keywords: creativity; urban settings

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APA (6th Edition):

Benckenstein, C. C. (2016). Creativity Through the Eyes of Social Studies Teachers in Urban Settings. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156959

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):

Benckenstein, Claire Carson. “Creativity Through the Eyes of Social Studies Teachers in Urban Settings.” 2016. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/156959.

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

MLA Handbook (7th Edition):

Benckenstein, Claire Carson. “Creativity Through the Eyes of Social Studies Teachers in Urban Settings.” 2016. Web. 16 Feb 2019.

Vancouver:

Benckenstein CC. Creativity Through the Eyes of Social Studies Teachers in Urban Settings. [Internet] [Thesis]. Texas A&M University; 2016. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/156959.

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

Council of Science Editors:

Benckenstein CC. Creativity Through the Eyes of Social Studies Teachers in Urban Settings. [Thesis]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/156959

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


Texas A&M University

4. Malhan, Jyoti. Voices of Successful Science Teachers in an Urban Diverse Single Gender Girls' School.

Degree: 2016, Texas A&M University

 This research study was conducted as a qualitative case study of four successful science teachers of female students in a diverse, title 1, urban, public… (more)

Subjects/Keywords: Girls' School

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APA (6th Edition):

Malhan, J. (2016). Voices of Successful Science Teachers in an Urban Diverse Single Gender Girls' School. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/158663

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):

Malhan, Jyoti. “Voices of Successful Science Teachers in an Urban Diverse Single Gender Girls' School.” 2016. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/158663.

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

MLA Handbook (7th Edition):

Malhan, Jyoti. “Voices of Successful Science Teachers in an Urban Diverse Single Gender Girls' School.” 2016. Web. 16 Feb 2019.

Vancouver:

Malhan J. Voices of Successful Science Teachers in an Urban Diverse Single Gender Girls' School. [Internet] [Thesis]. Texas A&M University; 2016. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/158663.

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

Council of Science Editors:

Malhan J. Voices of Successful Science Teachers in an Urban Diverse Single Gender Girls' School. [Thesis]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/158663

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


Texas A&M University

5. Pelezo, Susan Lee. The Lived Experiences of Four Professional Development Directors in Urban Public School Districts.

Degree: 2017, Texas A&M University

 This research study was conducted on four urban professional development directors. A qualitative research framework was embraced to hear four administrators describe their perceptions of… (more)

Subjects/Keywords: Professional Development; urban education

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APA (6th Edition):

Pelezo, S. L. (2017). The Lived Experiences of Four Professional Development Directors in Urban Public School Districts. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/161555

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):

Pelezo, Susan Lee. “The Lived Experiences of Four Professional Development Directors in Urban Public School Districts.” 2017. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/161555.

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

MLA Handbook (7th Edition):

Pelezo, Susan Lee. “The Lived Experiences of Four Professional Development Directors in Urban Public School Districts.” 2017. Web. 16 Feb 2019.

Vancouver:

Pelezo SL. The Lived Experiences of Four Professional Development Directors in Urban Public School Districts. [Internet] [Thesis]. Texas A&M University; 2017. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/161555.

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

Council of Science Editors:

Pelezo SL. The Lived Experiences of Four Professional Development Directors in Urban Public School Districts. [Thesis]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/161555

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


Texas A&M University

6. Osagie, Andree O. School racial composition and academic performance of african american students in an urban school district.

Degree: 2009, Texas A&M University

 The purpose of this study was to investigate the differences in the academic performance of economically disadvantaged African-American students attending schools with distinct racial composition… (more)

Subjects/Keywords: School Racial Composition

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

APA (6th Edition):

Osagie, A. O. (2009). School racial composition and academic performance of african american students in an urban school district. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2484

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):

Osagie, Andree O. “School racial composition and academic performance of african american students in an urban school district.” 2009. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2484.

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

MLA Handbook (7th Edition):

Osagie, Andree O. “School racial composition and academic performance of african american students in an urban school district.” 2009. Web. 16 Feb 2019.

Vancouver:

Osagie AO. School racial composition and academic performance of african american students in an urban school district. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2484.

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

Council of Science Editors:

Osagie AO. School racial composition and academic performance of african american students in an urban school district. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2484

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


Texas A&M University

7. James, Marlon C. Education no longer deferred: the possibilities of educating urban african american males in a single gender school.

Degree: 2009, Texas A&M University

 The purpose of this study is to investigate the emerging school culture of Excel Academy for Boys [Pseudonym] located in the Southwestern region of the… (more)

Subjects/Keywords: African American urban males; single gender schools

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APA (6th Edition):

James, M. C. (2009). Education no longer deferred: the possibilities of educating urban african american males in a single gender school. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-3150

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):

James, Marlon C. “Education no longer deferred: the possibilities of educating urban african american males in a single gender school.” 2009. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-3150.

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

MLA Handbook (7th Edition):

James, Marlon C. “Education no longer deferred: the possibilities of educating urban african american males in a single gender school.” 2009. Web. 16 Feb 2019.

Vancouver:

James MC. Education no longer deferred: the possibilities of educating urban african american males in a single gender school. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3150.

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

Council of Science Editors:

James MC. Education no longer deferred: the possibilities of educating urban african american males in a single gender school. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3150

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


Texas A&M University

8. Vera, Debbie Jean. The use of popular culture environmental print to increase the emergent literacy skills of prekindergarten children in one high-poverty urban school district.

Degree: 2009, Texas A&M University

 Limited studies have focused on using popular culture environmental print in the literacy curriculum to teach early literacy skills to prekindergarten students. This study examined… (more)

Subjects/Keywords: Envrionmental Print; Emergent Literacy

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APA (6th Edition):

Vera, D. J. (2009). The use of popular culture environmental print to increase the emergent literacy skills of prekindergarten children in one high-poverty urban school district. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1288

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):

Vera, Debbie Jean. “The use of popular culture environmental print to increase the emergent literacy skills of prekindergarten children in one high-poverty urban school district.” 2009. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1288.

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

MLA Handbook (7th Edition):

Vera, Debbie Jean. “The use of popular culture environmental print to increase the emergent literacy skills of prekindergarten children in one high-poverty urban school district.” 2009. Web. 16 Feb 2019.

Vancouver:

Vera DJ. The use of popular culture environmental print to increase the emergent literacy skills of prekindergarten children in one high-poverty urban school district. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1288.

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

Council of Science Editors:

Vera DJ. The use of popular culture environmental print to increase the emergent literacy skills of prekindergarten children in one high-poverty urban school district. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1288

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


Texas A&M University

9. Williams, Twyla Jeanette. Middle class African American mothers' perceptions of White teachers' interactions with their African American children in predominately White suburban junior high schools.

Degree: 2009, Texas A&M University

 This research study was conducted as a qualitative case study of six middle class African American mothers living in a suburban community. Their children attended… (more)

Subjects/Keywords: middle class; African American; suburban; mothers

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APA (6th Edition):

Williams, T. J. (2009). Middle class African American mothers' perceptions of White teachers' interactions with their African American children in predominately White suburban junior high schools. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1093

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, Twyla Jeanette. “Middle class African American mothers' perceptions of White teachers' interactions with their African American children in predominately White suburban junior high schools.” 2009. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1093.

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

MLA Handbook (7th Edition):

Williams, Twyla Jeanette. “Middle class African American mothers' perceptions of White teachers' interactions with their African American children in predominately White suburban junior high schools.” 2009. Web. 16 Feb 2019.

Vancouver:

Williams TJ. Middle class African American mothers' perceptions of White teachers' interactions with their African American children in predominately White suburban junior high schools. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1093.

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

Council of Science Editors:

Williams TJ. Middle class African American mothers' perceptions of White teachers' interactions with their African American children in predominately White suburban junior high schools. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1093

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


Texas A&M University

10. Willis, Janet. Elementary Special Education Teachers' Cultural Awareness and Beliefs In One Urban School District Regarding African American Learners.

Degree: 2012, Texas A&M University

 Today's urban schools are composed of students from diverse cultural backgrounds and varying levels of academic readiness. At the same time, approximately 88% of teachers… (more)

Subjects/Keywords: Multicultural Education; Special Education Teachers; Special Education Reform; Overrepresentation of minorities in special education; Diversity training and professional development for educators; culturally responsive pedagogy; teacher retention

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APA (6th Edition):

Willis, J. (2012). Elementary Special Education Teachers' Cultural Awareness and Beliefs In One Urban School District Regarding African American Learners. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10710

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):

Willis, Janet. “Elementary Special Education Teachers' Cultural Awareness and Beliefs In One Urban School District Regarding African American Learners.” 2012. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10710.

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

MLA Handbook (7th Edition):

Willis, Janet. “Elementary Special Education Teachers' Cultural Awareness and Beliefs In One Urban School District Regarding African American Learners.” 2012. Web. 16 Feb 2019.

Vancouver:

Willis J. Elementary Special Education Teachers' Cultural Awareness and Beliefs In One Urban School District Regarding African American Learners. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10710.

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

Council of Science Editors:

Willis J. Elementary Special Education Teachers' Cultural Awareness and Beliefs In One Urban School District Regarding African American Learners. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10710

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


Texas A&M University

11. Long, Robert. School-Wide Positive Behavior Support Implementation as it Relates to Referral Reduction among Students of Color in an In-school Suspension Program: Perceptions of Key Stakeholders.

Degree: 2012, Texas A&M University

 The purpose of this qualitative study was to examine a problem of practice present in an actual school district. The study examined School-Wide Positive Behavior… (more)

Subjects/Keywords: school-wide positive behavior supports; in-school suspension; students of color; response to intervention; differentiated instruction; achievement gap

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APA (6th Edition):

Long, R. (2012). School-Wide Positive Behavior Support Implementation as it Relates to Referral Reduction among Students of Color in an In-school Suspension Program: Perceptions of Key Stakeholders. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10972

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):

Long, Robert. “School-Wide Positive Behavior Support Implementation as it Relates to Referral Reduction among Students of Color in an In-school Suspension Program: Perceptions of Key Stakeholders.” 2012. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10972.

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

MLA Handbook (7th Edition):

Long, Robert. “School-Wide Positive Behavior Support Implementation as it Relates to Referral Reduction among Students of Color in an In-school Suspension Program: Perceptions of Key Stakeholders.” 2012. Web. 16 Feb 2019.

Vancouver:

Long R. School-Wide Positive Behavior Support Implementation as it Relates to Referral Reduction among Students of Color in an In-school Suspension Program: Perceptions of Key Stakeholders. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10972.

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

Council of Science Editors:

Long R. School-Wide Positive Behavior Support Implementation as it Relates to Referral Reduction among Students of Color in an In-school Suspension Program: Perceptions of Key Stakeholders. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10972

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


Texas A&M University

12. Ryan, Catherine. I Am a Chameleon In Pearls: How Three Select Female Superintendents Perceive Their Professional Lives.

Degree: 2012, Texas A&M University

 The public school superintendent is the least progressive position in education at integrating women and balancing the scales of equitable representation. Statistical data indicates there… (more)

Subjects/Keywords: Female Superintendents; Female Leadership

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APA (6th Edition):

Ryan, C. (2012). I Am a Chameleon In Pearls: How Three Select Female Superintendents Perceive Their Professional Lives. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11520

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):

Ryan, Catherine. “I Am a Chameleon In Pearls: How Three Select Female Superintendents Perceive Their Professional Lives.” 2012. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11520.

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

MLA Handbook (7th Edition):

Ryan, Catherine. “I Am a Chameleon In Pearls: How Three Select Female Superintendents Perceive Their Professional Lives.” 2012. Web. 16 Feb 2019.

Vancouver:

Ryan C. I Am a Chameleon In Pearls: How Three Select Female Superintendents Perceive Their Professional Lives. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11520.

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

Council of Science Editors:

Ryan C. I Am a Chameleon In Pearls: How Three Select Female Superintendents Perceive Their Professional Lives. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11520

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


Texas A&M University

13. Attaway, Kathy Ann. Insights into a researcher's attempt to study the mentoring needs of first-year, white, female teachers in diverse schools.

Degree: 2009, Texas A&M University

 While schools in America are becoming more culturally diverse, the majority of first-year teachers continue to be white females. Although mentoring has proven to be… (more)

Subjects/Keywords: Mentoring; race and culture

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APA (6th Edition):

Attaway, K. A. (2009). Insights into a researcher's attempt to study the mentoring needs of first-year, white, female teachers in diverse schools. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2052

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):

Attaway, Kathy Ann. “Insights into a researcher's attempt to study the mentoring needs of first-year, white, female teachers in diverse schools.” 2009. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2052.

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

MLA Handbook (7th Edition):

Attaway, Kathy Ann. “Insights into a researcher's attempt to study the mentoring needs of first-year, white, female teachers in diverse schools.” 2009. Web. 16 Feb 2019.

Vancouver:

Attaway KA. Insights into a researcher's attempt to study the mentoring needs of first-year, white, female teachers in diverse schools. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2052.

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

Council of Science Editors:

Attaway KA. Insights into a researcher's attempt to study the mentoring needs of first-year, white, female teachers in diverse schools. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2052

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


Texas A&M University

14. Blocker, Tyrone Dewayne. Systemic Equity Pedagogy in Science Education: A Mixed-Method Analysis of High Achieving High Schools of Culturally Diverse Student Populations in Texas.

Degree: 2013, Texas A&M University

 The purpose of this study was to identify and describe the associations between systemic equity pedagogy (SEP) practices in highly diverse high schools and their… (more)

Subjects/Keywords: equity pedagogy; science programs; science teachers; multicultural education; college readiness; science achievement; equitable teaching and learning practices; school reform

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APA (6th Edition):

Blocker, T. D. (2013). Systemic Equity Pedagogy in Science Education: A Mixed-Method Analysis of High Achieving High Schools of Culturally Diverse Student Populations in Texas. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151086

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):

Blocker, Tyrone Dewayne. “Systemic Equity Pedagogy in Science Education: A Mixed-Method Analysis of High Achieving High Schools of Culturally Diverse Student Populations in Texas.” 2013. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/151086.

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

MLA Handbook (7th Edition):

Blocker, Tyrone Dewayne. “Systemic Equity Pedagogy in Science Education: A Mixed-Method Analysis of High Achieving High Schools of Culturally Diverse Student Populations in Texas.” 2013. Web. 16 Feb 2019.

Vancouver:

Blocker TD. Systemic Equity Pedagogy in Science Education: A Mixed-Method Analysis of High Achieving High Schools of Culturally Diverse Student Populations in Texas. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/151086.

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

Council of Science Editors:

Blocker TD. Systemic Equity Pedagogy in Science Education: A Mixed-Method Analysis of High Achieving High Schools of Culturally Diverse Student Populations in Texas. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151086

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


Texas A&M University

15. Crear, Shelah Flowers. Visibly Invisible: Uncovering Identity for African American Women at an Academically Selective University.

Degree: 2013, Texas A&M University

 Using intersectionality as the theoretical framework, this study examined the identity development of African American women attending an academically selective university. Much of the extant… (more)

Subjects/Keywords: intersectionality; academically selective university; identity; African American; women

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APA (6th Edition):

Crear, S. F. (2013). Visibly Invisible: Uncovering Identity for African American Women at an Academically Selective University. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151239

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):

Crear, Shelah Flowers. “Visibly Invisible: Uncovering Identity for African American Women at an Academically Selective University.” 2013. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/151239.

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

MLA Handbook (7th Edition):

Crear, Shelah Flowers. “Visibly Invisible: Uncovering Identity for African American Women at an Academically Selective University.” 2013. Web. 16 Feb 2019.

Vancouver:

Crear SF. Visibly Invisible: Uncovering Identity for African American Women at an Academically Selective University. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/151239.

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

Council of Science Editors:

Crear SF. Visibly Invisible: Uncovering Identity for African American Women at an Academically Selective University. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151239

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


Texas A&M University

16. Henson, Harold Alonso. Clinical Continuing Professional Education in Dental Hygiene Practice Using Kolb?s Experiential Learning Theory.

Degree: 2014, Texas A&M University

 The purpose of this qualitative study was to understand how learning is facilitated in a dental hygiene clinical continuing education course designed using Kolb?s experiential… (more)

Subjects/Keywords: Qualitative; Dental Hygiene; Continuing Professional Education; Kolb's Experiential Learning Theory

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APA (6th Edition):

Henson, H. A. (2014). Clinical Continuing Professional Education in Dental Hygiene Practice Using Kolb?s Experiential Learning Theory. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153520

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):

Henson, Harold Alonso. “Clinical Continuing Professional Education in Dental Hygiene Practice Using Kolb?s Experiential Learning Theory.” 2014. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/153520.

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

MLA Handbook (7th Edition):

Henson, Harold Alonso. “Clinical Continuing Professional Education in Dental Hygiene Practice Using Kolb?s Experiential Learning Theory.” 2014. Web. 16 Feb 2019.

Vancouver:

Henson HA. Clinical Continuing Professional Education in Dental Hygiene Practice Using Kolb?s Experiential Learning Theory. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/153520.

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

Council of Science Editors:

Henson HA. Clinical Continuing Professional Education in Dental Hygiene Practice Using Kolb?s Experiential Learning Theory. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153520

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


Texas A&M University

17. Rhodes-Monette, Kimberly. An Analysis of Four Implementation Levels for the Positive Behavioral Interventions and Supports (PBIS) on Selected Aggregated High School Student Performance Outcomes.

Degree: 2014, Texas A&M University

 The Positive Behavioral Interventions and Support (PBIS) framework is a school-wide program formulated to address discipline and academic performance along with social behavior skills. The… (more)

Subjects/Keywords: PBIS; PBS; SWPBS; policy implementation; student performance outcomes; high school PBIS

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APA (6th Edition):

Rhodes-Monette, K. (2014). An Analysis of Four Implementation Levels for the Positive Behavioral Interventions and Supports (PBIS) on Selected Aggregated High School Student Performance Outcomes. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/154202

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):

Rhodes-Monette, Kimberly. “An Analysis of Four Implementation Levels for the Positive Behavioral Interventions and Supports (PBIS) on Selected Aggregated High School Student Performance Outcomes.” 2014. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/154202.

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

MLA Handbook (7th Edition):

Rhodes-Monette, Kimberly. “An Analysis of Four Implementation Levels for the Positive Behavioral Interventions and Supports (PBIS) on Selected Aggregated High School Student Performance Outcomes.” 2014. Web. 16 Feb 2019.

Vancouver:

Rhodes-Monette K. An Analysis of Four Implementation Levels for the Positive Behavioral Interventions and Supports (PBIS) on Selected Aggregated High School Student Performance Outcomes. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/154202.

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

Council of Science Editors:

Rhodes-Monette K. An Analysis of Four Implementation Levels for the Positive Behavioral Interventions and Supports (PBIS) on Selected Aggregated High School Student Performance Outcomes. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/154202

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


Texas A&M University

18. Lee, Kisha Lashon. The Experiences of International Families in U.S. Preschool Settings in a University Town in Southeastern Texas.

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

 The search for child care can be a daunting task for parents of young children, with a variety of choices available. To search during, or… (more)

Subjects/Keywords: early childhood; international; families; preschools; childcare; parent experiences; diversity

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APA (6th Edition):

Lee, K. L. (2017). The Experiences of International Families in U.S. Preschool Settings in a University Town in Southeastern Texas. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/169568

Chicago Manual of Style (16th Edition):

Lee, Kisha Lashon. “The Experiences of International Families in U.S. Preschool Settings in a University Town in Southeastern Texas.” 2017. Doctoral Dissertation, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/169568.

MLA Handbook (7th Edition):

Lee, Kisha Lashon. “The Experiences of International Families in U.S. Preschool Settings in a University Town in Southeastern Texas.” 2017. Web. 16 Feb 2019.

Vancouver:

Lee KL. The Experiences of International Families in U.S. Preschool Settings in a University Town in Southeastern Texas. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/169568.

Council of Science Editors:

Lee KL. The Experiences of International Families in U.S. Preschool Settings in a University Town in Southeastern Texas. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/169568


Texas A&M University

19. Marrero, Sonia Marie. Hearing the Voices of Married African American Mothers As They Describe Their Sons’ Experiences with White Teachers in Urban Secondary Schools.

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

 This study was conducted as a qualitative study of five married middle-income African American mothers’ perception of their African American sons’ White teachers in an… (more)

Subjects/Keywords: African American males; African American mothers; Urban Education; White teacher-African American Males; Achievement Gap; Critical Race Theory; Black Feminist Thought; Secondary schools

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

APA (6th Edition):

Marrero, S. M. (2017). Hearing the Voices of Married African American Mothers As They Describe Their Sons’ Experiences with White Teachers in Urban Secondary Schools. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/169557

Chicago Manual of Style (16th Edition):

Marrero, Sonia Marie. “Hearing the Voices of Married African American Mothers As They Describe Their Sons’ Experiences with White Teachers in Urban Secondary Schools.” 2017. Doctoral Dissertation, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/169557.

MLA Handbook (7th Edition):

Marrero, Sonia Marie. “Hearing the Voices of Married African American Mothers As They Describe Their Sons’ Experiences with White Teachers in Urban Secondary Schools.” 2017. Web. 16 Feb 2019.

Vancouver:

Marrero SM. Hearing the Voices of Married African American Mothers As They Describe Their Sons’ Experiences with White Teachers in Urban Secondary Schools. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/169557.

Council of Science Editors:

Marrero SM. Hearing the Voices of Married African American Mothers As They Describe Their Sons’ Experiences with White Teachers in Urban Secondary Schools. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/169557


Texas A&M University

20. Boone, Sonia Kay. Successful African American students in two-way immersion programs: parent and student perceptions.

Degree: 2009, Texas A&M University

 The purpose of this study was to examine perceptions of possible factors that lead to academic success for African American children who participated in two-way… (more)

Subjects/Keywords: Two-Way Immersion; African American Students

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APA (6th Edition):

Boone, S. K. (2009). Successful African American students in two-way immersion programs: parent and student perceptions. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2488

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):

Boone, Sonia Kay. “Successful African American students in two-way immersion programs: parent and student perceptions.” 2009. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2488.

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

MLA Handbook (7th Edition):

Boone, Sonia Kay. “Successful African American students in two-way immersion programs: parent and student perceptions.” 2009. Web. 16 Feb 2019.

Vancouver:

Boone SK. Successful African American students in two-way immersion programs: parent and student perceptions. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2488.

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

Council of Science Editors:

Boone SK. Successful African American students in two-way immersion programs: parent and student perceptions. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2488

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


Texas A&M University

21. Mercado-Garza, Rosalinda. From being considered at-risk to becoming resilient: an autoethnography of abuse and poverty.

Degree: 2009, Texas A&M University

 This qualitative autoethnographic study was the process by which I, a young Latina, was able to evocatively and therapeutically write about the incestual abuse and… (more)

Subjects/Keywords: Autoethnography; Abuse; Poverty; Resilience

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APA (6th Edition):

Mercado-Garza, R. (2009). From being considered at-risk to becoming resilient: an autoethnography of abuse and poverty. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-3151

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):

Mercado-Garza, Rosalinda. “From being considered at-risk to becoming resilient: an autoethnography of abuse and poverty.” 2009. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-3151.

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

MLA Handbook (7th Edition):

Mercado-Garza, Rosalinda. “From being considered at-risk to becoming resilient: an autoethnography of abuse and poverty.” 2009. Web. 16 Feb 2019.

Vancouver:

Mercado-Garza R. From being considered at-risk to becoming resilient: an autoethnography of abuse and poverty. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3151.

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

Council of Science Editors:

Mercado-Garza R. From being considered at-risk to becoming resilient: an autoethnography of abuse and poverty. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3151

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


Texas A&M University

22. Charleston-Cormier, Phyllis A. Novice teachers' perceptions of their first year induction program in urban schools.

Degree: 2009, Texas A&M University

 The study examined and evaluated perceptions of first year teachers on the effectiveness of induction activities, assistance, and support following participation in their induction program.… (more)

Subjects/Keywords: teacher; induction

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APA (6th Edition):

Charleston-Cormier, P. A. (2009). Novice teachers' perceptions of their first year induction program in urban schools. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1775

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):

Charleston-Cormier, Phyllis A. “Novice teachers' perceptions of their first year induction program in urban schools.” 2009. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1775.

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

MLA Handbook (7th Edition):

Charleston-Cormier, Phyllis A. “Novice teachers' perceptions of their first year induction program in urban schools.” 2009. Web. 16 Feb 2019.

Vancouver:

Charleston-Cormier PA. Novice teachers' perceptions of their first year induction program in urban schools. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1775.

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

Council of Science Editors:

Charleston-Cormier PA. Novice teachers' perceptions of their first year induction program in urban schools. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1775

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


Texas A&M University

23. 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 February 16, 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. 16 Feb 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 Feb 16]. 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

24. Plimper, Ouida C. Examining the Differences Between Pre-K Through Second Grade Teachers' Perceptions and Third Through Fourth Grade Teachers' Perceptions of Cultural Awareness and Beliefs in One Urban District.

Degree: 2010, Texas A&M University

 The purpose of this study was to examine archival data collected from the administration of the Cultural Awareness and Belief Inventory (CABI) (Webb-Johnson & Carter,… (more)

Subjects/Keywords: Cultural Awareness and Beliefs Inventory; Teacher Beliefs; Elementary Teachers

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APA (6th Edition):

Plimper, O. C. (2010). Examining the Differences Between Pre-K Through Second Grade Teachers' Perceptions and Third Through Fourth Grade Teachers' Perceptions of Cultural Awareness and Beliefs in One Urban District. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7214

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):

Plimper, Ouida C. “Examining the Differences Between Pre-K Through Second Grade Teachers' Perceptions and Third Through Fourth Grade Teachers' Perceptions of Cultural Awareness and Beliefs in One Urban District.” 2010. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7214.

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

MLA Handbook (7th Edition):

Plimper, Ouida C. “Examining the Differences Between Pre-K Through Second Grade Teachers' Perceptions and Third Through Fourth Grade Teachers' Perceptions of Cultural Awareness and Beliefs in One Urban District.” 2010. Web. 16 Feb 2019.

Vancouver:

Plimper OC. Examining the Differences Between Pre-K Through Second Grade Teachers' Perceptions and Third Through Fourth Grade Teachers' Perceptions of Cultural Awareness and Beliefs in One Urban District. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7214.

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

Council of Science Editors:

Plimper OC. Examining the Differences Between Pre-K Through Second Grade Teachers' Perceptions and Third Through Fourth Grade Teachers' Perceptions of Cultural Awareness and Beliefs in One Urban District. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7214

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


Texas A&M University

25. Fox, Brandon. A Critical Examination of Texas Mathematics Achievement in Grades Three through Eight by Mathematical Objective across Race/Ethnicity, Gender, and Socioeconomic Status.

Degree: 2012, Texas A&M University

 The purpose of this quantitative study was to identify performance differences on the TAKS mathematics assessments in grades three through eight across race/ethnicity, gender, and… (more)

Subjects/Keywords: TAKS Mathematics; Critical Race Theory; Race/Ethnicity; Gender; Socioeconomic Status

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APA (6th Edition):

Fox, B. (2012). A Critical Examination of Texas Mathematics Achievement in Grades Three through Eight by Mathematical Objective across Race/Ethnicity, Gender, and Socioeconomic Status. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10485

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):

Fox, Brandon. “A Critical Examination of Texas Mathematics Achievement in Grades Three through Eight by Mathematical Objective across Race/Ethnicity, Gender, and Socioeconomic Status.” 2012. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10485.

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

MLA Handbook (7th Edition):

Fox, Brandon. “A Critical Examination of Texas Mathematics Achievement in Grades Three through Eight by Mathematical Objective across Race/Ethnicity, Gender, and Socioeconomic Status.” 2012. Web. 16 Feb 2019.

Vancouver:

Fox B. A Critical Examination of Texas Mathematics Achievement in Grades Three through Eight by Mathematical Objective across Race/Ethnicity, Gender, and Socioeconomic Status. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10485.

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

Council of Science Editors:

Fox B. A Critical Examination of Texas Mathematics Achievement in Grades Three through Eight by Mathematical Objective across Race/Ethnicity, Gender, and Socioeconomic Status. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10485

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


Texas A&M University

26. Saah, Lychene. Examining School, Home, and Community Acculturation Experiences of Four Liberian Immigrant Youths in the United States.

Degree: 2012, Texas A&M University

 Historically, Liberian immigrants to the United States tended to be wealthy, educated individuals who wanted their children to acquire a Western education. The thirteen-year Liberian… (more)

Subjects/Keywords: Acculturation; Liberian Immigrant Youth; African Immigrant Youth

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

APA (6th Edition):

Saah, L. (2012). Examining School, Home, and Community Acculturation Experiences of Four Liberian Immigrant Youths in the United States. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10700

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):

Saah, Lychene. “Examining School, Home, and Community Acculturation Experiences of Four Liberian Immigrant Youths in the United States.” 2012. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10700.

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

MLA Handbook (7th Edition):

Saah, Lychene. “Examining School, Home, and Community Acculturation Experiences of Four Liberian Immigrant Youths in the United States.” 2012. Web. 16 Feb 2019.

Vancouver:

Saah L. Examining School, Home, and Community Acculturation Experiences of Four Liberian Immigrant Youths in the United States. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10700.

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

Council of Science Editors:

Saah L. Examining School, Home, and Community Acculturation Experiences of Four Liberian Immigrant Youths in the United States. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10700

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


Texas A&M University

27. Watson, Jesse. Recruiting African American Male Teachers in K-12 Schools: A Case Study in One Urban School District.

Degree: 2012, Texas A&M University

 A case study of the experiences of six African American male teachers in a southern K-12 school district is presented in this study. The purpose… (more)

Subjects/Keywords: African American; Male Teacher Recruitment; Urban School District

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

APA (6th Edition):

Watson, J. (2012). Recruiting African American Male Teachers in K-12 Schools: A Case Study in One Urban School District. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10441

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):

Watson, Jesse. “Recruiting African American Male Teachers in K-12 Schools: A Case Study in One Urban School District.” 2012. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10441.

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

MLA Handbook (7th Edition):

Watson, Jesse. “Recruiting African American Male Teachers in K-12 Schools: A Case Study in One Urban School District.” 2012. Web. 16 Feb 2019.

Vancouver:

Watson J. Recruiting African American Male Teachers in K-12 Schools: A Case Study in One Urban School District. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10441.

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

Council of Science Editors:

Watson J. Recruiting African American Male Teachers in K-12 Schools: A Case Study in One Urban School District. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10441

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


Texas A&M University

28. Mooney, Patricia 1960-. Middle Class and Middle School: Does Opportunity Knock for African American Students?.

Degree: 2012, Texas A&M University

 Closing the achievement gap between African American and White students continues to challenge educators in both urban and suburban contexts. Teachers and administrators in America… (more)

Subjects/Keywords: Culturally Responsive; Middle School; Deficit Thinking; Racism; Achievement Gap; African American

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

APA (6th Edition):

Mooney, P. 1. (2012). Middle Class and Middle School: Does Opportunity Knock for African American Students?. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/148273

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):

Mooney, Patricia 1960-. “Middle Class and Middle School: Does Opportunity Knock for African American Students?.” 2012. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/148273.

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

MLA Handbook (7th Edition):

Mooney, Patricia 1960-. “Middle Class and Middle School: Does Opportunity Knock for African American Students?.” 2012. Web. 16 Feb 2019.

Vancouver:

Mooney P1. Middle Class and Middle School: Does Opportunity Knock for African American Students?. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/148273.

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

Council of Science Editors:

Mooney P1. Middle Class and Middle School: Does Opportunity Knock for African American Students?. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/148273

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


Texas A&M University

29. Ogletree, Evelyn 1954-. Voices of Four African American Female Clergy and Their Perceptions of Gender, Equity, and Leadership Styles in the African American Urban Church.

Degree: 2012, Texas A&M University

 The purpose of this qualitative study was to give voice to the experiences of African American female pastors of African American churches and their perceptions… (more)

Subjects/Keywords: African American Church; Black Female Oppression; Womanist; Black Feminist; Quadrouple Knot; Black Church; African American Female Pastors; African American Female Clergy; Black Female Pastors; Female Pastors

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

APA (6th Edition):

Ogletree, E. 1. (2012). Voices of Four African American Female Clergy and Their Perceptions of Gender, Equity, and Leadership Styles in the African American Urban Church. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/148281

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):

Ogletree, Evelyn 1954-. “Voices of Four African American Female Clergy and Their Perceptions of Gender, Equity, and Leadership Styles in the African American Urban Church.” 2012. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/148281.

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

MLA Handbook (7th Edition):

Ogletree, Evelyn 1954-. “Voices of Four African American Female Clergy and Their Perceptions of Gender, Equity, and Leadership Styles in the African American Urban Church.” 2012. Web. 16 Feb 2019.

Vancouver:

Ogletree E1. Voices of Four African American Female Clergy and Their Perceptions of Gender, Equity, and Leadership Styles in the African American Urban Church. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/148281.

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

Council of Science Editors:

Ogletree E1. Voices of Four African American Female Clergy and Their Perceptions of Gender, Equity, and Leadership Styles in the African American Urban Church. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/148281

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


Texas A&M University

30. Zannou, Yetunde. Hearing the Voices of Alternatively Certified Teachers in Texas: Narratives of Teaching English Language Learners in Urban Secondary Mainstream Classrooms.

Degree: 2012, Texas A&M University

 In Texas, nearly half of all new teachers are alternatively certified (AC) whilst English language learners (ELL) are over one-third of the public school population… (more)

Subjects/Keywords: STEM; teacher education; secondary education; Texas; science; English language learners; alternative certification

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

APA (6th Edition):

Zannou, Y. (2012). Hearing the Voices of Alternatively Certified Teachers in Texas: Narratives of Teaching English Language Learners in Urban Secondary Mainstream Classrooms. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/148406

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):

Zannou, Yetunde. “Hearing the Voices of Alternatively Certified Teachers in Texas: Narratives of Teaching English Language Learners in Urban Secondary Mainstream Classrooms.” 2012. Thesis, Texas A&M University. Accessed February 16, 2019. http://hdl.handle.net/1969.1/148406.

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

MLA Handbook (7th Edition):

Zannou, Yetunde. “Hearing the Voices of Alternatively Certified Teachers in Texas: Narratives of Teaching English Language Learners in Urban Secondary Mainstream Classrooms.” 2012. Web. 16 Feb 2019.

Vancouver:

Zannou Y. Hearing the Voices of Alternatively Certified Teachers in Texas: Narratives of Teaching English Language Learners in Urban Secondary Mainstream Classrooms. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1969.1/148406.

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

Council of Science Editors:

Zannou Y. Hearing the Voices of Alternatively Certified Teachers in Texas: Narratives of Teaching English Language Learners in Urban Secondary Mainstream Classrooms. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/148406

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

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