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You searched for +publisher:"Texas A&M University" +contributor:("Chlup, Dominique"). Showing records 1 – 25 of 25 total matches.

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Texas A&M University

1. Byrd, Marilyn Yvonne. To enter and lead: renegotiating meanings of leadership and examining leadership theory of social power from the perspectives of African American women leaders in predominantly white organizations.

Degree: 2009, Texas A&M University

 This qualitative, phenomenological study examined the leadership experiences of 10 African American women (AAW) – current or former leaders in predominantly white organizations – to gain an… (more)

Subjects/Keywords: leadership; theory; power; African American women

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APA (6th Edition):

Byrd, M. Y. (2009). To enter and lead: renegotiating meanings of leadership and examining leadership theory of social power from the perspectives of African American women leaders in predominantly white organizations. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2711

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

Chicago Manual of Style (16th Edition):

Byrd, Marilyn Yvonne. “To enter and lead: renegotiating meanings of leadership and examining leadership theory of social power from the perspectives of African American women leaders in predominantly white organizations.” 2009. Thesis, Texas A&M University. Accessed June 19, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2711.

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

MLA Handbook (7th Edition):

Byrd, Marilyn Yvonne. “To enter and lead: renegotiating meanings of leadership and examining leadership theory of social power from the perspectives of African American women leaders in predominantly white organizations.” 2009. Web. 19 Jun 2019.

Vancouver:

Byrd MY. To enter and lead: renegotiating meanings of leadership and examining leadership theory of social power from the perspectives of African American women leaders in predominantly white organizations. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2711.

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

Council of Science Editors:

Byrd MY. To enter and lead: renegotiating meanings of leadership and examining leadership theory of social power from the perspectives of African American women leaders in predominantly white organizations. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2711

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


Texas A&M University

2. Chennamsetti, Prashanti. Students from India at a Major Research University in the United States: A Phenomenological Study of Transition, Adjustment, and Transformation.

Degree: 2011, Texas A&M University

 The purpose of this qualitative study was to explore the phenomena of transition, adjustment, and transformation among adult graduate students from India, who made the… (more)

Subjects/Keywords: Transition; Adjustment; Coping Strategies; Transformation; Students from India

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APA (6th Edition):

Chennamsetti, P. (2011). Students from India at a Major Research University in the United States: A Phenomenological Study of Transition, Adjustment, and Transformation. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7696

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):

Chennamsetti, Prashanti. “Students from India at a Major Research University in the United States: A Phenomenological Study of Transition, Adjustment, and Transformation.” 2011. Thesis, Texas A&M University. Accessed June 19, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7696.

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

MLA Handbook (7th Edition):

Chennamsetti, Prashanti. “Students from India at a Major Research University in the United States: A Phenomenological Study of Transition, Adjustment, and Transformation.” 2011. Web. 19 Jun 2019.

Vancouver:

Chennamsetti P. Students from India at a Major Research University in the United States: A Phenomenological Study of Transition, Adjustment, and Transformation. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7696.

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

Council of Science Editors:

Chennamsetti P. Students from India at a Major Research University in the United States: A Phenomenological Study of Transition, Adjustment, and Transformation. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7696

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


Texas A&M University

3. Kissack, Heather. Muteness in Organizational Computer-Mediated Communication: A Critical Study.

Degree: 2012, Texas A&M University

 The purpose of this feminist critical discourse analysis was to uncover whether or not, and how, muteness of female-preferential voice occurs within written organizational computer-mediated… (more)

Subjects/Keywords: computer-mediated communication; co-cultural communication; muted group; gender; human resource development

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APA (6th Edition):

Kissack, H. (2012). Muteness in Organizational Computer-Mediated Communication: A Critical Study. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-11055

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):

Kissack, Heather. “Muteness in Organizational Computer-Mediated Communication: A Critical Study.” 2012. Thesis, Texas A&M University. Accessed June 19, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-11055.

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

MLA Handbook (7th Edition):

Kissack, Heather. “Muteness in Organizational Computer-Mediated Communication: A Critical Study.” 2012. Web. 19 Jun 2019.

Vancouver:

Kissack H. Muteness in Organizational Computer-Mediated Communication: A Critical Study. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-11055.

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

Council of Science Editors:

Kissack H. Muteness in Organizational Computer-Mediated Communication: A Critical Study. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-11055

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


Texas A&M University

4. Shin, Jee Young. A Qualitative Study of Intergenerational Literacy Connection (ILC) Practices Among Korean ELL Families and Teachers.

Degree: 2012, Texas A&M University

 The purpose of this research was to examine the ways in which Korean families of English Language Learners (ELLs) and teachers supported literacy in young… (more)

Subjects/Keywords: ESL; ELL; Early Literacy; Bilingual Education; Early Childhood Program; Korean

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APA (6th Edition):

Shin, J. Y. (2012). A Qualitative Study of Intergenerational Literacy Connection (ILC) Practices Among Korean ELL Families and Teachers. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-11165

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):

Shin, Jee Young. “A Qualitative Study of Intergenerational Literacy Connection (ILC) Practices Among Korean ELL Families and Teachers.” 2012. Thesis, Texas A&M University. Accessed June 19, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-11165.

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

MLA Handbook (7th Edition):

Shin, Jee Young. “A Qualitative Study of Intergenerational Literacy Connection (ILC) Practices Among Korean ELL Families and Teachers.” 2012. Web. 19 Jun 2019.

Vancouver:

Shin JY. A Qualitative Study of Intergenerational Literacy Connection (ILC) Practices Among Korean ELL Families and Teachers. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-11165.

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

Council of Science Editors:

Shin JY. A Qualitative Study of Intergenerational Literacy Connection (ILC) Practices Among Korean ELL Families and Teachers. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-11165

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


Texas A&M University

5. Scott, Chyllis Elayne. Every Teacher a Teacher of Reading?: A Systematic Literature Review of Content-Area Literacy.

Degree: 2013, Texas A&M University

 Appropriate preparation for preservice and inservice teachers for teaching content-area literacy continues to influence twenty-first century research agendas. In this systematic review (which analyzed 2,179… (more)

Subjects/Keywords: Content-area literacy Education Reading

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APA (6th Edition):

Scott, C. E. (2013). Every Teacher a Teacher of Reading?: A Systematic Literature Review of Content-Area Literacy. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151284

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

Chicago Manual of Style (16th Edition):

Scott, Chyllis Elayne. “Every Teacher a Teacher of Reading?: A Systematic Literature Review of Content-Area Literacy.” 2013. Thesis, Texas A&M University. Accessed June 19, 2019. http://hdl.handle.net/1969.1/151284.

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

MLA Handbook (7th Edition):

Scott, Chyllis Elayne. “Every Teacher a Teacher of Reading?: A Systematic Literature Review of Content-Area Literacy.” 2013. Web. 19 Jun 2019.

Vancouver:

Scott CE. Every Teacher a Teacher of Reading?: A Systematic Literature Review of Content-Area Literacy. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/1969.1/151284.

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

Council of Science Editors:

Scott CE. Every Teacher a Teacher of Reading?: A Systematic Literature Review of Content-Area Literacy. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151284

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


Texas A&M University

6. Zarestky, Jill. ?My Work is My Future?: A Case Study of an NGO?s Educational Programs for Women Entrepreneurs in West Africa.

Degree: 2014, Texas A&M University

 This study investigated the educational programs of an international nongovernmental organization (NGO) operating in a developing region. The purpose of this study was to examine… (more)

Subjects/Keywords: adult education; international; non-governmental organization; feminism; social justice

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APA (6th Edition):

Zarestky, J. (2014). ?My Work is My Future?: A Case Study of an NGO?s Educational Programs for Women Entrepreneurs in West Africa. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153315

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):

Zarestky, Jill. “?My Work is My Future?: A Case Study of an NGO?s Educational Programs for Women Entrepreneurs in West Africa.” 2014. Thesis, Texas A&M University. Accessed June 19, 2019. http://hdl.handle.net/1969.1/153315.

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

MLA Handbook (7th Edition):

Zarestky, Jill. “?My Work is My Future?: A Case Study of an NGO?s Educational Programs for Women Entrepreneurs in West Africa.” 2014. Web. 19 Jun 2019.

Vancouver:

Zarestky J. ?My Work is My Future?: A Case Study of an NGO?s Educational Programs for Women Entrepreneurs in West Africa. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/1969.1/153315.

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

Council of Science Editors:

Zarestky J. ?My Work is My Future?: A Case Study of an NGO?s Educational Programs for Women Entrepreneurs in West Africa. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153315

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


Texas A&M University

7. 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 June 19, 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. 19 Jun 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 Jun 19]. 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

8. Jeon, Kwon Chan. The Influence of Friendship Networks on Adolescents' Health-Risk Behaviors: A Social Network Analysis.

Degree: 2014, Texas A&M University

 Friendships among adolescents can exert significant influence on behaviors that pose risk to their health. However, empirical evidence for friendships? influence is mixed due to… (more)

Subjects/Keywords: Adolescent; Health Risk Behaviors; Social Network Analysis; Friendship Network

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APA (6th Edition):

Jeon, K. C. (2014). The Influence of Friendship Networks on Adolescents' Health-Risk Behaviors: A Social Network Analysis. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/154073

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):

Jeon, Kwon Chan. “The Influence of Friendship Networks on Adolescents' Health-Risk Behaviors: A Social Network Analysis.” 2014. Thesis, Texas A&M University. Accessed June 19, 2019. http://hdl.handle.net/1969.1/154073.

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

MLA Handbook (7th Edition):

Jeon, Kwon Chan. “The Influence of Friendship Networks on Adolescents' Health-Risk Behaviors: A Social Network Analysis.” 2014. Web. 19 Jun 2019.

Vancouver:

Jeon KC. The Influence of Friendship Networks on Adolescents' Health-Risk Behaviors: A Social Network Analysis. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/1969.1/154073.

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

Council of Science Editors:

Jeon KC. The Influence of Friendship Networks on Adolescents' Health-Risk Behaviors: A Social Network Analysis. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/154073

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


Texas A&M University

9. Forister, James G. Novice Physician Assistant Transfer of Learning During the Transition to Clinical Practice: a Mixed Interpretive Study.

Degree: 2015, Texas A&M University

 This dissertation explored the experiences and perceptions of novice physician assistants (PAs) in Texas. The purpose of this sequential mixed interpretive study was to describe… (more)

Subjects/Keywords: Physician Assistant; Novice; Transfer of Learning; Clinical Practice; Transition; Professional Development; Q Methodology

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APA (6th Edition):

Forister, J. G. (2015). Novice Physician Assistant Transfer of Learning During the Transition to Clinical Practice: a Mixed Interpretive Study. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155116

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):

Forister, James G. “Novice Physician Assistant Transfer of Learning During the Transition to Clinical Practice: a Mixed Interpretive Study.” 2015. Thesis, Texas A&M University. Accessed June 19, 2019. http://hdl.handle.net/1969.1/155116.

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

MLA Handbook (7th Edition):

Forister, James G. “Novice Physician Assistant Transfer of Learning During the Transition to Clinical Practice: a Mixed Interpretive Study.” 2015. Web. 19 Jun 2019.

Vancouver:

Forister JG. Novice Physician Assistant Transfer of Learning During the Transition to Clinical Practice: a Mixed Interpretive Study. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/1969.1/155116.

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

Council of Science Editors:

Forister JG. Novice Physician Assistant Transfer of Learning During the Transition to Clinical Practice: a Mixed Interpretive Study. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155116

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


Texas A&M University

10. Abba, Katherine Anne. Community College Students' Writing: Lexical, Syntactic, and Cohesion Differences in L1, L2, and Generation 1.5 Students and Examining Knowledge of the Writing Process.

Degree: 2015, Texas A&M University

 Writing competently is a challenge for many college students. The need to improve writing at the postsecondary level has become a priority for business and… (more)

Subjects/Keywords: Community college students; L1; L2; Generation 1.5

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APA (6th Edition):

Abba, K. A. (2015). Community College Students' Writing: Lexical, Syntactic, and Cohesion Differences in L1, L2, and Generation 1.5 Students and Examining Knowledge of the Writing Process. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156309

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):

Abba, Katherine Anne. “Community College Students' Writing: Lexical, Syntactic, and Cohesion Differences in L1, L2, and Generation 1.5 Students and Examining Knowledge of the Writing Process.” 2015. Thesis, Texas A&M University. Accessed June 19, 2019. http://hdl.handle.net/1969.1/156309.

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

MLA Handbook (7th Edition):

Abba, Katherine Anne. “Community College Students' Writing: Lexical, Syntactic, and Cohesion Differences in L1, L2, and Generation 1.5 Students and Examining Knowledge of the Writing Process.” 2015. Web. 19 Jun 2019.

Vancouver:

Abba KA. Community College Students' Writing: Lexical, Syntactic, and Cohesion Differences in L1, L2, and Generation 1.5 Students and Examining Knowledge of the Writing Process. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/1969.1/156309.

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

Council of Science Editors:

Abba KA. Community College Students' Writing: Lexical, Syntactic, and Cohesion Differences in L1, L2, and Generation 1.5 Students and Examining Knowledge of the Writing Process. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/156309

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


Texas A&M University

11. Davis, John L. Effective Intervention through Self-Management: A Meta-Analysis.

Degree: 2015, Texas A&M University

 The current study examines aspects of Self-managed (SM) interventions for behavior. SM is a multi-component intervention where students are active participants in the process of… (more)

Subjects/Keywords: Behavior intervention; Single case Research; Self Management; Self Monitoring

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APA (6th Edition):

Davis, J. L. (2015). Effective Intervention through Self-Management: A Meta-Analysis. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155532

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):

Davis, John L. “Effective Intervention through Self-Management: A Meta-Analysis.” 2015. Thesis, Texas A&M University. Accessed June 19, 2019. http://hdl.handle.net/1969.1/155532.

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

MLA Handbook (7th Edition):

Davis, John L. “Effective Intervention through Self-Management: A Meta-Analysis.” 2015. Web. 19 Jun 2019.

Vancouver:

Davis JL. Effective Intervention through Self-Management: A Meta-Analysis. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/1969.1/155532.

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

Council of Science Editors:

Davis JL. Effective Intervention through Self-Management: A Meta-Analysis. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155532

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


Texas A&M University

12. Buckman, Karen. Why did the professor cross the road? How and why college professors intentionally use humor in their classrooms.

Degree: 2010, Texas A&M University

 College professors face many pressing challenges: staying current in their disciplines, becoming familiar with new technology, responding to national accountability issues, publishing scholarly research in… (more)

Subjects/Keywords: College Professors; Teaching Methods; Classroom Climate; Teaching; Humor

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APA (6th Edition):

Buckman, K. (2010). Why did the professor cross the road? How and why college professors intentionally use humor in their classrooms. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7841

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):

Buckman, Karen. “Why did the professor cross the road? How and why college professors intentionally use humor in their classrooms.” 2010. Thesis, Texas A&M University. Accessed June 19, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7841.

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

MLA Handbook (7th Edition):

Buckman, Karen. “Why did the professor cross the road? How and why college professors intentionally use humor in their classrooms.” 2010. Web. 19 Jun 2019.

Vancouver:

Buckman K. Why did the professor cross the road? How and why college professors intentionally use humor in their classrooms. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7841.

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

Council of Science Editors:

Buckman K. Why did the professor cross the road? How and why college professors intentionally use humor in their classrooms. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7841

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


Texas A&M University

13. 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 June 19, 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. 19 Jun 2019.

Vancouver:

Munoz MI. The TAMU Water Project: Critical Environmental Justice as Pedagogy. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Jun 19]. 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

14. 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 June 19, 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. 19 Jun 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 Jun 19]. 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

15. Bond, Linda Thorsen. Women negotiating collaborative learning: an exploratory study of undergraduate students in a select university setting.

Degree: 2008, Texas A&M University

 The purpose of the study is to explore women's experiences as they negotiate collaborative group projects in a college course. This qualitative study extends the… (more)

Subjects/Keywords: Learning; Collaborative

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APA (6th Edition):

Bond, L. T. (2008). Women negotiating collaborative learning: an exploratory study of undergraduate students in a select university setting. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/85927

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):

Bond, Linda Thorsen. “Women negotiating collaborative learning: an exploratory study of undergraduate students in a select university setting.” 2008. Thesis, Texas A&M University. Accessed June 19, 2019. http://hdl.handle.net/1969.1/85927.

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

MLA Handbook (7th Edition):

Bond, Linda Thorsen. “Women negotiating collaborative learning: an exploratory study of undergraduate students in a select university setting.” 2008. Web. 19 Jun 2019.

Vancouver:

Bond LT. Women negotiating collaborative learning: an exploratory study of undergraduate students in a select university setting. [Internet] [Thesis]. Texas A&M University; 2008. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/1969.1/85927.

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

Council of Science Editors:

Bond LT. Women negotiating collaborative learning: an exploratory study of undergraduate students in a select university setting. [Thesis]. Texas A&M University; 2008. Available from: http://hdl.handle.net/1969.1/85927

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


Texas A&M University

16. Friday, Alicia Renee. White Corporate Trainers in Racially Diverse Organizations: The Role of Racial Identity Development in the Creation of Culturally Responsive Learning Environments.

Degree: 2013, Texas A&M University

 This study explored the racial identity development of White corporate trainers who deliver training in racially diverse organizations. The purpose of this study was to… (more)

Subjects/Keywords: White racial identity development; culturally responsive learning environments; race; whiteness; HRD

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APA (6th Edition):

Friday, A. R. (2013). White Corporate Trainers in Racially Diverse Organizations: The Role of Racial Identity Development in the Creation of Culturally Responsive Learning Environments. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151169

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):

Friday, Alicia Renee. “White Corporate Trainers in Racially Diverse Organizations: The Role of Racial Identity Development in the Creation of Culturally Responsive Learning Environments.” 2013. Thesis, Texas A&M University. Accessed June 19, 2019. http://hdl.handle.net/1969.1/151169.

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

MLA Handbook (7th Edition):

Friday, Alicia Renee. “White Corporate Trainers in Racially Diverse Organizations: The Role of Racial Identity Development in the Creation of Culturally Responsive Learning Environments.” 2013. Web. 19 Jun 2019.

Vancouver:

Friday AR. White Corporate Trainers in Racially Diverse Organizations: The Role of Racial Identity Development in the Creation of Culturally Responsive Learning Environments. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/1969.1/151169.

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

Council of Science Editors:

Friday AR. White Corporate Trainers in Racially Diverse Organizations: The Role of Racial Identity Development in the Creation of Culturally Responsive Learning Environments. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151169

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


Texas A&M University

17. Martinez, Margie. The Perceptions of Black High School Students Regarding Their Experiences Prior to an Assignment to a District Alternative Educational Placement: A Phenomenological Single Case Study.

Degree: 2014, Texas A&M University

 The purpose of this qualitative phenomenological single case study was to understand the perceptions of Black high school students regarding their experiences prior to being… (more)

Subjects/Keywords: Discipline

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APA (6th Edition):

Martinez, M. (2014). The Perceptions of Black High School Students Regarding Their Experiences Prior to an Assignment to a District Alternative Educational Placement: A Phenomenological Single Case Study. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152613

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):

Martinez, Margie. “The Perceptions of Black High School Students Regarding Their Experiences Prior to an Assignment to a District Alternative Educational Placement: A Phenomenological Single Case Study.” 2014. Thesis, Texas A&M University. Accessed June 19, 2019. http://hdl.handle.net/1969.1/152613.

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

MLA Handbook (7th Edition):

Martinez, Margie. “The Perceptions of Black High School Students Regarding Their Experiences Prior to an Assignment to a District Alternative Educational Placement: A Phenomenological Single Case Study.” 2014. Web. 19 Jun 2019.

Vancouver:

Martinez M. The Perceptions of Black High School Students Regarding Their Experiences Prior to an Assignment to a District Alternative Educational Placement: A Phenomenological Single Case Study. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/1969.1/152613.

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

Council of Science Editors:

Martinez M. The Perceptions of Black High School Students Regarding Their Experiences Prior to an Assignment to a District Alternative Educational Placement: A Phenomenological Single Case Study. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/152613

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


Texas A&M University

18. Russo, Renata Ferreira. ?When You Want Something So Bad, You Can Always Do It:? Mexican Women Journeying from the GED to Community College Graduate in a Southwestern State.

Degree: 2014, Texas A&M University

 The Hispanic population is the fastest growing population in the United States. Mexicans, who represent the largest Hispanic ethnicity, are also the most undereducated. Mexican… (more)

Subjects/Keywords: Mexican; women; postsecondary; persistence; GED

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APA (6th Edition):

Russo, R. F. (2014). ?When You Want Something So Bad, You Can Always Do It:? Mexican Women Journeying from the GED to Community College Graduate in a Southwestern State. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153347

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):

Russo, Renata Ferreira. “?When You Want Something So Bad, You Can Always Do It:? Mexican Women Journeying from the GED to Community College Graduate in a Southwestern State.” 2014. Thesis, Texas A&M University. Accessed June 19, 2019. http://hdl.handle.net/1969.1/153347.

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

MLA Handbook (7th Edition):

Russo, Renata Ferreira. “?When You Want Something So Bad, You Can Always Do It:? Mexican Women Journeying from the GED to Community College Graduate in a Southwestern State.” 2014. Web. 19 Jun 2019.

Vancouver:

Russo RF. ?When You Want Something So Bad, You Can Always Do It:? Mexican Women Journeying from the GED to Community College Graduate in a Southwestern State. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/1969.1/153347.

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

Council of Science Editors:

Russo RF. ?When You Want Something So Bad, You Can Always Do It:? Mexican Women Journeying from the GED to Community College Graduate in a Southwestern State. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153347

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


Texas A&M University

19. 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 June 19, 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. 19 Jun 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 Jun 19]. 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

20. Amezcua, Jesus J. Reflective Practice of a Hispanic Chief Financial Officer and Interim Superintendent in a Predominantly Hispanic South Texas School District.

Degree: 2014, Texas A&M University

 Reflective practice has been utilized in many fields. Education studies have recommended that reflexivity be used to enhance the practice of principals, teachers, and counselors.… (more)

Subjects/Keywords: Reflective Practice; Reflection; Transformative Learning; Superintendents and Chief Financial Officers; Critical Events; Autoetnography; Researcher as Participant; Preparation Programs

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APA (6th Edition):

Amezcua, J. J. (2014). Reflective Practice of a Hispanic Chief Financial Officer and Interim Superintendent in a Predominantly Hispanic South Texas School District. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/154083

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):

Amezcua, Jesus J. “Reflective Practice of a Hispanic Chief Financial Officer and Interim Superintendent in a Predominantly Hispanic South Texas School District.” 2014. Thesis, Texas A&M University. Accessed June 19, 2019. http://hdl.handle.net/1969.1/154083.

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

MLA Handbook (7th Edition):

Amezcua, Jesus J. “Reflective Practice of a Hispanic Chief Financial Officer and Interim Superintendent in a Predominantly Hispanic South Texas School District.” 2014. Web. 19 Jun 2019.

Vancouver:

Amezcua JJ. Reflective Practice of a Hispanic Chief Financial Officer and Interim Superintendent in a Predominantly Hispanic South Texas School District. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/1969.1/154083.

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

Council of Science Editors:

Amezcua JJ. Reflective Practice of a Hispanic Chief Financial Officer and Interim Superintendent in a Predominantly Hispanic South Texas School District. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/154083

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


Texas A&M University

21. Cherrstrom, Catherine Ann. "Connecting the Dots" to the Professoriate: Midlife Women's Career Transitions and Strategies.

Degree: 2015, Texas A&M University

 Changing faculty characteristics in higher education include increasing numbers of new faculty with prior careers and women faculty. However, traditional adult development and career development… (more)

Subjects/Keywords: career transition; career change; midlife; expert to novice; faculty; professoriate; academy; higher education

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APA (6th Edition):

Cherrstrom, C. A. (2015). "Connecting the Dots" to the Professoriate: Midlife Women's Career Transitions and Strategies. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155070

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):

Cherrstrom, Catherine Ann. “"Connecting the Dots" to the Professoriate: Midlife Women's Career Transitions and Strategies.” 2015. Thesis, Texas A&M University. Accessed June 19, 2019. http://hdl.handle.net/1969.1/155070.

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

MLA Handbook (7th Edition):

Cherrstrom, Catherine Ann. “"Connecting the Dots" to the Professoriate: Midlife Women's Career Transitions and Strategies.” 2015. Web. 19 Jun 2019.

Vancouver:

Cherrstrom CA. "Connecting the Dots" to the Professoriate: Midlife Women's Career Transitions and Strategies. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/1969.1/155070.

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

Council of Science Editors:

Cherrstrom CA. "Connecting the Dots" to the Professoriate: Midlife Women's Career Transitions and Strategies. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155070

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

22. De La Garza, John A. A Paramedic's Story: An Autoethnography of Chaos and Quest.

Degree: 2011, Texas A&M University

 This research study represents a personalized account of my experiences as a San Antonio Fire Department (SAFD) paramedic. In this study I bring the reader… (more)

Subjects/Keywords: autoethnography; emergency medical services; job stress; adult learning

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APA (6th Edition):

De La Garza, J. A. (2011). A Paramedic's Story: An Autoethnography of Chaos and Quest. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9802

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):

De La Garza, John A. “A Paramedic's Story: An Autoethnography of Chaos and Quest.” 2011. Thesis, Texas A&M University. Accessed June 19, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9802.

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

MLA Handbook (7th Edition):

De La Garza, John A. “A Paramedic's Story: An Autoethnography of Chaos and Quest.” 2011. Web. 19 Jun 2019.

Vancouver:

De La Garza JA. A Paramedic's Story: An Autoethnography of Chaos and Quest. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9802.

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

Council of Science Editors:

De La Garza JA. A Paramedic's Story: An Autoethnography of Chaos and Quest. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9802

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

23. Wharton, Anna. Adult Female English Language Learners: Investment, Identity and Benefits.

Degree: 2013, Texas A&M University

 ELLs are a growing community in the United States and their learning needs are significantly different from younger learners, collegiate ELLs or Adult Basic Education… (more)

Subjects/Keywords: investment; identity; benefits; ESL; adult education; female; ELL

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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APA (6th Edition):

Wharton, A. (2013). Adult Female English Language Learners: Investment, Identity and Benefits. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151273

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):

Wharton, Anna. “Adult Female English Language Learners: Investment, Identity and Benefits.” 2013. Thesis, Texas A&M University. Accessed June 19, 2019. http://hdl.handle.net/1969.1/151273.

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

MLA Handbook (7th Edition):

Wharton, Anna. “Adult Female English Language Learners: Investment, Identity and Benefits.” 2013. Web. 19 Jun 2019.

Vancouver:

Wharton A. Adult Female English Language Learners: Investment, Identity and Benefits. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/1969.1/151273.

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

Council of Science Editors:

Wharton A. Adult Female English Language Learners: Investment, Identity and Benefits. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151273

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

24. Robinson, Petra Alaine. Skin Bleaching in Jamaica: A Colonial Legacy.

Degree: 2012, Texas A&M University

 Light skin color sits within a space of privilege. While this has global significance and relevance, it is particularly true in Jamaica, a former British… (more)

Subjects/Keywords: Skin bleaching; colorism; Adult Education; Racism; Postcolonialism; Colonialism; Social Cognitive Theory

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APA (6th Edition):

Robinson, P. A. (2012). Skin Bleaching in Jamaica: A Colonial Legacy. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9220

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):

Robinson, Petra Alaine. “Skin Bleaching in Jamaica: A Colonial Legacy.” 2012. Thesis, Texas A&M University. Accessed June 19, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9220.

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

MLA Handbook (7th Edition):

Robinson, Petra Alaine. “Skin Bleaching in Jamaica: A Colonial Legacy.” 2012. Web. 19 Jun 2019.

Vancouver:

Robinson PA. Skin Bleaching in Jamaica: A Colonial Legacy. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9220.

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

Council of Science Editors:

Robinson PA. Skin Bleaching in Jamaica: A Colonial Legacy. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9220

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

25. Stephens, Mattyna L. Human Capital, Social Capital, and Caregiving: Black Rural Grandmothers as Primary Caregivers of their Grandchildren.

Degree: 2014, Texas A&M University

 The purpose of this study was to explore the experiences of Black primary caregiving grandmothers in rural communities to understand how they learn to develop… (more)

Subjects/Keywords: primary caregivers; grandchildren

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APA (6th Edition):

Stephens, M. L. (2014). Human Capital, Social Capital, and Caregiving: Black Rural Grandmothers as Primary Caregivers of their Grandchildren. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153989

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):

Stephens, Mattyna L. “Human Capital, Social Capital, and Caregiving: Black Rural Grandmothers as Primary Caregivers of their Grandchildren.” 2014. Thesis, Texas A&M University. Accessed June 19, 2019. http://hdl.handle.net/1969.1/153989.

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

MLA Handbook (7th Edition):

Stephens, Mattyna L. “Human Capital, Social Capital, and Caregiving: Black Rural Grandmothers as Primary Caregivers of their Grandchildren.” 2014. Web. 19 Jun 2019.

Vancouver:

Stephens ML. Human Capital, Social Capital, and Caregiving: Black Rural Grandmothers as Primary Caregivers of their Grandchildren. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/1969.1/153989.

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

Council of Science Editors:

Stephens ML. Human Capital, Social Capital, and Caregiving: Black Rural Grandmothers as Primary Caregivers of their Grandchildren. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153989

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

.