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

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Texas A&M University

1. Ranka, Nikhil V. Effect of Information and Communications Technology (ICT) on students' performance in construction education.

Degree: 2015, Texas A&M University

 The labor productivity of the construction industry has declined or remained stationary over the past 48 years as compared to other non-farm industries. One of… (more)

Subjects/Keywords: Mobile technology; Construction drawings; PlanGrid; ICT; construction education

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APA (6th Edition):

Ranka, N. V. (2015). Effect of Information and Communications Technology (ICT) on students' performance in construction education. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155744

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):

Ranka, Nikhil V. “Effect of Information and Communications Technology (ICT) on students' performance in construction education.” 2015. Thesis, Texas A&M University. Accessed April 26, 2019. http://hdl.handle.net/1969.1/155744.

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

MLA Handbook (7th Edition):

Ranka, Nikhil V. “Effect of Information and Communications Technology (ICT) on students' performance in construction education.” 2015. Web. 26 Apr 2019.

Vancouver:

Ranka NV. Effect of Information and Communications Technology (ICT) on students' performance in construction education. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1969.1/155744.

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

Council of Science Editors:

Ranka NV. Effect of Information and Communications Technology (ICT) on students' performance in construction education. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155744

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


Texas A&M University

2. Chen, Xi. A Study of Prospective Mathematics Teachers' Knowledge Development and Beliefs Changes for Teaching Fraction Division.

Degree: 2011, Texas A&M University

 The purpose of this study is to examine prospective mathematics teachers' knowledge development and beliefs changes for teaching fraction division through the undergraduate mathematics method… (more)

Subjects/Keywords: Prospective teachers; knowledge development; beliefs changes

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APA (6th Edition):

Chen, X. (2011). A Study of Prospective Mathematics Teachers' Knowledge Development and Beliefs Changes for Teaching Fraction Division. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-8037

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, Xi. “A Study of Prospective Mathematics Teachers' Knowledge Development and Beliefs Changes for Teaching Fraction Division.” 2011. Thesis, Texas A&M University. Accessed April 26, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-8037.

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

MLA Handbook (7th Edition):

Chen, Xi. “A Study of Prospective Mathematics Teachers' Knowledge Development and Beliefs Changes for Teaching Fraction Division.” 2011. Web. 26 Apr 2019.

Vancouver:

Chen X. A Study of Prospective Mathematics Teachers' Knowledge Development and Beliefs Changes for Teaching Fraction Division. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-8037.

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

Council of Science Editors:

Chen X. A Study of Prospective Mathematics Teachers' Knowledge Development and Beliefs Changes for Teaching Fraction Division. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-8037

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


Texas A&M University

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

Degree: 2015, Texas A&M University

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Davis, Sarah Lynne. “A Qualitative Study of the Relationship between Parents and Administrators at an Elementary School in Virginia.” 2015. Thesis, Texas A&M University. Accessed April 26, 2019. http://hdl.handle.net/1969.1/156202.

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

MLA Handbook (7th Edition):

Davis, Sarah Lynne. “A Qualitative Study of the Relationship between Parents and Administrators at an Elementary School in Virginia.” 2015. Web. 26 Apr 2019.

Vancouver:

Davis SL. A Qualitative Study of the Relationship between Parents and Administrators at an Elementary School in Virginia. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1969.1/156202.

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

Council of Science Editors:

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

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


Texas A&M University

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

Degree: 2016, Texas A&M University

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

Subjects/Keywords: digital citizenship

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Ashmeade, Lisa Ann. “Study of the Impact of Certified Staff Perception of Digital Citizenship upon Teacher Professional Development.” 2016. Thesis, Texas A&M University. Accessed April 26, 2019. http://hdl.handle.net/1969.1/158605.

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

MLA Handbook (7th Edition):

Ashmeade, Lisa Ann. “Study of the Impact of Certified Staff Perception of Digital Citizenship upon Teacher Professional Development.” 2016. Web. 26 Apr 2019.

Vancouver:

Ashmeade LA. Study of the Impact of Certified Staff Perception of Digital Citizenship upon Teacher Professional Development. [Internet] [Thesis]. Texas A&M University; 2016. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1969.1/158605.

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

Council of Science Editors:

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

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


Texas A&M University

5. Clark-Goff, Kylah Lynn. Exploring change in preservice teachers' beliefs about English language learning and teaching.

Degree: 2009, Texas A&M University

 Increasing numbers of English language learners (ELLs) and diminishing services for those students is resulting in mainstream teachers across the United States taking on the… (more)

Subjects/Keywords: ESL; English language learning; preservice teachers; beliefs

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APA (6th Edition):

Clark-Goff, K. L. (2009). Exploring change in preservice teachers' beliefs about English language learning and teaching. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2705

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):

Clark-Goff, Kylah Lynn. “Exploring change in preservice teachers' beliefs about English language learning and teaching.” 2009. Thesis, Texas A&M University. Accessed April 26, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2705.

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

MLA Handbook (7th Edition):

Clark-Goff, Kylah Lynn. “Exploring change in preservice teachers' beliefs about English language learning and teaching.” 2009. Web. 26 Apr 2019.

Vancouver:

Clark-Goff KL. Exploring change in preservice teachers' beliefs about English language learning and teaching. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2705.

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

Council of Science Editors:

Clark-Goff KL. Exploring change in preservice teachers' beliefs about English language learning and teaching. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2705

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


Texas A&M University

6. Shin, Jee Young. A Qualitative Study of Intergenerational Literacy Connection (ILC) Practices Among Korean ELL Families and Teachers.

Degree: 2012, Texas A&M University

 The purpose of this research was to examine the ways in which Korean families of English Language Learners (ELLs) and teachers supported literacy in young… (more)

Subjects/Keywords: ESL; ELL; Early Literacy; Bilingual Education; Early Childhood Program; Korean

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APA (6th Edition):

Shin, J. Y. (2012). A Qualitative Study of Intergenerational Literacy Connection (ILC) Practices Among Korean ELL Families and Teachers. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-11165

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):

Shin, Jee Young. “A Qualitative Study of Intergenerational Literacy Connection (ILC) Practices Among Korean ELL Families and Teachers.” 2012. Thesis, Texas A&M University. Accessed April 26, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-11165.

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

MLA Handbook (7th Edition):

Shin, Jee Young. “A Qualitative Study of Intergenerational Literacy Connection (ILC) Practices Among Korean ELL Families and Teachers.” 2012. Web. 26 Apr 2019.

Vancouver:

Shin JY. A Qualitative Study of Intergenerational Literacy Connection (ILC) Practices Among Korean ELL Families and Teachers. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-11165.

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

Council of Science Editors:

Shin JY. A Qualitative Study of Intergenerational Literacy Connection (ILC) Practices Among Korean ELL Families and Teachers. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-11165

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


Texas A&M University

7. Ahn, Soo Young. Exploring Constructions of the Meanings of Play among Korean Preservice Kindergarten Teachers.

Degree: 2010, Texas A&M University

 The purpose of this study was to explore what the word "play" means and implies for Korean preservice kindergarten teachers in an early childhood teacher… (more)

Subjects/Keywords: Teachers' perceptions; Children's play; Korean preservice teachers; Construction of play; Early Childhood Education; Qualitative interview

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APA (6th Edition):

Ahn, S. Y. (2010). Exploring Constructions of the Meanings of Play among Korean Preservice Kindergarten Teachers. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2008-12-227

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):

Ahn, Soo Young. “Exploring Constructions of the Meanings of Play among Korean Preservice Kindergarten Teachers.” 2010. Thesis, Texas A&M University. Accessed April 26, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2008-12-227.

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

MLA Handbook (7th Edition):

Ahn, Soo Young. “Exploring Constructions of the Meanings of Play among Korean Preservice Kindergarten Teachers.” 2010. Web. 26 Apr 2019.

Vancouver:

Ahn SY. Exploring Constructions of the Meanings of Play among Korean Preservice Kindergarten Teachers. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2008-12-227.

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

Council of Science Editors:

Ahn SY. Exploring Constructions of the Meanings of Play among Korean Preservice Kindergarten Teachers. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2008-12-227

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


Texas A&M University

8. 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 April 26, 2019. 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. 26 Apr 2019.

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 2019 Apr 26]. 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

9. Dimatteo, Kristen. The Effects of a Mentoring Program on Teacher Retention Rates at Tashkent International School.

Degree: 2014, Texas A&M University

 Teacher retention has become a focus of many schools and school systems in recent years. The United States, United Kingdom, and Australia have grappled with… (more)

Subjects/Keywords: mentoring; teacher retention

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APA (6th Edition):

Dimatteo, K. (2014). The Effects of a Mentoring Program on Teacher Retention Rates at Tashkent International School. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152813

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):

Dimatteo, Kristen. “The Effects of a Mentoring Program on Teacher Retention Rates at Tashkent International School.” 2014. Thesis, Texas A&M University. Accessed April 26, 2019. http://hdl.handle.net/1969.1/152813.

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

MLA Handbook (7th Edition):

Dimatteo, Kristen. “The Effects of a Mentoring Program on Teacher Retention Rates at Tashkent International School.” 2014. Web. 26 Apr 2019.

Vancouver:

Dimatteo K. The Effects of a Mentoring Program on Teacher Retention Rates at Tashkent International School. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1969.1/152813.

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

Council of Science Editors:

Dimatteo K. The Effects of a Mentoring Program on Teacher Retention Rates at Tashkent International School. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/152813

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


Texas A&M University

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

Degree: 2014, Texas A&M University

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

Subjects/Keywords: systems; project-based learning

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Powers, Scott Kenneth. “Understanding Teachers' Experiences Implementing Project-Based Learning.” 2014. Thesis, Texas A&M University. Accessed April 26, 2019. http://hdl.handle.net/1969.1/153466.

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

MLA Handbook (7th Edition):

Powers, Scott Kenneth. “Understanding Teachers' Experiences Implementing Project-Based Learning.” 2014. Web. 26 Apr 2019.

Vancouver:

Powers SK. Understanding Teachers' Experiences Implementing Project-Based Learning. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1969.1/153466.

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

Council of Science Editors:

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

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


Texas A&M University

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Carter, Lou Ann. “The Effects of Improved Student Transitions on Classroom Management.” 2017. Doctoral Dissertation, Texas A&M University. Accessed April 26, 2019. http://hdl.handle.net/1969.1/165783.

MLA Handbook (7th Edition):

Carter, Lou Ann. “The Effects of Improved Student Transitions on Classroom Management.” 2017. Web. 26 Apr 2019.

Vancouver:

Carter LA. The Effects of Improved Student Transitions on Classroom Management. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1969.1/165783.

Council of Science Editors:

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


Texas A&M University

12. Hasan, Fatma. An Analysis of Gender Representation in English Textbooks used in Jordanian Schools and an Exploration of Jordanian Teachers? Beliefs about Gender Stereotypes.

Degree: 2015, Texas A&M University

 The purpose of this study was twofold. The first objective was to investigate the extent of gender stereotyping in Jordanian English language textbooks used in… (more)

Subjects/Keywords: Gender stereotyping; textbooks; teachers beliefs

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APA (6th Edition):

Hasan, F. (2015). An Analysis of Gender Representation in English Textbooks used in Jordanian Schools and an Exploration of Jordanian Teachers? Beliefs about Gender Stereotypes. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156128

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):

Hasan, Fatma. “An Analysis of Gender Representation in English Textbooks used in Jordanian Schools and an Exploration of Jordanian Teachers? Beliefs about Gender Stereotypes.” 2015. Thesis, Texas A&M University. Accessed April 26, 2019. http://hdl.handle.net/1969.1/156128.

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

MLA Handbook (7th Edition):

Hasan, Fatma. “An Analysis of Gender Representation in English Textbooks used in Jordanian Schools and an Exploration of Jordanian Teachers? Beliefs about Gender Stereotypes.” 2015. Web. 26 Apr 2019.

Vancouver:

Hasan F. An Analysis of Gender Representation in English Textbooks used in Jordanian Schools and an Exploration of Jordanian Teachers? Beliefs about Gender Stereotypes. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1969.1/156128.

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

Council of Science Editors:

Hasan F. An Analysis of Gender Representation in English Textbooks used in Jordanian Schools and an Exploration of Jordanian Teachers? Beliefs about Gender Stereotypes. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/156128

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


Texas A&M University

13. Berthold, David Arthur. Preparing Eighth Grade Students for Upper School Utilizing Grade Level Peer Support Programming.

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

 This one-group pretest-posttest action research study of 2017–2018 eighth-grade students at a Pre-K through 12th grade independent school in Houston, Texas, will present information related… (more)

Subjects/Keywords: student support; peer mentoring

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APA (6th Edition):

Berthold, D. A. (2018). Preparing Eighth Grade Students for Upper School Utilizing Grade Level Peer Support Programming. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/174336

Chicago Manual of Style (16th Edition):

Berthold, David Arthur. “Preparing Eighth Grade Students for Upper School Utilizing Grade Level Peer Support Programming.” 2018. Doctoral Dissertation, Texas A&M University. Accessed April 26, 2019. http://hdl.handle.net/1969.1/174336.

MLA Handbook (7th Edition):

Berthold, David Arthur. “Preparing Eighth Grade Students for Upper School Utilizing Grade Level Peer Support Programming.” 2018. Web. 26 Apr 2019.

Vancouver:

Berthold DA. Preparing Eighth Grade Students for Upper School Utilizing Grade Level Peer Support Programming. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1969.1/174336.

Council of Science Editors:

Berthold DA. Preparing Eighth Grade Students for Upper School Utilizing Grade Level Peer Support Programming. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/174336


Texas A&M University

14. Shapiro, Craig Scott. Implementing School-Based Mental Health Centers to Increase Academic Outcomes for Students.

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

 Although there have been many attempts to close the achievement gap through academic interventions, achievement gaps among African-American, Hispanic, and Economically Disadvantaged students continues to… (more)

Subjects/Keywords: mental health; schools

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APA (6th Edition):

Shapiro, C. S. (2018). Implementing School-Based Mental Health Centers to Increase Academic Outcomes for Students. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/173438

Chicago Manual of Style (16th Edition):

Shapiro, Craig Scott. “Implementing School-Based Mental Health Centers to Increase Academic Outcomes for Students.” 2018. Doctoral Dissertation, Texas A&M University. Accessed April 26, 2019. http://hdl.handle.net/1969.1/173438.

MLA Handbook (7th Edition):

Shapiro, Craig Scott. “Implementing School-Based Mental Health Centers to Increase Academic Outcomes for Students.” 2018. Web. 26 Apr 2019.

Vancouver:

Shapiro CS. Implementing School-Based Mental Health Centers to Increase Academic Outcomes for Students. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1969.1/173438.

Council of Science Editors:

Shapiro CS. Implementing School-Based Mental Health Centers to Increase Academic Outcomes for Students. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/173438


Texas A&M University

15. Lindner, Amanda Layne. Analyzing Spelling Performance Among Native Spanish-Speaking English Language Learners Utilizing Latent Class Analysis and Contextual Factors.

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

 English language learners (ELLs) make up an increasingly large portion of the population in American schools. Improving the literacy skills of these students is critical… (more)

Subjects/Keywords: spelling; orthography; English language learners; literacy

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

APA (6th Edition):

Lindner, A. L. (2018). Analyzing Spelling Performance Among Native Spanish-Speaking English Language Learners Utilizing Latent Class Analysis and Contextual Factors. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/173762

Chicago Manual of Style (16th Edition):

Lindner, Amanda Layne. “Analyzing Spelling Performance Among Native Spanish-Speaking English Language Learners Utilizing Latent Class Analysis and Contextual Factors.” 2018. Doctoral Dissertation, Texas A&M University. Accessed April 26, 2019. http://hdl.handle.net/1969.1/173762.

MLA Handbook (7th Edition):

Lindner, Amanda Layne. “Analyzing Spelling Performance Among Native Spanish-Speaking English Language Learners Utilizing Latent Class Analysis and Contextual Factors.” 2018. Web. 26 Apr 2019.

Vancouver:

Lindner AL. Analyzing Spelling Performance Among Native Spanish-Speaking English Language Learners Utilizing Latent Class Analysis and Contextual Factors. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1969.1/173762.

Council of Science Editors:

Lindner AL. Analyzing Spelling Performance Among Native Spanish-Speaking English Language Learners Utilizing Latent Class Analysis and Contextual Factors. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/173762


Texas A&M University

16. Lindner, Amanda Layne. Analyzing Spelling Performance Among Native Spanish-Speaking English Language Learners Utilizing Latent Class Analysis and Contextual Factors.

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

 English language learners (ELLs) make up an increasingly large portion of the population in American schools. Improving the literacy skills of these students is critical… (more)

Subjects/Keywords: spelling; orthography; English language learners; literacy

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

APA (6th Edition):

Lindner, A. L. (2018). Analyzing Spelling Performance Among Native Spanish-Speaking English Language Learners Utilizing Latent Class Analysis and Contextual Factors. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/173857

Chicago Manual of Style (16th Edition):

Lindner, Amanda Layne. “Analyzing Spelling Performance Among Native Spanish-Speaking English Language Learners Utilizing Latent Class Analysis and Contextual Factors.” 2018. Doctoral Dissertation, Texas A&M University. Accessed April 26, 2019. http://hdl.handle.net/1969.1/173857.

MLA Handbook (7th Edition):

Lindner, Amanda Layne. “Analyzing Spelling Performance Among Native Spanish-Speaking English Language Learners Utilizing Latent Class Analysis and Contextual Factors.” 2018. Web. 26 Apr 2019.

Vancouver:

Lindner AL. Analyzing Spelling Performance Among Native Spanish-Speaking English Language Learners Utilizing Latent Class Analysis and Contextual Factors. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1969.1/173857.

Council of Science Editors:

Lindner AL. Analyzing Spelling Performance Among Native Spanish-Speaking English Language Learners Utilizing Latent Class Analysis and Contextual Factors. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/173857


Texas A&M University

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

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

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

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

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

APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Lee, Kisha Lashon. “The Experiences of International Families in U.S. Preschool Settings in a University Town in Southeastern Texas.” 2017. Doctoral Dissertation, Texas A&M University. Accessed April 26, 2019. http://hdl.handle.net/1969.1/169568.

MLA Handbook (7th Edition):

Lee, Kisha Lashon. “The Experiences of International Families in U.S. Preschool Settings in a University Town in Southeastern Texas.” 2017. Web. 26 Apr 2019.

Vancouver:

Lee KL. The Experiences of International Families in U.S. Preschool Settings in a University Town in Southeastern Texas. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1969.1/169568.

Council of Science Editors:

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


Texas A&M University

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

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

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

Subjects/Keywords: Pre-kindergarten; SES

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Martinez, Allison. “Determining Success On The Kindergarten Developmental Reading Assessment and Texas Proficiency Reading Inventory Assessments.” 2017. Doctoral Dissertation, Texas A&M University. Accessed April 26, 2019. http://hdl.handle.net/1969.1/169578.

MLA Handbook (7th Edition):

Martinez, Allison. “Determining Success On The Kindergarten Developmental Reading Assessment and Texas Proficiency Reading Inventory Assessments.” 2017. Web. 26 Apr 2019.

Vancouver:

Martinez A. Determining Success On The Kindergarten Developmental Reading Assessment and Texas Proficiency Reading Inventory Assessments. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1969.1/169578.

Council of Science Editors:

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


Texas A&M University

19. Muzheve, Michael Tapfuma. Converting among fractions, decimals, and percents: an exploration of representational usage by middle school teachers.

Degree: 2009, Texas A&M University

 Using both quantitative and qualitative data collection and analyses techniques, this study examined representations used by sixteen (n = 16) teachers while teaching the concepts… (more)

Subjects/Keywords: representations; middle school

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APA (6th Edition):

Muzheve, M. T. (2009). Converting among fractions, decimals, and percents: an exploration of representational usage by middle school teachers. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2941

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):

Muzheve, Michael Tapfuma. “Converting among fractions, decimals, and percents: an exploration of representational usage by middle school teachers.” 2009. Thesis, Texas A&M University. Accessed April 26, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2941.

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

MLA Handbook (7th Edition):

Muzheve, Michael Tapfuma. “Converting among fractions, decimals, and percents: an exploration of representational usage by middle school teachers.” 2009. Web. 26 Apr 2019.

Vancouver:

Muzheve MT. Converting among fractions, decimals, and percents: an exploration of representational usage by middle school teachers. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2941.

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

Council of Science Editors:

Muzheve MT. Converting among fractions, decimals, and percents: an exploration of representational usage by middle school teachers. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2941

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


Texas A&M University

20. Ates, Burcu. Preservice Teachers' Perceptions of the Native and Nonnative English Speaking Graduate Teaching Assistants in ESL Methodology Courses and Graduate Teaching Assistants' Perceptions of Preservice Teachers.

Degree: 2010, Texas A&M University

 The purpose of this dissertation was to investigate the perceptions of preservice teachers toward native and nonnative English speaking (NES and NNES) graduate teaching assistants… (more)

Subjects/Keywords: Native and Nonnative English Speaking Graduate Teaching Assistants; Preservice Teachers; ESL Methodology Courses

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APA (6th Edition):

Ates, B. (2010). Preservice Teachers' Perceptions of the Native and Nonnative English Speaking Graduate Teaching Assistants in ESL Methodology Courses and Graduate Teaching Assistants' Perceptions of Preservice Teachers. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2008-08-56

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):

Ates, Burcu. “Preservice Teachers' Perceptions of the Native and Nonnative English Speaking Graduate Teaching Assistants in ESL Methodology Courses and Graduate Teaching Assistants' Perceptions of Preservice Teachers.” 2010. Thesis, Texas A&M University. Accessed April 26, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2008-08-56.

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

MLA Handbook (7th Edition):

Ates, Burcu. “Preservice Teachers' Perceptions of the Native and Nonnative English Speaking Graduate Teaching Assistants in ESL Methodology Courses and Graduate Teaching Assistants' Perceptions of Preservice Teachers.” 2010. Web. 26 Apr 2019.

Vancouver:

Ates B. Preservice Teachers' Perceptions of the Native and Nonnative English Speaking Graduate Teaching Assistants in ESL Methodology Courses and Graduate Teaching Assistants' Perceptions of Preservice Teachers. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2008-08-56.

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

Council of Science Editors:

Ates B. Preservice Teachers' Perceptions of the Native and Nonnative English Speaking Graduate Teaching Assistants in ESL Methodology Courses and Graduate Teaching Assistants' Perceptions of Preservice Teachers. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2008-08-56

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


Texas A&M University

21. Kerr, Alicia Ann. A Case Study of Five Urban Middle School Teachers Involved In A Culturally Responsive Teaching Teacher Study Group.

Degree: 2011, Texas A&M University

 This qualitative study examined urban middle school teachers' participation in a teacher study group (TSG) focused on culturally responsive teaching (CRT) content. Specifically, the researcher… (more)

Subjects/Keywords: Culturally Responsive Teaching; Professional Development; Teacher Study Group

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APA (6th Edition):

Kerr, A. A. (2011). A Case Study of Five Urban Middle School Teachers Involved In A Culturally Responsive Teaching Teacher Study Group. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7751

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):

Kerr, Alicia Ann. “A Case Study of Five Urban Middle School Teachers Involved In A Culturally Responsive Teaching Teacher Study Group.” 2011. Thesis, Texas A&M University. Accessed April 26, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7751.

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

MLA Handbook (7th Edition):

Kerr, Alicia Ann. “A Case Study of Five Urban Middle School Teachers Involved In A Culturally Responsive Teaching Teacher Study Group.” 2011. Web. 26 Apr 2019.

Vancouver:

Kerr AA. A Case Study of Five Urban Middle School Teachers Involved In A Culturally Responsive Teaching Teacher Study Group. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7751.

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

Council of Science Editors:

Kerr AA. A Case Study of Five Urban Middle School Teachers Involved In A Culturally Responsive Teaching Teacher Study Group. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7751

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


Texas A&M University

22. Song, Si Chun. Chinese and American University Students' Perceptions of Public Apologies.

Degree: 2013, Texas A&M University

 The purpose of this study was to examine Chinese and American students? perceptions of public apologies issued by Reed Hastings, the CEO of Netflix, and… (more)

Subjects/Keywords: Public apologies; Cross-cultural pragmatics; Apology strategies; Non-verbal cues; Corporate Apologies; Netflix; Toyota; Chinese people; Americans

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APA (6th Edition):

Song, S. C. (2013). Chinese and American University Students' Perceptions of Public Apologies. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151818

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):

Song, Si Chun. “Chinese and American University Students' Perceptions of Public Apologies.” 2013. Thesis, Texas A&M University. Accessed April 26, 2019. http://hdl.handle.net/1969.1/151818.

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

MLA Handbook (7th Edition):

Song, Si Chun. “Chinese and American University Students' Perceptions of Public Apologies.” 2013. Web. 26 Apr 2019.

Vancouver:

Song SC. Chinese and American University Students' Perceptions of Public Apologies. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1969.1/151818.

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

Council of Science Editors:

Song SC. Chinese and American University Students' Perceptions of Public Apologies. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151818

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


Texas A&M University

23. Hogan, Kathy Marie. Teacher Perceptions and Classroom Observations of Writing Opportunities in Prekindergarten Classrooms.

Degree: 2014, Texas A&M University

 This multiple-article dissertation examined secondary data collected by an educational service center in a large area of southeast Texas to analyze the similarities and differences… (more)

Subjects/Keywords: prekindergarten; writing; writing artifacts; young ELLs; teacher perceptions; classroom observations

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APA (6th Edition):

Hogan, K. M. (2014). Teacher Perceptions and Classroom Observations of Writing Opportunities in Prekindergarten Classrooms. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152723

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):

Hogan, Kathy Marie. “Teacher Perceptions and Classroom Observations of Writing Opportunities in Prekindergarten Classrooms.” 2014. Thesis, Texas A&M University. Accessed April 26, 2019. http://hdl.handle.net/1969.1/152723.

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

MLA Handbook (7th Edition):

Hogan, Kathy Marie. “Teacher Perceptions and Classroom Observations of Writing Opportunities in Prekindergarten Classrooms.” 2014. Web. 26 Apr 2019.

Vancouver:

Hogan KM. Teacher Perceptions and Classroom Observations of Writing Opportunities in Prekindergarten Classrooms. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1969.1/152723.

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

Council of Science Editors:

Hogan KM. Teacher Perceptions and Classroom Observations of Writing Opportunities in Prekindergarten Classrooms. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/152723

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

24. Cunningham, Mary. The Influence of Cultural Schema on L2 Production: Analysis of Native Russian Speakers' English Personal Narratives.

Degree: 2012, Texas A&M University

 The present study focuses on 24 personal narratives told by eight highly proficient bilingual L1-Russian, L2-English speakers (NRS) in comparison to 24 personal narratives told… (more)

Subjects/Keywords: cultural transfer; cultural influence; bilingual narrative; cultural schema

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APA (6th Edition):

Cunningham, M. (2012). The Influence of Cultural Schema on L2 Production: Analysis of Native Russian Speakers' English Personal Narratives. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9694

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):

Cunningham, Mary. “The Influence of Cultural Schema on L2 Production: Analysis of Native Russian Speakers' English Personal Narratives.” 2012. Thesis, Texas A&M University. Accessed April 26, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9694.

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

MLA Handbook (7th Edition):

Cunningham, Mary. “The Influence of Cultural Schema on L2 Production: Analysis of Native Russian Speakers' English Personal Narratives.” 2012. Web. 26 Apr 2019.

Vancouver:

Cunningham M. The Influence of Cultural Schema on L2 Production: Analysis of Native Russian Speakers' English Personal Narratives. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9694.

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

Council of Science Editors:

Cunningham M. The Influence of Cultural Schema on L2 Production: Analysis of Native Russian Speakers' English Personal Narratives. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-08-9694

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

25. Alderman, Rosalind Veronica. Faculty and student out-of-classroom interaction: student perceptions of quality of interaction.

Degree: 2008, Texas A&M University

 The purpose of this study was to identify ways in which students interact with faculty members outside of the classroom and learn what students believe… (more)

Subjects/Keywords: Faculty-student interaction

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APA (6th Edition):

Alderman, R. V. (2008). Faculty and student out-of-classroom interaction: student perceptions of quality of interaction. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/85919

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):

Alderman, Rosalind Veronica. “Faculty and student out-of-classroom interaction: student perceptions of quality of interaction.” 2008. Thesis, Texas A&M University. Accessed April 26, 2019. http://hdl.handle.net/1969.1/85919.

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

MLA Handbook (7th Edition):

Alderman, Rosalind Veronica. “Faculty and student out-of-classroom interaction: student perceptions of quality of interaction.” 2008. Web. 26 Apr 2019.

Vancouver:

Alderman RV. Faculty and student out-of-classroom interaction: student perceptions of quality of interaction. [Internet] [Thesis]. Texas A&M University; 2008. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1969.1/85919.

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

Council of Science Editors:

Alderman RV. Faculty and student out-of-classroom interaction: student perceptions of quality of interaction. [Thesis]. Texas A&M University; 2008. Available from: http://hdl.handle.net/1969.1/85919

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

26. Ding, Meixia. Knowing mathematics for teaching: a case study of teacher responses to students' errors and difficulties in teaching equivalent fractions.

Degree: 2009, Texas A&M University

 The goal of this study is to align teachers? Mathematical Knowledge for Teaching (MKT) with their classroom instruction. To reduce the classroom complexity while keeping… (more)

Subjects/Keywords: teacher responses;

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APA (6th Edition):

Ding, M. (2009). Knowing mathematics for teaching: a case study of teacher responses to students' errors and difficulties in teaching equivalent fractions. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1481

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):

Ding, Meixia. “Knowing mathematics for teaching: a case study of teacher responses to students' errors and difficulties in teaching equivalent fractions.” 2009. Thesis, Texas A&M University. Accessed April 26, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-1481.

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

MLA Handbook (7th Edition):

Ding, Meixia. “Knowing mathematics for teaching: a case study of teacher responses to students' errors and difficulties in teaching equivalent fractions.” 2009. Web. 26 Apr 2019.

Vancouver:

Ding M. Knowing mathematics for teaching: a case study of teacher responses to students' errors and difficulties in teaching equivalent fractions. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1481.

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

Council of Science Editors:

Ding M. Knowing mathematics for teaching: a case study of teacher responses to students' errors and difficulties in teaching equivalent fractions. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1481

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

27. Chen, Wen-Chun. Noticing in text-based computer-mediated communication: a study of a task-based telecommunication between native and nonnative English speakers.

Degree: 2009, Texas A&M University

 This dissertation investigated the occurrence and the effect of incidental noticing in a text-based Computer-Mediated Communication (CMC) environment on enhancing second language learning. Learning proficiency… (more)

Subjects/Keywords: Noticing; CMC; Telecommunication; Task-based language learning

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APA (6th Edition):

Chen, W. (2009). Noticing in text-based computer-mediated communication: a study of a task-based telecommunication between native and nonnative English speakers. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2938

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, Wen-Chun. “Noticing in text-based computer-mediated communication: a study of a task-based telecommunication between native and nonnative English speakers.” 2009. Thesis, Texas A&M University. Accessed April 26, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2938.

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

MLA Handbook (7th Edition):

Chen, Wen-Chun. “Noticing in text-based computer-mediated communication: a study of a task-based telecommunication between native and nonnative English speakers.” 2009. Web. 26 Apr 2019.

Vancouver:

Chen W. Noticing in text-based computer-mediated communication: a study of a task-based telecommunication between native and nonnative English speakers. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2938.

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

Council of Science Editors:

Chen W. Noticing in text-based computer-mediated communication: a study of a task-based telecommunication between native and nonnative English speakers. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2938

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

28. Henry, Patricia May. Cultural Socialization Process of Effective Educators of Students of Color in an Elementary School District.

Degree: 2009, Texas A&M University

 The purpose of this life history study was to identify the experiences that influence the cultural socialization process of teachers and the factors that contribute… (more)

Subjects/Keywords: cultural socialization; effective educators; elementary schools

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APA (6th Edition):

Henry, P. M. (2009). Cultural Socialization Process of Effective Educators of Students of Color in an Elementary School District. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2940

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):

Henry, Patricia May. “Cultural Socialization Process of Effective Educators of Students of Color in an Elementary School District.” 2009. Thesis, Texas A&M University. Accessed April 26, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2940.

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

MLA Handbook (7th Edition):

Henry, Patricia May. “Cultural Socialization Process of Effective Educators of Students of Color in an Elementary School District.” 2009. Web. 26 Apr 2019.

Vancouver:

Henry PM. Cultural Socialization Process of Effective Educators of Students of Color in an Elementary School District. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2940.

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

Council of Science Editors:

Henry PM. Cultural Socialization Process of Effective Educators of Students of Color in an Elementary School District. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2940

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

29. Lopez, Michelle Marie. Latina Administrators' Ways of Leadership: Preparando Chicanas.

Degree: 2013, Texas A&M University

 The purpose of this study was to 1) identify the pathways and strategies by which Latina administrators reach their positions within student affairs, 2) examine… (more)

Subjects/Keywords: Higher Education; Student Affairs; Latinas; Mexican-American; Leadership; Administration

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

APA (6th Edition):

Lopez, M. M. (2013). Latina Administrators' Ways of Leadership: Preparando Chicanas. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149380

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, Michelle Marie. “Latina Administrators' Ways of Leadership: Preparando Chicanas.” 2013. Thesis, Texas A&M University. Accessed April 26, 2019. http://hdl.handle.net/1969.1/149380.

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

MLA Handbook (7th Edition):

Lopez, Michelle Marie. “Latina Administrators' Ways of Leadership: Preparando Chicanas.” 2013. Web. 26 Apr 2019.

Vancouver:

Lopez MM. Latina Administrators' Ways of Leadership: Preparando Chicanas. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1969.1/149380.

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

Council of Science Editors:

Lopez MM. Latina Administrators' Ways of Leadership: Preparando Chicanas. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149380

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


Texas A&M University

30. Saavedra, Cinthya Michelle. The teacher's body: discourse, power and discipline in the history of the feminization of teaching.

Degree: 2006, Texas A&M University

 Historical studies of the feminization of teaching have provided important additions to feminist understandings of teaching and education in general. However, most historical accounts of… (more)

Subjects/Keywords: Teacher; Feminism

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

APA (6th Edition):

Saavedra, C. M. (2006). The teacher's body: discourse, power and discipline in the history of the feminization of teaching. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/3836

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):

Saavedra, Cinthya Michelle. “The teacher's body: discourse, power and discipline in the history of the feminization of teaching.” 2006. Thesis, Texas A&M University. Accessed April 26, 2019. http://hdl.handle.net/1969.1/3836.

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

MLA Handbook (7th Edition):

Saavedra, Cinthya Michelle. “The teacher's body: discourse, power and discipline in the history of the feminization of teaching.” 2006. Web. 26 Apr 2019.

Vancouver:

Saavedra CM. The teacher's body: discourse, power and discipline in the history of the feminization of teaching. [Internet] [Thesis]. Texas A&M University; 2006. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1969.1/3836.

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

Council of Science Editors:

Saavedra CM. The teacher's body: discourse, power and discipline in the history of the feminization of teaching. [Thesis]. Texas A&M University; 2006. Available from: http://hdl.handle.net/1969.1/3836

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

.