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You searched for +publisher:"Texas A&M University" +contributor:("Lewis, Chance"). Showing records 1 – 30 of 41 total matches.

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Texas A&M University

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

Degree: PhD, Curriculum and Instruction, 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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10710

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. Doctoral Dissertation, Texas A&M University. Accessed September 27, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10710.

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. 27 Sep 2020.

Vancouver:

Willis J. Elementary Special Education Teachers' Cultural Awareness and Beliefs In One Urban School District Regarding African American Learners. [Internet] [Doctoral dissertation]. Texas A&M University; 2012. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10710.

Council of Science Editors:

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


Texas A&M University

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

Degree: PhD, Curriculum and Instruction, 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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152842

Chicago Manual of Style (16th Edition):

Larke, Altricia. “The Voices of Five African American Children of Incarcerated Parents.” 2014. Doctoral Dissertation, Texas A&M University. Accessed September 27, 2020. http://hdl.handle.net/1969.1/152842.

MLA Handbook (7th Edition):

Larke, Altricia. “The Voices of Five African American Children of Incarcerated Parents.” 2014. Web. 27 Sep 2020.

Vancouver:

Larke A. The Voices of Five African American Children of Incarcerated Parents. [Internet] [Doctoral dissertation]. Texas A&M University; 2014. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1969.1/152842.

Council of Science Editors:

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


Texas A&M University

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

Degree: PhD, Curriculum and Instruction, 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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149581

Chicago Manual of Style (16th Edition):

Lea, Jemimah. “Robbing Tamika to Pay Jamaal: An Exploratory Investigation of the National Assessment of Educational Progress.” 2013. Doctoral Dissertation, Texas A&M University. Accessed September 27, 2020. http://hdl.handle.net/1969.1/149581.

MLA Handbook (7th Edition):

Lea, Jemimah. “Robbing Tamika to Pay Jamaal: An Exploratory Investigation of the National Assessment of Educational Progress.” 2013. Web. 27 Sep 2020.

Vancouver:

Lea J. Robbing Tamika to Pay Jamaal: An Exploratory Investigation of the National Assessment of Educational Progress. [Internet] [Doctoral dissertation]. Texas A&M University; 2013. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1969.1/149581.

Council of Science Editors:

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


Texas A&M University

4. 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: PhD, Curriculum and Instruction, 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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7391

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. Doctoral Dissertation, Texas A&M University. Accessed September 27, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7391.

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. 27 Sep 2020.

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] [Doctoral dissertation]. Texas A&M University; 2011. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7391.

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. [Doctoral Dissertation]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7391


Texas A&M University

5. 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: PhD, Curriculum and Instruction, 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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7708

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. Doctoral Dissertation, Texas A&M University. Accessed September 27, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7708.

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. 27 Sep 2020.

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] [Doctoral dissertation]. Texas A&M University; 2011. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7708.

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. [Doctoral Dissertation]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7708


Texas A&M University

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

Degree: PhD, Curriculum and Instruction, 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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10441

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. Doctoral Dissertation, Texas A&M University. Accessed September 27, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10441.

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. 27 Sep 2020.

Vancouver:

Watson J. Recruiting African American Male Teachers in K-12 Schools: A Case Study in One Urban School District. [Internet] [Doctoral dissertation]. Texas A&M University; 2012. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10441.

Council of Science Editors:

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


Texas A&M University

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

Degree: PhD, Curriculum and Instruction, 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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151748

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. Doctoral Dissertation, Texas A&M University. Accessed September 27, 2020. http://hdl.handle.net/1969.1/151748.

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. 27 Sep 2020.

Vancouver:

Hubert TL. Empowering and Facilitating Student Learning: An Investigation of Culturally Relevant Pedagogy for High-school Mathematics Instruction. [Internet] [Doctoral dissertation]. Texas A&M University; 2013. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1969.1/151748.

Council of Science Editors:

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


Texas A&M University

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

Degree: PhD, Curriculum and Instruction, 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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151919

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. Doctoral Dissertation, Texas A&M University. Accessed September 27, 2020. http://hdl.handle.net/1969.1/151919.

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. 27 Sep 2020.

Vancouver:

Johnson JW. Our Relationship, My Academia: Historical and Hegemonic Implications Imbuing Academically Successful African American Women from Single-mothered Families. [Internet] [Doctoral dissertation]. Texas A&M University; 2013. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1969.1/151919.

Council of Science Editors:

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


Texas A&M University

9. Duncan-Brosnan, Leticia. The Effect of a Structured Freshman Year on Latino Student Success at a Hispanic Serving Institution.

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

 The purpose of this study is to provide an analysis of the Academic Development Program (ADP) and its effect on persistence and graduation of Latino… (more)

Subjects/Keywords: Latino; Student Success; Freshman Year; Hispanic Serving Institution

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APA (6th Edition):

Duncan-Brosnan, L. (2015). The Effect of a Structured Freshman Year on Latino Student Success at a Hispanic Serving Institution. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/187434

Chicago Manual of Style (16th Edition):

Duncan-Brosnan, Leticia. “The Effect of a Structured Freshman Year on Latino Student Success at a Hispanic Serving Institution.” 2015. Doctoral Dissertation, Texas A&M University. Accessed September 27, 2020. http://hdl.handle.net/1969.1/187434.

MLA Handbook (7th Edition):

Duncan-Brosnan, Leticia. “The Effect of a Structured Freshman Year on Latino Student Success at a Hispanic Serving Institution.” 2015. Web. 27 Sep 2020.

Vancouver:

Duncan-Brosnan L. The Effect of a Structured Freshman Year on Latino Student Success at a Hispanic Serving Institution. [Internet] [Doctoral dissertation]. Texas A&M University; 2015. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1969.1/187434.

Council of Science Editors:

Duncan-Brosnan L. The Effect of a Structured Freshman Year on Latino Student Success at a Hispanic Serving Institution. [Doctoral Dissertation]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/187434


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: PhD, Educational Human Resource Development, 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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155198

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. Doctoral Dissertation, Texas A&M University. Accessed September 27, 2020. http://hdl.handle.net/1969.1/155198.

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. 27 Sep 2020.

Vancouver:

Jenkins CM. It’s the Right Thing to Do: The Voices of Seven White Culturally Responsive Professors of Education. [Internet] [Doctoral dissertation]. Texas A&M University; 2015. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1969.1/155198.

Council of Science Editors:

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


Texas A&M University

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

Degree: PhD, Curriculum and Instruction, 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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/148093

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. Doctoral Dissertation, Texas A&M University. Accessed September 27, 2020. http://hdl.handle.net/1969.1/148093.

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. 27 Sep 2020.

Vancouver:

Woods M. Mathematics TEKS Connections Program in Texas: Follow-Up Analysis of Teacher Trainers' Attitudes and Systematic Observation of Elementary Mathematics Instruction. [Internet] [Doctoral dissertation]. Texas A&M University; 2012. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1969.1/148093.

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. [Doctoral Dissertation]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/148093


Texas A&M University

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

Degree: PhD, Curriculum and Instruction, 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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/148171

Chicago Manual of Style (16th Edition):

Humpal, David Lawrence 1960-. “Challenging Depressive Ghosts in the Hegemonic Closet: An Autoethnography.” 2012. Doctoral Dissertation, Texas A&M University. Accessed September 27, 2020. http://hdl.handle.net/1969.1/148171.

MLA Handbook (7th Edition):

Humpal, David Lawrence 1960-. “Challenging Depressive Ghosts in the Hegemonic Closet: An Autoethnography.” 2012. Web. 27 Sep 2020.

Vancouver:

Humpal DL1. Challenging Depressive Ghosts in the Hegemonic Closet: An Autoethnography. [Internet] [Doctoral dissertation]. Texas A&M University; 2012. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1969.1/148171.

Council of Science Editors:

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


Texas A&M University

13. 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: PhD, Curriculum and Instruction, 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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/148257

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. Doctoral Dissertation, Texas A&M University. Accessed September 27, 2020. http://hdl.handle.net/1969.1/148257.

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. 27 Sep 2020.

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] [Doctoral dissertation]. Texas A&M University; 2012. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1969.1/148257.

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. [Doctoral Dissertation]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/148257


Texas A&M University

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

Degree: PhD, Curriculum and Instruction, 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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/148300

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. Doctoral Dissertation, Texas A&M University. Accessed September 27, 2020. http://hdl.handle.net/1969.1/148300.

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. 27 Sep 2020.

Vancouver:

Villafranca D1. Stories of the Unheard: A Case Study of Five Mexican American Dropouts Labeled as Demonstrating Learning Disabilities. [Internet] [Doctoral dissertation]. Texas A&M University; 2012. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1969.1/148300.

Council of Science Editors:

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


Texas A&M University

15. 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: PhD, Curriculum and Instruction, 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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11721

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. Doctoral Dissertation, Texas A&M University. Accessed September 27, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11721.

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. 27 Sep 2020.

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] [Doctoral dissertation]. Texas A&M University; 2012. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11721.

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. [Doctoral Dissertation]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11721

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

Degree: PhD, Curriculum and Instruction, 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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-9029

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. Doctoral Dissertation, Texas A&M University. Accessed September 27, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-9029.

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. 27 Sep 2020.

Vancouver:

Allen AM. Negotiating Worlds, Managing Subjectivities, and Redefining Selves: The Lived Experiences of African American Undergraduate Females at Predominately White Institutions. [Internet] [Doctoral dissertation]. Texas A&M University; 2011. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-9029.

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. [Doctoral Dissertation]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-9029

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

Degree: EdD, Educational Administration, 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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9285

Chicago Manual of Style (16th Edition):

Baker, Wanda. “High School Dropout: Perceptions and Voices of African American and Hispanic Students.” 2011. Doctoral Dissertation, Texas A&M University. Accessed September 27, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9285.

MLA Handbook (7th Edition):

Baker, Wanda. “High School Dropout: Perceptions and Voices of African American and Hispanic Students.” 2011. Web. 27 Sep 2020.

Vancouver:

Baker W. High School Dropout: Perceptions and Voices of African American and Hispanic Students. [Internet] [Doctoral dissertation]. Texas A&M University; 2011. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9285.

Council of Science Editors:

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

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

Degree: PhD, Curriculum and Instruction, 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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8505

Chicago Manual of Style (16th Edition):

Goolsby, Rhonda Denise. “Revising Selected Written Patient Education Materials Through Readability and Concreteness.” 2011. Doctoral Dissertation, Texas A&M University. Accessed September 27, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8505.

MLA Handbook (7th Edition):

Goolsby, Rhonda Denise. “Revising Selected Written Patient Education Materials Through Readability and Concreteness.” 2011. Web. 27 Sep 2020.

Vancouver:

Goolsby RD. Revising Selected Written Patient Education Materials Through Readability and Concreteness. [Internet] [Doctoral dissertation]. Texas A&M University; 2011. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8505.

Council of Science Editors:

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

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

Degree: PhD, School Psychology, 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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9743

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. Doctoral Dissertation, Texas A&M University. Accessed September 27, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9743.

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. 27 Sep 2020.

Vancouver:

Darensbourg AM. Examining the Academic Achievement of Black Youth: The Roles of Social Influence, Achievement Values and Behavioral Engagement. [Internet] [Doctoral dissertation]. Texas A&M University; 2011. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9743.

Council of Science Editors:

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

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

Degree: PhD, Curriculum and Instruction, 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 (6th Edition):

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

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. Doctoral Dissertation, Texas A&M University. Accessed September 27, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10173.

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. 27 Sep 2020.

Vancouver:

Cornelius AM. Integrated Visual Arts and Language Arts: Perceptions of Students and Teachers in a Middle School Classroom. [Internet] [Doctoral dissertation]. Texas A&M University; 2012. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10173.

Council of Science Editors:

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

21. 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: PhD, Curriculum and Instruction, 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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/148433

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. Doctoral Dissertation, Texas A&M University. Accessed September 27, 2020. http://hdl.handle.net/1969.1/148433.

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. 27 Sep 2020.

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] [Doctoral dissertation]. Texas A&M University; 2013. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1969.1/148433.

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. [Doctoral Dissertation]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/148433

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

Degree: PhD, Curriculum and Instruction, 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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9277

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. Doctoral Dissertation, Texas A&M University. Accessed September 27, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9277.

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. 27 Sep 2020.

Vancouver:

Butler BR. The Puzzle of Discipline: An Examination of African American Disproportionality in School Discipline and Student Performance. [Internet] [Doctoral dissertation]. Texas A&M University; 2012. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9277.

Council of Science Editors:

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

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

Degree: PhD, Curriculum and Instruction, 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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151807

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. Doctoral Dissertation, Texas A&M University. Accessed September 27, 2020. http://hdl.handle.net/1969.1/151807.

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. 27 Sep 2020.

Vancouver:

Williams Jefferson RL. African American Students in a Middle Income, Urban School District: Five Successful Secondary Teachers’ Beliefs and Practices. [Internet] [Doctoral dissertation]. Texas A&M University; 2013. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1969.1/151807.

Council of Science Editors:

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

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

Degree: PhD, Curriculum and Instruction, 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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7521

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. Doctoral Dissertation, Texas A&M University. Accessed September 27, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7521.

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. 27 Sep 2020.

Vancouver:

Eidson KW. Second-Year Teacher Perceptions of a Teacher Induction Program: A Close-up of One School District. [Internet] [Doctoral dissertation]. Texas A&M University; 2011. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7521.

Council of Science Editors:

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

25. 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: PhD, Curriculum and Instruction, 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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8907

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. Doctoral Dissertation, Texas A&M University. Accessed September 27, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8907.

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. 27 Sep 2020.

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] [Doctoral dissertation]. Texas A&M University; 2012. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8907.

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. [Doctoral Dissertation]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8907

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

Degree: PhD, Curriculum and Instruction, 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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10384

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. Doctoral Dissertation, Texas A&M University. Accessed September 27, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10384.

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. 27 Sep 2020.

Vancouver:

Henderson-Hubbard LD. Urban African-American Single Mothers Using Resiliency And Racial Socialization To Influence Academic Success In Their Young Sons. [Internet] [Doctoral dissertation]. Texas A&M University; 2012. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10384.

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. [Doctoral Dissertation]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10384

27. Huie, Allison Martin. A Phenomenological Exploration of Novice Texas English/Language Arts Teachers' Experiences with Media Literacy.

Degree: PhD, Curriculum and Instruction, 2012, Texas A&M University

 This mixed method study employs a phenomenological methodology to explore the experiences of novice secondary Texas English/Language Arts (E/LA) teachers' who integrated media literacy curriculum… (more)

Subjects/Keywords: Phenomenology; Media Literacy; English/Language Arts; Novice Teachers; New Teachers; Texas; new media; digital literacy; three-interview protocol; Likert

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APA (6th Edition):

Huie, A. M. (2012). A Phenomenological Exploration of Novice Texas English/Language Arts Teachers' Experiences with Media Literacy. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9781

Chicago Manual of Style (16th Edition):

Huie, Allison Martin. “A Phenomenological Exploration of Novice Texas English/Language Arts Teachers' Experiences with Media Literacy.” 2012. Doctoral Dissertation, Texas A&M University. Accessed September 27, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9781.

MLA Handbook (7th Edition):

Huie, Allison Martin. “A Phenomenological Exploration of Novice Texas English/Language Arts Teachers' Experiences with Media Literacy.” 2012. Web. 27 Sep 2020.

Vancouver:

Huie AM. A Phenomenological Exploration of Novice Texas English/Language Arts Teachers' Experiences with Media Literacy. [Internet] [Doctoral dissertation]. Texas A&M University; 2012. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9781.

Council of Science Editors:

Huie AM. A Phenomenological Exploration of Novice Texas English/Language Arts Teachers' Experiences with Media Literacy. [Doctoral Dissertation]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9781

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

Degree: EdD, Curriculum and Instruction, 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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8822

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. Doctoral Dissertation, Texas A&M University. Accessed September 27, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8822.

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. 27 Sep 2020.

Vancouver:

Howell L. Computer-Assisted Instruction in an Urban School Setting: Fifth-Grade Teachers’ Perceptions and Students' Attitudes Toward Science. [Internet] [Doctoral dissertation]. Texas A&M University; 2012. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8822.

Council of Science Editors:

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

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

Degree: PhD, Curriculum and Instruction, 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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10050

Chicago Manual of Style (16th Edition):

Spikes, Sara Elizabeth. “State-of-the-State of Texas Retention of High School Science Teachers.” 2012. Doctoral Dissertation, Texas A&M University. Accessed September 27, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10050.

MLA Handbook (7th Edition):

Spikes, Sara Elizabeth. “State-of-the-State of Texas Retention of High School Science Teachers.” 2012. Web. 27 Sep 2020.

Vancouver:

Spikes SE. State-of-the-State of Texas Retention of High School Science Teachers. [Internet] [Doctoral dissertation]. Texas A&M University; 2012. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10050.

Council of Science Editors:

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

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

Degree: PhD, Curriculum and Instruction, 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 · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

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. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9962

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. Doctoral Dissertation, Texas A&M University. Accessed September 27, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9962.

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. 27 Sep 2020.

Vancouver:

Young JR. Implications for Integrating the Interactive Whiteboard and Professional Development to Expand Mathematics Teachers TPACK in an Urban Middle School. [Internet] [Doctoral dissertation]. Texas A&M University; 2012. [cited 2020 Sep 27]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9962.

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. [Doctoral Dissertation]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9962

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