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You searched for +publisher:"Texas A&M University" +contributor:("Stanley, Christine"). Showing records 1 – 30 of 77 total matches.

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Texas A&M University

1. de Rodriguez, Vanessa Diaz. The senior year experience at Texas A&M University: graduating seniors make meaning of their undergraduate education.

Degree: 2009, Texas A&M University

 The purpose of this study was to identify if and how graduating seniors make meaning of their undergraduate education by exploring graduating seniors? understanding of… (more)

Subjects/Keywords: Senior Year; Undergraduate Education

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APA (6th Edition):

de Rodriguez, V. D. (2009). The senior year experience at Texas A&M University: graduating seniors make meaning of their undergraduate education. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2483

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):

de Rodriguez, Vanessa Diaz. “The senior year experience at Texas A&M University: graduating seniors make meaning of their undergraduate education.” 2009. Thesis, Texas A&M University. Accessed February 23, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2483.

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

MLA Handbook (7th Edition):

de Rodriguez, Vanessa Diaz. “The senior year experience at Texas A&M University: graduating seniors make meaning of their undergraduate education.” 2009. Web. 23 Feb 2020.

Vancouver:

de Rodriguez VD. The senior year experience at Texas A&M University: graduating seniors make meaning of their undergraduate education. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2483.

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

Council of Science Editors:

de Rodriguez VD. The senior year experience at Texas A&M University: graduating seniors make meaning of their undergraduate education. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2483

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


Texas A&M University

2. Dickerson, Kimberly Lynn. Stress and self-efficacy of special education and general education student teachers during and after the student teaching internship.

Degree: 2009, Texas A&M University

 The purpose of this study was to determine if special education and general education student teachers differed significantly in stress and selfefficacy during and following… (more)

Subjects/Keywords: Stress; Self-Efficacy; Special Education; Student Teachers

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APA (6th Edition):

Dickerson, K. L. (2009). Stress and self-efficacy of special education and general education student teachers during and after the student teaching internship. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2699

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):

Dickerson, Kimberly Lynn. “Stress and self-efficacy of special education and general education student teachers during and after the student teaching internship.” 2009. Thesis, Texas A&M University. Accessed February 23, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2699.

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

MLA Handbook (7th Edition):

Dickerson, Kimberly Lynn. “Stress and self-efficacy of special education and general education student teachers during and after the student teaching internship.” 2009. Web. 23 Feb 2020.

Vancouver:

Dickerson KL. Stress and self-efficacy of special education and general education student teachers during and after the student teaching internship. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2699.

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

Council of Science Editors:

Dickerson KL. Stress and self-efficacy of special education and general education student teachers during and after the student teaching internship. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2699

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


Texas A&M University

3. Byrd, Marilyn Yvonne. To enter and lead: renegotiating meanings of leadership and examining leadership theory of social power from the perspectives of African American women leaders in predominantly white organizations.

Degree: 2009, Texas A&M University

 This qualitative, phenomenological study examined the leadership experiences of 10 African American women (AAW) – current or former leaders in predominantly white organizations – to gain an… (more)

Subjects/Keywords: leadership; theory; power; African American women

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APA (6th Edition):

Byrd, M. Y. (2009). To enter and lead: renegotiating meanings of leadership and examining leadership theory of social power from the perspectives of African American women leaders in predominantly white organizations. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2711

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):

Byrd, Marilyn Yvonne. “To enter and lead: renegotiating meanings of leadership and examining leadership theory of social power from the perspectives of African American women leaders in predominantly white organizations.” 2009. Thesis, Texas A&M University. Accessed February 23, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2711.

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

MLA Handbook (7th Edition):

Byrd, Marilyn Yvonne. “To enter and lead: renegotiating meanings of leadership and examining leadership theory of social power from the perspectives of African American women leaders in predominantly white organizations.” 2009. Web. 23 Feb 2020.

Vancouver:

Byrd MY. To enter and lead: renegotiating meanings of leadership and examining leadership theory of social power from the perspectives of African American women leaders in predominantly white organizations. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2711.

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

Council of Science Editors:

Byrd MY. To enter and lead: renegotiating meanings of leadership and examining leadership theory of social power from the perspectives of African American women leaders in predominantly white organizations. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2711

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


Texas A&M University

4. Brown, Ronald William. Percieved influence of societal dissonance, self-efficacy, African American male mentorship, and institutional support on the success of African American Males in a predominantly whie insitution of higher education.

Degree: 2009, Texas A&M University

 For the past decade the attainment gap in college admission and graduation rates between Black males and their White counterparts has continued to grow. A… (more)

Subjects/Keywords: African American; male; societal dissonance; mentorship

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APA (6th Edition):

Brown, R. W. (2009). Percieved influence of societal dissonance, self-efficacy, African American male mentorship, and institutional support on the success of African American Males in a predominantly whie insitution of higher education. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2934

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):

Brown, Ronald William. “Percieved influence of societal dissonance, self-efficacy, African American male mentorship, and institutional support on the success of African American Males in a predominantly whie insitution of higher education.” 2009. Thesis, Texas A&M University. Accessed February 23, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2934.

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

MLA Handbook (7th Edition):

Brown, Ronald William. “Percieved influence of societal dissonance, self-efficacy, African American male mentorship, and institutional support on the success of African American Males in a predominantly whie insitution of higher education.” 2009. Web. 23 Feb 2020.

Vancouver:

Brown RW. Percieved influence of societal dissonance, self-efficacy, African American male mentorship, and institutional support on the success of African American Males in a predominantly whie insitution of higher education. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2934.

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

Council of Science Editors:

Brown RW. Percieved influence of societal dissonance, self-efficacy, African American male mentorship, and institutional support on the success of African American Males in a predominantly whie insitution of higher education. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2934

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


Texas A&M University

5. Dixon, Shantina Rayford. A study of parental involvement and school climate: Perspective from the middle school.

Degree: 2009, Texas A&M University

 This study examines school level differences on different dimensions of teacherrated parent involvement and school climate while adjusting for age, gender, ethnicity, how certified, and… (more)

Subjects/Keywords: Teachers; Education

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APA (6th Edition):

Dixon, S. R. (2009). A study of parental involvement and school climate: Perspective from the middle school. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-3070

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):

Dixon, Shantina Rayford. “A study of parental involvement and school climate: Perspective from the middle school.” 2009. Thesis, Texas A&M University. Accessed February 23, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-3070.

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

MLA Handbook (7th Edition):

Dixon, Shantina Rayford. “A study of parental involvement and school climate: Perspective from the middle school.” 2009. Web. 23 Feb 2020.

Vancouver:

Dixon SR. A study of parental involvement and school climate: Perspective from the middle school. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3070.

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

Council of Science Editors:

Dixon SR. A study of parental involvement and school climate: Perspective from the middle school. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3070

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


Texas A&M University

6. Price, Jon Kevin. Identification of core goals and related outcome measurements for the development of community service-learning programs in selected institutions of higher education.

Degree: 2009, Texas A&M University

 The purpose of this study was to identify important educational goals and valid and feasible outcome measures that could be used in the design and… (more)

Subjects/Keywords: service-learning; education administration; student affairs; volunteerism; community; service

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APA (6th Edition):

Price, J. K. (2009). Identification of core goals and related outcome measurements for the development of community service-learning programs in selected institutions of higher education. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-3147

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):

Price, Jon Kevin. “Identification of core goals and related outcome measurements for the development of community service-learning programs in selected institutions of higher education.” 2009. Thesis, Texas A&M University. Accessed February 23, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-3147.

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

MLA Handbook (7th Edition):

Price, Jon Kevin. “Identification of core goals and related outcome measurements for the development of community service-learning programs in selected institutions of higher education.” 2009. Web. 23 Feb 2020.

Vancouver:

Price JK. Identification of core goals and related outcome measurements for the development of community service-learning programs in selected institutions of higher education. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3147.

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

Council of Science Editors:

Price JK. Identification of core goals and related outcome measurements for the development of community service-learning programs in selected institutions of higher education. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3147

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


Texas A&M University

7. Woodard, Leslie Dorise. Middle grades in-service teachers pedagogical content knowledge of student internal representation of equivalent fractions and algebraic expressions.

Degree: 2009, Texas A&M University

 This study examined teacher pedagogical content knowledge changes through a Middle School Mathematics Program professional development workshop, development of noticing use of student representations, and… (more)

Subjects/Keywords: Pedagogical Content Knowledge; Mathematical Representations; Personal Construct Psychology

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APA (6th Edition):

Woodard, L. D. (2009). Middle grades in-service teachers pedagogical content knowledge of student internal representation of equivalent fractions and algebraic expressions. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-3153

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):

Woodard, Leslie Dorise. “Middle grades in-service teachers pedagogical content knowledge of student internal representation of equivalent fractions and algebraic expressions.” 2009. Thesis, Texas A&M University. Accessed February 23, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-3153.

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

MLA Handbook (7th Edition):

Woodard, Leslie Dorise. “Middle grades in-service teachers pedagogical content knowledge of student internal representation of equivalent fractions and algebraic expressions.” 2009. Web. 23 Feb 2020.

Vancouver:

Woodard LD. Middle grades in-service teachers pedagogical content knowledge of student internal representation of equivalent fractions and algebraic expressions. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3153.

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

Council of Science Editors:

Woodard LD. Middle grades in-service teachers pedagogical content knowledge of student internal representation of equivalent fractions and algebraic expressions. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3153

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


Texas A&M University

8. Morales-Vale, Suzanne. Towards a culture of caring: formative assessment interactions to improve teaching and learning for developmental studies students in a community college.

Degree: 2009, Texas A&M University

 The purpose of this study was to understand how formative assessment interactions in developmental education reading, writing, and mathematics courses at a community college were… (more)

Subjects/Keywords: Formative Assessment; Community College

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APA (6th Edition):

Morales-Vale, S. (2009). Towards a culture of caring: formative assessment interactions to improve teaching and learning for developmental studies students in a community college. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-3154

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):

Morales-Vale, Suzanne. “Towards a culture of caring: formative assessment interactions to improve teaching and learning for developmental studies students in a community college.” 2009. Thesis, Texas A&M University. Accessed February 23, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-3154.

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

MLA Handbook (7th Edition):

Morales-Vale, Suzanne. “Towards a culture of caring: formative assessment interactions to improve teaching and learning for developmental studies students in a community college.” 2009. Web. 23 Feb 2020.

Vancouver:

Morales-Vale S. Towards a culture of caring: formative assessment interactions to improve teaching and learning for developmental studies students in a community college. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3154.

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

Council of Science Editors:

Morales-Vale S. Towards a culture of caring: formative assessment interactions to improve teaching and learning for developmental studies students in a community college. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3154

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


Texas A&M University

9. Seitova, Dinara T. Perspectives on the Present State and Future of Higher Education Faculty Development in Kazakhstan: Implications for National Human Resource Development.

Degree: 2010, Texas A&M University

 After the collapse of the Soviet Union in the early 1990's Kazakhstan experienced a socio-economic transition from a socialist economy to a free market economy… (more)

Subjects/Keywords: National Human Resource Development in Kazakhstan; socio-cultural constructs; reforming higher education and faculty development; formation of new academic identity

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APA (6th Edition):

Seitova, D. T. (2010). Perspectives on the Present State and Future of Higher Education Faculty Development in Kazakhstan: Implications for National Human Resource Development. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7164

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):

Seitova, Dinara T. “Perspectives on the Present State and Future of Higher Education Faculty Development in Kazakhstan: Implications for National Human Resource Development.” 2010. Thesis, Texas A&M University. Accessed February 23, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7164.

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

MLA Handbook (7th Edition):

Seitova, Dinara T. “Perspectives on the Present State and Future of Higher Education Faculty Development in Kazakhstan: Implications for National Human Resource Development.” 2010. Web. 23 Feb 2020.

Vancouver:

Seitova DT. Perspectives on the Present State and Future of Higher Education Faculty Development in Kazakhstan: Implications for National Human Resource Development. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7164.

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

Council of Science Editors:

Seitova DT. Perspectives on the Present State and Future of Higher Education Faculty Development in Kazakhstan: Implications for National Human Resource Development. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7164

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


Texas A&M University

10. Boren, Laura. Campus Environmental Factors Influencing Student Leadership Development and Civic Engagement.

Degree: 2012, Texas A&M University

 Higher education institutions are continuously called upon by society to prepare students to be engaged citizens. Leadership is a core component to an individual being… (more)

Subjects/Keywords: Leadership; Civic Engagement; Higher Education

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APA (6th Edition):

Boren, L. (2012). Campus Environmental Factors Influencing Student Leadership Development and Civic Engagement. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10617

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):

Boren, Laura. “Campus Environmental Factors Influencing Student Leadership Development and Civic Engagement.” 2012. Thesis, Texas A&M University. Accessed February 23, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10617.

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

MLA Handbook (7th Edition):

Boren, Laura. “Campus Environmental Factors Influencing Student Leadership Development and Civic Engagement.” 2012. Web. 23 Feb 2020.

Vancouver:

Boren L. Campus Environmental Factors Influencing Student Leadership Development and Civic Engagement. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10617.

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

Council of Science Editors:

Boren L. Campus Environmental Factors Influencing Student Leadership Development and Civic Engagement. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10617

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


Texas A&M University

11. Spurlock, Rebecca L. Work, Nonwork, and Network: The Public and Private Lives of Women Chief Student Affairs Officers.

Degree: 2010, Texas A&M University

 Women make up a majority of those employed in higher education, yet they are still a minority in leadership positions. Completing a doctoral degree, relocating… (more)

Subjects/Keywords: Chief Student Affairs Officers; Women in Higher Education; Equity; Women; Female administrators; Issues for Women

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APA (6th Edition):

Spurlock, R. L. (2010). Work, Nonwork, and Network: The Public and Private Lives of Women Chief Student Affairs Officers. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-892

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):

Spurlock, Rebecca L. “Work, Nonwork, and Network: The Public and Private Lives of Women Chief Student Affairs Officers.” 2010. Thesis, Texas A&M University. Accessed February 23, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-892.

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

MLA Handbook (7th Edition):

Spurlock, Rebecca L. “Work, Nonwork, and Network: The Public and Private Lives of Women Chief Student Affairs Officers.” 2010. Web. 23 Feb 2020.

Vancouver:

Spurlock RL. Work, Nonwork, and Network: The Public and Private Lives of Women Chief Student Affairs Officers. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-892.

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

Council of Science Editors:

Spurlock RL. Work, Nonwork, and Network: The Public and Private Lives of Women Chief Student Affairs Officers. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-892

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


Texas A&M University

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

Degree: 2014, Texas A&M University

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

Subjects/Keywords: multidimensional racial identity; case study methodology

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Jones, Veronica Adele. “Taking the Picture out of the Frame: A Multidimensional Approach to Racial Identity.” 2014. Thesis, Texas A&M University. Accessed February 23, 2020. http://hdl.handle.net/1969.1/152830.

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

MLA Handbook (7th Edition):

Jones, Veronica Adele. “Taking the Picture out of the Frame: A Multidimensional Approach to Racial Identity.” 2014. Web. 23 Feb 2020.

Vancouver:

Jones VA. Taking the Picture out of the Frame: A Multidimensional Approach to Racial Identity. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/1969.1/152830.

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

Council of Science Editors:

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

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


Texas A&M University

13. Henson, Harold Alonso. Clinical Continuing Professional Education in Dental Hygiene Practice Using Kolb?s Experiential Learning Theory.

Degree: 2014, Texas A&M University

 The purpose of this qualitative study was to understand how learning is facilitated in a dental hygiene clinical continuing education course designed using Kolb?s experiential… (more)

Subjects/Keywords: Qualitative; Dental Hygiene; Continuing Professional Education; Kolb's Experiential Learning Theory

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APA (6th Edition):

Henson, H. A. (2014). Clinical Continuing Professional Education in Dental Hygiene Practice Using Kolb?s Experiential Learning Theory. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153520

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):

Henson, Harold Alonso. “Clinical Continuing Professional Education in Dental Hygiene Practice Using Kolb?s Experiential Learning Theory.” 2014. Thesis, Texas A&M University. Accessed February 23, 2020. http://hdl.handle.net/1969.1/153520.

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

MLA Handbook (7th Edition):

Henson, Harold Alonso. “Clinical Continuing Professional Education in Dental Hygiene Practice Using Kolb?s Experiential Learning Theory.” 2014. Web. 23 Feb 2020.

Vancouver:

Henson HA. Clinical Continuing Professional Education in Dental Hygiene Practice Using Kolb?s Experiential Learning Theory. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/1969.1/153520.

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

Council of Science Editors:

Henson HA. Clinical Continuing Professional Education in Dental Hygiene Practice Using Kolb?s Experiential Learning Theory. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153520

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


Texas A&M University

14. Murdock, David A. The Effectiveness of a Classroom Assessment Technique (CAT) in the Calculus I Classroom.

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

 This study examined the effectiveness of a classroom assessment technique (CAT) in the Calculus I classroom using a quasi-quantitative research design methodology. A single university,… (more)

Subjects/Keywords: classroom assessement

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

APA (6th Edition):

Murdock, D. A. (2018). The Effectiveness of a Classroom Assessment Technique (CAT) in the Calculus I Classroom. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/173695

Chicago Manual of Style (16th Edition):

Murdock, David A. “The Effectiveness of a Classroom Assessment Technique (CAT) in the Calculus I Classroom.” 2018. Doctoral Dissertation, Texas A&M University. Accessed February 23, 2020. http://hdl.handle.net/1969.1/173695.

MLA Handbook (7th Edition):

Murdock, David A. “The Effectiveness of a Classroom Assessment Technique (CAT) in the Calculus I Classroom.” 2018. Web. 23 Feb 2020.

Vancouver:

Murdock DA. The Effectiveness of a Classroom Assessment Technique (CAT) in the Calculus I Classroom. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/1969.1/173695.

Council of Science Editors:

Murdock DA. The Effectiveness of a Classroom Assessment Technique (CAT) in the Calculus I Classroom. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/173695


Texas A&M University

15. Murdock, David A. The Effectiveness of a Classroom Assessment Technique (CAT) in the Calculus I Classroom.

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

 This study examined the effectiveness of a classroom assessment technique (CAT) in the Calculus I classroom using a quasi-quantitative research design methodology. A single university,… (more)

Subjects/Keywords: classroom assessement

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

APA (6th Edition):

Murdock, D. A. (2018). The Effectiveness of a Classroom Assessment Technique (CAT) in the Calculus I Classroom. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/173787

Chicago Manual of Style (16th Edition):

Murdock, David A. “The Effectiveness of a Classroom Assessment Technique (CAT) in the Calculus I Classroom.” 2018. Doctoral Dissertation, Texas A&M University. Accessed February 23, 2020. http://hdl.handle.net/1969.1/173787.

MLA Handbook (7th Edition):

Murdock, David A. “The Effectiveness of a Classroom Assessment Technique (CAT) in the Calculus I Classroom.” 2018. Web. 23 Feb 2020.

Vancouver:

Murdock DA. The Effectiveness of a Classroom Assessment Technique (CAT) in the Calculus I Classroom. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/1969.1/173787.

Council of Science Editors:

Murdock DA. The Effectiveness of a Classroom Assessment Technique (CAT) in the Calculus I Classroom. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/173787


Texas A&M University

16. Wickens, Corrine Marie. Queering young adult literature: examining sexual minorities in contemporary realistic fiction.

Degree: 2009, Texas A&M University

 Fiction that incorporates gay, lesbian, bisexual, transgender, or questioning of heterosexuality itself (GLBTQ) themes and characters has been noted among the most widely censored novels… (more)

Subjects/Keywords: young adult literature; identity

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APA (6th Edition):

Wickens, C. M. (2009). Queering young adult literature: examining sexual minorities in contemporary realistic fiction. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2492

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):

Wickens, Corrine Marie. “Queering young adult literature: examining sexual minorities in contemporary realistic fiction.” 2009. Thesis, Texas A&M University. Accessed February 23, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2492.

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

MLA Handbook (7th Edition):

Wickens, Corrine Marie. “Queering young adult literature: examining sexual minorities in contemporary realistic fiction.” 2009. Web. 23 Feb 2020.

Vancouver:

Wickens CM. Queering young adult literature: examining sexual minorities in contemporary realistic fiction. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2492.

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

Council of Science Editors:

Wickens CM. Queering young adult literature: examining sexual minorities in contemporary realistic fiction. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2492

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


Texas A&M University

17. Weatherly, Martha Gail. Personal develoment and transformational outcomes for women earning an online degree.

Degree: 2009, Texas A&M University

 This qualitative study was designed to investigate the changes that occurred in the lives of women as a result of earning a fully online master?s… (more)

Subjects/Keywords: women; online; learning

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APA (6th Edition):

Weatherly, M. G. (2009). Personal develoment and transformational outcomes for women earning an online degree. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2495

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):

Weatherly, Martha Gail. “Personal develoment and transformational outcomes for women earning an online degree.” 2009. Thesis, Texas A&M University. Accessed February 23, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2495.

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

MLA Handbook (7th Edition):

Weatherly, Martha Gail. “Personal develoment and transformational outcomes for women earning an online degree.” 2009. Web. 23 Feb 2020.

Vancouver:

Weatherly MG. Personal develoment and transformational outcomes for women earning an online degree. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2495.

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

Council of Science Editors:

Weatherly MG. Personal develoment and transformational outcomes for women earning an online degree. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2495

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


Texas A&M University

18. Rozeboom, David John. Self-report and Direct Observer's Perceived Leadership Practices of Chief Student Affairs Officers in Selected Institutions of Higher Education in the United States.

Degree: 2009, Texas A&M University

 The purpose of this study was to determine the perceived leadership practices of chief student affairs officers in the United States in order to establish… (more)

Subjects/Keywords: Leadership; Practices; Chief Student Affairs Officers; Higher Education

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APA (6th Edition):

Rozeboom, D. J. (2009). Self-report and Direct Observer's Perceived Leadership Practices of Chief Student Affairs Officers in Selected Institutions of Higher Education in the United States. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2936

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):

Rozeboom, David John. “Self-report and Direct Observer's Perceived Leadership Practices of Chief Student Affairs Officers in Selected Institutions of Higher Education in the United States.” 2009. Thesis, Texas A&M University. Accessed February 23, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2936.

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

MLA Handbook (7th Edition):

Rozeboom, David John. “Self-report and Direct Observer's Perceived Leadership Practices of Chief Student Affairs Officers in Selected Institutions of Higher Education in the United States.” 2009. Web. 23 Feb 2020.

Vancouver:

Rozeboom DJ. Self-report and Direct Observer's Perceived Leadership Practices of Chief Student Affairs Officers in Selected Institutions of Higher Education in the United States. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2936.

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

Council of Science Editors:

Rozeboom DJ. Self-report and Direct Observer's Perceived Leadership Practices of Chief Student Affairs Officers in Selected Institutions of Higher Education in the United States. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2936

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


Texas A&M University

19. Ramos, Noe. Hispanic teachers' perceptions of children with ADHD.

Degree: 2009, Texas A&M University

 A vast number of children, approximating nearly 4 million, have received a diagnosis of ADHD. It is important that teachers are well educated with regard… (more)

Subjects/Keywords: Hispanic1; ADHD2

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APA (6th Edition):

Ramos, N. (2009). Hispanic teachers' perceptions of children with ADHD. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-3072

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):

Ramos, Noe. “Hispanic teachers' perceptions of children with ADHD.” 2009. Thesis, Texas A&M University. Accessed February 23, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-3072.

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

MLA Handbook (7th Edition):

Ramos, Noe. “Hispanic teachers' perceptions of children with ADHD.” 2009. Web. 23 Feb 2020.

Vancouver:

Ramos N. Hispanic teachers' perceptions of children with ADHD. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3072.

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

Council of Science Editors:

Ramos N. Hispanic teachers' perceptions of children with ADHD. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3072

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


Texas A&M University

20. Rodriguez-Escobar, Olga Lydia. Application of the cumulative risk model in predicting school readiness in Head Start children.

Degree: 2009, Texas A&M University

 This study investigates the degree to which the cumulative risk index predicted school readiness in a Head Start population. In general, the reviewed studies indicated… (more)

Subjects/Keywords: Cumulative Risk Model; Head Start

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APA (6th Edition):

Rodriguez-Escobar, O. L. (2009). Application of the cumulative risk model in predicting school readiness in Head Start children. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1623

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-Escobar, Olga Lydia. “Application of the cumulative risk model in predicting school readiness in Head Start children.” 2009. Thesis, Texas A&M University. Accessed February 23, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-1623.

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

MLA Handbook (7th Edition):

Rodriguez-Escobar, Olga Lydia. “Application of the cumulative risk model in predicting school readiness in Head Start children.” 2009. Web. 23 Feb 2020.

Vancouver:

Rodriguez-Escobar OL. Application of the cumulative risk model in predicting school readiness in Head Start children. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1623.

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

Council of Science Editors:

Rodriguez-Escobar OL. Application of the cumulative risk model in predicting school readiness in Head Start children. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1623

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


Texas A&M University

21. Cook, Krystal Tisha'. Effects of Parent Expectations and Involvement on the School Readiness of Children in Head Start.

Degree: 2010, Texas A&M University

 There is an achievement gap occurring between ethnic minority children, mostly from low-income homes, and European American children in the United States. The gap between… (more)

Subjects/Keywords: Parent expectations; Parent involvement; Head Start; Preschool child development; School readiness

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APA (6th Edition):

Cook, K. T. (2010). Effects of Parent Expectations and Involvement on the School Readiness of Children in Head Start. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7151

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):

Cook, Krystal Tisha'. “Effects of Parent Expectations and Involvement on the School Readiness of Children in Head Start.” 2010. Thesis, Texas A&M University. Accessed February 23, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7151.

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

MLA Handbook (7th Edition):

Cook, Krystal Tisha'. “Effects of Parent Expectations and Involvement on the School Readiness of Children in Head Start.” 2010. Web. 23 Feb 2020.

Vancouver:

Cook KT. Effects of Parent Expectations and Involvement on the School Readiness of Children in Head Start. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7151.

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

Council of Science Editors:

Cook KT. Effects of Parent Expectations and Involvement on the School Readiness of Children in Head Start. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7151

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


Texas A&M University

22. Wilkerson, Steven Lamar. An Empirical Analysis of Factors That Influence the First Year to Second Year Retention of Students at One Large, Hispanic Serving Institution (HSI).

Degree: 2009, Texas A&M University

 The purpose of this study was to identify how input and environmental factors impact first-to-second year retention of undergraduate students at a large Hispanic Serving… (more)

Subjects/Keywords: Retention; College Students

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APA (6th Edition):

Wilkerson, S. L. (2009). An Empirical Analysis of Factors That Influence the First Year to Second Year Retention of Students at One Large, Hispanic Serving Institution (HSI). (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-3287

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):

Wilkerson, Steven Lamar. “An Empirical Analysis of Factors That Influence the First Year to Second Year Retention of Students at One Large, Hispanic Serving Institution (HSI).” 2009. Thesis, Texas A&M University. Accessed February 23, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-3287.

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

MLA Handbook (7th Edition):

Wilkerson, Steven Lamar. “An Empirical Analysis of Factors That Influence the First Year to Second Year Retention of Students at One Large, Hispanic Serving Institution (HSI).” 2009. Web. 23 Feb 2020.

Vancouver:

Wilkerson SL. An Empirical Analysis of Factors That Influence the First Year to Second Year Retention of Students at One Large, Hispanic Serving Institution (HSI). [Internet] [Thesis]. Texas A&M University; 2009. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3287.

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

Council of Science Editors:

Wilkerson SL. An Empirical Analysis of Factors That Influence the First Year to Second Year Retention of Students at One Large, Hispanic Serving Institution (HSI). [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3287

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


Texas A&M University

23. Bond, Linda Thorsen. Women negotiating collaborative learning: an exploratory study of undergraduate students in a select university setting.

Degree: 2008, Texas A&M University

 The purpose of the study is to explore women's experiences as they negotiate collaborative group projects in a college course. This qualitative study extends the… (more)

Subjects/Keywords: Learning; Collaborative

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APA (6th Edition):

Bond, L. T. (2008). Women negotiating collaborative learning: an exploratory study of undergraduate students in a select university setting. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/85927

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):

Bond, Linda Thorsen. “Women negotiating collaborative learning: an exploratory study of undergraduate students in a select university setting.” 2008. Thesis, Texas A&M University. Accessed February 23, 2020. http://hdl.handle.net/1969.1/85927.

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

MLA Handbook (7th Edition):

Bond, Linda Thorsen. “Women negotiating collaborative learning: an exploratory study of undergraduate students in a select university setting.” 2008. Web. 23 Feb 2020.

Vancouver:

Bond LT. Women negotiating collaborative learning: an exploratory study of undergraduate students in a select university setting. [Internet] [Thesis]. Texas A&M University; 2008. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/1969.1/85927.

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

Council of Science Editors:

Bond LT. Women negotiating collaborative learning: an exploratory study of undergraduate students in a select university setting. [Thesis]. Texas A&M University; 2008. Available from: http://hdl.handle.net/1969.1/85927

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


Texas A&M University

24. Villa, Maria G. The Impact of Program Experiences on the Retention of Women Engineering Students in Mexico.

Degree: 2010, Texas A&M University

 This qualitative study sought to describe and understand the experiences of female students attending engineering colleges in Mexico and the sources of support and strategies… (more)

Subjects/Keywords: Women engineering students; Mexico; College student retention; International engineering education

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APA (6th Edition):

Villa, M. G. (2010). The Impact of Program Experiences on the Retention of Women Engineering Students in Mexico. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2008-12-210

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):

Villa, Maria G. “The Impact of Program Experiences on the Retention of Women Engineering Students in Mexico.” 2010. Thesis, Texas A&M University. Accessed February 23, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2008-12-210.

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

MLA Handbook (7th Edition):

Villa, Maria G. “The Impact of Program Experiences on the Retention of Women Engineering Students in Mexico.” 2010. Web. 23 Feb 2020.

Vancouver:

Villa MG. The Impact of Program Experiences on the Retention of Women Engineering Students in Mexico. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2008-12-210.

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

Council of Science Editors:

Villa MG. The Impact of Program Experiences on the Retention of Women Engineering Students in Mexico. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2008-12-210

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


Texas A&M University

25. Sandoval, Carolyn L. ?Doin? Whatever I Had to Do to Survive?: A Study of Resistance, Agency, and Transformation in the Lives of Incarcerated Women.

Degree: 2013, Texas A&M University

 The number of women who are incarcerated has increased significantly in the past few decades. Originally designed to manage male offenders, jails and prisons are… (more)

Subjects/Keywords: Adult education; Agency; Ethnodrama; Feminism; Incarcerated women; Life history; Resistance; Transformative learning; Victimization

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APA (6th Edition):

Sandoval, C. L. (2013). ?Doin? Whatever I Had to Do to Survive?: A Study of Resistance, Agency, and Transformation in the Lives of Incarcerated Women. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149476

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):

Sandoval, Carolyn L. “?Doin? Whatever I Had to Do to Survive?: A Study of Resistance, Agency, and Transformation in the Lives of Incarcerated Women.” 2013. Thesis, Texas A&M University. Accessed February 23, 2020. http://hdl.handle.net/1969.1/149476.

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

MLA Handbook (7th Edition):

Sandoval, Carolyn L. “?Doin? Whatever I Had to Do to Survive?: A Study of Resistance, Agency, and Transformation in the Lives of Incarcerated Women.” 2013. Web. 23 Feb 2020.

Vancouver:

Sandoval CL. ?Doin? Whatever I Had to Do to Survive?: A Study of Resistance, Agency, and Transformation in the Lives of Incarcerated Women. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/1969.1/149476.

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

Council of Science Editors:

Sandoval CL. ?Doin? Whatever I Had to Do to Survive?: A Study of Resistance, Agency, and Transformation in the Lives of Incarcerated Women. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149476

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


Texas A&M University

26. Bentley, Kimberly Marie. Opening the Pipeline for Science, Technology, Engineering, and Mathematics Health Education: Perceptions of Teacher Preparatory Program Participants.

Degree: 2013, Texas A&M University

 It is undeniably obvious that the United States has fallen behind many other industrialized countries in terms of STEM education of its citizenry. While many… (more)

Subjects/Keywords: Perceptions; STEM; science education; students of color; health education

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APA (6th Edition):

Bentley, K. M. (2013). Opening the Pipeline for Science, Technology, Engineering, and Mathematics Health Education: Perceptions of Teacher Preparatory Program Participants. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151720

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):

Bentley, Kimberly Marie. “Opening the Pipeline for Science, Technology, Engineering, and Mathematics Health Education: Perceptions of Teacher Preparatory Program Participants.” 2013. Thesis, Texas A&M University. Accessed February 23, 2020. http://hdl.handle.net/1969.1/151720.

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

MLA Handbook (7th Edition):

Bentley, Kimberly Marie. “Opening the Pipeline for Science, Technology, Engineering, and Mathematics Health Education: Perceptions of Teacher Preparatory Program Participants.” 2013. Web. 23 Feb 2020.

Vancouver:

Bentley KM. Opening the Pipeline for Science, Technology, Engineering, and Mathematics Health Education: Perceptions of Teacher Preparatory Program Participants. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/1969.1/151720.

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

Council of Science Editors:

Bentley KM. Opening the Pipeline for Science, Technology, Engineering, and Mathematics Health Education: Perceptions of Teacher Preparatory Program Participants. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151720

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


Texas A&M University

27. Lewis, Judith Holbrook. A Delphi Study Assessing Effective Peer Faculty E-Mentoring to Support Scaling Distance Education Programs.

Degree: 2014, Texas A&M University

 This research addressed a gap in the literature regarding the use of e-mentoring as a successful infrastructure mechanism to support educators in delivery of higher… (more)

Subjects/Keywords: e-mentoring; Delphi Study; Delphi Technique; coach/practitioner relationship; scaling; peer faculty e-mentoring; distance education; Communities of Practice; Computer Mediated Communication; infrastructure

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

APA (6th Edition):

Lewis, J. H. (2014). A Delphi Study Assessing Effective Peer Faculty E-Mentoring to Support Scaling Distance Education Programs. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152568

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):

Lewis, Judith Holbrook. “A Delphi Study Assessing Effective Peer Faculty E-Mentoring to Support Scaling Distance Education Programs.” 2014. Thesis, Texas A&M University. Accessed February 23, 2020. http://hdl.handle.net/1969.1/152568.

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

MLA Handbook (7th Edition):

Lewis, Judith Holbrook. “A Delphi Study Assessing Effective Peer Faculty E-Mentoring to Support Scaling Distance Education Programs.” 2014. Web. 23 Feb 2020.

Vancouver:

Lewis JH. A Delphi Study Assessing Effective Peer Faculty E-Mentoring to Support Scaling Distance Education Programs. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/1969.1/152568.

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

Council of Science Editors:

Lewis JH. A Delphi Study Assessing Effective Peer Faculty E-Mentoring to Support Scaling Distance Education Programs. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/152568

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


Texas A&M University

28. Phillips, Glenn Allen. Peering Through the Fog: A Proposal for Veteran Critical Theory.

Degree: 2014, Texas A&M University

 As veterans return from Post 9/11 conflict and service, many will choose to enter institutions of higher education. The current scholarship on student veterans is… (more)

Subjects/Keywords: veteran; critical theory

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

APA (6th Edition):

Phillips, G. A. (2014). Peering Through the Fog: A Proposal for Veteran Critical Theory. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/153645

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, Glenn Allen. “Peering Through the Fog: A Proposal for Veteran Critical Theory.” 2014. Thesis, Texas A&M University. Accessed February 23, 2020. http://hdl.handle.net/1969.1/153645.

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

MLA Handbook (7th Edition):

Phillips, Glenn Allen. “Peering Through the Fog: A Proposal for Veteran Critical Theory.” 2014. Web. 23 Feb 2020.

Vancouver:

Phillips GA. Peering Through the Fog: A Proposal for Veteran Critical Theory. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/1969.1/153645.

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

Council of Science Editors:

Phillips GA. Peering Through the Fog: A Proposal for Veteran Critical Theory. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/153645

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


Texas A&M University

29. McIntosh, David Flint. Protecting the Ivory Tower: An Examination of How Whiteness is Understood and Enacted by Institutional Administrators.

Degree: PhD, Educational Administration, 2015, Texas A&M University

 American higher education has long been a space reserved for the privileged, based on any number of identity characteristics including race, gender, and socioeconomic status,… (more)

Subjects/Keywords: Whiteness; White Space; Higher Education; Higher Education Administrators

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

APA (6th Edition):

McIntosh, D. F. (2015). Protecting the Ivory Tower: An Examination of How Whiteness is Understood and Enacted by Institutional Administrators. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156193

Chicago Manual of Style (16th Edition):

McIntosh, David Flint. “Protecting the Ivory Tower: An Examination of How Whiteness is Understood and Enacted by Institutional Administrators.” 2015. Doctoral Dissertation, Texas A&M University. Accessed February 23, 2020. http://hdl.handle.net/1969.1/156193.

MLA Handbook (7th Edition):

McIntosh, David Flint. “Protecting the Ivory Tower: An Examination of How Whiteness is Understood and Enacted by Institutional Administrators.” 2015. Web. 23 Feb 2020.

Vancouver:

McIntosh DF. Protecting the Ivory Tower: An Examination of How Whiteness is Understood and Enacted by Institutional Administrators. [Internet] [Doctoral dissertation]. Texas A&M University; 2015. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/1969.1/156193.

Council of Science Editors:

McIntosh DF. Protecting the Ivory Tower: An Examination of How Whiteness is Understood and Enacted by Institutional Administrators. [Doctoral Dissertation]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/156193


Texas A&M University

30. Brookins, Bari. Now I Understand! Success Factors among High-Achieving Undergraduate Hispanic Students Majoring in Engineering at a Research University.

Degree: 2012, Texas A&M University

 This dissertation examined the perceptions of high-achieving undergraduate Hispanic students majoring in engineering with regard to their academic success. As the largest and fastest growing… (more)

Subjects/Keywords: Higher education; Hispanic; STEM; Engineering; Academic success

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

APA (6th Edition):

Brookins, B. (2012). Now I Understand! Success Factors among High-Achieving Undergraduate Hispanic Students Majoring in Engineering at a Research University. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11537

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):

Brookins, Bari. “Now I Understand! Success Factors among High-Achieving Undergraduate Hispanic Students Majoring in Engineering at a Research University.” 2012. Thesis, Texas A&M University. Accessed February 23, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11537.

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

MLA Handbook (7th Edition):

Brookins, Bari. “Now I Understand! Success Factors among High-Achieving Undergraduate Hispanic Students Majoring in Engineering at a Research University.” 2012. Web. 23 Feb 2020.

Vancouver:

Brookins B. Now I Understand! Success Factors among High-Achieving Undergraduate Hispanic Students Majoring in Engineering at a Research University. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2020 Feb 23]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11537.

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

Council of Science Editors:

Brookins B. Now I Understand! Success Factors among High-Achieving Undergraduate Hispanic Students Majoring in Engineering at a Research University. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11537

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

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