+publisher:"Texas A&M University" +contributor:("Hall, Robert J")

Texas A&M University

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

Degree: 2009, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-1286

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

▼ Based on a cross-cultural comparison of requesting behavior between Koreans and Americans, the study tried to determine the extent of pragmatic transfer and the impact of individual subjective motives that may influence pragmatic language choice. Two different groups of subjects participated in this study: 30 Korean participants for Korean (KK) and also for interlanguage (KE) data who were studying English as a Second Language (ESL) in a U.S. university, and 30 American college students (AE). Data were collected by using a questionnaire with a Discourse Completion Task (DCT). Semi-structured interviews were also conducted with 13 Korean ESL learners who showed the highest and the least amount of pragmatic transfer. Findings showed evidence of pragmatic transfer in the request responses given by Korean ESL learners in the level of directness, perspectives of head acts, and the frequency of supportive moves and internal modifiers. The requesting behaviors of KE group were realized through more direct strategies than those of AE group. KE speakers had a tendency to use hearer-oriented requests more frequently than AE speakers, but slightly less than KK speakers, indicating that L1 transfer is operative. Pragmatic transfer occurred in three supportive moves such as Promise of Reward, Appreciation, and Apology and in three internal modifiers such as play-down, consultative device, and downtoner. The interviewees in this study were conscious of differing rules for requesting. Learners? judgment of L2 pragmatic norms, the learners? perception of their own language and their attitudes of the learned language have a determining influence on language use. Furthermore, findings showed that purpose of learning the L2, learners? different types of motivation, and the length of residence intention contribute to the extent of pragmatic transfer. Finally, impossibility to acquire native-like proficiency, fear of disloyalty to their own culture, and preference of L1 styles as a marker of cultural identity seemed to be factors that influence learners? pragmatic choices. Findings of this study offer implications that language educators need to recognize and plan for the different target goals language learners may have and that second/foreign language speakers also possess a desire to express their own identity. Advisors/Committee Members: Burlbaw, Lynn M. (advisor), Eslami, Zohreh (advisor), Hall, Robert J. (committee member), Quiroz, Blanca (committee member).

Subjects/Keywords: pragmatic transfer; subjectivity

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APA (6^th Edition):

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

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

Chicago Manual of Style (16^th Edition):

Kim, Heekyoung. “The role of the learner subjectivity and pragmatic transfer in the performance of requests by Korean ESL learners.” 2009. Thesis, Texas A&M University. Accessed December 09, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1286.

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

MLA Handbook (7^th Edition):

Kim, Heekyoung. “The role of the learner subjectivity and pragmatic transfer in the performance of requests by Korean ESL learners.” 2009. Web. 09 Dec 2019.

Vancouver:

Kim H. The role of the learner subjectivity and pragmatic transfer in the performance of requests by Korean ESL learners. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1286.

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

Council of Science Editors:

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

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

Texas A&M University

2. Yulia, Astri. DOES THE SPOKEN LANGUAGE HELP OR HINDER THE SPELLING IN THE SECOND LANGUAGE? A CASE OF INDONESIAN AND ACEHNESE LANGUAGE.

Degree: 2010, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-530

► The general purpose of this study was to examine the spelling of five phonemes that are similar in Acehnese and Indonesian but represented by different… (more)

Subjects/Keywords: N/A

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APA (6^th Edition):

Yulia, A. (2010). DOES THE SPOKEN LANGUAGE HELP OR HINDER THE SPELLING IN THE SECOND LANGUAGE? A CASE OF INDONESIAN AND ACEHNESE LANGUAGE. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-530

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

Chicago Manual of Style (16^th Edition):

Yulia, Astri. “DOES THE SPOKEN LANGUAGE HELP OR HINDER THE SPELLING IN THE SECOND LANGUAGE? A CASE OF INDONESIAN AND ACEHNESE LANGUAGE.” 2010. Thesis, Texas A&M University. Accessed December 09, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-530.

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

MLA Handbook (7^th Edition):

Yulia, Astri. “DOES THE SPOKEN LANGUAGE HELP OR HINDER THE SPELLING IN THE SECOND LANGUAGE? A CASE OF INDONESIAN AND ACEHNESE LANGUAGE.” 2010. Web. 09 Dec 2019.

Vancouver:

Yulia A. DOES THE SPOKEN LANGUAGE HELP OR HINDER THE SPELLING IN THE SECOND LANGUAGE? A CASE OF INDONESIAN AND ACEHNESE LANGUAGE. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-530.

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

Council of Science Editors:

Yulia A. DOES THE SPOKEN LANGUAGE HELP OR HINDER THE SPELLING IN THE SECOND LANGUAGE? A CASE OF INDONESIAN AND ACEHNESE LANGUAGE. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-530

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

Texas A&M University

3. Lee, Jin Hee. Mathematics Classroom Activities of Selected East Asian and Non-Asian Countries From the Views of Teachers and Students.

Degree: 2012, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11467

► East Asian countries have achieved high levels of mathematics competency. This study investigated classroom activities of East Asian countries based on the idea that different… (more)

▼ East Asian countries have achieved high levels of mathematics competency. This study investigated classroom activities of East Asian countries based on the idea that different learning experiences lead to gaps in academic outcomes. The main purposes of this study were: (1) to identify the features of classroom activities in the four East Asian countries of Chinese Taipei, Hong Kong, Japan, and South Korea and the two non-Asian countries of Hungary and England, (2) to determine whether or not there are predominant features of classroom activities shared in East Asia, and (3) to verify whether or not the perceptions of classroom activities between teachers and students are consistent with each other. The data was gathered from the Student Questionnaire and the Teacher Questionnaire in TIMSS 2007. Descriptive statistics and Pearson's chi-square tests were employed to examine classroom activities in the six countries. The results indicated that, compared to traditional mathematics activities, the activities related to reform mathematics were not more likely to be deemphasized in each East Asian country. Also, with respect to reformed mathematics activities, all East Asian countries did not necessarily emphasize them less than the two non-Asian countries. Furthermore, in the frequencies of all ten activities, statistically significant differences existed between all six countries as well as within the East Asian countries. Lastly, it was found that in numerous instances, there were differences in perceptions of classroom activities between teachers and students within a country. Based on the findings, this study suggested not to regard educational practice in East Asia as traditional and to over-simplify it by the label 'East Asian style.' However, further studies are needed on various aspects of classroom practice, except for classroom activities, in East Asia. In addition, this study argued that both the views of students and teachers should be considered together in the study for educational practice. Moreover, it is suggested that future studies investigate the relationships of discrepancies between teachers and students with students' learning and achievement. Advisors/Committee Members: Li, Yeping (advisor), Capraro, Mary M. (committee member), Hall, Robert J. (committee member).

Subjects/Keywords: classroom activities; mathematics education; discrepancy of perceptions between teachers and students; TIMSS

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

APA (6^th Edition):

Lee, J. H. (2012). Mathematics Classroom Activities of Selected East Asian and Non-Asian Countries From the Views of Teachers and Students. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11467

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

Chicago Manual of Style (16^th Edition):

Lee, Jin Hee. “Mathematics Classroom Activities of Selected East Asian and Non-Asian Countries From the Views of Teachers and Students.” 2012. Thesis, Texas A&M University. Accessed December 09, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11467.

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

MLA Handbook (7^th Edition):

Lee, Jin Hee. “Mathematics Classroom Activities of Selected East Asian and Non-Asian Countries From the Views of Teachers and Students.” 2012. Web. 09 Dec 2019.

Vancouver:

Lee JH. Mathematics Classroom Activities of Selected East Asian and Non-Asian Countries From the Views of Teachers and Students. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11467.

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

Council of Science Editors:

Lee JH. Mathematics Classroom Activities of Selected East Asian and Non-Asian Countries From the Views of Teachers and Students. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11467

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

Texas A&M University

4. Hong, Seunghwa. Detecting Inaccurate Response Patterns in Korean Military Personality Inventory: An Application of Item Response Theory.

Degree: 2013, Texas A&M University

URL: http://hdl.handle.net/1969.1/151232

► There are concerns regarding the risk of the inaccurate responses in the personality data. The inaccurate responses negatively affect in the individual selection contexts. Especially,… (more)

Subjects/Keywords: Person-fit analysis; item response theory; personality measures; military personnel selection

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APA (6^th Edition):

Hong, S. (2013). Detecting Inaccurate Response Patterns in Korean Military Personality Inventory: An Application of Item Response Theory. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151232

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

Chicago Manual of Style (16^th Edition):

Hong, Seunghwa. “Detecting Inaccurate Response Patterns in Korean Military Personality Inventory: An Application of Item Response Theory.” 2013. Thesis, Texas A&M University. Accessed December 09, 2019. http://hdl.handle.net/1969.1/151232.

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

MLA Handbook (7^th Edition):

Hong, Seunghwa. “Detecting Inaccurate Response Patterns in Korean Military Personality Inventory: An Application of Item Response Theory.” 2013. Web. 09 Dec 2019.

Vancouver:

Hong S. Detecting Inaccurate Response Patterns in Korean Military Personality Inventory: An Application of Item Response Theory. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/1969.1/151232.

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

Council of Science Editors:

Hong S. Detecting Inaccurate Response Patterns in Korean Military Personality Inventory: An Application of Item Response Theory. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151232

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

Texas A&M University

5. Zhou, Qiong. The Impact of Misspecifying A Higher Level Nesting Structure in Item Response Theory Models: A Monte Carlo Study.

Degree: 2013, Texas A&M University

URL: http://hdl.handle.net/1969.1/151249

► The advantages of Multilevel Item Response Theory (MLIRT) model have been studied by several researchers, and even the impact of ignoring a higher level of… (more)

▼ The advantages of Multilevel Item Response Theory (MLIRT) model have been studied by several researchers, and even the impact of ignoring a higher level of data structure in multilevel analysis has been studied and discussed. However, due to the technical complexity of modeling and the shortage in function of dealing with multilevel data in traditional IRT packages (e.g., BILOG and PARSCALE), researchers may not be able to analyze the multilevel IRT data accurately. The impact of this type of misspecification, especially for MLIRT models, has not yet been thoughtfully examined. This dissertation consists of two studies: one is a Monte Carlo study that investigates the impact of this type of misspecification and the other one is a study with real-world data to validate the results obtaining from the simulation study. In Study One (the simulation study), we investigate the potential impact of several factors, including: intra-class correlation (ICC), sample size, cluster size and test length, on the parameter estimates and corresponding test of significance under two situations: when the higher level nesting structure is appropriately modeled (i.e., true model condition) versus inappropriately modeled (i.e., misspecified model condition). Three-level straightly hierarchical data (i.e., items are nested within students who are further nested within schools) were generated. Two person-related and school-related covariates were added at the second level (i.e., person-level) and the third level (i.e., school-level), respectively. The results of simulation studies showed that both parameter estimates and their corresponding standard errors would be biased if the higher level nesting structure was ignored. In Study Two, a real data from the Programme for International Student Assessment with purely hierarchical structure were analyzed by comparing parameter estimates when inappropriate versus appropriate IRT models are specified. The findings mirrored the results obtained from the first study. The implication of this dissertation to researchers is that it is important to model the multilevel data structure even in item response theory models. Researchers should interpret their results in caution when ignoring a higher level nesting structure in MLIRT models. What's more, the findings may help researchers determine when MLIRT should be used to get an unbiased result. Limitations concerning about some of the constraints of the simulation study could be relaxed. For instance, although this study used only dichotomous items, the MLIRT could also be used with polytomous items. The test length could be longer and more variability could be introduced into the item parameters? values. Advisors/Committee Members: Kwok, Oiman (advisor), Yoon, Myongsun (advisor), Hall, Robert J. (committee member), Willson, Victor L. (committee member).

Subjects/Keywords: Multilevel IRT; Monte Carlo study; IRT

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

APA (6^th Edition):

Zhou, Q. (2013). The Impact of Misspecifying A Higher Level Nesting Structure in Item Response Theory Models: A Monte Carlo Study. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151249

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

Chicago Manual of Style (16^th Edition):

Zhou, Qiong. “The Impact of Misspecifying A Higher Level Nesting Structure in Item Response Theory Models: A Monte Carlo Study.” 2013. Thesis, Texas A&M University. Accessed December 09, 2019. http://hdl.handle.net/1969.1/151249.

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

MLA Handbook (7^th Edition):

Zhou, Qiong. “The Impact of Misspecifying A Higher Level Nesting Structure in Item Response Theory Models: A Monte Carlo Study.” 2013. Web. 09 Dec 2019.

Vancouver:

Zhou Q. The Impact of Misspecifying A Higher Level Nesting Structure in Item Response Theory Models: A Monte Carlo Study. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/1969.1/151249.

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

Council of Science Editors:

Zhou Q. The Impact of Misspecifying A Higher Level Nesting Structure in Item Response Theory Models: A Monte Carlo Study. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151249

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

Texas A&M University

6. Beckmann, Jeffery Linn. Single camera 3D gaze determination.

Degree: 2009, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-1247

► In this dissertation, a new approach for determining gaze direction is presented. This approach is based on the existence of a visual axes center for… (more)

Subjects/Keywords: gaze determination; visual axes center

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APA (6^th Edition):

Beckmann, J. L. (2009). Single camera 3D gaze determination. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1247

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

Chicago Manual of Style (16^th Edition):

Beckmann, Jeffery Linn. “Single camera 3D gaze determination.” 2009. Thesis, Texas A&M University. Accessed December 09, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1247.

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

MLA Handbook (7^th Edition):

Beckmann, Jeffery Linn. “Single camera 3D gaze determination.” 2009. Web. 09 Dec 2019.

Vancouver:

Beckmann JL. Single camera 3D gaze determination. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1247.

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

Council of Science Editors:

Beckmann JL. Single camera 3D gaze determination. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1247

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

Texas A&M University

7. Ross, Amanda Ann. The effects of constructivist teaching approaches on middle school students' algebraic understanding.

Degree: 2009, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-1777

► The goal in mathematics has shifted towards an emphasis on both procedural knowledge and conceptual understanding. The importance of gaining procedural knowledge and conceptual understanding… (more)

▼ The goal in mathematics has shifted towards an emphasis on both procedural knowledge and conceptual understanding. The importance of gaining procedural knowledge and conceptual understanding is aligned with Principles and Standards for School Mathematics (National Council of Teachers of Mathematics, 2000), which encourages fluency, reasoning skills, and ability to justify decisions. Possession of only procedural skills will not prove useful to students in many situations other than on tests (Boaler, 2000). Teachers and researchers can benefit from this study, which examined the effects of representations, constructivist approaches, and engagement on middle school students' algebraic understanding. Data from an algebra pretest and posttest, as well as 16 algebra video lessons from an NSF-IERI funded project, were examined to determine occurrences of indicators of representations, constructivist approaches, and engagement, as well as student understanding. A mixed methods design was utilized by implementing multilevel structural equation modeling and constant comparison within the analysis. Calculation of descriptive statistics and creation of bar graphs provided more detail to add to the findings from the components of the statistical test and qualitative comparison method. The results of the final structural equation model revealed a model that fit the data, with a non-significant model, p > .01. The new collectively named latent factor of constructivist approaches with the six indicators of enactive representations, encouragement of student independent thinking, creation of problem-centered lessons, facilitation of shared meanings, justification of ideas, and receiving feedback from the teacher was shown to be a significant predictor of procedural knowledge (p < .05) and conceptual understanding (p < .10). The indicators of the original latent factor of constructivist approaches were combined with one indicator for representations and two indicators for engagement. Constant comparison revealed similar findings concerning correlations among the indicators, as well as effects on student engagement and understanding. Constructivist approaches were found to have a positive effect on both types of student learning in middle school mathematics. Advisors/Committee Members: Kulm, Gerald O. (advisor), Capraro, Mary M. (committee member), Goldsby, Dianne (committee member), Hall, Robert J. (committee member).

Subjects/Keywords: Procedural knowledge; Conceptual understanding; Representation; Constructivist teaching approaches; Engagement

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

APA (6^th Edition):

Ross, A. A. (2009). The effects of constructivist teaching approaches on middle school students' algebraic understanding. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1777

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

Chicago Manual of Style (16^th Edition):

Ross, Amanda Ann. “The effects of constructivist teaching approaches on middle school students' algebraic understanding.” 2009. Thesis, Texas A&M University. Accessed December 09, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1777.

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

MLA Handbook (7^th Edition):

Ross, Amanda Ann. “The effects of constructivist teaching approaches on middle school students' algebraic understanding.” 2009. Web. 09 Dec 2019.

Vancouver:

Ross AA. The effects of constructivist teaching approaches on middle school students' algebraic understanding. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1777.

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

Council of Science Editors:

Ross AA. The effects of constructivist teaching approaches on middle school students' algebraic understanding. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1777

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

Texas A&M University

8. Chen, Qi. The impact of ignoring a level of nesting structure in multilevel growth mixture model: a Monte Carlo study.

Degree: 2009, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2959

► The number of longitudinal studies has increased steadily in various social science disciplines over the last decade. Growth Mixture Modeling (GMM) has emerged among the… (more)

▼ The number of longitudinal studies has increased steadily in various social science disciplines over the last decade. Growth Mixture Modeling (GMM) has emerged among the new approaches for analyzing longitudinal data. It can be viewed as a combination of Hierarchical Linear Modeling, Latent Growth Curve Modeling and Finite Mixture Modeling. The combination of both continuous and categorical latent variables makes GMM a flexible analysis procedure. However, when researchers analyze their data using GMM, some may assume that the units are independent of each other even though it may not always be the case. The purpose of this dissertation was to examine the impact of ignoring a higher nesting structure in Multilevel Growth Mixture Modeling on the accuracy of classification of individuals and the accuracy on tests of significance (i.e., Type I error rate and statistical power) of the parameter estimates for the model in each subpopulation. Two simulation studies were conducted. In the first study, the impact of misspecifying the multilevel mixture model is investigated by ignoring a level of nesting structure in cross-sectional data. In the second study, longitudinal clustered data (e.g., repeated measures nested within units and units nested within clusters) are analyzed correctly and with a misspecification ignoring the highest level of the nesting structure. Results indicate that ignoring a higher level nesting structure results in lower classification accuracy, less accurate fixed effect estimates, inflation of lower-level variance estimates, and less accurate standard error estimates, the latter result which in turn affects the accuracy of tests of significance for the fixed effects. The magnitude of the intra-class correlation (ICC) coefficient has a substantial impact when a higher level nesting structure is ignored; the higher the ICC, the more variance at the highest level is ignored, and the worse the performance of the model. The implication for applied researchers is that it is important to model the multilevel data structure in (growth) mixture modeling. In addition, researchers should be cautious in interpreting their results if ignoring a higher level nesting structure is inevitable. Limitations concerning appropriate use of latent class analysis in growth modeling include unknown effects of incorrect estimation of the number of latent classes, non-normal distribution effects, and different growth patterns within-group and between-group. Advisors/Committee Members: Kwok, Oi-Man (advisor), Willson, Victor L. (advisor), Hall, Robert J. (committee member), Speed, Michael (committee member).

Subjects/Keywords: multilevel model; growth mixture model; structural equation model

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

APA (6^th Edition):

Chen, Q. (2009). The impact of ignoring a level of nesting structure in multilevel growth mixture model: a Monte Carlo study. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2959

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

Chicago Manual of Style (16^th Edition):

Chen, Qi. “The impact of ignoring a level of nesting structure in multilevel growth mixture model: a Monte Carlo study.” 2009. Thesis, Texas A&M University. Accessed December 09, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2959.

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

MLA Handbook (7^th Edition):

Chen, Qi. “The impact of ignoring a level of nesting structure in multilevel growth mixture model: a Monte Carlo study.” 2009. Web. 09 Dec 2019.

Vancouver:

Chen Q. The impact of ignoring a level of nesting structure in multilevel growth mixture model: a Monte Carlo study. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2959.

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

Council of Science Editors:

Chen Q. The impact of ignoring a level of nesting structure in multilevel growth mixture model: a Monte Carlo study. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2959

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

Texas A&M University

9. Shimek, Christina. The Effectiveness of Scaffolding Treatment on College Students' Epistemological Reasoning about how Data are Used as Evidence.

Degree: 2012, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10957

► College students rarely engage model-based epistemological reasoning about scientific data and evidence. The purpose of this study was to (1) investigate how scaffolding treatments influenced… (more)

▼ College students rarely engage model-based epistemological reasoning about scientific data and evidence. The purpose of this study was to (1) investigate how scaffolding treatments influenced college students' epistemological reasoning about how data are used as evidence, (2) describe students' epistemological reasoning practice over the course of the study, (3) learn more about relationships among students' domain knowledge, epistemological beliefs about scientific knowledge, and epistemological reasoning, and (4) investigate how scaffolding for epistemological reasoning influences knowledge gain. Participants in this study consisted of three-hundred fifteen undergraduate students; all were juniors and seniors and all students were enrolled in one of two introductory genetics laboratory courses. Study participants included non-majors (Experiment 1, N =143) and majors (Experiment 2, N = 172). A partially mixed-methods sequential research design was used in this study; qualitative and quantitative phases were mixed during data analysis. A distributed scaffolding system was used in this study. All participants from each laboratory section were randomly assigned to one of three treatments; no scaffolds, domain-general scaffolds, or domain specific scaffolds. Study variables included domain knowledge, epistemological beliefs about the nature of scientific knowledge, and epistemological reasoning, scaffolding treatment was the manipulated variable. Findings were: (1) Chi square analysis indicated no statistically significant differences in epistemological reasoning by scaffolding treatment; model-based reasoning was not observed in students' explanations; (2) Spearman rho indicated no change in epistemological reasoning over the course of the study, however, statistical significance was not reached, however, a repeated measures ANOVA with Greenhouse-Geisser correction indicated a statistically significant within subjects change in epistemological reasoning, implications are discussed; (3) statistically significant bivariate correlations were found and (4) ANCOVA indicated pretest domain knowledge was a statistically significant covariate for posttest domain knowledge and a statistically significant main effect for scaffolding treatment was reached by Experiment 1 participants but not by Experiment 2 participants. Implications for instructional design and future research are discussed. Advisors/Committee Members: Goetz, Ernest T. (advisor), Loving, Cathleen C. (advisor), Hall, Robert J. (committee member), Wild, James R. (committee member).

Subjects/Keywords: distributed scaffolding; domain-general scaffolds; domain-specific scaffolds; epistemological reasoning; college science

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APA (6^th Edition):

Shimek, C. (2012). The Effectiveness of Scaffolding Treatment on College Students' Epistemological Reasoning about how Data are Used as Evidence. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10957

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

Chicago Manual of Style (16^th Edition):

Shimek, Christina. “The Effectiveness of Scaffolding Treatment on College Students' Epistemological Reasoning about how Data are Used as Evidence.” 2012. Thesis, Texas A&M University. Accessed December 09, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10957.

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

MLA Handbook (7^th Edition):

Shimek, Christina. “The Effectiveness of Scaffolding Treatment on College Students' Epistemological Reasoning about how Data are Used as Evidence.” 2012. Web. 09 Dec 2019.

Vancouver:

Shimek C. The Effectiveness of Scaffolding Treatment on College Students' Epistemological Reasoning about how Data are Used as Evidence. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10957.

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

Council of Science Editors:

Shimek C. The Effectiveness of Scaffolding Treatment on College Students' Epistemological Reasoning about how Data are Used as Evidence. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10957

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

Texas A&M University

10. Jung, Eunju. Detecting the Violation of Factorial Invariance with an Unknown Reference Variable.

Degree: 2014, Texas A&M University

URL: http://hdl.handle.net/1969.1/153396

► A widely used tool for testing measurement invariance is multi-group confirmatory factor analysis (MCFA). Identification of MCFA models is usually done by imposing invariance constraints… (more)

▼ A widely used tool for testing measurement invariance is multi-group confirmatory factor analysis (MCFA). Identification of MCFA models is usually done by imposing invariance constraints on parameters of chosen reference variables (RV). If the chosen RVs were not actually invariant, one could draw invalid conclusions regarding the source of noninvariance. How can an invariant RV be selected accurately? To our knowledge, no method is yet available, yet two approaches have been suggested to detect non-invariant (or invariant) items without choosing specific RVs. One is the factor-ratio test (FR-T), and the other is the use of the largest modification index (Max-Mod). These two approaches have yet to be directly compared under the same conditions. To address unsolved problems in partial measurement invariance testing, two studies were conducted. The first aimed to identify a truly invariant RV using the smallest modification index. The second aimed to directly compare the performances of FR-T and the backward approach using the Max-Mod in correctly specifying the source of noninvariance. The second study also proposes a new method?the forward approach facilitated by the bias-corrected bootstrapping confidence intervals. The performances of the three methods was compared in terms of perfect recovery rates, model-level Type I error rates, and model-level Type II error rates. The results of the first study indicated that the Min-Mod successfully identify a truly invariant RV across all conditions. In the second study, overall, the backward approach also showed best performance under 99% confidence level (? = 0.01) in both partial metric invariance (PMI) and partial scalar invariance (PSI) conditions. The performance of the forward approach was comparable with that of the backward approach only in PMI conditions. The factor-ratio test had the poorest performance. Limitations and future directions are also discussed. Advisors/Committee Members: Yoon, Myeongsun (advisor), Willson, Victor L (advisor), Hall, Robert J (committee member), Kwok, Oi-Man (committee member).

Subjects/Keywords: Measurement Invariance; Factorial Invariance; Reference Variable

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

APA (6^th Edition):

Jung, E. (2014). Detecting the Violation of Factorial Invariance with an Unknown Reference Variable. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153396

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

Chicago Manual of Style (16^th Edition):

Jung, Eunju. “Detecting the Violation of Factorial Invariance with an Unknown Reference Variable.” 2014. Thesis, Texas A&M University. Accessed December 09, 2019. http://hdl.handle.net/1969.1/153396.

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

MLA Handbook (7^th Edition):

Jung, Eunju. “Detecting the Violation of Factorial Invariance with an Unknown Reference Variable.” 2014. Web. 09 Dec 2019.

Vancouver:

Jung E. Detecting the Violation of Factorial Invariance with an Unknown Reference Variable. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/1969.1/153396.

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

Council of Science Editors:

Jung E. Detecting the Violation of Factorial Invariance with an Unknown Reference Variable. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153396

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

11. McGowen, Robert Scott. The impact of school facilities on student achievement, attendance, behavior, completion rate and teacher turnover rate in selected Texas high schools.

Degree: 2009, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2054

► The purpose of this study was to explore the possible relationship between school facility conditions and school outcomes such as student academic achievement, attendance, discipline,… (more)

▼ The purpose of this study was to explore the possible relationship between school facility conditions and school outcomes such as student academic achievement, attendance, discipline, completion rate and teacher turnover rate. School facility condition for the participating schools was determined by the Total Learning Environment Assessment (TLEA) as completed by the principal or principal?s designee on high school campuses in Texas with enrollments between 1,000 and 2000 and economically disadvantaged enrollments less than 40%. Each school in the study population was organized by grades nine through twelve. Data for achievement, attendance, discipline, completion rate and teacher turnover rate were collected through the Public Education Information Management System (PEIMS) managed by the Texas Education Agency. Student achievement, attendance, discipline, completion rate and teacher turnover rate and their relation to school facilities were investigated using multiple regression models to compare sections and subsections of the TLEA with each of the five dependent variables. Major research findings of this study included the following: first, student achievement, attendance and completion rate measures were not found to be statistically significant in relation to school facility conditions as measured by the TLEA at the 0.05 level; second, discipline, or behavior, was found to be significantly related to the TLEA. This indicates that the subsections of the TLEA could be used to predict discipline factors for schools in the study population; third, teacher turnover rate was found to be related to the TLEA subsections of Specialized Learning Space and Support Space, with the correlation to Support Space being indirect. Literature from prior studies infers that relationships do exist between all five of the study?s dependent variables. However, this study only yielded significant findings in the areas of student discipline and teacher turnover. The researchers recommendations based upon this study include the following: administrators and designers should take into account factors such as interior environment and academic learning space when planning schools to positively impact student discipline; school design and construction should focus on specialized learning spaces and other academic areas more than administrative support spaces when striving to increase teacher satisfaction with physical working conditions. Advisors/Committee Members: Zellner, Luana (advisor), Collier, Virginia (committee member), Hall, Robert J. (committee member), Welch, Ben (committee member).

Subjects/Keywords: School Facilities; Student Achievement; Teacher Turnover

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APA (6^th Edition):

McGowen, R. S. (2009). The impact of school facilities on student achievement, attendance, behavior, completion rate and teacher turnover rate in selected Texas high schools. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2054

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

Chicago Manual of Style (16^th Edition):

McGowen, Robert Scott. “The impact of school facilities on student achievement, attendance, behavior, completion rate and teacher turnover rate in selected Texas high schools.” 2009. Thesis, Texas A&M University. Accessed December 09, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2054.

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

MLA Handbook (7^th Edition):

McGowen, Robert Scott. “The impact of school facilities on student achievement, attendance, behavior, completion rate and teacher turnover rate in selected Texas high schools.” 2009. Web. 09 Dec 2019.

Vancouver:

McGowen RS. The impact of school facilities on student achievement, attendance, behavior, completion rate and teacher turnover rate in selected Texas high schools. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2054.

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

Council of Science Editors:

McGowen RS. The impact of school facilities on student achievement, attendance, behavior, completion rate and teacher turnover rate in selected Texas high schools. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2054

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

12. Massa, Idalia. Underrepresentation of Hispanic/Latino Students Identified with Emotional Disturbance in IDEIA: What's the Teacher's Role?.

Degree: 2011, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9695

► Historically, Hispanic/Latino (H/L) students have been under-referred, under-identified, and under-served by the U.S. Special Education (SPED) system, particularly under the emotional behavioral disturbance (EBD) category.… (more)

▼ Historically, Hispanic/Latino (H/L) students have been under-referred, under-identified, and under-served by the U.S. Special Education (SPED) system, particularly under the emotional behavioral disturbance (EBD) category. This finding is alarming given that numerous federal sources report that H/L students continue a disturbing trend of struggling academically as well as being at a higher risk for poor mental health outcomes such as elevated levels of depression, anxiety, and suicidality when compared to their peers. Unfortunately, the existing mental health and education literature on H/L students provides limited guidance in understanding the disproportionate underrepresentation of H/L in the EBD category of the SPED system; an underrepresentation well-documented in the report to congress on the implementation of the Individuals with Disabilities Education Improvement Act (IDEIA). Using survey methods, the purpose of this study was to shed light on the possible mediating role teachers' perceptions have on the SPED referral and identification decisions by looking at teacher ratings of risk for EBD-like behaviors of students across behavioral conditions (i.e., internalizing versus externalizing types of behaviors) and across ethnic/racial groups (i.e., White, African Americans, and H/L students) using a response-to-intervention framework. Using the Qualtrics software, an online survey tool, 114 self-selected pre-service teachers were surveyed; data was collected and analyzed using a One-way Analysis of Variance. Two main effects and two interaction effects were explored: does the students' ethnic/racial background moderate the teachers' at risk score (ARS) regardless of the behavior displayed?; does the type of behavioral expression moderate the ARS regardless of ethnic/race?; is there an interaction effect between H/L students exhibiting internalizing behaviors that systematically results in a lower ARS and AA students exhibiting externalizing behaviors that systematically results in a higher ARS? Results indicated that (a) when compared to White, Hispanic/Latino students are indeed less likely to be perceived by the pre-service teachers as exhibiting EBD-like behaviors regardless of the behavior (externalizing, internalizing, or neutral) displayed, (b) externalizing behaviors was the strongest predictor for perceiving someone as at-risk for having EBD-like behaviors, and (c) no interaction effects were found. Advisors/Committee Members: Gonz?lez, Jorge E. (advisor), McCormick, Anita S. (committee member), Hall, Robert J. (committee member), Yalvac, Bugrahan (committee member).

Subjects/Keywords: RTI; Emotional Behavioral Disturbance; IDEIA; 504; IDEA; Special Education; Special; Education; Bilingual; Hispanic; Latinos; Psychology; Cultural Psychology; Response to Intervention; Mental Health; School Mental Health; School Psychology; Latino Health; Health; ANOVA; social sciences; teachers; teacher's role; role; bias

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APA (6^th Edition):

Massa, I. (2011). Underrepresentation of Hispanic/Latino Students Identified with Emotional Disturbance in IDEIA: What's the Teacher's Role?. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9695

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

Chicago Manual of Style (16^th Edition):

Massa, Idalia. “Underrepresentation of Hispanic/Latino Students Identified with Emotional Disturbance in IDEIA: What's the Teacher's Role?.” 2011. Thesis, Texas A&M University. Accessed December 09, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9695.

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

MLA Handbook (7^th Edition):

Massa, Idalia. “Underrepresentation of Hispanic/Latino Students Identified with Emotional Disturbance in IDEIA: What's the Teacher's Role?.” 2011. Web. 09 Dec 2019.

Vancouver:

Massa I. Underrepresentation of Hispanic/Latino Students Identified with Emotional Disturbance in IDEIA: What's the Teacher's Role?. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9695.

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

Council of Science Editors:

Massa I. Underrepresentation of Hispanic/Latino Students Identified with Emotional Disturbance in IDEIA: What's the Teacher's Role?. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9695

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

13. Oda, Katsuhiko. College Students? GIS Spatial Concept Knowledge Assessed by Concept Maps.

Degree: 2012, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9213

► The development of spatial thinking proficiency has been increasingly demanded in Geographic Information System (GIS) education. Despite this educational trend, there is little empirical research… (more)

▼ The development of spatial thinking proficiency has been increasingly demanded in Geographic Information System (GIS) education. Despite this educational trend, there is little empirical research on college students' spatial concept knowledge, which critically affects the quality of spatial thinking. This study addressed the following three research questions: 1) What differences exist between students' understandings of spatial concepts at the beginning, middle, and end of an introductory-level GIS course?, 2) What spatial misconceptions students may possess while taking an introductory-level GIS course?, and 3) Which spatial concepts are easy or hard for undergraduate students to understand? The researcher asked twelve participants who were taking an introductory-level GIS course to create concept maps about space and revised their concept maps in three experiment sessions. For the first question, the researcher scored the sixty obtained concept maps and statistically analyzed those scores to examine if there is any significant difference among the scores of the three experiment sessions. For the second question, the researcher examined participants' misconceptions by analyzing the incorrect statements of distortion, map projection, and scale. For the third question, the researcher statistically analyzed concept-based scores to examine if there is any significant difference among the scores of three different complexity levels. A main finding for the first question was that there was a significant difference among the scores of the concept maps created in the first session and the scores of the concept maps revised in the second and third sessions. This implied that participants could successfully revise their own original concept maps in the middle of a semester. The result of the study of the second question indicated that a half of participants misunderstood the concepts of map projections and scale. This result suggested that some undergraduate students may have difficulty shifting from scientifically inappropriate spatial concept knowledge to appropriate knowledge. Analysis of the third question resulted that the concept-based scores of simple spatial concepts are significantly higher than the scores of complicated spatial concepts. This result inferred that participants' scores decreased as the complexity of the concepts increased. Advisors/Committee Members: Bednarz, Sarah W. (advisor), Bednarz, Robert S. (committee member), Hall, Robert J. (committee member), Klein, Andrew G. (committee member).

Subjects/Keywords: GIS Education; Spatial Thinking; Concept Map; Conceptual Development

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APA (6^th Edition):

Oda, K. (2012). College Students? GIS Spatial Concept Knowledge Assessed by Concept Maps. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9213

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

Chicago Manual of Style (16^th Edition):

Oda, Katsuhiko. “College Students? GIS Spatial Concept Knowledge Assessed by Concept Maps.” 2012. Thesis, Texas A&M University. Accessed December 09, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9213.

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

MLA Handbook (7^th Edition):

Oda, Katsuhiko. “College Students? GIS Spatial Concept Knowledge Assessed by Concept Maps.” 2012. Web. 09 Dec 2019.

Vancouver:

Oda K. College Students? GIS Spatial Concept Knowledge Assessed by Concept Maps. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9213.

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

Council of Science Editors:

Oda K. College Students? GIS Spatial Concept Knowledge Assessed by Concept Maps. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9213

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

Texas A&M University

14. Ma, Norman K. Modeling software artifact count attribute with s-curves.

Degree: 2009, Texas A&M University

URL: http://hdl.handle.net/1969.1/ETD-TAMU-2039

► The estimation of software project attributes, such as size, is important for software project resource planning and process control. However, research regarding software attribute modeling,… (more)

Subjects/Keywords: Artifact count; s-curve; softtware project management

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APA (6^th Edition):

Ma, N. K. (2009). Modeling software artifact count attribute with s-curves. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2039

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

Chicago Manual of Style (16^th Edition):

Ma, Norman K. “Modeling software artifact count attribute with s-curves.” 2009. Thesis, Texas A&M University. Accessed December 09, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2039.

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

MLA Handbook (7^th Edition):

Ma, Norman K. “Modeling software artifact count attribute with s-curves.” 2009. Web. 09 Dec 2019.

Vancouver:

Ma NK. Modeling software artifact count attribute with s-curves. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2039.

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

Council of Science Editors:

Ma NK. Modeling software artifact count attribute with s-curves. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2039

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

15. Wright, Daniel Wade. Personality Resilience Indicators of Dispositional Mindfulness and Self-Regulation in College Athletes.

Degree: 2015, Texas A&M University

URL: http://hdl.handle.net/1969.1/155367

► Sport psychology research relies on advancements in the measurement of psychological resilience to explore healthy and adaptive responses to conditions that present adversity among student… (more)

▼ Sport psychology research relies on advancements in the measurement of psychological resilience to explore healthy and adaptive responses to conditions that present adversity among student athletes. This study examined relationships between personality, attention and self-regulation as a means to contribute a prototypical perspective of athlete resiliency that correlates with health and wellbeing under stress. A sample of 75 college student athletes completed the Big Five personality dimensions using the Big Five Inventory (BFI), the Mindful Attention Awareness Scale (MASS) and The Self-Regulation Scale (SRQ). A cluster-analysis of the BFI data yielded a three-cluster solution of the resilient, overcontrolled and undercontrolled personality prototypes generally found in previous research with an important exception: the highest Neuroticism score did not occur in the overcontrolled cluster, but in the undercontrolled cluster. Data analyses indicated that resilient athletes reported significantly higher overall present moment attention (M = 4.09, SD = .77) compared to both the undercontrolled [M = 3.45, SD = .49, t (45) = 3.39, p =.01] and overcontrolled groups, M=4.09, SD = .77, t(48)=3.49, p =.01. Resilient athletes were reported significantly higher self-regulation (M = 234.64, SD = 18.01) compared only to the undercontrolled group, M = 219.88, SD = 16.24, t(45) = 2.95, p = .01. No significant differences were detected between men and women on present moment attention or self-regulation. Personality prototype had a significant main effect on present moment attention [F (2,69) = 4.77, p < .01] and gender had a significant main effect on self-regulation, F(1,69) = 4.42, p <.01. However, no interaction between gender and personality prototype was detected on present moment awareness or self-regulation. Distinctive aspects of athlete resilience pertaining to present moment awareness and self-regulation, along with implications for future study of resilience and other personality prototypes in sports psychology are discussed. Advisors/Committee Members: Elliott, Timothy R (advisor), Brossart, Daniel F (committee member), Hall, Robert J (committee member), LeUnes, Arnold (committee member).

Subjects/Keywords: personality; resilience; attention; self-regulation; sport

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APA (6^th Edition):

Wright, D. W. (2015). Personality Resilience Indicators of Dispositional Mindfulness and Self-Regulation in College Athletes. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155367

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

Chicago Manual of Style (16^th Edition):

Wright, Daniel Wade. “Personality Resilience Indicators of Dispositional Mindfulness and Self-Regulation in College Athletes.” 2015. Thesis, Texas A&M University. Accessed December 09, 2019. http://hdl.handle.net/1969.1/155367.

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

MLA Handbook (7^th Edition):

Wright, Daniel Wade. “Personality Resilience Indicators of Dispositional Mindfulness and Self-Regulation in College Athletes.” 2015. Web. 09 Dec 2019.

Vancouver:

Wright DW. Personality Resilience Indicators of Dispositional Mindfulness and Self-Regulation in College Athletes. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/1969.1/155367.

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

Council of Science Editors:

Wright DW. Personality Resilience Indicators of Dispositional Mindfulness and Self-Regulation in College Athletes. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155367

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

Texas A&M University

16. McGee, Joel Vick. Cognitive, demographic, and motivational factors as indicators of help-seeking in supplemental instruction.

Degree: 2005, Texas A&M University

URL: http://hdl.handle.net/1969.1/2325

► The purpose of this study was to determine how cognitive, demographic, and motivational factors can be used to understand help-seeking behavior in college students. Specifically,… (more)

▼ The purpose of this study was to determine how cognitive, demographic, and motivational factors can be used to understand help-seeking behavior in college students. Specifically, the study examined engagement in Supplemental Instruction (SI) of undergraduate students at Texas A&M University. An additional purpose of the study was to determine the efficacy of SI. The sample for the study was 2,407 undergraduate students who were enrolled in eight randomly selected courses at Texas A&M University in the spring 2004 semester. Students enrolled in multiple course sections were eliminated from the study. The revised sample consisted of 2,297 students. Data collected for all students in the sample included student demographic information, SI attendance and participation, and final course grades. Students were also requested to complete an on-line survey instrument containing a modified version of the Motivated Strategies for Learning Questionnaire (MSLQ) and questions related to parent education and household income. Ultimately, 1,003 students from the revised sample submitted surveysfor a response rate of 43.7%. Based on attendance data and participation ratings, students were classified into three engagement groups for subsequent data analysis: high engagement, low engagement, and non-SI. The following were among the major findings from the study: ?? Hispanic students were significantly more engaged in SI than their White peers. ?? Engagement in SI was inversely related to grade level classification. ?? SI participants had significantly lower mean SAT math and verbal scores than students who did not attend SI. ?? The motivational variables as a set had a statistically significant relationship with SI engagement. ?? Extrinsic motivation, organization, academic self-efficacy, control beliefs, help-seeking, and peer learning were the motivational scales which best predicted SI engagement. ?? Students who were highly engaged in SI had significantly higher mean final course grades than either non-participants or low engagement students even controlling for differences in SAT scores, cumulative grade point average, and motivation. The study helps provide some insight into the dynamics of academic help-seeking. It also contributes to the growing body of evidence which shows that SI is an effective intervention for improving student success in traditionally difficult courses. Advisors/Committee Members: Stanley, Christine A. (advisor), Cole, Bryan R. (committee member), Dooley, Larry M. (committee member), Hall, Robert J. (committee member).

Subjects/Keywords: Supplemental Instruction; help-seeking; academic assistance

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APA (6^th Edition):

McGee, J. V. (2005). Cognitive, demographic, and motivational factors as indicators of help-seeking in supplemental instruction. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/2325

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

Chicago Manual of Style (16^th Edition):

McGee, Joel Vick. “Cognitive, demographic, and motivational factors as indicators of help-seeking in supplemental instruction.” 2005. Thesis, Texas A&M University. Accessed December 09, 2019. http://hdl.handle.net/1969.1/2325.

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

MLA Handbook (7^th Edition):

McGee, Joel Vick. “Cognitive, demographic, and motivational factors as indicators of help-seeking in supplemental instruction.” 2005. Web. 09 Dec 2019.

Vancouver:

McGee JV. Cognitive, demographic, and motivational factors as indicators of help-seeking in supplemental instruction. [Internet] [Thesis]. Texas A&M University; 2005. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/1969.1/2325.

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

Council of Science Editors:

McGee JV. Cognitive, demographic, and motivational factors as indicators of help-seeking in supplemental instruction. [Thesis]. Texas A&M University; 2005. Available from: http://hdl.handle.net/1969.1/2325

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

Texas A&M University

17. Huang, Tse-Yang. Fostering creativity: a meta-analytic inquiry into the variability of effects.

Degree: 2005, Texas A&M University

URL: http://hdl.handle.net/1969.1/2338

► The present study used the method of meta-analysis to synthesize the empirical research on the effects of intervention techniques for fostering creativity. Overall, the average… (more)

▼ The present study used the method of meta-analysis to synthesize the empirical research on the effects of intervention techniques for fostering creativity. Overall, the average effect sizes of all types of creativity training were sizable, and their effectiveness could be generalized across age levels and beyond school settings. Generally, among these training programs, CPS (Creative Problem Solving) spent the least training time and gained the highest training effects on creativity scores. In addition, ??Other Attitudes programs,?? which presumed to motivate or facilitate the creativity motivation, also presented sizable effect size as other types of creativity training programs. As for the issue of creativity ability vs. skills, this analysis did not support the notion that figural components of the TTCT (Torrance Tests of Creative Thinking) might be measuring the relatively stable aspects of creativity proposed by Rose and Lin (1984). Because the figural form of the TTCT did not obtain the lowest effect size, the results indicated that the view of multi-manifestation of creativity is a more plausible explanation. And since neither the Stroop Color and Word Test or the Raven Progressive Matrices was found in the studies, this issue was difficult to investigate further. From the path-model analysis, it can be implied that a research design with a control group and student sample would more likely lead to publication, which would influence the effect size index. Unfortunately, from the information provided in the articles included in this study, there were not any quantitative data about motivation or related measurement of the participants, which is a major problem and impedes this study for creating a better path-model. This study has many implications which merit investigation. One approach follows the concepts of aptitude-treatment interactions, which is focused on each individual??s unique strengths and talent, and the goals of a creativity training program should help them to recognize, to develop their own creative potential, and finally to learn to express it in their own way. Another involves developing the assessment techniques and criteria for individuals as well as collecting related information regarding attitudes and motivation during the training process. Advisors/Committee Members: Nash, William R. (advisor), Hall, Robert J. (committee member), Hill, Rodney C. (committee member), Juntune, Joyce E. (committee member).

Subjects/Keywords: creativity; training program

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

APA (6^th Edition):

Huang, T. (2005). Fostering creativity: a meta-analytic inquiry into the variability of effects. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/2338

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

Chicago Manual of Style (16^th Edition):

Huang, Tse-Yang. “Fostering creativity: a meta-analytic inquiry into the variability of effects.” 2005. Thesis, Texas A&M University. Accessed December 09, 2019. http://hdl.handle.net/1969.1/2338.

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

MLA Handbook (7^th Edition):

Huang, Tse-Yang. “Fostering creativity: a meta-analytic inquiry into the variability of effects.” 2005. Web. 09 Dec 2019.

Vancouver:

Huang T. Fostering creativity: a meta-analytic inquiry into the variability of effects. [Internet] [Thesis]. Texas A&M University; 2005. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/1969.1/2338.

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

Council of Science Editors:

Huang T. Fostering creativity: a meta-analytic inquiry into the variability of effects. [Thesis]. Texas A&M University; 2005. Available from: http://hdl.handle.net/1969.1/2338

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

Texas A&M University

18. Maier, Herbert N. Measuring cognitive load management in a traditional martial arts training model.

Degree: 2005, Texas A&M University

URL: http://hdl.handle.net/1969.1/2453

► A training method utilized in a few martial arts was found to agree strongly with current cognitive psychology theory. Further study extracted a procedural model… (more)

Subjects/Keywords: martial arts cognition; tactical cognition; cognitive load dynamics; self-organization; situation awareness; dyad training; cognitive strategies; random practice; naturalistic decision making; initiative; dynamical system

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

APA (6^th Edition):

Maier, H. N. (2005). Measuring cognitive load management in a traditional martial arts training model. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/2453

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

Chicago Manual of Style (16^th Edition):

Maier, Herbert N. “Measuring cognitive load management in a traditional martial arts training model.” 2005. Thesis, Texas A&M University. Accessed December 09, 2019. http://hdl.handle.net/1969.1/2453.

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

MLA Handbook (7^th Edition):

Maier, Herbert N. “Measuring cognitive load management in a traditional martial arts training model.” 2005. Web. 09 Dec 2019.

Vancouver:

Maier HN. Measuring cognitive load management in a traditional martial arts training model. [Internet] [Thesis]. Texas A&M University; 2005. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/1969.1/2453.

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

Council of Science Editors:

Maier HN. Measuring cognitive load management in a traditional martial arts training model. [Thesis]. Texas A&M University; 2005. Available from: http://hdl.handle.net/1969.1/2453

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

Texas A&M University

19. Agbuga, Bulent. Children's achievement goals, attitudes, and disruptive behaviors in an after-school physical activity program.

Degree: 2007, Texas A&M University

URL: http://hdl.handle.net/1969.1/5991

► To promote active and healthy lifestyles in schoolage children, many afterschool physical activity programs offer students opportunities to participate in a variety of physical activities.… (more)

▼ To promote active and healthy lifestyles in schoolage children, many afterschool physical activity programs offer students opportunities to participate in a variety of physical activities. The effects of such programs on students?????? levels of physical activity, however, depend largely on whether the students are motivated to participate and to demonstrate high levels of engagement behaviors in the programs. Therefore, it is critical for researchers and teachers to gain an understanding in this area. This study utilized a trichotomous achievement goal model to explore and describe what actually happened in terms of students?????? achievement goals, attitudes, and disruptive behaviors in an afterschool physical activity program. More specifically, the purposes of the study were fivefold: (1) to examine the reliability and validity of the scores generated by the trichotomous model, (2) to identify achievement goals endorsed by students, (3) to determine students?????? attitudes toward the program, (4) to identify students?????? disruptive behaviors, and (5) to investigate the relationships among students?????? achievement goals, attitudes, attendance, and disruptive behaviors. Results of this study indicate the trichotomous model observed in academic settings also existed among atrisk elementary school students in an afterschool physical activity program and the scores generated by this model were valid and reliable. Furthermore, students were found to score significantly higher on the mastery goal than they did on the performanceapproach and performanceavoidance goals, demonstrate positive attitudes, and display disruptive behaviors identified with the literature. Finally, the mastery goal was found to be positively related to students?????? positive attitudes and negatively related to students?????? selfreported low engagement, whereas the performanceapproach and performanceavoidance goals were found to be positively related to students?????? selfreported disruptive behaviors. Overall, the findings of the present study provide empirical support for the utilization of the trichotomous model in the context of afterschool physical activity programs. They also suggest the positive motivational effects of mastery goals observed in the classroom and physical education can be translated in the context of an afterschool physical activity program with atrisk elementary school students. Therefore, promoting mastery goals among students should become a high priority in afterschool physical activity programs. Advisors/Committee Members: Xiang, Ping (advisor), Gabbard, Carl (committee member), Hall, Robert, J. (committee member), McBride, Ron E. (committee member).

Subjects/Keywords: Achievement goals

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

APA (6^th Edition):

Agbuga, B. (2007). Children's achievement goals, attitudes, and disruptive behaviors in an after-school physical activity program. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/5991

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

Chicago Manual of Style (16^th Edition):

Agbuga, Bulent. “Children's achievement goals, attitudes, and disruptive behaviors in an after-school physical activity program.” 2007. Thesis, Texas A&M University. Accessed December 09, 2019. http://hdl.handle.net/1969.1/5991.

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

MLA Handbook (7^th Edition):

Agbuga, Bulent. “Children's achievement goals, attitudes, and disruptive behaviors in an after-school physical activity program.” 2007. Web. 09 Dec 2019.

Vancouver:

Agbuga B. Children's achievement goals, attitudes, and disruptive behaviors in an after-school physical activity program. [Internet] [Thesis]. Texas A&M University; 2007. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/1969.1/5991.

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

Council of Science Editors:

Agbuga B. Children's achievement goals, attitudes, and disruptive behaviors in an after-school physical activity program. [Thesis]. Texas A&M University; 2007. Available from: http://hdl.handle.net/1969.1/5991

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

Texas A&M University

20. Chen, Chun-Ying. Managing perceptions of information overload in computer-mediated communication.

Degree: 2005, Texas A&M University

URL: http://hdl.handle.net/1969.1/1370

► Many studies report information overload (IO) as one of the main problems students encounter in computer-mediated communication (CMC). To date, researchers have paid little attention… (more)

▼ Many studies report information overload (IO) as one of the main problems students encounter in computer-mediated communication (CMC). To date, researchers have paid little attention to the problem of IO?more specifically, to its impact on students? quality interaction?in educational CMC. In an attempt to fill that gap, the purposes of this study were as follows: (a) to understand the difficulties students encounter that contribute to their perceptions of IO in CMC, (b) to observe the impact of those difficulties on students? learning in online discussions, and (c) to identify students? strategies for avoiding or managing those difficulties in order to engage in quality learning. Interviews with students and computer conferencing transcripts were analyzed both qualitatively and quantitatively. Interviews with 10 graduate students near the beginning of the semester revealed that although students were exposed to the same amount of information in the same learning environments, different individuals experienced different degrees of IO. Varied learner characteristics caused some students to be more susceptible to IO than others. The difficulties students encountered that contributed to their perceptions of IO included connection problems, navigation difficulties, discomfort with online communication, numerous ongoing discussion messages and endless resources, difficulty in organizing learning, and problems understanding the assigned readings. Those difficulties tended not to affect students? deep processing as observed in their discussion messages, but might influence students? online interaction with others. Students engaging in quality learning in online discussions were interviewed near the end of the semester to investigate their learning strategies. The results indicated that students used a variety of strategies to deal with those difficulties. Those strategies were related to online class preparation, identifying relevant information, processing online information and printed materials, keeping learning on track, organizing learning, and avoiding internal and external distractions. The results of this study have implications for course design. Advisors/Committee Members: Murphy, Karen L. (advisor), Pedersen, Susan (advisor), Clark, M. Carolyn (committee member), Hall, Robert J. (committee member).

Subjects/Keywords: Information Overload; Computer-Mediated Communication; Computer Conferencing; Online Courses; Online Discussions; Learning Strategies

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

APA (6^th Edition):

Chen, C. (2005). Managing perceptions of information overload in computer-mediated communication. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/1370

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

Chicago Manual of Style (16^th Edition):

Chen, Chun-Ying. “Managing perceptions of information overload in computer-mediated communication.” 2005. Thesis, Texas A&M University. Accessed December 09, 2019. http://hdl.handle.net/1969.1/1370.

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

MLA Handbook (7^th Edition):

Chen, Chun-Ying. “Managing perceptions of information overload in computer-mediated communication.” 2005. Web. 09 Dec 2019.

Vancouver:

Chen C. Managing perceptions of information overload in computer-mediated communication. [Internet] [Thesis]. Texas A&M University; 2005. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/1969.1/1370.

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

Council of Science Editors:

Chen C. Managing perceptions of information overload in computer-mediated communication. [Thesis]. Texas A&M University; 2005. Available from: http://hdl.handle.net/1969.1/1370

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

Texas A&M University

21. Gerkens, David. Are recovered memories accurate?.

Degree: 2005, Texas A&M University

URL: http://hdl.handle.net/1969.1/2259

► Research in our laboratory has demonstrated blocked and recovered memories within the context of a controlled experiment. The comparative memory paradigm allows for comparisons of… (more)

▼ Research in our laboratory has demonstrated blocked and recovered memories within the context of a controlled experiment. The comparative memory paradigm allows for comparisons of recovered memories, continuous memories, and false memories. Additional research in our laboratory has shown two distinct types of memory errors; semantic based errors which occur due to pre-existing category knowledge, and episodic based errors in which the source of details (list members) are misattributed. Independently, these two lines of research have illuminated basic memory processes, however, they have not been combined previously. That is, the experiments in the present study explore the susceptibility of recovered memories to semantic and episodic based errors relative to continuous memories. Experiment 1 replicated the large blocking and recovery effects previously found by our laboratory. Additionally, it demonstrated that recovered memories were no more prone to semantic based errors than were continuous memories. These errors occurred very infrequently despite the use of materials chosen specifically to induce such errors. Experiment 2 again replicated the large blocking and recovery effects. The equivalent low rate of semantic based errors was also replicated. However, Experiment 2 also revealed that recovered memories were more susceptible to episodic based errors than were continuous memories. This was especially true when the memory block occurred in an interference treatment condition. Finally, post-recall source recognition tests failed to improve memory accuracy. In fact, numerically both semantic based and episodic based errors increased on the source recognition test relative to the cued recall test. Findings are discussed in relation to the source monitoring and fuzzy-trace theories of memory as well as the legal and clinical recovered memory controversy. Advisors/Committee Members: Smith, Steven M. (advisor), Bortfeld, Heather (committee member), Packard, Mark (committee member), Hall, Robert J. (committee member).

Subjects/Keywords: recovered memory; false memory; comparative memory paradigm; blocked memory; interference

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

APA (6^th Edition):

Gerkens, D. (2005). Are recovered memories accurate?. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/2259

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

Chicago Manual of Style (16^th Edition):

Gerkens, David. “Are recovered memories accurate?.” 2005. Thesis, Texas A&M University. Accessed December 09, 2019. http://hdl.handle.net/1969.1/2259.

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

MLA Handbook (7^th Edition):

Gerkens, David. “Are recovered memories accurate?.” 2005. Web. 09 Dec 2019.

Vancouver:

Gerkens D. Are recovered memories accurate?. [Internet] [Thesis]. Texas A&M University; 2005. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/1969.1/2259.

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

Council of Science Editors:

Gerkens D. Are recovered memories accurate?. [Thesis]. Texas A&M University; 2005. Available from: http://hdl.handle.net/1969.1/2259

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

Texas A&M University

22. Feucht, Frederick J. The distributional impact of the Jobs and Growth Tax Relief Reconciliation Act of 2003: a longitudinal study of the marriage penalty tax.

Degree: 2006, Texas A&M University

URL: http://hdl.handle.net/1969.1/3259

► This dissertation quantifies the magnitude of the marriage penalty tax and measures its distributional effects on the general population. Estimates of the marriage penalty tax… (more)

Subjects/Keywords: marriage penalty tax

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

APA (6^th Edition):

Feucht, F. J. (2006). The distributional impact of the Jobs and Growth Tax Relief Reconciliation Act of 2003: a longitudinal study of the marriage penalty tax. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/3259

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

Chicago Manual of Style (16^th Edition):

Feucht, Frederick J. “The distributional impact of the Jobs and Growth Tax Relief Reconciliation Act of 2003: a longitudinal study of the marriage penalty tax.” 2006. Thesis, Texas A&M University. Accessed December 09, 2019. http://hdl.handle.net/1969.1/3259.

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

MLA Handbook (7^th Edition):

Feucht, Frederick J. “The distributional impact of the Jobs and Growth Tax Relief Reconciliation Act of 2003: a longitudinal study of the marriage penalty tax.” 2006. Web. 09 Dec 2019.

Vancouver:

Feucht FJ. The distributional impact of the Jobs and Growth Tax Relief Reconciliation Act of 2003: a longitudinal study of the marriage penalty tax. [Internet] [Thesis]. Texas A&M University; 2006. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/1969.1/3259.

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

Council of Science Editors:

Feucht FJ. The distributional impact of the Jobs and Growth Tax Relief Reconciliation Act of 2003: a longitudinal study of the marriage penalty tax. [Thesis]. Texas A&M University; 2006. Available from: http://hdl.handle.net/1969.1/3259

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

Open Access Theses and Dissertations