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You searched for +publisher:"Texas A&M University" +contributor:("Irby, Beverly J."). Showing records 1 – 19 of 19 total matches.

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Texas A&M University

1. Barton, Jerrod Don. An Investigation of the Relationship between School Size, Socio-Economic Status, Expenditure-Per-Student, Mobility Rate, and Percentage of Non-White Secondary Students Taking State Science Exams.

Degree: 2015, Texas A&M University

 The achievement gap in American schools is an issue that educators have struggled with for years. This record of study is an examination of the… (more)

Subjects/Keywords: school size; socio-economic status; expenditure-per-student; mobility rate; non-White students; state science exams; national science exams

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APA (6th Edition):

Barton, J. D. (2015). An Investigation of the Relationship between School Size, Socio-Economic Status, Expenditure-Per-Student, Mobility Rate, and Percentage of Non-White Secondary Students Taking State Science Exams. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155640

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):

Barton, Jerrod Don. “An Investigation of the Relationship between School Size, Socio-Economic Status, Expenditure-Per-Student, Mobility Rate, and Percentage of Non-White Secondary Students Taking State Science Exams.” 2015. Thesis, Texas A&M University. Accessed June 25, 2019. http://hdl.handle.net/1969.1/155640.

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

MLA Handbook (7th Edition):

Barton, Jerrod Don. “An Investigation of the Relationship between School Size, Socio-Economic Status, Expenditure-Per-Student, Mobility Rate, and Percentage of Non-White Secondary Students Taking State Science Exams.” 2015. Web. 25 Jun 2019.

Vancouver:

Barton JD. An Investigation of the Relationship between School Size, Socio-Economic Status, Expenditure-Per-Student, Mobility Rate, and Percentage of Non-White Secondary Students Taking State Science Exams. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/1969.1/155640.

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

Council of Science Editors:

Barton JD. An Investigation of the Relationship between School Size, Socio-Economic Status, Expenditure-Per-Student, Mobility Rate, and Percentage of Non-White Secondary Students Taking State Science Exams. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155640

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


Texas A&M University

2. Myint, Ahmarlay. An Examination of High-frequency Words in the STAAR End-of-course Exams and in an English Language Arts Textbook.

Degree: 2014, Texas A&M University

 Over the past couple of decades, the state of Texas has made numerous amendments to its standardized tests in an attempt to abide by legislation… (more)

Subjects/Keywords: Vocabulary; word frequency; STAAR; standardized test; textbook

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APA (6th Edition):

Myint, A. (2014). An Examination of High-frequency Words in the STAAR End-of-course Exams and in an English Language Arts Textbook. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152622

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):

Myint, Ahmarlay. “An Examination of High-frequency Words in the STAAR End-of-course Exams and in an English Language Arts Textbook.” 2014. Thesis, Texas A&M University. Accessed June 25, 2019. http://hdl.handle.net/1969.1/152622.

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

MLA Handbook (7th Edition):

Myint, Ahmarlay. “An Examination of High-frequency Words in the STAAR End-of-course Exams and in an English Language Arts Textbook.” 2014. Web. 25 Jun 2019.

Vancouver:

Myint A. An Examination of High-frequency Words in the STAAR End-of-course Exams and in an English Language Arts Textbook. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/1969.1/152622.

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

Council of Science Editors:

Myint A. An Examination of High-frequency Words in the STAAR End-of-course Exams and in an English Language Arts Textbook. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/152622

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


Texas A&M University

3. Guerrero, Cindy Lynn. Examining the Impact of Supplemental Direct Instruction Delivered by Bilingual Paraprofessionals to English Language Learners Struggling to Read in English.

Degree: 2015, Texas A&M University

 English language learners, one of the fastest growing groups of students in public schools, continue to score lower in reading achievement when compared to non-English… (more)

Subjects/Keywords: bilingual; elementary; reading; direct instruction; struggling readers; paraprofessionals

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APA (6th Edition):

Guerrero, C. L. (2015). Examining the Impact of Supplemental Direct Instruction Delivered by Bilingual Paraprofessionals to English Language Learners Struggling to Read in English. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155659

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):

Guerrero, Cindy Lynn. “Examining the Impact of Supplemental Direct Instruction Delivered by Bilingual Paraprofessionals to English Language Learners Struggling to Read in English.” 2015. Thesis, Texas A&M University. Accessed June 25, 2019. http://hdl.handle.net/1969.1/155659.

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

MLA Handbook (7th Edition):

Guerrero, Cindy Lynn. “Examining the Impact of Supplemental Direct Instruction Delivered by Bilingual Paraprofessionals to English Language Learners Struggling to Read in English.” 2015. Web. 25 Jun 2019.

Vancouver:

Guerrero CL. Examining the Impact of Supplemental Direct Instruction Delivered by Bilingual Paraprofessionals to English Language Learners Struggling to Read in English. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/1969.1/155659.

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

Council of Science Editors:

Guerrero CL. Examining the Impact of Supplemental Direct Instruction Delivered by Bilingual Paraprofessionals to English Language Learners Struggling to Read in English. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155659

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


Texas A&M University

4. Lynch, Julia Clare. Storytelling and Retelling and Higher Order Thinking for English Language and Literacy Acquisition (Stella) for Immigrant Students.

Degree: 2017, Texas A&M University

 In this study, I examined the effectiveness of the literacy curriculum known as STELLA (Storytelling and Retelling and Higher Order Thinking for English Language and… (more)

Subjects/Keywords: ELL newcomers; bilingual education; English language learners

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APA (6th Edition):

Lynch, J. C. (2017). Storytelling and Retelling and Higher Order Thinking for English Language and Literacy Acquisition (Stella) for Immigrant Students. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/161567

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):

Lynch, Julia Clare. “Storytelling and Retelling and Higher Order Thinking for English Language and Literacy Acquisition (Stella) for Immigrant Students.” 2017. Thesis, Texas A&M University. Accessed June 25, 2019. http://hdl.handle.net/1969.1/161567.

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

MLA Handbook (7th Edition):

Lynch, Julia Clare. “Storytelling and Retelling and Higher Order Thinking for English Language and Literacy Acquisition (Stella) for Immigrant Students.” 2017. Web. 25 Jun 2019.

Vancouver:

Lynch JC. Storytelling and Retelling and Higher Order Thinking for English Language and Literacy Acquisition (Stella) for Immigrant Students. [Internet] [Thesis]. Texas A&M University; 2017. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/1969.1/161567.

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

Council of Science Editors:

Lynch JC. Storytelling and Retelling and Higher Order Thinking for English Language and Literacy Acquisition (Stella) for Immigrant Students. [Thesis]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/161567

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


Texas A&M University

5. Trevino, Elizabeth Pauline, 1978-. The Effect of a Comprehensive English Language/Literacy Intervention in Bilingual Classrooms on the Development of English Reading Fluency for English-Language Learners, Grades 2-3.

Degree: 2012, Texas A&M University

 English-language learners (ELLs) demonstrate lower levels of English reading proficiency than do native English-speaking students. Oral reading fluency (ORF), the number of words read correctly… (more)

Subjects/Keywords: multilevel linear models; bilingual education; English as a second language; second language reading development; oral reading fluency; reading fluency; English learners

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APA (6th Edition):

Trevino, Elizabeth Pauline, 1. (2012). The Effect of a Comprehensive English Language/Literacy Intervention in Bilingual Classrooms on the Development of English Reading Fluency for English-Language Learners, Grades 2-3. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/148134

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):

Trevino, Elizabeth Pauline, 1978-. “The Effect of a Comprehensive English Language/Literacy Intervention in Bilingual Classrooms on the Development of English Reading Fluency for English-Language Learners, Grades 2-3.” 2012. Thesis, Texas A&M University. Accessed June 25, 2019. http://hdl.handle.net/1969.1/148134.

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

MLA Handbook (7th Edition):

Trevino, Elizabeth Pauline, 1978-. “The Effect of a Comprehensive English Language/Literacy Intervention in Bilingual Classrooms on the Development of English Reading Fluency for English-Language Learners, Grades 2-3.” 2012. Web. 25 Jun 2019.

Vancouver:

Trevino, Elizabeth Pauline 1. The Effect of a Comprehensive English Language/Literacy Intervention in Bilingual Classrooms on the Development of English Reading Fluency for English-Language Learners, Grades 2-3. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/1969.1/148134.

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

Council of Science Editors:

Trevino, Elizabeth Pauline 1. The Effect of a Comprehensive English Language/Literacy Intervention in Bilingual Classrooms on the Development of English Reading Fluency for English-Language Learners, Grades 2-3. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/148134

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


Texas A&M University

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

Degree: 2014, Texas A&M University

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

Subjects/Keywords: Discipline

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Martinez, Margie. “The Perceptions of Black High School Students Regarding Their Experiences Prior to an Assignment to a District Alternative Educational Placement: A Phenomenological Single Case Study.” 2014. Thesis, Texas A&M University. Accessed June 25, 2019. http://hdl.handle.net/1969.1/152613.

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

MLA Handbook (7th Edition):

Martinez, Margie. “The Perceptions of Black High School Students Regarding Their Experiences Prior to an Assignment to a District Alternative Educational Placement: A Phenomenological Single Case Study.” 2014. Web. 25 Jun 2019.

Vancouver:

Martinez M. The Perceptions of Black High School Students Regarding Their Experiences Prior to an Assignment to a District Alternative Educational Placement: A Phenomenological Single Case Study. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/1969.1/152613.

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

Council of Science Editors:

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

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


Texas A&M University

7. Fan, Yinan. Psychometric Validation of the Hispanic Bilingual Gifted Screening Instrument: An Item Response Theory Approach.

Degree: 2014, Texas A&M University

 Demographics in the United States continue to shift with a rapidly growing Hispanic population. On the other hand, a mismatch still exists between Hispanic students?… (more)

Subjects/Keywords: Hispanic bilingual gifted; Item response theory

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APA (6th Edition):

Fan, Y. (2014). Psychometric Validation of the Hispanic Bilingual Gifted Screening Instrument: An Item Response Theory Approach. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153649

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):

Fan, Yinan. “Psychometric Validation of the Hispanic Bilingual Gifted Screening Instrument: An Item Response Theory Approach.” 2014. Thesis, Texas A&M University. Accessed June 25, 2019. http://hdl.handle.net/1969.1/153649.

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

MLA Handbook (7th Edition):

Fan, Yinan. “Psychometric Validation of the Hispanic Bilingual Gifted Screening Instrument: An Item Response Theory Approach.” 2014. Web. 25 Jun 2019.

Vancouver:

Fan Y. Psychometric Validation of the Hispanic Bilingual Gifted Screening Instrument: An Item Response Theory Approach. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/1969.1/153649.

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

Council of Science Editors:

Fan Y. Psychometric Validation of the Hispanic Bilingual Gifted Screening Instrument: An Item Response Theory Approach. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153649

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


Texas A&M University

8. Lozano, Augustina. The American Dream Lost in Translation: The Educational Trajectory of a Mexican Immigrant Student and His Journey Towards American Success.

Degree: 2015, Texas A&M University

 The purpose of this qualitative study is to challenge the general beliefs and labels often associated with Latina/o immigrant students, especially unauthorized students, to give… (more)

Subjects/Keywords: immigrant; ELL

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APA (6th Edition):

Lozano, A. (2015). The American Dream Lost in Translation: The Educational Trajectory of a Mexican Immigrant Student and His Journey Towards American Success. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155029

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):

Lozano, Augustina. “The American Dream Lost in Translation: The Educational Trajectory of a Mexican Immigrant Student and His Journey Towards American Success.” 2015. Thesis, Texas A&M University. Accessed June 25, 2019. http://hdl.handle.net/1969.1/155029.

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

MLA Handbook (7th Edition):

Lozano, Augustina. “The American Dream Lost in Translation: The Educational Trajectory of a Mexican Immigrant Student and His Journey Towards American Success.” 2015. Web. 25 Jun 2019.

Vancouver:

Lozano A. The American Dream Lost in Translation: The Educational Trajectory of a Mexican Immigrant Student and His Journey Towards American Success. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/1969.1/155029.

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

Council of Science Editors:

Lozano A. The American Dream Lost in Translation: The Educational Trajectory of a Mexican Immigrant Student and His Journey Towards American Success. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155029

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


Texas A&M University

9. Garza, Jr., Tiberio. Examining Classroom Observation Instruments for English Language Learners: An Example of Proposing Causal Structure Pertaining to Pedagogy.

Degree: 2015, Texas A&M University

 The purpose of this dissertation study was to describe teacher pedagogy through the use of systematic review, observation data, and to comment on causal structure.… (more)

Subjects/Keywords: Project MSSELL; English language learners; Classroom observation instruments

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APA (6th Edition):

Garza, Jr., T. (2015). Examining Classroom Observation Instruments for English Language Learners: An Example of Proposing Causal Structure Pertaining to Pedagogy. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155076

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):

Garza, Jr., Tiberio. “Examining Classroom Observation Instruments for English Language Learners: An Example of Proposing Causal Structure Pertaining to Pedagogy.” 2015. Thesis, Texas A&M University. Accessed June 25, 2019. http://hdl.handle.net/1969.1/155076.

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

MLA Handbook (7th Edition):

Garza, Jr., Tiberio. “Examining Classroom Observation Instruments for English Language Learners: An Example of Proposing Causal Structure Pertaining to Pedagogy.” 2015. Web. 25 Jun 2019.

Vancouver:

Garza, Jr. T. Examining Classroom Observation Instruments for English Language Learners: An Example of Proposing Causal Structure Pertaining to Pedagogy. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/1969.1/155076.

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

Council of Science Editors:

Garza, Jr. T. Examining Classroom Observation Instruments for English Language Learners: An Example of Proposing Causal Structure Pertaining to Pedagogy. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155076

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


Texas A&M University

10. Palacios, Yadira Taboada. Investigating the English Oral Reading Fluency Development of Spanish-Speaking English Language Learners.

Degree: 2015, Texas A&M University

 This is a quantitative study derived from a five-year longitudinal federal experimental research project targeting Spanish- speaking English language learners (ELLs) receiving language services across… (more)

Subjects/Keywords: ELLs; L2 ORF; ELLA

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APA (6th Edition):

Palacios, Y. T. (2015). Investigating the English Oral Reading Fluency Development of Spanish-Speaking English Language Learners. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156249

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):

Palacios, Yadira Taboada. “Investigating the English Oral Reading Fluency Development of Spanish-Speaking English Language Learners.” 2015. Thesis, Texas A&M University. Accessed June 25, 2019. http://hdl.handle.net/1969.1/156249.

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

MLA Handbook (7th Edition):

Palacios, Yadira Taboada. “Investigating the English Oral Reading Fluency Development of Spanish-Speaking English Language Learners.” 2015. Web. 25 Jun 2019.

Vancouver:

Palacios YT. Investigating the English Oral Reading Fluency Development of Spanish-Speaking English Language Learners. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/1969.1/156249.

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

Council of Science Editors:

Palacios YT. Investigating the English Oral Reading Fluency Development of Spanish-Speaking English Language Learners. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/156249

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


Texas A&M University

11. Johnson, Detra DeVerne. The Way We Were: Voices of Three African American Female Teachers Before, During, and After Desegregation in a Southern Rural District.

Degree: 2015, Texas A&M University

 Limited research addresses African American teachers? perspectives of race and diversity in rural educational settings or in schools dominated by students of color in rural… (more)

Subjects/Keywords: African American teachers; career longevity; desegregation; resilience; retention; rural schools; self-determination

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APA (6th Edition):

Johnson, D. D. (2015). The Way We Were: Voices of Three African American Female Teachers Before, During, and After Desegregation in a Southern Rural District. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156474

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):

Johnson, Detra DeVerne. “The Way We Were: Voices of Three African American Female Teachers Before, During, and After Desegregation in a Southern Rural District.” 2015. Thesis, Texas A&M University. Accessed June 25, 2019. http://hdl.handle.net/1969.1/156474.

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

MLA Handbook (7th Edition):

Johnson, Detra DeVerne. “The Way We Were: Voices of Three African American Female Teachers Before, During, and After Desegregation in a Southern Rural District.” 2015. Web. 25 Jun 2019.

Vancouver:

Johnson DD. The Way We Were: Voices of Three African American Female Teachers Before, During, and After Desegregation in a Southern Rural District. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/1969.1/156474.

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

Council of Science Editors:

Johnson DD. The Way We Were: Voices of Three African American Female Teachers Before, During, and After Desegregation in a Southern Rural District. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/156474

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


Texas A&M University

12. Guerrero, Nancy Aguilar. An Examination of Leadership Practices in High-Performing Texas Elementary Schools Promoting Academic Achievement for Hispanic English Language Learners.

Degree: PhD, Educational Administration, 2016, Texas A&M University

 English language learners (ELLs) in public schools are a rapidly growing student population. Hispanic ELLs in Texas are working against numerous odds in public schools… (more)

Subjects/Keywords: School leadership; English Language Learners; school systems; instructional leadership

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APA (6th Edition):

Guerrero, N. A. (2016). An Examination of Leadership Practices in High-Performing Texas Elementary Schools Promoting Academic Achievement for Hispanic English Language Learners. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/158085

Chicago Manual of Style (16th Edition):

Guerrero, Nancy Aguilar. “An Examination of Leadership Practices in High-Performing Texas Elementary Schools Promoting Academic Achievement for Hispanic English Language Learners.” 2016. Doctoral Dissertation, Texas A&M University. Accessed June 25, 2019. http://hdl.handle.net/1969.1/158085.

MLA Handbook (7th Edition):

Guerrero, Nancy Aguilar. “An Examination of Leadership Practices in High-Performing Texas Elementary Schools Promoting Academic Achievement for Hispanic English Language Learners.” 2016. Web. 25 Jun 2019.

Vancouver:

Guerrero NA. An Examination of Leadership Practices in High-Performing Texas Elementary Schools Promoting Academic Achievement for Hispanic English Language Learners. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/1969.1/158085.

Council of Science Editors:

Guerrero NA. An Examination of Leadership Practices in High-Performing Texas Elementary Schools Promoting Academic Achievement for Hispanic English Language Learners. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/158085


Texas A&M University

13. Morris, Erich. Superintendent Perceptions of Critical Facets Related to Successful and Unsuccessful School Bond Elections in Texas Public School Districts.

Degree: EdD, Educational Administration, 2016, Texas A&M University

 Over the past several decades, Texas public school districts have witnessed tremendous growth in student enrollment. This trend in significant growth is expected to continue… (more)

Subjects/Keywords: school; bond; elections; Texas

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

APA (6th Edition):

Morris, E. (2016). Superintendent Perceptions of Critical Facets Related to Successful and Unsuccessful School Bond Elections in Texas Public School Districts. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/157818

Chicago Manual of Style (16th Edition):

Morris, Erich. “Superintendent Perceptions of Critical Facets Related to Successful and Unsuccessful School Bond Elections in Texas Public School Districts.” 2016. Doctoral Dissertation, Texas A&M University. Accessed June 25, 2019. http://hdl.handle.net/1969.1/157818.

MLA Handbook (7th Edition):

Morris, Erich. “Superintendent Perceptions of Critical Facets Related to Successful and Unsuccessful School Bond Elections in Texas Public School Districts.” 2016. Web. 25 Jun 2019.

Vancouver:

Morris E. Superintendent Perceptions of Critical Facets Related to Successful and Unsuccessful School Bond Elections in Texas Public School Districts. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/1969.1/157818.

Council of Science Editors:

Morris E. Superintendent Perceptions of Critical Facets Related to Successful and Unsuccessful School Bond Elections in Texas Public School Districts. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/157818


Texas A&M University

14. Tabron, Lolita Antoinette. The Effects of the Texas Top 10% Plan on High School to University Feeder Patterns and Diploma Types.

Degree: PhD, Educational Administration, 2016, Texas A&M University

 This study was an investigation of the effects of the University of Texas admission cap on a school’s odds of being a Texas Flagship feeder… (more)

Subjects/Keywords: Texas Top 10% Plan; Affirmative Action; Hopwood; high school feeders

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

APA (6th Edition):

Tabron, L. A. (2016). The Effects of the Texas Top 10% Plan on High School to University Feeder Patterns and Diploma Types. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/157824

Chicago Manual of Style (16th Edition):

Tabron, Lolita Antoinette. “The Effects of the Texas Top 10% Plan on High School to University Feeder Patterns and Diploma Types.” 2016. Doctoral Dissertation, Texas A&M University. Accessed June 25, 2019. http://hdl.handle.net/1969.1/157824.

MLA Handbook (7th Edition):

Tabron, Lolita Antoinette. “The Effects of the Texas Top 10% Plan on High School to University Feeder Patterns and Diploma Types.” 2016. Web. 25 Jun 2019.

Vancouver:

Tabron LA. The Effects of the Texas Top 10% Plan on High School to University Feeder Patterns and Diploma Types. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/1969.1/157824.

Council of Science Editors:

Tabron LA. The Effects of the Texas Top 10% Plan on High School to University Feeder Patterns and Diploma Types. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/157824


Texas A&M University

15. Spicer, Tiffany T. Culturally Responsive Leadership: A Phenomenological Case Study on African American Female High School Principals.

Degree: PhD, Educational Administration, 2016, Texas A&M University

 The history of the United States educational system has been plagued by issues of inequity. After the notable case of Brown v. Board of Education… (more)

Subjects/Keywords: Culturally Responsive Leadership; African American Female Principals; Womanist Theory; African Americans; females; leadership

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

APA (6th Edition):

Spicer, T. T. (2016). Culturally Responsive Leadership: A Phenomenological Case Study on African American Female High School Principals. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/157872

Chicago Manual of Style (16th Edition):

Spicer, Tiffany T. “Culturally Responsive Leadership: A Phenomenological Case Study on African American Female High School Principals.” 2016. Doctoral Dissertation, Texas A&M University. Accessed June 25, 2019. http://hdl.handle.net/1969.1/157872.

MLA Handbook (7th Edition):

Spicer, Tiffany T. “Culturally Responsive Leadership: A Phenomenological Case Study on African American Female High School Principals.” 2016. Web. 25 Jun 2019.

Vancouver:

Spicer TT. Culturally Responsive Leadership: A Phenomenological Case Study on African American Female High School Principals. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/1969.1/157872.

Council of Science Editors:

Spicer TT. Culturally Responsive Leadership: A Phenomenological Case Study on African American Female High School Principals. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/157872

16. Hayes, Sonya Diana. UCEA Professors? Perceptions of Principal Preparation Program Challenges in Developing Candidates for the Instructional Leadership Role.

Degree: 2016, Texas A&M University

 Current demands on campus principals require them to be instructional leaders who understand the complex nature of teaching and learning and communicate clear expectations for… (more)

Subjects/Keywords: Principal Preparation; University Faculty; Instructional Leadership; Program Challenges; School Administration; School Leadership

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APA (6th Edition):

Hayes, S. D. (2016). UCEA Professors? Perceptions of Principal Preparation Program Challenges in Developing Candidates for the Instructional Leadership Role. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156876

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):

Hayes, Sonya Diana. “UCEA Professors? Perceptions of Principal Preparation Program Challenges in Developing Candidates for the Instructional Leadership Role.” 2016. Thesis, Texas A&M University. Accessed June 25, 2019. http://hdl.handle.net/1969.1/156876.

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

MLA Handbook (7th Edition):

Hayes, Sonya Diana. “UCEA Professors? Perceptions of Principal Preparation Program Challenges in Developing Candidates for the Instructional Leadership Role.” 2016. Web. 25 Jun 2019.

Vancouver:

Hayes SD. UCEA Professors? Perceptions of Principal Preparation Program Challenges in Developing Candidates for the Instructional Leadership Role. [Internet] [Thesis]. Texas A&M University; 2016. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/1969.1/156876.

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

Council of Science Editors:

Hayes SD. UCEA Professors? Perceptions of Principal Preparation Program Challenges in Developing Candidates for the Instructional Leadership Role. [Thesis]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/156876

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

17. Contreras-Vanegas, Alma Linda. The Psychometric Properties of the Hispanic Bilingual Gifted Screening Instrument (HBGSI).

Degree: 2012, Texas A&M University

 The psychometric properties of the Hispanic Bilingual Gifted Screening Instrument (HBGSI) were investigated in this study. The participants in the study were a part of… (more)

Subjects/Keywords: Gifted Hispanics; Gifted Instrument; HBGSI

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

APA (6th Edition):

Contreras-Vanegas, A. L. (2012). The Psychometric Properties of the Hispanic Bilingual Gifted Screening Instrument (HBGSI). (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10628

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):

Contreras-Vanegas, Alma Linda. “The Psychometric Properties of the Hispanic Bilingual Gifted Screening Instrument (HBGSI).” 2012. Thesis, Texas A&M University. Accessed June 25, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10628.

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

MLA Handbook (7th Edition):

Contreras-Vanegas, Alma Linda. “The Psychometric Properties of the Hispanic Bilingual Gifted Screening Instrument (HBGSI).” 2012. Web. 25 Jun 2019.

Vancouver:

Contreras-Vanegas AL. The Psychometric Properties of the Hispanic Bilingual Gifted Screening Instrument (HBGSI). [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10628.

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

Council of Science Editors:

Contreras-Vanegas AL. The Psychometric Properties of the Hispanic Bilingual Gifted Screening Instrument (HBGSI). [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10628

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

18. Spies, Tracy. Academic Language Proficiency Development and Its Impact on Reading Comprehension: Within and Across Languages.

Degree: 2012, Texas A&M University

 A path model of second language (L2; English) oral language and reading comprehension variables was tested on a sample of 100 Spanish-speaking English-language learners enrolled… (more)

Subjects/Keywords: bilingual education; cross-linguistic transfer; academic language proficiency; oral language proficiency; path analysis; second language learning; reading comprehension

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

APA (6th Edition):

Spies, T. (2012). Academic Language Proficiency Development and Its Impact on Reading Comprehension: Within and Across Languages. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9208

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):

Spies, Tracy. “Academic Language Proficiency Development and Its Impact on Reading Comprehension: Within and Across Languages.” 2012. Thesis, Texas A&M University. Accessed June 25, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9208.

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

MLA Handbook (7th Edition):

Spies, Tracy. “Academic Language Proficiency Development and Its Impact on Reading Comprehension: Within and Across Languages.” 2012. Web. 25 Jun 2019.

Vancouver:

Spies T. Academic Language Proficiency Development and Its Impact on Reading Comprehension: Within and Across Languages. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9208.

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

Council of Science Editors:

Spies T. Academic Language Proficiency Development and Its Impact on Reading Comprehension: Within and Across Languages. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9208

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

19. Tong, Fuhui. Oral English development and its impact on emergent reading achievement: a comparative study of transitional bilingual and structured english immersion models.

Degree: 2009, Texas A&M University

 This quantitative study derived from an on-going federal experimental research project targeting Spanish-speaking English language learners (ELLs) receiving services in four program models: control/experimental transitional… (more)

Subjects/Keywords: Oral English; Reading comprehension; English Language Learners; linear trajectory; structural equation modeling; program effectiveness

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APA (6th Edition):

Tong, F. (2009). Oral English development and its impact on emergent reading achievement: a comparative study of transitional bilingual and structured english immersion models. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1114

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):

Tong, Fuhui. “Oral English development and its impact on emergent reading achievement: a comparative study of transitional bilingual and structured english immersion models.” 2009. Thesis, Texas A&M University. Accessed June 25, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1114.

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

MLA Handbook (7th Edition):

Tong, Fuhui. “Oral English development and its impact on emergent reading achievement: a comparative study of transitional bilingual and structured english immersion models.” 2009. Web. 25 Jun 2019.

Vancouver:

Tong F. Oral English development and its impact on emergent reading achievement: a comparative study of transitional bilingual and structured english immersion models. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1114.

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

Council of Science Editors:

Tong F. Oral English development and its impact on emergent reading achievement: a comparative study of transitional bilingual and structured english immersion models. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1114

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

.