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You searched for +publisher:"Texas A&M University" +contributor:("Lira, Juan"). Showing records 1 – 16 of 16 total matches.

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Texas A&M University

1. Pompa, Carmen Amparo. A Comparison of English Vocabulary Instruction for English Language Learners in Three Elementary Schools from a U.S.-Mexico Border Community.

Degree: 2016, Texas A&M University

 This study is a comparative investigation of English vocabulary instruction for English language learners. Three elementary schools from a U.S.-Mexico border community were chosen purposely… (more)

Subjects/Keywords: ELLs; vocabulary; STAAR; culturally responsive teaching

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APA (6th Edition):

Pompa, C. A. (2016). A Comparison of English Vocabulary Instruction for English Language Learners in Three Elementary Schools from a U.S.-Mexico Border Community. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156823

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):

Pompa, Carmen Amparo. “A Comparison of English Vocabulary Instruction for English Language Learners in Three Elementary Schools from a U.S.-Mexico Border Community.” 2016. Thesis, Texas A&M University. Accessed June 18, 2019. http://hdl.handle.net/1969.1/156823.

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

MLA Handbook (7th Edition):

Pompa, Carmen Amparo. “A Comparison of English Vocabulary Instruction for English Language Learners in Three Elementary Schools from a U.S.-Mexico Border Community.” 2016. Web. 18 Jun 2019.

Vancouver:

Pompa CA. A Comparison of English Vocabulary Instruction for English Language Learners in Three Elementary Schools from a U.S.-Mexico Border Community. [Internet] [Thesis]. Texas A&M University; 2016. [cited 2019 Jun 18]. Available from: http://hdl.handle.net/1969.1/156823.

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

Council of Science Editors:

Pompa CA. A Comparison of English Vocabulary Instruction for English Language Learners in Three Elementary Schools from a U.S.-Mexico Border Community. [Thesis]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/156823

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


Texas A&M University

2. Kazen, Hayley D. Hispanic Students' Perceptions of the Effectiveness of Learning Communities: A Case Study of First-Year University Students.

Degree: 2010, Texas A&M University

This study focused on the perceptions students have about the effectiveness of learning communities, a focus of the First-Year Success initiative at Texas A Advisors/Committee Members: Slattery, Patrick (advisor), Foster, Elizabeth (committee member), Hall, Robert (committee member), Lira, Juan (committee member).

Subjects/Keywords: First-Year Success; learning communities

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APA (6th Edition):

Kazen, H. D. (2010). Hispanic Students' Perceptions of the Effectiveness of Learning Communities: A Case Study of First-Year University Students. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2008-12-131

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):

Kazen, Hayley D. “Hispanic Students' Perceptions of the Effectiveness of Learning Communities: A Case Study of First-Year University Students.” 2010. Thesis, Texas A&M University. Accessed June 18, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2008-12-131.

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

MLA Handbook (7th Edition):

Kazen, Hayley D. “Hispanic Students' Perceptions of the Effectiveness of Learning Communities: A Case Study of First-Year University Students.” 2010. Web. 18 Jun 2019.

Vancouver:

Kazen HD. Hispanic Students' Perceptions of the Effectiveness of Learning Communities: A Case Study of First-Year University Students. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Jun 18]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2008-12-131.

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

Council of Science Editors:

Kazen HD. Hispanic Students' Perceptions of the Effectiveness of Learning Communities: A Case Study of First-Year University Students. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2008-12-131

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


Texas A&M University

3. Reyna-Barron, Elsa Yvonne. An Analysis of the Comprehension Instruction and Reading Comprehension and Vocabulary Strategies Used by Teachers to Facilitate Students' Ability to Understand Text.

Degree: 2016, Texas A&M University

 The primary purpose of this mixed methods study was to identify the amount of time teachers spent implementing reading comprehension and vocabulary instruction to facilitate… (more)

Subjects/Keywords: comprehension instruction; reading comprehension strategies; vocabulary strategies

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APA (6th Edition):

Reyna-Barron, E. Y. (2016). An Analysis of the Comprehension Instruction and Reading Comprehension and Vocabulary Strategies Used by Teachers to Facilitate Students' Ability to Understand Text. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/157058

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):

Reyna-Barron, Elsa Yvonne. “An Analysis of the Comprehension Instruction and Reading Comprehension and Vocabulary Strategies Used by Teachers to Facilitate Students' Ability to Understand Text.” 2016. Thesis, Texas A&M University. Accessed June 18, 2019. http://hdl.handle.net/1969.1/157058.

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

MLA Handbook (7th Edition):

Reyna-Barron, Elsa Yvonne. “An Analysis of the Comprehension Instruction and Reading Comprehension and Vocabulary Strategies Used by Teachers to Facilitate Students' Ability to Understand Text.” 2016. Web. 18 Jun 2019.

Vancouver:

Reyna-Barron EY. An Analysis of the Comprehension Instruction and Reading Comprehension and Vocabulary Strategies Used by Teachers to Facilitate Students' Ability to Understand Text. [Internet] [Thesis]. Texas A&M University; 2016. [cited 2019 Jun 18]. Available from: http://hdl.handle.net/1969.1/157058.

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

Council of Science Editors:

Reyna-Barron EY. An Analysis of the Comprehension Instruction and Reading Comprehension and Vocabulary Strategies Used by Teachers to Facilitate Students' Ability to Understand Text. [Thesis]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/157058

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


Texas A&M University

4. Centilli, Jeroladette. A successful rural school model as perceived by local stakeholders in the Pinewoods Independent School District, Texas.

Degree: 2009, Texas A&M University

 This research was a qualitative case study involving 24 participants of a rural junior/senior high school in East Texas. The purpose of this study was… (more)

Subjects/Keywords: rural school

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APA (6th Edition):

Centilli, J. (2009). A successful rural school model as perceived by local stakeholders in the Pinewoods Independent School District, Texas. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-3145

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):

Centilli, Jeroladette. “A successful rural school model as perceived by local stakeholders in the Pinewoods Independent School District, Texas.” 2009. Thesis, Texas A&M University. Accessed June 18, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-3145.

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

MLA Handbook (7th Edition):

Centilli, Jeroladette. “A successful rural school model as perceived by local stakeholders in the Pinewoods Independent School District, Texas.” 2009. Web. 18 Jun 2019.

Vancouver:

Centilli J. A successful rural school model as perceived by local stakeholders in the Pinewoods Independent School District, Texas. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Jun 18]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3145.

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

Council of Science Editors:

Centilli J. A successful rural school model as perceived by local stakeholders in the Pinewoods Independent School District, Texas. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3145

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


Texas A&M University

5. Garcia, Norma Garza. A study of teacher solicitations and student responses during read-alouds with kindergarten, first grade, and second grade students.

Degree: 2009, Texas A&M University

 Read-alouds can be very useful in the classroom to assist students in gaining knowledge and improving reading skills. Educational research documents that there is a… (more)

Subjects/Keywords: Read-Alouds

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APA (6th Edition):

Garcia, N. G. (2009). A study of teacher solicitations and student responses during read-alouds with kindergarten, first grade, and second grade students. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1919

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):

Garcia, Norma Garza. “A study of teacher solicitations and student responses during read-alouds with kindergarten, first grade, and second grade students.” 2009. Thesis, Texas A&M University. Accessed June 18, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1919.

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

MLA Handbook (7th Edition):

Garcia, Norma Garza. “A study of teacher solicitations and student responses during read-alouds with kindergarten, first grade, and second grade students.” 2009. Web. 18 Jun 2019.

Vancouver:

Garcia NG. A study of teacher solicitations and student responses during read-alouds with kindergarten, first grade, and second grade students. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Jun 18]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1919.

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

Council of Science Editors:

Garcia NG. A study of teacher solicitations and student responses during read-alouds with kindergarten, first grade, and second grade students. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1919

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


Texas A&M University

6. Landeck, Edith Suzanne. Using a theory of planned behavior approach to assess principals' Professional intentions to promote diversity awareness beyond the level recommended by their district.

Degree: 2009, Texas A&M University

 The increasing population diversity in the United States and in public schools signifies a need for principals to promote diversity awareness as mandated by principal… (more)

Subjects/Keywords: principals; theory of planned behavior; diversity; intentions

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APA (6th Edition):

Landeck, E. S. (2009). Using a theory of planned behavior approach to assess principals' Professional intentions to promote diversity awareness beyond the level recommended by their district. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1097

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):

Landeck, Edith Suzanne. “Using a theory of planned behavior approach to assess principals' Professional intentions to promote diversity awareness beyond the level recommended by their district.” 2009. Thesis, Texas A&M University. Accessed June 18, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1097.

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

MLA Handbook (7th Edition):

Landeck, Edith Suzanne. “Using a theory of planned behavior approach to assess principals' Professional intentions to promote diversity awareness beyond the level recommended by their district.” 2009. Web. 18 Jun 2019.

Vancouver:

Landeck ES. Using a theory of planned behavior approach to assess principals' Professional intentions to promote diversity awareness beyond the level recommended by their district. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Jun 18]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1097.

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

Council of Science Editors:

Landeck ES. Using a theory of planned behavior approach to assess principals' Professional intentions to promote diversity awareness beyond the level recommended by their district. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1097

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


Texas A&M University

7. 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 June 18, 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. 18 Jun 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 Jun 18]. 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

8. 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 June 18, 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. 18 Jun 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 Jun 18]. 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

9. 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 June 18, 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. 18 Jun 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 Jun 18]. 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

10. Amezcua, Jesus J. Reflective Practice of a Hispanic Chief Financial Officer and Interim Superintendent in a Predominantly Hispanic South Texas School District.

Degree: 2014, Texas A&M University

 Reflective practice has been utilized in many fields. Education studies have recommended that reflexivity be used to enhance the practice of principals, teachers, and counselors.… (more)

Subjects/Keywords: Reflective Practice; Reflection; Transformative Learning; Superintendents and Chief Financial Officers; Critical Events; Autoetnography; Researcher as Participant; Preparation Programs

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APA (6th Edition):

Amezcua, J. J. (2014). Reflective Practice of a Hispanic Chief Financial Officer and Interim Superintendent in a Predominantly Hispanic South Texas School District. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/154083

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):

Amezcua, Jesus J. “Reflective Practice of a Hispanic Chief Financial Officer and Interim Superintendent in a Predominantly Hispanic South Texas School District.” 2014. Thesis, Texas A&M University. Accessed June 18, 2019. http://hdl.handle.net/1969.1/154083.

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

MLA Handbook (7th Edition):

Amezcua, Jesus J. “Reflective Practice of a Hispanic Chief Financial Officer and Interim Superintendent in a Predominantly Hispanic South Texas School District.” 2014. Web. 18 Jun 2019.

Vancouver:

Amezcua JJ. Reflective Practice of a Hispanic Chief Financial Officer and Interim Superintendent in a Predominantly Hispanic South Texas School District. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Jun 18]. Available from: http://hdl.handle.net/1969.1/154083.

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

Council of Science Editors:

Amezcua JJ. Reflective Practice of a Hispanic Chief Financial Officer and Interim Superintendent in a Predominantly Hispanic South Texas School District. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/154083

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


Texas A&M University

11. Garcia, Rosalinda C. The Role of Information and Communication Technology in Secondary Schools.

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

 The purpose of this study was to identify the level of teachers’ knowledge and ICT integration according to the International Society for Technology in Education… (more)

Subjects/Keywords: Information and Communication Technology; twenty-first century skills

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

APA (6th Edition):

Garcia, R. C. (2018). The Role of Information and Communication Technology in Secondary Schools. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/173709

Chicago Manual of Style (16th Edition):

Garcia, Rosalinda C. “The Role of Information and Communication Technology in Secondary Schools.” 2018. Doctoral Dissertation, Texas A&M University. Accessed June 18, 2019. http://hdl.handle.net/1969.1/173709.

MLA Handbook (7th Edition):

Garcia, Rosalinda C. “The Role of Information and Communication Technology in Secondary Schools.” 2018. Web. 18 Jun 2019.

Vancouver:

Garcia RC. The Role of Information and Communication Technology in Secondary Schools. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2019 Jun 18]. Available from: http://hdl.handle.net/1969.1/173709.

Council of Science Editors:

Garcia RC. The Role of Information and Communication Technology in Secondary Schools. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/173709


Texas A&M University

12. Garcia, Rosalinda C. The Role of Information and Communication Technology in Secondary Schools.

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

 The purpose of this study was to identify the level of teachers’ knowledge and ICT integration according to the International Society for Technology in Education… (more)

Subjects/Keywords: Information and Communication Technology; twenty-first century skills

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Garcia, R. C. (2018). The Role of Information and Communication Technology in Secondary Schools. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/173804

Chicago Manual of Style (16th Edition):

Garcia, Rosalinda C. “The Role of Information and Communication Technology in Secondary Schools.” 2018. Doctoral Dissertation, Texas A&M University. Accessed June 18, 2019. http://hdl.handle.net/1969.1/173804.

MLA Handbook (7th Edition):

Garcia, Rosalinda C. “The Role of Information and Communication Technology in Secondary Schools.” 2018. Web. 18 Jun 2019.

Vancouver:

Garcia RC. The Role of Information and Communication Technology in Secondary Schools. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2019 Jun 18]. Available from: http://hdl.handle.net/1969.1/173804.

Council of Science Editors:

Garcia RC. The Role of Information and Communication Technology in Secondary Schools. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/173804


Texas A&M University

13. Higareda, Sandra Leticia. The Relationship Between Teacher-Caring Behaviors and Reading Achievement.

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

 State assessments have shown English Language Learners (ELLs) seem to significantly trail native English-speakers in reading. Teachers need to find pedagogical practices that improve all… (more)

Subjects/Keywords: Caring Teachers; caring-centered learning environments

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APA (6th Edition):

Higareda, S. L. (2018). The Relationship Between Teacher-Caring Behaviors and Reading Achievement. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/174149

Chicago Manual of Style (16th Edition):

Higareda, Sandra Leticia. “The Relationship Between Teacher-Caring Behaviors and Reading Achievement.” 2018. Doctoral Dissertation, Texas A&M University. Accessed June 18, 2019. http://hdl.handle.net/1969.1/174149.

MLA Handbook (7th Edition):

Higareda, Sandra Leticia. “The Relationship Between Teacher-Caring Behaviors and Reading Achievement.” 2018. Web. 18 Jun 2019.

Vancouver:

Higareda SL. The Relationship Between Teacher-Caring Behaviors and Reading Achievement. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2019 Jun 18]. Available from: http://hdl.handle.net/1969.1/174149.

Council of Science Editors:

Higareda SL. The Relationship Between Teacher-Caring Behaviors and Reading Achievement. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/174149


Texas A&M University

14. Ruiz, Elsa Cantu. Rhizomatous motivational aspects of Hispanic/Latino students in regular high school programs.

Degree: 2007, Texas A&M University

 As mathematics teachers gain knowledge of what factors students perceive as motivating, they will be able to create a classroom environment that better increases motivation.… (more)

Subjects/Keywords: Motivation; mathematcs

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

APA (6th Edition):

Ruiz, E. C. (2007). Rhizomatous motivational aspects of Hispanic/Latino students in regular high school programs. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/4679

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):

Ruiz, Elsa Cantu. “Rhizomatous motivational aspects of Hispanic/Latino students in regular high school programs.” 2007. Thesis, Texas A&M University. Accessed June 18, 2019. http://hdl.handle.net/1969.1/4679.

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

MLA Handbook (7th Edition):

Ruiz, Elsa Cantu. “Rhizomatous motivational aspects of Hispanic/Latino students in regular high school programs.” 2007. Web. 18 Jun 2019.

Vancouver:

Ruiz EC. Rhizomatous motivational aspects of Hispanic/Latino students in regular high school programs. [Internet] [Thesis]. Texas A&M University; 2007. [cited 2019 Jun 18]. Available from: http://hdl.handle.net/1969.1/4679.

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

Council of Science Editors:

Ruiz EC. Rhizomatous motivational aspects of Hispanic/Latino students in regular high school programs. [Thesis]. Texas A&M University; 2007. Available from: http://hdl.handle.net/1969.1/4679

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


Texas A&M University

15. Ramon-Reuthinger, GeorgeAnne. Examining the lives of five Mexican American female educators with more than 25 years of experience in South Texas border schools.

Degree: 2007, Texas A&M University

 This study was a qualitative study that explored the lives of Mexican American female educators with more than 25 years of experience teaching in South… (more)

Subjects/Keywords: MEXICAN AMERICAN; FEMALE EDUCATORS; SOUTH TEXAS; BORDER SCHOOLS

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

APA (6th Edition):

Ramon-Reuthinger, G. (2007). Examining the lives of five Mexican American female educators with more than 25 years of experience in South Texas border schools. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/5009

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):

Ramon-Reuthinger, GeorgeAnne. “Examining the lives of five Mexican American female educators with more than 25 years of experience in South Texas border schools.” 2007. Thesis, Texas A&M University. Accessed June 18, 2019. http://hdl.handle.net/1969.1/5009.

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

MLA Handbook (7th Edition):

Ramon-Reuthinger, GeorgeAnne. “Examining the lives of five Mexican American female educators with more than 25 years of experience in South Texas border schools.” 2007. Web. 18 Jun 2019.

Vancouver:

Ramon-Reuthinger G. Examining the lives of five Mexican American female educators with more than 25 years of experience in South Texas border schools. [Internet] [Thesis]. Texas A&M University; 2007. [cited 2019 Jun 18]. Available from: http://hdl.handle.net/1969.1/5009.

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

Council of Science Editors:

Ramon-Reuthinger G. Examining the lives of five Mexican American female educators with more than 25 years of experience in South Texas border schools. [Thesis]. Texas A&M University; 2007. Available from: http://hdl.handle.net/1969.1/5009

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


Texas A&M University

16. Contreras, Diana Linn. An analysis of the representational pattterns of English language learners receiving special education services in school districts in South Texas.

Degree: 2007, Texas A&M University

 This study examined the representational patterns of English language learners receiving special education services in school districts in South Texas. Additionally, this study identified school… (more)

Subjects/Keywords: special education; English language learners; Texas; Latinos

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

APA (6th Edition):

Contreras, D. L. (2007). An analysis of the representational pattterns of English language learners receiving special education services in school districts in South Texas. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/5877

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

Chicago Manual of Style (16th Edition):

Contreras, Diana Linn. “An analysis of the representational pattterns of English language learners receiving special education services in school districts in South Texas.” 2007. Thesis, Texas A&M University. Accessed June 18, 2019. http://hdl.handle.net/1969.1/5877.

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

MLA Handbook (7th Edition):

Contreras, Diana Linn. “An analysis of the representational pattterns of English language learners receiving special education services in school districts in South Texas.” 2007. Web. 18 Jun 2019.

Vancouver:

Contreras DL. An analysis of the representational pattterns of English language learners receiving special education services in school districts in South Texas. [Internet] [Thesis]. Texas A&M University; 2007. [cited 2019 Jun 18]. Available from: http://hdl.handle.net/1969.1/5877.

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

Council of Science Editors:

Contreras DL. An analysis of the representational pattterns of English language learners receiving special education services in school districts in South Texas. [Thesis]. Texas A&M University; 2007. Available from: http://hdl.handle.net/1969.1/5877

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

.