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Texas A&M University
1. Barton, Jerrod Don. An Investigation of the Relationship between School Size, Socio-Economic Status, Expenditure-Per-Student, Mobility Rate, and Percentage of Non-White Secondary Students Taking State Science Exams.
Degree: 2015, Texas A&M University
URL: http://hdl.handle.net/1969.1/155640
Subjects/Keywords: school size; socio-economic status; expenditure-per-student; mobility rate; non-White students; state science exams; national science exams
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APA (6th Edition):
Barton, J. D. (2015). An Investigation of the Relationship between School Size, Socio-Economic Status, Expenditure-Per-Student, Mobility Rate, and Percentage of Non-White Secondary Students Taking State Science Exams. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155640
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):
Barton, Jerrod Don. “An Investigation of the Relationship between School Size, Socio-Economic Status, Expenditure-Per-Student, Mobility Rate, and Percentage of Non-White Secondary Students Taking State Science Exams.” 2015. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/155640.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Barton, Jerrod Don. “An Investigation of the Relationship between School Size, Socio-Economic Status, Expenditure-Per-Student, Mobility Rate, and Percentage of Non-White Secondary Students Taking State Science Exams.” 2015. Web. 17 Feb 2019.
Vancouver:
Barton JD. An Investigation of the Relationship between School Size, Socio-Economic Status, Expenditure-Per-Student, Mobility Rate, and Percentage of Non-White Secondary Students Taking State Science Exams. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/155640.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Barton JD. An Investigation of the Relationship between School Size, Socio-Economic Status, Expenditure-Per-Student, Mobility Rate, and Percentage of Non-White Secondary Students Taking State Science Exams. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155640
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Texas A&M University
2. Trejo, Martha A. Implications for Dual Language Administrative Leadership: A Comparison of the English Reading Achievement of Third Grade Students among Three Instructional Programs in a Rural School District.
Degree: 2015, Texas A&M University
URL: http://hdl.handle.net/1969.1/155765
Subjects/Keywords: dual language; administrative leadership; English reading; third grade; rural; Two Way Dual Language; Transitional Bilingual; English only; instructional program; language programs; second language acquisition
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APA (6th Edition):
Trejo, M. A. (2015). Implications for Dual Language Administrative Leadership: A Comparison of the English Reading Achievement of Third Grade Students among Three Instructional Programs in a Rural School District. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155765
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):
Trejo, Martha A. “Implications for Dual Language Administrative Leadership: A Comparison of the English Reading Achievement of Third Grade Students among Three Instructional Programs in a Rural School District.” 2015. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/155765.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Trejo, Martha A. “Implications for Dual Language Administrative Leadership: A Comparison of the English Reading Achievement of Third Grade Students among Three Instructional Programs in a Rural School District.” 2015. Web. 17 Feb 2019.
Vancouver:
Trejo MA. Implications for Dual Language Administrative Leadership: A Comparison of the English Reading Achievement of Third Grade Students among Three Instructional Programs in a Rural School District. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/155765.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Trejo MA. Implications for Dual Language Administrative Leadership: A Comparison of the English Reading Achievement of Third Grade Students among Three Instructional Programs in a Rural School District. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155765
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Texas A&M University
3. Hile, Adam Ray. Teacher Perceptions of the Use of One-to-one Technology in Algebra 1 Classrooms.
Degree: 2015, Texas A&M University
URL: http://hdl.handle.net/1969.1/156153
Subjects/Keywords: Education Administration; Educational Technology; Algebra 1; Self-efficacy
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APA (6th Edition):
Hile, A. R. (2015). Teacher Perceptions of the Use of One-to-one Technology in Algebra 1 Classrooms. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156153
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):
Hile, Adam Ray. “Teacher Perceptions of the Use of One-to-one Technology in Algebra 1 Classrooms.” 2015. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/156153.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Hile, Adam Ray. “Teacher Perceptions of the Use of One-to-one Technology in Algebra 1 Classrooms.” 2015. Web. 17 Feb 2019.
Vancouver:
Hile AR. Teacher Perceptions of the Use of One-to-one Technology in Algebra 1 Classrooms. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/156153.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Hile AR. Teacher Perceptions of the Use of One-to-one Technology in Algebra 1 Classrooms. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/156153
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Texas A&M University
4. Wooldridge, Toron Jamaine. Gauging Deficit Thinking: An Investigation of Principals? Perceived Self-Efficacy in Influencing Dropout Rates Among African American and Hispanic High School Students in Texas.
Degree: 2016, Texas A&M University
URL: http://hdl.handle.net/1969.1/157779
Subjects/Keywords: gauging deficit thinking
Record Details
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APA (6th Edition):
Wooldridge, T. J. (2016). Gauging Deficit Thinking: An Investigation of Principals? Perceived Self-Efficacy in Influencing Dropout Rates Among African American and Hispanic High School Students in Texas. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/157779
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):
Wooldridge, Toron Jamaine. “Gauging Deficit Thinking: An Investigation of Principals? Perceived Self-Efficacy in Influencing Dropout Rates Among African American and Hispanic High School Students in Texas.” 2016. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/157779.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Wooldridge, Toron Jamaine. “Gauging Deficit Thinking: An Investigation of Principals? Perceived Self-Efficacy in Influencing Dropout Rates Among African American and Hispanic High School Students in Texas.” 2016. Web. 17 Feb 2019.
Vancouver:
Wooldridge TJ. Gauging Deficit Thinking: An Investigation of Principals? Perceived Self-Efficacy in Influencing Dropout Rates Among African American and Hispanic High School Students in Texas. [Internet] [Thesis]. Texas A&M University; 2016. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/157779.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Wooldridge TJ. Gauging Deficit Thinking: An Investigation of Principals? Perceived Self-Efficacy in Influencing Dropout Rates Among African American and Hispanic High School Students in Texas. [Thesis]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/157779
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Texas A&M University
5. Piper, Annetra Patrece. Teaching Third Grade African American Children in Culturally Responsive Ways: Is Anybody Listening?.
Degree: 2016, Texas A&M University
URL: http://hdl.handle.net/1969.1/158903
Subjects/Keywords: African American; culture; cultural; responsiveness; proficiency; competence; student achievement; racial uplift; disproportionality; dimensions
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Piper, A. P. (2016). Teaching Third Grade African American Children in Culturally Responsive Ways: Is Anybody Listening?. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/158903
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):
Piper, Annetra Patrece. “Teaching Third Grade African American Children in Culturally Responsive Ways: Is Anybody Listening?.” 2016. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/158903.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Piper, Annetra Patrece. “Teaching Third Grade African American Children in Culturally Responsive Ways: Is Anybody Listening?.” 2016. Web. 17 Feb 2019.
Vancouver:
Piper AP. Teaching Third Grade African American Children in Culturally Responsive Ways: Is Anybody Listening?. [Internet] [Thesis]. Texas A&M University; 2016. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/158903.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Piper AP. Teaching Third Grade African American Children in Culturally Responsive Ways: Is Anybody Listening?. [Thesis]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/158903
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Texas A&M University
6. Chen, Yi-Hsuan. Principals' distributed leadership behaviors and their impact on student achievement in selected elementary schools in Texas.
Degree: 2009, Texas A&M University
URL: http://hdl.handle.net/1969.1/ETD-TAMU-1477
Subjects/Keywords: Distributed Leadership; Student Achievement
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Chen, Y. (2009). Principals' distributed leadership behaviors and their impact on student achievement in selected elementary schools in Texas. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1477
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):
Chen, Yi-Hsuan. “Principals' distributed leadership behaviors and their impact on student achievement in selected elementary schools in Texas.” 2009. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1477.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Chen, Yi-Hsuan. “Principals' distributed leadership behaviors and their impact on student achievement in selected elementary schools in Texas.” 2009. Web. 17 Feb 2019.
Vancouver:
Chen Y. Principals' distributed leadership behaviors and their impact on student achievement in selected elementary schools in Texas. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1477.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Chen Y. Principals' distributed leadership behaviors and their impact on student achievement in selected elementary schools in Texas. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1477
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Texas A&M University
7. Hanks, Jeffrey M. The Influence of the Superintendent of Schools on Student Academic Performance.
Degree: 2010, Texas A&M University
URL: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7835
Subjects/Keywords: educational leadership; superintendent; nonnegotiable goals
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Hanks, J. M. (2010). The Influence of the Superintendent of Schools on Student Academic Performance. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7835
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):
Hanks, Jeffrey M. “The Influence of the Superintendent of Schools on Student Academic Performance.” 2010. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7835.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Hanks, Jeffrey M. “The Influence of the Superintendent of Schools on Student Academic Performance.” 2010. Web. 17 Feb 2019.
Vancouver:
Hanks JM. The Influence of the Superintendent of Schools on Student Academic Performance. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7835.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Hanks JM. The Influence of the Superintendent of Schools on Student Academic Performance. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7835
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Texas A&M University
8. Verstuyft, Lloyd C. Comparison of On-Track and Not-On-Track Senior High School Students: An Assessment of Student Needs and Social Characteristics.
Degree: 2010, Texas A&M University
URL: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7905
Subjects/Keywords: Student dropouts; Dropout Dilemma; Dropout crisis
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Verstuyft, L. C. (2010). Comparison of On-Track and Not-On-Track Senior High School Students: An Assessment of Student Needs and Social Characteristics. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7905
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):
Verstuyft, Lloyd C. “Comparison of On-Track and Not-On-Track Senior High School Students: An Assessment of Student Needs and Social Characteristics.” 2010. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7905.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Verstuyft, Lloyd C. “Comparison of On-Track and Not-On-Track Senior High School Students: An Assessment of Student Needs and Social Characteristics.” 2010. Web. 17 Feb 2019.
Vancouver:
Verstuyft LC. Comparison of On-Track and Not-On-Track Senior High School Students: An Assessment of Student Needs and Social Characteristics. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7905.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Verstuyft LC. Comparison of On-Track and Not-On-Track Senior High School Students: An Assessment of Student Needs and Social Characteristics. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7905
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Texas A&M University
9. Tresslar, Christopher A. The Relationship Between Principal Ethnicity and Other Chosen Demographics and Student Achievement as Measured by the Texas Education Agency's Accountability Rating System in Predominantly Hispanic Public High Schools in Texas.
Degree: 2010, Texas A&M University
URL: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7925
Subjects/Keywords: principal ethnicity and student achievement; Hispanic student achievement in predominantly Hispanic schools
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Tresslar, C. A. (2010). The Relationship Between Principal Ethnicity and Other Chosen Demographics and Student Achievement as Measured by the Texas Education Agency's Accountability Rating System in Predominantly Hispanic Public High Schools in Texas. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7925
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):
Tresslar, Christopher A. “The Relationship Between Principal Ethnicity and Other Chosen Demographics and Student Achievement as Measured by the Texas Education Agency's Accountability Rating System in Predominantly Hispanic Public High Schools in Texas.” 2010. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7925.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Tresslar, Christopher A. “The Relationship Between Principal Ethnicity and Other Chosen Demographics and Student Achievement as Measured by the Texas Education Agency's Accountability Rating System in Predominantly Hispanic Public High Schools in Texas.” 2010. Web. 17 Feb 2019.
Vancouver:
Tresslar CA. The Relationship Between Principal Ethnicity and Other Chosen Demographics and Student Achievement as Measured by the Texas Education Agency's Accountability Rating System in Predominantly Hispanic Public High Schools in Texas. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7925.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Tresslar CA. The Relationship Between Principal Ethnicity and Other Chosen Demographics and Student Achievement as Measured by the Texas Education Agency's Accountability Rating System in Predominantly Hispanic Public High Schools in Texas. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7925
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Texas A&M University
10. Berry, Joan Ramey. The Novice Teacher's Experience in Sensemaking and Socialization in Urban Secondary Schools.
Degree: 2010, Texas A&M University
URL: http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7182
Subjects/Keywords: Teacher attrition
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Berry, J. R. (2010). The Novice Teacher's Experience in Sensemaking and Socialization in Urban Secondary Schools. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7182
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):
Berry, Joan Ramey. “The Novice Teacher's Experience in Sensemaking and Socialization in Urban Secondary Schools.” 2010. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7182.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Berry, Joan Ramey. “The Novice Teacher's Experience in Sensemaking and Socialization in Urban Secondary Schools.” 2010. Web. 17 Feb 2019.
Vancouver:
Berry JR. The Novice Teacher's Experience in Sensemaking and Socialization in Urban Secondary Schools. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7182.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Berry JR. The Novice Teacher's Experience in Sensemaking and Socialization in Urban Secondary Schools. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-08-7182
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Texas A&M University
11. Rodriguez, Eddie. Intergroup Differences and Its Impact on Professional Exchanges.
Degree: 2012, Texas A&M University
URL: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11578
Subjects/Keywords: Intergroup Differences; Cultural Differences
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Rodriguez, E. (2012). Intergroup Differences and Its Impact on Professional Exchanges. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11578
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, Eddie. “Intergroup Differences and Its Impact on Professional Exchanges.” 2012. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11578.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Rodriguez, Eddie. “Intergroup Differences and Its Impact on Professional Exchanges.” 2012. Web. 17 Feb 2019.
Vancouver:
Rodriguez E. Intergroup Differences and Its Impact on Professional Exchanges. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11578.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Rodriguez E. Intergroup Differences and Its Impact on Professional Exchanges. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11578
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Texas A&M University
12. Narvaez, Rose. Intergroup Differences Between Hispanic Students and European American Teachers in Urban Schools.
Degree: 2012, Texas A&M University
URL: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11577
Subjects/Keywords: intergroup conflict; cultural differences in schools
Record Details
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APA (6th Edition):
Narvaez, R. (2012). Intergroup Differences Between Hispanic Students and European American Teachers in Urban Schools. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11577
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):
Narvaez, Rose. “Intergroup Differences Between Hispanic Students and European American Teachers in Urban Schools.” 2012. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11577.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Narvaez, Rose. “Intergroup Differences Between Hispanic Students and European American Teachers in Urban Schools.” 2012. Web. 17 Feb 2019.
Vancouver:
Narvaez R. Intergroup Differences Between Hispanic Students and European American Teachers in Urban Schools. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11577.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Narvaez R. Intergroup Differences Between Hispanic Students and European American Teachers in Urban Schools. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11577
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Texas A&M University
13. Alfaro, Frank Eduardo. The relationship of teacher perceptions of the impact of technology integration on Texas Assessment of Knowledge and Skills (TAKS) scores of 9th-11th grade students at Alamo Heights Independent School District, San Antonio, Texas.
Degree: 2008, Texas A&M University
URL: http://hdl.handle.net/1969.1/85920
Subjects/Keywords: student achievement; technology integration
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Alfaro, F. E. (2008). The relationship of teacher perceptions of the impact of technology integration on Texas Assessment of Knowledge and Skills (TAKS) scores of 9th-11th grade students at Alamo Heights Independent School District, San Antonio, Texas. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/85920
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):
Alfaro, Frank Eduardo. “The relationship of teacher perceptions of the impact of technology integration on Texas Assessment of Knowledge and Skills (TAKS) scores of 9th-11th grade students at Alamo Heights Independent School District, San Antonio, Texas.” 2008. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/85920.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Alfaro, Frank Eduardo. “The relationship of teacher perceptions of the impact of technology integration on Texas Assessment of Knowledge and Skills (TAKS) scores of 9th-11th grade students at Alamo Heights Independent School District, San Antonio, Texas.” 2008. Web. 17 Feb 2019.
Vancouver:
Alfaro FE. The relationship of teacher perceptions of the impact of technology integration on Texas Assessment of Knowledge and Skills (TAKS) scores of 9th-11th grade students at Alamo Heights Independent School District, San Antonio, Texas. [Internet] [Thesis]. Texas A&M University; 2008. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/85920.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Alfaro FE. The relationship of teacher perceptions of the impact of technology integration on Texas Assessment of Knowledge and Skills (TAKS) scores of 9th-11th grade students at Alamo Heights Independent School District, San Antonio, Texas. [Thesis]. Texas A&M University; 2008. Available from: http://hdl.handle.net/1969.1/85920
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Texas A&M University
14. Arteaga, Veronica Hernandez. The relationship between vertical teaming in science and student achievement as reported in the academic excellence indicator system (AEIS) at selected public schools in Bexar County, Texas.
Degree: 2008, Texas A&M University
URL: http://hdl.handle.net/1969.1/86019
Subjects/Keywords: Vertical Teaming; Student Achievement
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APA (6th Edition):
Arteaga, V. H. (2008). The relationship between vertical teaming in science and student achievement as reported in the academic excellence indicator system (AEIS) at selected public schools in Bexar County, Texas. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/86019
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):
Arteaga, Veronica Hernandez. “The relationship between vertical teaming in science and student achievement as reported in the academic excellence indicator system (AEIS) at selected public schools in Bexar County, Texas.” 2008. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/86019.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Arteaga, Veronica Hernandez. “The relationship between vertical teaming in science and student achievement as reported in the academic excellence indicator system (AEIS) at selected public schools in Bexar County, Texas.” 2008. Web. 17 Feb 2019.
Vancouver:
Arteaga VH. The relationship between vertical teaming in science and student achievement as reported in the academic excellence indicator system (AEIS) at selected public schools in Bexar County, Texas. [Internet] [Thesis]. Texas A&M University; 2008. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/86019.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Arteaga VH. The relationship between vertical teaming in science and student achievement as reported in the academic excellence indicator system (AEIS) at selected public schools in Bexar County, Texas. [Thesis]. Texas A&M University; 2008. Available from: http://hdl.handle.net/1969.1/86019
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Texas A&M University
15. Canada, Gloria Lou. The role of the school social worker in family involvement as identified by family specialists and parents in selected title I schools in North East Independent School District in San Antonio, Texas.
Degree: 2009, Texas A&M University
URL: http://hdl.handle.net/1969.1/ETD-TAMU-2053
Subjects/Keywords: SOCIAL WORKER; FAMILY INVOLVEMENT; TITLE I ELEMENTARY SCHOOLS
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APA (6th Edition):
Canada, G. L. (2009). The role of the school social worker in family involvement as identified by family specialists and parents in selected title I schools in North East Independent School District in San Antonio, Texas. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2053
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):
Canada, Gloria Lou. “The role of the school social worker in family involvement as identified by family specialists and parents in selected title I schools in North East Independent School District in San Antonio, Texas.” 2009. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2053.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Canada, Gloria Lou. “The role of the school social worker in family involvement as identified by family specialists and parents in selected title I schools in North East Independent School District in San Antonio, Texas.” 2009. Web. 17 Feb 2019.
Vancouver:
Canada GL. The role of the school social worker in family involvement as identified by family specialists and parents in selected title I schools in North East Independent School District in San Antonio, Texas. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2053.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Canada GL. The role of the school social worker in family involvement as identified by family specialists and parents in selected title I schools in North East Independent School District in San Antonio, Texas. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2053
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Texas A&M University
16. Johnston, Suzanne 1963-. A Case Study of the Defense Support of Civil Authorities Program.
Degree: 2013, Texas A&M University
URL: http://hdl.handle.net/1969.1/149222
Subjects/Keywords: adult learning; constructivism; sense making
Record Details
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APA (6th Edition):
Johnston, S. 1. (2013). A Case Study of the Defense Support of Civil Authorities Program. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149222
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Johnston, Suzanne 1963-. “A Case Study of the Defense Support of Civil Authorities Program.” 2013. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/149222.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Johnston, Suzanne 1963-. “A Case Study of the Defense Support of Civil Authorities Program.” 2013. Web. 17 Feb 2019.
Vancouver:
Johnston S1. A Case Study of the Defense Support of Civil Authorities Program. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/149222.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Johnston S1. A Case Study of the Defense Support of Civil Authorities Program. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149222
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Texas A&M University
17. Lopez, Roberto I. A Study of Prevention and Retention Strategies for Successful Urban Secondary High School Hispanic Students.
Degree: 2013, Texas A&M University
URL: http://hdl.handle.net/1969.1/149248
Subjects/Keywords: urban Hispanic dropout problem; National Dropout Prevention Center strategies
Record Details
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APA (6th Edition):
Lopez, R. I. (2013). A Study of Prevention and Retention Strategies for Successful Urban Secondary High School Hispanic Students. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149248
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):
Lopez, Roberto I. “A Study of Prevention and Retention Strategies for Successful Urban Secondary High School Hispanic Students.” 2013. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/149248.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Lopez, Roberto I. “A Study of Prevention and Retention Strategies for Successful Urban Secondary High School Hispanic Students.” 2013. Web. 17 Feb 2019.
Vancouver:
Lopez RI. A Study of Prevention and Retention Strategies for Successful Urban Secondary High School Hispanic Students. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/149248.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Lopez RI. A Study of Prevention and Retention Strategies for Successful Urban Secondary High School Hispanic Students. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149248
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Texas A&M University
18. Hlavinka, Sylinda. The Retention of Black and White Millennial Generation Teachers Working With Diverse Student Populations.
Degree: 2013, Texas A&M University
URL: http://hdl.handle.net/1969.1/149290
Subjects/Keywords: Millennial Generation Teacher Retention; Diverse Student Populations
Record Details
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APA (6th Edition):
Hlavinka, S. (2013). The Retention of Black and White Millennial Generation Teachers Working With Diverse Student Populations. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149290
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):
Hlavinka, Sylinda. “The Retention of Black and White Millennial Generation Teachers Working With Diverse Student Populations.” 2013. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/149290.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Hlavinka, Sylinda. “The Retention of Black and White Millennial Generation Teachers Working With Diverse Student Populations.” 2013. Web. 17 Feb 2019.
Vancouver:
Hlavinka S. The Retention of Black and White Millennial Generation Teachers Working With Diverse Student Populations. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/149290.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Hlavinka S. The Retention of Black and White Millennial Generation Teachers Working With Diverse Student Populations. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149290
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Texas A&M University
19. Core, Brandon Heath. From Legislation to Implementation: An Evaluation of the Instructional Facilities Allotment Policy.
Degree: 2013, Texas A&M University
URL: http://hdl.handle.net/1969.1/149424
Subjects/Keywords: Instructional Facilities Allotment; facilities funding; policy implementation
Record Details
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APA (6th Edition):
Core, B. H. (2013). From Legislation to Implementation: An Evaluation of the Instructional Facilities Allotment Policy. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149424
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):
Core, Brandon Heath. “From Legislation to Implementation: An Evaluation of the Instructional Facilities Allotment Policy.” 2013. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/149424.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Core, Brandon Heath. “From Legislation to Implementation: An Evaluation of the Instructional Facilities Allotment Policy.” 2013. Web. 17 Feb 2019.
Vancouver:
Core BH. From Legislation to Implementation: An Evaluation of the Instructional Facilities Allotment Policy. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/149424.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Core BH. From Legislation to Implementation: An Evaluation of the Instructional Facilities Allotment Policy. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149424
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Texas A&M University
20. Rudd, Charla J. The History of Cranfills Gap ISD.
Degree: 2013, Texas A&M University
URL: http://hdl.handle.net/1969.1/149569
Subjects/Keywords: education; rural school; history; organizational lifecycle; aspirations
Record Details
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APA (6th Edition):
Rudd, C. J. (2013). The History of Cranfills Gap ISD. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149569
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):
Rudd, Charla J. “The History of Cranfills Gap ISD.” 2013. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/149569.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Rudd, Charla J. “The History of Cranfills Gap ISD.” 2013. Web. 17 Feb 2019.
Vancouver:
Rudd CJ. The History of Cranfills Gap ISD. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/149569.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Rudd CJ. The History of Cranfills Gap ISD. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149569
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Texas A&M University
21. West, William Keith. The Campus Level Effectiveness of the Texas Foundation School Program: A Policy Analysis Focusing On Texas Campuses.
Degree: 2013, Texas A&M University
URL: http://hdl.handle.net/1969.1/151065
Subjects/Keywords: Texas Foundation School Program; Accountability; School Expenditures
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APA (6th Edition):
West, W. K. (2013). The Campus Level Effectiveness of the Texas Foundation School Program: A Policy Analysis Focusing On Texas Campuses. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151065
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):
West, William Keith. “The Campus Level Effectiveness of the Texas Foundation School Program: A Policy Analysis Focusing On Texas Campuses.” 2013. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/151065.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
West, William Keith. “The Campus Level Effectiveness of the Texas Foundation School Program: A Policy Analysis Focusing On Texas Campuses.” 2013. Web. 17 Feb 2019.
Vancouver:
West WK. The Campus Level Effectiveness of the Texas Foundation School Program: A Policy Analysis Focusing On Texas Campuses. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/151065.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
West WK. The Campus Level Effectiveness of the Texas Foundation School Program: A Policy Analysis Focusing On Texas Campuses. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151065
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Texas A&M University
22. Hull, Richard Donald. Principal Perceptions of School Capacity to Meet Requirements of No Child Left Behind.
Degree: 2013, Texas A&M University
URL: http://hdl.handle.net/1969.1/151286
Subjects/Keywords: school capacity; leadership; No Child Left Behind; educational policy; AYP
Record Details
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APA (6th Edition):
Hull, R. D. (2013). Principal Perceptions of School Capacity to Meet Requirements of No Child Left Behind. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151286
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):
Hull, Richard Donald. “Principal Perceptions of School Capacity to Meet Requirements of No Child Left Behind.” 2013. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/151286.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Hull, Richard Donald. “Principal Perceptions of School Capacity to Meet Requirements of No Child Left Behind.” 2013. Web. 17 Feb 2019.
Vancouver:
Hull RD. Principal Perceptions of School Capacity to Meet Requirements of No Child Left Behind. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/151286.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Hull RD. Principal Perceptions of School Capacity to Meet Requirements of No Child Left Behind. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151286
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Texas A&M University
23. Dyke, April Lynette. Preparing the Novice Teacher for the First ARD Meeting: The Role of the Module, Mentor and Multimedia.
Degree: 2013, Texas A&M University
URL: http://hdl.handle.net/1969.1/151398
Subjects/Keywords: Novice Teacher; ARD Meeting; IEP Meeting; Special Education; Mentor; ARD Training Video
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Dyke, A. L. (2013). Preparing the Novice Teacher for the First ARD Meeting: The Role of the Module, Mentor and Multimedia. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151398
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Dyke, April Lynette. “Preparing the Novice Teacher for the First ARD Meeting: The Role of the Module, Mentor and Multimedia.” 2013. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/151398.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Dyke, April Lynette. “Preparing the Novice Teacher for the First ARD Meeting: The Role of the Module, Mentor and Multimedia.” 2013. Web. 17 Feb 2019.
Vancouver:
Dyke AL. Preparing the Novice Teacher for the First ARD Meeting: The Role of the Module, Mentor and Multimedia. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/151398.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Dyke AL. Preparing the Novice Teacher for the First ARD Meeting: The Role of the Module, Mentor and Multimedia. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151398
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Texas A&M University
24. Steele, Ryan. School District Efficiency as Measured by the Financial Allocation Study of Texas.
Degree: 2013, Texas A&M University
URL: http://hdl.handle.net/1969.1/151719
Subjects/Keywords: school finance; efficiency
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Steele, R. (2013). School District Efficiency as Measured by the Financial Allocation Study of Texas. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151719
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):
Steele, Ryan. “School District Efficiency as Measured by the Financial Allocation Study of Texas.” 2013. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/151719.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Steele, Ryan. “School District Efficiency as Measured by the Financial Allocation Study of Texas.” 2013. Web. 17 Feb 2019.
Vancouver:
Steele R. School District Efficiency as Measured by the Financial Allocation Study of Texas. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/151719.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Steele R. School District Efficiency as Measured by the Financial Allocation Study of Texas. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151719
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Texas A&M University
25. Russell, William F. Teacher Sensemaking of Student Discipline Practices in a Small Town Texas Middle School.
Degree: 2013, Texas A&M University
URL: http://hdl.handle.net/1969.1/151924
Subjects/Keywords: Discipline; Sensemaking; Middle School; Teacher; Teaching; School; Texas; Teaching; DAEP; Teacher Training; Teacher Preparation
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Russell, W. F. (2013). Teacher Sensemaking of Student Discipline Practices in a Small Town Texas Middle School. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151924
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):
Russell, William F. “Teacher Sensemaking of Student Discipline Practices in a Small Town Texas Middle School.” 2013. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/151924.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Russell, William F. “Teacher Sensemaking of Student Discipline Practices in a Small Town Texas Middle School.” 2013. Web. 17 Feb 2019.
Vancouver:
Russell WF. Teacher Sensemaking of Student Discipline Practices in a Small Town Texas Middle School. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/151924.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Russell WF. Teacher Sensemaking of Student Discipline Practices in a Small Town Texas Middle School. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151924
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Texas A&M University
26. Benedict, Rebecca Marie. A Case Study of White Secondary Teachers' Perceptions about Their Students of Color and the Impact on Instruction.
Degree: 2014, Texas A&M University
URL: http://hdl.handle.net/1969.1/152640
Subjects/Keywords: teachers' perceptions students of color
Record Details
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APA (6th Edition):
Benedict, R. M. (2014). A Case Study of White Secondary Teachers' Perceptions about Their Students of Color and the Impact on Instruction. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152640
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):
Benedict, Rebecca Marie. “A Case Study of White Secondary Teachers' Perceptions about Their Students of Color and the Impact on Instruction.” 2014. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/152640.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Benedict, Rebecca Marie. “A Case Study of White Secondary Teachers' Perceptions about Their Students of Color and the Impact on Instruction.” 2014. Web. 17 Feb 2019.
Vancouver:
Benedict RM. A Case Study of White Secondary Teachers' Perceptions about Their Students of Color and the Impact on Instruction. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/152640.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Benedict RM. A Case Study of White Secondary Teachers' Perceptions about Their Students of Color and the Impact on Instruction. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/152640
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Texas A&M University
27. Obamehinti, Feyi. The Values of Immigrant Students on Citizenship as a Trait of Character Education.
Degree: 2014, Texas A&M University
URL: http://hdl.handle.net/1969.1/152656
Subjects/Keywords: Character Education; Citizenship; Immigrant; English Language Learners; Limited English Proficient; Character Traits
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Obamehinti, F. (2014). The Values of Immigrant Students on Citizenship as a Trait of Character Education. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152656
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):
Obamehinti, Feyi. “The Values of Immigrant Students on Citizenship as a Trait of Character Education.” 2014. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/152656.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Obamehinti, Feyi. “The Values of Immigrant Students on Citizenship as a Trait of Character Education.” 2014. Web. 17 Feb 2019.
Vancouver:
Obamehinti F. The Values of Immigrant Students on Citizenship as a Trait of Character Education. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/152656.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Obamehinti F. The Values of Immigrant Students on Citizenship as a Trait of Character Education. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/152656
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Texas A&M University
28. Lara, Alma Leticia. A Case Study on Perspectives by Females of Mexican Descent on Access to Postsecondary Education Information.
Degree: 2014, Texas A&M University
URL: http://hdl.handle.net/1969.1/152861
Subjects/Keywords: social capital; postsecondary education
Record Details
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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Lara, A. L. (2014). A Case Study on Perspectives by Females of Mexican Descent on Access to Postsecondary Education Information. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152861
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):
Lara, Alma Leticia. “A Case Study on Perspectives by Females of Mexican Descent on Access to Postsecondary Education Information.” 2014. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/152861.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Lara, Alma Leticia. “A Case Study on Perspectives by Females of Mexican Descent on Access to Postsecondary Education Information.” 2014. Web. 17 Feb 2019.
Vancouver:
Lara AL. A Case Study on Perspectives by Females of Mexican Descent on Access to Postsecondary Education Information. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/152861.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Lara AL. A Case Study on Perspectives by Females of Mexican Descent on Access to Postsecondary Education Information. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/152861
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Texas A&M University
29. Coburn, Joseph Ryan. Impact of Middle School Scheduling Structure on Student Achievement in Math and Science, as Defined by AEIS Indicators, on Selected Demographic Student Groups in Urban Texas Middle Schools.
Degree: 2015, Texas A&M University
URL: http://hdl.handle.net/1969.1/155047
Subjects/Keywords: Block Schedule; Middle School; Math; Science; Urban schools
Record Details
Similar Records
❌
APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Coburn, J. R. (2015). Impact of Middle School Scheduling Structure on Student Achievement in Math and Science, as Defined by AEIS Indicators, on Selected Demographic Student Groups in Urban Texas Middle Schools. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155047
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):
Coburn, Joseph Ryan. “Impact of Middle School Scheduling Structure on Student Achievement in Math and Science, as Defined by AEIS Indicators, on Selected Demographic Student Groups in Urban Texas Middle Schools.” 2015. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/155047.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Coburn, Joseph Ryan. “Impact of Middle School Scheduling Structure on Student Achievement in Math and Science, as Defined by AEIS Indicators, on Selected Demographic Student Groups in Urban Texas Middle Schools.” 2015. Web. 17 Feb 2019.
Vancouver:
Coburn JR. Impact of Middle School Scheduling Structure on Student Achievement in Math and Science, as Defined by AEIS Indicators, on Selected Demographic Student Groups in Urban Texas Middle Schools. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/155047.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Coburn JR. Impact of Middle School Scheduling Structure on Student Achievement in Math and Science, as Defined by AEIS Indicators, on Selected Demographic Student Groups in Urban Texas Middle Schools. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155047
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Texas A&M University
30. Burke, Jeffrey S. Examining the Relationship Between Community Educational Attainment and the Discipline Implementation of Fourth Amendment Legal Principles in Public Schools.
Degree: 2015, Texas A&M University
URL: http://hdl.handle.net/1969.1/155143
Subjects/Keywords: Educational Attainment; Fourth Amendment
Record Details
Similar Records
❌
APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager
APA (6th Edition):
Burke, J. S. (2015). Examining the Relationship Between Community Educational Attainment and the Discipline Implementation of Fourth Amendment Legal Principles in Public Schools. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155143
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):
Burke, Jeffrey S. “Examining the Relationship Between Community Educational Attainment and the Discipline Implementation of Fourth Amendment Legal Principles in Public Schools.” 2015. Thesis, Texas A&M University. Accessed February 17, 2019. http://hdl.handle.net/1969.1/155143.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Burke, Jeffrey S. “Examining the Relationship Between Community Educational Attainment and the Discipline Implementation of Fourth Amendment Legal Principles in Public Schools.” 2015. Web. 17 Feb 2019.
Vancouver:
Burke JS. Examining the Relationship Between Community Educational Attainment and the Discipline Implementation of Fourth Amendment Legal Principles in Public Schools. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Feb 17]. Available from: http://hdl.handle.net/1969.1/155143.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Burke JS. Examining the Relationship Between Community Educational Attainment and the Discipline Implementation of Fourth Amendment Legal Principles in Public Schools. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155143
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation