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You searched for +publisher:"Texas A&M University" +contributor:("Lewis, Chance W."). Showing records 1 – 21 of 21 total matches.

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Texas A&M University

1. Sourdot, Ludovic A. Popular Television and Visual Culture: Intentions and Perceptions of Aliens in America.

Degree: 2010, Texas A&M University

 This study examined the intentions of a group of individuals who created the sitcom Aliens in America broadcast on the CW Network in 2007-2008 and… (more)

Subjects/Keywords: Visual culture; art education; media literacy; Aliens in America; intentions; perceptions

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APA (6th Edition):

Sourdot, L. A. (2010). Popular Television and Visual Culture: Intentions and Perceptions of Aliens in America. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7110

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):

Sourdot, Ludovic A. “Popular Television and Visual Culture: Intentions and Perceptions of Aliens in America.” 2010. Thesis, Texas A&M University. Accessed May 22, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7110.

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

MLA Handbook (7th Edition):

Sourdot, Ludovic A. “Popular Television and Visual Culture: Intentions and Perceptions of Aliens in America.” 2010. Web. 22 May 2019.

Vancouver:

Sourdot LA. Popular Television and Visual Culture: Intentions and Perceptions of Aliens in America. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 May 22]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7110.

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

Council of Science Editors:

Sourdot LA. Popular Television and Visual Culture: Intentions and Perceptions of Aliens in America. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7110

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


Texas A&M University

2. Coston, Wood Sights. Examination of Teacher Efficacy and Culturally Responsive Beliefs of Alternative Certified and Traditionally Certified Hispanic Teachers Serving Hispanic Students in High Priority Schools.

Degree: 2011, Texas A&M University

 The purpose of this mixed method study was to examine teacher self efficacy and culturally responsive self efficacy of in-service Hispanic teachers teaching in high… (more)

Subjects/Keywords: culturally responsive efficacy; teacher efficacy; hispanic teachers; high priority schools; alternative certification; traditional certification

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APA (6th Edition):

Coston, W. S. (2011). Examination of Teacher Efficacy and Culturally Responsive Beliefs of Alternative Certified and Traditionally Certified Hispanic Teachers Serving Hispanic Students in High Priority Schools. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7708

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):

Coston, Wood Sights. “Examination of Teacher Efficacy and Culturally Responsive Beliefs of Alternative Certified and Traditionally Certified Hispanic Teachers Serving Hispanic Students in High Priority Schools.” 2011. Thesis, Texas A&M University. Accessed May 22, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7708.

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

MLA Handbook (7th Edition):

Coston, Wood Sights. “Examination of Teacher Efficacy and Culturally Responsive Beliefs of Alternative Certified and Traditionally Certified Hispanic Teachers Serving Hispanic Students in High Priority Schools.” 2011. Web. 22 May 2019.

Vancouver:

Coston WS. Examination of Teacher Efficacy and Culturally Responsive Beliefs of Alternative Certified and Traditionally Certified Hispanic Teachers Serving Hispanic Students in High Priority Schools. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 May 22]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7708.

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

Council of Science Editors:

Coston WS. Examination of Teacher Efficacy and Culturally Responsive Beliefs of Alternative Certified and Traditionally Certified Hispanic Teachers Serving Hispanic Students in High Priority Schools. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7708

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


Texas A&M University

3. Watson, Jesse. Recruiting African American Male Teachers in K-12 Schools: A Case Study in One Urban School District.

Degree: 2012, Texas A&M University

 A case study of the experiences of six African American male teachers in a southern K-12 school district is presented in this study. The purpose… (more)

Subjects/Keywords: African American; Male Teacher Recruitment; Urban School District

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APA (6th Edition):

Watson, J. (2012). Recruiting African American Male Teachers in K-12 Schools: A Case Study in One Urban School District. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10441

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):

Watson, Jesse. “Recruiting African American Male Teachers in K-12 Schools: A Case Study in One Urban School District.” 2012. Thesis, Texas A&M University. Accessed May 22, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10441.

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

MLA Handbook (7th Edition):

Watson, Jesse. “Recruiting African American Male Teachers in K-12 Schools: A Case Study in One Urban School District.” 2012. Web. 22 May 2019.

Vancouver:

Watson J. Recruiting African American Male Teachers in K-12 Schools: A Case Study in One Urban School District. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 May 22]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10441.

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

Council of Science Editors:

Watson J. Recruiting African American Male Teachers in K-12 Schools: A Case Study in One Urban School District. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10441

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


Texas A&M University

4. Schoener III, Herbert. An Interpretive Case Study of Stakeholders' Perceptions on the Enrollment and Progression of African American Students in High School Foreign Language Courses.

Degree: 2012, Texas A&M University

 The "achievement gap" is a common term in Texas public education, often referring to academic differences in achievement among student ethnic groups within the core… (more)

Subjects/Keywords: foreign language; achievement gap; achievement gaps; African American students; Texas; public education; accountability

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APA (6th Edition):

Schoener III, H. (2012). An Interpretive Case Study of Stakeholders' Perceptions on the Enrollment and Progression of African American Students in High School Foreign Language Courses. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11721

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):

Schoener III, Herbert. “An Interpretive Case Study of Stakeholders' Perceptions on the Enrollment and Progression of African American Students in High School Foreign Language Courses.” 2012. Thesis, Texas A&M University. Accessed May 22, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11721.

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

MLA Handbook (7th Edition):

Schoener III, Herbert. “An Interpretive Case Study of Stakeholders' Perceptions on the Enrollment and Progression of African American Students in High School Foreign Language Courses.” 2012. Web. 22 May 2019.

Vancouver:

Schoener III H. An Interpretive Case Study of Stakeholders' Perceptions on the Enrollment and Progression of African American Students in High School Foreign Language Courses. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 May 22]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11721.

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

Council of Science Editors:

Schoener III H. An Interpretive Case Study of Stakeholders' Perceptions on the Enrollment and Progression of African American Students in High School Foreign Language Courses. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11721

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


Texas A&M University

5. Woods, Melanie. Mathematics TEKS Connections Program in Texas: Follow-Up Analysis of Teacher Trainers' Attitudes and Systematic Observation of Elementary Mathematics Instruction.

Degree: 2012, Texas A&M University

 The purpose of this study is to examine two components of a statewide professional development program designed to improve mathematics instruction in Texas: perceptions of… (more)

Subjects/Keywords: Curriculum; Systemic Reform; Professional Development; Systematic Classroom Observation; Attitudes; Train-the-Trainer

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APA (6th Edition):

Woods, M. (2012). Mathematics TEKS Connections Program in Texas: Follow-Up Analysis of Teacher Trainers' Attitudes and Systematic Observation of Elementary Mathematics Instruction. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/148093

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):

Woods, Melanie. “Mathematics TEKS Connections Program in Texas: Follow-Up Analysis of Teacher Trainers' Attitudes and Systematic Observation of Elementary Mathematics Instruction.” 2012. Thesis, Texas A&M University. Accessed May 22, 2019. http://hdl.handle.net/1969.1/148093.

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

MLA Handbook (7th Edition):

Woods, Melanie. “Mathematics TEKS Connections Program in Texas: Follow-Up Analysis of Teacher Trainers' Attitudes and Systematic Observation of Elementary Mathematics Instruction.” 2012. Web. 22 May 2019.

Vancouver:

Woods M. Mathematics TEKS Connections Program in Texas: Follow-Up Analysis of Teacher Trainers' Attitudes and Systematic Observation of Elementary Mathematics Instruction. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 May 22]. Available from: http://hdl.handle.net/1969.1/148093.

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

Council of Science Editors:

Woods M. Mathematics TEKS Connections Program in Texas: Follow-Up Analysis of Teacher Trainers' Attitudes and Systematic Observation of Elementary Mathematics Instruction. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/148093

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


Texas A&M University

6. Humpal, David Lawrence 1960-. Challenging Depressive Ghosts in the Hegemonic Closet: An Autoethnography.

Degree: 2012, Texas A&M University

 The following autoethnographic study highlights the perceptions of a Southern, White male teacher, at times experiencing bouts of depression and anxiety, in the predominantly White… (more)

Subjects/Keywords: mental health; rural education; art education; multicultural education; critical White theory; autoethnography

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APA (6th Edition):

Humpal, D. L. 1. (2012). Challenging Depressive Ghosts in the Hegemonic Closet: An Autoethnography. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/148171

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):

Humpal, David Lawrence 1960-. “Challenging Depressive Ghosts in the Hegemonic Closet: An Autoethnography.” 2012. Thesis, Texas A&M University. Accessed May 22, 2019. http://hdl.handle.net/1969.1/148171.

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

MLA Handbook (7th Edition):

Humpal, David Lawrence 1960-. “Challenging Depressive Ghosts in the Hegemonic Closet: An Autoethnography.” 2012. Web. 22 May 2019.

Vancouver:

Humpal DL1. Challenging Depressive Ghosts in the Hegemonic Closet: An Autoethnography. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 May 22]. Available from: http://hdl.handle.net/1969.1/148171.

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

Council of Science Editors:

Humpal DL1. Challenging Depressive Ghosts in the Hegemonic Closet: An Autoethnography. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/148171

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


Texas A&M University

7. Rios, Sylvia 1954-. A Case Study of Principal Leadership in the Practice of Multicultural Education in High-Achieving Schools Serving Hispanic Students in South Texas.

Degree: 2012, Texas A&M University

 The primary purpose of this qualitative study was to explore the educational experiences and leadership behaviors of five South Texas high school principals, in the… (more)

Subjects/Keywords: Multicultural Education; Multicultural; Hispanic Students; Hispanic; Principal Leadership; Principal

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APA (6th Edition):

Rios, S. 1. (2012). A Case Study of Principal Leadership in the Practice of Multicultural Education in High-Achieving Schools Serving Hispanic Students in South Texas. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/148257

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):

Rios, Sylvia 1954-. “A Case Study of Principal Leadership in the Practice of Multicultural Education in High-Achieving Schools Serving Hispanic Students in South Texas.” 2012. Thesis, Texas A&M University. Accessed May 22, 2019. http://hdl.handle.net/1969.1/148257.

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

MLA Handbook (7th Edition):

Rios, Sylvia 1954-. “A Case Study of Principal Leadership in the Practice of Multicultural Education in High-Achieving Schools Serving Hispanic Students in South Texas.” 2012. Web. 22 May 2019.

Vancouver:

Rios S1. A Case Study of Principal Leadership in the Practice of Multicultural Education in High-Achieving Schools Serving Hispanic Students in South Texas. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 May 22]. Available from: http://hdl.handle.net/1969.1/148257.

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

Council of Science Editors:

Rios S1. A Case Study of Principal Leadership in the Practice of Multicultural Education in High-Achieving Schools Serving Hispanic Students in South Texas. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/148257

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


Texas A&M University

8. Hubert, Tarcia Lasha. Empowering and Facilitating Student Learning: An Investigation of Culturally Relevant Pedagogy for High-school Mathematics Instruction.

Degree: 2013, Texas A&M University

 Implementing culturally relevant pedagogy (CRP) in a mathematics classroom is often recommended by researchers as a strategy for improving mathematical achievement among underrepresented students. This… (more)

Subjects/Keywords: culturally relevant; mathematics; intervention; underrepresented students

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APA (6th Edition):

Hubert, T. L. (2013). Empowering and Facilitating Student Learning: An Investigation of Culturally Relevant Pedagogy for High-school Mathematics Instruction. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151748

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):

Hubert, Tarcia Lasha. “Empowering and Facilitating Student Learning: An Investigation of Culturally Relevant Pedagogy for High-school Mathematics Instruction.” 2013. Thesis, Texas A&M University. Accessed May 22, 2019. http://hdl.handle.net/1969.1/151748.

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

MLA Handbook (7th Edition):

Hubert, Tarcia Lasha. “Empowering and Facilitating Student Learning: An Investigation of Culturally Relevant Pedagogy for High-school Mathematics Instruction.” 2013. Web. 22 May 2019.

Vancouver:

Hubert TL. Empowering and Facilitating Student Learning: An Investigation of Culturally Relevant Pedagogy for High-school Mathematics Instruction. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 May 22]. Available from: http://hdl.handle.net/1969.1/151748.

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

Council of Science Editors:

Hubert TL. Empowering and Facilitating Student Learning: An Investigation of Culturally Relevant Pedagogy for High-school Mathematics Instruction. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151748

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


Texas A&M University

9. Johnson, Johnitha Watkins. Our Relationship, My Academia: Historical and Hegemonic Implications Imbuing Academically Successful African American Women from Single-mothered Families.

Degree: 2013, Texas A&M University

 This qualitative study sought to describe college-enrolled African American daughters? interpretation of their single mother?s personal characteristics, acts of parenting, and meaningful influence on their… (more)

Subjects/Keywords: academic success; African American; single-mother; mother-daughter relationship

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APA (6th Edition):

Johnson, J. W. (2013). Our Relationship, My Academia: Historical and Hegemonic Implications Imbuing Academically Successful African American Women from Single-mothered Families. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151919

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, Johnitha Watkins. “Our Relationship, My Academia: Historical and Hegemonic Implications Imbuing Academically Successful African American Women from Single-mothered Families.” 2013. Thesis, Texas A&M University. Accessed May 22, 2019. http://hdl.handle.net/1969.1/151919.

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

MLA Handbook (7th Edition):

Johnson, Johnitha Watkins. “Our Relationship, My Academia: Historical and Hegemonic Implications Imbuing Academically Successful African American Women from Single-mothered Families.” 2013. Web. 22 May 2019.

Vancouver:

Johnson JW. Our Relationship, My Academia: Historical and Hegemonic Implications Imbuing Academically Successful African American Women from Single-mothered Families. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 May 22]. Available from: http://hdl.handle.net/1969.1/151919.

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

Council of Science Editors:

Johnson JW. Our Relationship, My Academia: Historical and Hegemonic Implications Imbuing Academically Successful African American Women from Single-mothered Families. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151919

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


Texas A&M University

10. Jenkins, China MeKel. It?s the Right Thing to Do: The Voices of Seven White Culturally Responsive Professors of Education.

Degree: 2015, Texas A&M University

 Many scholars have noted that the lack of diversity among professors contributes to the imbalanced success rates between White students and students of color. They… (more)

Subjects/Keywords: Culturally responsive teaching; White professors; Transformation

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APA (6th Edition):

Jenkins, C. M. (2015). It?s the Right Thing to Do: The Voices of Seven White Culturally Responsive Professors of Education. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155198

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):

Jenkins, China MeKel. “It?s the Right Thing to Do: The Voices of Seven White Culturally Responsive Professors of Education.” 2015. Thesis, Texas A&M University. Accessed May 22, 2019. http://hdl.handle.net/1969.1/155198.

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

MLA Handbook (7th Edition):

Jenkins, China MeKel. “It?s the Right Thing to Do: The Voices of Seven White Culturally Responsive Professors of Education.” 2015. Web. 22 May 2019.

Vancouver:

Jenkins CM. It?s the Right Thing to Do: The Voices of Seven White Culturally Responsive Professors of Education. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 May 22]. Available from: http://hdl.handle.net/1969.1/155198.

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

Council of Science Editors:

Jenkins CM. It?s the Right Thing to Do: The Voices of Seven White Culturally Responsive Professors of Education. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155198

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

11. Long, Jessica 1983-. The Perceived Impact that Tutors Have on Urban Secondary Students Attending a Community-Based After-School Program in the State of Texas.

Degree: 2013, Texas A&M University

 For urban secondary students, the benefits of attending after-school programs may not be solely academic?rather, their attendance and participation may yield more fundamental development needs.… (more)

Subjects/Keywords: Secondary Students; Urban Students; Mentoring; Tutoring

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

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APA (6th Edition):

Long, J. 1. (2013). The Perceived Impact that Tutors Have on Urban Secondary Students Attending a Community-Based After-School Program in the State of Texas. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/148433

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):

Long, Jessica 1983-. “The Perceived Impact that Tutors Have on Urban Secondary Students Attending a Community-Based After-School Program in the State of Texas.” 2013. Thesis, Texas A&M University. Accessed May 22, 2019. http://hdl.handle.net/1969.1/148433.

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

MLA Handbook (7th Edition):

Long, Jessica 1983-. “The Perceived Impact that Tutors Have on Urban Secondary Students Attending a Community-Based After-School Program in the State of Texas.” 2013. Web. 22 May 2019.

Vancouver:

Long J1. The Perceived Impact that Tutors Have on Urban Secondary Students Attending a Community-Based After-School Program in the State of Texas. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 May 22]. Available from: http://hdl.handle.net/1969.1/148433.

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

Council of Science Editors:

Long J1. The Perceived Impact that Tutors Have on Urban Secondary Students Attending a Community-Based After-School Program in the State of Texas. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/148433

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

12. Eidson, Karla W. Second-Year Teacher Perceptions of a Teacher Induction Program: A Close-up of One School District.

Degree: 2011, Texas A&M University

 Teacher induction programs are a means to support and guide new teachers in bridging the gap between pre-service preparation and assuming the role as a… (more)

Subjects/Keywords: teacher induction; new teacher induction programs; mentoring and supervision

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APA (6th Edition):

Eidson, K. W. (2011). Second-Year Teacher Perceptions of a Teacher Induction Program: A Close-up of One School District. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7521

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):

Eidson, Karla W. “Second-Year Teacher Perceptions of a Teacher Induction Program: A Close-up of One School District.” 2011. Thesis, Texas A&M University. Accessed May 22, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7521.

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

MLA Handbook (7th Edition):

Eidson, Karla W. “Second-Year Teacher Perceptions of a Teacher Induction Program: A Close-up of One School District.” 2011. Web. 22 May 2019.

Vancouver:

Eidson KW. Second-Year Teacher Perceptions of a Teacher Induction Program: A Close-up of One School District. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 May 22]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7521.

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

Council of Science Editors:

Eidson KW. Second-Year Teacher Perceptions of a Teacher Induction Program: A Close-up of One School District. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7521

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

13. Allen, Ayana Ma-El. Negotiating Worlds, Managing Subjectivities, and Redefining Selves: The Lived Experiences of African American Undergraduate Females at Predominately White Institutions.

Degree: 2011, Texas A&M University

 A narrative analysis of the lived experiences of seven undergraduate African American females at Predominately White Institutions (PWIs) is presented in this study. The purpose… (more)

Subjects/Keywords: African American females; predominately White Institutions; Identity development; intersection of race; class; gender; narrative

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APA (6th Edition):

Allen, A. M. (2011). Negotiating Worlds, Managing Subjectivities, and Redefining Selves: The Lived Experiences of African American Undergraduate Females at Predominately White Institutions. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-9029

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):

Allen, Ayana Ma-El. “Negotiating Worlds, Managing Subjectivities, and Redefining Selves: The Lived Experiences of African American Undergraduate Females at Predominately White Institutions.” 2011. Thesis, Texas A&M University. Accessed May 22, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-9029.

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

MLA Handbook (7th Edition):

Allen, Ayana Ma-El. “Negotiating Worlds, Managing Subjectivities, and Redefining Selves: The Lived Experiences of African American Undergraduate Females at Predominately White Institutions.” 2011. Web. 22 May 2019.

Vancouver:

Allen AM. Negotiating Worlds, Managing Subjectivities, and Redefining Selves: The Lived Experiences of African American Undergraduate Females at Predominately White Institutions. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 May 22]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-9029.

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

Council of Science Editors:

Allen AM. Negotiating Worlds, Managing Subjectivities, and Redefining Selves: The Lived Experiences of African American Undergraduate Females at Predominately White Institutions. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-9029

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

14. Williams Jefferson, Rhonique Lia. African American Students in a Middle Income, Urban School District: Five Successful Secondary Teachers? Beliefs and Practices.

Degree: 2013, Texas A&M University

 This research study was conducted as a qualitative case study of five successful teachers of African American students in a middle income, urban school district.… (more)

Subjects/Keywords: African American students; African American student achievement; qualitative research; case study; middle income; middle class; successful teachers; effective teachers; teacher efficacy; learning opportunities; Ethic of Care; Equity Pedagogy; culturally responsive pedagogy; character education; urban education; urban schools

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APA (6th Edition):

Williams Jefferson, R. L. (2013). African American Students in a Middle Income, Urban School District: Five Successful Secondary Teachers? Beliefs and Practices. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151807

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

Chicago Manual of Style (16th Edition):

Williams Jefferson, Rhonique Lia. “African American Students in a Middle Income, Urban School District: Five Successful Secondary Teachers? Beliefs and Practices.” 2013. Thesis, Texas A&M University. Accessed May 22, 2019. http://hdl.handle.net/1969.1/151807.

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

MLA Handbook (7th Edition):

Williams Jefferson, Rhonique Lia. “African American Students in a Middle Income, Urban School District: Five Successful Secondary Teachers? Beliefs and Practices.” 2013. Web. 22 May 2019.

Vancouver:

Williams Jefferson RL. African American Students in a Middle Income, Urban School District: Five Successful Secondary Teachers? Beliefs and Practices. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 May 22]. Available from: http://hdl.handle.net/1969.1/151807.

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

Council of Science Editors:

Williams Jefferson RL. African American Students in a Middle Income, Urban School District: Five Successful Secondary Teachers? Beliefs and Practices. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151807

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

15. Howell, Leanne. Computer-Assisted Instruction in an Urban School Setting: Fifth-Grade Teachers? Perceptions and Students' Attitudes Toward Science.

Degree: 2012, Texas A&M University

 The purpose of this dissertation study was to investigate a specific computer-assisted instructional software, Study Hall 101, in fifth-grade science. The study was conducted on… (more)

Subjects/Keywords: computer-assisted instruction; students' attitude toward science

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APA (6th Edition):

Howell, L. (2012). Computer-Assisted Instruction in an Urban School Setting: Fifth-Grade Teachers? Perceptions and Students' Attitudes Toward Science. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8822

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):

Howell, Leanne. “Computer-Assisted Instruction in an Urban School Setting: Fifth-Grade Teachers? Perceptions and Students' Attitudes Toward Science.” 2012. Thesis, Texas A&M University. Accessed May 22, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8822.

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

MLA Handbook (7th Edition):

Howell, Leanne. “Computer-Assisted Instruction in an Urban School Setting: Fifth-Grade Teachers? Perceptions and Students' Attitudes Toward Science.” 2012. Web. 22 May 2019.

Vancouver:

Howell L. Computer-Assisted Instruction in an Urban School Setting: Fifth-Grade Teachers? Perceptions and Students' Attitudes Toward Science. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 May 22]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8822.

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

Council of Science Editors:

Howell L. Computer-Assisted Instruction in an Urban School Setting: Fifth-Grade Teachers? Perceptions and Students' Attitudes Toward Science. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8822

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

16. Williams, Kamala Vychel. Middle School Teachers? Reflective Responses to the Cultural Awareness and Beliefs Inventory about African American Learners in an Urban School District: A Qualitative Study.

Degree: 2012, Texas A&M University

 The purpose of this study was to gain insight into the beliefs of teachers about their African American students. The Cultural Awareness and Beliefs Inventory… (more)

Subjects/Keywords: African American students urban; teacher perceptions

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APA (6th Edition):

Williams, K. V. (2012). Middle School Teachers? Reflective Responses to the Cultural Awareness and Beliefs Inventory about African American Learners in an Urban School District: A Qualitative Study. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8907

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

Chicago Manual of Style (16th Edition):

Williams, Kamala Vychel. “Middle School Teachers? Reflective Responses to the Cultural Awareness and Beliefs Inventory about African American Learners in an Urban School District: A Qualitative Study.” 2012. Thesis, Texas A&M University. Accessed May 22, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8907.

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

MLA Handbook (7th Edition):

Williams, Kamala Vychel. “Middle School Teachers? Reflective Responses to the Cultural Awareness and Beliefs Inventory about African American Learners in an Urban School District: A Qualitative Study.” 2012. Web. 22 May 2019.

Vancouver:

Williams KV. Middle School Teachers? Reflective Responses to the Cultural Awareness and Beliefs Inventory about African American Learners in an Urban School District: A Qualitative Study. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 May 22]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8907.

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

Council of Science Editors:

Williams KV. Middle School Teachers? Reflective Responses to the Cultural Awareness and Beliefs Inventory about African American Learners in an Urban School District: A Qualitative Study. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8907

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

17. Young, Jamaal Rashad. Implications for Integrating the Interactive Whiteboard and Professional Development to Expand Mathematics Teachers TPACK in an Urban Middle School.

Degree: 2012, Texas A&M University

 The Federal Government is dedicated to improving student achievement through technology. This dedication is most apparent in the area of federal spending. One explanation for… (more)

Subjects/Keywords: TPACK; Professional Development; Mathematics; Interactive Whiteboards

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APA (6th Edition):

Young, J. R. (2012). Implications for Integrating the Interactive Whiteboard and Professional Development to Expand Mathematics Teachers TPACK in an Urban Middle School. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9962

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):

Young, Jamaal Rashad. “Implications for Integrating the Interactive Whiteboard and Professional Development to Expand Mathematics Teachers TPACK in an Urban Middle School.” 2012. Thesis, Texas A&M University. Accessed May 22, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9962.

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

MLA Handbook (7th Edition):

Young, Jamaal Rashad. “Implications for Integrating the Interactive Whiteboard and Professional Development to Expand Mathematics Teachers TPACK in an Urban Middle School.” 2012. Web. 22 May 2019.

Vancouver:

Young JR. Implications for Integrating the Interactive Whiteboard and Professional Development to Expand Mathematics Teachers TPACK in an Urban Middle School. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 May 22]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9962.

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

Council of Science Editors:

Young JR. Implications for Integrating the Interactive Whiteboard and Professional Development to Expand Mathematics Teachers TPACK in an Urban Middle School. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9962

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

18. Henderson-Hubbard, Lisa Doris. Urban African-American Single Mothers Using Resiliency And Racial Socialization To Influence Academic Success In Their Young Sons.

Degree: 2012, Texas A&M University

 This research study was conducted as a qualitative case study of five resilient single African-American mothers of successful young sons who attended an elementary school… (more)

Subjects/Keywords: African-American males; Urban Single Mothers

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APA (6th Edition):

Henderson-Hubbard, L. D. (2012). Urban African-American Single Mothers Using Resiliency And Racial Socialization To Influence Academic Success In Their Young Sons. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10384

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):

Henderson-Hubbard, Lisa Doris. “Urban African-American Single Mothers Using Resiliency And Racial Socialization To Influence Academic Success In Their Young Sons.” 2012. Thesis, Texas A&M University. Accessed May 22, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10384.

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

MLA Handbook (7th Edition):

Henderson-Hubbard, Lisa Doris. “Urban African-American Single Mothers Using Resiliency And Racial Socialization To Influence Academic Success In Their Young Sons.” 2012. Web. 22 May 2019.

Vancouver:

Henderson-Hubbard LD. Urban African-American Single Mothers Using Resiliency And Racial Socialization To Influence Academic Success In Their Young Sons. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 May 22]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10384.

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

Council of Science Editors:

Henderson-Hubbard LD. Urban African-American Single Mothers Using Resiliency And Racial Socialization To Influence Academic Success In Their Young Sons. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10384

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

19. Mason, Sherrie Dee. The Relationship Between Teachers' Preparation and Perceived Level of Technology Use in Mathematics With Middle School African American Males.

Degree: 2012, Texas A&M University

 The purpose of this study was to investigate whether African American male students' academic achievement level can be positively impacted by teachers' use of instructional… (more)

Subjects/Keywords: Technology; African American Males; Academic Achievement; Mathematics

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APA (6th Edition):

Mason, S. D. (2012). The Relationship Between Teachers' Preparation and Perceived Level of Technology Use in Mathematics With Middle School African American Males. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10176

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):

Mason, Sherrie Dee. “The Relationship Between Teachers' Preparation and Perceived Level of Technology Use in Mathematics With Middle School African American Males.” 2012. Thesis, Texas A&M University. Accessed May 22, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10176.

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

MLA Handbook (7th Edition):

Mason, Sherrie Dee. “The Relationship Between Teachers' Preparation and Perceived Level of Technology Use in Mathematics With Middle School African American Males.” 2012. Web. 22 May 2019.

Vancouver:

Mason SD. The Relationship Between Teachers' Preparation and Perceived Level of Technology Use in Mathematics With Middle School African American Males. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 May 22]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10176.

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

Council of Science Editors:

Mason SD. The Relationship Between Teachers' Preparation and Perceived Level of Technology Use in Mathematics With Middle School African American Males. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10176

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

20. Byrd, David Arthur. Starting with the End in Mind: A Case Study of Under-Represented, Teacher Education, Community College Transfers in a Predominantly White Institution.

Degree: 2012, Texas A&M University

 This dissertation examined the experiences of African American and Hispanic community college transfers studying in a predominantly White institution (PWI) teacher education program. Extant literature… (more)

Subjects/Keywords: Teacher Education; Transfer Students; Transfer Shock; College Retention; Access Gaps; Under-represented Students

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APA (6th Edition):

Byrd, D. A. (2012). Starting with the End in Mind: A Case Study of Under-Represented, Teacher Education, Community College Transfers in a Predominantly White Institution. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9831

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

Chicago Manual of Style (16th Edition):

Byrd, David Arthur. “Starting with the End in Mind: A Case Study of Under-Represented, Teacher Education, Community College Transfers in a Predominantly White Institution.” 2012. Thesis, Texas A&M University. Accessed May 22, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9831.

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

MLA Handbook (7th Edition):

Byrd, David Arthur. “Starting with the End in Mind: A Case Study of Under-Represented, Teacher Education, Community College Transfers in a Predominantly White Institution.” 2012. Web. 22 May 2019.

Vancouver:

Byrd DA. Starting with the End in Mind: A Case Study of Under-Represented, Teacher Education, Community College Transfers in a Predominantly White Institution. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 May 22]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9831.

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

Council of Science Editors:

Byrd DA. Starting with the End in Mind: A Case Study of Under-Represented, Teacher Education, Community College Transfers in a Predominantly White Institution. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9831

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

21. Spikes, Sara Elizabeth. State-of-the-State of Texas Retention of High School Science Teachers.

Degree: 2012, Texas A&M University

 Concerns about turnover of highly qualified science teachers have pervaded education stakeholder discussions for several years. Yet little is known about where are we in… (more)

Subjects/Keywords: Science teachers; High school; Teacher mobility; Retention strategies; Retention challenges; Job satisfaction

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APA (6th Edition):

Spikes, S. E. (2012). State-of-the-State of Texas Retention of High School Science Teachers. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10050

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):

Spikes, Sara Elizabeth. “State-of-the-State of Texas Retention of High School Science Teachers.” 2012. Thesis, Texas A&M University. Accessed May 22, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10050.

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

MLA Handbook (7th Edition):

Spikes, Sara Elizabeth. “State-of-the-State of Texas Retention of High School Science Teachers.” 2012. Web. 22 May 2019.

Vancouver:

Spikes SE. State-of-the-State of Texas Retention of High School Science Teachers. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 May 22]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10050.

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

Council of Science Editors:

Spikes SE. State-of-the-State of Texas Retention of High School Science Teachers. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10050

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

.