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You searched for +publisher:"Texas State University – San Marcos" +contributor:("Acee, Taylor W."). Showing records 1 – 13 of 13 total matches.

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Texas State University – San Marcos

1. Krou, Megan R. Rationalizing the Decision to Cheat: An Empirical Analysis to Determine Whether Social Rational Orientation can Predict Academic Dishonesty.

Degree: MA, Sociology, 2015, Texas State University – San Marcos

 Academic dishonesty is a wide-spread issue that plagues educational institutions, including those in higher education. The purpose of higher education is to increase knowledge and… (more)

Subjects/Keywords: Cheating; Education; Social rational orientation

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APA (6th Edition):

Krou, M. R. (2015). Rationalizing the Decision to Cheat: An Empirical Analysis to Determine Whether Social Rational Orientation can Predict Academic Dishonesty. (Masters Thesis). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/6820

Chicago Manual of Style (16th Edition):

Krou, Megan R. “Rationalizing the Decision to Cheat: An Empirical Analysis to Determine Whether Social Rational Orientation can Predict Academic Dishonesty.” 2015. Masters Thesis, Texas State University – San Marcos. Accessed March 05, 2021. https://digital.library.txstate.edu/handle/10877/6820.

MLA Handbook (7th Edition):

Krou, Megan R. “Rationalizing the Decision to Cheat: An Empirical Analysis to Determine Whether Social Rational Orientation can Predict Academic Dishonesty.” 2015. Web. 05 Mar 2021.

Vancouver:

Krou MR. Rationalizing the Decision to Cheat: An Empirical Analysis to Determine Whether Social Rational Orientation can Predict Academic Dishonesty. [Internet] [Masters thesis]. Texas State University – San Marcos; 2015. [cited 2021 Mar 05]. Available from: https://digital.library.txstate.edu/handle/10877/6820.

Council of Science Editors:

Krou MR. Rationalizing the Decision to Cheat: An Empirical Analysis to Determine Whether Social Rational Orientation can Predict Academic Dishonesty. [Masters Thesis]. Texas State University – San Marcos; 2015. Available from: https://digital.library.txstate.edu/handle/10877/6820


Texas State University – San Marcos

2. Henrichs, Erinn L. Interactive Word Walls and Student Perceptions of Vocabulary.

Degree: MA, Elementary Education, 2011, Texas State University – San Marcos

 This qualitative study is designed to address interactive word walls and their effects on student learning and student perceptions of vocabulary. The participants of this… (more)

Subjects/Keywords: Word wall; Vocabulary; Interactive; Student perceptions; Student generated

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APA (6th Edition):

Henrichs, E. L. (2011). Interactive Word Walls and Student Perceptions of Vocabulary. (Masters Thesis). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/2473

Chicago Manual of Style (16th Edition):

Henrichs, Erinn L. “Interactive Word Walls and Student Perceptions of Vocabulary.” 2011. Masters Thesis, Texas State University – San Marcos. Accessed March 05, 2021. https://digital.library.txstate.edu/handle/10877/2473.

MLA Handbook (7th Edition):

Henrichs, Erinn L. “Interactive Word Walls and Student Perceptions of Vocabulary.” 2011. Web. 05 Mar 2021.

Vancouver:

Henrichs EL. Interactive Word Walls and Student Perceptions of Vocabulary. [Internet] [Masters thesis]. Texas State University – San Marcos; 2011. [cited 2021 Mar 05]. Available from: https://digital.library.txstate.edu/handle/10877/2473.

Council of Science Editors:

Henrichs EL. Interactive Word Walls and Student Perceptions of Vocabulary. [Masters Thesis]. Texas State University – San Marcos; 2011. Available from: https://digital.library.txstate.edu/handle/10877/2473


Texas State University – San Marcos

3. Vargas, Erika Koren Nielson. A Case Study of Students in a Developmental Literacy Course when Participating in a Mindfulness-based Intervention.

Degree: PhD, Developmental Education, 2017, Texas State University – San Marcos

 Success in developmental education contexts requires support not just in cognitive skills, but also in affective areas. One approach showing promise in supporting students in… (more)

Subjects/Keywords: Developmental education; Developmental literacy; Mindfulness; MBI; Mindfulness-based intervention; Self-compassion; Affect; Non-cognitive; Effort; Case study; Mindfulness-based cognitive therapy; Developmental reading; Reading (Higher education)

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APA (6th Edition):

Vargas, E. K. N. (2017). A Case Study of Students in a Developmental Literacy Course when Participating in a Mindfulness-based Intervention. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/6914

Chicago Manual of Style (16th Edition):

Vargas, Erika Koren Nielson. “A Case Study of Students in a Developmental Literacy Course when Participating in a Mindfulness-based Intervention.” 2017. Doctoral Dissertation, Texas State University – San Marcos. Accessed March 05, 2021. https://digital.library.txstate.edu/handle/10877/6914.

MLA Handbook (7th Edition):

Vargas, Erika Koren Nielson. “A Case Study of Students in a Developmental Literacy Course when Participating in a Mindfulness-based Intervention.” 2017. Web. 05 Mar 2021.

Vancouver:

Vargas EKN. A Case Study of Students in a Developmental Literacy Course when Participating in a Mindfulness-based Intervention. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2017. [cited 2021 Mar 05]. Available from: https://digital.library.txstate.edu/handle/10877/6914.

Council of Science Editors:

Vargas EKN. A Case Study of Students in a Developmental Literacy Course when Participating in a Mindfulness-based Intervention. [Doctoral Dissertation]. Texas State University – San Marcos; 2017. Available from: https://digital.library.txstate.edu/handle/10877/6914


Texas State University – San Marcos

4. Cortez, Santos R. The Impact of Veteran Peer-Tutoring on Mathematics Course Performance.

Degree: EdD, Developmental Education, 2019, Texas State University – San Marcos

 Veteran peer-tutoring programs have been growing in number, but little research has addressed their effects on student veterans’ success in postsecondary education. Schlossberg’s (2012) adult… (more)

Subjects/Keywords: Student veteran; Veteran peer-tutoring; Nontraditional; Learning assistance centers; Developmental education; Nonveteran tutor; Nonveteran student; Traditional student; Mann-Whitney U; Spearman's rho; Underprepared student; Veterans – Education (Higher); Peer teaching – Education (Higher); Peer teaching – Mathematics

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APA (6th Edition):

Cortez, S. R. (2019). The Impact of Veteran Peer-Tutoring on Mathematics Course Performance. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/8378

Chicago Manual of Style (16th Edition):

Cortez, Santos R. “The Impact of Veteran Peer-Tutoring on Mathematics Course Performance.” 2019. Doctoral Dissertation, Texas State University – San Marcos. Accessed March 05, 2021. https://digital.library.txstate.edu/handle/10877/8378.

MLA Handbook (7th Edition):

Cortez, Santos R. “The Impact of Veteran Peer-Tutoring on Mathematics Course Performance.” 2019. Web. 05 Mar 2021.

Vancouver:

Cortez SR. The Impact of Veteran Peer-Tutoring on Mathematics Course Performance. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2019. [cited 2021 Mar 05]. Available from: https://digital.library.txstate.edu/handle/10877/8378.

Council of Science Editors:

Cortez SR. The Impact of Veteran Peer-Tutoring on Mathematics Course Performance. [Doctoral Dissertation]. Texas State University – San Marcos; 2019. Available from: https://digital.library.txstate.edu/handle/10877/8378


Texas State University – San Marcos

5. Hoang, Theresa V. Growth Mindset and Task Value Interventions in College Algebra.

Degree: PhD, Developmental Education, 2018, Texas State University – San Marcos

 Growth mindset interventions and task value interventions have been effective in raising student academic performance, particularly for students who have low prior achievement. These interventions,… (more)

Subjects/Keywords: College Algebra; Math; Growth Mindset; Incremental Theory of Intelligence; Task Value; Utility Value; Expectancy Value; Psychological Intervention; Motivation; Algebra – Study and teaching

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APA (6th Edition):

Hoang, T. V. (2018). Growth Mindset and Task Value Interventions in College Algebra. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/7423

Chicago Manual of Style (16th Edition):

Hoang, Theresa V. “Growth Mindset and Task Value Interventions in College Algebra.” 2018. Doctoral Dissertation, Texas State University – San Marcos. Accessed March 05, 2021. https://digital.library.txstate.edu/handle/10877/7423.

MLA Handbook (7th Edition):

Hoang, Theresa V. “Growth Mindset and Task Value Interventions in College Algebra.” 2018. Web. 05 Mar 2021.

Vancouver:

Hoang TV. Growth Mindset and Task Value Interventions in College Algebra. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2018. [cited 2021 Mar 05]. Available from: https://digital.library.txstate.edu/handle/10877/7423.

Council of Science Editors:

Hoang TV. Growth Mindset and Task Value Interventions in College Algebra. [Doctoral Dissertation]. Texas State University – San Marcos; 2018. Available from: https://digital.library.txstate.edu/handle/10877/7423


Texas State University – San Marcos

6. Akbuga, Enes. Motivation Intervention Through Calculus Tasks with Science and Engineering Applications.

Degree: PhD, Mathematics Education, 2018, Texas State University – San Marcos

 Although national interest has been focused on increasing STEM graduates, calculus courses still pose a challenge for most STEM major students. As recent statistics show,… (more)

Subjects/Keywords: Expectancy Value; Utility Value; Interest; Motivation; Educational Intervention; Calculus; Calculus – Study and teaching

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APA (6th Edition):

Akbuga, E. (2018). Motivation Intervention Through Calculus Tasks with Science and Engineering Applications. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/7413

Chicago Manual of Style (16th Edition):

Akbuga, Enes. “Motivation Intervention Through Calculus Tasks with Science and Engineering Applications.” 2018. Doctoral Dissertation, Texas State University – San Marcos. Accessed March 05, 2021. https://digital.library.txstate.edu/handle/10877/7413.

MLA Handbook (7th Edition):

Akbuga, Enes. “Motivation Intervention Through Calculus Tasks with Science and Engineering Applications.” 2018. Web. 05 Mar 2021.

Vancouver:

Akbuga E. Motivation Intervention Through Calculus Tasks with Science and Engineering Applications. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2018. [cited 2021 Mar 05]. Available from: https://digital.library.txstate.edu/handle/10877/7413.

Council of Science Editors:

Akbuga E. Motivation Intervention Through Calculus Tasks with Science and Engineering Applications. [Doctoral Dissertation]. Texas State University – San Marcos; 2018. Available from: https://digital.library.txstate.edu/handle/10877/7413


Texas State University – San Marcos

7. VanderLind, Ren. Identity Development, Stigma, and Academic Resilience in College Students with Mental Illness.

Degree: PhD, Developmental Education, 2018, Texas State University – San Marcos

 Increasing numbers of college students are reporting mental health concerns (American Collegiate Health Association, 2014; Novotney, 2014), and research demonstrates insufficient supports are available on… (more)

Subjects/Keywords: Mental Health; Mental Illness; College Students; Identity Development; Stigma; Resillience; Autoethnography; Duoethnography; Metaphor Analysis; College students – Mental health; Mental illness

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APA (6th Edition):

VanderLind, R. (2018). Identity Development, Stigma, and Academic Resilience in College Students with Mental Illness. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/7369

Chicago Manual of Style (16th Edition):

VanderLind, Ren. “Identity Development, Stigma, and Academic Resilience in College Students with Mental Illness.” 2018. Doctoral Dissertation, Texas State University – San Marcos. Accessed March 05, 2021. https://digital.library.txstate.edu/handle/10877/7369.

MLA Handbook (7th Edition):

VanderLind, Ren. “Identity Development, Stigma, and Academic Resilience in College Students with Mental Illness.” 2018. Web. 05 Mar 2021.

Vancouver:

VanderLind R. Identity Development, Stigma, and Academic Resilience in College Students with Mental Illness. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2018. [cited 2021 Mar 05]. Available from: https://digital.library.txstate.edu/handle/10877/7369.

Council of Science Editors:

VanderLind R. Identity Development, Stigma, and Academic Resilience in College Students with Mental Illness. [Doctoral Dissertation]. Texas State University – San Marcos; 2018. Available from: https://digital.library.txstate.edu/handle/10877/7369


Texas State University – San Marcos

8. Threadgill, Elizabeth. Assessing Media Literacy among Students Enrolled in Basic Writing and First-Year Composition.

Degree: PhD, Developmental Education, 2016, Texas State University – San Marcos

 Systematic media literacy education at the college level is largely nonexistent in the U.S. Because assessment is necessary for the development of curriculum and standards,… (more)

Subjects/Keywords: Media literacy; College; Basic writing; Composition; Scale development; EFA; CFA; IRT; Media literacy – United States; Information literacy – Study and teaching (Higher); English language – Rhetoric – Study and teaching – United States

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APA (6th Edition):

Threadgill, E. (2016). Assessing Media Literacy among Students Enrolled in Basic Writing and First-Year Composition. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/6116

Chicago Manual of Style (16th Edition):

Threadgill, Elizabeth. “Assessing Media Literacy among Students Enrolled in Basic Writing and First-Year Composition.” 2016. Doctoral Dissertation, Texas State University – San Marcos. Accessed March 05, 2021. https://digital.library.txstate.edu/handle/10877/6116.

MLA Handbook (7th Edition):

Threadgill, Elizabeth. “Assessing Media Literacy among Students Enrolled in Basic Writing and First-Year Composition.” 2016. Web. 05 Mar 2021.

Vancouver:

Threadgill E. Assessing Media Literacy among Students Enrolled in Basic Writing and First-Year Composition. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2016. [cited 2021 Mar 05]. Available from: https://digital.library.txstate.edu/handle/10877/6116.

Council of Science Editors:

Threadgill E. Assessing Media Literacy among Students Enrolled in Basic Writing and First-Year Composition. [Doctoral Dissertation]. Texas State University – San Marcos; 2016. Available from: https://digital.library.txstate.edu/handle/10877/6116


Texas State University – San Marcos

9. Flaggs, Darolyn A. Campus Racial Climate Matters, Sense of Belonging Matters More: Modeling Pathways to Persistence for Students in Developmental Mathematics.

Degree: PhD, Developmental Education, 2018, Texas State University – San Marcos

 To expand theoretical models concerning college student retention and emphasize factors that may be particularly important for underrepresented minorities enrolled in developmental education (DE) mathematics… (more)

Subjects/Keywords: Developmental mathematics; African American students; Underrepresented students; Campus racial climate; Sense of belonging; Resilience; Persistence; Academic achievement

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APA (6th Edition):

Flaggs, D. A. (2018). Campus Racial Climate Matters, Sense of Belonging Matters More: Modeling Pathways to Persistence for Students in Developmental Mathematics. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/8785

Chicago Manual of Style (16th Edition):

Flaggs, Darolyn A. “Campus Racial Climate Matters, Sense of Belonging Matters More: Modeling Pathways to Persistence for Students in Developmental Mathematics.” 2018. Doctoral Dissertation, Texas State University – San Marcos. Accessed March 05, 2021. https://digital.library.txstate.edu/handle/10877/8785.

MLA Handbook (7th Edition):

Flaggs, Darolyn A. “Campus Racial Climate Matters, Sense of Belonging Matters More: Modeling Pathways to Persistence for Students in Developmental Mathematics.” 2018. Web. 05 Mar 2021.

Vancouver:

Flaggs DA. Campus Racial Climate Matters, Sense of Belonging Matters More: Modeling Pathways to Persistence for Students in Developmental Mathematics. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2018. [cited 2021 Mar 05]. Available from: https://digital.library.txstate.edu/handle/10877/8785.

Council of Science Editors:

Flaggs DA. Campus Racial Climate Matters, Sense of Belonging Matters More: Modeling Pathways to Persistence for Students in Developmental Mathematics. [Doctoral Dissertation]. Texas State University – San Marcos; 2018. Available from: https://digital.library.txstate.edu/handle/10877/8785


Texas State University – San Marcos

10. Barry, William J. Online MS-Word, Instructional Video for Helping Students Turn-on and Use Immediate Writing Feedback: A Longitudinal Study of Developmental Writing Progress and Self-Efficacy.

Degree: PhD, Developmental Education, 2018, Texas State University – San Marcos

 Given the percentages of first-year college students whom the system assesses as not college ready in writing, the current study looked to design and evaluate… (more)

Subjects/Keywords: Self-efficacy; Developmental education; Developmental writing; Writing self-efficacy; Technology; Word processor

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APA (6th Edition):

Barry, W. J. (2018). Online MS-Word, Instructional Video for Helping Students Turn-on and Use Immediate Writing Feedback: A Longitudinal Study of Developmental Writing Progress and Self-Efficacy. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/10889

Chicago Manual of Style (16th Edition):

Barry, William J. “Online MS-Word, Instructional Video for Helping Students Turn-on and Use Immediate Writing Feedback: A Longitudinal Study of Developmental Writing Progress and Self-Efficacy.” 2018. Doctoral Dissertation, Texas State University – San Marcos. Accessed March 05, 2021. https://digital.library.txstate.edu/handle/10877/10889.

MLA Handbook (7th Edition):

Barry, William J. “Online MS-Word, Instructional Video for Helping Students Turn-on and Use Immediate Writing Feedback: A Longitudinal Study of Developmental Writing Progress and Self-Efficacy.” 2018. Web. 05 Mar 2021.

Vancouver:

Barry WJ. Online MS-Word, Instructional Video for Helping Students Turn-on and Use Immediate Writing Feedback: A Longitudinal Study of Developmental Writing Progress and Self-Efficacy. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2018. [cited 2021 Mar 05]. Available from: https://digital.library.txstate.edu/handle/10877/10889.

Council of Science Editors:

Barry WJ. Online MS-Word, Instructional Video for Helping Students Turn-on and Use Immediate Writing Feedback: A Longitudinal Study of Developmental Writing Progress and Self-Efficacy. [Doctoral Dissertation]. Texas State University – San Marcos; 2018. Available from: https://digital.library.txstate.edu/handle/10877/10889


Texas State University – San Marcos

11. Furness, Rachelle K. Digital College Readiness: A Multi-case Study of Early College High School Graduates' Perceptions of the Demands and Opportunities to Learn.

Degree: PhD, Developmental Education, 2017, Texas State University – San Marcos

 Clarifying the concept of digital college readiness (DCR) can direct pedagogical and policy shifts toward the integration of digital literacies instruction as an essential component… (more)

Subjects/Keywords: Digital college readiness; Digital literacies development; Early College High School; Digital learning; 21st century skills; Technology in higher education; Digital media; Information literacy; Media literacy; Computer literacy; College preparation programs

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APA (6th Edition):

Furness, R. K. (2017). Digital College Readiness: A Multi-case Study of Early College High School Graduates' Perceptions of the Demands and Opportunities to Learn. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/6799

Chicago Manual of Style (16th Edition):

Furness, Rachelle K. “Digital College Readiness: A Multi-case Study of Early College High School Graduates' Perceptions of the Demands and Opportunities to Learn.” 2017. Doctoral Dissertation, Texas State University – San Marcos. Accessed March 05, 2021. https://digital.library.txstate.edu/handle/10877/6799.

MLA Handbook (7th Edition):

Furness, Rachelle K. “Digital College Readiness: A Multi-case Study of Early College High School Graduates' Perceptions of the Demands and Opportunities to Learn.” 2017. Web. 05 Mar 2021.

Vancouver:

Furness RK. Digital College Readiness: A Multi-case Study of Early College High School Graduates' Perceptions of the Demands and Opportunities to Learn. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2017. [cited 2021 Mar 05]. Available from: https://digital.library.txstate.edu/handle/10877/6799.

Council of Science Editors:

Furness RK. Digital College Readiness: A Multi-case Study of Early College High School Graduates' Perceptions of the Demands and Opportunities to Learn. [Doctoral Dissertation]. Texas State University – San Marcos; 2017. Available from: https://digital.library.txstate.edu/handle/10877/6799


Texas State University – San Marcos

12. Tyner, Jonathan Walter. The Decision-Making Process: Experiences of New International Graduate Students Enrolled in U.S. Higher Education.

Degree: PhD, Adult, Professional, and Community Education, 2019, Texas State University – San Marcos

 The purpose of this qualitative study was to understand the holistic motivations and decision-making experiences of new international graduate learners who made conscious decisions to… (more)

Subjects/Keywords: International student; International graduate student; International student motivation; Adult education; Adult motivation theory; Foreign student; Push-pull model; Intrinsic and extrinsic motivation; International student mobility; Motivational factors; Internationalization; Decision-making process; Minority students – Education (Higher); Students, Foreign – United States; Graduate students – United States

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APA (6th Edition):

Tyner, J. W. (2019). The Decision-Making Process: Experiences of New International Graduate Students Enrolled in U.S. Higher Education. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/8974

Chicago Manual of Style (16th Edition):

Tyner, Jonathan Walter. “The Decision-Making Process: Experiences of New International Graduate Students Enrolled in U.S. Higher Education.” 2019. Doctoral Dissertation, Texas State University – San Marcos. Accessed March 05, 2021. https://digital.library.txstate.edu/handle/10877/8974.

MLA Handbook (7th Edition):

Tyner, Jonathan Walter. “The Decision-Making Process: Experiences of New International Graduate Students Enrolled in U.S. Higher Education.” 2019. Web. 05 Mar 2021.

Vancouver:

Tyner JW. The Decision-Making Process: Experiences of New International Graduate Students Enrolled in U.S. Higher Education. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2019. [cited 2021 Mar 05]. Available from: https://digital.library.txstate.edu/handle/10877/8974.

Council of Science Editors:

Tyner JW. The Decision-Making Process: Experiences of New International Graduate Students Enrolled in U.S. Higher Education. [Doctoral Dissertation]. Texas State University – San Marcos; 2019. Available from: https://digital.library.txstate.edu/handle/10877/8974


Texas State University – San Marcos

13. Jarrett, Stephanie M. Student Perceptions of Instructor Feedback in Online Discussion Forums in Integrated Reading and Writing Courses.

Degree: MA, Developmental Education, 2018, Texas State University – San Marcos

No abstract prepared. Advisors/Committee Members: Acee, Taylor W. (advisor), Armstrong, Sonya L. (advisor), Hodges, Russ (committee member).

Subjects/Keywords: Student Perceptions; Metaphor; Instructor Feedback; Feedback; Reading (Higher education); Developmental reading; Education, Higher – Computer-assisted instruction; Feedback (Psychology)

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APA (6th Edition):

Jarrett, S. M. (2018). Student Perceptions of Instructor Feedback in Online Discussion Forums in Integrated Reading and Writing Courses. (Masters Thesis). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/7416

Chicago Manual of Style (16th Edition):

Jarrett, Stephanie M. “Student Perceptions of Instructor Feedback in Online Discussion Forums in Integrated Reading and Writing Courses.” 2018. Masters Thesis, Texas State University – San Marcos. Accessed March 05, 2021. https://digital.library.txstate.edu/handle/10877/7416.

MLA Handbook (7th Edition):

Jarrett, Stephanie M. “Student Perceptions of Instructor Feedback in Online Discussion Forums in Integrated Reading and Writing Courses.” 2018. Web. 05 Mar 2021.

Vancouver:

Jarrett SM. Student Perceptions of Instructor Feedback in Online Discussion Forums in Integrated Reading and Writing Courses. [Internet] [Masters thesis]. Texas State University – San Marcos; 2018. [cited 2021 Mar 05]. Available from: https://digital.library.txstate.edu/handle/10877/7416.

Council of Science Editors:

Jarrett SM. Student Perceptions of Instructor Feedback in Online Discussion Forums in Integrated Reading and Writing Courses. [Masters Thesis]. Texas State University – San Marcos; 2018. Available from: https://digital.library.txstate.edu/handle/10877/7416

.