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You searched for +publisher:"Texas A&M University" +contributor:("Lewis, Chance"). Showing records 1 – 30 of 40 total matches.

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Texas A&M University

1. James, Marlon C. Education no longer deferred: the possibilities of educating urban african american males in a single gender school.

Degree: 2009, Texas A&M University

 The purpose of this study is to investigate the emerging school culture of Excel Academy for Boys [Pseudonym] located in the Southwestern region of the… (more)

Subjects/Keywords: African American urban males; single gender schools

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APA (6th Edition):

James, M. C. (2009). Education no longer deferred: the possibilities of educating urban african american males in a single gender school. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-3150

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):

James, Marlon C. “Education no longer deferred: the possibilities of educating urban african american males in a single gender school.” 2009. Thesis, Texas A&M University. Accessed March 19, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-3150.

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

MLA Handbook (7th Edition):

James, Marlon C. “Education no longer deferred: the possibilities of educating urban african american males in a single gender school.” 2009. Web. 19 Mar 2019.

Vancouver:

James MC. Education no longer deferred: the possibilities of educating urban african american males in a single gender school. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3150.

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

Council of Science Editors:

James MC. Education no longer deferred: the possibilities of educating urban african american males in a single gender school. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3150

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


Texas A&M University

2. Berry, Joan Ramey. The Novice Teacher's Experience in Sensemaking and Socialization in Urban Secondary Schools.

Degree: 2010, Texas A&M University

 Teacher attrition is costly for districts, both financially and in terms of student achievement. Districts often address teacher attrition by focusing on recruitment practices or… (more)

Subjects/Keywords: Teacher attrition

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APA (6th Edition):

Berry, J. R. (2010). The Novice Teacher's Experience in Sensemaking and Socialization in Urban Secondary Schools. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7182

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):

Berry, Joan Ramey. “The Novice Teacher's Experience in Sensemaking and Socialization in Urban Secondary Schools.” 2010. Thesis, Texas A&M University. Accessed March 19, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7182.

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

MLA Handbook (7th Edition):

Berry, Joan Ramey. “The Novice Teacher's Experience in Sensemaking and Socialization in Urban Secondary Schools.” 2010. Web. 19 Mar 2019.

Vancouver:

Berry JR. The Novice Teacher's Experience in Sensemaking and Socialization in Urban Secondary Schools. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7182.

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

Council of Science Editors:

Berry JR. The Novice Teacher's Experience in Sensemaking and Socialization in Urban Secondary Schools. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7182

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


Texas A&M University

3. Everling, Kathleen M. Lau vs. Nichols 40 Years Later - Where Are We Now? A Study of Philosophical, Political, Cultural and Societal Issues Impacting Bilingual Education in the Early 21st Century.

Degree: 2011, Texas A&M University

 Bilingual education in the United States has been at the forefront of educational politics and debates since its inception. Arguments over language of instruction and… (more)

Subjects/Keywords: bilingual; bilingual education; early childhood; Texas; NCLB; TELPAS; qualitative; culture; politics; sociocultural; history

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APA (6th Edition):

Everling, K. M. (2011). Lau vs. Nichols 40 Years Later - Where Are We Now? A Study of Philosophical, Political, Cultural and Societal Issues Impacting Bilingual Education in the Early 21st Century. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7391

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):

Everling, Kathleen M. “Lau vs. Nichols 40 Years Later - Where Are We Now? A Study of Philosophical, Political, Cultural and Societal Issues Impacting Bilingual Education in the Early 21st Century.” 2011. Thesis, Texas A&M University. Accessed March 19, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7391.

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

MLA Handbook (7th Edition):

Everling, Kathleen M. “Lau vs. Nichols 40 Years Later - Where Are We Now? A Study of Philosophical, Political, Cultural and Societal Issues Impacting Bilingual Education in the Early 21st Century.” 2011. Web. 19 Mar 2019.

Vancouver:

Everling KM. Lau vs. Nichols 40 Years Later - Where Are We Now? A Study of Philosophical, Political, Cultural and Societal Issues Impacting Bilingual Education in the Early 21st Century. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7391.

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

Council of Science Editors:

Everling KM. Lau vs. Nichols 40 Years Later - Where Are We Now? A Study of Philosophical, Political, Cultural and Societal Issues Impacting Bilingual Education in the Early 21st Century. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7391

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


Texas A&M University

4. Willis, Janet. Elementary Special Education Teachers' Cultural Awareness and Beliefs In One Urban School District Regarding African American Learners.

Degree: 2012, Texas A&M University

 Today's urban schools are composed of students from diverse cultural backgrounds and varying levels of academic readiness. At the same time, approximately 88% of teachers… (more)

Subjects/Keywords: Multicultural Education; Special Education Teachers; Special Education Reform; Overrepresentation of minorities in special education; Diversity training and professional development for educators; culturally responsive pedagogy; teacher retention

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APA (6th Edition):

Willis, J. (2012). Elementary Special Education Teachers' Cultural Awareness and Beliefs In One Urban School District Regarding African American Learners. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10710

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):

Willis, Janet. “Elementary Special Education Teachers' Cultural Awareness and Beliefs In One Urban School District Regarding African American Learners.” 2012. Thesis, Texas A&M University. Accessed March 19, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10710.

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

MLA Handbook (7th Edition):

Willis, Janet. “Elementary Special Education Teachers' Cultural Awareness and Beliefs In One Urban School District Regarding African American Learners.” 2012. Web. 19 Mar 2019.

Vancouver:

Willis J. Elementary Special Education Teachers' Cultural Awareness and Beliefs In One Urban School District Regarding African American Learners. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10710.

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

Council of Science Editors:

Willis J. Elementary Special Education Teachers' Cultural Awareness and Beliefs In One Urban School District Regarding African American Learners. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10710

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


Texas A&M University

5. Lea, Jemimah. Robbing Tamika to Pay Jamaal: An Exploratory Investigation of the National Assessment of Educational Progress.

Degree: 2013, Texas A&M University

 The purpose of this study was to provide an exploratory analysis of African American females achievement on the National Assessment of Educational Progress (NAEP) within… (more)

Subjects/Keywords: African American Females; African American Girls; Black Females; Black Girls; Achievement Gap; Academic Achievement; NAEP

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APA (6th Edition):

Lea, J. (2013). Robbing Tamika to Pay Jamaal: An Exploratory Investigation of the National Assessment of Educational Progress. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149581

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):

Lea, Jemimah. “Robbing Tamika to Pay Jamaal: An Exploratory Investigation of the National Assessment of Educational Progress.” 2013. Thesis, Texas A&M University. Accessed March 19, 2019. http://hdl.handle.net/1969.1/149581.

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

MLA Handbook (7th Edition):

Lea, Jemimah. “Robbing Tamika to Pay Jamaal: An Exploratory Investigation of the National Assessment of Educational Progress.” 2013. Web. 19 Mar 2019.

Vancouver:

Lea J. Robbing Tamika to Pay Jamaal: An Exploratory Investigation of the National Assessment of Educational Progress. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/1969.1/149581.

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

Council of Science Editors:

Lea J. Robbing Tamika to Pay Jamaal: An Exploratory Investigation of the National Assessment of Educational Progress. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149581

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


Texas A&M University

6. Larke, Altricia. The Voices of Five African American Children of Incarcerated Parents.

Degree: 2014, Texas A&M University

 On any given day, more than two million children are affected by the incarceration of their parents. A plethora of research has been gathered from… (more)

Subjects/Keywords: children of incarcerated parents; African American adolescents; Urban Educations

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APA (6th Edition):

Larke, A. (2014). The Voices of Five African American Children of Incarcerated Parents. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152842

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):

Larke, Altricia. “The Voices of Five African American Children of Incarcerated Parents.” 2014. Thesis, Texas A&M University. Accessed March 19, 2019. http://hdl.handle.net/1969.1/152842.

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

MLA Handbook (7th Edition):

Larke, Altricia. “The Voices of Five African American Children of Incarcerated Parents.” 2014. Web. 19 Mar 2019.

Vancouver:

Larke A. The Voices of Five African American Children of Incarcerated Parents. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/1969.1/152842.

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

Council of Science Editors:

Larke A. The Voices of Five African American Children of Incarcerated Parents. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/152842

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


Texas A&M University

7. 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 March 19, 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. 19 Mar 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 Mar 19]. 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

8. 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 March 19, 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. 19 Mar 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 Mar 19]. 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

9. 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 March 19, 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. 19 Mar 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 Mar 19]. 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

10. 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 March 19, 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. 19 Mar 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 Mar 19]. 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

11. Hoyt, Mei W. Interstanding Surfaces: Embodiment, Media and Interdisciplinary Study of Curriculum and Pedagogy.

Degree: 2010, Texas A&M University

 Embodiment grows out from deep concerns about the body and embodied knowledge across disciplines. As both subject and object, the body demands explorations that move… (more)

Subjects/Keywords: Embodiment; Surface; Technology; Performance Art; Curriculum; Pedagogy; Body; Media; and Feminism.

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APA (6th Edition):

Hoyt, M. W. (2010). Interstanding Surfaces: Embodiment, Media and Interdisciplinary Study of Curriculum and Pedagogy. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2008-12-219

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):

Hoyt, Mei W. “Interstanding Surfaces: Embodiment, Media and Interdisciplinary Study of Curriculum and Pedagogy.” 2010. Thesis, Texas A&M University. Accessed March 19, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2008-12-219.

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

MLA Handbook (7th Edition):

Hoyt, Mei W. “Interstanding Surfaces: Embodiment, Media and Interdisciplinary Study of Curriculum and Pedagogy.” 2010. Web. 19 Mar 2019.

Vancouver:

Hoyt MW. Interstanding Surfaces: Embodiment, Media and Interdisciplinary Study of Curriculum and Pedagogy. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2008-12-219.

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

Council of Science Editors:

Hoyt MW. Interstanding Surfaces: Embodiment, Media and Interdisciplinary Study of Curriculum and Pedagogy. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2008-12-219

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


Texas A&M University

12. Alexander, Dustyn R. What's So Special about Special Education? A Critical Study of White General Education Teachers' Perceptions Regarding the Referrals of African American Students for Special Education Services.

Degree: 2010, Texas A&M University

 This study addressed the problem of the disproportionality of African Americans in special education by conducting critical white research. A review of literature revealed that… (more)

Subjects/Keywords: Disproportionality; Special Education; Critical White Study; African American Underachievement

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APA (6th Edition):

Alexander, D. R. (2010). What's So Special about Special Education? A Critical Study of White General Education Teachers' Perceptions Regarding the Referrals of African American Students for Special Education Services. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-900

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):

Alexander, Dustyn R. “What's So Special about Special Education? A Critical Study of White General Education Teachers' Perceptions Regarding the Referrals of African American Students for Special Education Services.” 2010. Thesis, Texas A&M University. Accessed March 19, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-900.

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

MLA Handbook (7th Edition):

Alexander, Dustyn R. “What's So Special about Special Education? A Critical Study of White General Education Teachers' Perceptions Regarding the Referrals of African American Students for Special Education Services.” 2010. Web. 19 Mar 2019.

Vancouver:

Alexander DR. What's So Special about Special Education? A Critical Study of White General Education Teachers' Perceptions Regarding the Referrals of African American Students for Special Education Services. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-900.

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

Council of Science Editors:

Alexander DR. What's So Special about Special Education? A Critical Study of White General Education Teachers' Perceptions Regarding the Referrals of African American Students for Special Education Services. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-900

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


Texas A&M University

13. 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 March 19, 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. 19 Mar 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 Mar 19]. 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

14. 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 March 19, 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. 19 Mar 2019.

Vancouver:

Humpal DL1. Challenging Depressive Ghosts in the Hegemonic Closet: An Autoethnography. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Mar 19]. 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

15. 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 March 19, 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. 19 Mar 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 Mar 19]. 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

16. Villafranca, Darlene 1975-. Stories of the Unheard: A Case Study of Five Mexican American Dropouts Labeled as Demonstrating Learning Disabilities.

Degree: 2012, Texas A&M University

 This qualitative study examined the dropout crises from the perspectives of Mexican American dropouts labeled as learner disabled who were receiving special education services. Such… (more)

Subjects/Keywords: culturally responsive; special education; dropouts; Mexican American

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APA (6th Edition):

Villafranca, D. 1. (2012). Stories of the Unheard: A Case Study of Five Mexican American Dropouts Labeled as Demonstrating Learning Disabilities. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/148300

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):

Villafranca, Darlene 1975-. “Stories of the Unheard: A Case Study of Five Mexican American Dropouts Labeled as Demonstrating Learning Disabilities.” 2012. Thesis, Texas A&M University. Accessed March 19, 2019. http://hdl.handle.net/1969.1/148300.

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

MLA Handbook (7th Edition):

Villafranca, Darlene 1975-. “Stories of the Unheard: A Case Study of Five Mexican American Dropouts Labeled as Demonstrating Learning Disabilities.” 2012. Web. 19 Mar 2019.

Vancouver:

Villafranca D1. Stories of the Unheard: A Case Study of Five Mexican American Dropouts Labeled as Demonstrating Learning Disabilities. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/1969.1/148300.

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

Council of Science Editors:

Villafranca D1. Stories of the Unheard: A Case Study of Five Mexican American Dropouts Labeled as Demonstrating Learning Disabilities. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/148300

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


Texas A&M University

17. 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 March 19, 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. 19 Mar 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 Mar 19]. 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

18. 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 March 19, 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. 19 Mar 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 Mar 19]. 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

19. 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 March 19, 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. 19 Mar 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 Mar 19]. 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

20. Goolsby, Rhonda Denise. Revising Selected Written Patient Education Materials Through Readability and Concreteness.

Degree: 2011, Texas A&M University

 The current state of much research on written patient education materials (WPEM) suggests that they are written in a manner that is too difficult even… (more)

Subjects/Keywords: Health literacy; reading comprehension; Dual Coding Theory; mental imagery; readability; memory

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APA (6th Edition):

Goolsby, R. D. (2011). Revising Selected Written Patient Education Materials Through Readability and Concreteness. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8505

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):

Goolsby, Rhonda Denise. “Revising Selected Written Patient Education Materials Through Readability and Concreteness.” 2011. Thesis, Texas A&M University. Accessed March 19, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8505.

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

MLA Handbook (7th Edition):

Goolsby, Rhonda Denise. “Revising Selected Written Patient Education Materials Through Readability and Concreteness.” 2011. Web. 19 Mar 2019.

Vancouver:

Goolsby RD. Revising Selected Written Patient Education Materials Through Readability and Concreteness. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8505.

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

Council of Science Editors:

Goolsby RD. Revising Selected Written Patient Education Materials Through Readability and Concreteness. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8505

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

21. Butler, Bettie Ray. The Puzzle of Discipline: An Examination of African American Disproportionality in School Discipline and Student Performance.

Degree: 2012, Texas A&M University

 The intent of this study was to systematically investigate the relationship between African American disproportionality in school discipline which is the overrepresentation of students for… (more)

Subjects/Keywords: Education Policy; School Discipline; Disproportionality; Student Performance; African American students

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APA (6th Edition):

Butler, B. R. (2012). The Puzzle of Discipline: An Examination of African American Disproportionality in School Discipline and Student Performance. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9277

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):

Butler, Bettie Ray. “The Puzzle of Discipline: An Examination of African American Disproportionality in School Discipline and Student Performance.” 2012. Thesis, Texas A&M University. Accessed March 19, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9277.

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

MLA Handbook (7th Edition):

Butler, Bettie Ray. “The Puzzle of Discipline: An Examination of African American Disproportionality in School Discipline and Student Performance.” 2012. Web. 19 Mar 2019.

Vancouver:

Butler BR. The Puzzle of Discipline: An Examination of African American Disproportionality in School Discipline and Student Performance. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9277.

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

Council of Science Editors:

Butler BR. The Puzzle of Discipline: An Examination of African American Disproportionality in School Discipline and Student Performance. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9277

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

22. Darensbourg, Alicia Marie. Examining the Academic Achievement of Black Youth: The Roles of Social Influence, Achievement Values and Behavioral Engagement.

Degree: 2011, Texas A&M University

 The achievement gap between White youth and youth of color is a pervasive problem in the United States. Many cultural explanations have been provided within… (more)

Subjects/Keywords: academic achievement; Black youth

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APA (6th Edition):

Darensbourg, A. M. (2011). Examining the Academic Achievement of Black Youth: The Roles of Social Influence, Achievement Values and Behavioral Engagement. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9743

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):

Darensbourg, Alicia Marie. “Examining the Academic Achievement of Black Youth: The Roles of Social Influence, Achievement Values and Behavioral Engagement.” 2011. Thesis, Texas A&M University. Accessed March 19, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9743.

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

MLA Handbook (7th Edition):

Darensbourg, Alicia Marie. “Examining the Academic Achievement of Black Youth: The Roles of Social Influence, Achievement Values and Behavioral Engagement.” 2011. Web. 19 Mar 2019.

Vancouver:

Darensbourg AM. Examining the Academic Achievement of Black Youth: The Roles of Social Influence, Achievement Values and Behavioral Engagement. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9743.

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

Council of Science Editors:

Darensbourg AM. Examining the Academic Achievement of Black Youth: The Roles of Social Influence, Achievement Values and Behavioral Engagement. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9743

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

23. Baker, Wanda. High School Dropout: Perceptions and Voices of African American and Hispanic Students.

Degree: 2011, Texas A&M University

 The purpose of this study was to investigate the perceptions of African American and Hispanic students who dropped out of school while exploring their schooling… (more)

Subjects/Keywords: Dropout; high school dropout; achievement gap; Hispanic; African American; students of color

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APA (6th Edition):

Baker, W. (2011). High School Dropout: Perceptions and Voices of African American and Hispanic Students. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9285

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):

Baker, Wanda. “High School Dropout: Perceptions and Voices of African American and Hispanic Students.” 2011. Thesis, Texas A&M University. Accessed March 19, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9285.

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

MLA Handbook (7th Edition):

Baker, Wanda. “High School Dropout: Perceptions and Voices of African American and Hispanic Students.” 2011. Web. 19 Mar 2019.

Vancouver:

Baker W. High School Dropout: Perceptions and Voices of African American and Hispanic Students. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9285.

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

Council of Science Editors:

Baker W. High School Dropout: Perceptions and Voices of African American and Hispanic Students. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9285

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

24. 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

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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 March 19, 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. 19 Mar 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 Mar 19]. 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

25. 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 March 19, 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. 19 Mar 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 Mar 19]. 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

26. 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 March 19, 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. 19 Mar 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 Mar 19]. 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

27. Cornelius, Angela Merced. Integrated Visual Arts and Language Arts: Perceptions of Students and Teachers in a Middle School Classroom.

Degree: 2012, Texas A&M University

 The overarching problems to which this study responds are the inadequacies of a traditional language arts curriculum for underserved middle school students and the ways… (more)

Subjects/Keywords: Integrated curriculum; Language arts integration; art integration

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

APA (6th Edition):

Cornelius, A. M. (2012). Integrated Visual Arts and Language Arts: Perceptions of Students and Teachers in a Middle School Classroom. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10173

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):

Cornelius, Angela Merced. “Integrated Visual Arts and Language Arts: Perceptions of Students and Teachers in a Middle School Classroom.” 2012. Thesis, Texas A&M University. Accessed March 19, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10173.

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

MLA Handbook (7th Edition):

Cornelius, Angela Merced. “Integrated Visual Arts and Language Arts: Perceptions of Students and Teachers in a Middle School Classroom.” 2012. Web. 19 Mar 2019.

Vancouver:

Cornelius AM. Integrated Visual Arts and Language Arts: Perceptions of Students and Teachers in a Middle School Classroom. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Mar 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10173.

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

Council of Science Editors:

Cornelius AM. Integrated Visual Arts and Language Arts: Perceptions of Students and Teachers in a Middle School Classroom. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10173

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

28. 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 March 19, 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. 19 Mar 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 Mar 19]. 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

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

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 March 19, 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. 19 Mar 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 Mar 19]. 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

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

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 March 19, 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. 19 Mar 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 Mar 19]. 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

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