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You searched for +publisher:"Texas A&M University" +contributor:("Smith, Karen"). Showing records 1 – 7 of 7 total matches.

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Texas A&M University

1. Rodriguez, Reyes Isaac. A Triple Quandary in Creating a Sense of Belonging as English Language Learners Experience Transitions: The Perceptions of Bilingual Teachers at Four Elementary Campuses in the Rio Grande Valley.

Degree: 2016, Texas A&M University

 The purpose of this qualitative study was to identify the impact of the present grade-span configuration on the sense of belonging in English Language Learners… (more)

Subjects/Keywords: transition; sense of belonging; English Language Learners

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APA (6th Edition):

Rodriguez, R. I. (2016). A Triple Quandary in Creating a Sense of Belonging as English Language Learners Experience Transitions: The Perceptions of Bilingual Teachers at Four Elementary Campuses in the Rio Grande Valley. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/157831

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

Chicago Manual of Style (16th Edition):

Rodriguez, Reyes Isaac. “A Triple Quandary in Creating a Sense of Belonging as English Language Learners Experience Transitions: The Perceptions of Bilingual Teachers at Four Elementary Campuses in the Rio Grande Valley.” 2016. Thesis, Texas A&M University. Accessed June 24, 2019. http://hdl.handle.net/1969.1/157831.

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

MLA Handbook (7th Edition):

Rodriguez, Reyes Isaac. “A Triple Quandary in Creating a Sense of Belonging as English Language Learners Experience Transitions: The Perceptions of Bilingual Teachers at Four Elementary Campuses in the Rio Grande Valley.” 2016. Web. 24 Jun 2019.

Vancouver:

Rodriguez RI. A Triple Quandary in Creating a Sense of Belonging as English Language Learners Experience Transitions: The Perceptions of Bilingual Teachers at Four Elementary Campuses in the Rio Grande Valley. [Internet] [Thesis]. Texas A&M University; 2016. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/1969.1/157831.

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

Council of Science Editors:

Rodriguez RI. A Triple Quandary in Creating a Sense of Belonging as English Language Learners Experience Transitions: The Perceptions of Bilingual Teachers at Four Elementary Campuses in the Rio Grande Valley. [Thesis]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/157831

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


Texas A&M University

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

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

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

Subjects/Keywords: Gifted; Self-concept

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Jones, Harleigh Paul. “The Non-Academic Self-Concept of Homogeneously Grouped Sixth through Eighth Grade Gifted and Talented Students.” 2018. Doctoral Dissertation, Texas A&M University. Accessed June 24, 2019. http://hdl.handle.net/1969.1/173434.

MLA Handbook (7th Edition):

Jones, Harleigh Paul. “The Non-Academic Self-Concept of Homogeneously Grouped Sixth through Eighth Grade Gifted and Talented Students.” 2018. Web. 24 Jun 2019.

Vancouver:

Jones HP. The Non-Academic Self-Concept of Homogeneously Grouped Sixth through Eighth Grade Gifted and Talented Students. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/1969.1/173434.

Council of Science Editors:

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


Texas A&M University

3. Morgan, Elyse Lenore. Implementation of Response to Intervention: A Case Study in a Texas Education Agency Designated Other Central City Suburban School District.

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

 Response to Intervention (RtI) is a critical component in the instructional continuum in KG-12 public education due to legislation requiring schools to provide struggling learners… (more)

Subjects/Keywords: Response to Intervention; replication study; elementary teachers' perceptions; secondary teachers' perceptions; counselors' perceptions; multi-tiered problem solving model

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APA (6th Edition):

Morgan, E. L. (2018). Implementation of Response to Intervention: A Case Study in a Texas Education Agency Designated Other Central City Suburban School District. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/173916

Chicago Manual of Style (16th Edition):

Morgan, Elyse Lenore. “Implementation of Response to Intervention: A Case Study in a Texas Education Agency Designated Other Central City Suburban School District.” 2018. Doctoral Dissertation, Texas A&M University. Accessed June 24, 2019. http://hdl.handle.net/1969.1/173916.

MLA Handbook (7th Edition):

Morgan, Elyse Lenore. “Implementation of Response to Intervention: A Case Study in a Texas Education Agency Designated Other Central City Suburban School District.” 2018. Web. 24 Jun 2019.

Vancouver:

Morgan EL. Implementation of Response to Intervention: A Case Study in a Texas Education Agency Designated Other Central City Suburban School District. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/1969.1/173916.

Council of Science Editors:

Morgan EL. Implementation of Response to Intervention: A Case Study in a Texas Education Agency Designated Other Central City Suburban School District. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/173916


Texas A&M University

4. Combs, Daniel Philip. Exploring the Judicial Use of the Ethics of Justice and Care in Deciding Fourth Amendment Cases: Implications for Students' Rights.

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

 This analysis examined the degree to which courts of law reveal non-traditional ethics in the manner in which the legal reasoning is crafted. The study… (more)

Subjects/Keywords: Students' Rights; Fourth Amendment; Search and Seizure

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APA (6th Edition):

Combs, D. P. (2017). Exploring the Judicial Use of the Ethics of Justice and Care in Deciding Fourth Amendment Cases: Implications for Students' Rights. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/169585

Chicago Manual of Style (16th Edition):

Combs, Daniel Philip. “Exploring the Judicial Use of the Ethics of Justice and Care in Deciding Fourth Amendment Cases: Implications for Students' Rights.” 2017. Doctoral Dissertation, Texas A&M University. Accessed June 24, 2019. http://hdl.handle.net/1969.1/169585.

MLA Handbook (7th Edition):

Combs, Daniel Philip. “Exploring the Judicial Use of the Ethics of Justice and Care in Deciding Fourth Amendment Cases: Implications for Students' Rights.” 2017. Web. 24 Jun 2019.

Vancouver:

Combs DP. Exploring the Judicial Use of the Ethics of Justice and Care in Deciding Fourth Amendment Cases: Implications for Students' Rights. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/1969.1/169585.

Council of Science Editors:

Combs DP. Exploring the Judicial Use of the Ethics of Justice and Care in Deciding Fourth Amendment Cases: Implications for Students' Rights. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/169585


Texas A&M University

5. Alonzo, Elias. Teacher Perceptions Regarding Administrative Decision-Making at a Predominately Mexican American High School in Academic Jeopardy.

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

 The purpose of this this mixed methods study, utilizing survey and interview data, was to present teacher perceptions regarding the decision-making process and outcomes of… (more)

Subjects/Keywords: Administrative decision-Making; High Stakes Testing

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

APA (6th Edition):

Alonzo, E. (2017). Teacher Perceptions Regarding Administrative Decision-Making at a Predominately Mexican American High School in Academic Jeopardy. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/169625

Chicago Manual of Style (16th Edition):

Alonzo, Elias. “Teacher Perceptions Regarding Administrative Decision-Making at a Predominately Mexican American High School in Academic Jeopardy.” 2017. Doctoral Dissertation, Texas A&M University. Accessed June 24, 2019. http://hdl.handle.net/1969.1/169625.

MLA Handbook (7th Edition):

Alonzo, Elias. “Teacher Perceptions Regarding Administrative Decision-Making at a Predominately Mexican American High School in Academic Jeopardy.” 2017. Web. 24 Jun 2019.

Vancouver:

Alonzo E. Teacher Perceptions Regarding Administrative Decision-Making at a Predominately Mexican American High School in Academic Jeopardy. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/1969.1/169625.

Council of Science Editors:

Alonzo E. Teacher Perceptions Regarding Administrative Decision-Making at a Predominately Mexican American High School in Academic Jeopardy. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/169625


Texas A&M University

6. Anderson, Daniel K. To What Extent Is the Shift to Digital Readers Impacting the Role of the Elementary School Librarian?.

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

 Elementary school librarians and teacher-librarians are facing a new challenge in preparing students to become lifelong readers. By regularly and consistently promoting the principles of… (more)

Subjects/Keywords: Digital Readers; Librarians; E-books; E-readers

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

APA (6th Edition):

Anderson, D. K. (2017). To What Extent Is the Shift to Digital Readers Impacting the Role of the Elementary School Librarian?. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/169573

Chicago Manual of Style (16th Edition):

Anderson, Daniel K. “To What Extent Is the Shift to Digital Readers Impacting the Role of the Elementary School Librarian?.” 2017. Doctoral Dissertation, Texas A&M University. Accessed June 24, 2019. http://hdl.handle.net/1969.1/169573.

MLA Handbook (7th Edition):

Anderson, Daniel K. “To What Extent Is the Shift to Digital Readers Impacting the Role of the Elementary School Librarian?.” 2017. Web. 24 Jun 2019.

Vancouver:

Anderson DK. To What Extent Is the Shift to Digital Readers Impacting the Role of the Elementary School Librarian?. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/1969.1/169573.

Council of Science Editors:

Anderson DK. To What Extent Is the Shift to Digital Readers Impacting the Role of the Elementary School Librarian?. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/169573


Texas A&M University

7. Spicer, Tiffany T. Culturally Responsive Leadership: A Phenomenological Case Study on African American Female High School Principals.

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

 The history of the United States educational system has been plagued by issues of inequity. After the notable case of Brown v. Board of Education… (more)

Subjects/Keywords: Culturally Responsive Leadership; African American Female Principals; Womanist Theory; African Americans; females; leadership

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

APA (6th Edition):

Spicer, T. T. (2016). Culturally Responsive Leadership: A Phenomenological Case Study on African American Female High School Principals. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/157872

Chicago Manual of Style (16th Edition):

Spicer, Tiffany T. “Culturally Responsive Leadership: A Phenomenological Case Study on African American Female High School Principals.” 2016. Doctoral Dissertation, Texas A&M University. Accessed June 24, 2019. http://hdl.handle.net/1969.1/157872.

MLA Handbook (7th Edition):

Spicer, Tiffany T. “Culturally Responsive Leadership: A Phenomenological Case Study on African American Female High School Principals.” 2016. Web. 24 Jun 2019.

Vancouver:

Spicer TT. Culturally Responsive Leadership: A Phenomenological Case Study on African American Female High School Principals. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2019 Jun 24]. Available from: http://hdl.handle.net/1969.1/157872.

Council of Science Editors:

Spicer TT. Culturally Responsive Leadership: A Phenomenological Case Study on African American Female High School Principals. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/157872

.