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You searched for +publisher:"Texas A&M University" +contributor:("Foster, Elizabeth"). Showing records 1 – 15 of 15 total matches.

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Texas A&M University

1. Hollingshead, Barbara S. The development and psychometric analysis of the conceptual level teacher behavior observation tool.

Degree: 2009, Texas A&M University

 The research literature is replete with information about the teacher shortage. The connection between teacher shortages and teacher classroom effectiveness with student achievement substantiates the… (more)

Subjects/Keywords: mentoring; supervision

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APA (6th Edition):

Hollingshead, B. S. (2009). The development and psychometric analysis of the conceptual level teacher behavior observation tool. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1096

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):

Hollingshead, Barbara S. “The development and psychometric analysis of the conceptual level teacher behavior observation tool.” 2009. Thesis, Texas A&M University. Accessed June 20, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1096.

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

MLA Handbook (7th Edition):

Hollingshead, Barbara S. “The development and psychometric analysis of the conceptual level teacher behavior observation tool.” 2009. Web. 20 Jun 2019.

Vancouver:

Hollingshead BS. The development and psychometric analysis of the conceptual level teacher behavior observation tool. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1096.

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

Council of Science Editors:

Hollingshead BS. The development and psychometric analysis of the conceptual level teacher behavior observation tool. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1096

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


Texas A&M University

2. Bradley, Keena. Roles of School Counselors in Supporting Novice Teachers.

Degree: 2010, Texas A&M University

 Many novice teachers are leaving the teaching profession at alarming numbers creating teacher turnover rates that may be difficult for educational administrators to combat. Novice… (more)

Subjects/Keywords: Novice Teachers; School Counselors

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APA (6th Edition):

Bradley, K. (2010). Roles of School Counselors in Supporting Novice Teachers. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7725

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):

Bradley, Keena. “Roles of School Counselors in Supporting Novice Teachers.” 2010. Thesis, Texas A&M University. Accessed June 20, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7725.

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

MLA Handbook (7th Edition):

Bradley, Keena. “Roles of School Counselors in Supporting Novice Teachers.” 2010. Web. 20 Jun 2019.

Vancouver:

Bradley K. Roles of School Counselors in Supporting Novice Teachers. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7725.

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

Council of Science Editors:

Bradley K. Roles of School Counselors in Supporting Novice Teachers. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7725

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


Texas A&M University

3. Kazen, Hayley D. Hispanic Students' Perceptions of the Effectiveness of Learning Communities: A Case Study of First-Year University Students.

Degree: 2010, Texas A&M University

This study focused on the perceptions students have about the effectiveness of learning communities, a focus of the First-Year Success initiative at Texas A Advisors/Committee Members: Slattery, Patrick (advisor), Foster, Elizabeth (committee member), Hall, Robert (committee member), Lira, Juan (committee member).

Subjects/Keywords: First-Year Success; learning communities

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APA (6th Edition):

Kazen, H. D. (2010). Hispanic Students' Perceptions of the Effectiveness of Learning Communities: A Case Study of First-Year University Students. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2008-12-131

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):

Kazen, Hayley D. “Hispanic Students' Perceptions of the Effectiveness of Learning Communities: A Case Study of First-Year University Students.” 2010. Thesis, Texas A&M University. Accessed June 20, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2008-12-131.

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

MLA Handbook (7th Edition):

Kazen, Hayley D. “Hispanic Students' Perceptions of the Effectiveness of Learning Communities: A Case Study of First-Year University Students.” 2010. Web. 20 Jun 2019.

Vancouver:

Kazen HD. Hispanic Students' Perceptions of the Effectiveness of Learning Communities: A Case Study of First-Year University Students. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2008-12-131.

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

Council of Science Editors:

Kazen HD. Hispanic Students' Perceptions of the Effectiveness of Learning Communities: A Case Study of First-Year University Students. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2008-12-131

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


Texas A&M University

4. 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 June 20, 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. 20 Jun 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 Jun 20]. 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

5. 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 June 20, 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. 20 Jun 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 Jun 20]. 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

6. Ferguson, Phyllis Cavanaugh. A critical analysis of power in the institutionalization of changes in a new teacher mentoring program: a case study.

Degree: 2009, Texas A&M University

 The purpose of this case study is to describe the way power, as individual agency, works in the space of institutionalization of a new teacher… (more)

Subjects/Keywords: Power; Mentoring

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APA (6th Edition):

Ferguson, P. C. (2009). A critical analysis of power in the institutionalization of changes in a new teacher mentoring program: a case study. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1478

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):

Ferguson, Phyllis Cavanaugh. “A critical analysis of power in the institutionalization of changes in a new teacher mentoring program: a case study.” 2009. Thesis, Texas A&M University. Accessed June 20, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1478.

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

MLA Handbook (7th Edition):

Ferguson, Phyllis Cavanaugh. “A critical analysis of power in the institutionalization of changes in a new teacher mentoring program: a case study.” 2009. Web. 20 Jun 2019.

Vancouver:

Ferguson PC. A critical analysis of power in the institutionalization of changes in a new teacher mentoring program: a case study. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1478.

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

Council of Science Editors:

Ferguson PC. A critical analysis of power in the institutionalization of changes in a new teacher mentoring program: a case study. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1478

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

7. Rodriguez, Steven. Making sense of divergent career test scores.

Degree: 2009, Texas A&M University

 The purposes of this study were to discover patterns in test scores when both the Myers-Briggs Type Indicator and the Strong Interest Inventory are used… (more)

Subjects/Keywords: career development; Myers-Briggs Type Indicator; Strong Interest Inventory

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APA (6th Edition):

Rodriguez, S. (2009). Making sense of divergent career test scores. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2709

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):

Rodriguez, Steven. “Making sense of divergent career test scores.” 2009. Thesis, Texas A&M University. Accessed June 20, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2709.

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

MLA Handbook (7th Edition):

Rodriguez, Steven. “Making sense of divergent career test scores.” 2009. Web. 20 Jun 2019.

Vancouver:

Rodriguez S. Making sense of divergent career test scores. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2709.

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

Council of Science Editors:

Rodriguez S. Making sense of divergent career test scores. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2709

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

8. Anderson, Amy E. Exploration of the Impact of the Same Developmental Mentor Training Within the Infrastructure of Two Different School Districts.

Degree: 2010, Texas A&M University

 The literature is convincing that the revolving door presently occurring in schools as new teachers prematurely leave the profession is difficult not only on children… (more)

Subjects/Keywords: Mentoring; Novice Teachers; New Teacher Induction; Mentoring Program Infrastructure

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APA (6th Edition):

Anderson, A. E. (2010). Exploration of the Impact of the Same Developmental Mentor Training Within the Infrastructure of Two Different School Districts. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-584

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):

Anderson, Amy E. “Exploration of the Impact of the Same Developmental Mentor Training Within the Infrastructure of Two Different School Districts.” 2010. Thesis, Texas A&M University. Accessed June 20, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-584.

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

MLA Handbook (7th Edition):

Anderson, Amy E. “Exploration of the Impact of the Same Developmental Mentor Training Within the Infrastructure of Two Different School Districts.” 2010. Web. 20 Jun 2019.

Vancouver:

Anderson AE. Exploration of the Impact of the Same Developmental Mentor Training Within the Infrastructure of Two Different School Districts. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-584.

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

Council of Science Editors:

Anderson AE. Exploration of the Impact of the Same Developmental Mentor Training Within the Infrastructure of Two Different School Districts. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-584

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

9. Ashley, Betty Diane. The perceived influence of past mentoring experiences on the mentoring practices of selected female school executives.

Degree: 2009, Texas A&M University

 Although research on mentoring dates back to the early 1980?s, there is little research available which examines the influence of past mentoring experiences on relationships… (more)

Subjects/Keywords: Mentoring; Females

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APA (6th Edition):

Ashley, B. D. (2009). The perceived influence of past mentoring experiences on the mentoring practices of selected female school executives. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1091

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):

Ashley, Betty Diane. “The perceived influence of past mentoring experiences on the mentoring practices of selected female school executives.” 2009. Thesis, Texas A&M University. Accessed June 20, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1091.

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

MLA Handbook (7th Edition):

Ashley, Betty Diane. “The perceived influence of past mentoring experiences on the mentoring practices of selected female school executives.” 2009. Web. 20 Jun 2019.

Vancouver:

Ashley BD. The perceived influence of past mentoring experiences on the mentoring practices of selected female school executives. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1091.

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

Council of Science Editors:

Ashley BD. The perceived influence of past mentoring experiences on the mentoring practices of selected female school executives. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1091

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

10. Williams, Jennifer Beth. The Perceived Impact of Cognitive Developmental Training on the Perceptions of University and District Trained Mentors.

Degree: 2011, Texas A&M University

 The purpose of this study is to investigate differences found in self-efficacy perceptions regarding mentoring of trained mentors who were trained using a cognitive developmental… (more)

Subjects/Keywords: Mentoring; self-efficacy; cognitive developmental mentor training

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APA (6th Edition):

Williams, J. B. (2011). The Perceived Impact of Cognitive Developmental Training on the Perceptions of University and District Trained Mentors. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7988

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, Jennifer Beth. “The Perceived Impact of Cognitive Developmental Training on the Perceptions of University and District Trained Mentors.” 2011. Thesis, Texas A&M University. Accessed June 20, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7988.

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

MLA Handbook (7th Edition):

Williams, Jennifer Beth. “The Perceived Impact of Cognitive Developmental Training on the Perceptions of University and District Trained Mentors.” 2011. Web. 20 Jun 2019.

Vancouver:

Williams JB. The Perceived Impact of Cognitive Developmental Training on the Perceptions of University and District Trained Mentors. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7988.

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

Council of Science Editors:

Williams JB. The Perceived Impact of Cognitive Developmental Training on the Perceptions of University and District Trained Mentors. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7988

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

11. Larrison, Lucy Elaine. Congruence of perceptions among the principal, mentor teacher, and novice teacher regarding the principal's role in a campus mentoring program.

Degree: 2006, Texas A&M University

 The literature is convincing that teachers are leaving the profession in record numbers (Owing, 2004; Ingersoll, 2002). Although there are a variety of reasons that… (more)

Subjects/Keywords: Mentoring

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APA (6th Edition):

Larrison, L. E. (2006). Congruence of perceptions among the principal, mentor teacher, and novice teacher regarding the principal's role in a campus mentoring program. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/4232

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):

Larrison, Lucy Elaine. “Congruence of perceptions among the principal, mentor teacher, and novice teacher regarding the principal's role in a campus mentoring program.” 2006. Thesis, Texas A&M University. Accessed June 20, 2019. http://hdl.handle.net/1969.1/4232.

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

MLA Handbook (7th Edition):

Larrison, Lucy Elaine. “Congruence of perceptions among the principal, mentor teacher, and novice teacher regarding the principal's role in a campus mentoring program.” 2006. Web. 20 Jun 2019.

Vancouver:

Larrison LE. Congruence of perceptions among the principal, mentor teacher, and novice teacher regarding the principal's role in a campus mentoring program. [Internet] [Thesis]. Texas A&M University; 2006. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/1969.1/4232.

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

Council of Science Editors:

Larrison LE. Congruence of perceptions among the principal, mentor teacher, and novice teacher regarding the principal's role in a campus mentoring program. [Thesis]. Texas A&M University; 2006. Available from: http://hdl.handle.net/1969.1/4232

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


Texas A&M University

12. Marz, Carrie Oden. Obstacles in pursuing teacher certification of paraprofessional employees in a Texas urban school district.

Degree: 2006, Texas A&M University

 School districts across the country are faced with teacher shortages in critical need areas such as special education and bilingual education. Further complicating this shortage… (more)

Subjects/Keywords: Paraprofessional; Teacher Certification

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APA (6th Edition):

Marz, C. O. (2006). Obstacles in pursuing teacher certification of paraprofessional employees in a Texas urban school district. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/3873

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):

Marz, Carrie Oden. “Obstacles in pursuing teacher certification of paraprofessional employees in a Texas urban school district.” 2006. Thesis, Texas A&M University. Accessed June 20, 2019. http://hdl.handle.net/1969.1/3873.

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

MLA Handbook (7th Edition):

Marz, Carrie Oden. “Obstacles in pursuing teacher certification of paraprofessional employees in a Texas urban school district.” 2006. Web. 20 Jun 2019.

Vancouver:

Marz CO. Obstacles in pursuing teacher certification of paraprofessional employees in a Texas urban school district. [Internet] [Thesis]. Texas A&M University; 2006. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/1969.1/3873.

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

Council of Science Editors:

Marz CO. Obstacles in pursuing teacher certification of paraprofessional employees in a Texas urban school district. [Thesis]. Texas A&M University; 2006. Available from: http://hdl.handle.net/1969.1/3873

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


Texas A&M University

13. Sarpy-Simpson, Claudine L. The perceptions of novice and veteran teachers on the role of the principal in the retention of urban novice teachers.

Degree: 2007, Texas A&M University

 The purpose of this study is to identify the perceptions of novice and veteran teachers regarding the role of the principal in retaining teachers in… (more)

Subjects/Keywords: Novice teachers; Veteran teachers; perceptions; urban; principal; retention

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APA (6th Edition):

Sarpy-Simpson, C. L. (2007). The perceptions of novice and veteran teachers on the role of the principal in the retention of urban novice teachers. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/4677

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):

Sarpy-Simpson, Claudine L. “The perceptions of novice and veteran teachers on the role of the principal in the retention of urban novice teachers.” 2007. Thesis, Texas A&M University. Accessed June 20, 2019. http://hdl.handle.net/1969.1/4677.

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

MLA Handbook (7th Edition):

Sarpy-Simpson, Claudine L. “The perceptions of novice and veteran teachers on the role of the principal in the retention of urban novice teachers.” 2007. Web. 20 Jun 2019.

Vancouver:

Sarpy-Simpson CL. The perceptions of novice and veteran teachers on the role of the principal in the retention of urban novice teachers. [Internet] [Thesis]. Texas A&M University; 2007. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/1969.1/4677.

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

Council of Science Editors:

Sarpy-Simpson CL. The perceptions of novice and veteran teachers on the role of the principal in the retention of urban novice teachers. [Thesis]. Texas A&M University; 2007. Available from: http://hdl.handle.net/1969.1/4677

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


Texas A&M University

14. Moon Merchant, Vickie V. A longitudinal trend study of a university-based teacher induction program: observable behaviors of urban teachers and their perceptions of program components five years after participation.

Degree: 2006, Texas A&M University

 This longitudinal trend study (Gall, Borg & Gall, 1996) examined the effectiveness of a one-semester university-based teacher induction program as compared to a two-semester university-based… (more)

Subjects/Keywords: Beginning teachers; Culturally Responsive Pedagogy; Formative Observations; Induction; Mentoring; Multicultural Education; Peer Support; Professional Development; Retention; University-based Teacher Induction Program

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

APA (6th Edition):

Moon Merchant, V. V. (2006). A longitudinal trend study of a university-based teacher induction program: observable behaviors of urban teachers and their perceptions of program components five years after participation. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/4265

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):

Moon Merchant, Vickie V. “A longitudinal trend study of a university-based teacher induction program: observable behaviors of urban teachers and their perceptions of program components five years after participation.” 2006. Thesis, Texas A&M University. Accessed June 20, 2019. http://hdl.handle.net/1969.1/4265.

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

MLA Handbook (7th Edition):

Moon Merchant, Vickie V. “A longitudinal trend study of a university-based teacher induction program: observable behaviors of urban teachers and their perceptions of program components five years after participation.” 2006. Web. 20 Jun 2019.

Vancouver:

Moon Merchant VV. A longitudinal trend study of a university-based teacher induction program: observable behaviors of urban teachers and their perceptions of program components five years after participation. [Internet] [Thesis]. Texas A&M University; 2006. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/1969.1/4265.

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

Council of Science Editors:

Moon Merchant VV. A longitudinal trend study of a university-based teacher induction program: observable behaviors of urban teachers and their perceptions of program components five years after participation. [Thesis]. Texas A&M University; 2006. Available from: http://hdl.handle.net/1969.1/4265

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


Texas A&M University

15. Monk, Douglas Matthew. An assessment of the quality and educational adequacy of educational facilities and their perceived impact on the learning environment as reported by middle school administrators and teachers in Humble Independent School District, Humble, Texas.

Degree: 2007, Texas A&M University

 This quantitative study investigates the adequacy and quality of middle school facilities in Humble ISD middle schools as reported by the primary users of these… (more)

Subjects/Keywords: Educational Facilities; Learning Environment

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

APA (6th Edition):

Monk, D. M. (2007). An assessment of the quality and educational adequacy of educational facilities and their perceived impact on the learning environment as reported by middle school administrators and teachers in Humble Independent School District, Humble, Texas. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/5013

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):

Monk, Douglas Matthew. “An assessment of the quality and educational adequacy of educational facilities and their perceived impact on the learning environment as reported by middle school administrators and teachers in Humble Independent School District, Humble, Texas.” 2007. Thesis, Texas A&M University. Accessed June 20, 2019. http://hdl.handle.net/1969.1/5013.

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

MLA Handbook (7th Edition):

Monk, Douglas Matthew. “An assessment of the quality and educational adequacy of educational facilities and their perceived impact on the learning environment as reported by middle school administrators and teachers in Humble Independent School District, Humble, Texas.” 2007. Web. 20 Jun 2019.

Vancouver:

Monk DM. An assessment of the quality and educational adequacy of educational facilities and their perceived impact on the learning environment as reported by middle school administrators and teachers in Humble Independent School District, Humble, Texas. [Internet] [Thesis]. Texas A&M University; 2007. [cited 2019 Jun 20]. Available from: http://hdl.handle.net/1969.1/5013.

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

Council of Science Editors:

Monk DM. An assessment of the quality and educational adequacy of educational facilities and their perceived impact on the learning environment as reported by middle school administrators and teachers in Humble Independent School District, Humble, Texas. [Thesis]. Texas A&M University; 2007. Available from: http://hdl.handle.net/1969.1/5013

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

.