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You searched for +publisher:"Texas A&M University" +contributor:("Walters, Lynne"). Showing records 1 – 21 of 21 total matches.

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Texas A&M University

1. Chu, Yiting. The Question-asking Behavior of Five Chinese International Students: A Case Study.

Degree: 2012, Texas A&M University

 In the 2010/11 academic year, more than one fifth of international students in the American higher education institutions were from Mainland China. However, these Chinese… (more)

Subjects/Keywords: Question-asking behavior; Chinese international students; Case study

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APA (6th Edition):

Chu, Y. (2012). The Question-asking Behavior of Five Chinese International Students: A Case Study. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-11081

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):

Chu, Yiting. “The Question-asking Behavior of Five Chinese International Students: A Case Study.” 2012. Thesis, Texas A&M University. Accessed May 26, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-11081.

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

MLA Handbook (7th Edition):

Chu, Yiting. “The Question-asking Behavior of Five Chinese International Students: A Case Study.” 2012. Web. 26 May 2019.

Vancouver:

Chu Y. The Question-asking Behavior of Five Chinese International Students: A Case Study. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 May 26]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-11081.

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

Council of Science Editors:

Chu Y. The Question-asking Behavior of Five Chinese International Students: A Case Study. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-11081

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


Texas A&M University

2. Baker, Joseph Scott. Three Elements of Forensic Competition: The Coach, Content, and Student.

Degree: 2016, Texas A&M University

 Involvement in high school extracurricular activities is important for students of diversity; however, forensics (competitive speech & debate) is often viewed as an exclusive, all-White,… (more)

Subjects/Keywords: forensic competition; speech & debate; extracurricular activities; diversity; performance ethnography; surveys

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APA (6th Edition):

Baker, J. S. (2016). Three Elements of Forensic Competition: The Coach, Content, and Student. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156893

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):

Baker, Joseph Scott. “Three Elements of Forensic Competition: The Coach, Content, and Student.” 2016. Thesis, Texas A&M University. Accessed May 26, 2019. http://hdl.handle.net/1969.1/156893.

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

MLA Handbook (7th Edition):

Baker, Joseph Scott. “Three Elements of Forensic Competition: The Coach, Content, and Student.” 2016. Web. 26 May 2019.

Vancouver:

Baker JS. Three Elements of Forensic Competition: The Coach, Content, and Student. [Internet] [Thesis]. Texas A&M University; 2016. [cited 2019 May 26]. Available from: http://hdl.handle.net/1969.1/156893.

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

Council of Science Editors:

Baker JS. Three Elements of Forensic Competition: The Coach, Content, and Student. [Thesis]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/156893

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


Texas A&M University

3. Woodson, Billy Ray. Goal 5, Texas Higher Education Coordinating Board: Exploring the Professional Development of Faculty Who Teach Underserved Learners in Developmental Courses at a Two-Year Post-Secondary Institution in Southwest Texas.

Degree: 2016, Texas A&M University

 Using a quantitative method, this study explored the professional development activities, educational levels of faculty teaching developmental courses, and demographic profiles of faculty and students… (more)

Subjects/Keywords: developmental education; community college; underprepared learners; professional development; faculty

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APA (6th Edition):

Woodson, B. R. (2016). Goal 5, Texas Higher Education Coordinating Board: Exploring the Professional Development of Faculty Who Teach Underserved Learners in Developmental Courses at a Two-Year Post-Secondary Institution in Southwest Texas. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/158713

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):

Woodson, Billy Ray. “Goal 5, Texas Higher Education Coordinating Board: Exploring the Professional Development of Faculty Who Teach Underserved Learners in Developmental Courses at a Two-Year Post-Secondary Institution in Southwest Texas.” 2016. Thesis, Texas A&M University. Accessed May 26, 2019. http://hdl.handle.net/1969.1/158713.

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

MLA Handbook (7th Edition):

Woodson, Billy Ray. “Goal 5, Texas Higher Education Coordinating Board: Exploring the Professional Development of Faculty Who Teach Underserved Learners in Developmental Courses at a Two-Year Post-Secondary Institution in Southwest Texas.” 2016. Web. 26 May 2019.

Vancouver:

Woodson BR. Goal 5, Texas Higher Education Coordinating Board: Exploring the Professional Development of Faculty Who Teach Underserved Learners in Developmental Courses at a Two-Year Post-Secondary Institution in Southwest Texas. [Internet] [Thesis]. Texas A&M University; 2016. [cited 2019 May 26]. Available from: http://hdl.handle.net/1969.1/158713.

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

Council of Science Editors:

Woodson BR. Goal 5, Texas Higher Education Coordinating Board: Exploring the Professional Development of Faculty Who Teach Underserved Learners in Developmental Courses at a Two-Year Post-Secondary Institution in Southwest Texas. [Thesis]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/158713

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


Texas A&M University

4. Yan, Sijin. Meta-Analysis of the Effects of Philosophy for Children Program on Students? Cognitive Outcomes.

Degree: 2017, Texas A&M University

 Philosophy for Children (often abbreviated as P4C) is an educational program that aims at introducing philosophy into K-12 education with its distinguishable curriculum design and… (more)

Subjects/Keywords: Philosophy for Children; Meta-Analysis; Systematic Review; Cognitive Abilities

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APA (6th Edition):

Yan, S. (2017). Meta-Analysis of the Effects of Philosophy for Children Program on Students? Cognitive Outcomes. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/161473

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):

Yan, Sijin. “Meta-Analysis of the Effects of Philosophy for Children Program on Students? Cognitive Outcomes.” 2017. Thesis, Texas A&M University. Accessed May 26, 2019. http://hdl.handle.net/1969.1/161473.

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

MLA Handbook (7th Edition):

Yan, Sijin. “Meta-Analysis of the Effects of Philosophy for Children Program on Students? Cognitive Outcomes.” 2017. Web. 26 May 2019.

Vancouver:

Yan S. Meta-Analysis of the Effects of Philosophy for Children Program on Students? Cognitive Outcomes. [Internet] [Thesis]. Texas A&M University; 2017. [cited 2019 May 26]. Available from: http://hdl.handle.net/1969.1/161473.

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

Council of Science Editors:

Yan S. Meta-Analysis of the Effects of Philosophy for Children Program on Students? Cognitive Outcomes. [Thesis]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/161473

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


Texas A&M University

5. Gonzalez, Mary. Journey to the Doctorate:The Experiences of First-Generation HIspanic Students.

Degree: 2012, Texas A&M University

 The purpose of this study was to understand the lived experiences of first-generation Hispanic students who have obtained a doctorate degree (EdD or PhD). The… (more)

Subjects/Keywords: Hispanic; First-Generation; Doctorate Degree; Phenomenological

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APA (6th Edition):

Gonzalez, M. (2012). Journey to the Doctorate:The Experiences of First-Generation HIspanic Students. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11870

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):

Gonzalez, Mary. “Journey to the Doctorate:The Experiences of First-Generation HIspanic Students.” 2012. Thesis, Texas A&M University. Accessed May 26, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11870.

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

MLA Handbook (7th Edition):

Gonzalez, Mary. “Journey to the Doctorate:The Experiences of First-Generation HIspanic Students.” 2012. Web. 26 May 2019.

Vancouver:

Gonzalez M. Journey to the Doctorate:The Experiences of First-Generation HIspanic Students. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 May 26]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11870.

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

Council of Science Editors:

Gonzalez M. Journey to the Doctorate:The Experiences of First-Generation HIspanic Students. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11870

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


Texas A&M University

6. Gililland, Darrell Jon. The Effect of Problem-Based Learning as a Tutoring Intervention in Athletic Training Education: Exploring the Theory Application Gap in the Board of Certification, Inc. Treatment and Rehabilitation Domain at Regional University in Texas.

Degree: 2015, Texas A&M University

 The purpose of this study was to explore the effects of problem-based learning (PBL) as a tutoring intervention in narrowing the theory application gap within… (more)

Subjects/Keywords: Problem-Based Learning; Theory Application Gap; Athletic Training Education

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APA (6th Edition):

Gililland, D. J. (2015). The Effect of Problem-Based Learning as a Tutoring Intervention in Athletic Training Education: Exploring the Theory Application Gap in the Board of Certification, Inc. Treatment and Rehabilitation Domain at Regional University in Texas. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155381

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):

Gililland, Darrell Jon. “The Effect of Problem-Based Learning as a Tutoring Intervention in Athletic Training Education: Exploring the Theory Application Gap in the Board of Certification, Inc. Treatment and Rehabilitation Domain at Regional University in Texas.” 2015. Thesis, Texas A&M University. Accessed May 26, 2019. http://hdl.handle.net/1969.1/155381.

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

MLA Handbook (7th Edition):

Gililland, Darrell Jon. “The Effect of Problem-Based Learning as a Tutoring Intervention in Athletic Training Education: Exploring the Theory Application Gap in the Board of Certification, Inc. Treatment and Rehabilitation Domain at Regional University in Texas.” 2015. Web. 26 May 2019.

Vancouver:

Gililland DJ. The Effect of Problem-Based Learning as a Tutoring Intervention in Athletic Training Education: Exploring the Theory Application Gap in the Board of Certification, Inc. Treatment and Rehabilitation Domain at Regional University in Texas. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 May 26]. Available from: http://hdl.handle.net/1969.1/155381.

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

Council of Science Editors:

Gililland DJ. The Effect of Problem-Based Learning as a Tutoring Intervention in Athletic Training Education: Exploring the Theory Application Gap in the Board of Certification, Inc. Treatment and Rehabilitation Domain at Regional University in Texas. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155381

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


Texas A&M University

7. Sunalai, Suravee. Knowledge Management Systems in Higher Education Institutions in Thailand: A Holistic Model of Enablers, Processes, and Outcomes.

Degree: 2015, Texas A&M University

 Higher education institutions (HEIs) have applied knowledge management (KM) to leverage organizational knowledge in support of their institutional achievements. HEIs need a holistic conceptualization of… (more)

Subjects/Keywords: Knowledge Management; Model; Higher Education; Thailand

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APA (6th Edition):

Sunalai, S. (2015). Knowledge Management Systems in Higher Education Institutions in Thailand: A Holistic Model of Enablers, Processes, and Outcomes. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156246

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):

Sunalai, Suravee. “Knowledge Management Systems in Higher Education Institutions in Thailand: A Holistic Model of Enablers, Processes, and Outcomes.” 2015. Thesis, Texas A&M University. Accessed May 26, 2019. http://hdl.handle.net/1969.1/156246.

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

MLA Handbook (7th Edition):

Sunalai, Suravee. “Knowledge Management Systems in Higher Education Institutions in Thailand: A Holistic Model of Enablers, Processes, and Outcomes.” 2015. Web. 26 May 2019.

Vancouver:

Sunalai S. Knowledge Management Systems in Higher Education Institutions in Thailand: A Holistic Model of Enablers, Processes, and Outcomes. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 May 26]. Available from: http://hdl.handle.net/1969.1/156246.

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

Council of Science Editors:

Sunalai S. Knowledge Management Systems in Higher Education Institutions in Thailand: A Holistic Model of Enablers, Processes, and Outcomes. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/156246

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


Texas A&M University

8. Dogan, Hulya. Conceptions of Homeland and Identity Among Meskhetian Turk Refugeesin the U.S. and Turkey.

Degree: PhD, Anthropology, 2016, Texas A&M University

 This dissertation focuses on the Meskhetian Turks, a small non-titular group who has experienced multiple displacements, violent persecution, and ongoing exile since 1944. Initially, the… (more)

Subjects/Keywords: refugees; transnationalism; homeland; identity; deterritorialization; Meskhetian Turks; gender

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APA (6th Edition):

Dogan, H. (2016). Conceptions of Homeland and Identity Among Meskhetian Turk Refugeesin the U.S. and Turkey. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/157858

Chicago Manual of Style (16th Edition):

Dogan, Hulya. “Conceptions of Homeland and Identity Among Meskhetian Turk Refugeesin the U.S. and Turkey.” 2016. Doctoral Dissertation, Texas A&M University. Accessed May 26, 2019. http://hdl.handle.net/1969.1/157858.

MLA Handbook (7th Edition):

Dogan, Hulya. “Conceptions of Homeland and Identity Among Meskhetian Turk Refugeesin the U.S. and Turkey.” 2016. Web. 26 May 2019.

Vancouver:

Dogan H. Conceptions of Homeland and Identity Among Meskhetian Turk Refugeesin the U.S. and Turkey. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2019 May 26]. Available from: http://hdl.handle.net/1969.1/157858.

Council of Science Editors:

Dogan H. Conceptions of Homeland and Identity Among Meskhetian Turk Refugeesin the U.S. and Turkey. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/157858


Texas A&M University

9. Ahn, Soo Jin. Korean ESL learners' pragmatic competence: motivation, amount of contact, and length of residence.

Degree: 2009, Texas A&M University

 This study examined the motivation for learning English, the amount of contact with English, and length of residence in the target language area that affects… (more)

Subjects/Keywords: ESL

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APA (6th Edition):

Ahn, S. J. (2009). Korean ESL learners' pragmatic competence: motivation, amount of contact, and length of residence. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2487

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 Jin. “Korean ESL learners' pragmatic competence: motivation, amount of contact, and length of residence.” 2009. Thesis, Texas A&M University. Accessed May 26, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2487.

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 Jin. “Korean ESL learners' pragmatic competence: motivation, amount of contact, and length of residence.” 2009. Web. 26 May 2019.

Vancouver:

Ahn SJ. Korean ESL learners' pragmatic competence: motivation, amount of contact, and length of residence. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 May 26]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2487.

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

Council of Science Editors:

Ahn SJ. Korean ESL learners' pragmatic competence: motivation, amount of contact, and length of residence. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2487

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


Texas A&M University

10. Brazile, Ruth Delories. Selection Process for Third and Fourth Grade African American Gifted and Talented: A Case Study in One Urban School District.

Degree: 2011, Texas A&M University

 The purpose of this study was to examine teacher perceptions of third and fourth grade African American students who might be selected for the gifted… (more)

Subjects/Keywords: third and fourth grade; African Americans; gifted and talented; teacher perceptions; multicultural education

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APA (6th Edition):

Brazile, R. D. (2011). Selection Process for Third and Fourth Grade African American Gifted and Talented: A Case Study in One Urban School District. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8582

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):

Brazile, Ruth Delories. “Selection Process for Third and Fourth Grade African American Gifted and Talented: A Case Study in One Urban School District.” 2011. Thesis, Texas A&M University. Accessed May 26, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8582.

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

MLA Handbook (7th Edition):

Brazile, Ruth Delories. “Selection Process for Third and Fourth Grade African American Gifted and Talented: A Case Study in One Urban School District.” 2011. Web. 26 May 2019.

Vancouver:

Brazile RD. Selection Process for Third and Fourth Grade African American Gifted and Talented: A Case Study in One Urban School District. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 May 26]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8582.

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

Council of Science Editors:

Brazile RD. Selection Process for Third and Fourth Grade African American Gifted and Talented: A Case Study in One Urban School District. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8582

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


Texas A&M University

11. Fox, Brandon. A Critical Examination of Texas Mathematics Achievement in Grades Three through Eight by Mathematical Objective across Race/Ethnicity, Gender, and Socioeconomic Status.

Degree: 2012, Texas A&M University

 The purpose of this quantitative study was to identify performance differences on the TAKS mathematics assessments in grades three through eight across race/ethnicity, gender, and… (more)

Subjects/Keywords: TAKS Mathematics; Critical Race Theory; Race/Ethnicity; Gender; Socioeconomic Status

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APA (6th Edition):

Fox, B. (2012). A Critical Examination of Texas Mathematics Achievement in Grades Three through Eight by Mathematical Objective across Race/Ethnicity, Gender, and Socioeconomic Status. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10485

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):

Fox, Brandon. “A Critical Examination of Texas Mathematics Achievement in Grades Three through Eight by Mathematical Objective across Race/Ethnicity, Gender, and Socioeconomic Status.” 2012. Thesis, Texas A&M University. Accessed May 26, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10485.

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

MLA Handbook (7th Edition):

Fox, Brandon. “A Critical Examination of Texas Mathematics Achievement in Grades Three through Eight by Mathematical Objective across Race/Ethnicity, Gender, and Socioeconomic Status.” 2012. Web. 26 May 2019.

Vancouver:

Fox B. A Critical Examination of Texas Mathematics Achievement in Grades Three through Eight by Mathematical Objective across Race/Ethnicity, Gender, and Socioeconomic Status. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 May 26]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10485.

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

Council of Science Editors:

Fox B. A Critical Examination of Texas Mathematics Achievement in Grades Three through Eight by Mathematical Objective across Race/Ethnicity, Gender, and Socioeconomic Status. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10485

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

12. Rodriguez, Steven. Making sense of divergent career test scores.

Degree: 2009, Texas A&M University

 The purposes of this study were to discover patterns in test scores when both the Myers-Briggs Type Indicator and the Strong Interest Inventory are used… (more)

Subjects/Keywords: career development; Myers-Briggs Type Indicator; Strong Interest Inventory

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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APA (6th Edition):

Rodriguez, S. (2009). Making sense of divergent career test scores. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2709

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, Steven. “Making sense of divergent career test scores.” 2009. Thesis, Texas A&M University. Accessed May 26, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2709.

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

MLA Handbook (7th Edition):

Rodriguez, Steven. “Making sense of divergent career test scores.” 2009. Web. 26 May 2019.

Vancouver:

Rodriguez S. Making sense of divergent career test scores. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 May 26]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2709.

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

Council of Science Editors:

Rodriguez S. Making sense of divergent career test scores. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2709

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

13. Doll, Jonathan Jacob. Teachers? and Administrators? Perceptions of the Antecedents of School Dropout among English Language Learners at Selected Texas Schools.

Degree: 2011, Texas A&M University

 This study examined teachers' and administrators' perceptions of English language learner dropout antecedents at 95 secondary schools in Texas targeting two goals. First, perceptions of… (more)

Subjects/Keywords: Dropout; ESL Dropout; English Language Learner Dropout; English-As-A-Second-Language Dropout

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

APA (6th Edition):

Doll, J. J. (2011). Teachers? and Administrators? Perceptions of the Antecedents of School Dropout among English Language Learners at Selected Texas Schools. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7824

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):

Doll, Jonathan Jacob. “Teachers? and Administrators? Perceptions of the Antecedents of School Dropout among English Language Learners at Selected Texas Schools.” 2011. Thesis, Texas A&M University. Accessed May 26, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7824.

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

MLA Handbook (7th Edition):

Doll, Jonathan Jacob. “Teachers? and Administrators? Perceptions of the Antecedents of School Dropout among English Language Learners at Selected Texas Schools.” 2011. Web. 26 May 2019.

Vancouver:

Doll JJ. Teachers? and Administrators? Perceptions of the Antecedents of School Dropout among English Language Learners at Selected Texas Schools. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 May 26]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7824.

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

Council of Science Editors:

Doll JJ. Teachers? and Administrators? Perceptions of the Antecedents of School Dropout among English Language Learners at Selected Texas Schools. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7824

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

14. Hill, Tory C. Common Formative Assessments Developed Through Professional Learning Communities (PLCs): A Case Study to Analyze the Alignment of Curriculum, Assessment, and Instruction in a Math PLC at a Title I Middle School in the Southern United States.

Degree: 2013, Texas A&M University

 The introduction of No Child Left Behind increased performance expectations for students across the United States and compelled teachers to focus on standardized assessments instead… (more)

Subjects/Keywords: Common Assessments; Formative Assessments

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APA (6th Edition):

Hill, T. C. (2013). Common Formative Assessments Developed Through Professional Learning Communities (PLCs): A Case Study to Analyze the Alignment of Curriculum, Assessment, and Instruction in a Math PLC at a Title I Middle School in the Southern United States. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149323

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):

Hill, Tory C. “Common Formative Assessments Developed Through Professional Learning Communities (PLCs): A Case Study to Analyze the Alignment of Curriculum, Assessment, and Instruction in a Math PLC at a Title I Middle School in the Southern United States.” 2013. Thesis, Texas A&M University. Accessed May 26, 2019. http://hdl.handle.net/1969.1/149323.

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

MLA Handbook (7th Edition):

Hill, Tory C. “Common Formative Assessments Developed Through Professional Learning Communities (PLCs): A Case Study to Analyze the Alignment of Curriculum, Assessment, and Instruction in a Math PLC at a Title I Middle School in the Southern United States.” 2013. Web. 26 May 2019.

Vancouver:

Hill TC. Common Formative Assessments Developed Through Professional Learning Communities (PLCs): A Case Study to Analyze the Alignment of Curriculum, Assessment, and Instruction in a Math PLC at a Title I Middle School in the Southern United States. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 May 26]. Available from: http://hdl.handle.net/1969.1/149323.

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

Council of Science Editors:

Hill TC. Common Formative Assessments Developed Through Professional Learning Communities (PLCs): A Case Study to Analyze the Alignment of Curriculum, Assessment, and Instruction in a Math PLC at a Title I Middle School in the Southern United States. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149323

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

15. Liu, Yi-Chun. The Utilization of Listening Strategies in the Development of Listening Comprehension among Skilled and Less-skilled Non-native English Speakers at the College Level.

Degree: 2011, Texas A&M University

 This study aimed to explore Chinese and Korean EFL learners? perceptions with regards to the use of listening strategies. The purpose is to learn whether… (more)

Subjects/Keywords: Listening strategies; listening comprehension; non-native English speaker

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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APA (6th Edition):

Liu, Y. (2011). The Utilization of Listening Strategies in the Development of Listening Comprehension among Skilled and Less-skilled Non-native English Speakers at the College Level. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7601

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):

Liu, Yi-Chun. “The Utilization of Listening Strategies in the Development of Listening Comprehension among Skilled and Less-skilled Non-native English Speakers at the College Level.” 2011. Thesis, Texas A&M University. Accessed May 26, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7601.

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

MLA Handbook (7th Edition):

Liu, Yi-Chun. “The Utilization of Listening Strategies in the Development of Listening Comprehension among Skilled and Less-skilled Non-native English Speakers at the College Level.” 2011. Web. 26 May 2019.

Vancouver:

Liu Y. The Utilization of Listening Strategies in the Development of Listening Comprehension among Skilled and Less-skilled Non-native English Speakers at the College Level. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 May 26]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7601.

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

Council of Science Editors:

Liu Y. The Utilization of Listening Strategies in the Development of Listening Comprehension among Skilled and Less-skilled Non-native English Speakers at the College Level. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-12-7601

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

16. Herrera, Karen. Evalutating the Effect of an Online Job-Embedded Professional Development Program on Elementary Teachers' Use of Arts Integrated Approaches to Learning in a South Texas School District.

Degree: 2013, Texas A&M University

 In the state of Texas, instruction in the arts is required from Kindergarten through eighth grade. In many cases, the responsibility for teaching these subjects… (more)

Subjects/Keywords: arts integration; online professional development; elementary generalist teacher; job-embedded

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APA (6th Edition):

Herrera, K. (2013). Evalutating the Effect of an Online Job-Embedded Professional Development Program on Elementary Teachers' Use of Arts Integrated Approaches to Learning in a South Texas School District. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151371

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):

Herrera, Karen. “Evalutating the Effect of an Online Job-Embedded Professional Development Program on Elementary Teachers' Use of Arts Integrated Approaches to Learning in a South Texas School District.” 2013. Thesis, Texas A&M University. Accessed May 26, 2019. http://hdl.handle.net/1969.1/151371.

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

MLA Handbook (7th Edition):

Herrera, Karen. “Evalutating the Effect of an Online Job-Embedded Professional Development Program on Elementary Teachers' Use of Arts Integrated Approaches to Learning in a South Texas School District.” 2013. Web. 26 May 2019.

Vancouver:

Herrera K. Evalutating the Effect of an Online Job-Embedded Professional Development Program on Elementary Teachers' Use of Arts Integrated Approaches to Learning in a South Texas School District. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 May 26]. Available from: http://hdl.handle.net/1969.1/151371.

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

Council of Science Editors:

Herrera K. Evalutating the Effect of an Online Job-Embedded Professional Development Program on Elementary Teachers' Use of Arts Integrated Approaches to Learning in a South Texas School District. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151371

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

17. Talkmitt, Marcia J. K-12 Professional Learning Communities (PLCs) in a Rural School District on the High Plains of Texas: Mechanism for Teacher Support of Innovative Formative Assessment and Instruction with Technology (iFAIT).

Degree: 2013, Texas A&M University

 The purpose of this study was to explore the evolution of collaborative practices of PLCs as they emerge when using technology based formative assessment via… (more)

Subjects/Keywords: PLCs; Technology; CoPs; Professional Learning Community; Communities of Practice; Data Driven Instruction; Eduphoria; Student Response Pads; Formative Assessment; Assessment; iFAIT; technology; ARS; Audience Response System

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APA (6th Edition):

Talkmitt, M. J. (2013). K-12 Professional Learning Communities (PLCs) in a Rural School District on the High Plains of Texas: Mechanism for Teacher Support of Innovative Formative Assessment and Instruction with Technology (iFAIT). (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149479

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):

Talkmitt, Marcia J. “K-12 Professional Learning Communities (PLCs) in a Rural School District on the High Plains of Texas: Mechanism for Teacher Support of Innovative Formative Assessment and Instruction with Technology (iFAIT).” 2013. Thesis, Texas A&M University. Accessed May 26, 2019. http://hdl.handle.net/1969.1/149479.

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

MLA Handbook (7th Edition):

Talkmitt, Marcia J. “K-12 Professional Learning Communities (PLCs) in a Rural School District on the High Plains of Texas: Mechanism for Teacher Support of Innovative Formative Assessment and Instruction with Technology (iFAIT).” 2013. Web. 26 May 2019.

Vancouver:

Talkmitt MJ. K-12 Professional Learning Communities (PLCs) in a Rural School District on the High Plains of Texas: Mechanism for Teacher Support of Innovative Formative Assessment and Instruction with Technology (iFAIT). [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 May 26]. Available from: http://hdl.handle.net/1969.1/149479.

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

Council of Science Editors:

Talkmitt MJ. K-12 Professional Learning Communities (PLCs) in a Rural School District on the High Plains of Texas: Mechanism for Teacher Support of Innovative Formative Assessment and Instruction with Technology (iFAIT). [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149479

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

18. Kidd, Talesa S. The Role of Ethical Frames and Values on Teacher Interaction with Academic Policies.

Degree: 2011, Texas A&M University

 The No Child Left Behind Act of 2001, fundamentally changed the focus of education in the United States from that of providing an opportunity for… (more)

Subjects/Keywords: academic misconduct; social adaptation theory; ethical frames; values; educational policy

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APA (6th Edition):

Kidd, T. S. (2011). The Role of Ethical Frames and Values on Teacher Interaction with Academic Policies. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7979

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):

Kidd, Talesa S. “The Role of Ethical Frames and Values on Teacher Interaction with Academic Policies.” 2011. Thesis, Texas A&M University. Accessed May 26, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7979.

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

MLA Handbook (7th Edition):

Kidd, Talesa S. “The Role of Ethical Frames and Values on Teacher Interaction with Academic Policies.” 2011. Web. 26 May 2019.

Vancouver:

Kidd TS. The Role of Ethical Frames and Values on Teacher Interaction with Academic Policies. [Internet] [Thesis]. Texas A&M University; 2011. [cited 2019 May 26]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7979.

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

Council of Science Editors:

Kidd TS. The Role of Ethical Frames and Values on Teacher Interaction with Academic Policies. [Thesis]. Texas A&M University; 2011. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2010-05-7979

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


Texas A&M University

19. Hoefelmeyer, Karla Sue. Increasing your U.S. News and World Report graduate school rankings: a census of public affairs schools and their strategic communications efforts to create a tradition of distinction.

Degree: 2005, Texas A&M University

 Colleges and schools in today??s competitive marketplace must not only be cognizant of student and faculty recruitment, but also of their positioning in rankings. This… (more)

Subjects/Keywords: Public administration; academic rankings

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APA (6th Edition):

Hoefelmeyer, K. S. (2005). Increasing your U.S. News and World Report graduate school rankings: a census of public affairs schools and their strategic communications efforts to create a tradition of distinction. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/2399

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):

Hoefelmeyer, Karla Sue. “Increasing your U.S. News and World Report graduate school rankings: a census of public affairs schools and their strategic communications efforts to create a tradition of distinction.” 2005. Thesis, Texas A&M University. Accessed May 26, 2019. http://hdl.handle.net/1969.1/2399.

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

MLA Handbook (7th Edition):

Hoefelmeyer, Karla Sue. “Increasing your U.S. News and World Report graduate school rankings: a census of public affairs schools and their strategic communications efforts to create a tradition of distinction.” 2005. Web. 26 May 2019.

Vancouver:

Hoefelmeyer KS. Increasing your U.S. News and World Report graduate school rankings: a census of public affairs schools and their strategic communications efforts to create a tradition of distinction. [Internet] [Thesis]. Texas A&M University; 2005. [cited 2019 May 26]. Available from: http://hdl.handle.net/1969.1/2399.

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

Council of Science Editors:

Hoefelmeyer KS. Increasing your U.S. News and World Report graduate school rankings: a census of public affairs schools and their strategic communications efforts to create a tradition of distinction. [Thesis]. Texas A&M University; 2005. Available from: http://hdl.handle.net/1969.1/2399

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


Texas A&M University

20. Zhang, Jing. U.S. newspaper coverage of immigration in 2004: a content analysis.

Degree: 2005, Texas A&M University

 This study examined the U.S. newspaper coverage of immigration in 2004. Previous studies have focused on the ideological implication of news coverage, showing that the… (more)

Subjects/Keywords: immigration; content analysis

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APA (6th Edition):

Zhang, J. (2005). U.S. newspaper coverage of immigration in 2004: a content analysis. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/2464

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):

Zhang, Jing. “U.S. newspaper coverage of immigration in 2004: a content analysis.” 2005. Thesis, Texas A&M University. Accessed May 26, 2019. http://hdl.handle.net/1969.1/2464.

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

MLA Handbook (7th Edition):

Zhang, Jing. “U.S. newspaper coverage of immigration in 2004: a content analysis.” 2005. Web. 26 May 2019.

Vancouver:

Zhang J. U.S. newspaper coverage of immigration in 2004: a content analysis. [Internet] [Thesis]. Texas A&M University; 2005. [cited 2019 May 26]. Available from: http://hdl.handle.net/1969.1/2464.

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

Council of Science Editors:

Zhang J. U.S. newspaper coverage of immigration in 2004: a content analysis. [Thesis]. Texas A&M University; 2005. Available from: http://hdl.handle.net/1969.1/2464

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


Texas A&M University

21. Gore, Sabra Ladd. Effective science communication to children via a health-related Web site.

Degree: 2004, Texas A&M University

 This study assesses one Web site, Veggie-mon.org. This Web site aims to effectively communciate health information to children, resulting in user learning and an intent… (more)

Subjects/Keywords: communication; health; Web; Internet; children

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APA (6th Edition):

Gore, S. L. (2004). Effective science communication to children via a health-related Web site. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/178

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):

Gore, Sabra Ladd. “Effective science communication to children via a health-related Web site.” 2004. Thesis, Texas A&M University. Accessed May 26, 2019. http://hdl.handle.net/1969.1/178.

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

MLA Handbook (7th Edition):

Gore, Sabra Ladd. “Effective science communication to children via a health-related Web site.” 2004. Web. 26 May 2019.

Vancouver:

Gore SL. Effective science communication to children via a health-related Web site. [Internet] [Thesis]. Texas A&M University; 2004. [cited 2019 May 26]. Available from: http://hdl.handle.net/1969.1/178.

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

Council of Science Editors:

Gore SL. Effective science communication to children via a health-related Web site. [Thesis]. Texas A&M University; 2004. Available from: http://hdl.handle.net/1969.1/178

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

.