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You searched for +publisher:"Texas A&M University" +contributor:("Rackley, Robin"). Showing records 1 – 23 of 23 total matches.

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Texas A&M University

1. Leventini, Alexa Marie. Elementary School Teachers' Perception of Agricultural-Related Literature.

Degree: 2013, Texas A&M University

 Throughout the construction of the United States, agriculture and education have been closely intertwined?until recent years. In 1981, agricultural professionals, educators and policy makers noted… (more)

Subjects/Keywords: agricultural literacy; agricultural education; elementary education; Ag in the Classroom

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APA (6th Edition):

Leventini, A. M. (2013). Elementary School Teachers' Perception of Agricultural-Related Literature. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149575

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):

Leventini, Alexa Marie. “Elementary School Teachers' Perception of Agricultural-Related Literature.” 2013. Thesis, Texas A&M University. Accessed March 21, 2019. http://hdl.handle.net/1969.1/149575.

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

MLA Handbook (7th Edition):

Leventini, Alexa Marie. “Elementary School Teachers' Perception of Agricultural-Related Literature.” 2013. Web. 21 Mar 2019.

Vancouver:

Leventini AM. Elementary School Teachers' Perception of Agricultural-Related Literature. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/1969.1/149575.

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

Council of Science Editors:

Leventini AM. Elementary School Teachers' Perception of Agricultural-Related Literature. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149575

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


Texas A&M University

2. Davis, Sarah Lynne. A Qualitative Study of the Relationship between Parents and Administrators at an Elementary School in Virginia.

Degree: 2015, Texas A&M University

 This study examined the relationship between administrators and parents at a high-performing elementary school in Virginia over the course of an academic year. The school… (more)

Subjects/Keywords: parental involvement in schools; parents and elementary education; parental needs in education; overparenting in schools; parents and administration

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APA (6th Edition):

Davis, S. L. (2015). A Qualitative Study of the Relationship between Parents and Administrators at an Elementary School in Virginia. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156202

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):

Davis, Sarah Lynne. “A Qualitative Study of the Relationship between Parents and Administrators at an Elementary School in Virginia.” 2015. Thesis, Texas A&M University. Accessed March 21, 2019. http://hdl.handle.net/1969.1/156202.

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

MLA Handbook (7th Edition):

Davis, Sarah Lynne. “A Qualitative Study of the Relationship between Parents and Administrators at an Elementary School in Virginia.” 2015. Web. 21 Mar 2019.

Vancouver:

Davis SL. A Qualitative Study of the Relationship between Parents and Administrators at an Elementary School in Virginia. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/1969.1/156202.

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

Council of Science Editors:

Davis SL. A Qualitative Study of the Relationship between Parents and Administrators at an Elementary School in Virginia. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/156202

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


Texas A&M University

3. Ashmeade, Lisa Ann. Study of the Impact of Certified Staff Perception of Digital Citizenship upon Teacher Professional Development.

Degree: 2016, Texas A&M University

 This record of study examines the relationship between certified staff personnel perception of digital citizenship and the impact upon professional development. Quantitative and qualitative data… (more)

Subjects/Keywords: digital citizenship

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APA (6th Edition):

Ashmeade, L. A. (2016). Study of the Impact of Certified Staff Perception of Digital Citizenship upon Teacher Professional Development. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/158605

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):

Ashmeade, Lisa Ann. “Study of the Impact of Certified Staff Perception of Digital Citizenship upon Teacher Professional Development.” 2016. Thesis, Texas A&M University. Accessed March 21, 2019. http://hdl.handle.net/1969.1/158605.

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

MLA Handbook (7th Edition):

Ashmeade, Lisa Ann. “Study of the Impact of Certified Staff Perception of Digital Citizenship upon Teacher Professional Development.” 2016. Web. 21 Mar 2019.

Vancouver:

Ashmeade LA. Study of the Impact of Certified Staff Perception of Digital Citizenship upon Teacher Professional Development. [Internet] [Thesis]. Texas A&M University; 2016. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/1969.1/158605.

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

Council of Science Editors:

Ashmeade LA. Study of the Impact of Certified Staff Perception of Digital Citizenship upon Teacher Professional Development. [Thesis]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/158605

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


Texas A&M University

4. Phillips, Debra K. The Impact of a Multi-Layered Approach to Professional Development on Early Reading Aquisition.

Degree: 2014, Texas A&M University

 This mixed-methods study investigated the impact of a multilayered approach to coaching that combined on-going coaching with a six hour staff development session. It examined… (more)

Subjects/Keywords: professional development; coaching; reading; guided reading

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APA (6th Edition):

Phillips, D. K. (2014). The Impact of a Multi-Layered Approach to Professional Development on Early Reading Aquisition. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/158654

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):

Phillips, Debra K. “The Impact of a Multi-Layered Approach to Professional Development on Early Reading Aquisition.” 2014. Thesis, Texas A&M University. Accessed March 21, 2019. http://hdl.handle.net/1969.1/158654.

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

MLA Handbook (7th Edition):

Phillips, Debra K. “The Impact of a Multi-Layered Approach to Professional Development on Early Reading Aquisition.” 2014. Web. 21 Mar 2019.

Vancouver:

Phillips DK. The Impact of a Multi-Layered Approach to Professional Development on Early Reading Aquisition. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/1969.1/158654.

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

Council of Science Editors:

Phillips DK. The Impact of a Multi-Layered Approach to Professional Development on Early Reading Aquisition. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/158654

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


Texas A&M University

5. Johnston, Suzanne 1963-. A Case Study of the Defense Support of Civil Authorities Program.

Degree: 2013, Texas A&M University

 The intent of this record of study is to examine the effectiveness of the Defense Support of Civil Authorities program through the theoretical lens of… (more)

Subjects/Keywords: adult learning; constructivism; sense making

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APA (6th Edition):

Johnston, S. 1. (2013). A Case Study of the Defense Support of Civil Authorities Program. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149222

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):

Johnston, Suzanne 1963-. “A Case Study of the Defense Support of Civil Authorities Program.” 2013. Thesis, Texas A&M University. Accessed March 21, 2019. http://hdl.handle.net/1969.1/149222.

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

MLA Handbook (7th Edition):

Johnston, Suzanne 1963-. “A Case Study of the Defense Support of Civil Authorities Program.” 2013. Web. 21 Mar 2019.

Vancouver:

Johnston S1. A Case Study of the Defense Support of Civil Authorities Program. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/1969.1/149222.

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

Council of Science Editors:

Johnston S1. A Case Study of the Defense Support of Civil Authorities Program. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149222

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


Texas A&M University

6. Dyke, April Lynette. Preparing the Novice Teacher for the First ARD Meeting: The Role of the Module, Mentor and Multimedia.

Degree: 2013, Texas A&M University

 The focus of this study was on the factors that play a role in preparing novice teachers for their first Admission Review and Dismissal (ARD)… (more)

Subjects/Keywords: Novice Teacher; ARD Meeting; IEP Meeting; Special Education; Mentor; ARD Training Video

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APA (6th Edition):

Dyke, A. L. (2013). Preparing the Novice Teacher for the First ARD Meeting: The Role of the Module, Mentor and Multimedia. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151398

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):

Dyke, April Lynette. “Preparing the Novice Teacher for the First ARD Meeting: The Role of the Module, Mentor and Multimedia.” 2013. Thesis, Texas A&M University. Accessed March 21, 2019. http://hdl.handle.net/1969.1/151398.

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

MLA Handbook (7th Edition):

Dyke, April Lynette. “Preparing the Novice Teacher for the First ARD Meeting: The Role of the Module, Mentor and Multimedia.” 2013. Web. 21 Mar 2019.

Vancouver:

Dyke AL. Preparing the Novice Teacher for the First ARD Meeting: The Role of the Module, Mentor and Multimedia. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/1969.1/151398.

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

Council of Science Editors:

Dyke AL. Preparing the Novice Teacher for the First ARD Meeting: The Role of the Module, Mentor and Multimedia. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151398

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


Texas A&M University

7. Keil, Matthew James. Teacher Professional Development: Assessment on Teacher's Perceptions of NASA's Online STEM Professional Development.

Degree: 2014, Texas A&M University

 Data were collected from 32 teachers using mixed methods to investigate teachers? perceptions of online professional development (PD) offered through a school-community partnership. The partnership… (more)

Subjects/Keywords: Teacher Professional Development; Online; STEM; School-Community Partnerships

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APA (6th Edition):

Keil, M. J. (2014). Teacher Professional Development: Assessment on Teacher's Perceptions of NASA's Online STEM Professional Development. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152542

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):

Keil, Matthew James. “Teacher Professional Development: Assessment on Teacher's Perceptions of NASA's Online STEM Professional Development.” 2014. Thesis, Texas A&M University. Accessed March 21, 2019. http://hdl.handle.net/1969.1/152542.

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

MLA Handbook (7th Edition):

Keil, Matthew James. “Teacher Professional Development: Assessment on Teacher's Perceptions of NASA's Online STEM Professional Development.” 2014. Web. 21 Mar 2019.

Vancouver:

Keil MJ. Teacher Professional Development: Assessment on Teacher's Perceptions of NASA's Online STEM Professional Development. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/1969.1/152542.

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

Council of Science Editors:

Keil MJ. Teacher Professional Development: Assessment on Teacher's Perceptions of NASA's Online STEM Professional Development. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/152542

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


Texas A&M University

8. Logan, Bethany. Comparing Reading Interventions for Language Arts Students.

Degree: 2014, Texas A&M University

 The focus of this research examined reading interventions for 6th grade language arts students. As the demands of state mandated testing increase, so too has… (more)

Subjects/Keywords: Computer-Based; Teacher-Directed; Intervention

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APA (6th Edition):

Logan, B. (2014). Comparing Reading Interventions for Language Arts Students. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153305

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):

Logan, Bethany. “Comparing Reading Interventions for Language Arts Students.” 2014. Thesis, Texas A&M University. Accessed March 21, 2019. http://hdl.handle.net/1969.1/153305.

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

MLA Handbook (7th Edition):

Logan, Bethany. “Comparing Reading Interventions for Language Arts Students.” 2014. Web. 21 Mar 2019.

Vancouver:

Logan B. Comparing Reading Interventions for Language Arts Students. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/1969.1/153305.

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

Council of Science Editors:

Logan B. Comparing Reading Interventions for Language Arts Students. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153305

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


Texas A&M University

9. Powers, Scott Kenneth. Understanding Teachers' Experiences Implementing Project-Based Learning.

Degree: 2014, Texas A&M University

 Project-based learning (PBL) is a constructivist approach to instruction in which students are challenged to address a problem without sufficient knowledge at the outset to… (more)

Subjects/Keywords: systems; project-based learning

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APA (6th Edition):

Powers, S. K. (2014). Understanding Teachers' Experiences Implementing Project-Based Learning. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153466

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):

Powers, Scott Kenneth. “Understanding Teachers' Experiences Implementing Project-Based Learning.” 2014. Thesis, Texas A&M University. Accessed March 21, 2019. http://hdl.handle.net/1969.1/153466.

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

MLA Handbook (7th Edition):

Powers, Scott Kenneth. “Understanding Teachers' Experiences Implementing Project-Based Learning.” 2014. Web. 21 Mar 2019.

Vancouver:

Powers SK. Understanding Teachers' Experiences Implementing Project-Based Learning. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/1969.1/153466.

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

Council of Science Editors:

Powers SK. Understanding Teachers' Experiences Implementing Project-Based Learning. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153466

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


Texas A&M University

10. Merrill, Julie. The Flipped Classroom: An Examination of Veteran Teachers? Practices When Flipping Their Classrooms for the First Time.

Degree: 2015, Texas A&M University

 Advances in instructional practices have not kept up with the changing educational needs of today?s learners. Ubiquitous technologies permeate students? lives and as such, the… (more)

Subjects/Keywords: flipped classroom; teacher experiences

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APA (6th Edition):

Merrill, J. (2015). The Flipped Classroom: An Examination of Veteran Teachers? Practices When Flipping Their Classrooms for the First Time. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155313

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):

Merrill, Julie. “The Flipped Classroom: An Examination of Veteran Teachers? Practices When Flipping Their Classrooms for the First Time.” 2015. Thesis, Texas A&M University. Accessed March 21, 2019. http://hdl.handle.net/1969.1/155313.

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

MLA Handbook (7th Edition):

Merrill, Julie. “The Flipped Classroom: An Examination of Veteran Teachers? Practices When Flipping Their Classrooms for the First Time.” 2015. Web. 21 Mar 2019.

Vancouver:

Merrill J. The Flipped Classroom: An Examination of Veteran Teachers? Practices When Flipping Their Classrooms for the First Time. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/1969.1/155313.

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

Council of Science Editors:

Merrill J. The Flipped Classroom: An Examination of Veteran Teachers? Practices When Flipping Their Classrooms for the First Time. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155313

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


Texas A&M University

11. Carter, Lou Ann. The Effects of Improved Student Transitions on Classroom Management.

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

 Effective transitioning of students between learning activities occurs when teachers establish routines and expectations of student movement and behavior wherein students stop one activity and… (more)

Subjects/Keywords: classroom management; leadership; school-wide discipline

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APA (6th Edition):

Carter, L. A. (2017). The Effects of Improved Student Transitions on Classroom Management. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/165783

Chicago Manual of Style (16th Edition):

Carter, Lou Ann. “The Effects of Improved Student Transitions on Classroom Management.” 2017. Doctoral Dissertation, Texas A&M University. Accessed March 21, 2019. http://hdl.handle.net/1969.1/165783.

MLA Handbook (7th Edition):

Carter, Lou Ann. “The Effects of Improved Student Transitions on Classroom Management.” 2017. Web. 21 Mar 2019.

Vancouver:

Carter LA. The Effects of Improved Student Transitions on Classroom Management. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/1969.1/165783.

Council of Science Editors:

Carter LA. The Effects of Improved Student Transitions on Classroom Management. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/165783


Texas A&M University

12. Stephens, Charity Caye. The Effects of a Tiered Learning Matrix on Teachers' Perceptions, Pedagogy, and Sense of Efficacy.

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

 A teacher’s sense of efficacy is his or her willingness to implement pedagogical strategies to reach students at various levels of readiness. A professional learning… (more)

Subjects/Keywords: AdvancED; Differentiated Instruction; Learning Intentions; Levels of Readiness; Reflective Practices; Scaffold; Teacher Sense of Efficacy; Tiering; Tiered Learning Matrix

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

APA (6th Edition):

Stephens, C. C. (2018). The Effects of a Tiered Learning Matrix on Teachers' Perceptions, Pedagogy, and Sense of Efficacy. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/174353

Chicago Manual of Style (16th Edition):

Stephens, Charity Caye. “The Effects of a Tiered Learning Matrix on Teachers' Perceptions, Pedagogy, and Sense of Efficacy.” 2018. Doctoral Dissertation, Texas A&M University. Accessed March 21, 2019. http://hdl.handle.net/1969.1/174353.

MLA Handbook (7th Edition):

Stephens, Charity Caye. “The Effects of a Tiered Learning Matrix on Teachers' Perceptions, Pedagogy, and Sense of Efficacy.” 2018. Web. 21 Mar 2019.

Vancouver:

Stephens CC. The Effects of a Tiered Learning Matrix on Teachers' Perceptions, Pedagogy, and Sense of Efficacy. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/1969.1/174353.

Council of Science Editors:

Stephens CC. The Effects of a Tiered Learning Matrix on Teachers' Perceptions, Pedagogy, and Sense of Efficacy. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/174353


Texas A&M University

13. Lee, Kisha Lashon. The Experiences of International Families in U.S. Preschool Settings in a University Town in Southeastern Texas.

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

 The search for child care can be a daunting task for parents of young children, with a variety of choices available. To search during, or… (more)

Subjects/Keywords: early childhood; international; families; preschools; childcare; parent experiences; diversity

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APA (6th Edition):

Lee, K. L. (2017). The Experiences of International Families in U.S. Preschool Settings in a University Town in Southeastern Texas. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/169568

Chicago Manual of Style (16th Edition):

Lee, Kisha Lashon. “The Experiences of International Families in U.S. Preschool Settings in a University Town in Southeastern Texas.” 2017. Doctoral Dissertation, Texas A&M University. Accessed March 21, 2019. http://hdl.handle.net/1969.1/169568.

MLA Handbook (7th Edition):

Lee, Kisha Lashon. “The Experiences of International Families in U.S. Preschool Settings in a University Town in Southeastern Texas.” 2017. Web. 21 Mar 2019.

Vancouver:

Lee KL. The Experiences of International Families in U.S. Preschool Settings in a University Town in Southeastern Texas. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/1969.1/169568.

Council of Science Editors:

Lee KL. The Experiences of International Families in U.S. Preschool Settings in a University Town in Southeastern Texas. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/169568


Texas A&M University

14. Martinez, Allison. Determining Success On The Kindergarten Developmental Reading Assessment and Texas Proficiency Reading Inventory Assessments.

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

 Determining whether or not a child completes the kindergarten academic year successfully is an important issue in education. This study examined kindergarten success by using… (more)

Subjects/Keywords: Pre-kindergarten; SES

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

APA (6th Edition):

Martinez, A. (2017). Determining Success On The Kindergarten Developmental Reading Assessment and Texas Proficiency Reading Inventory Assessments. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/169578

Chicago Manual of Style (16th Edition):

Martinez, Allison. “Determining Success On The Kindergarten Developmental Reading Assessment and Texas Proficiency Reading Inventory Assessments.” 2017. Doctoral Dissertation, Texas A&M University. Accessed March 21, 2019. http://hdl.handle.net/1969.1/169578.

MLA Handbook (7th Edition):

Martinez, Allison. “Determining Success On The Kindergarten Developmental Reading Assessment and Texas Proficiency Reading Inventory Assessments.” 2017. Web. 21 Mar 2019.

Vancouver:

Martinez A. Determining Success On The Kindergarten Developmental Reading Assessment and Texas Proficiency Reading Inventory Assessments. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/1969.1/169578.

Council of Science Editors:

Martinez A. Determining Success On The Kindergarten Developmental Reading Assessment and Texas Proficiency Reading Inventory Assessments. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/169578


Texas A&M University

15. McNeill, Elisa Hutson. Hope as a Strategy for Improving Student Achievement and Dissuading Repeat Pregnancy in Pregnant and Parenting Adolescents.

Degree: 2011, Texas A&M University

 This dissertation examines the construct of hope and its ability to be taught to pregnant and parenting adolescents as a strategy to improve academic achievement… (more)

Subjects/Keywords: hope; achievement; academic achievement; pregnancy; repeat pregnancy; parenting; adolescent; adolescent mothers

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

APA (6th Edition):

McNeill, E. H. (2011). Hope as a Strategy for Improving Student Achievement and Dissuading Repeat Pregnancy in Pregnant and Parenting Adolescents. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7832

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):

McNeill, Elisa Hutson. “Hope as a Strategy for Improving Student Achievement and Dissuading Repeat Pregnancy in Pregnant and Parenting Adolescents.” 2011. Thesis, Texas A&M University. Accessed March 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7832.

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

MLA Handbook (7th Edition):

McNeill, Elisa Hutson. “Hope as a Strategy for Improving Student Achievement and Dissuading Repeat Pregnancy in Pregnant and Parenting Adolescents.” 2011. Web. 21 Mar 2019.

Vancouver:

McNeill EH. Hope as a Strategy for Improving Student Achievement and Dissuading Repeat Pregnancy in Pregnant and Parenting Adolescents. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7832.

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

Council of Science Editors:

McNeill EH. Hope as a Strategy for Improving Student Achievement and Dissuading Repeat Pregnancy in Pregnant and Parenting Adolescents. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7832

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


Texas A&M University

16. Nam, Chang Woo. The Relative Effectiveness of Positive Interdependence and Group Processing on Student Achievement, Interaction, and Attitude in Online Cooperative Learning.

Degree: 2010, Texas A&M University

 The purpose of this study was to investigate the relative effectiveness of positive interdependence and group processing on student achievement, interaction, and attitude in online… (more)

Subjects/Keywords: Keyword 1: positive interdependence; Keyword 2: group processing; Keyword 3: achievement; Keyword 4: interaction; Keyword 5: online; Keyword 6: cooperative learning

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

APA (6th Edition):

Nam, C. W. (2010). The Relative Effectiveness of Positive Interdependence and Group Processing on Student Achievement, Interaction, and Attitude in Online Cooperative Learning. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2008-12-163

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):

Nam, Chang Woo. “The Relative Effectiveness of Positive Interdependence and Group Processing on Student Achievement, Interaction, and Attitude in Online Cooperative Learning.” 2010. Thesis, Texas A&M University. Accessed March 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2008-12-163.

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

MLA Handbook (7th Edition):

Nam, Chang Woo. “The Relative Effectiveness of Positive Interdependence and Group Processing on Student Achievement, Interaction, and Attitude in Online Cooperative Learning.” 2010. Web. 21 Mar 2019.

Vancouver:

Nam CW. The Relative Effectiveness of Positive Interdependence and Group Processing on Student Achievement, Interaction, and Attitude in Online Cooperative Learning. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2008-12-163.

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

Council of Science Editors:

Nam CW. The Relative Effectiveness of Positive Interdependence and Group Processing on Student Achievement, Interaction, and Attitude in Online Cooperative Learning. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2008-12-163

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


Texas A&M University

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

Degree: 2012, Texas A&M University

 The following autoethnographic study highlights the perceptions of a Southern, White male teacher, at times experiencing bouts of depression and anxiety, in the predominantly White… (more)

Subjects/Keywords: mental health; rural education; art education; multicultural education; critical White theory; autoethnography

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

APA (6th Edition):

Humpal, D. L. 1. (2012). Challenging Depressive Ghosts in the Hegemonic Closet: An Autoethnography. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/148171

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

Chicago Manual of Style (16th Edition):

Humpal, David Lawrence 1960-. “Challenging Depressive Ghosts in the Hegemonic Closet: An Autoethnography.” 2012. Thesis, Texas A&M University. Accessed March 21, 2019. http://hdl.handle.net/1969.1/148171.

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

MLA Handbook (7th Edition):

Humpal, David Lawrence 1960-. “Challenging Depressive Ghosts in the Hegemonic Closet: An Autoethnography.” 2012. Web. 21 Mar 2019.

Vancouver:

Humpal DL1. Challenging Depressive Ghosts in the Hegemonic Closet: An Autoethnography. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/1969.1/148171.

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

Council of Science Editors:

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

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

18. Hao, Haiping. The Journey to Expert: Teaching Expertise Acquisition of Ten Early Childhood Teachers in Shanghai.

Degree: 2015, Texas A&M University

 China?s principal concern for ensuring educational quality has generated an emphasis on teacher professional development efforts  – using the most effective ways to transform its… (more)

Subjects/Keywords: teaching expertise; teacher professional engagement

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APA (6th Edition):

Hao, H. (2015). The Journey to Expert: Teaching Expertise Acquisition of Ten Early Childhood Teachers in Shanghai. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155370

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):

Hao, Haiping. “The Journey to Expert: Teaching Expertise Acquisition of Ten Early Childhood Teachers in Shanghai.” 2015. Thesis, Texas A&M University. Accessed March 21, 2019. http://hdl.handle.net/1969.1/155370.

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

MLA Handbook (7th Edition):

Hao, Haiping. “The Journey to Expert: Teaching Expertise Acquisition of Ten Early Childhood Teachers in Shanghai.” 2015. Web. 21 Mar 2019.

Vancouver:

Hao H. The Journey to Expert: Teaching Expertise Acquisition of Ten Early Childhood Teachers in Shanghai. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/1969.1/155370.

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

Council of Science Editors:

Hao H. The Journey to Expert: Teaching Expertise Acquisition of Ten Early Childhood Teachers in Shanghai. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155370

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

19. Hasbun, Tracey. The Effectiveness of Shared Reading Interventions with Families of Hispanic Prekindergarten Students.

Degree: 2012, Texas A&M University

 The purpose of this study was to examine the effects of parent or caregiver shared-reading interventions on Hispanic prekindergarten students? language and literacy scores. In… (more)

Subjects/Keywords: Shared Reading; Early childhood; English Language Learners; Parent involvement

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

APA (6th Edition):

Hasbun, T. (2012). The Effectiveness of Shared Reading Interventions with Families of Hispanic Prekindergarten Students. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10469

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):

Hasbun, Tracey. “The Effectiveness of Shared Reading Interventions with Families of Hispanic Prekindergarten Students.” 2012. Thesis, Texas A&M University. Accessed March 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10469.

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

MLA Handbook (7th Edition):

Hasbun, Tracey. “The Effectiveness of Shared Reading Interventions with Families of Hispanic Prekindergarten Students.” 2012. Web. 21 Mar 2019.

Vancouver:

Hasbun T. The Effectiveness of Shared Reading Interventions with Families of Hispanic Prekindergarten Students. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10469.

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

Council of Science Editors:

Hasbun T. The Effectiveness of Shared Reading Interventions with Families of Hispanic Prekindergarten Students. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10469

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

20. Alford, Beverly Lynn. Systematic Classroom Observation of the Quality of Teacher Behaviors and Student Engagement in Ethnically Diverse Pre-Kindergarten Through Second-Grade Classrooms.

Degree: 2012, Texas A&M University

 The purpose of the study was to observe pre-kindergarten through second-grade public school classrooms, specifically noting child-centered and teacher-directed pedagogical approaches, by simultaneously examining: student… (more)

Subjects/Keywords: systematic classroom observation; early childhood education; teacher instructional behaviors; student engagement; developmentally appropriate practice

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APA (6th Edition):

Alford, B. L. (2012). Systematic Classroom Observation of the Quality of Teacher Behaviors and Student Engagement in Ethnically Diverse Pre-Kindergarten Through Second-Grade Classrooms. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9226

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):

Alford, Beverly Lynn. “Systematic Classroom Observation of the Quality of Teacher Behaviors and Student Engagement in Ethnically Diverse Pre-Kindergarten Through Second-Grade Classrooms.” 2012. Thesis, Texas A&M University. Accessed March 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9226.

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

MLA Handbook (7th Edition):

Alford, Beverly Lynn. “Systematic Classroom Observation of the Quality of Teacher Behaviors and Student Engagement in Ethnically Diverse Pre-Kindergarten Through Second-Grade Classrooms.” 2012. Web. 21 Mar 2019.

Vancouver:

Alford BL. Systematic Classroom Observation of the Quality of Teacher Behaviors and Student Engagement in Ethnically Diverse Pre-Kindergarten Through Second-Grade Classrooms. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9226.

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

Council of Science Editors:

Alford BL. Systematic Classroom Observation of the Quality of Teacher Behaviors and Student Engagement in Ethnically Diverse Pre-Kindergarten Through Second-Grade Classrooms. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-05-9226

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

21. White, Jillian R. Effectiveness and Acceptability of a Behavior Monitoring Program for Secondary Students At-risk for Emotional and Behavioral Disorders.

Degree: 2011, Texas A&M University

 Schools are facing an increasing pressure to deal effectively with students' problem behaviors in the school environment. Research suggests that Behavior Monitoring Programs (BMPs) are… (more)

Subjects/Keywords: high school students and problem behavior; interventions for problem behaviors; Interventions for secondary students; Behavior Monitoring Program; behavior interventions; behavior modification; Behavior Education Program

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APA (6th Edition):

White, J. R. (2011). Effectiveness and Acceptability of a Behavior Monitoring Program for Secondary Students At-risk for Emotional and Behavioral Disorders. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7525

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):

White, Jillian R. “Effectiveness and Acceptability of a Behavior Monitoring Program for Secondary Students At-risk for Emotional and Behavioral Disorders.” 2011. Thesis, Texas A&M University. Accessed March 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7525.

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

MLA Handbook (7th Edition):

White, Jillian R. “Effectiveness and Acceptability of a Behavior Monitoring Program for Secondary Students At-risk for Emotional and Behavioral Disorders.” 2011. Web. 21 Mar 2019.

Vancouver:

White JR. Effectiveness and Acceptability of a Behavior Monitoring Program for Secondary Students At-risk for Emotional and Behavioral Disorders. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7525.

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

Council of Science Editors:

White JR. Effectiveness and Acceptability of a Behavior Monitoring Program for Secondary Students At-risk for Emotional and Behavioral Disorders. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7525

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

22. Vural, Omer. Effectiveness of Concept Maps in Learning from a Computer-Based Instructional Video Resource.

Degree: 2012, Texas A&M University

 The purpose of this study was to investigate the effectiveness of two different concept mapping methods - learner-generated and expert-generated concept mapping - in computer-based… (more)

Subjects/Keywords: Video-based learning; concept mapping

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APA (6th Edition):

Vural, O. (2012). Effectiveness of Concept Maps in Learning from a Computer-Based Instructional Video Resource. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8734

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):

Vural, Omer. “Effectiveness of Concept Maps in Learning from a Computer-Based Instructional Video Resource.” 2012. Thesis, Texas A&M University. Accessed March 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8734.

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

MLA Handbook (7th Edition):

Vural, Omer. “Effectiveness of Concept Maps in Learning from a Computer-Based Instructional Video Resource.” 2012. Web. 21 Mar 2019.

Vancouver:

Vural O. Effectiveness of Concept Maps in Learning from a Computer-Based Instructional Video Resource. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8734.

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

Council of Science Editors:

Vural O. Effectiveness of Concept Maps in Learning from a Computer-Based Instructional Video Resource. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-12-8734

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

23. Douglass, April Gayle. Inservice and Preservice Teacher Knowledge and Perceptions of Social Emotional Learning and Its Impact on Reading and Overall Academic Attainment.

Degree: 2012, Texas A&M University

 This dissertation describes the results of two studies that examined preservice and inservice teachers' knowledge of social and emotional learning (SEL) and its impact on… (more)

Subjects/Keywords: social emotional learning; teacher knowledge; reading achievement; academic achievement

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APA (6th Edition):

Douglass, A. G. (2012). Inservice and Preservice Teacher Knowledge and Perceptions of Social Emotional Learning and Its Impact on Reading and Overall Academic Attainment. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9841

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):

Douglass, April Gayle. “Inservice and Preservice Teacher Knowledge and Perceptions of Social Emotional Learning and Its Impact on Reading and Overall Academic Attainment.” 2012. Thesis, Texas A&M University. Accessed March 21, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9841.

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

MLA Handbook (7th Edition):

Douglass, April Gayle. “Inservice and Preservice Teacher Knowledge and Perceptions of Social Emotional Learning and Its Impact on Reading and Overall Academic Attainment.” 2012. Web. 21 Mar 2019.

Vancouver:

Douglass AG. Inservice and Preservice Teacher Knowledge and Perceptions of Social Emotional Learning and Its Impact on Reading and Overall Academic Attainment. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9841.

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

Council of Science Editors:

Douglass AG. Inservice and Preservice Teacher Knowledge and Perceptions of Social Emotional Learning and Its Impact on Reading and Overall Academic Attainment. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9841

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

.