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You searched for +publisher:"Texas A&M University" +contributor:("Irby, Beverly"). Showing records 1 – 30 of 49 total matches.

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Texas A&M University

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Leblanc, Jennifer K. “Science Education in the Borderlands: An Examination of Science Classrooms in Texas High Schools Identified as Successful and Diverse.” 2016. Doctoral Dissertation, Texas A&M University. Accessed April 23, 2019. http://hdl.handle.net/1969.1/156929.

MLA Handbook (7th Edition):

Leblanc, Jennifer K. “Science Education in the Borderlands: An Examination of Science Classrooms in Texas High Schools Identified as Successful and Diverse.” 2016. Web. 23 Apr 2019.

Vancouver:

Leblanc JK. Science Education in the Borderlands: An Examination of Science Classrooms in Texas High Schools Identified as Successful and Diverse. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1969.1/156929.

Council of Science Editors:

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


Texas A&M University

2. 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 April 23, 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. 23 Apr 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 Apr 23]. 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

3. Trejo, Martha A. Implications for Dual Language Administrative Leadership: A Comparison of the English Reading Achievement of Third Grade Students among Three Instructional Programs in a Rural School District.

Degree: 2015, Texas A&M University

 This quantitative study is derived from a need to know how the leadership can support the teachers in a Two Way Dual Language (TWDL) program… (more)

Subjects/Keywords: dual language; administrative leadership; English reading; third grade; rural; Two Way Dual Language; Transitional Bilingual; English only; instructional program; language programs; second language acquisition

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

APA (6th Edition):

Trejo, M. A. (2015). Implications for Dual Language Administrative Leadership: A Comparison of the English Reading Achievement of Third Grade Students among Three Instructional Programs in a Rural School District. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155765

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):

Trejo, Martha A. “Implications for Dual Language Administrative Leadership: A Comparison of the English Reading Achievement of Third Grade Students among Three Instructional Programs in a Rural School District.” 2015. Thesis, Texas A&M University. Accessed April 23, 2019. http://hdl.handle.net/1969.1/155765.

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

MLA Handbook (7th Edition):

Trejo, Martha A. “Implications for Dual Language Administrative Leadership: A Comparison of the English Reading Achievement of Third Grade Students among Three Instructional Programs in a Rural School District.” 2015. Web. 23 Apr 2019.

Vancouver:

Trejo MA. Implications for Dual Language Administrative Leadership: A Comparison of the English Reading Achievement of Third Grade Students among Three Instructional Programs in a Rural School District. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1969.1/155765.

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

Council of Science Editors:

Trejo MA. Implications for Dual Language Administrative Leadership: A Comparison of the English Reading Achievement of Third Grade Students among Three Instructional Programs in a Rural School District. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155765

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


Texas A&M University

4. Hile, Adam Ray. Teacher Perceptions of the Use of One-to-one Technology in Algebra 1 Classrooms.

Degree: 2015, Texas A&M University

 The purpose of this study was to analyze how self-efficacy interacts with technology integration in Algebra 1 classrooms. A case study approach was used to… (more)

Subjects/Keywords: Education Administration; Educational Technology; Algebra 1; Self-efficacy

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APA (6th Edition):

Hile, A. R. (2015). Teacher Perceptions of the Use of One-to-one Technology in Algebra 1 Classrooms. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156153

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):

Hile, Adam Ray. “Teacher Perceptions of the Use of One-to-one Technology in Algebra 1 Classrooms.” 2015. Thesis, Texas A&M University. Accessed April 23, 2019. http://hdl.handle.net/1969.1/156153.

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

MLA Handbook (7th Edition):

Hile, Adam Ray. “Teacher Perceptions of the Use of One-to-one Technology in Algebra 1 Classrooms.” 2015. Web. 23 Apr 2019.

Vancouver:

Hile AR. Teacher Perceptions of the Use of One-to-one Technology in Algebra 1 Classrooms. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1969.1/156153.

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

Council of Science Editors:

Hile AR. Teacher Perceptions of the Use of One-to-one Technology in Algebra 1 Classrooms. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/156153

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


Texas A&M University

5. Wooldridge, Toron Jamaine. Gauging Deficit Thinking: An Investigation of Principals? Perceived Self-Efficacy in Influencing Dropout Rates Among African American and Hispanic High School Students in Texas.

Degree: 2016, Texas A&M University

 The purpose of this research study was to investigate the link between Bandura?s Self-Efficacy Theory and deficit thinking on principals? efforts to decrease dropout rates… (more)

Subjects/Keywords: gauging deficit thinking

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APA (6th Edition):

Wooldridge, T. J. (2016). Gauging Deficit Thinking: An Investigation of Principals? Perceived Self-Efficacy in Influencing Dropout Rates Among African American and Hispanic High School Students in Texas. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/157779

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):

Wooldridge, Toron Jamaine. “Gauging Deficit Thinking: An Investigation of Principals? Perceived Self-Efficacy in Influencing Dropout Rates Among African American and Hispanic High School Students in Texas.” 2016. Thesis, Texas A&M University. Accessed April 23, 2019. http://hdl.handle.net/1969.1/157779.

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

MLA Handbook (7th Edition):

Wooldridge, Toron Jamaine. “Gauging Deficit Thinking: An Investigation of Principals? Perceived Self-Efficacy in Influencing Dropout Rates Among African American and Hispanic High School Students in Texas.” 2016. Web. 23 Apr 2019.

Vancouver:

Wooldridge TJ. Gauging Deficit Thinking: An Investigation of Principals? Perceived Self-Efficacy in Influencing Dropout Rates Among African American and Hispanic High School Students in Texas. [Internet] [Thesis]. Texas A&M University; 2016. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1969.1/157779.

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

Council of Science Editors:

Wooldridge TJ. Gauging Deficit Thinking: An Investigation of Principals? Perceived Self-Efficacy in Influencing Dropout Rates Among African American and Hispanic High School Students in Texas. [Thesis]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/157779

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


Texas A&M University

6. Rodriguez, Reyes Isaac. A Triple Quandary in Creating a Sense of Belonging as English Language Learners Experience Transitions: The Perceptions of Bilingual Teachers at Four Elementary Campuses in the Rio Grande Valley.

Degree: 2016, Texas A&M University

 The purpose of this qualitative study was to identify the impact of the present grade-span configuration on the sense of belonging in English Language Learners… (more)

Subjects/Keywords: transition; sense of belonging; English Language Learners

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APA (6th Edition):

Rodriguez, R. I. (2016). A Triple Quandary in Creating a Sense of Belonging as English Language Learners Experience Transitions: The Perceptions of Bilingual Teachers at Four Elementary Campuses in the Rio Grande Valley. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/157831

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

Chicago Manual of Style (16th Edition):

Rodriguez, Reyes Isaac. “A Triple Quandary in Creating a Sense of Belonging as English Language Learners Experience Transitions: The Perceptions of Bilingual Teachers at Four Elementary Campuses in the Rio Grande Valley.” 2016. Thesis, Texas A&M University. Accessed April 23, 2019. http://hdl.handle.net/1969.1/157831.

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

MLA Handbook (7th Edition):

Rodriguez, Reyes Isaac. “A Triple Quandary in Creating a Sense of Belonging as English Language Learners Experience Transitions: The Perceptions of Bilingual Teachers at Four Elementary Campuses in the Rio Grande Valley.” 2016. Web. 23 Apr 2019.

Vancouver:

Rodriguez RI. A Triple Quandary in Creating a Sense of Belonging as English Language Learners Experience Transitions: The Perceptions of Bilingual Teachers at Four Elementary Campuses in the Rio Grande Valley. [Internet] [Thesis]. Texas A&M University; 2016. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1969.1/157831.

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

Council of Science Editors:

Rodriguez RI. A Triple Quandary in Creating a Sense of Belonging as English Language Learners Experience Transitions: The Perceptions of Bilingual Teachers at Four Elementary Campuses in the Rio Grande Valley. [Thesis]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/157831

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


Texas A&M University

7. Dailey, Daisy Renee. An Analysis of Informal, Marine-oriented Programs for Underserved Students of the Texas Gulf Coast: Strategies for Improving Educational STEM Opportunities.

Degree: 2016, Texas A&M University

 Research shows that a high percentage of science organizations in the United States offer programs specifically designed for K-12 students and teachers. These programs include,… (more)

Subjects/Keywords: Informal STEM education; STEM pathways; Informal STEM education programs; Meaningful STEM activities; STEM accessibility for underserved students

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APA (6th Edition):

Dailey, D. R. (2016). An Analysis of Informal, Marine-oriented Programs for Underserved Students of the Texas Gulf Coast: Strategies for Improving Educational STEM Opportunities. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/158630

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):

Dailey, Daisy Renee. “An Analysis of Informal, Marine-oriented Programs for Underserved Students of the Texas Gulf Coast: Strategies for Improving Educational STEM Opportunities.” 2016. Thesis, Texas A&M University. Accessed April 23, 2019. http://hdl.handle.net/1969.1/158630.

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

MLA Handbook (7th Edition):

Dailey, Daisy Renee. “An Analysis of Informal, Marine-oriented Programs for Underserved Students of the Texas Gulf Coast: Strategies for Improving Educational STEM Opportunities.” 2016. Web. 23 Apr 2019.

Vancouver:

Dailey DR. An Analysis of Informal, Marine-oriented Programs for Underserved Students of the Texas Gulf Coast: Strategies for Improving Educational STEM Opportunities. [Internet] [Thesis]. Texas A&M University; 2016. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1969.1/158630.

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

Council of Science Editors:

Dailey DR. An Analysis of Informal, Marine-oriented Programs for Underserved Students of the Texas Gulf Coast: Strategies for Improving Educational STEM Opportunities. [Thesis]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/158630

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


Texas A&M University

8. Piper, Annetra Patrece. Teaching Third Grade African American Children in Culturally Responsive Ways: Is Anybody Listening?.

Degree: 2016, Texas A&M University

 African American and other students of color have continued to score lower than White students in many classrooms and on achievement tests in every subject,… (more)

Subjects/Keywords: African American; culture; cultural; responsiveness; proficiency; competence; student achievement; racial uplift; disproportionality; dimensions

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APA (6th Edition):

Piper, A. P. (2016). Teaching Third Grade African American Children in Culturally Responsive Ways: Is Anybody Listening?. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/158903

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):

Piper, Annetra Patrece. “Teaching Third Grade African American Children in Culturally Responsive Ways: Is Anybody Listening?.” 2016. Thesis, Texas A&M University. Accessed April 23, 2019. http://hdl.handle.net/1969.1/158903.

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

MLA Handbook (7th Edition):

Piper, Annetra Patrece. “Teaching Third Grade African American Children in Culturally Responsive Ways: Is Anybody Listening?.” 2016. Web. 23 Apr 2019.

Vancouver:

Piper AP. Teaching Third Grade African American Children in Culturally Responsive Ways: Is Anybody Listening?. [Internet] [Thesis]. Texas A&M University; 2016. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1969.1/158903.

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

Council of Science Editors:

Piper AP. Teaching Third Grade African American Children in Culturally Responsive Ways: Is Anybody Listening?. [Thesis]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/158903

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


Texas A&M University

9. 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 April 23, 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. 23 Apr 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 Apr 23]. 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

10. Jones, Marcus Gee. Case Study of Rural High School Math Teachers of African American Students.

Degree: 2014, Texas A&M University

 The purpose of this qualitative study was to understand the reflective qualities of high school math teachers of African American students in a rural setting.… (more)

Subjects/Keywords: African American Learners Rural Education

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

APA (6th Edition):

Jones, M. G. (2014). Case Study of Rural High School Math Teachers of African American Students. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152753

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):

Jones, Marcus Gee. “Case Study of Rural High School Math Teachers of African American Students.” 2014. Thesis, Texas A&M University. Accessed April 23, 2019. http://hdl.handle.net/1969.1/152753.

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

MLA Handbook (7th Edition):

Jones, Marcus Gee. “Case Study of Rural High School Math Teachers of African American Students.” 2014. Web. 23 Apr 2019.

Vancouver:

Jones MG. Case Study of Rural High School Math Teachers of African American Students. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1969.1/152753.

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

Council of Science Editors:

Jones MG. Case Study of Rural High School Math Teachers of African American Students. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/152753

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


Texas A&M University

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

Degree: 2014, Texas A&M University

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

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

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

APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Rhodes-Monette, Kimberly. “An Analysis of Four Implementation Levels for the Positive Behavioral Interventions and Supports (PBIS) on Selected Aggregated High School Student Performance Outcomes.” 2014. Thesis, Texas A&M University. Accessed April 23, 2019. http://hdl.handle.net/1969.1/154202.

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

MLA Handbook (7th Edition):

Rhodes-Monette, Kimberly. “An Analysis of Four Implementation Levels for the Positive Behavioral Interventions and Supports (PBIS) on Selected Aggregated High School Student Performance Outcomes.” 2014. Web. 23 Apr 2019.

Vancouver:

Rhodes-Monette K. An Analysis of Four Implementation Levels for the Positive Behavioral Interventions and Supports (PBIS) on Selected Aggregated High School Student Performance Outcomes. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1969.1/154202.

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

Council of Science Editors:

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

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


Texas A&M University

12. Yang, Pei-Lin. The Impact of Story Reading and Retelling on the Oral Development of English Language Learners.

Degree: 2015, Texas A&M University

 Due to the increasing population of English language learners in the United States and the academic gap between their English-speaking counterparts, the purpose of this… (more)

Subjects/Keywords: ELL; oral language development; story reading

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

APA (6th Edition):

Yang, P. (2015). The Impact of Story Reading and Retelling on the Oral Development of English Language Learners. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155127

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):

Yang, Pei-Lin. “The Impact of Story Reading and Retelling on the Oral Development of English Language Learners.” 2015. Thesis, Texas A&M University. Accessed April 23, 2019. http://hdl.handle.net/1969.1/155127.

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

MLA Handbook (7th Edition):

Yang, Pei-Lin. “The Impact of Story Reading and Retelling on the Oral Development of English Language Learners.” 2015. Web. 23 Apr 2019.

Vancouver:

Yang P. The Impact of Story Reading and Retelling on the Oral Development of English Language Learners. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1969.1/155127.

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

Council of Science Editors:

Yang P. The Impact of Story Reading and Retelling on the Oral Development of English Language Learners. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155127

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


Texas A&M University

13. Burke, Jeffrey S. Examining the Relationship Between Community Educational Attainment and the Discipline Implementation of Fourth Amendment Legal Principles in Public Schools.

Degree: 2015, Texas A&M University

 This research examined the relationship between community educational attainment and Fourth Amendment legal principles being implemented in public schools. Using education attainment data obtained from… (more)

Subjects/Keywords: Educational Attainment; Fourth Amendment

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

APA (6th Edition):

Burke, J. S. (2015). Examining the Relationship Between Community Educational Attainment and the Discipline Implementation of Fourth Amendment Legal Principles in Public Schools. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155143

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):

Burke, Jeffrey S. “Examining the Relationship Between Community Educational Attainment and the Discipline Implementation of Fourth Amendment Legal Principles in Public Schools.” 2015. Thesis, Texas A&M University. Accessed April 23, 2019. http://hdl.handle.net/1969.1/155143.

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

MLA Handbook (7th Edition):

Burke, Jeffrey S. “Examining the Relationship Between Community Educational Attainment and the Discipline Implementation of Fourth Amendment Legal Principles in Public Schools.” 2015. Web. 23 Apr 2019.

Vancouver:

Burke JS. Examining the Relationship Between Community Educational Attainment and the Discipline Implementation of Fourth Amendment Legal Principles in Public Schools. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1969.1/155143.

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

Council of Science Editors:

Burke JS. Examining the Relationship Between Community Educational Attainment and the Discipline Implementation of Fourth Amendment Legal Principles in Public Schools. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155143

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


Texas A&M University

14. Monzingo, Betty Denise. To What Extent Are Schools Prepared for Crises? Life after Columbine and Sandy Hook.

Degree: EdD, Educational Administration, 2017, Texas A&M University

 Despite safety measures that have been put in place since the mass school shootings at Columbine High School and Sandy Hook Elementary School, school districts… (more)

Subjects/Keywords: active shooters; school safety; emergency management plan

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APA (6th Edition):

Monzingo, B. D. (2017). To What Extent Are Schools Prepared for Crises? Life after Columbine and Sandy Hook. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/165690

Chicago Manual of Style (16th Edition):

Monzingo, Betty Denise. “To What Extent Are Schools Prepared for Crises? Life after Columbine and Sandy Hook.” 2017. Doctoral Dissertation, Texas A&M University. Accessed April 23, 2019. http://hdl.handle.net/1969.1/165690.

MLA Handbook (7th Edition):

Monzingo, Betty Denise. “To What Extent Are Schools Prepared for Crises? Life after Columbine and Sandy Hook.” 2017. Web. 23 Apr 2019.

Vancouver:

Monzingo BD. To What Extent Are Schools Prepared for Crises? Life after Columbine and Sandy Hook. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1969.1/165690.

Council of Science Editors:

Monzingo BD. To What Extent Are Schools Prepared for Crises? Life after Columbine and Sandy Hook. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/165690


Texas A&M University

15. Gouard, Jimmy S. Performance Pay for Teachers: A Comparative Multi-Case Study.

Degree: EdD, Educational Administration, 2015, Texas A&M University

 Voluminous studies of performance-based compensation for teachers have been conducted to ascertain the dynamics of programs that are successful in improving teacher effectiveness and in… (more)

Subjects/Keywords: Teacher performance pay; teacher merit pay

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APA (6th Edition):

Gouard, J. S. (2015). Performance Pay for Teachers: A Comparative Multi-Case Study. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156247

Chicago Manual of Style (16th Edition):

Gouard, Jimmy S. “Performance Pay for Teachers: A Comparative Multi-Case Study.” 2015. Doctoral Dissertation, Texas A&M University. Accessed April 23, 2019. http://hdl.handle.net/1969.1/156247.

MLA Handbook (7th Edition):

Gouard, Jimmy S. “Performance Pay for Teachers: A Comparative Multi-Case Study.” 2015. Web. 23 Apr 2019.

Vancouver:

Gouard JS. Performance Pay for Teachers: A Comparative Multi-Case Study. [Internet] [Doctoral dissertation]. Texas A&M University; 2015. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1969.1/156247.

Council of Science Editors:

Gouard JS. Performance Pay for Teachers: A Comparative Multi-Case Study. [Doctoral Dissertation]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/156247


Texas A&M University

16. Hurst, Michelle Andrea. Mid-career Teachers' Motivation to Teaching and Their Growth in Their Profession.

Degree: EdD, Curriculum and Instruction, 2018, Texas A&M University

 Similar to most careers, a teacher follows a career cycle: struggling in the beginning, as an expert in mid-career, and finally reaching end career. The… (more)

Subjects/Keywords: mid-career teacher; teacher motivation; teacher growth

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APA (6th Edition):

Hurst, M. A. (2018). Mid-career Teachers' Motivation to Teaching and Their Growth in Their Profession. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/174354

Chicago Manual of Style (16th Edition):

Hurst, Michelle Andrea. “Mid-career Teachers' Motivation to Teaching and Their Growth in Their Profession.” 2018. Doctoral Dissertation, Texas A&M University. Accessed April 23, 2019. http://hdl.handle.net/1969.1/174354.

MLA Handbook (7th Edition):

Hurst, Michelle Andrea. “Mid-career Teachers' Motivation to Teaching and Their Growth in Their Profession.” 2018. Web. 23 Apr 2019.

Vancouver:

Hurst MA. Mid-career Teachers' Motivation to Teaching and Their Growth in Their Profession. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1969.1/174354.

Council of Science Editors:

Hurst MA. Mid-career Teachers' Motivation to Teaching and Their Growth in Their Profession. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/174354


Texas A&M University

17. Tabor, Joshua Wayne. Effective Online Learning: An Examination of Online Summer School Curriculum at a Suburban Texas High School.

Degree: EdD, Curriculum and Instruction, 2018, Texas A&M University

 Online learning has become a vital part of post-secondary education. Over one quarter of college students will register for at least one online course each… (more)

Subjects/Keywords: online learning; effective curriculum

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APA (6th Edition):

Tabor, J. W. (2018). Effective Online Learning: An Examination of Online Summer School Curriculum at a Suburban Texas High School. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/174317

Chicago Manual of Style (16th Edition):

Tabor, Joshua Wayne. “Effective Online Learning: An Examination of Online Summer School Curriculum at a Suburban Texas High School.” 2018. Doctoral Dissertation, Texas A&M University. Accessed April 23, 2019. http://hdl.handle.net/1969.1/174317.

MLA Handbook (7th Edition):

Tabor, Joshua Wayne. “Effective Online Learning: An Examination of Online Summer School Curriculum at a Suburban Texas High School.” 2018. Web. 23 Apr 2019.

Vancouver:

Tabor JW. Effective Online Learning: An Examination of Online Summer School Curriculum at a Suburban Texas High School. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1969.1/174317.

Council of Science Editors:

Tabor JW. Effective Online Learning: An Examination of Online Summer School Curriculum at a Suburban Texas High School. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/174317


Texas A&M University

18. Aslin, David M. ADMINISTRATIVE LEADERSHIP TEAMS AND IMPACTS ON CAMPUS CULTURE AS MEASURED BY COLLABORATION, DECISION MAKING, CONFLICT, COMMUNICATION, FAVORITISM, AND CONFIDENCE.

Degree: EdD, Educational Administration, 2018, Texas A&M University

 The impact of micropolitics between members of school administrative leadership teams and the effect that these interactions and relationships have on the culture, climate, and… (more)

Subjects/Keywords: administrative relationships; micropolitics in leadership teams

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APA (6th Edition):

Aslin, D. M. (2018). ADMINISTRATIVE LEADERSHIP TEAMS AND IMPACTS ON CAMPUS CULTURE AS MEASURED BY COLLABORATION, DECISION MAKING, CONFLICT, COMMUNICATION, FAVORITISM, AND CONFIDENCE. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/174297

Chicago Manual of Style (16th Edition):

Aslin, David M. “ADMINISTRATIVE LEADERSHIP TEAMS AND IMPACTS ON CAMPUS CULTURE AS MEASURED BY COLLABORATION, DECISION MAKING, CONFLICT, COMMUNICATION, FAVORITISM, AND CONFIDENCE.” 2018. Doctoral Dissertation, Texas A&M University. Accessed April 23, 2019. http://hdl.handle.net/1969.1/174297.

MLA Handbook (7th Edition):

Aslin, David M. “ADMINISTRATIVE LEADERSHIP TEAMS AND IMPACTS ON CAMPUS CULTURE AS MEASURED BY COLLABORATION, DECISION MAKING, CONFLICT, COMMUNICATION, FAVORITISM, AND CONFIDENCE.” 2018. Web. 23 Apr 2019.

Vancouver:

Aslin DM. ADMINISTRATIVE LEADERSHIP TEAMS AND IMPACTS ON CAMPUS CULTURE AS MEASURED BY COLLABORATION, DECISION MAKING, CONFLICT, COMMUNICATION, FAVORITISM, AND CONFIDENCE. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1969.1/174297.

Council of Science Editors:

Aslin DM. ADMINISTRATIVE LEADERSHIP TEAMS AND IMPACTS ON CAMPUS CULTURE AS MEASURED BY COLLABORATION, DECISION MAKING, CONFLICT, COMMUNICATION, FAVORITISM, AND CONFIDENCE. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/174297


Texas A&M University

19. Jones, Harleigh Paul. The Non-Academic Self-Concept of Homogeneously Grouped Sixth through Eighth Grade Gifted and Talented Students.

Degree: EdD, Educational Administration, 2018, Texas A&M University

 The purpose of this study was to analyze how the school-within-a-school setting interacts with the non-academic self-concept of gifted and talented students in grades 6-… (more)

Subjects/Keywords: Gifted; Self-concept

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APA (6th Edition):

Jones, H. P. (2018). The Non-Academic Self-Concept of Homogeneously Grouped Sixth through Eighth Grade Gifted and Talented Students. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/173434

Chicago Manual of Style (16th Edition):

Jones, Harleigh Paul. “The Non-Academic Self-Concept of Homogeneously Grouped Sixth through Eighth Grade Gifted and Talented Students.” 2018. Doctoral Dissertation, Texas A&M University. Accessed April 23, 2019. http://hdl.handle.net/1969.1/173434.

MLA Handbook (7th Edition):

Jones, Harleigh Paul. “The Non-Academic Self-Concept of Homogeneously Grouped Sixth through Eighth Grade Gifted and Talented Students.” 2018. Web. 23 Apr 2019.

Vancouver:

Jones HP. The Non-Academic Self-Concept of Homogeneously Grouped Sixth through Eighth Grade Gifted and Talented Students. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1969.1/173434.

Council of Science Editors:

Jones HP. The Non-Academic Self-Concept of Homogeneously Grouped Sixth through Eighth Grade Gifted and Talented Students. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/173434


Texas A&M University

20. Morgan, Elyse Lenore. Implementation of Response to Intervention: A Case Study in a Texas Education Agency Designated Other Central City Suburban School District.

Degree: PhD, Educational Administration, 2018, Texas A&M University

 Response to Intervention (RtI) is a critical component in the instructional continuum in KG-12 public education due to legislation requiring schools to provide struggling learners… (more)

Subjects/Keywords: Response to Intervention; replication study; elementary teachers' perceptions; secondary teachers' perceptions; counselors' perceptions; multi-tiered problem solving model

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APA (6th Edition):

Morgan, E. L. (2018). Implementation of Response to Intervention: A Case Study in a Texas Education Agency Designated Other Central City Suburban School District. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/173916

Chicago Manual of Style (16th Edition):

Morgan, Elyse Lenore. “Implementation of Response to Intervention: A Case Study in a Texas Education Agency Designated Other Central City Suburban School District.” 2018. Doctoral Dissertation, Texas A&M University. Accessed April 23, 2019. http://hdl.handle.net/1969.1/173916.

MLA Handbook (7th Edition):

Morgan, Elyse Lenore. “Implementation of Response to Intervention: A Case Study in a Texas Education Agency Designated Other Central City Suburban School District.” 2018. Web. 23 Apr 2019.

Vancouver:

Morgan EL. Implementation of Response to Intervention: A Case Study in a Texas Education Agency Designated Other Central City Suburban School District. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1969.1/173916.

Council of Science Editors:

Morgan EL. Implementation of Response to Intervention: A Case Study in a Texas Education Agency Designated Other Central City Suburban School District. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/173916


Texas A&M University

21. Harper, Ilene Brown. High School Leaders’ Perceptions on Disproportionality in School Discipline among African-American Students.

Degree: PhD, Educational Administration, 2017, Texas A&M University

 National trends indicate that systemic disparities in school discipline are evident by race. Students of color, for instance, are more likely than White students to… (more)

Subjects/Keywords: Positive Behavioral Interventions and Supports (PBIS); Cultural CRIL

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APA (6th Edition):

Harper, I. B. (2017). High School Leaders’ Perceptions on Disproportionality in School Discipline among African-American Students. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/169553

Chicago Manual of Style (16th Edition):

Harper, Ilene Brown. “High School Leaders’ Perceptions on Disproportionality in School Discipline among African-American Students.” 2017. Doctoral Dissertation, Texas A&M University. Accessed April 23, 2019. http://hdl.handle.net/1969.1/169553.

MLA Handbook (7th Edition):

Harper, Ilene Brown. “High School Leaders’ Perceptions on Disproportionality in School Discipline among African-American Students.” 2017. Web. 23 Apr 2019.

Vancouver:

Harper IB. High School Leaders’ Perceptions on Disproportionality in School Discipline among African-American Students. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1969.1/169553.

Council of Science Editors:

Harper IB. High School Leaders’ Perceptions on Disproportionality in School Discipline among African-American Students. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/169553


Texas A&M University

22. Portilla, Liliana Raquel. Five former Texas Public School Board Members' Perceptions Concerning the Hiring of Latina Superintendents.

Degree: EdD, Educational Administration, 2017, Texas A&M University

 This qualitative study examined the perceptions of five former pubic school board members in Texas regarding the hiring of Latinas aspiring to the superintendency. The… (more)

Subjects/Keywords: Latina Superintendents; leadership; former board members; hiring; female hispanics; Latinas

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APA (6th Edition):

Portilla, L. R. (2017). Five former Texas Public School Board Members' Perceptions Concerning the Hiring of Latina Superintendents. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/169582

Chicago Manual of Style (16th Edition):

Portilla, Liliana Raquel. “Five former Texas Public School Board Members' Perceptions Concerning the Hiring of Latina Superintendents.” 2017. Doctoral Dissertation, Texas A&M University. Accessed April 23, 2019. http://hdl.handle.net/1969.1/169582.

MLA Handbook (7th Edition):

Portilla, Liliana Raquel. “Five former Texas Public School Board Members' Perceptions Concerning the Hiring of Latina Superintendents.” 2017. Web. 23 Apr 2019.

Vancouver:

Portilla LR. Five former Texas Public School Board Members' Perceptions Concerning the Hiring of Latina Superintendents. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1969.1/169582.

Council of Science Editors:

Portilla LR. Five former Texas Public School Board Members' Perceptions Concerning the Hiring of Latina Superintendents. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/169582


Texas A&M University

23. 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 April 23, 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. 23 Apr 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 Apr 23]. 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

24. Collins, Rachele Christine. Understanding the Workforce Skills and Development Needs of the Houston Suburban Homeless.

Degree: 2016, Texas A&M University

 This dissertation study was a qualitative, naturalistic inquiry study written in the form of a case study about the current workforce skills, skills development needs,… (more)

Subjects/Keywords: homelessness; Houston; suburbs

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APA (6th Edition):

Collins, R. C. (2016). Understanding the Workforce Skills and Development Needs of the Houston Suburban Homeless. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/157854

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):

Collins, Rachele Christine. “Understanding the Workforce Skills and Development Needs of the Houston Suburban Homeless.” 2016. Thesis, Texas A&M University. Accessed April 23, 2019. http://hdl.handle.net/1969.1/157854.

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

MLA Handbook (7th Edition):

Collins, Rachele Christine. “Understanding the Workforce Skills and Development Needs of the Houston Suburban Homeless.” 2016. Web. 23 Apr 2019.

Vancouver:

Collins RC. Understanding the Workforce Skills and Development Needs of the Houston Suburban Homeless. [Internet] [Thesis]. Texas A&M University; 2016. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1969.1/157854.

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

Council of Science Editors:

Collins RC. Understanding the Workforce Skills and Development Needs of the Houston Suburban Homeless. [Thesis]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/157854

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


Texas A&M University

25. 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 April 23, 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. 23 Apr 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 Apr 23]. 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

26. Walichowski, Miranda Fernande. An Alternative Oral Proficiency and Expressive Vocabulary Assessment of Kindergarten English Language Learners.

Degree: 2011, Texas A&M University

 The data used in this study were secondary, kindergarten data from a longitudinal, five-year, federal experimental research project: English and Literacy Acquisition (ELLA) (R305P030032). The… (more)

Subjects/Keywords: ells; oral proficiency; vocabulary

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APA (6th Edition):

Walichowski, M. F. (2011). An Alternative Oral Proficiency and Expressive Vocabulary Assessment of Kindergarten English Language Learners. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7639

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):

Walichowski, Miranda Fernande. “An Alternative Oral Proficiency and Expressive Vocabulary Assessment of Kindergarten English Language Learners.” 2011. Thesis, Texas A&M University. Accessed April 23, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7639.

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

MLA Handbook (7th Edition):

Walichowski, Miranda Fernande. “An Alternative Oral Proficiency and Expressive Vocabulary Assessment of Kindergarten English Language Learners.” 2011. Web. 23 Apr 2019.

Vancouver:

Walichowski MF. An Alternative Oral Proficiency and Expressive Vocabulary Assessment of Kindergarten English Language Learners. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7639.

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

Council of Science Editors:

Walichowski MF. An Alternative Oral Proficiency and Expressive Vocabulary Assessment of Kindergarten English Language Learners. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7639

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


Texas A&M University

27. Acosta, Sandra. High-Stakes Reading Assessment and English Oral Language Development: A Study of Third Grade English Language Learners in a Texas School District.

Degree: 2011, Texas A&M University

 The purpose of this study was to examine: (a) the methodological quality of current research on English Language Learners (ELL) in the areas of high-stakes… (more)

Subjects/Keywords: English language learners; oral language; high-stakes testing

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APA (6th Edition):

Acosta, S. (2011). High-Stakes Reading Assessment and English Oral Language Development: A Study of Third Grade English Language Learners in a Texas School District. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-8043

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):

Acosta, Sandra. “High-Stakes Reading Assessment and English Oral Language Development: A Study of Third Grade English Language Learners in a Texas School District.” 2011. Thesis, Texas A&M University. Accessed April 23, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-8043.

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

MLA Handbook (7th Edition):

Acosta, Sandra. “High-Stakes Reading Assessment and English Oral Language Development: A Study of Third Grade English Language Learners in a Texas School District.” 2011. Web. 23 Apr 2019.

Vancouver:

Acosta S. High-Stakes Reading Assessment and English Oral Language Development: A Study of Third Grade English Language Learners in a Texas School District. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-8043.

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

Council of Science Editors:

Acosta S. High-Stakes Reading Assessment and English Oral Language Development: A Study of Third Grade English Language Learners in a Texas School District. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-8043

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


Texas A&M University

28. Cruz de Quiros, Ana Migdalia. Structured story reading and retell related to listening comprehension and vocabulary acquisition among English language learners.

Degree: 2008, Texas A&M University

 This study compared the oral language development, vocabulary, and comprehension of English language learners (ELLs) in second grade who were participating in a five-year longitudinal… (more)

Subjects/Keywords: Education; Bilingual and Multicultural Bussiness; Curriculum and Instruction; Educational Psychology; Elementary; Language and Literature; Reading

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APA (6th Edition):

Cruz de Quiros, A. M. (2008). Structured story reading and retell related to listening comprehension and vocabulary acquisition among English language learners. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/86030

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):

Cruz de Quiros, Ana Migdalia. “Structured story reading and retell related to listening comprehension and vocabulary acquisition among English language learners.” 2008. Thesis, Texas A&M University. Accessed April 23, 2019. http://hdl.handle.net/1969.1/86030.

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

MLA Handbook (7th Edition):

Cruz de Quiros, Ana Migdalia. “Structured story reading and retell related to listening comprehension and vocabulary acquisition among English language learners.” 2008. Web. 23 Apr 2019.

Vancouver:

Cruz de Quiros AM. Structured story reading and retell related to listening comprehension and vocabulary acquisition among English language learners. [Internet] [Thesis]. Texas A&M University; 2008. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1969.1/86030.

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

Council of Science Editors:

Cruz de Quiros AM. Structured story reading and retell related to listening comprehension and vocabulary acquisition among English language learners. [Thesis]. Texas A&M University; 2008. Available from: http://hdl.handle.net/1969.1/86030

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


Texas A&M University

29. 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 April 23, 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. 23 Apr 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 Apr 23]. 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

30. Rea, Marla. An Exploratory Study of the Psychometric Properties of the Hispanic Bilingual Gifted Screening Instrument at Grades 6-12.

Degree: 2013, Texas A&M University

 Educators have long been challenged to close the achievement gap which exists between the general school population and linguistically diverse students. However, a disconnect persists… (more)

Subjects/Keywords: Hispanic; English Learning; Culturally Diverse; Gifted and Talented; Secondary ELL; Hispanic Bilingual Gifted Screening Instrument; HBGSI

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

APA (6th Edition):

Rea, M. (2013). An Exploratory Study of the Psychometric Properties of the Hispanic Bilingual Gifted Screening Instrument at Grades 6-12. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151872

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):

Rea, Marla. “An Exploratory Study of the Psychometric Properties of the Hispanic Bilingual Gifted Screening Instrument at Grades 6-12.” 2013. Thesis, Texas A&M University. Accessed April 23, 2019. http://hdl.handle.net/1969.1/151872.

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

MLA Handbook (7th Edition):

Rea, Marla. “An Exploratory Study of the Psychometric Properties of the Hispanic Bilingual Gifted Screening Instrument at Grades 6-12.” 2013. Web. 23 Apr 2019.

Vancouver:

Rea M. An Exploratory Study of the Psychometric Properties of the Hispanic Bilingual Gifted Screening Instrument at Grades 6-12. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Apr 23]. Available from: http://hdl.handle.net/1969.1/151872.

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

Council of Science Editors:

Rea M. An Exploratory Study of the Psychometric Properties of the Hispanic Bilingual Gifted Screening Instrument at Grades 6-12. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151872

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

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