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You searched for +publisher:"Texas A&M University" +contributor:("McCormick, Anita"). Showing records 1 – 30 of 33 total matches.

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Texas A&M University

1. Thomas, Hillary M. Racial-Ethnic Identity And Academic Achievement: Psychological And Motivational Mediators.

Degree: PhD, School Psychology, 2013, Texas A&M University

 The unfortunate disparity in achievement among minority and low income students is well-documented. Multiple social, structural, and psychological variables have been presented to try to… (more)

Subjects/Keywords: Racial-Ethnic Identity; Academic Achievement

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APA (6th Edition):

Thomas, H. M. (2013). Racial-Ethnic Identity And Academic Achievement: Psychological And Motivational Mediators. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151133

Chicago Manual of Style (16th Edition):

Thomas, Hillary M. “Racial-Ethnic Identity And Academic Achievement: Psychological And Motivational Mediators.” 2013. Doctoral Dissertation, Texas A&M University. Accessed October 30, 2020. http://hdl.handle.net/1969.1/151133.

MLA Handbook (7th Edition):

Thomas, Hillary M. “Racial-Ethnic Identity And Academic Achievement: Psychological And Motivational Mediators.” 2013. Web. 30 Oct 2020.

Vancouver:

Thomas HM. Racial-Ethnic Identity And Academic Achievement: Psychological And Motivational Mediators. [Internet] [Doctoral dissertation]. Texas A&M University; 2013. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/1969.1/151133.

Council of Science Editors:

Thomas HM. Racial-Ethnic Identity And Academic Achievement: Psychological And Motivational Mediators. [Doctoral Dissertation]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151133


Texas A&M University

2. Perez, Flor. The Impact of Traditional Gender Role Beliefs and Relationship Status on Depression in Mexican American Women: A Study in Self- Discrepancies.

Degree: PhD, Counseling Psychology, 2012, Texas A&M University

 Limited research has been conducted to examine traditional female Mexican American gender role beliefs and its impact on depression. In order to address the research… (more)

Subjects/Keywords: Marianismo; Mexican American; Female; Gender Roles; Self-Discrepancy

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APA (6th Edition):

Perez, F. (2012). The Impact of Traditional Gender Role Beliefs and Relationship Status on Depression in Mexican American Women: A Study in Self- Discrepancies. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10519

Chicago Manual of Style (16th Edition):

Perez, Flor. “The Impact of Traditional Gender Role Beliefs and Relationship Status on Depression in Mexican American Women: A Study in Self- Discrepancies.” 2012. Doctoral Dissertation, Texas A&M University. Accessed October 30, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10519.

MLA Handbook (7th Edition):

Perez, Flor. “The Impact of Traditional Gender Role Beliefs and Relationship Status on Depression in Mexican American Women: A Study in Self- Discrepancies.” 2012. Web. 30 Oct 2020.

Vancouver:

Perez F. The Impact of Traditional Gender Role Beliefs and Relationship Status on Depression in Mexican American Women: A Study in Self- Discrepancies. [Internet] [Doctoral dissertation]. Texas A&M University; 2012. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10519.

Council of Science Editors:

Perez F. The Impact of Traditional Gender Role Beliefs and Relationship Status on Depression in Mexican American Women: A Study in Self- Discrepancies. [Doctoral Dissertation]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10519


Texas A&M University

3. Baker, Sarah Elizabeth. Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms.

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

 The intent of this mixed methods study was to explore what middle school English Language Arts (ELA) teachers believe are the necessary digital literacies required… (more)

Subjects/Keywords: digital literacy; middle school; English language arts classrooms; ELA teachers; literacy

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APA (6th Edition):

Baker, S. E. (2018). Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/173862

Chicago Manual of Style (16th Edition):

Baker, Sarah Elizabeth. “Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms.” 2018. Doctoral Dissertation, Texas A&M University. Accessed October 30, 2020. http://hdl.handle.net/1969.1/173862.

MLA Handbook (7th Edition):

Baker, Sarah Elizabeth. “Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms.” 2018. Web. 30 Oct 2020.

Vancouver:

Baker SE. Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/1969.1/173862.

Council of Science Editors:

Baker SE. Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/173862


Texas A&M University

4. Simek, Amber. Effects of a Parent-Delivered Shared Reading Intervention on Preschoolers' Vocabulary Acquisition.

Degree: PhD, School Psychology, 2014, Texas A&M University

 Many diverse children, especially the economically disadvantaged, enter school experiencing large gaps in oral language that adversely affect their reading comprehension in later years. Vocabulary… (more)

Subjects/Keywords: preschool; early literacy

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APA (6th Edition):

Simek, A. (2014). Effects of a Parent-Delivered Shared Reading Intervention on Preschoolers' Vocabulary Acquisition. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153209

Chicago Manual of Style (16th Edition):

Simek, Amber. “Effects of a Parent-Delivered Shared Reading Intervention on Preschoolers' Vocabulary Acquisition.” 2014. Doctoral Dissertation, Texas A&M University. Accessed October 30, 2020. http://hdl.handle.net/1969.1/153209.

MLA Handbook (7th Edition):

Simek, Amber. “Effects of a Parent-Delivered Shared Reading Intervention on Preschoolers' Vocabulary Acquisition.” 2014. Web. 30 Oct 2020.

Vancouver:

Simek A. Effects of a Parent-Delivered Shared Reading Intervention on Preschoolers' Vocabulary Acquisition. [Internet] [Doctoral dissertation]. Texas A&M University; 2014. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/1969.1/153209.

Council of Science Editors:

Simek A. Effects of a Parent-Delivered Shared Reading Intervention on Preschoolers' Vocabulary Acquisition. [Doctoral Dissertation]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153209


Texas A&M University

5. Yoon, Hyun Hee. Cultural Influence on Empathy: Cross-Cultural Comparison between Korean and Korean American Adolescents.

Degree: PhD, School Psychology, 2014, Texas A&M University

 This study investigated differing influence of cultural context on the components of empathy by examining matching ethnic groups of youths growing up immersed in two… (more)

Subjects/Keywords: empathy; cross-cultural psychology; cultural influence; Korean and Korean American

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APA (6th Edition):

Yoon, H. H. (2014). Cultural Influence on Empathy: Cross-Cultural Comparison between Korean and Korean American Adolescents. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153254

Chicago Manual of Style (16th Edition):

Yoon, Hyun Hee. “Cultural Influence on Empathy: Cross-Cultural Comparison between Korean and Korean American Adolescents.” 2014. Doctoral Dissertation, Texas A&M University. Accessed October 30, 2020. http://hdl.handle.net/1969.1/153254.

MLA Handbook (7th Edition):

Yoon, Hyun Hee. “Cultural Influence on Empathy: Cross-Cultural Comparison between Korean and Korean American Adolescents.” 2014. Web. 30 Oct 2020.

Vancouver:

Yoon HH. Cultural Influence on Empathy: Cross-Cultural Comparison between Korean and Korean American Adolescents. [Internet] [Doctoral dissertation]. Texas A&M University; 2014. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/1969.1/153254.

Council of Science Editors:

Yoon HH. Cultural Influence on Empathy: Cross-Cultural Comparison between Korean and Korean American Adolescents. [Doctoral Dissertation]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153254


Texas A&M University

6. Chang, Yu-Pei. Cultural Value Discrepancy and Adolescents' Adjustment Outcomes in Chinese Immigrant Families: The Role of Parental Psychological Control.

Degree: PhD, School Psychology, 2014, Texas A&M University

 Chinese immigrants are the second largest immigrant group (after Mexican immigrants) according to 2010 United States Census. Their successful adjustment bears important implications for policy… (more)

Subjects/Keywords: acculturation; acculturation discrepancy; acculturation gap; psychological control; parental control; Chinese adolescents, Chinese parents; adjustment outcomes; achievement; depression

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APA (6th Edition):

Chang, Y. (2014). Cultural Value Discrepancy and Adolescents' Adjustment Outcomes in Chinese Immigrant Families: The Role of Parental Psychological Control. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153275

Chicago Manual of Style (16th Edition):

Chang, Yu-Pei. “Cultural Value Discrepancy and Adolescents' Adjustment Outcomes in Chinese Immigrant Families: The Role of Parental Psychological Control.” 2014. Doctoral Dissertation, Texas A&M University. Accessed October 30, 2020. http://hdl.handle.net/1969.1/153275.

MLA Handbook (7th Edition):

Chang, Yu-Pei. “Cultural Value Discrepancy and Adolescents' Adjustment Outcomes in Chinese Immigrant Families: The Role of Parental Psychological Control.” 2014. Web. 30 Oct 2020.

Vancouver:

Chang Y. Cultural Value Discrepancy and Adolescents' Adjustment Outcomes in Chinese Immigrant Families: The Role of Parental Psychological Control. [Internet] [Doctoral dissertation]. Texas A&M University; 2014. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/1969.1/153275.

Council of Science Editors:

Chang Y. Cultural Value Discrepancy and Adolescents' Adjustment Outcomes in Chinese Immigrant Families: The Role of Parental Psychological Control. [Doctoral Dissertation]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153275


Texas A&M University

7. Reyes, Rosalinda Castillo. The Revalidation of the Marianismo Beliefs Scale on an International Sample in Mexico.

Degree: PhD, Counseling Psychology, 2013, Texas A&M University

 The purpose of this study is to provide a theoretical overview of how Latina gender-role beliefs are developed through cultural transmission and to review the… (more)

Subjects/Keywords: Marianismo; Gender Role Beliefs; Gender Role; Latinas; Women

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APA (6th Edition):

Reyes, R. C. (2013). The Revalidation of the Marianismo Beliefs Scale on an International Sample in Mexico. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149319

Chicago Manual of Style (16th Edition):

Reyes, Rosalinda Castillo. “The Revalidation of the Marianismo Beliefs Scale on an International Sample in Mexico.” 2013. Doctoral Dissertation, Texas A&M University. Accessed October 30, 2020. http://hdl.handle.net/1969.1/149319.

MLA Handbook (7th Edition):

Reyes, Rosalinda Castillo. “The Revalidation of the Marianismo Beliefs Scale on an International Sample in Mexico.” 2013. Web. 30 Oct 2020.

Vancouver:

Reyes RC. The Revalidation of the Marianismo Beliefs Scale on an International Sample in Mexico. [Internet] [Doctoral dissertation]. Texas A&M University; 2013. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/1969.1/149319.

Council of Science Editors:

Reyes RC. The Revalidation of the Marianismo Beliefs Scale on an International Sample in Mexico. [Doctoral Dissertation]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149319


Texas A&M University

8. Estrella, Ivonne. Teacher Self-Efficacy to Teach English Language Learners in Mainstream Classrooms.

Degree: PhD, School Psychology, 2016, Texas A&M University

 English language learners (ELLs) are one of the fastest growing student populations in the United States. Teachers have an important role in the lives of… (more)

Subjects/Keywords: English Language Learners; Pre-service teachers; In-service teachers; Teacher self-efficacy

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APA (6th Edition):

Estrella, I. (2016). Teacher Self-Efficacy to Teach English Language Learners in Mainstream Classrooms. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/158635

Chicago Manual of Style (16th Edition):

Estrella, Ivonne. “Teacher Self-Efficacy to Teach English Language Learners in Mainstream Classrooms.” 2016. Doctoral Dissertation, Texas A&M University. Accessed October 30, 2020. http://hdl.handle.net/1969.1/158635.

MLA Handbook (7th Edition):

Estrella, Ivonne. “Teacher Self-Efficacy to Teach English Language Learners in Mainstream Classrooms.” 2016. Web. 30 Oct 2020.

Vancouver:

Estrella I. Teacher Self-Efficacy to Teach English Language Learners in Mainstream Classrooms. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/1969.1/158635.

Council of Science Editors:

Estrella I. Teacher Self-Efficacy to Teach English Language Learners in Mainstream Classrooms. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/158635


Texas A&M University

9. Lowry, Robert 1978-. Equality in Texas Public Schools for Male Offenders who have been Classified with Intellectual Disabilities.

Degree: EdD, Educational Administration, 2012, Texas A&M University

 All independent school districts are required by law to provide educational services for the students classified as Developmentally Delayed Delinquents (DDD); this record of study… (more)

Subjects/Keywords: Equality in Public Schools

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APA (6th Edition):

Lowry, R. 1. (2012). Equality in Texas Public Schools for Male Offenders who have been Classified with Intellectual Disabilities. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151618

Chicago Manual of Style (16th Edition):

Lowry, Robert 1978-. “Equality in Texas Public Schools for Male Offenders who have been Classified with Intellectual Disabilities.” 2012. Doctoral Dissertation, Texas A&M University. Accessed October 30, 2020. http://hdl.handle.net/1969.1/151618.

MLA Handbook (7th Edition):

Lowry, Robert 1978-. “Equality in Texas Public Schools for Male Offenders who have been Classified with Intellectual Disabilities.” 2012. Web. 30 Oct 2020.

Vancouver:

Lowry R1. Equality in Texas Public Schools for Male Offenders who have been Classified with Intellectual Disabilities. [Internet] [Doctoral dissertation]. Texas A&M University; 2012. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/1969.1/151618.

Council of Science Editors:

Lowry R1. Equality in Texas Public Schools for Male Offenders who have been Classified with Intellectual Disabilities. [Doctoral Dissertation]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/151618


Texas A&M University

10. Matthews, Robb Nelson. Autism Spectrum Disorders: The Interaction of Symptoms and Executive Skills.

Degree: PhD, School Psychology, 2012, Texas A&M University

 Autism Spectrum Disorders (ASDs) are one form of neurodevelopmental disruption that negatively impacts the integration of perceptual, affective and neuroregulatory mechanisms of typical development. Individuals… (more)

Subjects/Keywords: Autism; Executive Skills; General Behavior; BASC-2; BRIEF; ASRS

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APA (6th Edition):

Matthews, R. N. (2012). Autism Spectrum Disorders: The Interaction of Symptoms and Executive Skills. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10318

Chicago Manual of Style (16th Edition):

Matthews, Robb Nelson. “Autism Spectrum Disorders: The Interaction of Symptoms and Executive Skills.” 2012. Doctoral Dissertation, Texas A&M University. Accessed October 30, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10318.

MLA Handbook (7th Edition):

Matthews, Robb Nelson. “Autism Spectrum Disorders: The Interaction of Symptoms and Executive Skills.” 2012. Web. 30 Oct 2020.

Vancouver:

Matthews RN. Autism Spectrum Disorders: The Interaction of Symptoms and Executive Skills. [Internet] [Doctoral dissertation]. Texas A&M University; 2012. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10318.

Council of Science Editors:

Matthews RN. Autism Spectrum Disorders: The Interaction of Symptoms and Executive Skills. [Doctoral Dissertation]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10318


Texas A&M University

11. Carvalho, Catharina Faria De. Parent-Reported Treatment Outcomes Versus Clinician Judgment: Correlates of Psychotherapy Improvement with Children.

Degree: PhD, School Psychology, 2016, Texas A&M University

 This retrospective exploratory study used archival data for 96 children who underwent psychotherapy at the university-based community mental health center. Information gathered from parents and… (more)

Subjects/Keywords: treatment outcomes

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APA (6th Edition):

Carvalho, C. F. D. (2016). Parent-Reported Treatment Outcomes Versus Clinician Judgment: Correlates of Psychotherapy Improvement with Children. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/157782

Chicago Manual of Style (16th Edition):

Carvalho, Catharina Faria De. “Parent-Reported Treatment Outcomes Versus Clinician Judgment: Correlates of Psychotherapy Improvement with Children.” 2016. Doctoral Dissertation, Texas A&M University. Accessed October 30, 2020. http://hdl.handle.net/1969.1/157782.

MLA Handbook (7th Edition):

Carvalho, Catharina Faria De. “Parent-Reported Treatment Outcomes Versus Clinician Judgment: Correlates of Psychotherapy Improvement with Children.” 2016. Web. 30 Oct 2020.

Vancouver:

Carvalho CFD. Parent-Reported Treatment Outcomes Versus Clinician Judgment: Correlates of Psychotherapy Improvement with Children. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/1969.1/157782.

Council of Science Editors:

Carvalho CFD. Parent-Reported Treatment Outcomes Versus Clinician Judgment: Correlates of Psychotherapy Improvement with Children. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/157782


Texas A&M University

12. Ungredda, Tatiana M. Personality Disorders and Depression.

Degree: PhD, Clinical Psychology, 2017, Texas A&M University

 Individuals with personality disorders (PDs) may be unaware of or unwilling to report on their own PD-related maladaptive behaviors and how these behaviors affect others.… (more)

Subjects/Keywords: Personality Disorders; Item Response Theory; IRT; Self-report; Informant-report; Depression

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APA (6th Edition):

Ungredda, T. M. (2017). Personality Disorders and Depression. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/166084

Chicago Manual of Style (16th Edition):

Ungredda, Tatiana M. “Personality Disorders and Depression.” 2017. Doctoral Dissertation, Texas A&M University. Accessed October 30, 2020. http://hdl.handle.net/1969.1/166084.

MLA Handbook (7th Edition):

Ungredda, Tatiana M. “Personality Disorders and Depression.” 2017. Web. 30 Oct 2020.

Vancouver:

Ungredda TM. Personality Disorders and Depression. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/1969.1/166084.

Council of Science Editors:

Ungredda TM. Personality Disorders and Depression. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/166084


Texas A&M University

13. Moreno, Ana. Experiences of Women Leaders in México.

Degree: PhD, Educational Human Resource Development, 2012, Texas A&M University

 This qualitative study sought to understand better the experiences of women leaders in México, a predominantly male-dominated culture. Seven women leaders were interviewed. They shared… (more)

Subjects/Keywords: lived experiences; women leaders; México; themes and subthemes

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APA (6th Edition):

Moreno, A. (2012). Experiences of Women Leaders in México. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11508

Chicago Manual of Style (16th Edition):

Moreno, Ana. “Experiences of Women Leaders in México.” 2012. Doctoral Dissertation, Texas A&M University. Accessed October 30, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11508.

MLA Handbook (7th Edition):

Moreno, Ana. “Experiences of Women Leaders in México.” 2012. Web. 30 Oct 2020.

Vancouver:

Moreno A. Experiences of Women Leaders in México. [Internet] [Doctoral dissertation]. Texas A&M University; 2012. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11508.

Council of Science Editors:

Moreno A. Experiences of Women Leaders in México. [Doctoral Dissertation]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11508


Texas A&M University

14. Mireles, Gerardo. Psychological and Family Characteristics of Adolescents with Type 2 Diabetes.

Degree: PhD, School Psychology, 2012, Texas A&M University

 Type 2 diabetes mellitus (T2DM) is now increasingly diagnosed in children and adolescents at an alarming rate, especially in youth from diverse ethnic backgrounds. Youth… (more)

Subjects/Keywords: children; adolescents; youth; type 2 diabetes; depression; health related quality of life; family sharing of tasks

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APA (6th Edition):

Mireles, G. (2012). Psychological and Family Characteristics of Adolescents with Type 2 Diabetes. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11757

Chicago Manual of Style (16th Edition):

Mireles, Gerardo. “Psychological and Family Characteristics of Adolescents with Type 2 Diabetes.” 2012. Doctoral Dissertation, Texas A&M University. Accessed October 30, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11757.

MLA Handbook (7th Edition):

Mireles, Gerardo. “Psychological and Family Characteristics of Adolescents with Type 2 Diabetes.” 2012. Web. 30 Oct 2020.

Vancouver:

Mireles G. Psychological and Family Characteristics of Adolescents with Type 2 Diabetes. [Internet] [Doctoral dissertation]. Texas A&M University; 2012. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11757.

Council of Science Editors:

Mireles G. Psychological and Family Characteristics of Adolescents with Type 2 Diabetes. [Doctoral Dissertation]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11757


Texas A&M University

15. Davis, Cole. A Meta-Analysis of School-Based Problem-Solving Consultation Outcomes: A Review from 1986 to 2009.

Degree: PhD, School Psychology, 2012, Texas A&M University

 School-based problem-solving consultation is an indirect problem-solving process where the consultant works directly with the teacher in order to solve a current work problem of… (more)

Subjects/Keywords: consultation; meta-analysis; school; random-effects

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APA (6th Edition):

Davis, C. (2012). A Meta-Analysis of School-Based Problem-Solving Consultation Outcomes: A Review from 1986 to 2009. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11415

Chicago Manual of Style (16th Edition):

Davis, Cole. “A Meta-Analysis of School-Based Problem-Solving Consultation Outcomes: A Review from 1986 to 2009.” 2012. Doctoral Dissertation, Texas A&M University. Accessed October 30, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11415.

MLA Handbook (7th Edition):

Davis, Cole. “A Meta-Analysis of School-Based Problem-Solving Consultation Outcomes: A Review from 1986 to 2009.” 2012. Web. 30 Oct 2020.

Vancouver:

Davis C. A Meta-Analysis of School-Based Problem-Solving Consultation Outcomes: A Review from 1986 to 2009. [Internet] [Doctoral dissertation]. Texas A&M University; 2012. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11415.

Council of Science Editors:

Davis C. A Meta-Analysis of School-Based Problem-Solving Consultation Outcomes: A Review from 1986 to 2009. [Doctoral Dissertation]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11415


Texas A&M University

16. Rivera, Vivina. The Impact of Teachers' Expectations, Parents' Expectations, and Academic Self-Efficacy on the Achievement of English Language Learners.

Degree: PhD, School Psychology, 2012, Texas A&M University

 Given the projected increase of Hispanic Spanish-speaking English language learners (ELLs), researchers have begun examining issues related to their high levels of school dropout, largely… (more)

Subjects/Keywords: English language learners; Hispanic; Teacher expectations; Self-efficacy; Parent expectations

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APA (6th Edition):

Rivera, V. (2012). The Impact of Teachers' Expectations, Parents' Expectations, and Academic Self-Efficacy on the Achievement of English Language Learners. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11571

Chicago Manual of Style (16th Edition):

Rivera, Vivina. “The Impact of Teachers' Expectations, Parents' Expectations, and Academic Self-Efficacy on the Achievement of English Language Learners.” 2012. Doctoral Dissertation, Texas A&M University. Accessed October 30, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11571.

MLA Handbook (7th Edition):

Rivera, Vivina. “The Impact of Teachers' Expectations, Parents' Expectations, and Academic Self-Efficacy on the Achievement of English Language Learners.” 2012. Web. 30 Oct 2020.

Vancouver:

Rivera V. The Impact of Teachers' Expectations, Parents' Expectations, and Academic Self-Efficacy on the Achievement of English Language Learners. [Internet] [Doctoral dissertation]. Texas A&M University; 2012. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11571.

Council of Science Editors:

Rivera V. The Impact of Teachers' Expectations, Parents' Expectations, and Academic Self-Efficacy on the Achievement of English Language Learners. [Doctoral Dissertation]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11571


Texas A&M University

17. Jones, Meredith M. A Longitudinal Examination of the Effects of Performance Goal Practices on Female Students' Self Efficacy and Valuing of Mathematics.

Degree: PhD, School Psychology, 2015, Texas A&M University

 Female students are underrepresented in science, technology, engineering and mathematics majors and careers despite indicators of comparable performance. The purpose of the present study is… (more)

Subjects/Keywords: Performance Goal Structure; Mathematics Self Efficacy; Mathematics Subjective Task Values; Classroom Goal Structure

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APA (6th Edition):

Jones, M. M. (2015). A Longitudinal Examination of the Effects of Performance Goal Practices on Female Students' Self Efficacy and Valuing of Mathematics. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155444

Chicago Manual of Style (16th Edition):

Jones, Meredith M. “A Longitudinal Examination of the Effects of Performance Goal Practices on Female Students' Self Efficacy and Valuing of Mathematics.” 2015. Doctoral Dissertation, Texas A&M University. Accessed October 30, 2020. http://hdl.handle.net/1969.1/155444.

MLA Handbook (7th Edition):

Jones, Meredith M. “A Longitudinal Examination of the Effects of Performance Goal Practices on Female Students' Self Efficacy and Valuing of Mathematics.” 2015. Web. 30 Oct 2020.

Vancouver:

Jones MM. A Longitudinal Examination of the Effects of Performance Goal Practices on Female Students' Self Efficacy and Valuing of Mathematics. [Internet] [Doctoral dissertation]. Texas A&M University; 2015. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/1969.1/155444.

Council of Science Editors:

Jones MM. A Longitudinal Examination of the Effects of Performance Goal Practices on Female Students' Self Efficacy and Valuing of Mathematics. [Doctoral Dissertation]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155444


Texas A&M University

18. Gamez-Patience, Brenda A. Questioning Around Teacher-Child Book Reading: The Effect of Questions That Go beyond the Scripted Curriculum on Children’s Vocabulary Growth.

Degree: PhD, School Psychology, 2015, Texas A&M University

 By reviewing existing data of preschool teacher small group shared reading video observations, the present investigator seeks to investigate the relationships between teacher questioning and… (more)

Subjects/Keywords: Teacher Questions; Dual Language Learners

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APA (6th Edition):

Gamez-Patience, B. A. (2015). Questioning Around Teacher-Child Book Reading: The Effect of Questions That Go beyond the Scripted Curriculum on Children’s Vocabulary Growth. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155560

Chicago Manual of Style (16th Edition):

Gamez-Patience, Brenda A. “Questioning Around Teacher-Child Book Reading: The Effect of Questions That Go beyond the Scripted Curriculum on Children’s Vocabulary Growth.” 2015. Doctoral Dissertation, Texas A&M University. Accessed October 30, 2020. http://hdl.handle.net/1969.1/155560.

MLA Handbook (7th Edition):

Gamez-Patience, Brenda A. “Questioning Around Teacher-Child Book Reading: The Effect of Questions That Go beyond the Scripted Curriculum on Children’s Vocabulary Growth.” 2015. Web. 30 Oct 2020.

Vancouver:

Gamez-Patience BA. Questioning Around Teacher-Child Book Reading: The Effect of Questions That Go beyond the Scripted Curriculum on Children’s Vocabulary Growth. [Internet] [Doctoral dissertation]. Texas A&M University; 2015. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/1969.1/155560.

Council of Science Editors:

Gamez-Patience BA. Questioning Around Teacher-Child Book Reading: The Effect of Questions That Go beyond the Scripted Curriculum on Children’s Vocabulary Growth. [Doctoral Dissertation]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155560


Texas A&M University

19. Cerda, Carissa Analise. Behavioral Self-Regulation and Relations to Academic Achievement across a Four Year Time Period.

Degree: PhD, School Psychology, 2015, Texas A&M University

 Research demonstrates that behavioral self-regulation (BSR) serves as a concurrent, explanatory factor of academic achievement in various elementary grades, and that kindergarten BSR predicts growth… (more)

Subjects/Keywords: self-regulation; behavioral self-regulation; academic achievement

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APA (6th Edition):

Cerda, C. A. (2015). Behavioral Self-Regulation and Relations to Academic Achievement across a Four Year Time Period. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155583

Chicago Manual of Style (16th Edition):

Cerda, Carissa Analise. “Behavioral Self-Regulation and Relations to Academic Achievement across a Four Year Time Period.” 2015. Doctoral Dissertation, Texas A&M University. Accessed October 30, 2020. http://hdl.handle.net/1969.1/155583.

MLA Handbook (7th Edition):

Cerda, Carissa Analise. “Behavioral Self-Regulation and Relations to Academic Achievement across a Four Year Time Period.” 2015. Web. 30 Oct 2020.

Vancouver:

Cerda CA. Behavioral Self-Regulation and Relations to Academic Achievement across a Four Year Time Period. [Internet] [Doctoral dissertation]. Texas A&M University; 2015. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/1969.1/155583.

Council of Science Editors:

Cerda CA. Behavioral Self-Regulation and Relations to Academic Achievement across a Four Year Time Period. [Doctoral Dissertation]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155583

20. Resch, James A. Parents Raising Children with Disabilities: Predictors and Determinants of Wellbeing.

Degree: PhD, Counseling Psychology, 2012, Texas A&M University

 Background: The purpose of the present study was to identify and evaluate possible determinants of wellbeing and psychological adjustment in parents raising children with disabilities.… (more)

Subjects/Keywords: Parent wellbeing; children with disabilities

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APA (6th Edition):

Resch, J. A. (2012). Parents Raising Children with Disabilities: Predictors and Determinants of Wellbeing. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9855

Chicago Manual of Style (16th Edition):

Resch, James A. “Parents Raising Children with Disabilities: Predictors and Determinants of Wellbeing.” 2012. Doctoral Dissertation, Texas A&M University. Accessed October 30, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9855.

MLA Handbook (7th Edition):

Resch, James A. “Parents Raising Children with Disabilities: Predictors and Determinants of Wellbeing.” 2012. Web. 30 Oct 2020.

Vancouver:

Resch JA. Parents Raising Children with Disabilities: Predictors and Determinants of Wellbeing. [Internet] [Doctoral dissertation]. Texas A&M University; 2012. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9855.

Council of Science Editors:

Resch JA. Parents Raising Children with Disabilities: Predictors and Determinants of Wellbeing. [Doctoral Dissertation]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9855

21. Nell, Jan Elizabeth. An Investigation of the Perceptions of Latino High School Males Who Were in Danger of Dropping Out but Persevered.

Degree: EdD, Educational Administration, 2012, Texas A&M University

 The purpose of this qualitative study was to investigate perceptions and experiences of four Latino male students who obtained their high school diploma despite considerable… (more)

Subjects/Keywords: Latino; Hispanic; Dropout; Academic Achievement; School Success; familism; High School Achievement

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APA (6th Edition):

Nell, J. E. (2012). An Investigation of the Perceptions of Latino High School Males Who Were in Danger of Dropping Out but Persevered. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8771

Chicago Manual of Style (16th Edition):

Nell, Jan Elizabeth. “An Investigation of the Perceptions of Latino High School Males Who Were in Danger of Dropping Out but Persevered.” 2012. Doctoral Dissertation, Texas A&M University. Accessed October 30, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8771.

MLA Handbook (7th Edition):

Nell, Jan Elizabeth. “An Investigation of the Perceptions of Latino High School Males Who Were in Danger of Dropping Out but Persevered.” 2012. Web. 30 Oct 2020.

Vancouver:

Nell JE. An Investigation of the Perceptions of Latino High School Males Who Were in Danger of Dropping Out but Persevered. [Internet] [Doctoral dissertation]. Texas A&M University; 2012. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8771.

Council of Science Editors:

Nell JE. An Investigation of the Perceptions of Latino High School Males Who Were in Danger of Dropping Out but Persevered. [Doctoral Dissertation]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8771

22. Cruz-Fernandez, Delia Maria. The Effect of Instructional Coaching for Teachers in Sheltered Instructional Strategies for English Language Learners in High School.

Degree: EdD, Curriculum and Instruction, 2019, Texas A&M University

 Scores on state-mandated assessments indicate English Language Learner students (ELLs) at Happy Town High School (HTHS) are not performing as well as their non-ELL peers.… (more)

Subjects/Keywords: ELL; ESL; ELPS; Sheltered Instruction; SI; Instructional Coaching; Professional Development; PD

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APA (6th Edition):

Cruz-Fernandez, D. M. (2019). The Effect of Instructional Coaching for Teachers in Sheltered Instructional Strategies for English Language Learners in High School. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/186243

Chicago Manual of Style (16th Edition):

Cruz-Fernandez, Delia Maria. “The Effect of Instructional Coaching for Teachers in Sheltered Instructional Strategies for English Language Learners in High School.” 2019. Doctoral Dissertation, Texas A&M University. Accessed October 30, 2020. http://hdl.handle.net/1969.1/186243.

MLA Handbook (7th Edition):

Cruz-Fernandez, Delia Maria. “The Effect of Instructional Coaching for Teachers in Sheltered Instructional Strategies for English Language Learners in High School.” 2019. Web. 30 Oct 2020.

Vancouver:

Cruz-Fernandez DM. The Effect of Instructional Coaching for Teachers in Sheltered Instructional Strategies for English Language Learners in High School. [Internet] [Doctoral dissertation]. Texas A&M University; 2019. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/1969.1/186243.

Council of Science Editors:

Cruz-Fernandez DM. The Effect of Instructional Coaching for Teachers in Sheltered Instructional Strategies for English Language Learners in High School. [Doctoral Dissertation]. Texas A&M University; 2019. Available from: http://hdl.handle.net/1969.1/186243

23. Terry, Megan. Exploring the Additive Benefit of Parental Nurturance Training on Parent and Child Shared Reading Outcomes: A Pilot Intervention Study.

Degree: PhD, School Psychology, 2012, Texas A&M University

 A six week parent-child shared reading intervention targeting children's emergent literacy and emotion knowledge was implemented for 33 Head Start home-based families. This pilot study… (more)

Subjects/Keywords: emergent literacy; parent-child shared reading; early intervention; school readiness

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APA (6th Edition):

Terry, M. (2012). Exploring the Additive Benefit of Parental Nurturance Training on Parent and Child Shared Reading Outcomes: A Pilot Intervention Study. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9952

Chicago Manual of Style (16th Edition):

Terry, Megan. “Exploring the Additive Benefit of Parental Nurturance Training on Parent and Child Shared Reading Outcomes: A Pilot Intervention Study.” 2012. Doctoral Dissertation, Texas A&M University. Accessed October 30, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9952.

MLA Handbook (7th Edition):

Terry, Megan. “Exploring the Additive Benefit of Parental Nurturance Training on Parent and Child Shared Reading Outcomes: A Pilot Intervention Study.” 2012. Web. 30 Oct 2020.

Vancouver:

Terry M. Exploring the Additive Benefit of Parental Nurturance Training on Parent and Child Shared Reading Outcomes: A Pilot Intervention Study. [Internet] [Doctoral dissertation]. Texas A&M University; 2012. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9952.

Council of Science Editors:

Terry M. Exploring the Additive Benefit of Parental Nurturance Training on Parent and Child Shared Reading Outcomes: A Pilot Intervention Study. [Doctoral Dissertation]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9952

24. Knight, Angelia Horton. Assessing and Addressing Letter-Name Knowledge, a Critical Attribute in Kindergarten Readiness: A Mixed Methods Approach.

Degree: EdD, Curriculum and Instruction, 2017, Texas A&M University

 Kindergarten students often struggle with the task of fluently identifying letters in the alphabet. Early acquisition of letter identification serves as a strong predictor of… (more)

Subjects/Keywords: letter-name knowledge; letter knowledge; alphabet knowledge; alphabet automaticity; letter fluency

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APA (6th Edition):

Knight, A. H. (2017). Assessing and Addressing Letter-Name Knowledge, a Critical Attribute in Kindergarten Readiness: A Mixed Methods Approach. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/169612

Chicago Manual of Style (16th Edition):

Knight, Angelia Horton. “Assessing and Addressing Letter-Name Knowledge, a Critical Attribute in Kindergarten Readiness: A Mixed Methods Approach.” 2017. Doctoral Dissertation, Texas A&M University. Accessed October 30, 2020. http://hdl.handle.net/1969.1/169612.

MLA Handbook (7th Edition):

Knight, Angelia Horton. “Assessing and Addressing Letter-Name Knowledge, a Critical Attribute in Kindergarten Readiness: A Mixed Methods Approach.” 2017. Web. 30 Oct 2020.

Vancouver:

Knight AH. Assessing and Addressing Letter-Name Knowledge, a Critical Attribute in Kindergarten Readiness: A Mixed Methods Approach. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/1969.1/169612.

Council of Science Editors:

Knight AH. Assessing and Addressing Letter-Name Knowledge, a Critical Attribute in Kindergarten Readiness: A Mixed Methods Approach. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/169612

25. Adame-Hernandez, Cindy. Exploring the Underlying Factor Structure of the Home Literacy Environment (HLE) in a Spanish Translation of the Familia Inventory.

Degree: PhD, School Psychology, 2014, Texas A&M University

 Differences in children’s skills at the beginning of formal schooling have been reported, with Hispanic children, often performing below their Caucasian counterparts. The home literacy… (more)

Subjects/Keywords: Home literacy environment (HLE); Factor analysis; Literacy

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APA (6th Edition):

Adame-Hernandez, C. (2014). Exploring the Underlying Factor Structure of the Home Literacy Environment (HLE) in a Spanish Translation of the Familia Inventory. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153225

Chicago Manual of Style (16th Edition):

Adame-Hernandez, Cindy. “Exploring the Underlying Factor Structure of the Home Literacy Environment (HLE) in a Spanish Translation of the Familia Inventory.” 2014. Doctoral Dissertation, Texas A&M University. Accessed October 30, 2020. http://hdl.handle.net/1969.1/153225.

MLA Handbook (7th Edition):

Adame-Hernandez, Cindy. “Exploring the Underlying Factor Structure of the Home Literacy Environment (HLE) in a Spanish Translation of the Familia Inventory.” 2014. Web. 30 Oct 2020.

Vancouver:

Adame-Hernandez C. Exploring the Underlying Factor Structure of the Home Literacy Environment (HLE) in a Spanish Translation of the Familia Inventory. [Internet] [Doctoral dissertation]. Texas A&M University; 2014. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/1969.1/153225.

Council of Science Editors:

Adame-Hernandez C. Exploring the Underlying Factor Structure of the Home Literacy Environment (HLE) in a Spanish Translation of the Familia Inventory. [Doctoral Dissertation]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153225

26. Baker, Sarah Elizabeth. Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms.

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

 The intent of this mixed methods study was to explore what middle school English Language Arts (ELA) teachers believe are the necessary digital literacies required… (more)

Subjects/Keywords: digital literacy; middle school; English language arts classrooms; ELA teachers; literacy

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APA (6th Edition):

Baker, S. E. (2018). Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/173767

Chicago Manual of Style (16th Edition):

Baker, Sarah Elizabeth. “Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms.” 2018. Doctoral Dissertation, Texas A&M University. Accessed October 30, 2020. http://hdl.handle.net/1969.1/173767.

MLA Handbook (7th Edition):

Baker, Sarah Elizabeth. “Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms.” 2018. Web. 30 Oct 2020.

Vancouver:

Baker SE. Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/1969.1/173767.

Council of Science Editors:

Baker SE. Exploring Digital Literacy Practices in Middle School English Language Arts Classrooms. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/173767

27. Smith, Amanda Artell. Personality as a Moderating Variable Between Loss of Relationship and Subjective Well-Being in College Students.

Degree: PhD, Counseling Psychology, 2010, Texas A&M University

 This study examined the role of personality variables in the relationship between subjective well-being and loss of relationships through death or parental divorce. The purpose… (more)

Subjects/Keywords: loss; personality; grief; subjective well-being; college students; parental divorce

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APA (6th Edition):

Smith, A. A. (2010). Personality as a Moderating Variable Between Loss of Relationship and Subjective Well-Being in College Students. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8324

Chicago Manual of Style (16th Edition):

Smith, Amanda Artell. “Personality as a Moderating Variable Between Loss of Relationship and Subjective Well-Being in College Students.” 2010. Doctoral Dissertation, Texas A&M University. Accessed October 30, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8324.

MLA Handbook (7th Edition):

Smith, Amanda Artell. “Personality as a Moderating Variable Between Loss of Relationship and Subjective Well-Being in College Students.” 2010. Web. 30 Oct 2020.

Vancouver:

Smith AA. Personality as a Moderating Variable Between Loss of Relationship and Subjective Well-Being in College Students. [Internet] [Doctoral dissertation]. Texas A&M University; 2010. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8324.

Council of Science Editors:

Smith AA. Personality as a Moderating Variable Between Loss of Relationship and Subjective Well-Being in College Students. [Doctoral Dissertation]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8324

28. Cruz-Fernandez, Delia Maria. The Effect of Instructional Coaching for Teachers in Sheltered Instructional Strategies for English Language Learners in High School.

Degree: EdD, Curriculum and Instruction, 2019, Texas A&M University

 Scores on state-mandated assessments indicate English Language Learner students (ELLs) at Happy Town High School (HTHS) are not performing as well as their non-ELL peers.… (more)

Subjects/Keywords: ELL; ESL; ELPS; Sheltered Instruction; SI; Instructional Coaching; Professional Development; PD

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APA (6th Edition):

Cruz-Fernandez, D. M. (2019). The Effect of Instructional Coaching for Teachers in Sheltered Instructional Strategies for English Language Learners in High School. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/186203

Chicago Manual of Style (16th Edition):

Cruz-Fernandez, Delia Maria. “The Effect of Instructional Coaching for Teachers in Sheltered Instructional Strategies for English Language Learners in High School.” 2019. Doctoral Dissertation, Texas A&M University. Accessed October 30, 2020. http://hdl.handle.net/1969.1/186203.

MLA Handbook (7th Edition):

Cruz-Fernandez, Delia Maria. “The Effect of Instructional Coaching for Teachers in Sheltered Instructional Strategies for English Language Learners in High School.” 2019. Web. 30 Oct 2020.

Vancouver:

Cruz-Fernandez DM. The Effect of Instructional Coaching for Teachers in Sheltered Instructional Strategies for English Language Learners in High School. [Internet] [Doctoral dissertation]. Texas A&M University; 2019. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/1969.1/186203.

Council of Science Editors:

Cruz-Fernandez DM. The Effect of Instructional Coaching for Teachers in Sheltered Instructional Strategies for English Language Learners in High School. [Doctoral Dissertation]. Texas A&M University; 2019. Available from: http://hdl.handle.net/1969.1/186203

29. Massa, Idalia. Underrepresentation of Hispanic/Latino Students Identified with Emotional Disturbance in IDEIA: What's the Teacher's Role?.

Degree: PhD, School Psychology, 2011, Texas A&M University

 Historically, Hispanic/Latino (H/L) students have been under-referred, under-identified, and under-served by the U.S. Special Education (SPED) system, particularly under the emotional behavioral disturbance (EBD) category.… (more)

Subjects/Keywords: RTI; Emotional Behavioral Disturbance; IDEIA; 504; IDEA; Special Education; Special; Education; Bilingual; Hispanic; Latinos; Psychology; Cultural Psychology; Response to Intervention; Mental Health; School Mental Health; School Psychology; Latino Health; Health; ANOVA; social sciences; teachers; teacher's role; role; bias

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APA (6th Edition):

Massa, I. (2011). Underrepresentation of Hispanic/Latino Students Identified with Emotional Disturbance in IDEIA: What's the Teacher's Role?. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9695

Chicago Manual of Style (16th Edition):

Massa, Idalia. “Underrepresentation of Hispanic/Latino Students Identified with Emotional Disturbance in IDEIA: What's the Teacher's Role?.” 2011. Doctoral Dissertation, Texas A&M University. Accessed October 30, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9695.

MLA Handbook (7th Edition):

Massa, Idalia. “Underrepresentation of Hispanic/Latino Students Identified with Emotional Disturbance in IDEIA: What's the Teacher's Role?.” 2011. Web. 30 Oct 2020.

Vancouver:

Massa I. Underrepresentation of Hispanic/Latino Students Identified with Emotional Disturbance in IDEIA: What's the Teacher's Role?. [Internet] [Doctoral dissertation]. Texas A&M University; 2011. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9695.

Council of Science Editors:

Massa I. Underrepresentation of Hispanic/Latino Students Identified with Emotional Disturbance in IDEIA: What's the Teacher's Role?. [Doctoral Dissertation]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9695

30. Wiley, Brenda Lagunas. Investigating the Bidirectional Relationship Between Hispanic Parental Expectations and Student Academic Achievement.

Degree: PhD, School Psychology, 2017, Texas A&M University

 Parental involvement has become a popular approach to addressing the achievement gap between various racial/ethnic groups. Given the burgeoning presence of Hispanic children in public… (more)

Subjects/Keywords: Hispanic; English language learners; academic achievement; parental expectations; parental involvement

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APA (6th Edition):

Wiley, B. L. (2017). Investigating the Bidirectional Relationship Between Hispanic Parental Expectations and Student Academic Achievement. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/165924

Chicago Manual of Style (16th Edition):

Wiley, Brenda Lagunas. “Investigating the Bidirectional Relationship Between Hispanic Parental Expectations and Student Academic Achievement.” 2017. Doctoral Dissertation, Texas A&M University. Accessed October 30, 2020. http://hdl.handle.net/1969.1/165924.

MLA Handbook (7th Edition):

Wiley, Brenda Lagunas. “Investigating the Bidirectional Relationship Between Hispanic Parental Expectations and Student Academic Achievement.” 2017. Web. 30 Oct 2020.

Vancouver:

Wiley BL. Investigating the Bidirectional Relationship Between Hispanic Parental Expectations and Student Academic Achievement. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2020 Oct 30]. Available from: http://hdl.handle.net/1969.1/165924.

Council of Science Editors:

Wiley BL. Investigating the Bidirectional Relationship Between Hispanic Parental Expectations and Student Academic Achievement. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/165924

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