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You searched for +publisher:"Texas A&M University" +contributor:("Webb-Hasan, Gwendolyn"). Showing records 1 – 30 of 62 total matches.

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Texas A&M University

1. Chalklen, Warren Leslie. At the Feet of Giants: How South African Advocates for Equity in Education (Re) Interpret Their Leadership Styles.

Degree: 2015, Texas A&M University

 This research study focused on South African advocates for equity in education. It used semi-structured interviews with three South African advocates for equity in education… (more)

Subjects/Keywords: Equity; Advocacy; Leadership; South Africa

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APA (6th Edition):

Chalklen, W. L. (2015). At the Feet of Giants: How South African Advocates for Equity in Education (Re) Interpret Their Leadership Styles. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156236

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):

Chalklen, Warren Leslie. “At the Feet of Giants: How South African Advocates for Equity in Education (Re) Interpret Their Leadership Styles.” 2015. Thesis, Texas A&M University. Accessed April 25, 2019. http://hdl.handle.net/1969.1/156236.

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

MLA Handbook (7th Edition):

Chalklen, Warren Leslie. “At the Feet of Giants: How South African Advocates for Equity in Education (Re) Interpret Their Leadership Styles.” 2015. Web. 25 Apr 2019.

Vancouver:

Chalklen WL. At the Feet of Giants: How South African Advocates for Equity in Education (Re) Interpret Their Leadership Styles. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1969.1/156236.

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

Council of Science Editors:

Chalklen WL. At the Feet of Giants: How South African Advocates for Equity in Education (Re) Interpret Their Leadership Styles. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/156236

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


Texas A&M University

2. Benckenstein, Claire Carson. Creativity Through the Eyes of Social Studies Teachers in Urban Settings.

Degree: 2016, Texas A&M University

 The purpose of this study was to seek an in-depth understanding of the perspectives of six urban elementary and secondary social studies teachers as creative… (more)

Subjects/Keywords: creativity; urban settings

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APA (6th Edition):

Benckenstein, C. C. (2016). Creativity Through the Eyes of Social Studies Teachers in Urban Settings. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156959

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):

Benckenstein, Claire Carson. “Creativity Through the Eyes of Social Studies Teachers in Urban Settings.” 2016. Thesis, Texas A&M University. Accessed April 25, 2019. http://hdl.handle.net/1969.1/156959.

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

MLA Handbook (7th Edition):

Benckenstein, Claire Carson. “Creativity Through the Eyes of Social Studies Teachers in Urban Settings.” 2016. Web. 25 Apr 2019.

Vancouver:

Benckenstein CC. Creativity Through the Eyes of Social Studies Teachers in Urban Settings. [Internet] [Thesis]. Texas A&M University; 2016. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1969.1/156959.

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

Council of Science Editors:

Benckenstein CC. Creativity Through the Eyes of Social Studies Teachers in Urban Settings. [Thesis]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/156959

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


Texas A&M University

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

Degree: 2016, Texas A&M University

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Rodriguez, Reyes Isaac. “A Triple Quandary in Creating a Sense of Belonging as English Language Learners Experience Transitions: The Perceptions of Bilingual Teachers at Four Elementary Campuses in the Rio Grande Valley.” 2016. Thesis, Texas A&M University. Accessed April 25, 2019. http://hdl.handle.net/1969.1/157831.

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

MLA Handbook (7th Edition):

Rodriguez, Reyes Isaac. “A Triple Quandary in Creating a Sense of Belonging as English Language Learners Experience Transitions: The Perceptions of Bilingual Teachers at Four Elementary Campuses in the Rio Grande Valley.” 2016. Web. 25 Apr 2019.

Vancouver:

Rodriguez RI. A Triple Quandary in Creating a Sense of Belonging as English Language Learners Experience Transitions: The Perceptions of Bilingual Teachers at Four Elementary Campuses in the Rio Grande Valley. [Internet] [Thesis]. Texas A&M University; 2016. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1969.1/157831.

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

Council of Science Editors:

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

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


Texas A&M University

4. Malhan, Jyoti. Voices of Successful Science Teachers in an Urban Diverse Single Gender Girls' School.

Degree: 2016, Texas A&M University

 This research study was conducted as a qualitative case study of four successful science teachers of female students in a diverse, title 1, urban, public… (more)

Subjects/Keywords: Girls' School

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APA (6th Edition):

Malhan, J. (2016). Voices of Successful Science Teachers in an Urban Diverse Single Gender Girls' School. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/158663

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):

Malhan, Jyoti. “Voices of Successful Science Teachers in an Urban Diverse Single Gender Girls' School.” 2016. Thesis, Texas A&M University. Accessed April 25, 2019. http://hdl.handle.net/1969.1/158663.

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

MLA Handbook (7th Edition):

Malhan, Jyoti. “Voices of Successful Science Teachers in an Urban Diverse Single Gender Girls' School.” 2016. Web. 25 Apr 2019.

Vancouver:

Malhan J. Voices of Successful Science Teachers in an Urban Diverse Single Gender Girls' School. [Internet] [Thesis]. Texas A&M University; 2016. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1969.1/158663.

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

Council of Science Editors:

Malhan J. Voices of Successful Science Teachers in an Urban Diverse Single Gender Girls' School. [Thesis]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/158663

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


Texas A&M University

5. Pelezo, Susan Lee. The Lived Experiences of Four Professional Development Directors in Urban Public School Districts.

Degree: 2017, Texas A&M University

 This research study was conducted on four urban professional development directors. A qualitative research framework was embraced to hear four administrators describe their perceptions of… (more)

Subjects/Keywords: Professional Development; urban education

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APA (6th Edition):

Pelezo, S. L. (2017). The Lived Experiences of Four Professional Development Directors in Urban Public School Districts. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/161555

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):

Pelezo, Susan Lee. “The Lived Experiences of Four Professional Development Directors in Urban Public School Districts.” 2017. Thesis, Texas A&M University. Accessed April 25, 2019. http://hdl.handle.net/1969.1/161555.

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

MLA Handbook (7th Edition):

Pelezo, Susan Lee. “The Lived Experiences of Four Professional Development Directors in Urban Public School Districts.” 2017. Web. 25 Apr 2019.

Vancouver:

Pelezo SL. The Lived Experiences of Four Professional Development Directors in Urban Public School Districts. [Internet] [Thesis]. Texas A&M University; 2017. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1969.1/161555.

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

Council of Science Editors:

Pelezo SL. The Lived Experiences of Four Professional Development Directors in Urban Public School Districts. [Thesis]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/161555

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


Texas A&M University

6. Willis, Janet. Elementary Special Education Teachers' Cultural Awareness and Beliefs In One Urban School District Regarding African American Learners.

Degree: 2012, Texas A&M University

 Today's urban schools are composed of students from diverse cultural backgrounds and varying levels of academic readiness. At the same time, approximately 88% of teachers… (more)

Subjects/Keywords: Multicultural Education; Special Education Teachers; Special Education Reform; Overrepresentation of minorities in special education; Diversity training and professional development for educators; culturally responsive pedagogy; teacher retention

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APA (6th Edition):

Willis, J. (2012). Elementary Special Education Teachers' Cultural Awareness and Beliefs In One Urban School District Regarding African American Learners. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10710

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):

Willis, Janet. “Elementary Special Education Teachers' Cultural Awareness and Beliefs In One Urban School District Regarding African American Learners.” 2012. Thesis, Texas A&M University. Accessed April 25, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10710.

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

MLA Handbook (7th Edition):

Willis, Janet. “Elementary Special Education Teachers' Cultural Awareness and Beliefs In One Urban School District Regarding African American Learners.” 2012. Web. 25 Apr 2019.

Vancouver:

Willis J. Elementary Special Education Teachers' Cultural Awareness and Beliefs In One Urban School District Regarding African American Learners. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10710.

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

Council of Science Editors:

Willis J. Elementary Special Education Teachers' Cultural Awareness and Beliefs In One Urban School District Regarding African American Learners. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10710

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


Texas A&M University

7. Rodriguez, Eddie. Intergroup Differences and Its Impact on Professional Exchanges.

Degree: 2012, Texas A&M University

 The purpose of this study was to examine how misperceptions of intergroup differences affect the working and professional relationships among Hispanic teachers, European American (White)… (more)

Subjects/Keywords: Intergroup Differences; Cultural Differences

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APA (6th Edition):

Rodriguez, E. (2012). Intergroup Differences and Its Impact on Professional Exchanges. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11578

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

Chicago Manual of Style (16th Edition):

Rodriguez, Eddie. “Intergroup Differences and Its Impact on Professional Exchanges.” 2012. Thesis, Texas A&M University. Accessed April 25, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11578.

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

MLA Handbook (7th Edition):

Rodriguez, Eddie. “Intergroup Differences and Its Impact on Professional Exchanges.” 2012. Web. 25 Apr 2019.

Vancouver:

Rodriguez E. Intergroup Differences and Its Impact on Professional Exchanges. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11578.

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

Council of Science Editors:

Rodriguez E. Intergroup Differences and Its Impact on Professional Exchanges. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11578

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


Texas A&M University

8. Narvaez, Rose. Intergroup Differences Between Hispanic Students and European American Teachers in Urban Schools.

Degree: 2012, Texas A&M University

 The purpose of this study was to examine the daily exchanges between Hispanic students of Mexican descent and European American teachers in urban schools and… (more)

Subjects/Keywords: intergroup conflict; cultural differences in schools

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APA (6th Edition):

Narvaez, R. (2012). Intergroup Differences Between Hispanic Students and European American Teachers in Urban Schools. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11577

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

Chicago Manual of Style (16th Edition):

Narvaez, Rose. “Intergroup Differences Between Hispanic Students and European American Teachers in Urban Schools.” 2012. Thesis, Texas A&M University. Accessed April 25, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11577.

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

MLA Handbook (7th Edition):

Narvaez, Rose. “Intergroup Differences Between Hispanic Students and European American Teachers in Urban Schools.” 2012. Web. 25 Apr 2019.

Vancouver:

Narvaez R. Intergroup Differences Between Hispanic Students and European American Teachers in Urban Schools. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11577.

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

Council of Science Editors:

Narvaez R. Intergroup Differences Between Hispanic Students and European American Teachers in Urban Schools. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11577

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


Texas A&M University

9. Ragsdale, Laura Anne. An Analysis of Three White Male High School Assistant Principal Perceptions of Black Males Students in a Suburban District.

Degree: 2013, Texas A&M University

 A large majority of research portrays the achievement gap as an outcome and a primary focus of what is wrong in American schools when instead… (more)

Subjects/Keywords: Black males; assistant principal; perceptions; academic achievement; deficit thinking; opportunity gaps; educational debt

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APA (6th Edition):

Ragsdale, L. A. (2013). An Analysis of Three White Male High School Assistant Principal Perceptions of Black Males Students in a Suburban District. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149576

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):

Ragsdale, Laura Anne. “An Analysis of Three White Male High School Assistant Principal Perceptions of Black Males Students in a Suburban District.” 2013. Thesis, Texas A&M University. Accessed April 25, 2019. http://hdl.handle.net/1969.1/149576.

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

MLA Handbook (7th Edition):

Ragsdale, Laura Anne. “An Analysis of Three White Male High School Assistant Principal Perceptions of Black Males Students in a Suburban District.” 2013. Web. 25 Apr 2019.

Vancouver:

Ragsdale LA. An Analysis of Three White Male High School Assistant Principal Perceptions of Black Males Students in a Suburban District. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1969.1/149576.

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

Council of Science Editors:

Ragsdale LA. An Analysis of Three White Male High School Assistant Principal Perceptions of Black Males Students in a Suburban District. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149576

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


Texas A&M University

10. Lea, Jemimah. Robbing Tamika to Pay Jamaal: An Exploratory Investigation of the National Assessment of Educational Progress.

Degree: 2013, Texas A&M University

 The purpose of this study was to provide an exploratory analysis of African American females achievement on the National Assessment of Educational Progress (NAEP) within… (more)

Subjects/Keywords: African American Females; African American Girls; Black Females; Black Girls; Achievement Gap; Academic Achievement; NAEP

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APA (6th Edition):

Lea, J. (2013). Robbing Tamika to Pay Jamaal: An Exploratory Investigation of the National Assessment of Educational Progress. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149581

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):

Lea, Jemimah. “Robbing Tamika to Pay Jamaal: An Exploratory Investigation of the National Assessment of Educational Progress.” 2013. Thesis, Texas A&M University. Accessed April 25, 2019. http://hdl.handle.net/1969.1/149581.

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

MLA Handbook (7th Edition):

Lea, Jemimah. “Robbing Tamika to Pay Jamaal: An Exploratory Investigation of the National Assessment of Educational Progress.” 2013. Web. 25 Apr 2019.

Vancouver:

Lea J. Robbing Tamika to Pay Jamaal: An Exploratory Investigation of the National Assessment of Educational Progress. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1969.1/149581.

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

Council of Science Editors:

Lea J. Robbing Tamika to Pay Jamaal: An Exploratory Investigation of the National Assessment of Educational Progress. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149581

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


Texas A&M University

11. Blocker, Tyrone Dewayne. Systemic Equity Pedagogy in Science Education: A Mixed-Method Analysis of High Achieving High Schools of Culturally Diverse Student Populations in Texas.

Degree: 2013, Texas A&M University

 The purpose of this study was to identify and describe the associations between systemic equity pedagogy (SEP) practices in highly diverse high schools and their… (more)

Subjects/Keywords: equity pedagogy; science programs; science teachers; multicultural education; college readiness; science achievement; equitable teaching and learning practices; school reform

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

APA (6th Edition):

Blocker, T. D. (2013). Systemic Equity Pedagogy in Science Education: A Mixed-Method Analysis of High Achieving High Schools of Culturally Diverse Student Populations in Texas. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151086

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):

Blocker, Tyrone Dewayne. “Systemic Equity Pedagogy in Science Education: A Mixed-Method Analysis of High Achieving High Schools of Culturally Diverse Student Populations in Texas.” 2013. Thesis, Texas A&M University. Accessed April 25, 2019. http://hdl.handle.net/1969.1/151086.

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

MLA Handbook (7th Edition):

Blocker, Tyrone Dewayne. “Systemic Equity Pedagogy in Science Education: A Mixed-Method Analysis of High Achieving High Schools of Culturally Diverse Student Populations in Texas.” 2013. Web. 25 Apr 2019.

Vancouver:

Blocker TD. Systemic Equity Pedagogy in Science Education: A Mixed-Method Analysis of High Achieving High Schools of Culturally Diverse Student Populations in Texas. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1969.1/151086.

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

Council of Science Editors:

Blocker TD. Systemic Equity Pedagogy in Science Education: A Mixed-Method Analysis of High Achieving High Schools of Culturally Diverse Student Populations in Texas. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151086

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


Texas A&M University

12. Obamehinti, Feyi. The Values of Immigrant Students on Citizenship as a Trait of Character Education.

Degree: 2014, Texas A&M University

 The purpose of this study was to examine the values of immigrant students on citizenship as a trait of character education in accordance to Texas(more)

Subjects/Keywords: Character Education; Citizenship; Immigrant; English Language Learners; Limited English Proficient; Character Traits

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APA (6th Edition):

Obamehinti, F. (2014). The Values of Immigrant Students on Citizenship as a Trait of Character Education. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152656

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

Chicago Manual of Style (16th Edition):

Obamehinti, Feyi. “The Values of Immigrant Students on Citizenship as a Trait of Character Education.” 2014. Thesis, Texas A&M University. Accessed April 25, 2019. http://hdl.handle.net/1969.1/152656.

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

MLA Handbook (7th Edition):

Obamehinti, Feyi. “The Values of Immigrant Students on Citizenship as a Trait of Character Education.” 2014. Web. 25 Apr 2019.

Vancouver:

Obamehinti F. The Values of Immigrant Students on Citizenship as a Trait of Character Education. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1969.1/152656.

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

Council of Science Editors:

Obamehinti F. The Values of Immigrant Students on Citizenship as a Trait of Character Education. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/152656

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


Texas A&M University

13. Jones, Marcus Gee. Case Study of Rural High School Math Teachers of African American Students.

Degree: 2014, Texas A&M University

 The purpose of this qualitative study was to understand the reflective qualities of high school math teachers of African American students in a rural setting.… (more)

Subjects/Keywords: African American Learners Rural Education

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APA (6th Edition):

Jones, M. G. (2014). Case Study of Rural High School Math Teachers of African American Students. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152753

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

Chicago Manual of Style (16th Edition):

Jones, Marcus Gee. “Case Study of Rural High School Math Teachers of African American Students.” 2014. Thesis, Texas A&M University. Accessed April 25, 2019. http://hdl.handle.net/1969.1/152753.

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

MLA Handbook (7th Edition):

Jones, Marcus Gee. “Case Study of Rural High School Math Teachers of African American Students.” 2014. Web. 25 Apr 2019.

Vancouver:

Jones MG. Case Study of Rural High School Math Teachers of African American Students. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1969.1/152753.

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

Council of Science Editors:

Jones MG. Case Study of Rural High School Math Teachers of African American Students. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/152753

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


Texas A&M University

14. Rhodes-Monette, Kimberly. An Analysis of Four Implementation Levels for the Positive Behavioral Interventions and Supports (PBIS) on Selected Aggregated High School Student Performance Outcomes.

Degree: 2014, Texas A&M University

 The Positive Behavioral Interventions and Support (PBIS) framework is a school-wide program formulated to address discipline and academic performance along with social behavior skills. The… (more)

Subjects/Keywords: PBIS; PBS; SWPBS; policy implementation; student performance outcomes; high school PBIS

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APA (6th Edition):

Rhodes-Monette, K. (2014). An Analysis of Four Implementation Levels for the Positive Behavioral Interventions and Supports (PBIS) on Selected Aggregated High School Student Performance Outcomes. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/154202

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):

Rhodes-Monette, Kimberly. “An Analysis of Four Implementation Levels for the Positive Behavioral Interventions and Supports (PBIS) on Selected Aggregated High School Student Performance Outcomes.” 2014. Thesis, Texas A&M University. Accessed April 25, 2019. http://hdl.handle.net/1969.1/154202.

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

MLA Handbook (7th Edition):

Rhodes-Monette, Kimberly. “An Analysis of Four Implementation Levels for the Positive Behavioral Interventions and Supports (PBIS) on Selected Aggregated High School Student Performance Outcomes.” 2014. Web. 25 Apr 2019.

Vancouver:

Rhodes-Monette K. An Analysis of Four Implementation Levels for the Positive Behavioral Interventions and Supports (PBIS) on Selected Aggregated High School Student Performance Outcomes. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1969.1/154202.

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

Council of Science Editors:

Rhodes-Monette K. An Analysis of Four Implementation Levels for the Positive Behavioral Interventions and Supports (PBIS) on Selected Aggregated High School Student Performance Outcomes. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/154202

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


Texas A&M University

15. Gregg, Karee DeLyn. A Qualitative Study of the Educational Experiences of Pregnant and Mothering Teens.

Degree: 2015, Texas A&M University

 Since the 1970s, teen pregnancy has been strategically placed at the forefront of American minds. Much attention, research, and funding is dedicated to teen pregnancy… (more)

Subjects/Keywords: teen pregnancy; teen mothering; education of pregnant teens; education of mothering teens

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APA (6th Edition):

Gregg, K. D. (2015). A Qualitative Study of the Educational Experiences of Pregnant and Mothering Teens. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/156212

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):

Gregg, Karee DeLyn. “A Qualitative Study of the Educational Experiences of Pregnant and Mothering Teens.” 2015. Thesis, Texas A&M University. Accessed April 25, 2019. http://hdl.handle.net/1969.1/156212.

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

MLA Handbook (7th Edition):

Gregg, Karee DeLyn. “A Qualitative Study of the Educational Experiences of Pregnant and Mothering Teens.” 2015. Web. 25 Apr 2019.

Vancouver:

Gregg KD. A Qualitative Study of the Educational Experiences of Pregnant and Mothering Teens. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1969.1/156212.

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

Council of Science Editors:

Gregg KD. A Qualitative Study of the Educational Experiences of Pregnant and Mothering Teens. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/156212

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


Texas A&M University

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Morgan, Elyse Lenore. “Implementation of Response to Intervention: A Case Study in a Texas Education Agency Designated Other Central City Suburban School District.” 2018. Doctoral Dissertation, Texas A&M University. Accessed April 25, 2019. http://hdl.handle.net/1969.1/173916.

MLA Handbook (7th Edition):

Morgan, Elyse Lenore. “Implementation of Response to Intervention: A Case Study in a Texas Education Agency Designated Other Central City Suburban School District.” 2018. Web. 25 Apr 2019.

Vancouver:

Morgan EL. Implementation of Response to Intervention: A Case Study in a Texas Education Agency Designated Other Central City Suburban School District. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1969.1/173916.

Council of Science Editors:

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


Texas A&M University

17. Banks, Courtney Swisher. Using Path Analysis to Understand Parental Factors Associated with Parent Teachings of Bystander Behavior.

Degree: PhD, School Psychology, 2016, Texas A&M University

 Due to the negative effects of bullying, schools have worked to address bullying by adopting anti-bullying prevention programs and policies that include parental components in… (more)

Subjects/Keywords: bullying; bystanders; parental involvement; home and school collaboration

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APA (6th Edition):

Banks, C. S. (2016). Using Path Analysis to Understand Parental Factors Associated with Parent Teachings of Bystander Behavior. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/157832

Chicago Manual of Style (16th Edition):

Banks, Courtney Swisher. “Using Path Analysis to Understand Parental Factors Associated with Parent Teachings of Bystander Behavior.” 2016. Doctoral Dissertation, Texas A&M University. Accessed April 25, 2019. http://hdl.handle.net/1969.1/157832.

MLA Handbook (7th Edition):

Banks, Courtney Swisher. “Using Path Analysis to Understand Parental Factors Associated with Parent Teachings of Bystander Behavior.” 2016. Web. 25 Apr 2019.

Vancouver:

Banks CS. Using Path Analysis to Understand Parental Factors Associated with Parent Teachings of Bystander Behavior. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1969.1/157832.

Council of Science Editors:

Banks CS. Using Path Analysis to Understand Parental Factors Associated with Parent Teachings of Bystander Behavior. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/157832


Texas A&M University

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Alonzo, Elias. “Teacher Perceptions Regarding Administrative Decision-Making at a Predominately Mexican American High School in Academic Jeopardy.” 2017. Doctoral Dissertation, Texas A&M University. Accessed April 25, 2019. http://hdl.handle.net/1969.1/169625.

MLA Handbook (7th Edition):

Alonzo, Elias. “Teacher Perceptions Regarding Administrative Decision-Making at a Predominately Mexican American High School in Academic Jeopardy.” 2017. Web. 25 Apr 2019.

Vancouver:

Alonzo E. Teacher Perceptions Regarding Administrative Decision-Making at a Predominately Mexican American High School in Academic Jeopardy. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1969.1/169625.

Council of Science Editors:

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


Texas A&M University

19. Harper, Ilene Brown. High School Leaders’ Perceptions on Disproportionality in School Discipline among African-American Students.

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

 National trends indicate that systemic disparities in school discipline are evident by race. Students of color, for instance, are more likely than White students to… (more)

Subjects/Keywords: Positive Behavioral Interventions and Supports (PBIS); Cultural CRIL

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APA (6th Edition):

Harper, I. B. (2017). High School Leaders’ Perceptions on Disproportionality in School Discipline among African-American Students. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/169553

Chicago Manual of Style (16th Edition):

Harper, Ilene Brown. “High School Leaders’ Perceptions on Disproportionality in School Discipline among African-American Students.” 2017. Doctoral Dissertation, Texas A&M University. Accessed April 25, 2019. http://hdl.handle.net/1969.1/169553.

MLA Handbook (7th Edition):

Harper, Ilene Brown. “High School Leaders’ Perceptions on Disproportionality in School Discipline among African-American Students.” 2017. Web. 25 Apr 2019.

Vancouver:

Harper IB. High School Leaders’ Perceptions on Disproportionality in School Discipline among African-American Students. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1969.1/169553.

Council of Science Editors:

Harper IB. High School Leaders’ Perceptions on Disproportionality in School Discipline among African-American Students. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/169553


Texas A&M University

20. Portilla, Liliana Raquel. Five former Texas Public School Board Members' Perceptions Concerning the Hiring of Latina Superintendents.

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

 This qualitative study examined the perceptions of five former pubic school board members in Texas regarding the hiring of Latinas aspiring to the superintendency. The… (more)

Subjects/Keywords: Latina Superintendents; leadership; former board members; hiring; female hispanics; Latinas

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

APA (6th Edition):

Portilla, L. R. (2017). Five former Texas Public School Board Members' Perceptions Concerning the Hiring of Latina Superintendents. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/169582

Chicago Manual of Style (16th Edition):

Portilla, Liliana Raquel. “Five former Texas Public School Board Members' Perceptions Concerning the Hiring of Latina Superintendents.” 2017. Doctoral Dissertation, Texas A&M University. Accessed April 25, 2019. http://hdl.handle.net/1969.1/169582.

MLA Handbook (7th Edition):

Portilla, Liliana Raquel. “Five former Texas Public School Board Members' Perceptions Concerning the Hiring of Latina Superintendents.” 2017. Web. 25 Apr 2019.

Vancouver:

Portilla LR. Five former Texas Public School Board Members' Perceptions Concerning the Hiring of Latina Superintendents. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1969.1/169582.

Council of Science Editors:

Portilla LR. Five former Texas Public School Board Members' Perceptions Concerning the Hiring of Latina Superintendents. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/169582


Texas A&M University

21. Marrero, Sonia Marie. Hearing the Voices of Married African American Mothers As They Describe Their Sons’ Experiences with White Teachers in Urban Secondary Schools.

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

 This study was conducted as a qualitative study of five married middle-income African American mothers’ perception of their African American sons’ White teachers in an… (more)

Subjects/Keywords: African American males; African American mothers; Urban Education; White teacher-African American Males; Achievement Gap; Critical Race Theory; Black Feminist Thought; Secondary schools

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

APA (6th Edition):

Marrero, S. M. (2017). Hearing the Voices of Married African American Mothers As They Describe Their Sons’ Experiences with White Teachers in Urban Secondary Schools. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/169557

Chicago Manual of Style (16th Edition):

Marrero, Sonia Marie. “Hearing the Voices of Married African American Mothers As They Describe Their Sons’ Experiences with White Teachers in Urban Secondary Schools.” 2017. Doctoral Dissertation, Texas A&M University. Accessed April 25, 2019. http://hdl.handle.net/1969.1/169557.

MLA Handbook (7th Edition):

Marrero, Sonia Marie. “Hearing the Voices of Married African American Mothers As They Describe Their Sons’ Experiences with White Teachers in Urban Secondary Schools.” 2017. Web. 25 Apr 2019.

Vancouver:

Marrero SM. Hearing the Voices of Married African American Mothers As They Describe Their Sons’ Experiences with White Teachers in Urban Secondary Schools. [Internet] [Doctoral dissertation]. Texas A&M University; 2017. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1969.1/169557.

Council of Science Editors:

Marrero SM. Hearing the Voices of Married African American Mothers As They Describe Their Sons’ Experiences with White Teachers in Urban Secondary Schools. [Doctoral Dissertation]. Texas A&M University; 2017. Available from: http://hdl.handle.net/1969.1/169557


Texas A&M University

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

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 April 25, 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. 25 Apr 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 Apr 25]. 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


Texas A&M University

23. Humpal, David Lawrence 1960-. Challenging Depressive Ghosts in the Hegemonic Closet: An Autoethnography.

Degree: 2012, Texas A&M University

 The following autoethnographic study highlights the perceptions of a Southern, White male teacher, at times experiencing bouts of depression and anxiety, in the predominantly White… (more)

Subjects/Keywords: mental health; rural education; art education; multicultural education; critical White theory; autoethnography

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APA (6th Edition):

Humpal, D. L. 1. (2012). Challenging Depressive Ghosts in the Hegemonic Closet: An Autoethnography. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/148171

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):

Humpal, David Lawrence 1960-. “Challenging Depressive Ghosts in the Hegemonic Closet: An Autoethnography.” 2012. Thesis, Texas A&M University. Accessed April 25, 2019. http://hdl.handle.net/1969.1/148171.

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

MLA Handbook (7th Edition):

Humpal, David Lawrence 1960-. “Challenging Depressive Ghosts in the Hegemonic Closet: An Autoethnography.” 2012. Web. 25 Apr 2019.

Vancouver:

Humpal DL1. Challenging Depressive Ghosts in the Hegemonic Closet: An Autoethnography. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1969.1/148171.

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

Council of Science Editors:

Humpal DL1. Challenging Depressive Ghosts in the Hegemonic Closet: An Autoethnography. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/148171

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


Texas A&M University

24. Rios, Sylvia 1954-. A Case Study of Principal Leadership in the Practice of Multicultural Education in High-Achieving Schools Serving Hispanic Students in South Texas.

Degree: 2012, Texas A&M University

 The primary purpose of this qualitative study was to explore the educational experiences and leadership behaviors of five South Texas high school principals, in the… (more)

Subjects/Keywords: Multicultural Education; Multicultural; Hispanic Students; Hispanic; Principal Leadership; Principal

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APA (6th Edition):

Rios, S. 1. (2012). A Case Study of Principal Leadership in the Practice of Multicultural Education in High-Achieving Schools Serving Hispanic Students in South Texas. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/148257

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):

Rios, Sylvia 1954-. “A Case Study of Principal Leadership in the Practice of Multicultural Education in High-Achieving Schools Serving Hispanic Students in South Texas.” 2012. Thesis, Texas A&M University. Accessed April 25, 2019. http://hdl.handle.net/1969.1/148257.

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

MLA Handbook (7th Edition):

Rios, Sylvia 1954-. “A Case Study of Principal Leadership in the Practice of Multicultural Education in High-Achieving Schools Serving Hispanic Students in South Texas.” 2012. Web. 25 Apr 2019.

Vancouver:

Rios S1. A Case Study of Principal Leadership in the Practice of Multicultural Education in High-Achieving Schools Serving Hispanic Students in South Texas. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1969.1/148257.

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

Council of Science Editors:

Rios S1. A Case Study of Principal Leadership in the Practice of Multicultural Education in High-Achieving Schools Serving Hispanic Students in South Texas. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/148257

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


Texas A&M University

25. Ogletree, Evelyn 1954-. Voices of Four African American Female Clergy and Their Perceptions of Gender, Equity, and Leadership Styles in the African American Urban Church.

Degree: 2012, Texas A&M University

 The purpose of this qualitative study was to give voice to the experiences of African American female pastors of African American churches and their perceptions… (more)

Subjects/Keywords: African American Church; Black Female Oppression; Womanist; Black Feminist; Quadrouple Knot; Black Church; African American Female Pastors; African American Female Clergy; Black Female Pastors; Female Pastors

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APA (6th Edition):

Ogletree, E. 1. (2012). Voices of Four African American Female Clergy and Their Perceptions of Gender, Equity, and Leadership Styles in the African American Urban Church. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/148281

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):

Ogletree, Evelyn 1954-. “Voices of Four African American Female Clergy and Their Perceptions of Gender, Equity, and Leadership Styles in the African American Urban Church.” 2012. Thesis, Texas A&M University. Accessed April 25, 2019. http://hdl.handle.net/1969.1/148281.

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

MLA Handbook (7th Edition):

Ogletree, Evelyn 1954-. “Voices of Four African American Female Clergy and Their Perceptions of Gender, Equity, and Leadership Styles in the African American Urban Church.” 2012. Web. 25 Apr 2019.

Vancouver:

Ogletree E1. Voices of Four African American Female Clergy and Their Perceptions of Gender, Equity, and Leadership Styles in the African American Urban Church. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1969.1/148281.

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

Council of Science Editors:

Ogletree E1. Voices of Four African American Female Clergy and Their Perceptions of Gender, Equity, and Leadership Styles in the African American Urban Church. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/148281

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


Texas A&M University

26. Villafranca, Darlene 1975-. Stories of the Unheard: A Case Study of Five Mexican American Dropouts Labeled as Demonstrating Learning Disabilities.

Degree: 2012, Texas A&M University

 This qualitative study examined the dropout crises from the perspectives of Mexican American dropouts labeled as learner disabled who were receiving special education services. Such… (more)

Subjects/Keywords: culturally responsive; special education; dropouts; Mexican American

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APA (6th Edition):

Villafranca, D. 1. (2012). Stories of the Unheard: A Case Study of Five Mexican American Dropouts Labeled as Demonstrating Learning Disabilities. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/148300

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):

Villafranca, Darlene 1975-. “Stories of the Unheard: A Case Study of Five Mexican American Dropouts Labeled as Demonstrating Learning Disabilities.” 2012. Thesis, Texas A&M University. Accessed April 25, 2019. http://hdl.handle.net/1969.1/148300.

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

MLA Handbook (7th Edition):

Villafranca, Darlene 1975-. “Stories of the Unheard: A Case Study of Five Mexican American Dropouts Labeled as Demonstrating Learning Disabilities.” 2012. Web. 25 Apr 2019.

Vancouver:

Villafranca D1. Stories of the Unheard: A Case Study of Five Mexican American Dropouts Labeled as Demonstrating Learning Disabilities. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1969.1/148300.

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

Council of Science Editors:

Villafranca D1. Stories of the Unheard: A Case Study of Five Mexican American Dropouts Labeled as Demonstrating Learning Disabilities. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/148300

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


Texas A&M University

27. Zannou, Yetunde. Hearing the Voices of Alternatively Certified Teachers in Texas: Narratives of Teaching English Language Learners in Urban Secondary Mainstream Classrooms.

Degree: 2012, Texas A&M University

 In Texas, nearly half of all new teachers are alternatively certified (AC) whilst English language learners (ELL) are over one-third of the public school population… (more)

Subjects/Keywords: STEM; teacher education; secondary education; Texas; science; English language learners; alternative certification

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APA (6th Edition):

Zannou, Y. (2012). Hearing the Voices of Alternatively Certified Teachers in Texas: Narratives of Teaching English Language Learners in Urban Secondary Mainstream Classrooms. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/148406

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):

Zannou, Yetunde. “Hearing the Voices of Alternatively Certified Teachers in Texas: Narratives of Teaching English Language Learners in Urban Secondary Mainstream Classrooms.” 2012. Thesis, Texas A&M University. Accessed April 25, 2019. http://hdl.handle.net/1969.1/148406.

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

MLA Handbook (7th Edition):

Zannou, Yetunde. “Hearing the Voices of Alternatively Certified Teachers in Texas: Narratives of Teaching English Language Learners in Urban Secondary Mainstream Classrooms.” 2012. Web. 25 Apr 2019.

Vancouver:

Zannou Y. Hearing the Voices of Alternatively Certified Teachers in Texas: Narratives of Teaching English Language Learners in Urban Secondary Mainstream Classrooms. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1969.1/148406.

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

Council of Science Editors:

Zannou Y. Hearing the Voices of Alternatively Certified Teachers in Texas: Narratives of Teaching English Language Learners in Urban Secondary Mainstream Classrooms. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/148406

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


Texas A&M University

28. Rose, Shirley A. An Autoethnographic Study: An African American Woman?s Perception of her Journey to the Principalship.

Degree: 2013, Texas A&M University

 The purpose of this qualitative autoethnographic study was to add to the research of African American female secondary principals. Most research in the field of… (more)

Subjects/Keywords: African American Female Administrators; African American Female; High School Principals; Black High School Principals; African American High School Administrators

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

APA (6th Edition):

Rose, S. A. (2013). An Autoethnographic Study: An African American Woman?s Perception of her Journey to the Principalship. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/149360

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):

Rose, Shirley A. “An Autoethnographic Study: An African American Woman?s Perception of her Journey to the Principalship.” 2013. Thesis, Texas A&M University. Accessed April 25, 2019. http://hdl.handle.net/1969.1/149360.

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

MLA Handbook (7th Edition):

Rose, Shirley A. “An Autoethnographic Study: An African American Woman?s Perception of her Journey to the Principalship.” 2013. Web. 25 Apr 2019.

Vancouver:

Rose SA. An Autoethnographic Study: An African American Woman?s Perception of her Journey to the Principalship. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1969.1/149360.

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

Council of Science Editors:

Rose SA. An Autoethnographic Study: An African American Woman?s Perception of her Journey to the Principalship. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/149360

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


Texas A&M University

29. Lowry, Robert 1978-. Equality in Texas Public Schools for Male Offenders who have been Classified with Intellectual Disabilities.

Degree: 2012, Texas A&M University

 All independent school districts are required by law to provide educational services for the students classified as Developmentally Delayed Delinquents (DDD); this record of study… (more)

Subjects/Keywords: Equality in Public Schools

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

APA (6th Edition):

Lowry, R. 1. (2012). Equality in Texas Public Schools for Male Offenders who have been Classified with Intellectual Disabilities. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151618

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):

Lowry, Robert 1978-. “Equality in Texas Public Schools for Male Offenders who have been Classified with Intellectual Disabilities.” 2012. Thesis, Texas A&M University. Accessed April 25, 2019. http://hdl.handle.net/1969.1/151618.

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

MLA Handbook (7th Edition):

Lowry, Robert 1978-. “Equality in Texas Public Schools for Male Offenders who have been Classified with Intellectual Disabilities.” 2012. Web. 25 Apr 2019.

Vancouver:

Lowry R1. Equality in Texas Public Schools for Male Offenders who have been Classified with Intellectual Disabilities. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1969.1/151618.

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

Council of Science Editors:

Lowry R1. Equality in Texas Public Schools for Male Offenders who have been Classified with Intellectual Disabilities. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/151618

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


Texas A&M University

30. Carrillo, Alicia A. A Case Study of the College Experiences of a Mexican-American Student with Attention Deficit Hyperactive Disorder: A Conversation between Mother and Son.

Degree: 2013, Texas A&M University

 The purpose of this study was to conduct an in-depth look into the perceptions of the college experiences of a male, Mexican-American student with Attention… (more)

Subjects/Keywords: ADHD; Postsecondary Education; Deficit Thinking; Self Determination; Self Advocacy

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

APA (6th Edition):

Carrillo, A. A. (2013). A Case Study of the College Experiences of a Mexican-American Student with Attention Deficit Hyperactive Disorder: A Conversation between Mother and Son. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/151669

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):

Carrillo, Alicia A. “A Case Study of the College Experiences of a Mexican-American Student with Attention Deficit Hyperactive Disorder: A Conversation between Mother and Son.” 2013. Thesis, Texas A&M University. Accessed April 25, 2019. http://hdl.handle.net/1969.1/151669.

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

MLA Handbook (7th Edition):

Carrillo, Alicia A. “A Case Study of the College Experiences of a Mexican-American Student with Attention Deficit Hyperactive Disorder: A Conversation between Mother and Son.” 2013. Web. 25 Apr 2019.

Vancouver:

Carrillo AA. A Case Study of the College Experiences of a Mexican-American Student with Attention Deficit Hyperactive Disorder: A Conversation between Mother and Son. [Internet] [Thesis]. Texas A&M University; 2013. [cited 2019 Apr 25]. Available from: http://hdl.handle.net/1969.1/151669.

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

Council of Science Editors:

Carrillo AA. A Case Study of the College Experiences of a Mexican-American Student with Attention Deficit Hyperactive Disorder: A Conversation between Mother and Son. [Thesis]. Texas A&M University; 2013. Available from: http://hdl.handle.net/1969.1/151669

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

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