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

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Texas A&M University

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

Degree: 2015, Texas A&M University

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Hile, Adam Ray. “Teacher Perceptions of the Use of One-to-one Technology in Algebra 1 Classrooms.” 2015. Thesis, Texas A&M University. Accessed December 13, 2019. http://hdl.handle.net/1969.1/156153.

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

MLA Handbook (7th Edition):

Hile, Adam Ray. “Teacher Perceptions of the Use of One-to-one Technology in Algebra 1 Classrooms.” 2015. Web. 13 Dec 2019.

Vancouver:

Hile AR. Teacher Perceptions of the Use of One-to-one Technology in Algebra 1 Classrooms. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/1969.1/156153.

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

Council of Science Editors:

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

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


Texas A&M University

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

Degree: 2016, Texas A&M University

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

Subjects/Keywords: gauging deficit thinking

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Wooldridge, Toron Jamaine. “Gauging Deficit Thinking: An Investigation of Principals? Perceived Self-Efficacy in Influencing Dropout Rates Among African American and Hispanic High School Students in Texas.” 2016. Thesis, Texas A&M University. Accessed December 13, 2019. http://hdl.handle.net/1969.1/157779.

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

MLA Handbook (7th Edition):

Wooldridge, Toron Jamaine. “Gauging Deficit Thinking: An Investigation of Principals? Perceived Self-Efficacy in Influencing Dropout Rates Among African American and Hispanic High School Students in Texas.” 2016. Web. 13 Dec 2019.

Vancouver:

Wooldridge TJ. Gauging Deficit Thinking: An Investigation of Principals? Perceived Self-Efficacy in Influencing Dropout Rates Among African American and Hispanic High School Students in Texas. [Internet] [Thesis]. Texas A&M University; 2016. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/1969.1/157779.

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

Council of Science Editors:

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

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


Texas A&M University

3. Woodson, Billy Ray. Goal 5, Texas Higher Education Coordinating Board: Exploring the Professional Development of Faculty Who Teach Underserved Learners in Developmental Courses at a Two-Year Post-Secondary Institution in Southwest Texas.

Degree: 2016, Texas A&M University

 Using a quantitative method, this study explored the professional development activities, educational levels of faculty teaching developmental courses, and demographic profiles of faculty and students… (more)

Subjects/Keywords: developmental education; community college; underprepared learners; professional development; faculty

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APA (6th Edition):

Woodson, B. R. (2016). Goal 5, Texas Higher Education Coordinating Board: Exploring the Professional Development of Faculty Who Teach Underserved Learners in Developmental Courses at a Two-Year Post-Secondary Institution in Southwest Texas. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/158713

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):

Woodson, Billy Ray. “Goal 5, Texas Higher Education Coordinating Board: Exploring the Professional Development of Faculty Who Teach Underserved Learners in Developmental Courses at a Two-Year Post-Secondary Institution in Southwest Texas.” 2016. Thesis, Texas A&M University. Accessed December 13, 2019. http://hdl.handle.net/1969.1/158713.

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

MLA Handbook (7th Edition):

Woodson, Billy Ray. “Goal 5, Texas Higher Education Coordinating Board: Exploring the Professional Development of Faculty Who Teach Underserved Learners in Developmental Courses at a Two-Year Post-Secondary Institution in Southwest Texas.” 2016. Web. 13 Dec 2019.

Vancouver:

Woodson BR. Goal 5, Texas Higher Education Coordinating Board: Exploring the Professional Development of Faculty Who Teach Underserved Learners in Developmental Courses at a Two-Year Post-Secondary Institution in Southwest Texas. [Internet] [Thesis]. Texas A&M University; 2016. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/1969.1/158713.

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

Council of Science Editors:

Woodson BR. Goal 5, Texas Higher Education Coordinating Board: Exploring the Professional Development of Faculty Who Teach Underserved Learners in Developmental Courses at a Two-Year Post-Secondary Institution in Southwest Texas. [Thesis]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/158713

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


Texas A&M University

4. Young, Billy Lee. A system approach, one school district approach to implementing a diversity plan: perception of board members, administrators, principals, and teachers, addressing race, ethnicity, and social economics.

Degree: 2009, Texas A&M University

 The intent of this study was to investigate a system approach to implementing a diversity plan in a chosen school district, with emphasis on (1)… (more)

Subjects/Keywords: Implementing a Diversity Plan

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APA (6th Edition):

Young, B. L. (2009). A system approach, one school district approach to implementing a diversity plan: perception of board members, administrators, principals, and teachers, addressing race, ethnicity, and social economics. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2486

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

Chicago Manual of Style (16th Edition):

Young, Billy Lee. “A system approach, one school district approach to implementing a diversity plan: perception of board members, administrators, principals, and teachers, addressing race, ethnicity, and social economics.” 2009. Thesis, Texas A&M University. Accessed December 13, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2486.

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

MLA Handbook (7th Edition):

Young, Billy Lee. “A system approach, one school district approach to implementing a diversity plan: perception of board members, administrators, principals, and teachers, addressing race, ethnicity, and social economics.” 2009. Web. 13 Dec 2019.

Vancouver:

Young BL. A system approach, one school district approach to implementing a diversity plan: perception of board members, administrators, principals, and teachers, addressing race, ethnicity, and social economics. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2486.

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

Council of Science Editors:

Young BL. A system approach, one school district approach to implementing a diversity plan: perception of board members, administrators, principals, and teachers, addressing race, ethnicity, and social economics. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2486

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


Texas A&M University

5. Bartek, Cara Beth. Fostering Innovative Capacity via Organizational Reward Systems: The Case of Faculty Collaboration.

Degree: 2010, Texas A&M University

 The purpose of this study is to reveal, through the use of case study methodology, how faculty collaboration may foster the development of intellectual capital… (more)

Subjects/Keywords: intellectual capital; organizational reward systems; tenure and promotion; human resource development

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APA (6th Edition):

Bartek, C. B. (2010). Fostering Innovative Capacity via Organizational Reward Systems: The Case of Faculty Collaboration. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7111

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):

Bartek, Cara Beth. “Fostering Innovative Capacity via Organizational Reward Systems: The Case of Faculty Collaboration.” 2010. Thesis, Texas A&M University. Accessed December 13, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7111.

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

MLA Handbook (7th Edition):

Bartek, Cara Beth. “Fostering Innovative Capacity via Organizational Reward Systems: The Case of Faculty Collaboration.” 2010. Web. 13 Dec 2019.

Vancouver:

Bartek CB. Fostering Innovative Capacity via Organizational Reward Systems: The Case of Faculty Collaboration. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7111.

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

Council of Science Editors:

Bartek CB. Fostering Innovative Capacity via Organizational Reward Systems: The Case of Faculty Collaboration. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7111

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


Texas A&M University

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

Degree: 2010, Texas A&M University

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

Subjects/Keywords: Teacher attrition

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Berry, Joan Ramey. “The Novice Teacher's Experience in Sensemaking and Socialization in Urban Secondary Schools.” 2010. Thesis, Texas A&M University. Accessed December 13, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7182.

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

MLA Handbook (7th Edition):

Berry, Joan Ramey. “The Novice Teacher's Experience in Sensemaking and Socialization in Urban Secondary Schools.” 2010. Web. 13 Dec 2019.

Vancouver:

Berry JR. The Novice Teacher's Experience in Sensemaking and Socialization in Urban Secondary Schools. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7182.

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

Council of Science Editors:

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

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


Texas A&M University

7. Aguilar, Liz Ann Ba?ez. Does Culture Matter? Understanding Cultural Representation in the Writing of First to Third Generation Mexican American Students in a Transitional High School to College Program.

Degree: 2011, Texas A&M University

 This doctoral dissertation intends to contribute to an understanding of the experiences of Mexican American students in a high school to college transitional program and… (more)

Subjects/Keywords: Mexican American Students; Transitional Programs; Culture and Mexican American; Mexican American Students' Writing; Transition of High School to College; Culture and Writing

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APA (6th Edition):

Aguilar, L. A. B. (2011). Does Culture Matter? Understanding Cultural Representation in the Writing of First to Third Generation Mexican American Students in a Transitional High School to College Program. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8496

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):

Aguilar, Liz Ann Ba?ez. “Does Culture Matter? Understanding Cultural Representation in the Writing of First to Third Generation Mexican American Students in a Transitional High School to College Program.” 2011. Thesis, Texas A&M University. Accessed December 13, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8496.

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

MLA Handbook (7th Edition):

Aguilar, Liz Ann Ba?ez. “Does Culture Matter? Understanding Cultural Representation in the Writing of First to Third Generation Mexican American Students in a Transitional High School to College Program.” 2011. Web. 13 Dec 2019.

Vancouver:

Aguilar LAB. Does Culture Matter? Understanding Cultural Representation in the Writing of First to Third Generation Mexican American Students in a Transitional High School to College Program. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8496.

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

Council of Science Editors:

Aguilar LAB. Does Culture Matter? Understanding Cultural Representation in the Writing of First to Third Generation Mexican American Students in a Transitional High School to College Program. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8496

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


Texas A&M University

8. Rodriguez, Eddie. Intergroup Differences and Its Impact on Professional Exchanges.

Degree: 2012, Texas A&M University

 The purpose of this study was to examine how misperceptions of intergroup differences affect the working and professional relationships among Hispanic teachers, European American (White)… (more)

Subjects/Keywords: Intergroup Differences; Cultural Differences

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APA (6th Edition):

Rodriguez, E. (2012). Intergroup Differences and Its Impact on Professional Exchanges. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11578

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

Chicago Manual of Style (16th Edition):

Rodriguez, Eddie. “Intergroup Differences and Its Impact on Professional Exchanges.” 2012. Thesis, Texas A&M University. Accessed December 13, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11578.

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

MLA Handbook (7th Edition):

Rodriguez, Eddie. “Intergroup Differences and Its Impact on Professional Exchanges.” 2012. Web. 13 Dec 2019.

Vancouver:

Rodriguez E. Intergroup Differences and Its Impact on Professional Exchanges. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11578.

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

Council of Science Editors:

Rodriguez E. Intergroup Differences and Its Impact on Professional Exchanges. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11578

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


Texas A&M University

9. Narvaez, Rose. Intergroup Differences Between Hispanic Students and European American Teachers in Urban Schools.

Degree: 2012, Texas A&M University

 The purpose of this study was to examine the daily exchanges between Hispanic students of Mexican descent and European American teachers in urban schools and… (more)

Subjects/Keywords: intergroup conflict; cultural differences in schools

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APA (6th Edition):

Narvaez, R. (2012). Intergroup Differences Between Hispanic Students and European American Teachers in Urban Schools. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11577

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):

Narvaez, Rose. “Intergroup Differences Between Hispanic Students and European American Teachers in Urban Schools.” 2012. Thesis, Texas A&M University. Accessed December 13, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11577.

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

MLA Handbook (7th Edition):

Narvaez, Rose. “Intergroup Differences Between Hispanic Students and European American Teachers in Urban Schools.” 2012. Web. 13 Dec 2019.

Vancouver:

Narvaez R. Intergroup Differences Between Hispanic Students and European American Teachers in Urban Schools. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11577.

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

Council of Science Editors:

Narvaez R. Intergroup Differences Between Hispanic Students and European American Teachers in Urban Schools. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11577

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


Texas A&M University

10. Hlavinka, Sylinda. The Retention of Black and White Millennial Generation Teachers Working With Diverse Student Populations.

Degree: 2013, Texas A&M University

 This research studied not only the Millennial Generation teachers who have entered the workforce in recent years, but it also compared the perceptions of Black… (more)

Subjects/Keywords: Millennial Generation Teacher Retention; Diverse Student Populations

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

APA (6th Edition):

Hlavinka, S. (2013). The Retention of Black and White Millennial Generation Teachers Working With Diverse Student Populations. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149290

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):

Hlavinka, Sylinda. “The Retention of Black and White Millennial Generation Teachers Working With Diverse Student Populations.” 2013. Thesis, Texas A&M University. Accessed December 13, 2019. http://hdl.handle.net/1969.1/149290.

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

MLA Handbook (7th Edition):

Hlavinka, Sylinda. “The Retention of Black and White Millennial Generation Teachers Working With Diverse Student Populations.” 2013. Web. 13 Dec 2019.

Vancouver:

Hlavinka S. The Retention of Black and White Millennial Generation Teachers Working With Diverse Student Populations. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/1969.1/149290.

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

Council of Science Editors:

Hlavinka S. The Retention of Black and White Millennial Generation Teachers Working With Diverse Student Populations. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149290

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


Texas A&M University

11. Hull, Richard Donald. Principal Perceptions of School Capacity to Meet Requirements of No Child Left Behind.

Degree: 2013, Texas A&M University

 The purpose of this study was to determine if significant differences existed in principals? perceptions of their school?s capacity to meet Adequate Yearly Progress (AYP)… (more)

Subjects/Keywords: school capacity; leadership; No Child Left Behind; educational policy; AYP

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APA (6th Edition):

Hull, R. D. (2013). Principal Perceptions of School Capacity to Meet Requirements of No Child Left Behind. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151286

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):

Hull, Richard Donald. “Principal Perceptions of School Capacity to Meet Requirements of No Child Left Behind.” 2013. Thesis, Texas A&M University. Accessed December 13, 2019. http://hdl.handle.net/1969.1/151286.

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

MLA Handbook (7th Edition):

Hull, Richard Donald. “Principal Perceptions of School Capacity to Meet Requirements of No Child Left Behind.” 2013. Web. 13 Dec 2019.

Vancouver:

Hull RD. Principal Perceptions of School Capacity to Meet Requirements of No Child Left Behind. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/1969.1/151286.

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

Council of Science Editors:

Hull RD. Principal Perceptions of School Capacity to Meet Requirements of No Child Left Behind. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151286

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


Texas A&M University

12. Russell, William F. Teacher Sensemaking of Student Discipline Practices in a Small Town Texas Middle School.

Degree: 2013, Texas A&M University

 .This study examined teacher decision making regarding issuing student referrals using qualitative case study methodology. A single middle school was used for the case study… (more)

Subjects/Keywords: Discipline; Sensemaking; Middle School; Teacher; Teaching; School; Texas; Teaching; DAEP; Teacher Training; Teacher Preparation

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

APA (6th Edition):

Russell, W. F. (2013). Teacher Sensemaking of Student Discipline Practices in a Small Town Texas Middle School. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151924

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):

Russell, William F. “Teacher Sensemaking of Student Discipline Practices in a Small Town Texas Middle School.” 2013. Thesis, Texas A&M University. Accessed December 13, 2019. http://hdl.handle.net/1969.1/151924.

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

MLA Handbook (7th Edition):

Russell, William F. “Teacher Sensemaking of Student Discipline Practices in a Small Town Texas Middle School.” 2013. Web. 13 Dec 2019.

Vancouver:

Russell WF. Teacher Sensemaking of Student Discipline Practices in a Small Town Texas Middle School. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/1969.1/151924.

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

Council of Science Editors:

Russell WF. Teacher Sensemaking of Student Discipline Practices in a Small Town Texas Middle School. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151924

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


Texas A&M University

13. Benedict, Rebecca Marie. A Case Study of White Secondary Teachers' Perceptions about Their Students of Color and the Impact on Instruction.

Degree: 2014, Texas A&M University

 This study was designed to explore how White secondary teachers? perceptions about their students of color impacted instruction in a successful, diverse school district. In… (more)

Subjects/Keywords: teachers' perceptions students of color

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APA (6th Edition):

Benedict, R. M. (2014). A Case Study of White Secondary Teachers' Perceptions about Their Students of Color and the Impact on Instruction. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152640

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):

Benedict, Rebecca Marie. “A Case Study of White Secondary Teachers' Perceptions about Their Students of Color and the Impact on Instruction.” 2014. Thesis, Texas A&M University. Accessed December 13, 2019. http://hdl.handle.net/1969.1/152640.

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

MLA Handbook (7th Edition):

Benedict, Rebecca Marie. “A Case Study of White Secondary Teachers' Perceptions about Their Students of Color and the Impact on Instruction.” 2014. Web. 13 Dec 2019.

Vancouver:

Benedict RM. A Case Study of White Secondary Teachers' Perceptions about Their Students of Color and the Impact on Instruction. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/1969.1/152640.

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

Council of Science Editors:

Benedict RM. A Case Study of White Secondary Teachers' Perceptions about Their Students of Color and the Impact on Instruction. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/152640

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


Texas A&M University

14. Dimatteo, Kristen. The Effects of a Mentoring Program on Teacher Retention Rates at Tashkent International School.

Degree: 2014, Texas A&M University

 Teacher retention has become a focus of many schools and school systems in recent years. The United States, United Kingdom, and Australia have grappled with… (more)

Subjects/Keywords: mentoring; teacher retention

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APA (6th Edition):

Dimatteo, K. (2014). The Effects of a Mentoring Program on Teacher Retention Rates at Tashkent International School. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152813

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):

Dimatteo, Kristen. “The Effects of a Mentoring Program on Teacher Retention Rates at Tashkent International School.” 2014. Thesis, Texas A&M University. Accessed December 13, 2019. http://hdl.handle.net/1969.1/152813.

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

MLA Handbook (7th Edition):

Dimatteo, Kristen. “The Effects of a Mentoring Program on Teacher Retention Rates at Tashkent International School.” 2014. Web. 13 Dec 2019.

Vancouver:

Dimatteo K. The Effects of a Mentoring Program on Teacher Retention Rates at Tashkent International School. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/1969.1/152813.

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

Council of Science Editors:

Dimatteo K. The Effects of a Mentoring Program on Teacher Retention Rates at Tashkent International School. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/152813

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


Texas A&M University

15. Jones, Veronica Adele. Taking the Picture out of the Frame: A Multidimensional Approach to Racial Identity.

Degree: 2014, Texas A&M University

 This study explored the multidimensional racial identity of African American undergraduate students at a predominantly white institution (PWI). Racial identity has progressed from models of… (more)

Subjects/Keywords: multidimensional racial identity; case study methodology

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APA (6th Edition):

Jones, V. A. (2014). Taking the Picture out of the Frame: A Multidimensional Approach to Racial Identity. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152830

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

Chicago Manual of Style (16th Edition):

Jones, Veronica Adele. “Taking the Picture out of the Frame: A Multidimensional Approach to Racial Identity.” 2014. Thesis, Texas A&M University. Accessed December 13, 2019. http://hdl.handle.net/1969.1/152830.

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

MLA Handbook (7th Edition):

Jones, Veronica Adele. “Taking the Picture out of the Frame: A Multidimensional Approach to Racial Identity.” 2014. Web. 13 Dec 2019.

Vancouver:

Jones VA. Taking the Picture out of the Frame: A Multidimensional Approach to Racial Identity. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/1969.1/152830.

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

Council of Science Editors:

Jones VA. Taking the Picture out of the Frame: A Multidimensional Approach to Racial Identity. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/152830

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


Texas A&M University

16. Lara, Alma Leticia. A Case Study on Perspectives by Females of Mexican Descent on Access to Postsecondary Education Information.

Degree: 2014, Texas A&M University

 The purpose of this study was to provide an understanding of the process Latino parents utilize to gain access to postsecondary education information during their… (more)

Subjects/Keywords: social capital; postsecondary education

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APA (6th Edition):

Lara, A. L. (2014). A Case Study on Perspectives by Females of Mexican Descent on Access to Postsecondary Education Information. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152861

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):

Lara, Alma Leticia. “A Case Study on Perspectives by Females of Mexican Descent on Access to Postsecondary Education Information.” 2014. Thesis, Texas A&M University. Accessed December 13, 2019. http://hdl.handle.net/1969.1/152861.

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

MLA Handbook (7th Edition):

Lara, Alma Leticia. “A Case Study on Perspectives by Females of Mexican Descent on Access to Postsecondary Education Information.” 2014. Web. 13 Dec 2019.

Vancouver:

Lara AL. A Case Study on Perspectives by Females of Mexican Descent on Access to Postsecondary Education Information. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/1969.1/152861.

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

Council of Science Editors:

Lara AL. A Case Study on Perspectives by Females of Mexican Descent on Access to Postsecondary Education Information. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/152861

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


Texas A&M University

17. Coburn, Joseph Ryan. Impact of Middle School Scheduling Structure on Student Achievement in Math and Science, as Defined by AEIS Indicators, on Selected Demographic Student Groups in Urban Texas Middle Schools.

Degree: 2015, Texas A&M University

 Middle school students in the United States are not performing as well as their international peers on standardized math and science exams, and in Texas(more)

Subjects/Keywords: Block Schedule; Middle School; Math; Science; Urban schools

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APA (6th Edition):

Coburn, J. R. (2015). Impact of Middle School Scheduling Structure on Student Achievement in Math and Science, as Defined by AEIS Indicators, on Selected Demographic Student Groups in Urban Texas Middle Schools. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155047

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):

Coburn, Joseph Ryan. “Impact of Middle School Scheduling Structure on Student Achievement in Math and Science, as Defined by AEIS Indicators, on Selected Demographic Student Groups in Urban Texas Middle Schools.” 2015. Thesis, Texas A&M University. Accessed December 13, 2019. http://hdl.handle.net/1969.1/155047.

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

MLA Handbook (7th Edition):

Coburn, Joseph Ryan. “Impact of Middle School Scheduling Structure on Student Achievement in Math and Science, as Defined by AEIS Indicators, on Selected Demographic Student Groups in Urban Texas Middle Schools.” 2015. Web. 13 Dec 2019.

Vancouver:

Coburn JR. Impact of Middle School Scheduling Structure on Student Achievement in Math and Science, as Defined by AEIS Indicators, on Selected Demographic Student Groups in Urban Texas Middle Schools. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/1969.1/155047.

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

Council of Science Editors:

Coburn JR. Impact of Middle School Scheduling Structure on Student Achievement in Math and Science, as Defined by AEIS Indicators, on Selected Demographic Student Groups in Urban Texas Middle Schools. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155047

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


Texas A&M University

18. Brewer, Robert A. Senior University Administrators' Perceptions of Purpose and Value Transmission Based on Organizational Identity at their Home and Branch Campus.

Degree: 2015, Texas A&M University

 In recent decades, colleges and universities have witnessed a change in the demographics of students applying for admission. Once the domain of 18-25 year old… (more)

Subjects/Keywords: Branch Campus; Main Campus; Inter-Campus Relationship; Organizational Identity; Multiple Organizational Identity; Transmission Matrix

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APA (6th Edition):

Brewer, R. A. (2015). Senior University Administrators' Perceptions of Purpose and Value Transmission Based on Organizational Identity at their Home and Branch Campus. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156216

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):

Brewer, Robert A. “Senior University Administrators' Perceptions of Purpose and Value Transmission Based on Organizational Identity at their Home and Branch Campus.” 2015. Thesis, Texas A&M University. Accessed December 13, 2019. http://hdl.handle.net/1969.1/156216.

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

MLA Handbook (7th Edition):

Brewer, Robert A. “Senior University Administrators' Perceptions of Purpose and Value Transmission Based on Organizational Identity at their Home and Branch Campus.” 2015. Web. 13 Dec 2019.

Vancouver:

Brewer RA. Senior University Administrators' Perceptions of Purpose and Value Transmission Based on Organizational Identity at their Home and Branch Campus. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/1969.1/156216.

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

Council of Science Editors:

Brewer RA. Senior University Administrators' Perceptions of Purpose and Value Transmission Based on Organizational Identity at their Home and Branch Campus. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/156216

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


Texas A&M University

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

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

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

Subjects/Keywords: administrative relationships; micropolitics in leadership teams

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Aslin, David M. “ADMINISTRATIVE LEADERSHIP TEAMS AND IMPACTS ON CAMPUS CULTURE AS MEASURED BY COLLABORATION, DECISION MAKING, CONFLICT, COMMUNICATION, FAVORITISM, AND CONFIDENCE.” 2018. Doctoral Dissertation, Texas A&M University. Accessed December 13, 2019. http://hdl.handle.net/1969.1/174297.

MLA Handbook (7th Edition):

Aslin, David M. “ADMINISTRATIVE LEADERSHIP TEAMS AND IMPACTS ON CAMPUS CULTURE AS MEASURED BY COLLABORATION, DECISION MAKING, CONFLICT, COMMUNICATION, FAVORITISM, AND CONFIDENCE.” 2018. Web. 13 Dec 2019.

Vancouver:

Aslin DM. ADMINISTRATIVE LEADERSHIP TEAMS AND IMPACTS ON CAMPUS CULTURE AS MEASURED BY COLLABORATION, DECISION MAKING, CONFLICT, COMMUNICATION, FAVORITISM, AND CONFIDENCE. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/1969.1/174297.

Council of Science Editors:

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


Texas A&M University

20. Luevanos, Elisabeth Avila. Inclusive or Not?: Development of a Student Survey to Measure Students’ Perspectives of Teacher and Leader Abilities to Lead Racially Diverse Schools.

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

 This research highlights the development of a survey that measures students’ perspectives and the powerful role they play in measuring teachers’ and leaders’ practices for… (more)

Subjects/Keywords: Inclusion; Diversity; School Leadership; Student Voice

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APA (6th Edition):

Luevanos, E. A. (2018). Inclusive or Not?: Development of a Student Survey to Measure Students’ Perspectives of Teacher and Leader Abilities to Lead Racially Diverse Schools. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/173530

Chicago Manual of Style (16th Edition):

Luevanos, Elisabeth Avila. “Inclusive or Not?: Development of a Student Survey to Measure Students’ Perspectives of Teacher and Leader Abilities to Lead Racially Diverse Schools.” 2018. Doctoral Dissertation, Texas A&M University. Accessed December 13, 2019. http://hdl.handle.net/1969.1/173530.

MLA Handbook (7th Edition):

Luevanos, Elisabeth Avila. “Inclusive or Not?: Development of a Student Survey to Measure Students’ Perspectives of Teacher and Leader Abilities to Lead Racially Diverse Schools.” 2018. Web. 13 Dec 2019.

Vancouver:

Luevanos EA. Inclusive or Not?: Development of a Student Survey to Measure Students’ Perspectives of Teacher and Leader Abilities to Lead Racially Diverse Schools. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/1969.1/173530.

Council of Science Editors:

Luevanos EA. Inclusive or Not?: Development of a Student Survey to Measure Students’ Perspectives of Teacher and Leader Abilities to Lead Racially Diverse Schools. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/173530


Texas A&M University

21. Dixon, Nkrumah Henry. The Inclusion Model: Leaders' Perception of the Inclusion Model - A Qualitative Study.

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

 This qualitative study is designed to further understand how leaders expand their leadership in an organization that is changing demographics. The purpose of this study… (more)

Subjects/Keywords: Inclusion; Diversity; Leadership

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

APA (6th Edition):

Dixon, N. H. (2018). The Inclusion Model: Leaders' Perception of the Inclusion Model - A Qualitative Study. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/174162

Chicago Manual of Style (16th Edition):

Dixon, Nkrumah Henry. “The Inclusion Model: Leaders' Perception of the Inclusion Model - A Qualitative Study.” 2018. Doctoral Dissertation, Texas A&M University. Accessed December 13, 2019. http://hdl.handle.net/1969.1/174162.

MLA Handbook (7th Edition):

Dixon, Nkrumah Henry. “The Inclusion Model: Leaders' Perception of the Inclusion Model - A Qualitative Study.” 2018. Web. 13 Dec 2019.

Vancouver:

Dixon NH. The Inclusion Model: Leaders' Perception of the Inclusion Model - A Qualitative Study. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/1969.1/174162.

Council of Science Editors:

Dixon NH. The Inclusion Model: Leaders' Perception of the Inclusion Model - A Qualitative Study. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/174162


Texas A&M University

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

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

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

Subjects/Keywords: Gifted; Self-concept

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Jones, Harleigh Paul. “The Non-Academic Self-Concept of Homogeneously Grouped Sixth through Eighth Grade Gifted and Talented Students.” 2018. Doctoral Dissertation, Texas A&M University. Accessed December 13, 2019. http://hdl.handle.net/1969.1/173434.

MLA Handbook (7th Edition):

Jones, Harleigh Paul. “The Non-Academic Self-Concept of Homogeneously Grouped Sixth through Eighth Grade Gifted and Talented Students.” 2018. Web. 13 Dec 2019.

Vancouver:

Jones HP. The Non-Academic Self-Concept of Homogeneously Grouped Sixth through Eighth Grade Gifted and Talented Students. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/1969.1/173434.

Council of Science Editors:

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


Texas A&M University

23. Staley, Michele Diane. Peer Observation as Professional Learning: A Case Study to Determine the Effectiveness of the Stop Light Learning Program in a Suburban High School.

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

 The purpose of this case study was to evaluate the effectiveness of the successful teacher observation protocol (STOP) Stop Light Learning (SLL) program as an… (more)

Subjects/Keywords: Peer Observation; Professional Learning; Job-embedded; STEM

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

APA (6th Edition):

Staley, M. D. (2018). Peer Observation as Professional Learning: A Case Study to Determine the Effectiveness of the Stop Light Learning Program in a Suburban High School. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/173618

Chicago Manual of Style (16th Edition):

Staley, Michele Diane. “Peer Observation as Professional Learning: A Case Study to Determine the Effectiveness of the Stop Light Learning Program in a Suburban High School.” 2018. Doctoral Dissertation, Texas A&M University. Accessed December 13, 2019. http://hdl.handle.net/1969.1/173618.

MLA Handbook (7th Edition):

Staley, Michele Diane. “Peer Observation as Professional Learning: A Case Study to Determine the Effectiveness of the Stop Light Learning Program in a Suburban High School.” 2018. Web. 13 Dec 2019.

Vancouver:

Staley MD. Peer Observation as Professional Learning: A Case Study to Determine the Effectiveness of the Stop Light Learning Program in a Suburban High School. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/1969.1/173618.

Council of Science Editors:

Staley MD. Peer Observation as Professional Learning: A Case Study to Determine the Effectiveness of the Stop Light Learning Program in a Suburban High School. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/173618


Texas A&M University

24. Perez, Paige Cleveland. Access to Teachers of Color and Outcomes for Black and Hispanic Students: Evidence from Representative Bureaucracy.

Degree: PhD, Educational Administration, 2016, Texas A&M University

 Teachers of color are the most effective educators of students of color—or are they? Policies have sought to improve the educational outcomes of students of… (more)

Subjects/Keywords: teachers of color; students of color; charter schools; representative bureaucracy; teacher recruitment; teacher retention; teacher socialization; education policy

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

APA (6th Edition):

Perez, P. C. (2016). Access to Teachers of Color and Outcomes for Black and Hispanic Students: Evidence from Representative Bureaucracy. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/157825

Chicago Manual of Style (16th Edition):

Perez, Paige Cleveland. “Access to Teachers of Color and Outcomes for Black and Hispanic Students: Evidence from Representative Bureaucracy.” 2016. Doctoral Dissertation, Texas A&M University. Accessed December 13, 2019. http://hdl.handle.net/1969.1/157825.

MLA Handbook (7th Edition):

Perez, Paige Cleveland. “Access to Teachers of Color and Outcomes for Black and Hispanic Students: Evidence from Representative Bureaucracy.” 2016. Web. 13 Dec 2019.

Vancouver:

Perez PC. Access to Teachers of Color and Outcomes for Black and Hispanic Students: Evidence from Representative Bureaucracy. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/1969.1/157825.

Council of Science Editors:

Perez PC. Access to Teachers of Color and Outcomes for Black and Hispanic Students: Evidence from Representative Bureaucracy. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/157825


Texas A&M University

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

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

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Portilla, Liliana Raquel. “Five former Texas Public School Board Members' Perceptions Concerning the Hiring of Latina Superintendents.” 2017. Doctoral Dissertation, Texas A&M University. Accessed December 13, 2019. http://hdl.handle.net/1969.1/169582.

MLA Handbook (7th Edition):

Portilla, Liliana Raquel. “Five former Texas Public School Board Members' Perceptions Concerning the Hiring of Latina Superintendents.” 2017. Web. 13 Dec 2019.

Vancouver:

Portilla LR. Five former Texas Public School Board Members' Perceptions Concerning the Hiring of Latina Superintendents. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/1969.1/169582.

Council of Science Editors:

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


Texas A&M University

26. Perez, Guadalupe Martinez. Workplace Incivility as Experienced by Hispanic Female Teachers in a South Texas Public High School Led by a Hispanic Female Principal.

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

 Workplace incivility is a recent phenomenon and, although much of the research conducted in this area to date has been in organizations other than public… (more)

Subjects/Keywords: Workplace incivility; Public high schools; Education; Queen Bee syndrome; Targets; Resiliency techniques

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

APA (6th Edition):

Perez, G. M. (2017). Workplace Incivility as Experienced by Hispanic Female Teachers in a South Texas Public High School Led by a Hispanic Female Principal. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/165810

Chicago Manual of Style (16th Edition):

Perez, Guadalupe Martinez. “Workplace Incivility as Experienced by Hispanic Female Teachers in a South Texas Public High School Led by a Hispanic Female Principal.” 2017. Doctoral Dissertation, Texas A&M University. Accessed December 13, 2019. http://hdl.handle.net/1969.1/165810.

MLA Handbook (7th Edition):

Perez, Guadalupe Martinez. “Workplace Incivility as Experienced by Hispanic Female Teachers in a South Texas Public High School Led by a Hispanic Female Principal.” 2017. Web. 13 Dec 2019.

Vancouver:

Perez GM. Workplace Incivility as Experienced by Hispanic Female Teachers in a South Texas Public High School Led by a Hispanic Female Principal. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/1969.1/165810.

Council of Science Editors:

Perez GM. Workplace Incivility as Experienced by Hispanic Female Teachers in a South Texas Public High School Led by a Hispanic Female Principal. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/165810


Texas A&M University

27. Bailey, Jeffrey Wilt. A Program Evaluation of a Local School District’s Bullying Prevention Program.

Degree: EdD, Educational Administration, 2019, Texas A&M University

 This research study provides a complete program evaluation on a school district in Texas to determine the overall success of their bullying prevention program. The… (more)

Subjects/Keywords: Bullying Prevention Program

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APA (6th Edition):

Bailey, J. W. (2019). A Program Evaluation of a Local School District’s Bullying Prevention Program. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/184409

Chicago Manual of Style (16th Edition):

Bailey, Jeffrey Wilt. “A Program Evaluation of a Local School District’s Bullying Prevention Program.” 2019. Doctoral Dissertation, Texas A&M University. Accessed December 13, 2019. http://hdl.handle.net/1969.1/184409.

MLA Handbook (7th Edition):

Bailey, Jeffrey Wilt. “A Program Evaluation of a Local School District’s Bullying Prevention Program.” 2019. Web. 13 Dec 2019.

Vancouver:

Bailey JW. A Program Evaluation of a Local School District’s Bullying Prevention Program. [Internet] [Doctoral dissertation]. Texas A&M University; 2019. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/1969.1/184409.

Council of Science Editors:

Bailey JW. A Program Evaluation of a Local School District’s Bullying Prevention Program. [Doctoral Dissertation]. Texas A&M University; 2019. Available from: http://hdl.handle.net/1969.1/184409


Texas A&M University

28. Sutton, Alexandra E. Leadership and Management of Wildlife Reintroduction Programs.

Degree: 2010, Texas A&M University

 Wildlife reintroduction programs are a type of conservation initiative meant to preserve biodiversity through the restoration of damaged areas and the reintroduction of extirpated species.… (more)

Subjects/Keywords: conservation management; organizational structure; white-tailed sea eagle; wildlife reintroduction

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

APA (6th Edition):

Sutton, A. E. (2010). Leadership and Management of Wildlife Reintroduction Programs. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7204

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):

Sutton, Alexandra E. “Leadership and Management of Wildlife Reintroduction Programs.” 2010. Thesis, Texas A&M University. Accessed December 13, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7204.

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

MLA Handbook (7th Edition):

Sutton, Alexandra E. “Leadership and Management of Wildlife Reintroduction Programs.” 2010. Web. 13 Dec 2019.

Vancouver:

Sutton AE. Leadership and Management of Wildlife Reintroduction Programs. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7204.

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

Council of Science Editors:

Sutton AE. Leadership and Management of Wildlife Reintroduction Programs. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7204

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


Texas A&M University

29. Schroeder, Patricia Anne. Connecting Principals' Professional Development to Practice: The Mediating Roles of Context and Phronesis.

Degree: 2013, Texas A&M University

 The purpose of this qualitative case study was to build on a prior study that examined how principals acquired and applied new knowledge from professional… (more)

Subjects/Keywords: principal professional development

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

APA (6th Edition):

Schroeder, P. A. (2013). Connecting Principals' Professional Development to Practice: The Mediating Roles of Context and Phronesis. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151785

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):

Schroeder, Patricia Anne. “Connecting Principals' Professional Development to Practice: The Mediating Roles of Context and Phronesis.” 2013. Thesis, Texas A&M University. Accessed December 13, 2019. http://hdl.handle.net/1969.1/151785.

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

MLA Handbook (7th Edition):

Schroeder, Patricia Anne. “Connecting Principals' Professional Development to Practice: The Mediating Roles of Context and Phronesis.” 2013. Web. 13 Dec 2019.

Vancouver:

Schroeder PA. Connecting Principals' Professional Development to Practice: The Mediating Roles of Context and Phronesis. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/1969.1/151785.

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

Council of Science Editors:

Schroeder PA. Connecting Principals' Professional Development to Practice: The Mediating Roles of Context and Phronesis. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151785

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


Texas A&M University

30. Hamilton Giebert, Megan Corinne. Trends in Texas Youth Fitness Testing: A Longitudinal Look at Statewide Reporting.

Degree: PhD, Health Education, 2016, Texas A&M University

 Since 2007, Texas has mandated physical fitness assessment and reporting requirements for students in public school districts. Results from these yearly assessments are summarized in… (more)

Subjects/Keywords: school health; physical activity; physical education; fitness assessment; youth; Texas

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

APA (6th Edition):

Hamilton Giebert, M. C. (2016). Trends in Texas Youth Fitness Testing: A Longitudinal Look at Statewide Reporting. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/158643

Chicago Manual of Style (16th Edition):

Hamilton Giebert, Megan Corinne. “Trends in Texas Youth Fitness Testing: A Longitudinal Look at Statewide Reporting.” 2016. Doctoral Dissertation, Texas A&M University. Accessed December 13, 2019. http://hdl.handle.net/1969.1/158643.

MLA Handbook (7th Edition):

Hamilton Giebert, Megan Corinne. “Trends in Texas Youth Fitness Testing: A Longitudinal Look at Statewide Reporting.” 2016. Web. 13 Dec 2019.

Vancouver:

Hamilton Giebert MC. Trends in Texas Youth Fitness Testing: A Longitudinal Look at Statewide Reporting. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2019 Dec 13]. Available from: http://hdl.handle.net/1969.1/158643.

Council of Science Editors:

Hamilton Giebert MC. Trends in Texas Youth Fitness Testing: A Longitudinal Look at Statewide Reporting. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/158643

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