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You searched for +publisher:"Texas A&M University" +contributor:("Skrla, Linda"). Showing records 1 – 30 of 48 total matches.

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Texas A&M University

1. Osagie, Andree O. School racial composition and academic performance of african american students in an urban school district.

Degree: 2009, Texas A&M University

 The purpose of this study was to investigate the differences in the academic performance of economically disadvantaged African-American students attending schools with distinct racial composition… (more)

Subjects/Keywords: School Racial Composition

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APA (6th Edition):

Osagie, A. O. (2009). School racial composition and academic performance of african american students in an urban school district. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2484

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):

Osagie, Andree O. “School racial composition and academic performance of african american students in an urban school district.” 2009. Thesis, Texas A&M University. Accessed April 19, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2484.

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

MLA Handbook (7th Edition):

Osagie, Andree O. “School racial composition and academic performance of african american students in an urban school district.” 2009. Web. 19 Apr 2019.

Vancouver:

Osagie AO. School racial composition and academic performance of african american students in an urban school district. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2484.

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

Council of Science Editors:

Osagie AO. School racial composition and academic performance of african american students in an urban school district. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2484

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


Texas A&M University

2. Carr George, Catherine Elizabeth. The particpation and performance of students with emotional disturbance on state accountability assessment in reading.

Degree: 2009, Texas A&M University

 This study examined the participation rates and performance results of students with emotional disturbance (ED) in a statewide reading assessment. Public school districts in Texas(more)

Subjects/Keywords: Emotional Disturbance; Assessment; Accountability

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APA (6th Edition):

Carr George, C. E. (2009). The particpation and performance of students with emotional disturbance on state accountability assessment in reading. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-3169

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):

Carr George, Catherine Elizabeth. “The particpation and performance of students with emotional disturbance on state accountability assessment in reading.” 2009. Thesis, Texas A&M University. Accessed April 19, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-3169.

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

MLA Handbook (7th Edition):

Carr George, Catherine Elizabeth. “The particpation and performance of students with emotional disturbance on state accountability assessment in reading.” 2009. Web. 19 Apr 2019.

Vancouver:

Carr George CE. The particpation and performance of students with emotional disturbance on state accountability assessment in reading. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3169.

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

Council of Science Editors:

Carr George CE. The particpation and performance of students with emotional disturbance on state accountability assessment in reading. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3169

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


Texas A&M University

3. Bludau, Jo Ann. Teachers' perceptions of service-learning: K-12 school community partnership development in Texas schools.

Degree: 2009, Texas A&M University

 At the conclusion of a three-year grant cycle (2003-2006), educators and administrators as well as the general public in the state of Texas are questioning… (more)

Subjects/Keywords: Service-learning

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APA (6th Edition):

Bludau, J. A. (2009). Teachers' perceptions of service-learning: K-12 school community partnership development in Texas schools. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1092

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):

Bludau, Jo Ann. “Teachers' perceptions of service-learning: K-12 school community partnership development in Texas schools.” 2009. Thesis, Texas A&M University. Accessed April 19, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1092.

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

MLA Handbook (7th Edition):

Bludau, Jo Ann. “Teachers' perceptions of service-learning: K-12 school community partnership development in Texas schools.” 2009. Web. 19 Apr 2019.

Vancouver:

Bludau JA. Teachers' perceptions of service-learning: K-12 school community partnership development in Texas schools. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1092.

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

Council of Science Editors:

Bludau JA. Teachers' perceptions of service-learning: K-12 school community partnership development in Texas schools. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1092

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


Texas A&M University

4. Williams, Twyla Jeanette. Middle class African American mothers' perceptions of White teachers' interactions with their African American children in predominately White suburban junior high schools.

Degree: 2009, Texas A&M University

 This research study was conducted as a qualitative case study of six middle class African American mothers living in a suburban community. Their children attended… (more)

Subjects/Keywords: middle class; African American; suburban; mothers

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APA (6th Edition):

Williams, T. J. (2009). Middle class African American mothers' perceptions of White teachers' interactions with their African American children in predominately White suburban junior high schools. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1093

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):

Williams, Twyla Jeanette. “Middle class African American mothers' perceptions of White teachers' interactions with their African American children in predominately White suburban junior high schools.” 2009. Thesis, Texas A&M University. Accessed April 19, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1093.

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

MLA Handbook (7th Edition):

Williams, Twyla Jeanette. “Middle class African American mothers' perceptions of White teachers' interactions with their African American children in predominately White suburban junior high schools.” 2009. Web. 19 Apr 2019.

Vancouver:

Williams TJ. Middle class African American mothers' perceptions of White teachers' interactions with their African American children in predominately White suburban junior high schools. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1093.

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

Council of Science Editors:

Williams TJ. Middle class African American mothers' perceptions of White teachers' interactions with their African American children in predominately White suburban junior high schools. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1093

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


Texas A&M University

5. Knaben, Ase. Identity Formation of Women in Leadership Positions in Corporate America: Three Journeys to Top Leadership Positions.

Degree: 2010, Texas A&M University

 The purpose of this study was to understand and interpret the identity formation of women on their journeys to leadership positions in corporate America. The… (more)

Subjects/Keywords: Human Resource Development; Identity Formation; Women and Leadership; Organizational Culture

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APA (6th Edition):

Knaben, A. (2010). Identity Formation of Women in Leadership Positions in Corporate America: Three Journeys to Top Leadership Positions. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7681

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):

Knaben, Ase. “Identity Formation of Women in Leadership Positions in Corporate America: Three Journeys to Top Leadership Positions.” 2010. Thesis, Texas A&M University. Accessed April 19, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7681.

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

MLA Handbook (7th Edition):

Knaben, Ase. “Identity Formation of Women in Leadership Positions in Corporate America: Three Journeys to Top Leadership Positions.” 2010. Web. 19 Apr 2019.

Vancouver:

Knaben A. Identity Formation of Women in Leadership Positions in Corporate America: Three Journeys to Top Leadership Positions. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7681.

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

Council of Science Editors:

Knaben A. Identity Formation of Women in Leadership Positions in Corporate America: Three Journeys to Top Leadership Positions. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7681

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


Texas A&M University

6. Lawson, Kimberly Kelleher. High School Principals' Perceptions of Central Office Administrator Support For Planning, Coordinating, and Evaluating Teaching and the Curriculum.

Degree: 2011, Texas A&M University

 This dissertation was designed to gain insight in the area of central office instructional leadership support from the perception of the high school principal. With… (more)

Subjects/Keywords: Instructional Leadership; High Schools; Central Office; Partnerships; Teaching and Curriculum; Instructional Support

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APA (6th Edition):

Lawson, K. K. (2011). High School Principals' Perceptions of Central Office Administrator Support For Planning, Coordinating, and Evaluating Teaching and the Curriculum. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10016

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):

Lawson, Kimberly Kelleher. “High School Principals' Perceptions of Central Office Administrator Support For Planning, Coordinating, and Evaluating Teaching and the Curriculum.” 2011. Thesis, Texas A&M University. Accessed April 19, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10016.

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

MLA Handbook (7th Edition):

Lawson, Kimberly Kelleher. “High School Principals' Perceptions of Central Office Administrator Support For Planning, Coordinating, and Evaluating Teaching and the Curriculum.” 2011. Web. 19 Apr 2019.

Vancouver:

Lawson KK. High School Principals' Perceptions of Central Office Administrator Support For Planning, Coordinating, and Evaluating Teaching and the Curriculum. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10016.

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

Council of Science Editors:

Lawson KK. High School Principals' Perceptions of Central Office Administrator Support For Planning, Coordinating, and Evaluating Teaching and the Curriculum. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10016

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


Texas A&M University

7. Rios, Carlos. High School Principals' Perceptions of Their Effectiveness in Leading District Initiated High School Reform: An Analysis of High School Principals Previously Engaged in High School Reform in an Urban Texas School District.

Degree: 2012, Texas A&M University

 Current research has described a changed central office perspective that not only includes campus principals as part of the district's leadership team, but also focuses… (more)

Subjects/Keywords: High School Reform; District Led Reform; Urban High School Reform

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APA (6th Edition):

Rios, C. (2012). High School Principals' Perceptions of Their Effectiveness in Leading District Initiated High School Reform: An Analysis of High School Principals Previously Engaged in High School Reform in an Urban Texas School District. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10903

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

Chicago Manual of Style (16th Edition):

Rios, Carlos. “High School Principals' Perceptions of Their Effectiveness in Leading District Initiated High School Reform: An Analysis of High School Principals Previously Engaged in High School Reform in an Urban Texas School District.” 2012. Thesis, Texas A&M University. Accessed April 19, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10903.

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

MLA Handbook (7th Edition):

Rios, Carlos. “High School Principals' Perceptions of Their Effectiveness in Leading District Initiated High School Reform: An Analysis of High School Principals Previously Engaged in High School Reform in an Urban Texas School District.” 2012. Web. 19 Apr 2019.

Vancouver:

Rios C. High School Principals' Perceptions of Their Effectiveness in Leading District Initiated High School Reform: An Analysis of High School Principals Previously Engaged in High School Reform in an Urban Texas School District. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10903.

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

Council of Science Editors:

Rios C. High School Principals' Perceptions of Their Effectiveness in Leading District Initiated High School Reform: An Analysis of High School Principals Previously Engaged in High School Reform in an Urban Texas School District. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10903

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


Texas A&M University

8. Ryan, Catherine. I Am a Chameleon In Pearls: How Three Select Female Superintendents Perceive Their Professional Lives.

Degree: 2012, Texas A&M University

 The public school superintendent is the least progressive position in education at integrating women and balancing the scales of equitable representation. Statistical data indicates there… (more)

Subjects/Keywords: Female Superintendents; Female Leadership

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APA (6th Edition):

Ryan, C. (2012). I Am a Chameleon In Pearls: How Three Select Female Superintendents Perceive Their Professional Lives. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11520

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):

Ryan, Catherine. “I Am a Chameleon In Pearls: How Three Select Female Superintendents Perceive Their Professional Lives.” 2012. Thesis, Texas A&M University. Accessed April 19, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11520.

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

MLA Handbook (7th Edition):

Ryan, Catherine. “I Am a Chameleon In Pearls: How Three Select Female Superintendents Perceive Their Professional Lives.” 2012. Web. 19 Apr 2019.

Vancouver:

Ryan C. I Am a Chameleon In Pearls: How Three Select Female Superintendents Perceive Their Professional Lives. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11520.

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

Council of Science Editors:

Ryan C. I Am a Chameleon In Pearls: How Three Select Female Superintendents Perceive Their Professional Lives. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11520

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


Texas A&M University

9. Attaway, Kathy Ann. Insights into a researcher's attempt to study the mentoring needs of first-year, white, female teachers in diverse schools.

Degree: 2009, Texas A&M University

 While schools in America are becoming more culturally diverse, the majority of first-year teachers continue to be white females. Although mentoring has proven to be… (more)

Subjects/Keywords: Mentoring; race and culture

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APA (6th Edition):

Attaway, K. A. (2009). Insights into a researcher's attempt to study the mentoring needs of first-year, white, female teachers in diverse schools. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2052

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):

Attaway, Kathy Ann. “Insights into a researcher's attempt to study the mentoring needs of first-year, white, female teachers in diverse schools.” 2009. Thesis, Texas A&M University. Accessed April 19, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2052.

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

MLA Handbook (7th Edition):

Attaway, Kathy Ann. “Insights into a researcher's attempt to study the mentoring needs of first-year, white, female teachers in diverse schools.” 2009. Web. 19 Apr 2019.

Vancouver:

Attaway KA. Insights into a researcher's attempt to study the mentoring needs of first-year, white, female teachers in diverse schools. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2052.

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

Council of Science Editors:

Attaway KA. Insights into a researcher's attempt to study the mentoring needs of first-year, white, female teachers in diverse schools. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2052

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


Texas A&M University

10. Thorson, Michael Andrew. Heteronormativity in the Texas Oil Patch: The Impact of Practices, Policies, and Curriculum on Gay White Students in the Texas Public School System.

Degree: 2014, Texas A&M University

 In the past two decades there has been an increase in public demand for the creation of a school environment that is positive and safe… (more)

Subjects/Keywords: LGBTIQ; school climate; Texas schools; heteronormativity; gay; white

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APA (6th Edition):

Thorson, M. A. (2014). Heteronormativity in the Texas Oil Patch: The Impact of Practices, Policies, and Curriculum on Gay White Students in the Texas Public School System. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153951

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):

Thorson, Michael Andrew. “Heteronormativity in the Texas Oil Patch: The Impact of Practices, Policies, and Curriculum on Gay White Students in the Texas Public School System.” 2014. Thesis, Texas A&M University. Accessed April 19, 2019. http://hdl.handle.net/1969.1/153951.

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

MLA Handbook (7th Edition):

Thorson, Michael Andrew. “Heteronormativity in the Texas Oil Patch: The Impact of Practices, Policies, and Curriculum on Gay White Students in the Texas Public School System.” 2014. Web. 19 Apr 2019.

Vancouver:

Thorson MA. Heteronormativity in the Texas Oil Patch: The Impact of Practices, Policies, and Curriculum on Gay White Students in the Texas Public School System. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1969.1/153951.

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

Council of Science Editors:

Thorson MA. Heteronormativity in the Texas Oil Patch: The Impact of Practices, Policies, and Curriculum on Gay White Students in the Texas Public School System. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153951

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


Texas A&M University

11. Gregg, Karee DeLyn. A Qualitative Study of the Educational Experiences of Pregnant and Mothering Teens.

Degree: 2015, Texas A&M University

 Since the 1970s, teen pregnancy has been strategically placed at the forefront of American minds. Much attention, research, and funding is dedicated to teen pregnancy… (more)

Subjects/Keywords: teen pregnancy; teen mothering; education of pregnant teens; education of mothering teens

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APA (6th Edition):

Gregg, K. D. (2015). A Qualitative Study of the Educational Experiences of Pregnant and Mothering Teens. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156212

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):

Gregg, Karee DeLyn. “A Qualitative Study of the Educational Experiences of Pregnant and Mothering Teens.” 2015. Thesis, Texas A&M University. Accessed April 19, 2019. http://hdl.handle.net/1969.1/156212.

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

MLA Handbook (7th Edition):

Gregg, Karee DeLyn. “A Qualitative Study of the Educational Experiences of Pregnant and Mothering Teens.” 2015. Web. 19 Apr 2019.

Vancouver:

Gregg KD. A Qualitative Study of the Educational Experiences of Pregnant and Mothering Teens. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1969.1/156212.

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

Council of Science Editors:

Gregg KD. A Qualitative Study of the Educational Experiences of Pregnant and Mothering Teens. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/156212

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


Texas A&M University

12. Hallmark, Bryan S. Examining the Relationship Between Academic Optimism and Student Achievement: A Multi-Level Approach.

Degree: EdD, Educational Administration, 2013, Texas A&M University

 Academic optimism is a relatively new construct that combines collective efficacy, academic emphasis, and faculty trust in students and parents. The cumulative measure represents a… (more)

Subjects/Keywords: Academic Optimism; collective efficacy; academic emphasis; faculty trust

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APA (6th Edition):

Hallmark, B. S. (2013). Examining the Relationship Between Academic Optimism and Student Achievement: A Multi-Level Approach. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149294

Chicago Manual of Style (16th Edition):

Hallmark, Bryan S. “Examining the Relationship Between Academic Optimism and Student Achievement: A Multi-Level Approach.” 2013. Doctoral Dissertation, Texas A&M University. Accessed April 19, 2019. http://hdl.handle.net/1969.1/149294.

MLA Handbook (7th Edition):

Hallmark, Bryan S. “Examining the Relationship Between Academic Optimism and Student Achievement: A Multi-Level Approach.” 2013. Web. 19 Apr 2019.

Vancouver:

Hallmark BS. Examining the Relationship Between Academic Optimism and Student Achievement: A Multi-Level Approach. [Internet] [Doctoral dissertation]. Texas A&M University; 2013. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1969.1/149294.

Council of Science Editors:

Hallmark BS. Examining the Relationship Between Academic Optimism and Student Achievement: A Multi-Level Approach. [Doctoral Dissertation]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149294


Texas A&M University

13. Reyna, Sylvia Ramirez. An exploratory study of the perceptions and experiences of u.s.-born latino parents in a high-poverty urban school district in relation to their role in the education of their children.

Degree: 2009, Texas A&M University

 The purpose of this qualitative interpretive research study was to explore the perceptions and experiences of seven second- and third-generation U.S.-born Latino parents in a… (more)

Subjects/Keywords: Hispanic parent involvement; deficit thinking of Latino families

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

APA (6th Edition):

Reyna, S. R. (2009). An exploratory study of the perceptions and experiences of u.s.-born latino parents in a high-poverty urban school district in relation to their role in the education of their children. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2338

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

Chicago Manual of Style (16th Edition):

Reyna, Sylvia Ramirez. “An exploratory study of the perceptions and experiences of u.s.-born latino parents in a high-poverty urban school district in relation to their role in the education of their children.” 2009. Thesis, Texas A&M University. Accessed April 19, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2338.

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

MLA Handbook (7th Edition):

Reyna, Sylvia Ramirez. “An exploratory study of the perceptions and experiences of u.s.-born latino parents in a high-poverty urban school district in relation to their role in the education of their children.” 2009. Web. 19 Apr 2019.

Vancouver:

Reyna SR. An exploratory study of the perceptions and experiences of u.s.-born latino parents in a high-poverty urban school district in relation to their role in the education of their children. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2338.

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

Council of Science Editors:

Reyna SR. An exploratory study of the perceptions and experiences of u.s.-born latino parents in a high-poverty urban school district in relation to their role in the education of their children. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2338

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


Texas A&M University

14. Page, Sue Webb. The courage of our passion: examining the personal costs negotiated by three African American women executive educational leaders in urban contexts.

Degree: 2009, Texas A&M University

 This record of study is an examination of the personal costs negotiated by three African American women central office educational leaders. The focus is to… (more)

Subjects/Keywords: Educational Leaders; African American; Women; Personal Costs

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APA (6th Edition):

Page, S. W. (2009). The courage of our passion: examining the personal costs negotiated by three African American women executive educational leaders in urban contexts. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2485

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):

Page, Sue Webb. “The courage of our passion: examining the personal costs negotiated by three African American women executive educational leaders in urban contexts.” 2009. Thesis, Texas A&M University. Accessed April 19, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2485.

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

MLA Handbook (7th Edition):

Page, Sue Webb. “The courage of our passion: examining the personal costs negotiated by three African American women executive educational leaders in urban contexts.” 2009. Web. 19 Apr 2019.

Vancouver:

Page SW. The courage of our passion: examining the personal costs negotiated by three African American women executive educational leaders in urban contexts. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2485.

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

Council of Science Editors:

Page SW. The courage of our passion: examining the personal costs negotiated by three African American women executive educational leaders in urban contexts. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2485

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


Texas A&M University

15. Harvey, Kimberly Temple. Assessment and accountability: factors that influence the participation and performance of students with an emotional disturbance on a statewide accountability assessment in math.

Degree: 2009, Texas A&M University

 Educational policy mandates student participation in statewide accountability assessments with the expectation that students achieve proficiency on content objectives. Demonstrating proficiency may be most difficult… (more)

Subjects/Keywords: Emotionally Disturbed; Accountability; Assessment

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APA (6th Edition):

Harvey, K. T. (2009). Assessment and accountability: factors that influence the participation and performance of students with an emotional disturbance on a statewide accountability assessment in math. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-3170

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):

Harvey, Kimberly Temple. “Assessment and accountability: factors that influence the participation and performance of students with an emotional disturbance on a statewide accountability assessment in math.” 2009. Thesis, Texas A&M University. Accessed April 19, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-3170.

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

MLA Handbook (7th Edition):

Harvey, Kimberly Temple. “Assessment and accountability: factors that influence the participation and performance of students with an emotional disturbance on a statewide accountability assessment in math.” 2009. Web. 19 Apr 2019.

Vancouver:

Harvey KT. Assessment and accountability: factors that influence the participation and performance of students with an emotional disturbance on a statewide accountability assessment in math. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3170.

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

Council of Science Editors:

Harvey KT. Assessment and accountability: factors that influence the participation and performance of students with an emotional disturbance on a statewide accountability assessment in math. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3170

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


Texas A&M University

16. Byrns, Glenda Elkins. Assessment of the conclusion validity for empirical research studies published in the journal of speech, language, and hearing research.

Degree: 2009, Texas A&M University

 Research-based decision making has been advanced as a way for professionals to make a determination about the effectiveness of a potential treatment. However, informed consumers… (more)

Subjects/Keywords: observational studies; conclusion validity

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APA (6th Edition):

Byrns, G. E. (2009). Assessment of the conclusion validity for empirical research studies published in the journal of speech, language, and hearing research. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1303

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):

Byrns, Glenda Elkins. “Assessment of the conclusion validity for empirical research studies published in the journal of speech, language, and hearing research.” 2009. Thesis, Texas A&M University. Accessed April 19, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1303.

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

MLA Handbook (7th Edition):

Byrns, Glenda Elkins. “Assessment of the conclusion validity for empirical research studies published in the journal of speech, language, and hearing research.” 2009. Web. 19 Apr 2019.

Vancouver:

Byrns GE. Assessment of the conclusion validity for empirical research studies published in the journal of speech, language, and hearing research. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1303.

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

Council of Science Editors:

Byrns GE. Assessment of the conclusion validity for empirical research studies published in the journal of speech, language, and hearing research. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1303

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


Texas A&M University

17. Sheffield, Mariagrazia Marzono. Possible heritage language loss in Hispanic students enrolled in English as a second language programs or in transitional bilingual education programs.

Degree: 2009, Texas A&M University

 The present study investigated the possibility of heritage language loss in twenty students of Hispanic origin, selected from six second-grade classrooms in one elementary school… (more)

Subjects/Keywords: Heritage language loss; Transitional Bilingual Education; English as a Second Language; Subtractive Bilingualism

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APA (6th Edition):

Sheffield, M. M. (2009). Possible heritage language loss in Hispanic students enrolled in English as a second language programs or in transitional bilingual education programs. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1305

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):

Sheffield, Mariagrazia Marzono. “Possible heritage language loss in Hispanic students enrolled in English as a second language programs or in transitional bilingual education programs.” 2009. Thesis, Texas A&M University. Accessed April 19, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1305.

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

MLA Handbook (7th Edition):

Sheffield, Mariagrazia Marzono. “Possible heritage language loss in Hispanic students enrolled in English as a second language programs or in transitional bilingual education programs.” 2009. Web. 19 Apr 2019.

Vancouver:

Sheffield MM. Possible heritage language loss in Hispanic students enrolled in English as a second language programs or in transitional bilingual education programs. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1305.

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

Council of Science Editors:

Sheffield MM. Possible heritage language loss in Hispanic students enrolled in English as a second language programs or in transitional bilingual education programs. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1305

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


Texas A&M University

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

Degree: 2009, Texas A&M University

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Landeck, Edith Suzanne. “Using a theory of planned behavior approach to assess principals' Professional intentions to promote diversity awareness beyond the level recommended by their district.” 2009. Thesis, Texas A&M University. Accessed April 19, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1097.

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

MLA Handbook (7th Edition):

Landeck, Edith Suzanne. “Using a theory of planned behavior approach to assess principals' Professional intentions to promote diversity awareness beyond the level recommended by their district.” 2009. Web. 19 Apr 2019.

Vancouver:

Landeck ES. Using a theory of planned behavior approach to assess principals' Professional intentions to promote diversity awareness beyond the level recommended by their district. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1097.

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

Council of Science Editors:

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

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


Texas A&M University

19. Cole, Corinna V. Preschool English Language Learners with Disabilities: A Comparison of Recommended and Actual Language of Instruction Practices.

Degree: 2010, Texas A&M University

 This study investigated, through survey methodology, the instructional practices of teachers of English Language Learners (ELLs) with disabilities in Preschool Programs for Children with Disabilities… (more)

Subjects/Keywords: English Language Learners; PPCD programs; language of instruction

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APA (6th Edition):

Cole, C. V. (2010). Preschool English Language Learners with Disabilities: A Comparison of Recommended and Actual Language of Instruction Practices. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-753

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):

Cole, Corinna V. “Preschool English Language Learners with Disabilities: A Comparison of Recommended and Actual Language of Instruction Practices.” 2010. Thesis, Texas A&M University. Accessed April 19, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-753.

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

MLA Handbook (7th Edition):

Cole, Corinna V. “Preschool English Language Learners with Disabilities: A Comparison of Recommended and Actual Language of Instruction Practices.” 2010. Web. 19 Apr 2019.

Vancouver:

Cole CV. Preschool English Language Learners with Disabilities: A Comparison of Recommended and Actual Language of Instruction Practices. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-753.

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

Council of Science Editors:

Cole CV. Preschool English Language Learners with Disabilities: A Comparison of Recommended and Actual Language of Instruction Practices. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-753

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


Texas A&M University

20. Whitt, Kenneth Ray. Understanding Superintendents' Self-Efficacy Influences on Instructional Leadership and Student Achievement.

Degree: 2011, Texas A&M University

 This dissertation explores public school superintendent self-efficacy influences on instructional and student achievement within three Texas public school districts. The purpose of this research study… (more)

Subjects/Keywords: superintendency; superintendent effectiveness; superintendent self-efficacy; superintendent influence on instructional leadership; superintendent influence on student achievement; superintendent self-efficacy within critical interpretivist framework

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APA (6th Edition):

Whitt, K. R. (2011). Understanding Superintendents' Self-Efficacy Influences on Instructional Leadership and Student Achievement. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7448

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):

Whitt, Kenneth Ray. “Understanding Superintendents' Self-Efficacy Influences on Instructional Leadership and Student Achievement.” 2011. Thesis, Texas A&M University. Accessed April 19, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7448.

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

MLA Handbook (7th Edition):

Whitt, Kenneth Ray. “Understanding Superintendents' Self-Efficacy Influences on Instructional Leadership and Student Achievement.” 2011. Web. 19 Apr 2019.

Vancouver:

Whitt KR. Understanding Superintendents' Self-Efficacy Influences on Instructional Leadership and Student Achievement. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7448.

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

Council of Science Editors:

Whitt KR. Understanding Superintendents' Self-Efficacy Influences on Instructional Leadership and Student Achievement. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7448

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


Texas A&M University

21. Huggins, Kristin Shawn. Professional Learning Communities as a Leadership-Initiated Reform Strategy for Math and Science Teaching in Urban High Schools.

Degree: 2011, Texas A&M University

 Due to the urgency of not losing more urban high school students to academic failure and dropping out, the most promising reform efforts must be… (more)

Subjects/Keywords: professional learning communities; leadership; school reform; urban high schools

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APA (6th Edition):

Huggins, K. S. (2011). Professional Learning Communities as a Leadership-Initiated Reform Strategy for Math and Science Teaching in Urban High Schools. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8391

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):

Huggins, Kristin Shawn. “Professional Learning Communities as a Leadership-Initiated Reform Strategy for Math and Science Teaching in Urban High Schools.” 2011. Thesis, Texas A&M University. Accessed April 19, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8391.

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

MLA Handbook (7th Edition):

Huggins, Kristin Shawn. “Professional Learning Communities as a Leadership-Initiated Reform Strategy for Math and Science Teaching in Urban High Schools.” 2011. Web. 19 Apr 2019.

Vancouver:

Huggins KS. Professional Learning Communities as a Leadership-Initiated Reform Strategy for Math and Science Teaching in Urban High Schools. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8391.

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

Council of Science Editors:

Huggins KS. Professional Learning Communities as a Leadership-Initiated Reform Strategy for Math and Science Teaching in Urban High Schools. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8391

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


Texas A&M University

22. Barron, James Bakewell. Investigating the Structure and Process of Academic Emphasis on Student Achievement: A Multi-Level Analysis.

Degree: 2014, Texas A&M University

 Academic emphasis is used as a predictor of student achievement in this multilevel analysis controlling for student and campus demographics. Academic emphasis represents a desirable… (more)

Subjects/Keywords: Academic Emphasis Student Achievement

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APA (6th Edition):

Barron, J. B. (2014). Investigating the Structure and Process of Academic Emphasis on Student Achievement: A Multi-Level Analysis. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152545

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):

Barron, James Bakewell. “Investigating the Structure and Process of Academic Emphasis on Student Achievement: A Multi-Level Analysis.” 2014. Thesis, Texas A&M University. Accessed April 19, 2019. http://hdl.handle.net/1969.1/152545.

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

MLA Handbook (7th Edition):

Barron, James Bakewell. “Investigating the Structure and Process of Academic Emphasis on Student Achievement: A Multi-Level Analysis.” 2014. Web. 19 Apr 2019.

Vancouver:

Barron JB. Investigating the Structure and Process of Academic Emphasis on Student Achievement: A Multi-Level Analysis. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1969.1/152545.

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

Council of Science Editors:

Barron JB. Investigating the Structure and Process of Academic Emphasis on Student Achievement: A Multi-Level Analysis. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/152545

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


Texas A&M University

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

Degree: 2014, Texas A&M University

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Amezcua, Jesus J. “Reflective Practice of a Hispanic Chief Financial Officer and Interim Superintendent in a Predominantly Hispanic South Texas School District.” 2014. Thesis, Texas A&M University. Accessed April 19, 2019. http://hdl.handle.net/1969.1/154083.

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

MLA Handbook (7th Edition):

Amezcua, Jesus J. “Reflective Practice of a Hispanic Chief Financial Officer and Interim Superintendent in a Predominantly Hispanic South Texas School District.” 2014. Web. 19 Apr 2019.

Vancouver:

Amezcua JJ. Reflective Practice of a Hispanic Chief Financial Officer and Interim Superintendent in a Predominantly Hispanic South Texas School District. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1969.1/154083.

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

Council of Science Editors:

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

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

24. Sullivan, Earnestyne LaShonne. A critical policy analysis: the impact of zero tolerance on out-of-school suspensions and expulsions of students of color in the state of Texas by gender and school level.

Degree: 2009, Texas A&M University

 This study focused on the disciplining actions given to students of color after the implementation of the zero tolerance (ZT) policy in Texas? schools. Out-of-school… (more)

Subjects/Keywords: crtitical race theory; critical policy analysis; students of color; discipline; racism

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APA (6th Edition):

Sullivan, E. L. (2009). A critical policy analysis: the impact of zero tolerance on out-of-school suspensions and expulsions of students of color in the state of Texas by gender and school level. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1484

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):

Sullivan, Earnestyne LaShonne. “A critical policy analysis: the impact of zero tolerance on out-of-school suspensions and expulsions of students of color in the state of Texas by gender and school level.” 2009. Thesis, Texas A&M University. Accessed April 19, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1484.

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

MLA Handbook (7th Edition):

Sullivan, Earnestyne LaShonne. “A critical policy analysis: the impact of zero tolerance on out-of-school suspensions and expulsions of students of color in the state of Texas by gender and school level.” 2009. Web. 19 Apr 2019.

Vancouver:

Sullivan EL. A critical policy analysis: the impact of zero tolerance on out-of-school suspensions and expulsions of students of color in the state of Texas by gender and school level. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1484.

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

Council of Science Editors:

Sullivan EL. A critical policy analysis: the impact of zero tolerance on out-of-school suspensions and expulsions of students of color in the state of Texas by gender and school level. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1484

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

25. Whitbeck, Christie Branson. The Perceptions of Principals and Math Teachers in Successful Comprehensive 5A High Schools on the Role of the Professional Learning Community.

Degree: 2011, Texas A&M University

 As accountability for public schools continues to increase, educators are continually seeking the best practices in order to assure successful academic achievement, particularly in mathematics.… (more)

Subjects/Keywords: professional learning community; high schools; collaboration; secondary education; educational administration

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APA (6th Edition):

Whitbeck, C. B. (2011). The Perceptions of Principals and Math Teachers in Successful Comprehensive 5A High Schools on the Role of the Professional Learning Community. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10018

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):

Whitbeck, Christie Branson. “The Perceptions of Principals and Math Teachers in Successful Comprehensive 5A High Schools on the Role of the Professional Learning Community.” 2011. Thesis, Texas A&M University. Accessed April 19, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10018.

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

MLA Handbook (7th Edition):

Whitbeck, Christie Branson. “The Perceptions of Principals and Math Teachers in Successful Comprehensive 5A High Schools on the Role of the Professional Learning Community.” 2011. Web. 19 Apr 2019.

Vancouver:

Whitbeck CB. The Perceptions of Principals and Math Teachers in Successful Comprehensive 5A High Schools on the Role of the Professional Learning Community. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10018.

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

Council of Science Editors:

Whitbeck CB. The Perceptions of Principals and Math Teachers in Successful Comprehensive 5A High Schools on the Role of the Professional Learning Community. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-10018

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

26. Wellmann, Courtney Faith Haggard. An Exploratory Study of the Levels of Technology Implementation in the Teaching of Writing to Students in Diverse, Low-income High Schools in Texas.

Degree: 2012, Texas A&M University

 As access to technology increases, educators must continue to study how to best integrate these resources to help close the writing achievement gap and prepare… (more)

Subjects/Keywords: technology; writing instruction; low-income; diverse high school students

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APA (6th Edition):

Wellmann, C. F. H. (2012). An Exploratory Study of the Levels of Technology Implementation in the Teaching of Writing to Students in Diverse, Low-income High Schools in Texas. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11847

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):

Wellmann, Courtney Faith Haggard. “An Exploratory Study of the Levels of Technology Implementation in the Teaching of Writing to Students in Diverse, Low-income High Schools in Texas.” 2012. Thesis, Texas A&M University. Accessed April 19, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11847.

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

MLA Handbook (7th Edition):

Wellmann, Courtney Faith Haggard. “An Exploratory Study of the Levels of Technology Implementation in the Teaching of Writing to Students in Diverse, Low-income High Schools in Texas.” 2012. Web. 19 Apr 2019.

Vancouver:

Wellmann CFH. An Exploratory Study of the Levels of Technology Implementation in the Teaching of Writing to Students in Diverse, Low-income High Schools in Texas. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11847.

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

Council of Science Editors:

Wellmann CFH. An Exploratory Study of the Levels of Technology Implementation in the Teaching of Writing to Students in Diverse, Low-income High Schools in Texas. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11847

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

27. Noble, Erica Michelle. The Role Mentoring Plays in a White Female Novice Teacher's Perceptions of Her Enculturation into a Culturally Diverse Campus.

Degree: 2012, Texas A&M University

 Many of America's schools are populated with diverse student populations, while the teaching population remains largely White. This creates dissonance for White teachers and students… (more)

Subjects/Keywords: mentoring; teacher induction; novice teachers; principals; race; ethnicity; cultural diversity; White dominance; institutional racism; White privilege; faith

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APA (6th Edition):

Noble, E. M. (2012). The Role Mentoring Plays in a White Female Novice Teacher's Perceptions of Her Enculturation into a Culturally Diverse Campus. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10956

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):

Noble, Erica Michelle. “The Role Mentoring Plays in a White Female Novice Teacher's Perceptions of Her Enculturation into a Culturally Diverse Campus.” 2012. Thesis, Texas A&M University. Accessed April 19, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10956.

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

MLA Handbook (7th Edition):

Noble, Erica Michelle. “The Role Mentoring Plays in a White Female Novice Teacher's Perceptions of Her Enculturation into a Culturally Diverse Campus.” 2012. Web. 19 Apr 2019.

Vancouver:

Noble EM. The Role Mentoring Plays in a White Female Novice Teacher's Perceptions of Her Enculturation into a Culturally Diverse Campus. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10956.

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

Council of Science Editors:

Noble EM. The Role Mentoring Plays in a White Female Novice Teacher's Perceptions of Her Enculturation into a Culturally Diverse Campus. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10956

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

28. Locke, Leslie Ann. "It's Like Giving Us a Car, Only Without the Wheels": Performance of Latina Students at an Early College High School.

Degree: 2012, Texas A&M University

 This dissertation presents the results from an empirical study of the perspectives of Latina students who were underperforming in an early college high school (ECHS),… (more)

Subjects/Keywords: Early College High Schools; Latinas; social justice; policy intervention

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

APA (6th Edition):

Locke, L. A. (2012). "It's Like Giving Us a Car, Only Without the Wheels": Performance of Latina Students at an Early College High School. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10548

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):

Locke, Leslie Ann. “"It's Like Giving Us a Car, Only Without the Wheels": Performance of Latina Students at an Early College High School.” 2012. Thesis, Texas A&M University. Accessed April 19, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10548.

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

MLA Handbook (7th Edition):

Locke, Leslie Ann. “"It's Like Giving Us a Car, Only Without the Wheels": Performance of Latina Students at an Early College High School.” 2012. Web. 19 Apr 2019.

Vancouver:

Locke LA. "It's Like Giving Us a Car, Only Without the Wheels": Performance of Latina Students at an Early College High School. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10548.

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

Council of Science Editors:

Locke LA. "It's Like Giving Us a Car, Only Without the Wheels": Performance of Latina Students at an Early College High School. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10548

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

29. Williams, Jennifer Beth. The Perceived Impact of Cognitive Developmental Training on the Perceptions of University and District Trained Mentors.

Degree: 2011, Texas A&M University

 The purpose of this study is to investigate differences found in self-efficacy perceptions regarding mentoring of trained mentors who were trained using a cognitive developmental… (more)

Subjects/Keywords: Mentoring; self-efficacy; cognitive developmental mentor training

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APA (6th Edition):

Williams, J. B. (2011). The Perceived Impact of Cognitive Developmental Training on the Perceptions of University and District Trained Mentors. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7988

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):

Williams, Jennifer Beth. “The Perceived Impact of Cognitive Developmental Training on the Perceptions of University and District Trained Mentors.” 2011. Thesis, Texas A&M University. Accessed April 19, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7988.

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

MLA Handbook (7th Edition):

Williams, Jennifer Beth. “The Perceived Impact of Cognitive Developmental Training on the Perceptions of University and District Trained Mentors.” 2011. Web. 19 Apr 2019.

Vancouver:

Williams JB. The Perceived Impact of Cognitive Developmental Training on the Perceptions of University and District Trained Mentors. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7988.

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

Council of Science Editors:

Williams JB. The Perceived Impact of Cognitive Developmental Training on the Perceptions of University and District Trained Mentors. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7988

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

30. Inman, Rex Wayne, Sr. Factors influencing the failure to graduate from the PACE dropout prevention and recovery program as identified by selected students in the Humble Independent School District.

Degree: 2007, Texas A&M University

 There has been a lack of information and research as to the reasons students did not graduate from high school with a diploma, or GED… (more)

Subjects/Keywords: Dropout Prevention; Failure to Graduate

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

APA (6th Edition):

Inman, Rex Wayne, S. (2007). Factors influencing the failure to graduate from the PACE dropout prevention and recovery program as identified by selected students in the Humble Independent School District. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/4828

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):

Inman, Rex Wayne, Sr. “Factors influencing the failure to graduate from the PACE dropout prevention and recovery program as identified by selected students in the Humble Independent School District.” 2007. Thesis, Texas A&M University. Accessed April 19, 2019. http://hdl.handle.net/1969.1/4828.

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

MLA Handbook (7th Edition):

Inman, Rex Wayne, Sr. “Factors influencing the failure to graduate from the PACE dropout prevention and recovery program as identified by selected students in the Humble Independent School District.” 2007. Web. 19 Apr 2019.

Vancouver:

Inman, Rex Wayne S. Factors influencing the failure to graduate from the PACE dropout prevention and recovery program as identified by selected students in the Humble Independent School District. [Internet] [Thesis]. Texas A&M University; 2007. [cited 2019 Apr 19]. Available from: http://hdl.handle.net/1969.1/4828.

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

Council of Science Editors:

Inman, Rex Wayne S. Factors influencing the failure to graduate from the PACE dropout prevention and recovery program as identified by selected students in the Humble Independent School District. [Thesis]. Texas A&M University; 2007. Available from: http://hdl.handle.net/1969.1/4828

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

[1] [2]

.